The Sauk Centre herald. (Sauk Centre, Stearns County, Minn.) 1886-current, 1935-03-28
PAGE SIX
Primary Social Studies
OF Value to Grade Pupils
lContinued from Page Onel

various projects carried on in the
Social Studies work. Such excur-
sions and first hand contacts lead
toward the observation of the con-
crete, and the activities which fol-
low the excursions act as a check
up upon the child's power Of MOTTO
ing.
The third aim of Social Studies Is
to develop a spirit of appreciation
and good will. From the study of
the various topics of the Social
Studies, the children learn to I'M
derstand others and their work,
and how other people contribute to
their comfort, even those in far
away lands who supply us with
food, clothing, and pleasure. They
become more appreciative OF the
things about them. The Social Stu
dies constitute a big step forward
in linking education with life;
these studies give the children an
understanding Of life and show
them how to adapt themselves to
1t, and how to live the best in it.
The fourth aim Of the Social Stu
dies in the primary grades is to
give children a background on
which to base the later study OF
geography and history. If the chill
dren are familiar with their own
environment, it is easier 70: them
to understand the history and geo
graphy Of other people. The study
OF such a social group as the jap
anese, for example, builds up
host Of pictures and impressions of
the way the Japanese dress. the
houses in which they live, the fool
they eat, and the games they play.
When Japan appears in the regular
geography study in the informed
late grades, it then means some
thing more than a portion of the
map to the children. They remem-
Der the experiences they had In
building and furnishing Japan
csc house, in showing the Japan
csc mode of travel and in dramat-
izing japanese customs.
Since the home is the child's
best known experience, the home
unit is usually the first project in
Social Studies. The reason for
about the home in the
first grade is to provide exper-
fences so that a child's interest is
aroused in the facts and relation
ships Of the home. The child should
be taught the right personal and
social habits in the home, such as
those relating to courtesy, kind
ness, cooperation, and health. He
should be taught to appreciate all
that is done for him at home, and
to realize his duties and responsib-
ilities. The activities of a study of
the home consist, for example, of
building a playhouse, making fur
niture, and playing house, so that
each child is playing that he is
some member Of the family.
From the study of the home, the
children go to the study of the
as whole. The COM
is the first break from the
small home circle to a larger circle
that keeps widening and extend
ing the child's experience. In the
study Of the community, the chill
dren are led to become acquainted
with a larger social group, and
hence, to consider the relationship
of the members of their commun-
ity, and to see the need for coop
Grafton with those who are doing
their part to make the community
a desirable one. They learn about
the sources of their food, and the
work that must be carried on in
order that they may have cloth
ing, food, shelter, and protection.
Through their study Of the post-of-
flee, the fire department and the
traffic regulations, they learn to
with those who carry
public responsibilities; thus, desir-
able attitudes are established.
After a sufficient background of
from the study of the
home and the community, the chill
dren go on to units of activity per-
tanning to clothing and tcansporta-
ton. Next come activities which |
deal with subject matter farther
from their immediate En-
vironment, such as the study Of
the Indians, the Dutch people and !
the Japanese.
The kindergarten or primary
teacher receives pupils from many
Some children come
from rural communities; others
come from poor sections Of small
towns, others come from rich sec