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Plate I.

It should be remembered that the following discussion is intended as a suggestion only.

Plate I. represents three different folding lessons to be used as dictation exercises. Project I. was planned for the low first grade; project II. for the high first grade, and project III. for the low second grade.

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AIM.--One of the aims of such work is to lead the child to see that he can construct the house easily in cardboard. Another aim is to arouse his interest in the subject, so that he will make a closer observation of the houses about him, and thus prepare himself to work out the project in the following lesson. Incidentally, such exercises are of value in cultivating the conscious attention of the child.

When the child discovers that he has produced a house by a few simple folds of the paper, he will, in all probability, do some reflecting upon it, but such reflecting, being impelled by curiosity alone, will not last long.

Folding exercises of this sort should be given only as an inspiration to a higher class of manual training.

The fault of such work lies in the fact that the teacher does all the thinking, while the child uses his hands merely.

A great amount of this work is worse than a waste of time, because the child will use his mind more in his common play than in such work.

APPARATUS.-Each child should be provided with a chisel knife (a chisel with blade one-fourth inch long), shears, small mallet, cutting board, straight edge, pencil, a sheet of light-weight, dark cardboard the proper size, with necessary lines (as few lines as possible).

PRESENTATION.--The teacher should direct the children, and at the same time fold her cardboard. She should then mark with a soft pencil the folds to be cut (gummed paper may be used instead of pasting edges). The windows and doors may be represented with white paper, or these openings may be cut. The houses should be kept by the teacher for future use. (See Plate V.)

Plate II.

Plate II. represents four types of the house. Project I. is the simplest type, and is suitable for the low first grade, project II. for the high first, project III. for the low second, and project IV. and V. for the high second grade.

AIM.--The aim of this work is to get the child to react upon the ideas he may already possess. His acquaintance with number will be greatly increased, since a knowledge of number is essential to the construction.

APPARATUS.-The tools used in these lessons are the same as those suggested for the folding exercise, including

two strips of cardboard, one three inches and the other five inches long, to be used as measures for the low first grade. A measuring stick one foot long graduated into inches only

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for high first grade, the same measuring stick graduated into half inches for the low second grade, and the same stick graduated into fourth inches for the high second grade. They should be furnished also with heavy Manila drawing paper and number fifty strawboard.

PRESENTATION. The teacher must first see that the pupils know what type of house they are to construct. If possible, the class should be taken out to see some houses; if not, a blackboard sketch or two may serve the purpose.

Then she should see that the child has a definite idea of the number of rooms and stories he wishes to make in his house.

The child then cuts from the drawing paper a pattern of one side or end of the house, using the three-inch measure as the height, and the five-inch measure as the width for each room. The teacher acts as critic of the child's work, testing it as to angles, height, etc.

Ascertain by questioning if the house has another side like the one planned, and, if so, the pattern may be pinned to a piece of drawing paper and the second side cut. When all sides have been represented in this way, they may be placed in position, so that the child can criticize his own work. The patterns should then be fastened to a piece of strawboard with a little paste, and the strawboard cut the proper shape with the chisel-knife and mallet.

The windows and doors may be located by drawing or by cutting pieces of paper the proper size and moving them about until satisfactory. These paper patterns may then be fastened and the openings cut, using the chisel knife and mallet.

The house should then be set up by pasting the corners together with gummed paper. The roof can be constructed in the same manner as the sides.

In this work the child does all the planning. If the teacher finds that the child's experiences are not definite enough for him to make his plans in a simple way, she should refer him to a real house, where he may get such experiences as he may lack. Question the child to see if he understands what you expect of him.

Under no circumstances should the teacher try to supply the child with the knowledge that he may obtain by investigation, or let her ideas affect his plans. When the teacher begins to plan for the child, the mental reaction ceases and the work becomes valueless. If aid must be given, let it be along the line of construction. The teacher should continually keep in mind the fact that in this work she is helping to unfold the mental life of the child.

Plate III.

Plate III. represents a village built of the houses constructed in previous lessons. Each child should have an opportunity of arranging these houses as he sees fit. The

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teacher should act as critic, question such things as appear wrong, and require the child to satisfy himself by observations.

AIM.-The aim is to develop the notion of location and arrangement in the child. It is a valuable lesson in home. geography, and in social organization. After each child has had this opportunity, he should be permitted to carry his work home.

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