Plate IV.

Plate IV represents the result of primary work with broom-corn.

AIM.-The special aim in this work is to develop the child's preconceived idea of number.

APPARATUS.-Broom-corn, nails, and knife (corn tops are preferable to broom-corn).

PRESENTATION.-If broom-corn is used it may be, for the first grade, cut into various lengths, and the child permitted to select what he desires to use in his project. The teacher should question the child as to the number of pieces desired, and as to the relative lengths. The child should discover his own mistakes and correct them by observation. By adroit questioning the teacher can make clear number relations that might otherwise be overlooked. No questions

should be asked except those that aid the child to complete the construction he has in mind. The aim of such questioning should be to get a new mode of expression for the. knowledge already in the child's mind, and thus increase mental reaction.

If the child seems to lack experience sufficient to carry out his project, he should, if possible, have access to a simple form of the thing he is attempting to reproduce.

Under all circumstan es, let the child construct the thing represented in his own mind. Help him mechanically, if necessary, but see that he does the planning.

Plate V.

Plate V. represents two looms of simple construction, and some rugs woven by first and second grade children.

Loom I. is a very simple affair, used by the low first grade. The shuttle is simply a long wooden one, and is used as a sort of darning-needle. One, two, or three children can find employment at this loom. It was constructed by a student teacher.

Loom II. represents a more complete though simple machine, constructed by a student teacher for use in the high first grade. It requires six children to run this loom well.

AIM.-This class of work is intended not only to give the child such experiences as will enable him to better appreciate the literature and history which may have a setting during a period when such simple industries were common to every home, but also to bring him in touch with the world of experience, and thus humanize him.

PRESENTATION.-Only one or two suggestions are necessary here. See that the child has a purpose in the work undertaken,—not a purpose such as may please his teacher, but a good healthy purpose, such as he will feel if he is to use the result of his labor to cover the floor of his playhouse.

In working the machine each child should feel that he has a definite part to perform, and that his failure to perform his part faithfully will affect the whole work seriously. The pleasure that the children get from this class of work is often lost because of the inattention of one helper. If the child is not interested, he should be removed, and another put in his place.

Work given in a way to develop number notions especially.

CARDBOARD-The hip-roof house, with furniture, and

barn.

BROOM-CORN AND STICKS-A more permanent thatched house, with sides woven in; more intricate construction of furniture, fences, etc.

WOOD-Benches, tables, step-ladders, and small looms

for weaving carpet.

HIGH SECOND

Same time given to work.

Work given as a foundation for a higher appreciation of literature, history, and other school subjects.

CLAY MODELING-Continuation of work in low second.
BASKETRY-Continuation of work in low second.

TEXTILE WEAVING AND SEWING-Continuation of work in low second.

Work given as foundation for number work.

STRAWBOARD AND CARDBOARD-Playhouse and furnishings (large size).

BROOM-CORN STICKS AND RATTAN-Furniture for play

houses.

WOOD-Work of low second grade continued, railroad system (track made of grooved boards), (cars made of cigar boxes, with wooden buttons for wheels).

Third Grade

One hour per week is given to the industrial manual training and one and one-half hours to construction work.

CLAY MODELING-Form of pottery carefully studied and modeled, (modeling tools used). Work planned to give experience for higher appreciation.

BASKETRY AND OTHER REED AND RAFFIA WORK— Mats, trays, and doll's furniture made of rattan; raffia braided and sewed to make hats and other articles, also knotted and woven to make belts and bags.

TEXTILE WEAVING (for boys and girls).
SEWING (for girls only). (See Sewing.)

CARDBOARD-Drawing board is used in making simple mechanical or working drawings. Small articles, which can

be put to use by the child, or used in his home; such as, portfolio, small boxes in which to collect seeds for nature study (glass top), lunch box, match-safe.

WOOD (for boys and girls)-Introduction to tools; such as, block plane, spoke shave, coping saw, stiff-back saw, bench hook, and clamp. Some simple, mechanical drawings of different parts to be joined are made; such as, child's tea-table, sprouting boxes, salt boxes, doll's swing, wooden sword, Indian hatchet, furniture (half size), and other toys. Boys continue such work, while girls take up sewing and weaving (see above).

HIGH THIRD

Continue same line of work as low third.

Fourth Grade

Two forty-five-minute periods per week are devoted to work in this and all the following grades.

BASKETRY AND KINDRED WORK (for boys and girls) (four weeks) (round and split reed).-Great stress is placed upon form and finish. The child should be able to produce a finished article of a simple kind.

SHOP WORK (for girls) (eight weeks)-Doll stool, chair, bench, and other articles such as will interest girls.

SEWING. (See Sewing.)

SHOP WORK (for boys) (sixteen weeks)—Kite, rawhide chair (large enough for boy to sit in), bow and arrows.

HIGH FOURTH

Continuation of work in low fourth.

SHOP WORK (for girls) (twelve weeks)-Doll cradle and bed.

SEWING (for girls) (eight weeks).

SHOP WORK (for boys) (twenty weeks)-Sailboat, wooden rake, bow gun, (with stock and trigger arrangement), wheelbarrow, and other toys large enough for the boy to use.