Series !So., 22. p J. H. Shultsl CORK WORK In P Uhshults PUBUSHLk MICH. *ry S Price, 15 Cents, Kindergarten Material in Primary Schools— How to Use It. Tie Ninth Occupation-Peas and Cork Work-in Primary Schools. A Practical Manual Especially for Primary- Kindergarten Teachers. WITH ILLUSTRATIONS By J. H. SHULTS. Copyright 1904, by J. H. Shults, flanistee, Hich. Manistee, Michigan. AMERICAN KINDERGARTEN SUPPLY HOUSE. J. H. Shults, Proprietor. LIBRARY Iwc Copies tiocsiveu MAR 18 1905 <( ^3oDyritnn entry wiSS «_- XAc Ww ; COFY 6. L6//73 PREIFAGE. THIS work constitutes one of a series now issued or soon to be published upon the use of kin- dergarten material in primary schools. The purpose of the author and publisher is to aid in bringing about the best possible kindergarten training in primary schools. While the use of this material has rapidly in- creased within the last few years, thus far there has been an almost total absence of literature along this line. While the regular kindergartens are doing most worthy work, yet their operations are limited to the comparative few. Probably 95 per cent of the chil- dren of America will receive their first training out- side the home in primary schools, and while the estab- lishment of regular kindergartens everywhere is always tn be encouraged, in the meantime let us labor to make the best possible and only available substitute — the pri- mary school — a place where at least some of the ad- vantages of kindergarten training can be secured. The teacher will understand that the primary pur- pose of all the kindergarten gifts and occupations is the development of the physical, mental and moral fac- ulties of the child, and not the construction of objects, etc. While it is probably true, that no child can con- struct a form new to him without developing his capac- ity for construction, yet a much greater development will result if the lessons are properly conducted. In order to secure the best development, the child should be helped by hints and suggestions, rather than by di- rect instruction. He should be encouraged to think 7 and act for himself, and to overcome the difficulties which he encounters, unaided, whenever possible. This, however, should not be carried so far as to lead the child to become discouraged or dissatisfied with the work, but the child should be encouraged to develop his own powers and not become merely a medium for the expression of the thoughts of the teacher. The author takes this opportunity to sincerery thank all who have in any way assisted in the prep aratioii of this series of works. The usual methods employed in the kindergarten are varied with a view to rendering them . susceptible of more efficient correlation with the regular primary- work, and beyond this no claim of originality is made. Ifas a result of this series of works some of the blessings of kindergarten training may come to an in- creased number of the children of America, however small, we shall feel that the labor has not been in vain. The only apology we offer for frequent reference to elementary principles in pedagogy is the belief that this work will fall into the hands of many inexperi- enced teachers who may profit by such reference, how- ever valueless they may prove to those of more exper- ience. THE AUTHOR. The Ninth Occupation — Peas and Cork Work — in Primary Schools. The aim of this occupation is to train the eye for perspective drawing and to further progress in con- struction work and manual dexterity. The material consists of corks and wires, also peas and sticks. Owing to the cheapness of the material, and the variety of surface and solid forms which can be constructed, this occupation should prove very pop- ular in primary schools. As a substitute for the regular sticks sold by kinder- garten supply houses, toothpicks can be used, but thev are not so satisfactory. The rounded toothpicks with sharpened points are preferable for some designs, and can be had of some dealers in kindergarten supplies. The forms representing the outlines of solids afford very excellent models for drawing. Where the designs are made of the cork and wire, it is not customary, owing to the expense of the mater- ial, to preserve them permanently, but well selected marrowfat peas can be purchased cheaply, and used in connection with the sticks at little expense, and hence preserved permanently. The peas should be allowed to soak in water for twelve hours or so, then allowed to dry about one hour. This occupation requires but little supervision. The children are delighted with the work, which can be used in many ways, in connection with language and number exercise. Owing to the cheapness of the material the child may claim as his own whatever forms he constructs. The pupils will experience considerable difficulty in getting the forms which represent the solids true in shape, as there is a tendency to warp out of true. This can be overcome only by practice. Cubes of the third gift, bricks of the fourth gift, and G=0=Q Lof n tablets of the seventh gift can be constructed of the peas and sticks and placed together to form a design. & t-9 12 The work should be frequently interspersed with talks about the object constructed, its uses, import- ance, how made, etc. A portion of one lesson may be profitably devoted to examining the peas and talking about them. A clock face can be made by using the rings of the eleventh gift for the circles and sticks of suitable length for the hands, and Roman numerals made of sticks and peas. Using sand trays, the peas may be placed in the sand to form letters, figures, words, and simple designs. The tray may be called an orchard, and the trees rep- resented by peas planted in rows equally distant in each direction. In a similar way gardens may be represented. Words can be made up from the letters, and an in- teresting exercise may be had by allowing the pupils to make one or more of the words given below : car hop on hat top or tar pen as pan end was Let them find letters which if prefixed to a word will change it into another word, also letters which if affixed to a word will produce the same effect. Thus with the word as : w-as ; as-h. By the use of the slats of the tenth gift, the pupils may be able to make the plus and minus signs, and then read it. These exercises in number work should be reviewed often, and the material of many other kindergarten gifts and occupations can be used alter- nately in teaching the work, with a view to securing the variety necessary to hold the interest of the pupils. All the letters of the alphabet can be made of this material, a few of which are illustrated. Likewise the Roman numera-ls and figures. o o Matie Lois Loudon. A child is always attracted by work, which is sup plemented by story telling. The following story combines the forms of the square, the swing, the rake, the spade, the triangle, the form of the house and bed. The swing was out under the old elm tree, which stood at the edge of the garden. All night long it had been swinging back and forth impatiently waiting for morning, when Molly and Jack would come again. It was so lonely for the swing after they were carried off to their little beds at twilight. Their beds were both just alike, little white iron bedsteads. Early in the morning, right after breakfast, Molly tied on her sunbonnet, while Jack snapped the rubber of his broad sun hat under his chin, when they both ran out to the elm tree. The sun and the elm tree and the swine: were all LS glad to see them. They smiled at the sun, though it wa,s rather warm even at that time in the morning - . They patted the bark of the old elm tree, and put their arms about the swing:. Molly climbed into the swing;, while Jack ran off to the summer house, where he kept his spade and garden rake. Jack was a very careful little boy and he knew that if he left his tools lying: out in the dew and rain that they would rust and be hard to work with, so instead he picked them up carefully when he was done with them and carried them into the summer house. It was the last of April and Molly and Jack knew that if anyone had flowers the seeds must be planted in time. First they planned their beds — one was to be oblong, another square and still another one was to be a tri- angle. Molly and Jack knew all about squares and triangles because they went to a kindergarten. First, Jack spaded up the ground, then Molly raked it carefully, and the seeds were planted. They had asked their mother all about the seeds and put them in just as she had told them, covering them over gently. "Oh, Jack, just think of the beautiful flowers we'll have," Molly called after Jack, as he carried the spade and the rake back to the summer house. 16 Chapter III. GENERAL NOTES. The following hints are applicable to all the gifts and occupations, and it is believed that the teacher will profit by fi equent reference to them. No teacher should follow literally the line of in- struction laid down in this or any other treatise on kindergarten training. She must inject into the work her own personality, which is far more potent for suc- cess or failure than most teachers are aware, and must always suit the instruction to the age and capacity of the pupils. She should realize that if the child's education is to be complete it must have a threefold development. First : physical, resulting in training the hands to do his bidding. Second, mental, acquiring the ability to think accu- rately, definitely and independently ; to see things ana- lytically as well as collectively. Third : spiritual, obtaining a love of the symmetrical, the beautiful, the good and the true, as a final result of his physical and mental education. This education, if complete, will bring him in harmony with the Creator and all His works. He will recognize God as the in- spiration and source of all beauty, all perfection, all truth, all justice, all love ; in short, of all that is lov- able in form, color, sound or attribute. Recognizing this, it will lead him naturally to choose the good rather than the evil. He will realize that no lasting benefits or happiness can reach him except through obedience to Divine law, that all sorrow and unhappiness result usually from the violation somehow and somewhere of the blessed laws of the Creator. With his education thus perfected he will naturally find dissatisfaction in all that which is rough, uncouth, imperfect, inharmonious, unkind, unjust and out of harmony with the Creator. This education is difficult to impart, but rightly di- rected, all the kindergarten work will lead toward this result. Every symmetrical form constructed, all con- templation of beauty, every song and story can be made tributary to this result, but perhaps more potent than all other influences in tne schoolroom for the spiritual development of the child is the personality of the teacher. Her unconscious influence may lead many naturally wayward children into paths of obedience and success, but this result will not be accomplished unless the teacher herself has been baptized with the spirit of con- secration to her work. She must truly love the chil- dren and earnestly endeavor to make her work con- tributory to their permanent welfare. She must in some measure, at least, attain to the attributes of the Uood Shepherd, being ever willing to give His lite for the sheep ; and possessing this necessary quali- fication for most successful teaching, she must not be come weary in well-doing, nor discouraged at the ap- parent unfruitfulness of her efforts. With a full appreciation of the responsibility placed upon her, the influence she wields will tell for good throughout the lives of the little ones whose dearest interests are intrusted to her care. Few children will fix their attention for any length of time upon a given object or thought unless deeply interested. Hence the advantage of employing meth- ods which will attract the attention and hold the in- terest of the pupils. The variety afforded by kindergarten material adds to its educational advantages, as children are always interested in that which is new. This interest will be greatly enhanced if the teacher precedes the presenta- tion of the gifts with a talk upon its qualities, its uses, etc. All the gifts and occupations should be presented in the simplest form first, gradually increasing in com- plexity as the work progresses. It should be remem- bered that the gifts and occupations are to be used to develope the child, and when their use can no longer serve that purpose they should not be employed. Marie Kraus-Boelte says Froebel's gifts and occupa- tions contain the foundation for all human occupations. They are the true means of play for the children, and, as such, they are the guide for the right and just term- ination of all other means of occupations ; for together they do justice alike to ail the bodily and all the mental powers of the child. The forms used in connection with the kindergarten work are commonly divided into three classes, namely : Forms of life, representing objects seen in daily hie. such as houses, tables, chairs, etc. Forms of knowl- edge — mathematical forms, such as are used in teach- ing numbers. Geometrical forms are also included in this list. Forms of beauty or symmetry, which consist of imaginary forms, in which symmetry largely pre- dominates. When practical, the pupils should be encouraged to work together in producing a given design. For instance, in representing a village one pupil should build a church, while another constructs a mill, another a mercantile establishment, others houses, streets, etc. Where there are several grades in one room tin- talks by the teacher pertaining to the gifts can be used by pupils of higher grades for their writeen lan- guage work for the day. Whenever this is done, the talk should be directed to the older pupils, prefaced by the remark that you have a story about this gift for the larger children, but if the little ones will pay careful attention perhaps they can understand it too. The reason for this is obvious. 19