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The haystack was colored dull green below and yellow above.

The round haystack was made with an oblong and a circle.

The dried grass was stuck on with a little glue or flour and water paste, and the top colored yellow with chalk. The background, with houses and church, was done by teacher, with colored chalk on brown paper.

When all the things were ready, they were put in position by children. The steps of house were made with clay, and path to gate clay with small stones embedded in it.

The fence around the house was made with small sticks (used for stick laying) and small branches of twigs, etc., stuck in to make the garden.

When all was finished the children repeated the rhyme:

This is the house that Jack built —

This is the malt that lay in the house that Jack built, etc. All thoroughly enjoyed it.

A Pony Project for the Wee Ones

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Annie E. Dakin

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URING the first weeks of school life, when it is so hard to arouse interest and get our children acquainted, it is necessary to find something with which they are familiar for a starting point. Every child loves a pony, and every child has seen or been interested in one or less. Introduce a picture of a pony, one that contains action, and you have something to talk about. Let children look at it carefully; ask a few questions yourself via description: How tall is the pony? Its color — about its mane and tail? How many legs? long or short? Will it grow and what will become of it? Does it wear shoes? etc. Follow this talk with another on housing, feeding and caring for the pony.

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Encourage children to bring other pictures of ponies and later show them the best ones yourself, as, "The Thoroughbred," "Horse Fair," "At the Watering Trough," with talks on each, but allowing the children to tell what they see in the picture first.

Thus we come naturally to children's free expression of previous knowledge regarding ponies and horses, gathered from their experience.

There are bound to be enthusiastic talks about circus ponies their wonderful manes and tails, coloring, tricks, etc. also about the ponies at fairs and summer resortsexpressly for children to ride upon.

Right here is the opportunity for the valuable talks on kindness to ponies and horses (and this will furnish many fine lessons). Introduce the favorite ryhmes, as, “I had a little pony whose name was Dapple Gray," "Ride a Cock Horse," with a story, now and then, told by the teacher.

This leads to shoeing the pony, and the introduction of the songs they love, as, "The Blacksmith," "Trot, trot, trot," and the ever-welcome, never-tiresome story of "The Little Gray Pony" who lost his shoe.

During this time of story and picture work, the children will love to cut pictures of ponies and horses and paste them in a book made of wrapping paper, neatly marked on the cover, "My Pony Book."

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They will also try the free hand cutting of a pony, or the hektographed copy prepared for them, coloring it brown, gray or black, with darker mane and tail — perhaps leave it all white, with cream colored mane and tail.

They will also love to knit harnesses with bright yarns on toy knitter, during spare moments. (These reins are used in pony game.)

Thus having used the pony project in the language, music, and art work, the children are ready for a game, which they will play with greatest understanding and interpretation.

The circus ponies, with their fancy steps and gay reins, have appealed to them continually. So they sing to the tune of "Auld Lang Syne":

The dear little ponies are all in their tent;
They can hear the big band play,
So come, kind men, and harness them up;
And drive round the ring so gay.

Tra, la, la, la, la, la, etc.

Have the different ponies in cloak-room or corner of room - thoroughbred, gentle pony, dancing pony, mother pony and colt, high stepping pony, span, tandem, chariot ponies, not forgetting the lame pony.

If you have music, any good two-step is easy for all kinds of ponies to adapt their steps. If no music is available children may sing any lively tune.

The drivers go to tent one at a time, harness their pony or ponies, using the knit reins, and, at a signal, drive in and once or twice around the circle and off to tent again. When the lame pony comes limping along, if lessons in kindness have been fully developed, some one will intuitively run up to him, pat him on head and back, then hold up a measure of oats, which he eats, and then trots away, as if a cure had thus been effected.

Wonderful power of concentration must be used in tandem and chariot work, i.e., to run togeth er in even step and to exact time of music. Nearly always the step is suggested by the pony represented, as, thoroughbred steps high, with head well up, fists doubled up on chest; gentle pony trots along softly on toes, bowing head at each step, fists placed on hips; pacer lifts feet and throws legs out from knee; tandem one pony behind other, some distance apart first pony with fists on chest, second, hands on reins at side, heads high, lift feet high; span and chariot ponies, place hands on harness in front of body, step high altogether, to exact time.

This game is splendid for physical training, and a delight to the children every time it is used.

The pony project, although designed for first weeks of school, holds its interest all through the year.

The Green Village

How quietly each year the seasons grow
From the first windflower to the last thin snow,
And quietly all day the people pass,
With silent feet, along the green short grass
That stretches like a green road by each door,
And gathers wind scents from the wind-whipped moor.
Young children take their first shy tumbling walk,
And old men have their long accustomed talk
On green ways bright with dew and yellow sun,
Or red with clover when hay-time's begun.
On every side the green slopes travel high-
Loud with loud winds and ceaseless lapwing cry;
The great hills hold the vale in their green arms,
Secure from winds and wind-born night alarms.
Here, waking, you can catch the waters' song,
So still are the green lands they tread among;
And you can hear, at sundown, when you pass,
The white horse tearing up his evening grass.

Dorothy M. Roberts in The Athenæum

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Community Study II

Second Grade

Andrey Lapham

HEN Indian work is mentioned for primary grades we almost involuntarily find ourselves thinking "Hiawatha.' Would it not be better to leave this poem untouched for a grade in which the children can fully comprehend and enjoy it as fresh material, rather than as a story already taken in the primary grades? There are many other Indian stories available which are better suited to children in the primary grades "Mewanee," "Red Feather," and "Children of the Cliff." The Hiawatha readers offer attractive illustrative material,

however.

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Visit museum to see Indian figures and Indian relics. Make large wigwam, preferably of cloth, and decorate with Indian designs painted with oil colors. Make large papoose board and lace large doll in. Make dishes in clay. Make mortar and pestle and grind corn. Make weapons bow and arrow, spears, tomahawk, - headdress. Study significance of the different colors and marks that the Indians put on the feathers. Bring in feathers, dye and mark them, make headdresses to wear; simple Indian costumes to wear. Draft patterns first.

Work out Indian play. Give this in the park or in school auditorium. While working out play use every opportunity for language teaching.

In re-telling parts of the story, tell it in the first person, "I am Mewanee. It is time for me to fast, so I will go to the woods," etc. This will get away from using words of the books and more thoroughly test comprehension.

If a small admission is charged for the Indian play, the children will get a chance to learn number combinations. Let them learn to use the one-quarter inch rulers to measure and make the wigwam, papoose board, etc. Learn yards, feet and inches in measuring. From the cost of the cloth for costumes, study money values. If the children buy their own cloth How much did your mother pay for the goods? How many yards did she get? If she gave the man $1.00, how much change did she get?

Make Indian scrap book. Each child can contribute his story (signed) and the teacher may hektograph these, put them together, and after each pupil illustrates his, he will have his own Indian reader. Use these books in reading class.

Write invitations for the play and make posters to put up in the windows and doors of the school building. Use pictures taken from magazines and use the printing press for the posters. The use of the press will give a motive for learning the alphabet thoroughly and in order. Make Indian posters for bulletin board. Have an Indian corner containing real Indian relics brought by children.

After the study of these primitive Indians, bring out the fact that Indians still exist to-day. Show pictures of Indian reservations and pictures of the Cliff Dwellers. Take up the study of Lolami.

In reading the story to the children stop when Lolami has a problem and let pupils try to work it out, each in his own way then see what Lolami actually did. Use the sand-table, a corner of the room, or part of the playground to work out the Cliff Dwellers' home. Study patterns they used on pottery and make some. This kind of Indian life can be worked out much in the same way as the earlier Indian community was.

Navajo Workers

This introduces a new phase of life-Indians keeping sheep and making weaving their chief occupation. Make sand table model sheep of clay, then cover them with wool, if it can be obtained.

Weaving was done by the Navajo women. Take up the Take up the

process of dyeing. Dye yarns as the women did, using peach leaves to give yellow color. (See "Weavers and Other Workers," p. 91.) Work out Navajo designs, and if possible weave into rugs. Try to have children see a real Navajo rug.

Dramatize a trading scene between the Navajo and Pueblos. Why were these two sets of Indians anxious to trade? Can you think of any reason why Navajos could not make clay jars?

Compare Shepherd Life in the Mountains Why do these shepherds have goats instead of sheep? Reproduce mountain side. Use corner of room or playground. Make villages, flocks of goats, shepherds and houses. Make room book about use of goat. Use large sheets of paper, stories-signed each child contribute a story, bring in cuttings, or illustrate by drawing. Teacher may print these stories — signed by children - then room can use book or chart for reading. Milk, cheese. Pails and bottles were made of skin. Cloth made from hair-no need of dyeing. Why? Yarn for bags. Compare shepherd life in Greece with shepherd life the children know about. Work out in same way.

Make shepherds, pipes and costumes. Play shepherd. Build on playground sheds of brush, making them large enough to get into. A simple Greek shepherd might be given since costumes could be easily put together and illustrations are easy to get. 'Crooks, shepherds' pipes, etc., may be made by the boys.

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About Christmas time, when packages are being sent, or when need of sending letters may arise, as at St. Valentine's Day, address envelopes. Learn to write own address. For number work study postal rates, cost of sending one Work out number combinations letter, ten letters, etc. through 12, or farther, in this way. Let children build post-office with blocks and play sending packages.

Study of parcel post system. Address and send real packages, if possible. If this study comes at Christmas time, make toys and bring toys from home to send to other children.

Study collection of mail and play postman. Learn to tell time when mail is collected, using a toy clock or a large clock face. Visit depot when mail train comes in. Investigate way of mailing letters on a train and teach advantages of mailing them this way. Study special deliveries.

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Special Days

Activities related to the observation of special days often become a part of home and community problems. These are often problems of short duration, not complete studies relating to the occasion. For example, St. Valentine's Day in a primary school does not bring up the study for the historical background of the day, or a rather completely worked out study of mail distribution, though it may suggest the making and sending of a valentine to Mother or Father, or a friend, the making of a mail box, playing postman, addressing valentines and mailing and distributing

them.

Special days are often not easily observed in primary grades because their historical significance is so far removed from child life and interests. Yet we feel compelled to make some observation of them, because they are being observed by older members of the family. It is perhaps a good plan to select some one feature of the occasion which is most easily understood by the children, and relate the activities to that. For example - Washington's birthday may suggest patriotic activities. The fact that Washington was a great soldier may be the most easily understood fact relating to his life. This may suggest soldier costumes, soldier games-marching with drum, "King of France," and suitable decorations for the room. HALLOWE'EN This special day offers cutting and coloring decorations for the room, and preparation for the Hallowe'en games.

THANKSGIVING Activities on this day must relate to the idea of the harvest. Some appropriate activities are cutting and coloring of fruits and baskets of vegetables, making a harvest poster and appropriate decorations for the

room.

But treat him kindly ev'ry day, And he'll love me again.

should have the chance to anticipate its coming through seasonal projects for some time beforehand. Cut out toys and make scrap books for girls. Animal and toy scrap books make delightful gifts for other children. Make such simple things as Jack-in-the-box and little baskets to be filled with nuts, candy, etc. Bring toys from home to send to less fortunate children.

EASTER If possible, emphasize the idea of the awakening of life. Give attention to the planting of bulbs and the gathering of early spring flowers. The nature study work for the spring may be suitably launched by such interest.

MAY DAY Make May baskets, gather early spring flowers to fill them, cut and color flowers, make May time decorations for the schoolroom. A May pole poster would be very appropriate if there is any observation of May Day in school.

References

HOME AND COMMUNITY ACTIVITIES. Suggestions and Illustrations for
use of the teacher.
Primary Lesson Plans in Nature Study, Geography and History-
Seattle Public Schools - Revise, 1918

Sarah A. Dynes - Socializing the Child. III P.69-121 — History—
P. 74-97
Parker-General Methods of Teaching in Elementary Schools

P. 17. 18. (Home Activities) Pp. 122. 123 (History); pp.
126-132 (Project Equipment)

The Curriculum of the Horace Mann Elementary School, 1917.
Krackowizer - Project Method in the Primary Grades
Dewey Schools of To-morrow
HISTORY-INDIAN REFERENCES

For the teacher and for reading to the children.
Legends of Red Children

Eastman-Indian Boyhood. Lolami, the Cliff Dwellers
Snedden - Docas, Indian Boy of Santa Clara
For children to read:
Wiley-Mewanee

Mercomb-Red Feather

CHRISTMAS In all probability Christmas is the holiday SHEPHERDS AND WEAVING REFERENCES most anticipated and enjoyed by the Children. They

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Weavers and Other Workers

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