January Paper Cutting Blackboard Border In the dark wintry days a bright border in the school- pink or white), the leaves of light green; the boxes, from room will help. The tulips and hyacinths are cut from gray construction paper with dark green lining. The bright colored construction paper, (red, yellow, lavender, 'boxes are placed about eighteen inches apart. VOLD Helps for the Arithmetic Teacher V A Monthly Department Conducted by Marion Paine Stevens Contest Letters Letter due by January 15. Subject for May: "The Kind of Arithmetic Recitation My Class Likes Best." (Give grade of class. Tell in the last paragraph why you think the class likes best the kind of recitation you describe.) Letter due by February 15. Address all contest letters or letters of any kind about arithmetic to MARION PAINE STEVENS Care of PRIMARY EDUCATION, Seat Work The Between-Recitation Period Between-recitation periods are necessary in most primary schools. For a part of the day there must be group work, in order to get good results in the required formal subjects. This means that half or two-thirds of the class group must work for several hours a week at some unsupervised task, and in such a manner that the work of the reciting group is not disturbed. Unquestionably the seatwork in many schools does more harm than good. Bad working habits are required which must be broken up later; and much distaste for school develops as children dawdle over time-killing, useless work which leads them nowhere. It is equally true that properly managed seat-work can be a great force for progress. There is chance for growth in power and independence, when a task must be faced alone with no chance for expert assistance. There is also an advantage in having no one to say, "Hurry!" The slow child, especially, when he must take part in mass work with others, often realizes his lack; but when working alone he can take, not the average pace, but the pace he himself requires, and in this way he regains needed confidence in his abilities. The bright child, too, who is often held back at recitation time, goes to his seat-work with the knowledge that he can advance as fast as he will, because he is to work alone. He thus avoids, for a part of the day at least, the boredom of holding himself back when he is able to advance. What is the difference between good and bad seat-work? What can we do to improve the quality of our own, so that our pupils will gain the just-named advantages and avoid the pitfalls? The subject is too large a one for brief discussion. I shall take up, therefore, but one phase of the question. It is this: Why must a whole group of children at their seats be doing the same thing at the same time? Probably two-thirds of all seat-work is conducted according to this plan. Is it because it is easier, or because we have not thought about the possibility of variation? For surely all the children would not be likely to want to do exactly the same thing all at once, if we should give them a choice of activity. It is doubtless true that with very large classes and small space, uniformity is desirable much of the time. But with those more fortunately situated, who have uncrowded. school-rooms and who are supplied with a proper variety of occupational work and shelves upon which to keep it do not such teachers owe to their pupils the privilege of choice when their "between-recitation time" or, as my own pupils call it, their "free time," comes? And what are some of the occupations which such shelves might contain, or which children could keep in their desks for the free periods? I mention only those which come under the head of arithmetic. Montessori Apparatus There are first certain parts of the apparatus developed by Madam Montessori, who has always advocated choice of occupation as an educational necessity. These are: 1 The Long Stair-a set of rods of varying lengths and divided into equal sections. 2 The geometric forms to draw around and color. 3 The sandpaper numbers. 4 The tablets of weights. 5 The Notation Board - a counting case with sliding shelves, containing cards from which figures from 1 to 1000 can be made. Says Madame Montessori upon this matter of choice as a factor in rapid mental development: "One practical advantage of our methods that has already been established is the ability to deal with many children in different stages of development. In our first House of Childhood we had, at the same time, children of two and one half years, who made use of only the simplest of the sense exercises, and children of five years or more, who, because of their intellectual development, were able to enter a few months later the third elementary grade of the public schools. Each one of these children perfected himself independently, and went forward according to the individual force that lay within him. Such a method would greatly simplify the problem of country schools and schools in little towns, where it is not possible to have a great number of classes and where one teacher takes charge of a whole school.” are shot toward the holes. The score is the total of all the numbers attached to the holes where marbles fall. Magnetic Jack Straws Two or three children often enjoy playing this game quietly and keeping score. The straws count according to colors. Other Games Lotto, Parchesi, Dominoes, Ring-a-peg, and Conette are five games which are splendid for first and second grade occupation work. Toy Money Preparing toy money for a store gives an impulse toward good figure making. Boxes of toy money are often chosen by the children for occupation work. They seem to enjoy piling coins of equal value together, and sometimes they sit for a long time and make change all by themselves over and over. We might easily devise a much longer list. Any of the usual occupations are good if given only when children choose them. It may be exactly what a certain child needs to sit and prick out a number on a sheet of paper. It may be a bore to a second, and an object of loathing to a third. Given freedom of choice and even the much-abused peg and lentil work finds a place. The children will surely develop more rapidly if working at what they need, rather than what the teacher, in her rotation of occupations, selects for the day. Can we find out what they need in any more certain way than by allowing them during at least a part of their seat-work time, to choose what they will do? CONTEST LETTERS Subject: Seat-work (The Between-Recitation Period) Study as a Seat Work Device (Prize Letter) We all know the value of forming the right kind of habits while young. Then why not begin to form correct habits of study while the pupils are in the primary grades? In arithmetic the pupil must not only know "How" but "When" to use the fundamentals. He must be given the ability to use these processes in the solution of problems he will meet in life. This can be accomplished only by giving many and varied real (i. e., based upon familiar situations) concrete problems. The seat-work for arithmetic in the primary grades should develop the ability to select the proper process or method of solution. In the second grade we have a twenty minute study period each day. A list of from five to eight concrete problems based on the various activities of the pupils is placed on the board. In the solution of these the pupils tell how they get the answer. For instance: Mary paid 2 cents for that pencil. She could buy 10 ÷ 2-5 pencils with 10 cents. At first the pupils need considerable help, so we go over the list orally first. As soon as a child shows he can do without this help he is promoted to the A Class. This group works without the oral help and also without sticks or other counters, but the slower group is helped until everyone is able to work independently. I have achieved good results by the use of this and the children enjoy it. In fact, they consider any other form offseat-work suited only to the first grade. GLADYS A. RISDEN Vermilion, Ohio line. During the past month, we have used the following seatwork which, though "exceedingly simple, has proved very helpful. After teaching the children to make a figure or a letter on the blackboard, they were given paper and pencil and encouraged to make them at their seats. Sometimes they are sent to a table and given pegs with which to form the letter or figure, or possibly a short sentence; and sometimes we use plasticine, which the children enjoy rolling and forming into shape. Stick laying is enjoyed very much, also parquetry blocks, by which so many beautiful figures can be made. These The most useful seatwork I have found for third and fourth grades in arithmetic is writing the "hard tables"seven, eight, nine, eleven, twelve and fifteen - from memory. This work helps in neatness, precision and correct figure making, besides fixing the combinations firmly in the memory. Moreover, since the pupil has to stop often at first to think out the correct answer, the finger muscles do not get cramped. We do this once a week as a review, one division busy at it while the other has quick oral work. We omit the tens, which is "too easy" and add the fifteens, which is a very useful table to know. LILLIAN OFFUTT, Cut the figures from old calendar sheets. It is better to use only large ones, say two inches square. The children are all glad to bring these from home and usually schoolrooms are furnished with advertising calendars. Mount the numbers on pieces of heavy drawing paper, 4 by 3 inches. Make a set for each pupil. On the first day, shuffle the numbers from 1 to 10 of each set. Let each child lay in order on his desk. If he arranges them correctly, he may have the numbers from 10 to 15, or possibly 20, the next day to arrange in order, from 20 to 30 the next, and so on. In making the numbers beyond 31 (the limit of the calendar figures) make required numbers by putting two numbers together, as 3 and a 2 to make 32, etc. I have found this a very effective method in teaching recognition of numbers to very little children. IRENE BIDWELL, A Talks for Mothers and Teachers IV Rose Speight Anemic, Nervous Children LL children need proper food, good care, exercise and love, and with these things most of them will thrive, but some little unfortunates come into the world handicapped with inherited, organic weaknesses, or deformities, or with poor blood and weak nervous systems, and these, above all others, need a double share of loving, guiding and protecting. We teachers recognize in them the nervous and anemic pupils, thin, pale, purple-lipped and weak, one type of which is always backward in both work and play, and the other type of which although just as weak physically, seems to possess mental strength and alertness far too great for their bodily strength. Both types present serious problems to both teachers and mothers and together we should carefully consider their many special needs, and endeavor in every way to supply them in order that these weak little individuals may get a chance to develop sufficent health, strength, and mentality to win in their hard, uphill fight. Their many needs can be learned through their endless cry for more nourishing food, more sleep, more patience than their healthier brothers and sisters require. And, dear mothers and fellow teachers, it is but just that we put forth every effort to answer their cry, for they were cheated at the start of life and it is our duty to help them balance their account and get a chance to catch up with the rest. Their first need is proper care in the home, and the mother who does not wish to see her thin, pale, delicate little fiveyear-old grow up a nervous, anemic wreck, a tuberculosis victim, or one of our hundreds of sufferers from gland, throat, eye or heart diseases must exercise energy, caution as to proper diet, sleep, fresh air and recreation in caring for her child. The control of disease lies in the home, and mothers should recognize their responsibility and endeavor to inform themselves so as to fulfill their duty. In the articles on Children's Meals which have appeared in previous issues I have endeavored to list foods that will supply the every need of the growing child, but an extra glass of milk, an extra egg, beef extract, or sweet chocolate, with plenty, yes, plenty of fruit, cereals and bread and butter are required to build up the rapidly exhausted nerve cells of the restless, "fidgeting" nervous child. Remember too, that leafy vegetables, such as lettuce, chard, spinach, and cabbage contain the "vitammines" or growing elements essential to normal growth and development. Then such nerve builders as the cereals and fruits, such blood builders as milk and eggs, and such bone and muscle builders as good soups, some meat, cheese and vegetables, must be supplied. Never stint these nervous children, but keep too much sweets and heavy fatty foods away from them. And again the warning: Never allow those little systems to become clogged up with food which will burden the blood with refuse which it will try to throw off by filling up eye, ear, or throat glands, of causing skin eruptions, abscesses or boils. Plain foods and an occasional reliable cathartic, as the never failing vegetable oils - Castor or olive oil-will do more toward keeping down the redundant glands of these anemic children than any amount of surgery. Then let strict care that our sickly children eat plenty of the right kind of food be our first duty in our attempt to bring them up to the normal standard. More sleep than the average child requires is their next need, and a hard need it is to satisfy, for never were there such "night owls" or such lovers of evening fun as these little ones who need every minute of ten or eleven hours of sleep. They should sleep in a well ventilated room, and at an early age should become accustomed to plenty of cool, fresh air. Nervous children are very susceptible to fright and worry, and no frightful stories, family sorrows, or worries should be told to them. We do not realize at what an early age tender-hearted little children begin to fret over family troubles, and to puzzle over problems far beyond their years. Many of them cry for hours at night over the horrors of death, fearing that it may snatch parents or brothers or sisters. A beautiful view of death should be presented to these children and a faith instilled into their hearts that will enable them, at a very young age, to calm foolish fears. Extremely active imaginations, such as nervous children often possess, when undirected, often lead them on to a mental state detrimental to their nervous systems and general health. Being put to bed alone in the dark is another horror of childhood, and tears, sleeplessness, nervousness and irritability its results. A pleasant story, the evening prayers, a low song, and companionship until the child is asleep will remove such fears and produce the long, quiet rest that is absolutely essential to proper development. Doing all these things for a child of course takes time and patience, but the reward is certain and the habit of going to sleep early and of enjoying unbroken rest must be formed, no matter how much patience and tenderness is required. The child need not be "petted" or "spoiled." In fact, firmness with these children, above all others, is very necessary, but it must be a firmness tempered with infinite patience. The next need of our delicate children is plenty of exercise in the open air. Too often these are the very children who stand by and watch the others play, but do not care to participate in the games themselves, either because of lack of interest, shyness or physical weakness. Interest must be aroused, shyness overcome, and activities indulged in suited to their condition. Playing with other children and forming companionships through such activities is for their best interest, and the mother who keeps her children away from others of their age, and who keeps them from healthy outdoor activities, invites physical and mental weaknesses. We were created to associate with our fellow-creatures, and we find that loneliness and inactivity are the greatest of disease bidders. The first type of nervous children which we mentioned were those who are far too ambitious for their physical strength, and far "too old for their years." Their nervous systems are so easily stimulated that they can accomplish wonders for a time and show remarkable brilliancy, but in a short time the system is exhausted and in the weak state which follows all interest and ambition are gone. Although it is a pleasure to watch their good work in school, and their readiness to help at home, we must remember that their over-active nervous systems are very tricky, and we must endeavor to keep all their activities within their capabilities. It is well to make them plan their work and play time and then train them to follow their plan, for system is one of their greatest needs. Do not keep continually telling them that they are reading too much, or that too much sewing will make them ill, but rather emphazise the other side: that exercise will make them strong and playing will keep them cheerful and merry. Let them early learn the lesson that those who play hardest are usually the ones who work hardest. With the second type, those who are always delicate in health, and always backward in work or play, the problem (Continued on page 57) |