The Tenth Gift VJ4^c^ftraw»* , Stick Laying •psF} In P \MANISTEE t MICH. Price, Twenty-five Cents. Kindergarten Material in Primary Schools— How to Use It. The Tenth Gift, STICK-LAYING In Primary Schools A Practical Manual Especially for Primary Kindergarten Teachers. WITH MANY ILT/rjSTFATIONS ALICE BUCKINGHAM Manistee, Michigan. American Kindergarten Supply House. J. H. SHULTS, Proprietor. THE LiBRARY OF CONGRESS, Two Copies Receives ' OCT 8 1903 , Copyright Entry CLASS O^ XXc No ") o J COPY 1 I - O J- Copyrighted, 1903, by J. //. Shults, Manistee, Mich. Preface. This work constitutes one of a series now issued or soon to be published upon the use of kindergarten material in primary schools. The >urpose of the author and publisher is to aid in bringing a out th» best possible kindergarten training in primary schools. Whilt the use of this material has rapidly increased within the last f»w 3 T ears, thus far there has been an almost total ab- sence of lterature along this line. While L .he regular kindergartens are doing most worthy work, yet heir operations are limited to the comparative few. Probably 8 per cent of the children of America will receive their first raining outside the home in primary schools, and while the esablishment of regular kindergartens everywhere is always to beencouraged, in the meantime let us labor to make the best possible and only available substitute— the primary school— a place where at least some of the advantages of kinder- garten trainhg can/be secured. THE AUTHOR. The Tenth Gift— Sticklaying— in Primary Schools* Those teachers in graded schools who give somt little time to the work with the kindergarten gifts and occupations have, before taking up the sticks, shown the development of the plane from the cube, and now the development of the stick from the plane should be demonstrated. This can be done by laying a num- ber of sticks side by side until a square is formed. The children will see that this square is like the square tablet. Then taking the sticks away one by one show that they are each cut or sawed off from the edge of a plane. Let each child be furnished with sticks to do this at the same time with the teacher. Have sticks in bundles with rubber band around. Let each child have a bundle of five or ten two-inch sticks to begin with. T ater the other lengths of sticks can be given. The child notices immediately that the sticks are of wood. Just here a ksson on how the sticks are pro- duced may be given. For instance : Ask the children where they think the wood comes from to make the sticks. Some will say. "From boards," others, "From the trees." Then lead the children's thought to the trees, and then on through the process of cutting the trees down, and sawing them into boards, and finally of these boards being cut up into the little sticks for their use. The knowledge of so many men at work and so much labor expended in the production of the little sticks will help to impress upon them their value. After these lessons have been quite thoroughly im- pressed, in the next lesson let each child take from his bundle one stick. Let the children, led by the teacher, hold their sticks in as many positions as possible: up and down (vertically), horizontally, both front and back and left and right, and slantwise in all directions, Perhaps they can tell of something it looks like when held in each position. This will be good for the imag- ination. Then let them lay the stick upon the desk or S. 6 table, first vertically (Fig. i), then horizontally (Fig. 2), then slantingly (Figs. 3 and 4), telling what it represents in each position. They will wonder at the number of things that can be done with one stick. When all that can be done with one stick has been learned, use two sticks. End to end let them be placed in the vertical (Fig. 5), horizontal (Fig. 6), and slant- ing positions (Figs. 7 and 8). The children will be able to think of other things that these longer lines look like. Now let them place the two sticks parallel in each position, or make "even lines," as they may call them 6 (Figs. 9, io, II and 12). Let them tell where they '* /J -< /J. /* have seen parallel lines. Help them to see that the opposite edges of a book cover, the opposite sides of a room, and so forth, are parallel lines. Now let them form a right angle. Someone will tell you that it is a square corner. Ask them where they have seen a square corner. They may tell you in the corner of the room, the corner of the book cover, and the corner of the table.' Let them compare the angle thev have made with those they have discovered, and so find that all square corners are the same size. Let them form rigb* "ticrles in all four nosifions, as shown by Figs. 13, 14 and 15. Show that if we move the outer end of one of the sticks forming the right angle a little nearer to the other stick, the angle will no longer be a right angle but an acute angle (Fig. 16). Move the stick a little, so as to make the angle smaller, and the chil- dren will tell you, "That is a sharp corner." Now let them tell where they have seen acute angles. Let them form acute angles in all positions. (See Figs. 17 to 28.) Lead the children to see that an acute angle may be any size from the least bit smaller than a right angle to the smallest that can be made. Now proceed with the obtuse angle, showing them that if we move the outer end of one stick in the right JL3. j, v as; JLt. angle a little farther from the other it will form the obtuse angle (Fig. 29). Then let the obtuse angle Jt. be formed in all positions, as the acute angles were. A few illustrations are given. (See Figs. 30 to 34). Also lead the children to see that an obtuse angle may be any size from the least bit larger than a right angle to the largest that can be formed. After this study of the angles let them see if they ^^^^ 33. J- can form any other figures with only two sticks. A few suggestive designs are given. Many others can be easily invented by teacher and pupils. The letters L, T, V and X can be formed with two sticks. Now we may take up three sticks. Proceed as with two, first forming the long lines in the three <\ / ^ %^ 3^ j/a */. positions with the sticks placed end to end, as shown by Figs. 42, 43, 44. These longer lines will no doubt ¥£. v^ y^ remind the children of something different from the shorter ones. Next place the three sticks parallel in all three positions, shown by Figs. 45, 46, 47. Let the f/ f*. SJ, f< j-j: children tell where they have seen three parallel lines, or more. Lead them to notic'e the edges of the panels in the door, and of the panes in the window, and so forth, and to see that these are parallel lines. Then let them form two right angles with the three sticks (Fig. 48). Call this a table. Let them form this so that the opening will be up, right, left. Let them give it a name in each position. Now let them form the equilateral triangle (Fig. 49). And now a figure with the obtuse angles (Fig. 50). Let them turn these in all directions. S7. Co SL */• ^ Now let the children invent. There are many figures that can be made with three sticks, some of which are shown by Figs. 51 to 60. The letters A, F, H, K, X, Y and Z can be formed with three sticks of suitable lengths. The children, with a little help and encour- agement, will invent these and many more, and will tell what each represents. Now comes the four sticks. First lay the long lines, ■ a cz. 43 ^y. 10 then the parallel lines. After that the snuare, and then figures containing the other angles. Dictate some of ;e and let the children invent some. A few designs are given. The letters E, F, K, M, I, P, V and W can be formed with four sticks of various lengths. Figs. Q-y £6. 4/f 6£ 61 to 68 illustrate a few suggestive designs that can be made with four or more sticks. 1 1 AA\7 Thus, after the uses of each number of sticks have been exhausted, take one more stick, and proceed with the formation of the lines, then the angles, and after- ward with the different figures that can be formed. It will be found that the number of different exercises that can be given with the sticks is almost unlimited. Using long sticks for marginal lines, many attractive 12 u u * u borders can be laid with sticks, a few of which are f F r- i suggested below .In using the sticks to teach numbers let the children lay them in groups of twos, or threes, or fours, or fives. In this way they will learn to count, and also to recognize two, three, four, five at a glance. To teach addition they may be used in this way. Direct pupils to place two sticks side by side, the teacher at the same time making two marks upon the board (Fig. 94). Place two more sticks with them .; p n r\ (Fig. 9.5). Tell what you have done. Pupil says, "I placed two sticks and two sticks. That makes four sticks." Or, let them say, "Two and two are four." Teach them to write this. To teach subtraction . teacher directs pupils t ) place four sticks. Teacher represents them upon b iard as before. "Take away two sticks." Teacher erases two of the marks. "Tell what you have done." "I placed four sticks, then I took away two sticks. I have two :s left." Finally he recites and learns that tour less two are two. Multiplication. — Direct pupils to place two sti< two more, two more sticks, as shown by Fig. 96. Tell what you have done. Pupil says. "I placed two sticks, two sticks and two sticks. That makes six sticks." Teacher asks, "How many times did you place two sticks?" "I placed two sticks three times. Two times three are six." Or, "two threes are six." Division. — Teacher directs pupils to place six .sticks, as shown by Fig. 97. Then ask them to take away two sticks, take away two more sticks, two more sticks. "How many times did you take away two sticks?" "I took two sticks away three times." "I can take two from six three times." "There are three twos in six." Get these answers by questioning. For the benefit of those teachers who have several grades to look after, and whose time is consequently limited so that but verv little can be given to the 14 kindergarten work, the following directions may be of use : During the first few days of the child's school life, for busy work, let him play with certain material without direction, just as he would at home. The child will thus feel free and will come to feel at home sooner in his new surroundings. The watchful teach- er will by this means be furnished a clue to the pupil's individuality, and may see the bent of the pupil's mind. This may be a great help to the teacher in his future vvoixv witn tne Ciiiiu. The sticks are a suitable material to he furnished the child during these first days. They are quickly and easily handled, noiseless, and are adapted ro the child's need for constructing. Giving each child a handful of sticks, tell them they may play with them. Many children when left to themselves will try to make a house, first of all. Most of the stick houses will be very crude. Ask them to look at their own houses and at the other houses they pass in going to and from school, and see whether they stand up straight, or look as if they were tumbling down. After observing a few times most of the children will be able to lay their stick 15 houses much better. Some will need a little showing as to how to place the sticks, as it seems natural for some children to at first make all objects in an inverted or sidewise position. Other objects which the chil- dren will make if left to tliemselves are chairs, tables, trees, boats, and so forth. Let the children learn to lay any or all of these objects. But work with what- ever is taken up until they can lay it correctly. If this cannot be done at first let them observe the object again and again, and get to see it correctly. They will thus be enabled to lay it correctly with the sticks. This observing and also the stick-laying itself are good preparation for drawing. When it is desired to have the children begin copy- ing designs, place upon the board a number of ver- tical lines, perhaps ten. Call them soldiers, and re- mind the children that soldiers always stand very straight. Have them place a row of as many soldiers (sticks) upon their desks as you have upon the board, 16 This will help to train the eye and also teach them to count. Place upon the hoard the right angle in the four positions (see Figs. 13, 14, 15), and let them copy them. Then place the acute angles upon the board (Fig. 16). Let them see in how many directions they can make the acute angle. Then an obtuse angle (Fig. 34). let them make this, also, in as many positions as possible. Now place upon the board other designs made with two sticks, which may be suggest- ed by Figs. 35 to 41. Let the children name these, and copy them, and let them also invent others made with only two sticks. After the study of two sticks is finished, place upon the board designs made with three sticks. First the figure 48, with two right angles, turned in all direc- tions. Let them copy these, and also have other de- signs made with three sticks upon the board, which may be suggested by Figs. 51 to 60, and, as before, let them invent others. Now proceed with four sticks having a square upon the board for them to copy. Let them make a num- ber of squares with short sticks and long ones, squares within squares, etc. Let them practice on these until 17 can lay them very accurately. Then have other' designs made with four sticks, a few of which are suggested above. Let them invent others. A great number of designs can be made with four sticks. Al- ways have them name the objects made. Next use the five sticks, We give a lew of the de- sings that can be made. The teacher can invent others and the pupils still others. Gradually increase the number of sticks used. A few suggestive forms of life and forms of beauty Which can be constructed with six or more sticks are given. Many others can be easily invented by teacheir and pupil, and this feature of invention by the pupils should be made much of. It will be found that the sticks will be a never-end- ing source of enjoyment to the little people, il used discreetly and not too often. The children will tire of them if used every day. Once in two days will be much better, using other material the alternate days. The designs upon the board should always be drawn with rule for this work, so as to make them represent the sticks as nearly as possible. After a little practice, if the children are taught to lay their designs true from the first, they will be able 1 8 to make riot only the hotise at home, but tin- tefiee" rfl front, the tree near and other objects. Many pictures for them to represent will be suggested by the nature work, by the reading lessons, and by the stories told by the teacher. After the children have laid a design they may be required to draw it. This will be a help to the busy work and also to drawing. The manner of using the sticks for teaching num- bers has been suggested above, and is as applicable for the teacher with many grades, as for the teacher with i One great advantage of kindergarten material in primary schools is the opportunity it presents for in- teresting talks with the children. Interesting, because the talk can relate to objects which the child has con- structed or with which he is familiar. Where there are several grades in one room the teacher can ^ave time by having pupils of other grades use the talk for their written language work of the day. ■ ; we give a few suggestions as to the thoughts Which may be brought out in the talks. Houses — Constructed of mud (adobe), logs, (story of Lincoln and log cabin), lumber, brick, stone, etc. Indian wigwams, tents, etc. Cross — The story of our Saviour told with rever- ence and in a way that will help to inculcate sympathy for innocent suffering and repugnance to cruelty or injustice. Teach that cruel things can be said as well as done, that unkindness is cruelty, etc. Also describe different kinds of crosses, etc. Stars — Talk about the stars in the sky, morning and evening stars, etc. The stars in our flag and What they represent, etc. Chairs — Uses, different kinds, how made, etc. Tell 10 about oriental people who do not use chairs, sitting on the ground, etc. Ships — Tell story of the Santa Maria, of the May- flower, etc. Explain difference between sailing vessels and steam ships, between steamboats and steamships, etc. Flag — Talk about our flag and what it represents. Tell stories of patriotism and devotion to country. Sing or repeat patriotic selections. Instruct the children that whenever they invent something and construct it well you will talk about it. This will inspire them to do their best. The teacher can easily say something interesting and instructive about each form of life that may be con- structed. 20 The best designs can be pasted on cardboard and thus preserved to show to parents or visitors. 21 The songs and games will of course attract the at- tention of the whole school at first, but the novelty soon wears away and the exercise will cause little or no disturbance. The following suggestions from Teachers were published in the little book entitled "How to Use Kindergarten Material in Primary Schools: It is hoped that this will be found practical. This gift represents the embodied straight line, and is another steD from the concrete to the abstract, from the material to the spiritual. It is the most popular of all gifts for primary school work. The material is not only inexpensive but cheaper than almost any substitute, which partly accounts for its success; for where inferior material is substituted for the regular manufactured goods it in- variably operates against the best results. The following from experienced primary teachers will suggest some of th« various ways in which this gift can be profitably used IV V VI VII VIII IX X XI XII XIII SUGGESTIONS FROM TEACHERS. I found the Tenth Gift very helpful for number work. For instance, place upon the blackboard four straight marks; pupils place upon their desks four sticks. Teacher erases two marks; pupils at same time take up two sticks, and give answer 4-2 — 2. In similar ways lessons in addition and multiplication 22 can be given to very small children. They also make the Roman Numerals. Lessons like 3x3—6 are placed upon the board, and pupils put lessons and answers on desks with sticks. The Tenth Gift I have used to give the pupils with which to copy forms placed by me on the board, also to make forms dictated by me, and for use in inventing forms themselves, and this seems to be a never-ending source of enjoyment to them. The sticks are also very useful In teaching numbers. I found the Tenth Gift very useful. I often use it to teach numbers to pupils, laying the sticks in piles of any number I suggest to them. Count the piles, then the number of sticks in the whole lot, thus learning to multiply as well as add. Sometimes we lay them all of one color, sometimes one kind of each color in a pile. We make de- signs in numerals. In fact the ways I employ the sticks are many. I think of all the gifts I have derived most good from this. I have used the Tenth Gift with success, especially in teaching numbers. With a little thought one can use them in teaching addition, substraction, multiplica- tion, division and fractions. Also in busy work. Stick laying can be used to great advantage. We draw simple things on the board and the children reproduce them on their desks by means of sticks, which can also be used to advantage as number work and busy work. The Tenth Gift is excellent, as so many operations may be performed with them without the personal direction of the teacher. First with sticks of two lengths in number stories as lxlll—1111, or 1111-111—1; second, original con- struction purposes, houses, wells, etc.; third, construction from a drawing on the blackboard; fourth, to group sticks according to length; fifth, to group sticks according to color; sixth, to group sticks in numbers, as 11 11 111 111 1111 1111. Gift No. 10 has been a very great help to me in my primary work in rural schools. I am at present teaching a school of eight grades with an average attendance of forty pupils. I find stick-laying more helpful than any other gift. I use colored ones. The teacher can put designs on board or paper for children to copy on desks. By using colored crayon and requiring pupils to use the same color with sticks, they are unconsciously learning the colors and which colors harmonize. They are indispensible in teaching the inch, 2-inch, etc. I have found sticks very useful in teaching the inch, two-inch, three-inch, etc. The children soon learn to tell the lenghts of sticks, and will show by putting two dots one inch apart, etc. After asking him to draw a line two inches in length, let him take the two-inch stick and de- termine for himself how nearly accurate his drawing has been. By drawing such objects as squares, rectangles, ob- longs, triangles, on the board, using, different colors of crayon, the children learn these forms, and by having them select colored sticks to correspond with the copy they re- ceive their first lessons in colors. I give pupils colored sticks and have them build printed words, when tired of the regular word builders. These sticks teach them to observe and are excellent for hand and eye training, because they must be laid evenly to represent a printed word. Roman Numerals are quickly learned if built with one and two- inch sticks. A sailboat, "May Flower," made of sticks, was a part of our November work. In December five pointed stars with yellow sticks, Christmas trees with green sticks. Other, colors for stockings and shoes, caps and mittens, Santa »leds, were used. 24 January snow stars, six points, are usually laid, and in February we made Lincoln cabins, using sticks for logs. Hatchets were made with inch sticks, and flags of red, blue and plain sticks. To teach the rudiments of fractions I take, for illustra- tion, four sticks and divide into equal parts, holding two in each hand. Unite them and they see that the two halves make the original number; nine may be divided into three parts and the pupils readily see that there are three threes in a whole, and that 1-3 of 9 is 3 and 2-3 is 6. Stick laying is ever a pleasure to children, gratifying the desire to do something after the pictures their minds have created. Lesson— Each child provided with necessary as- sortment of sticks. We usually employ the story method. As teacher tells story, pupils make on table befor* them as much of the picture as they can. When complete each child has his idea for you to scan. Sometimes he repro- duces the story from his objects. Sometimes a child is allowed to tell a story and the teacher constructs with the others. We never allow the sticks to be used just to while away time. Each lesson with the sticks clinches its thoughts in number, language, construction and objective expression." The material of this gift is used more in primary schools than that of any other gift or occupation. The expense even in a large school is trifling. Under all circumstances col- ored sticks should be used in preference to plain ones. It can be corelated with the reading lesson to greater ad- vantage than any other gift. For instance, nearly every object referred to in the reading lesson can be reproduced with sticks of various lengths. Addition, subtraction, multi- plication and division can be easily demonstrated. Note — This gift requires the netted surface, and where kindergarten tables are not provided, Shults' Desk Covers, or something similar should be used. These desk covers are furnished in three quali- fies, at 40 cents, 70 cents and $1.20 per dozen by J. H. Shults, Manistee, Mich. >