COURSE or STUbY in MANUAL ARTS ELEMENTARY JtATTLl FQBLK SCHOOLS Tentative Course of Study in MANUAL ARTS ELEMENTARY Seattle Public Schools 1911 TABLE OF CONTENTS. General Suggestions 3-4 First Grade 5-19 Second Grade 20-28 Third Grade 2941 Fourth Grade 42-58 Fifth Grade . 59-74 MANUAL ARTS ELEMENTARY GENERAL SUGGESTIONS. GRADES 1. TO V. INCLUSIVE. TIME REQUIRED. The time required for manual arts is one hour per week. This time, however, should be divided in the first and second grades and two lessons of thirty minutes given each week. In all buildings having more than one room of the same grade, time adjustment will be necessary so as not to conflict in the joint use of the equipment. The work outlined should begin the second week of September. ARTICLES SAVED FOR EXHIBIT. Each teacher will save at least one of every article completed by the class, for general exhibit, and two for room exhibit. These pieces saved for general exhibit should be carefully kept free from dust until called for at the end of term. Each teacher is urged to provide some space in her room for the room exhibit. One and one-half yards of natural or neutral colored burlap makes a good background for this purpose. MIXED GRADES. In case of mixed grades, take the work assigned to the higher grade. If necessary, give one or two lessons to the lower grade alone, to bring them where they may understand the work. Both mixed and straight grades continue the grade of handwork begun in September, throughout the year, unless special arrangements are made with the supervisors. 3 UNFINISHED WORK Unfinished work should be neatly labeled and care- fully kept in boxes, folios or bags, one for each pupil or row. GRADING OF WORK The grading of work should be based on both effort and the finished product. Do not deny the privilege of the handwork because of misdemeanors in other classes. ILLUSTRATION The teacher will gain both time and good results if she has a finished article to show the class before present- ing any new lesson. In most cases the demonstration may be greatly helped by diagrams on the board. Large blue print plates are furnished for the use of both teacher and pupil. REFERENCES Clay Work (1, 2, 3,) ; 1 for each building. Gilman & Wm's Seat W^ork and Industrial Occupa- tion (1, 2), 1 for each building. Holton & Rollins 1 Indust, Work (1,2), 1 for each building. Prang's Art Education, Books 1-7 (all grades) ; 1 set for each building. Sage & Cooley's Oc. Little Fing. (1, 2, 3), 1 for each building. F. H. Daniels, School Drawing, (1, 2) ; 1 for each building. Trybom & Heller's Correlated Hand Work (1, 2, 3), 1 for each building. Applied Arts Drawing Books (all grades) ; 1 set for each building. Autumn and Winter. W 7 inter and Spring. Manual Arts for Elem. Grades (all grades) ; 1 set for each building. 1 set, 9 books. 4 9 h 4 H k- fi -1 9 4 * h- 1 J- ^ g Qt^WQC 5 g o se >$ OD^ ^ ^t3 O J^ d EMM?! >-. I JJ OPi_iC .^.Oi,.... _.C *-^7f> ^ri^ " ft^3^3 I i r;^ -i ft v 3.3< Silas 11*81*3! i ll* *Sli 3^0 2 P S-? 3 o "o S" C >-. jl S ^ rt> 3 ^W P *"* 3 ^3 o & aS-2.Sc g p p 2> o ffffWWlM g-c ^ ;|prVs - 4 O o'o"3 ? CTQ ,.- ^ *- P O /-> o' S" ^ < n t> Q ty r* j " i S 3 o ' xH 3 *"* 3 M, * S 3 C p Ml Jf B B (0 o" S M- p S'G.? 3 1 i ^ H l_j * <-> Q, H, M \ " 5" * s w* ^ ^ O ifi05 fD ^ 3 ^ m Q j i 3 3 | rl&' 2 S|pSP i i Model fruits and vegetables in the round. Outlining- flowers and leaves on a tile. Illustrations of work in oth- er subjects and of the sea- sons. Cutting from poses animals in action, game, story, pong. The furnishing of a doll house. (A) House made by boys in shop. (B) . Furniture Order of making determined by the simplicity ( at first, later by decision of children as to the relative necessity of different pieces. (C) Floor coverings, rugs, matting, linoleum and woven paper mats. (D) Walls Paper designed in the drawing period. Class Exercise. MtANS. FIRST OR. Illustratio: birds an in conn work of H ISJIJ . ^^ W 1 ^ 1 "! *^rTW Problems AFFXiXCAT (VDE SCHEB ft "-a on 2. 3 "1 CP p o ~o fj?|f *^ CO *"* O*^*tT^^*~"OQ ^-> i' ^ yfDpf^^w uj^f&flj HI S H O 4 S Q4P M Ml P o - ^ S. 5 (T)' ^ P^nj'-'* ft 3.0(3^ 09 p a * S p-OD 3- ft. ^dq ^* *? p oa u ~ a g 3 3 CO Q CTQ ^ ^ b3 ( JT j"J> JT" y ^. Mf, 5* 1 2 a i-* rt- O 3-0 2, * o S. a |g!| rr- c "* S w o P3 H-* 32 ^ ^ o o ss o o p & co HJ ^1 -. 1 iffS fD O^ 05 &M g- to 4 MQ,M.Q a*. S i 25!? 5^B 5^2 52 ^ "* S - - < r 1 5. o 5" 5* p O *o < " ^ 3 on <1 O CD m r * (P O ' 1 ' J * 1 3o 3 ^ ^r--! S BQ c S M C P crq p P o 3 Las t- & B iL* 1 *& g^ 1 I s S : " I P^ S o ? d * r* ^ & 3 o^ * *C p S CO S '"^ C o ^ O : .- p d 5 ' & ?!-"> P? 3m2S Ppffff (b O ^ a* o ^ 2 P 2. cp WgS 3 0'g l g *B o ^ p* o 2 H, " cr n B^ o p* "*SS 'sS 1 <* ^ 3 fl> 2 & "^S- ^ V -s 30^ JS OP 3- g-^ f II w ^ 2. i3 pr p g.0 p 00? ^ 3 CK3 ft O *-! M * ft> 3 CO 3 M O OR) CO D "-S &CO &fl * 1 1 Ml FIRST GRADE. EQUIPMENT AND SUPPLIES. Material Size Amount per Epuipment Room Blue print plates 2'x3" 1 set Scissors 4" 48 Supplies Tinted folding paper 8"x8" 1500 sh. Tinted folding paper 9"xl2" .... 500 sh. Tinted strips 3 /4" 1 pkg. Print paper, white (of r cutting) 6"x9" 3000 sh. Assorted cover paper (50 Ibs. ) _ 9"xl2" 1000 Assorted cover paper ( 50 Ibs. ) _ 8"x8" 1500 Assorted cover paper ( 50 Ibs. ) _ 4"x8" 50 Assorted cover paper (50 Ibs.)- I"x20" 100 Assorted cover paper (50 Ibs. ) _ 4"xlG" 50 Black cutting paper ___10"xl2y 2 " 500 sh. Black mounting board . 20"x30" 10 sh. Glay 20 Ib. Splints (assorted colors 10") (500 per pkg.) 1 pkg. CLAY MODELING. TIME. The clay work should be given once a week during October and November and discontinued as a reg- uler period after that date until the spring term. As a rule, a 30 minute period is sufficient for a clay lesson in this grade. MATERIALS. . Clay in bricks prepared by the jani- tor, drawing paper 9x12 or stout wrapping paper for desk covers, one small wooden tool for each child. PREPARATION OF CLAY BY JANITOR. The janitor receives the clay in bags as a dust. He has been given all directions for preparing it for teacher's use. It is put into a stone jar and mixed with water until it has the consistency of putty. It is then molded into bricks about 4" by 10" or larger, as called for by teacher. From three to four bricks are sufficient for a lesson. The clay will be: brought or sent to the teacher by the janitor. PREPARATION FOR CLAY BY TEACHER. The teacher should make her request for clay the night before it is needed, so that the janitor may have sufficient time to order his work accordingly. The bricks may be cut into pieces for distribution by means of string or wire. As a rule, a piece 2"x4"x4" will be enough for each pupil. 2 sheets of brown drawing paper 9" by 12", or larger sheets of stout wrapping paper should be used for the desks and the clay kept on this paper throughout the lesson. The same sheets may be used several times and then destroyed and new ones substituted. CARE OF CLAY AFTER LESSON. When the les- son is over children clean of their hands over paper and gather all the bits of clay into one lump. The best three pieces should be selected and the monitors collect the rest, putting all together on the board for the janitor. If any child is known to have sore hands or any other indication of unhygienic conditions, his clay should not be put back into the jar for further use, but should be thrown into the waste basket at the close of the lesson. The janitor will then put the remainder of the clay back into the jar and cover. The selected pieces may be kept out for a few days and then, if there is no cupboard shelf to keep them on, they should be placed i na box where they will be free from dust and injury. OUTLINE. A preparatory lesson may be needed in getting used to the material. For example have the chil- dren model a ball and then form anything they choose. Teach them to use the tips of their fingers, not the palm of the hand. GROUP I. Model fruits or vegetables in the round. GROUP II. Outline and model leaves and simple flowers and animals on a tile. GROUP III. Model in illustration of stories of birds, animals and children in the round and on a tile. The fall work will probably cover Group I. and some- what of Group II. The spring work should continue Group II. and finish with Group III. 7 METHOD. In the first Group, the main point is to insist on the use of the tips of the fingers in modeling. Before the modeling begins study the form of the object selected in as many different ways as possible from the real thing, from one or more large blackboard drawings showing dif- ferent positions if necessary and from a finished clay- modeling. For the fall work in the second group, the tiles, which should never be less than y 2 " i n thickness, may be cut from the large brick and smoothed into shape with the tips of the fingers. In this case be sure that the bricks are made in the correct proportion to fit the leaf or flower or animal form to be modeled upon it. In the spring if the children are capable they may form their own tile as follows : Give children drawing paper on which the square or rectangle is drawn the size needed. Take small piece of clay and roll into coil about y 2 " thick. Outline the rec- tangle, press well together where pieces of coil join. Fill in the inside space with small pieces of clay working all together. After it is built to the right thickness, it should be well smoothed, turned over, cracks filled in if necessary and the clay well wedged together (see Clay Work p. 22). The form to be built may be sketched on tile with the pointed tool. A small coil, about the size of a slate pencil is then made and the form is then filled with bits of clay firmly worked together and the form may be modeled to the desired high or low relief. In all tile work em- phasize the placing and the proportionate size of the form, making it fill the space well, rather than crowding it in the center or one corner. (Clay Work pages 26, 28, 30). For Group III., read Chap. VI., "Clay Work." FREEHAND PAPER CUTTING. (Plates III., IV. and V.; also Grade II., Plate I.) FREEHAND PAPER CUTTING should be made an expression of Nature Study, Literature, and History stor- ies and poems and of the special seasons. At the same time it should include some definite study of masses. TIME. Eegular lessons should be given during Sep- tember and October and whenever possible throughout the year. MATERIALS. White cutting paper 6x9, black cut- ting paper 9x12 and scissors. SELECTION OF SUBJECTS. In selecting draw- ings or pictures to use as a basis for a silhouette or cutting, care must be taken in choosing a position whose outline alone will show the characteristics of the objects. Cut* tings may also be made from the pose. The cutting of letters is also recommended. Select the simplest style. Give definite height to the letters, by furnishing the chil- dren with strips of paper the proper width or by having them fold to the required width. SIZE. Have the children cut as large as paper given them will allow, sometimes saving the outer part, to show how little was wasted and how, if placed against a con- trasting color, it forms a second silhouette. EXHIBIT. A day's work rn&j be pinned on the bur- lap screen for a day and then the best selected to be past- ed on the large card board mounts 30x20 or on smaller cards cut from the large mounts. The full size cards or burlap screen may be used to show one connected thought or story of the month or the best different cuttings. When a number of cards are put up in the room, it is best to kerp them away from the framed picture spaces or at least not to cut into such spaces more than to form a bor- der above the black board. Many teachers have found con- venient places for them below windows or in corner spaces. Not more than a month's work need be exhibited at one time, however, unless desired. 9 SUGGESTED PLAN FOR POSE CUTTING: 1. Looking carefully at the pose following the outline with the finger. 2. Imagine the figure on the paper placing in thought the head, the line of motion, the feet. 3. Cut the figure. 4. If troubled with some particular point in the ac- tion, cut the part alone. 5. Cut feet in different positions men's shoes make good models. SUGGESTED METHOD FOR A CLASS LESSON. After the subject for a lesson is decided upon it may be illustrative of a story as the "Pig Brother/' or as an ac- companiment of a nature lesson on an animal, flower, or vegetable, as the bear, the tulip or the carrot the more ways the child can see the form, the better is he able to reproduce it. Therefore make a big mass drawing on the board; have a completed mounted cutting; also the "left over cut-out," showing what was left of the sheet of paper, and how it was cut to advantage, getting the largest form possible from the paper provided. Then cut one before the children, if possible freehand ; if not, from a very lightly traced pencil outline, thus showing them where to begin and how to proceed. Help them to see the form or whatever the subject may be in the sheet of paper as the sculptor sees his completed figure in the block of marble. Sometimes, as in the case of a story, it may be dramatized and the cuttings made from children posing. SUGGESTED METHOD FOR SEAT WORK. For this there may not be time to cut before the children, but the large mass drawing may be on the board and one or more large size cuttings before them. Where memory or imaginative cuttings are wanted in illustration of stories or reproduction of forms previously studied, then the chil- dren may work without models of any sort. Even then, however, they should be cautioned to think out the forms they wish to cut, to see them in the paper first. 10 SUGGESTIVE CUTTINGS FOR THE DIFFER- ENT MONTHS. September and October : Simple leaves, trees, fruit, seed cradles, vegetables and animals and illus- . trations of stories. November and December : Story of the Pilgrims. Story of the Pumpkin. The Turkey, Duck, Goose, and Rabbit. Ancient Shepherd Life Tents, Shepherd, Sheep. Camels, The Wise Men, The Star. Christmas Tree, Toys, A Full Stocking. Reindeer, Santa and His Sleigh. Holly Leaves. / Christmas in Other Lands. Illustration of Christmas Stories. The Fir Tree McMurry. Story of Christmas Hofer. The Shepher Three years with the Poets. Piccola Three Years with the Poets. . Visit from St. Nicholas Songs of Treetop and Meadow. The Bird's Christmas In the Child's World. January and February: The Eskimo and His Country. Snowballing, Snowman, Snow Stars. Sliding Down Hill, Skating. Illustration of Stories and Songs. March and April : Pose from life, showing action. Spring flowers. Hen and chickens. Development of the Frog. Birds woodpecker, robin, wren, gull, humming bird, crow and bluebird. May and June : Butterflies. Games Rolling hoop, jumping rope, swinging, baseball, football. Children of other Countries. 11 DOLL HOUSE FURNITURE. (Plate I.) TIME. Tliis furnishing of the Doll house will be continued throughout the year after the fall clay model- ing and may be laid aside for such supplementary folding and paper weaving as may be selected for special days, such as Christmas and Thanksgiving. BASIS. The Doll House furniture will be based largely on the folding, cutting and pasting of 8" squares of paper. HOW TO OBTAIN A DOLL HOUSE. Any first grade not having a suitable house should at once make request for one. If there are 7th and 8th grade classes in the building the children of the first grade, through a letter or committee should ask the boys to make them a doll house, giving them its size, shape, number of rooms, and the color of stain or paint preferred. The thought in suggesting this method, is one of co- operation on the part of the children themselves, guided by the teachers and principal. Opportunity will be given in the manual training center for a class or group of boys in a class to carry out their plan brought from their own school. Two cracker, or similar, boxes from the corner grocery will supply all the material needed. These the boys themselves can get. Plates showing ways of varying this house will be sent to both first grade teachers and shop teachers on request. (Plate II.) Where there are no 7th or 8th grade classes going to shop, the request might be made of any higher grade boys or of the janitor. Where there is doll house from last year, have it thoroughly cleaned and the old furniture removed. The teacher will consider with the children, the num- ber of rooms and whether all on one floor or two. The average measurement of the rooms should be about 11" x!5" on the floor and. 11" high. The floor space may vary, 12 however, depending upon the size and number of boxes supplied. STAINING OK PAINTING. The floor and outside will be stained or painted by the boys. PLANS. Dictation at first. Later original working out of suggestions made by children. AIMS. To suggest the possibilities of materials to which they all have access wooden boxes and paper. To bring to the child's mind the necessity of each piece of furniture and the qualities which make it meet that ne- cessity simplicity, beauty, adaptation to service, and the possibility of its being kept clean and in good or- der. -48 1 The house can be made a thing of vital interest in. the study of the child's own home life as compared to that of the Eskimo or of children of other lands. Have the pieces for the house made as soon as possi- ble after the lesson on a particular piece is given to the class. It would be an excellent plan to encourage the chil- dren to make or have made a house at home. The care of the house should be put into the hands of the children, one or more monitors for each week, whose business it shall be to keep the housi; neat and in order. A tiny old-fashioned broom may be made of raffia and a small piece of cheesecloth kept espec- ially for dusting the furniture. MATERIALS. Paste, Tinted folding paper (S"x8"), and Cover Paper (8"x8") in assorted colors. Use I he thin paper for practice and the cover paper when a fair degree of skill has been attained. Note that enough cover paper is furnished this year that each child may take home one piece of each kind of furniture, made up in the substantial cover paper. This gives him a chance to furnish a house at home if he chooses. SCISSORS. Secure a wooden box to hold set (48). In case the set is being used by more than one room, each teacher should see that the set is complete before it is passed to the next teacher. 13 PASTE. Have a good orderly way of distributing paste and let it take as short a time as possible. One way is to give out paste on small squares of waste paper, to- gether with flat sticks for laying it on. It is best to dis- courage using the fingers especially when pasting colored paper. Where there are enough small bottles in the build- ing each child may have his own and the bottles be refilled when necessary. Keep the paste in good condition by add- ing a drop or two of water occasionally and creaming well by stirring. FURNITURE SUGGESTED AND ILLUSTRATED IN PLATE I. Kitchen stove, table and chair; dining room table, chair and sideboard; small table, bed, dresser and cradle for bedroom and for the living room, a Daven- port with suitable chairs and table. PROPORTION. In making up the pieces for the house, modify if necessary to make them well proportioned to the size of the house. OTHER APPLICATIONS of the paper folding may "b carried into the making of houses with different roofs of whole streets, of houses of different nations of different ways of transportation and of farm and city scenes. There last \vould come within the grasp of the high first grade, but would be difficult for the beginners. Other suggest- ions will be found in "Seat Work and Industrial Occu- pations,' 1 Gilman and Williams and in "School Drawing" by Daniels. ( See also Supplementary Hectograph Plates. ) NEW CONSTRUCTIVE LESSONS. The following suggestions have been found helpful in giving new con- structions : 1. A representation on the blackboard of the sheet given to the children. 2. A finished model. 3. A model ready for pasting. After studying 2 and 3, the children tell the teacher where to draw cutting lines on the blackboard and imitate on their own. As the children cut, the teacher erases from the b. b. to show the parts cut away. 14 Lead the child to criticise his own work. Give him fine seeds to put in his seed box and prove it is a good one, or if they sift out, that it is not well done. 15 WEAVING. TIME. Practice weaving may begin at any time with the colored splinte and mats of oilcloth or window shade canvas. (These mats are -not furnished but those teachers who are without them can easily obtain a quantity of scrap pieces of window shades from any department store. ) HISTORY. Tell the children something of the be- ginnings of weaving. (See Occupations for Little Fin- gers ? p. 67. ) Bring out the present value of weaving. SUGGESTIONS FOR METHOD: 1. Develop process by using splints, white or colored. 2. Fold tinted folding paper 8"x8" and cut to form warp and filling. Use harmonious col- ors. Weave simply over and under one, form- 1" squares. 3. Fold tinted folding paper 8"x8" or 9"xl2" and vary design by 2" warp and 1" filling or weft. 4. Using cover paper 8"x8" and 9"xl2", have children make their own mat by folding or by measurement with the ruler. Place be- fore them finished mats of different designs, also mass drawings of the same. These mats may be made up in various ways for Christ- mas gifts such as sachet, cornucopias, book- let cover or lantern. (In making lanterns, whether of cover or drawing paper, always paste paper stays inside to keep the shape.) 16 STORY TELLING IN TABLEAU, CLAY AND PAPER CUT- TING. Several stories which seem especially suited for this work are given below. (Selected from an article in the School Arts Book 1907. ) RED RIDING HOOD : Scene I. Wolf and Red Riding Hood meet in the woods. Scene II. Red Riding Hood in the woods. Wolf en- tering house. Scene III. The wolf in bed and Red Riding Hood talking to him. RAGGYLUG: ^ Scene I. The rabbit in swamp among tall grassy trees in background. Snake crawling toward him. Scene II. Snake with Raggylug's ear, and his mother running to his rescue. Scene III. Mother tramping on snake, Raggylug run- ning away. THE OX AND THE DONKEY : Scene I. The donkey and ox out walking in the woods. Scene II. Inside the palace of king. The ox and donkey before the lion on his throne. THE UGLY DUCKLING: Scene I. The mother on her nest, little ducks around. Scene II. 111 treatment in the barn yard. Scene III. The ugly duckling with the wild ducks among tall swamp grass. Scene IV. The peasant's poor hut, old woman, cat and hen. Scene V. The ugly duckling swims toward the swans in a beautiful garden and children on the 17 bank cry, "The new one is the most beautiful of all." Flowers, trees. THE FOX AND THE STORK: Scene I. "The wee birdies were hopping on the grass when Mr. Heron passed, stepping so high and grand." Scene II. Mr. Fox and Mr. Heron at dinner. "The soup was in a round, shallow china plate." (Model plate in clay.) Scene III. Mr. Fox visiting Mr. Heron. Soup in a tall, slender jar. THKEE PIGS : Scene I. One pig meets a man with straw. Scene II. One pig meets a man with sticks. Scene III. One pig meets a man with bricks. Scene IV. Straw house and wolf. Scene V. Straw house blown down and wolf. Scene VI. Stick house and wolf. Scene VII. Stick house blown down and wolf. Scene VIII. Imitation brick house. Pig with head out window talking to wolf. Scene IX. Pig up in an apple tree, wolf underneath. Scene X. The frightened wolf and the churn with pig inside. Scene IX. Inside the house. The pig is sitting at table eating the wolf. SUGGESTIONS FOR SPECIAL DAYS AND SEASONS. HARVEST TIME. Make boxes or envelopes for the seed collection. (Boxes may also be made to hold seat work make books of cuttings on one subject, as a "Leaf Book" or a "Fruit Book.") HALLOWE'EN suggests the cutting of pumpkin faces in black with yellow paper pasted on the back. They may then be mounted for the cover of a booklet, one large one or several on the top of poles of different length. Free- 18 ET hand cuttings of BroWntes THANKSGIVING. * a. a . - . ( go0d "ones ) may alsoj fee m* and used to illustral&l r|a|ding" lessons. The S%)iw of ;he Pumpkin Pie would Ma%cod onid for a bookleUif Oi * fe> " o ,_ 3 Make ''Church, hoifeeSind * - SB Z. O de n,er- (Plate Supplementary L, CjrradelQ,. A chimney^ inlay ded to the house and the church steeple niodifie 1 ! in; ent ways..; A number of the houses? (njiark the Jogs #n $hjein with paint, pencil or charcoal.) maj be selecf^ fto sform the first lettletiient of the | Pilgrims. A large ffa topped house nia^ b be fplded for^the S*oc|ad<;. Th^ Tlanfogwing table can Be represente&iby eitfttf cuttings ofx4ay n*del- ; "-1 " ^-, I offSiffT-i ,3 , ing - ii? rj CHRISTMAS. Make ! tree an| fireplace^ ( Plate I., Grade-!). Other foldings are^ candlestick^ sleigh, lantern for tree!, calendars, five pointed [ star an$l book marks. A very pretty book mark is made: as follows*: Decide 6n the shape. Select two harmonious to'fies, of paper, as tan aaiidt brown, and 1 cut the ; sliape from eacli oolor. Fold aiicLjCtit out a design in th^.tan paper, iff the J^ame manner: iii [which snow^stars are^niade. du^?,^he; s|hape down aboui %" less than the btpVn and paste 1 over the hrownr- A^iiole may be/ punched" ju the uppef end and a cord and^ta^sel tied thtpngh. (Plate Sup. 3, Grade I). VALENTINES. Drawing paper folded in different heart shaped booklet-forms with 'openings at'sidej top or middle. Single weavingiof heart shape in two' Contrasting colors, i : (See Plate Siip.'"S. Grade t) PA9MUOTIC DA^S/ Fold a^tent and psfete tjhe flag. Badges :qut in different" shapes, u^ing the postage stamp heads of Washington for ^decoration. A soldifep cap. EASIER. Egg snaked booKltets. Use cfifckens, rab- .bits and butterfly cutting's to Jgastejn . Jborders for_la.rger booklets. Fold a chicken coop and cut out hen and chick- ens. FoM box with sFats and cut rabbit and Uittle ones. MAY BASKETS. (Plate 2. Grade I., Supplement- ary.) Several baskets are suggested on this plate. (A) is like the woven \alentine except that it has a pocket and so requires double weaving. (C) is the least difficult one. 19 o SM cj .$ a,2o m+J CJ Ufli-O -coo .a 8m w o ^ - ~ s c *i E ^5 oJ . "0*3 2 ^ S3 CDC 0) t. C g; -oE' 5 III bfiC BJ Sn"" 3 13* CO t< lip Is S 20 12 SECOND GRADE. EQUIPMENT AND SUPPLIES. Material Size Amount Equipment Scissors 4" 48 Rug Needles 4" 1 per pupil Todd Looms 1 per pupil Yarn Darners 1 per pupil Knitting needles No. 16, 100 per room Supplies Pasteboard loom (for holder) _ 6^ w x6%" 50 Print Paper, white, (for cut- ting 6"x9" 3000 sh. Tinted Folding Paper 8"x8" 500 sh. Tinted Strips %" 1 pkg. Black Mounting Board 20"x30" 10 sh. Cover Paper 4 1 /^"xl4 1 /4 50 sb Cover Paper ^"xl^" 100 sh. Tablet paper (for books) 8y 2 "xl3%" 1500 sh. Raffia, uncolored 2 Ibs. Raffia, colored 1 Ib. Clay 20 Ibs. Crochet cotton 1 spool Cotton Warp 3 spools. Rug Yarn Assorted 12 Germantown Wool 3 Ibs. Tablet Paper (for word study books) 4"xl3y 2 " 500 sh. Kraft Paper (for book of cut- tings or extras) 8y 2 "xl3%" 500 sh. 21 CLAY MODELING. ( See First Grade Outline. ) FREEHAND PAPER CUTTING. OUTLINE. See First Grade outline also Plates III., IV., and V. TIME. In this grade the paper cutting should be giv- en throughout the year and may be more freely used as seat work than in the first grade. During the months of Sep- tember and October, give several regular class lessons, alternating with the clay modeling to establish a standard and method of working. For seat work the lesson in this grade might well include the placing and pasting of the cutting on a sheet of paper or in a book such as is describ- ed under "Booklet Making." METHODS. See First Grade Outline. BOOKLETS. (Plate, Sup. Grades II and III.) WORD STUDY BOOKLET Materials : Cover paper for cover 14 1 / 4"x4 1 /^", 5 sheets, word study tablet paper 13 ^"x^" for filler, No. 16 yarn darner, crochet cotton. Construction: Fold each of the five sheets of tablet paper and the cover paper into booklet form. Place the tablet paper within the covers, leaving about 14" margin on all sides. With booklet open, pierce holes 1" from each end of center fold and one in the middle. See (A) Supplementary Plate. Threading the needle with crochet cotton, start at the center (1) and follow through to (8) as in (B) Supplementary Plate. Tie on the inside with double knot and cut, leaving y 2 " ends. Fray ends with pin. Decorate with suitable freehand cutting. Consider the long narrow shape of the cover and select a cutting accordingly making it large enough to balance the back- ground. As a rule, it is best to leave the decoration of the cover till the book is nearly filled. If the name is 22 added, have the children print it in simple lettering on a separate piece of white paper and paste it at least 1" from the bottom of the cover, with a margin of i/o" at the sides. LANGUAGE OF CUTTING BOOKLET. Materials Cover paper 9"xl4Vo", tablet paper with special ruling and margins 8y 2 "xl334", kraft paper 8y 2 "xl3%", No. 16 yarn darners, crochet cotton. Construction : Fold tablet paper S^'xlS^" for Lan- guage book or kraft paper S^'xlS^" for cutting book for inside of book, place within cover and pierce holes 1" from top and 2" from bottom as in Supplemen- tary Plate (C). Sew as directed for Word study booklet. Use not more than 10 sheets for the filler of book less if desired. Decoration : When the book is filled, decorate the cover with a free hand paper cutting. Consider again the' shape and proportions of the cover and how it differs from the word study booklet. Bear in mind both the cutting and name or subject slip when arranging the whole com- position of the cover. 23 THE HOLDER. (Plate II., Grade II.) TIME. The holder should be made during December and may be used as a Christmas gift. MATERIALS. Heavy pasteboard loom 6y 2 "xG3/4", rug needles or yarn darners No. 10 for weaving, knitting needles to hold outside warp strings, Germantown wool for weft, carpet warp. STRINGING THE WARP. Hold the loom with its teeth at the top and bottom. Fasten the end of the warp thread around the lower right hand corner tooth, bring up over the first notch on the right at the top and around the first tooth to the left, down to the second notch at the bottom, around the third tooth to the left and up to the third notch at the top. Continue thus until the loom is filled on one side, having an odd number of warp threads. Fasten the end of warp to the last corner tooth. Fasten a knitting needle to either side with the small 1" rubber bands to keep sides straight. WEAVING. Plan first the combination and spacing of color, allowing pupils to use two or three harmonious colors. Show simple arrangements of color on the black- board as green for the body and rose and green for the stripes, tan for -the body and green, rose and tan for the stripes. If colored crayons are available, the children might work out the holder in color on drawing paper for seat work. Use care in apportioning yarn so as not to run out of any particular color. Weave over one and under one, joining new threads by "running by" or running through the end of the old thread. A loop should be added to the holder. It may be braided, twisted, hand crocheted or buttonholed over a ring. The children should furnish their own rings. SUPPLEMENTARY. A washable holder of white cotton yarn (to be furnished by the children) or a baby's ball may be made, (for which the yarn will be furnished.) BABY'S BALL . Plate II. MATERIALS: Newspaper, old cloth or stocking, 24 Germantown wool, strong cord, cuch as carpet warp. Take a page of newspaper. Crush in hand until it forms a ball. A small tin box containing two or three tacks or stones may be enclosed in paper to make a rattle. Cut old stocking or tear soft cloth into 1" strips. Wind these smoothly around ball of paper until it is the size wanted, about 2^" in diameter. Wind with strong cord as illustrated (I.) stitching securely at (a) and (b). Be sure to have an even number of warp threads for back weaving (c) and an odd number for straight weaving, over and under. Begin weaving with Germantown wool at one end. Stripes of a harmonizing color may be woven in. Finish with a 6" braid, using two pieces to a strand, and fasten to one end of the ball. 25 RUG WEAVING. (Plate III.) MATERIALS. Carpet warp, about 2 spools per room. Carpet yarn, about 12 Ibs. per room. STRINGING UP. The warp required for one rug is about 9 yards and should be in one continuous string. Let a few of the children prepare warp for distribution to class. Give them pieces of cardboard and tell them how many times to go around to have the amount needed. Make end firm by fastening it around several teeth. The first thread should be directly over the rod at the left. The stringing goes back and forth till the rod at right is reached. String over this rod and fasten by wind- ing end of warp around the teeth of loom. ( If these ends hang loose when the rug is taken off the loom, run them into rug with a needle). Weaving. The weft goes over and under the warp. The rod at each side provided for keeping the mat in shape should be counted in with 'the weft thread directly above it. Before beginning weaving, decide on the design. The simplest has a plain center and end borders. These may be darker. The next step is a rug with stripes. It is well to separate these from the body of the rug with black or tan. The third and most difficult is working out a simple design in the center. If this is attempted, the design should first be drawn on paper, (See Plate.) The weaving of stripes involves quite enough study for the average second grade. The combination of from 3 to 5 colors in the stripes, arranging them in their proper proportion, allowing the width of one thread for some colors and the width of two or more for others; all of these things shall be considered even in so simple a design as a striped border. Rug yarns should always be broken, not cut. Begin weaving at the bottom of loom. Leave several inches of weft to run up loops at side of rug. As you continue to weave, break wool at the center of loom. Splicing is done by "running by." Most children pack too tightly 26 in center of rugs. The latter are much prettier if the weft is close, not crowded. Pack weft threads tightly at at head and foot to allow for pushing weft back to warp threads when rug is finished. Caution children against pulling weft too tightly across loom. In case of border or stripes, weave set at bottom, turn loom around weave set at other end. Finish by weaving from one set to the other. Before removing, shear off all the loose ends and roughness by holding left hand under rug and pushing it close to shears. Brush with stiff brush. Draw out rods, lift rug. Push back weft threads to fill loops at ends. Add fringe if desired. ^ SUPPLEMENTARY. For those finishing their work before the others very interesting rugs may be made of strips of outing flannel, or of other materials. The children may be interested in working out some home made looms. Some of these are shown on pages 73 and 75 of "Occupations for Little Fingers." A community rug is a good problem. For this a large loom may be made by janitor or older pupil and the work done by different children as they have opportunity. Firm side rods or some sort of heddle will b very necessary to hold in place the warp threads of such a loom. Another way is to have 12 or more small rugs made and then sewed together. This may bo planned so that certain children weave the borders and others the plain part of the rug. A RUG WITH FIGURE. (Plate III.) Make a plan on paper exact size. This may be laid under the loom. Work figure first then filling. Work the filling to the figure and turn on the same warp thread on which figure ends. Each time across with the filling, slip back a thread of the figure until all is used. Then push up tightly. Keep the threads of the figure loose till all the fil- ing is done, as it makes it easier to slip the threads back. 27 This slipping back is necessary where vertical lines are us- ed, as in Fig. A. If this seems too difficult, they may be sewed together. In case of a diamond shape or a figure having oblique lines, each thread of the figure ends on a different weft thread, so there is no need of slipping back. (Fig. B.) The point (c) may be fastened with a pin till work is started. 28 Z Q e H4 ^H H I <1 MM 1 5 r = M 5n ^ g W Gd W W i I ^Sy^tJ^^ 3 ^d^S^^ ^?^^ D*o2Sa^ 4 o & 3^o^-^ ^o^5'3* < o* ^ 'lOQo'^* I^WOjrp ^j* K s3O ( ~*"rt Q [ 2.^ " S S ^ J_3 *7tf 'is?*' r^" OP M P PS' |2 X '"&S. "" 2 g^ C" S^ S^ 5"rS.2>2 ? ? OP" P ft S 00 ^3 en 4^ W CO i?i^ ft M fD 2. ^ E-* I 1 . 1 ""GO Mt9 PI hd E3 3"0 _,. s> 2.2 STaTs! 3 ft 3 C ) 3 S| S 8 sacher OD^rD3^Q) 3 |j| D CD ^* QQ w CD r CD - o 5 S -5 cm 04 r* 3 M ^o o 2 3 f H t3 ^ 3* 3 ai Cfi GO M Ml ? I 3 11 5 Q uitable to the group. The Illustrate local Industrie Fishing, Lumbering, Bu ing, etc. Transportation water land. These may be in the ro or on tiles. (5) Baskets of differ sizes and shapes. (5) Making of Looms, sh ing progress in devel ment. Application of meth learned to the making booklets in connection w le other subjects of the gr (2a) Covering of bottl jars and flower pots w knotted raffia. Knotting a shopping school bag. (2b) Doll's Hammock. t.2c) Baby Hammock (for vanced classes only). Problems for Selection. APPLICATION IN CONS' BADE SCHEDULE. P .J. O p ea M o c 3 3 ft' f 7 5. ft <-> O ft ft 3"HiOJ & 2 ?2 S O PPP V 8 OHO gg^ao^S d as O p Nfff |f! Jp .W 03 B i ft ! " & 2.3; "S" 3d, 4 4 ft 05. 1 3. M p 2-rt) -i ? t3 ^ 5 & ^^ ft -^ o HJ ""i ^ (A p ^ 3 o> a 2. ^ M CO! W d ? 1-bffl 3 w 2. CQ -' O ^3 5- or? o H) o?"? s 1 3 03 ^ *"^ 3 ^~ ffq ^jq ^ CPJ p QfQ n> n "(K 53 ^*. "5 P P 3- p p w 5" |. ; | g Q H c 03 "< ^ ,~cfl3 n> ""c 2 gSwS S ST o, 3 o c g-i i r ft l g ia o - = 3 * cTc- jrjg S * 5. a. THIRD GRADE. EQUIPMENT AND SUPPLIES. Material Size Equipments Blue print Plates .__ 2'x3" 1 set Scissors use 5th grade Needles Xo. 1C 1 per pupil Stone jar with cover (use:l also for 1st and 2nd grades) 6 gal. 1 per bldg. Supplies Macrame cord 7 balls Brass rings %" 100 Raffia, uncolored 12 Ibs. Raffia, colored 2 Ibs. Carpet warp 1 spool Clay 20 Ibs. Cover paper (for book) I_ 4y 2 "xl4i4" 50 sh. Cover paper (for book) 9"xl4i4" 50 sh. Tablet paper (for language book) 1 13%"xSV 2 " 1000 sh. Tablet paper (for spelling book) 13y 2 "x4" 250 sh. Paste board loom (for plaid) 4i/2"x6 1 / 2 " 50 KNOTTING. (Plate I., -Grade III.) 1. PREPARATORY LESSON Take three full length pieces of raffia. Cut in halves and use one piece for tying around a paste board about 4"xG". If the raffia is 30" or more in length, the strands may be cut in 3 parts and 2 strands will be enough. Use five short strands for looping over the first piece. Teach the knot, emphasizing these points Use a measure tagboard I"x2") to keep rows of knots one inch ipart. Knot loosely at first. Tighten by pushing up not pulling down. Illustrate on board. 2. STRINGBAG 30 Take twenty strands of raffia, and a piece of paste- board about 4"x6". (If the raffia is over 30" long only half strands will be needed.) For this last, the backs of tablets or any old boxes may be used. Have the drawing strings braided of rather fine raffia and tie them, in place aronnd the pasteboard. Over these the strands should be knotted. Lay over the braid one strand, make ends even and tie knot 1 inch from the top. If children are capable, %" orV>" may be the measure between rows of knots. Continue knot- ting until there are eight strands on each side of the paste- board (Plate I, fig. a), making 16 strands in all. The strands at the extreme left and right (m and n) are knot- tei to the next strands on the other side of the pasteboard. The next row of knots is started 1" below the first row. From four to six rows of knots are needed. The length of the bag from the top to the last row of knots being about 5". If possible, have a few balls of string on hand to try within the bag so that the bag may be made the proper length. Tie tightly one-half inch below the last row. Cut off raffia ends, leaving about 2 inches for tassel. Fray it out with a pin. The bag may be all of white raffia or white combined with a color. APPLICATION After finishing the stringbag, give all a chance in applying the knotting to other articles, such as bags for books, shopping or fancy work, which might be lined with low toned colors of silk or cotton. Bottles of good design and old ginger and mustard jars may be covered and used as hanging vases. Make this knotted covering in either white or colored raffia, knotting directly on the jar or bottle to be covered. 31 A DOLL'S HAMMOCK. (Plate II., Grade III.) MATERIALS : Nine pieces of macrame cord, yards each eight pieces are for strands, one piece is for binding. Two brass rings. The pieces of pasteboard used in the string ball might be utilized for winding off the ten yards of cord for each child or have the cord cut in lengths needed and loosely knotted into bunches for each row, before time set for lesson. CONSTRUCTION : Double each strand in middle and loop through rings as in (a). Put through each of the eight strands in the same way. Four inches from ring start knotting for mesh. See (b). One inch from first row make second. Continue till there is only enough left at other end for the four inch space and for binding. Note that the outside cord is held a little tight and that the distance between the knots is nearly two inches be- cause of its being the outside strand. Take one-half yard for binding. Untwist and use only one strand, as a finer cord should be used in binding. When knotting is finished, gather all ends through the other ring as in (c), remembering that the distance from the ring to the last row of knots should be four inches. (M) in illustration (d) is the beginning of the wind- ing thread. Lay it on top of strands on the ring, take it back toward knots one inch and then back to (s), form- ing a loop. Wind as shown till most of loop is covered. Draw end of strand through loop as at (x). Pull gently on (m). This will draw loop and with it (x) under the windings. Then the ends may be cut close. Do not pull end (x) more than half an inch through the binding or it will be loosened. This binding should be illustrated on the board and also with a large cord or rope. 32 A BABY HAMMOCK. (Plate, Sup. Grade III.) This hammock may be made by pupils who enter fourth grade in January and have made baskets the pre- ceding year. MATERIALS : Hammock cord, y 2 lb- P er pupil ; net- ting needle (made by the 4th grade with coping saw) mesh stick (ruler), 2 iron rings 2". CONSTRUCTION : Instructions for the making of this hammock will be given those who wish it when needed. 33 BASKETRY. (Plate III., Grade III.) MATERIALS: No. 16 yarn darner, imcolored and colored raffia. The uncolored raffia conies in braided hanks and for all braiding, knotting and coiling should be dampened previous to lesson given, so as to straighten out the waves in it and make it easier to handle. The hank of raffia may be loosened, rolled in a wet flour sack and left over night, or, if only a short time is allowed, dipped in water and wrung out. Of the two ways the first is better as the raffia will then be moist and pliable but not wet. Much time may be saved by having the raffia divided into bunches and loosely knotted, ready for dis- tribution by the monitors, before the time set for the les- son. DESIGN : This work should be done in the drawing period. The simplest of all designs is where a border Is formed by dropping the natural raffia and using the col- ored once, twice or three times around (Plate III., 1, 2). The next would be the breaking up of this solid border into interesting units (Plate III., 3, 4, 5, 6, 7) as illustrated in the Drawing Outline, Charts 16 and 17. The design may be planned on radiating lines. A center is first made from 2 to 4 inches across, using no color. Divide this by colored stitches as in (Plate III 8-9- 10. ) Paper may be folded to find these points and pins put in. With these for a start, various designs might arise as in (Plate III., 11, 12, 13, 14.) MATERIAL: Take from 10 to 15 strands of raffia, or enough to make a coil about 14" thick. Wrap large end of coil to the distance of about an iy 2 ", with raffia threaded into a needle. Take a stitch through coil to hold winds. Coil into shape and fasten with 3 or 4 over and over stitches. (See Plate III., A and B). Then wind three times and take a stitch. Take the stitch slightly into next coil below as in Plate III. (c) or over the whole of next coil below as in (d). As a rule, keep the mats about 5" across. 34 BASKET : This is started in the same way except that when enough has been sewed to form the bottom, not more than 5 or less than 3 inches the new coil is then held more nearly on the upper side of the old coil and slowly shapes to the form planned (Plate III., e). 36 WORD STUDY BOOKLETS. (Sup. Plate, Grades II. and III.) MATERIALS: Cover paper for cover 14i/4"x4i/ 2 ", spelling tablet paper 13y 2 "x4", 5 sheets per pupil, No. 16 yarn darner, 1 ball crochet cotton. CONSTRUCTION : Fold one at a time the five sheets of tablet paper 13 1 / 2 "x4". Bring together into booklet form and place within the covers with i/4" margin on sides and bottom. With booklet open, pierce holes 1" from each end of center fold and one in the middle. See (A) Supplementary Plate. Threading the needle with crochet cotton, start at the center (1) and follow through to (8) as in (B) Supplementary Plate. Tie ends with pin. When the book is filled decorate with a suitable freehand cutting or painting. See that it is in keeping with the shape of the cover, long and narrow, and that it is of good size to balance the background. LANGUAGE BOOKLET. MATERIALS: Cover paper 9"xl4i4", tablet paper with special ruling and margins 8i/2"xl3%", No. 18 yarn darners, crochet cotton. CONSTRUCTION: Fold paper for inside of book, place within cover and pierce holes 1" from top and 2" from bottom, Supplementary Plate (c). Sew as directed for Word Study Booklet. DECORATION : When the book is about filled with written work done in the regular language period, paste on the cover a well mounted water color drawing selected from the drawing lessons or some special sketch in keeping with the contents of the book. 36 DEVELOPMENT OF THE PLAID. (Plate III. Grade III.) MATERIALS: Raffia, colored and uiieolored, yarn darner No. 16 or Packers bent needle. For a loom, use the regular 2nd grade Todd loom, if not in use, or the pasteboard loom Gi/y/'x^/o " If a bag is made on this pasteboard loom nothing will be needed to keep the sides straight, but if the weaving is done on one side only as for a needle book, the 2nd grade knitting needles will be necessary to keep the sides even. The 2nd grade paste- board loom GV^xG 1 /-/' might also be borrowed if not in use. THE PLAID : Have children bring samples of plaids in wools, ginghams and silks, from which a study of combination and spacing of color may be made. Each child should select his colors after sufficient suggestions from the teacher. If time allows the drawing of the plaid in pencil, colored crayons or water color would great- ly assist in the actual weaving of the colors. STRINGING UP: (See Plate IV.) Use raffia, ty- ing together the colors as needed to form the plaid. Use the square knot (page 12, Occupations for Little Fin- gers). For the single side string up in the usual way, fastening the end around one corner tooth. For the double weaving or bag, string up as follows: Fasten the raffia at the lower left hand notch, carry it up the front over the first notch on the left at the top, continue on opposite side to the first notch at the bottom, around the first tooth to the right, return over the same notch at the top to the second notch at the bottom. An extra warp string must be added to give an odd numbec of weaving. If a single side is to be woven, fasten knitting needles to either side with the small rubber bands to keep sides straight. WEAVING : Beginning at the top and fastening raffia to the warp string, weave over one and under one across the front and over the needles at either side in the rflse of weaving a single side and around the loom in the case of the bag. 37 HANDLES : Braid several strands of the different colors used, devising some neat way of fastening- them to the bag. One way is to thread them on a needle and draw through the bag, knotting the ends on the inside. If the bag is lined, these knots would then be covered. 38 CLAY. (Plate III. Grade III.) TIME REQUIRED FOE LESSON : The distribution, lesson, and collection should not take over half an hour. As an hour is entirely too long a period for a clay lesson, those who have been using that length period, for the man- ual work, will need to distribute the time over two after- noons rather than one. PREPARATION OF CLAY BY JANITOR: The janitor receives the clay in bags as a dust. He has been given all direction for preparing it for teacher's use. It is put into a -stone jar and mixed with water until it has the consistency of putty. It is then molded into bricks about 4" by 4" by 10" or larger, as called for by teacher. About three or four bricks are sufficient for a lesson. The clay will be brought or sent to the teacher by the janitor. PREPARATION FOR CLAY BY TEACHER : The teacher should make her request for clay the night before it is needed,, so that the janitor may have sufficient time to order his work accordingly. The bricks may be cut into pieces for distribution by means of a piece of string or wire. As a rule the 2"x4"x4" piece will be enough for each pupil. 2 sheets of brown paper 9"xl2" or its equiva- lent, should be used for each desk and the clay kept on this paper throughout the lesson. The same sheets may be used several times and then destroyed and new ones substituted. One wooden tool is furnished. A moist cloth for the fingers will be helpful in finishing off the work. CARE OF CLAY AFTER LESSON: When lesson is over children clean off hands over paper and gather all the bits of clay in one lump. The best three pieces are selected and the monitors collect the rest, putting all together on the board for the janitor. The selected pieces may be kept out for a few days and then, if there is no cupboard shelf to keep them on, they should be plac- ed in a box where they will be free from dust and 39 injury. OUTLINE : The lessons are divided into three groups. I. Tiles Simple, geometric designs in line and area. II. Modeling from natural forms and in illustration of games, occupations or experiences of chil- dren. III. Simple pottery forms. METHODS : Group I. Tile to be 4", the design 3~y 2 " sq. Fold By 2 " square of paper and cut design. Suggest sev- eral simple forms that may be cut from the square by fold- ing in quarters. Trace on drawing paper within 4" sq. Use soft pencil. Make tile 4"x4"x 1 / 1 >". Keep it will wedged to- gether. (See "Clay Work," p. 22.) Transfer design to tile, by laying design face down on clay and pressing lightly with fingers. The first design may be incised with a y 8 " line, using pencil end of tool, rounding all sharp edges. ("Clay Work," p. 05) The second should be worked in low relief as follows : Take coil of clay about size of slate pen- cil. Outline design. Fill in with small pieces till about %" thick. Smooth surface with thumb. Thumb may be moistened on wet cloth. There may be a slight depression running through the center of design. The ridge on outer edge is smoothed back into form, leaving it rounded. Group II. (See "Clay Work," pp. 41-44.) These illustrations may be in the round or in high relief on a plaque. They may be made from the pose or from mem- ory or imagination. This work may be approached in various ways. The story may be discussed with the aim of bringing out the point of vital interest or the various ideas of the story may be modeled. For example the rhyme, "Tom the Piper's Son," was taken. The part chos- en for illustration was "Away He Kan." Each model rep- resented Torn running, but the manner of getting the pig away varied. If preferred, different parts of a story may be assigned to different pupils. Emphasize the distribu- tion of illustration over the entire tile rather than crowd- ing it in center or in one corner. In making a selection for the study of natural forms, secure large simple ones such as the horse chestnut bud, 40 the trillium, dog wood, tulip and jack in pulpit, As far as possible each child should be supplied with model. After the tile of suitable size is made, sketch lightly upon it with pointed tool. A coil of clay the thickness of a slate pencil is rolled out and the outline formed. The coils are pressed well on to the clay. The inner space is next filled with small pieces of clay, well worked together. ("Clay Work," pages 26-30). After the space is filled enough more clay is added to give the desired variety in the relief. Do not attempt to make the clay as thin as the leaf itself. Undercutting the edge gives the effect of thin- ness quite sufficiently. Group III. ( See "Clay Work," pp. 84-89. ) The first lesson should be on forms of bowls, jars and vases. Show examples of good forms. Draw one-half the design on paper, fold on center and cut. A piece of roofing tile and old slate, or a pie pan turned upside down is of great service to work on it may be turned and the form watched from every side. Make small coil of clay about 1/2" thick and form circles for bottom of bowl, wedging together as in the tile, making it about %" thick. Shape sides by laying the coils properly as in the raffia basket. In smoothing and pressing the coils together, one hand should be kept on the outside while working inside, thus keeping the contour. W T hen working on the out- side the walls should be braced from the inside. Before the successive coils are added, the preceding coil should be flattened a trifle with the thumb, making a better sur- face for the next coil to rest upon. If any piece is un- finished at close of lesson it may be wrapped in damp cloth and put in a tin box or small stone jar, or covered with a piece of oil cloth. Very simple designs may be incised. These later lessons may take the full hour. THE AVERAGE TIME remaining for these lessons after the plaids are finished is five weeks. In this time not more than the first two groups can be covered. Those clas- ses making baskets will have little or no time for clay mod- eling. 41 H ;-) . QM w 5 No ui W 1 * s^ n 4 --i w 8| BI 3 O (H = = = = ^ d a i "^' 0) ~ CL cd "d 3 ^ ^ c ~ _ * a .t; ir 3 C a 03 C fe- S 'O * o ^ i *S cr m O ato IB ^ ajs ^ ^ -5 c; Sfi* S E tf ^^ a 01 3 l- t -c d - CO 3 *" ' ^ d ^ bC A-< W ^ *-* So bC a "d . 3 a. w ^ .j ~ """ in *"* . ^* 't ^-i m ^ C f-i j It tj O y) C __ f-] a o Q^ ft (_, ft ^ ^ 0) -d C fl 2 e d| S at 0) ^> a ff ^ .'i C ^ w ^ ? ^ O H d 4> CO f-J p I. -w 9j 8lri S 3 C "^^ CQ OJ d" CO t, u d ~ O = ifi? H h) C _5 * J 41 g c 3 4J fl S 4i > ;j w uu A MT3 ig n 4).l3 H g .oS^-g 03 PU 1^ d ^o 3 o Vn 0) | t D d ortions of Differenl children. APPLICATION IN 1 PROBLEMS FOR IK r.;. D bij-C K aa d w HH "3* ^ ^'^ ^ ^ ^ i D -2 *3 * (li /-s G O O* ^ (3a) Make different k using scraps of wo new support. 1 E Eg VI |(5a)| | Optionals | Four Wheeled | j cart | [ (7) Wood Choppers ( fruit and cigar b< X ii (8a) ~>ptionals i painted with watei rtl 2 t, 5 4) C 4) *O t- 4) n O) N 3 3 C 2 bf >. ;, rjy __!_ 1 ^. J. 72 .2 o a^ o ~!>^- d-5 !r d^ * A c i ri a H S H H . 4) n o o c w d ^ C ^^ a; tn 3-4 w^d c d o M d H c S v e 41 S M C 5 2PJ 9 W 1I I!? aS ID EK^SH!? tf s Sfe -S S2H S CO i g ^ "g . OJ& ^^NW .J, | | ,0^ 5 rfd2 |*^ s to 3 H .6e|-Sg JBg 1 ^ : . ^ ri O .. ** SsSeRisg I "^"ddco _'-3 ^ H I >> 2^1 -Is^l |fl 8J C H 2 I / ^l 3 ^^, |ll|- SI'S M fl) oil 3 d O ""* rf ^ 4i to >iaj* *-'* J 3r'/"^ "2. 3 t* Qj4>fe.^ CSH-^OI^C U*w^ ^ tr 1^ co^>C ^'rfOaj* rf Odo^^-^HO"^ H co5i CQ4J 2 y C o 8 i Hi h-5 M B M M FOURTH GRADE. COPING SAW. EQUIPMENT AND SUPPLIES. EQUIPMENT I chest per bldg., 1 set of Blue Print Plates 2x6 ft. for each 4th grade. Material Size Amount per chest 12 48 24 48 48 12 24 6 6 12 Amount Brad awls 1/32" Coping Saw Frames Compasses, Eagle No. 576 Iron Clamps No. 2 Saw Tables Sloyd Knife No. 50 Tack Hammer No. 25 Tool Chest Trays Try Square No. 20 4i/ 2 " Wood Files 6" SUPPLIES Thin Wood Sand Paper (sheet to be torn in 12 pieces) Brads Brads Glue, LePage's (ordered as needed Iron Wire Saw Blades Prepared Wax Stain Johnson's wood dye Nails Furniture i/ 8 "x6"x!2' No. 1 96 sh. %" two 1,4 lb. pkg. %" two 1,4 lb. pkg. 1/2 pt. can 1 per chest No. 16, 2 Ibs. (about 350 ft). % gross 1/4 lb. 1 can % Pt- No. 42 (pap.) 1 pap. 43 GENERAL SUGGESTIONS. EQUIPMENT AND SUPPLIES In all buildings where there is a manual training center for boya and girls, the fourth grades in that building ma^ use the center if not in use by the regular classes. The work can be done better and more easily in the center than in the class room. The bench in the combination centers is provided with two adjustable saw tables, one to be clamped in the vise the other held by a bolt in a suitable bracket at the other end of the bench. The chil- dren then can stand up at their work. When using th:j center there is no change in the method of handling the equipment, etc., from that in the regular school room. WOOD : The wood used for this work is spruce, pine and hemlock and is supplied in boards about o 1 /^" by!2" by 3/16". Call attention to grain, and how the strength of any piece is affected by the grain of wood. SAWS. The saws furnished are frail, but when the pupil is taught to use them properly there need be fe^ broken ones after the first term. Show on the black- board the shape of the teeth (enlarge) ; what movement they require; how they may be adjusted if too loose, and how new saws are put in. The breaking of saws is gen- erally caused by one of the three following reasons : By the framework spreading and causing too much tension in the small loops at either end of the saw or by becom- ing compressed, making the saw blade too loose. (The back of the saw frame is easily bent either way with the saw blade removed over the edge of a table or desk) ; by sawing with saw held at an angle to the board much less than a right angle; by pushing instead of letting the saw do the work while the hand simply keeps up the vertical movement. HAMMERS. Teach the correct holding of the ham- mer near the end of the handle. FILES. Woodfiles Files are cutting tools and have cutting teeth like small chisels. A file is used to scrape or cut away the edges or small surfaces of the wood too rough or jagged to be sandpapered away, such edges 44 as are caused by bad and careless sawing. For this reason good workmen rarely need to use the file in their work. In using the file hold the work firmly on or against the saw table and file away from you, bearing down on the forward stroke which does all the cutting. As it is a cutting tool be sure and file with the direction of the grain or across the grain, but never against the grain. These files are for use where sandpaper does not ans- wer, or for cases where more wood is to be removed as in making a beveled edge. They are often wrongly used to cover up poor sawing and such use should be discouraged. AWLS. There are two sizes, small and large. The proper way to use them is with a boring motion resting the work on the saw table, not simply driving them in. The latter way will be apt to split the wood. SANDPAPER. No. 1 is furnished for smoothing the pieces and should be torn into small pieces about 12 to the sheet and distributed as needed, the pupil should always use it folded over a small block and not in the moist fingers, which causes the glue in the paper to melt, releasing the sand from its surface. Place the work on the saw table and sandpaper the flat sides first, rubbing first across and then with the grain. Then the square edges next, in the same order, and lastly touch off the corners or edges lightly enough to remove their sharp feeling. In this way the work can be given that sharp, clean appearance that is pleasing to touch and sight while carefully preserving the true outline of the parts. GLUE : It is a liquid glue in i/ 2 P*- cans. Have the class understand why it holds the parts together. All glu- ing up should be done at one table, using small sticks for applying. Keep a cloth and clean papers at hand to in- sure neat work. When through throw the glue sticks into the waste basket and be sure and put the cap on the glue can. STAIN. The stain is furnished i/ 2 P*- bottles in brown, green and red. The staining should also be done 45 at one table. It is applied with a brush and put on as sparingly as possible. The water colors may be used when other effects are desired. Staining should only be done by the capable pupils who have been first shown how to do it. WAX. Floor wax in a /4 lb. cans is furnished. Apply with a soft rag and then rub with a dry one. The more you rub the better the gloss. Paraffin used in the house- hold makes a good gloss rubbed on in the same way. PATTERNS. Most of the problems require the use of patterns or templates in marking or laying out the figures on the boards. These patterns are made by trac- ing onto light paper the drawings given on the blue prints. Lay the paper over the drawing to be copied, and hold on the window glass so the light will shine through and the white lines of the blueprint can easily be followed with the pencil. Copying or carbon paper may also be used to transfer the drawings. The patterns are to be made from heavy manila paper or "tag board." Having cut out one with the scissors, duplicates, one for each two pupils, should be made from this one. This may be done by the teacher, by older pupils, or by the pupils of the upper grade. HOME WORK. P]ncourage home work. Egg crates, fruit and cigar boxes make good material for this work. A few home projects are suggested, selected from among the many children have worked out in other years; dif- ferent kinds of automobiles and delivery trucks, delivery wagons for groceries, meat, and milk, a coupe, a jinricksha, a trolley car, doll house and furniture, match safes, mail boxes, hook and ladder wagon, Eskimo sled, double bob sled, a circus procession, Santa Glaus, his sleigh and reindeer. Such home work brought to school and exhibited and described by the maker, is a fruitful stimulus to the others. 46 ANIMALS IN OUTLINE. (Plate I.) 1. THE BEAR. Have tagboard patterns of the bear made by the teacher or some capable child. Show how the pattern is laid on the wood, considering strength of grain and economy of material. Caution the children to hold saws correctly at right angles to the board. Call attention to the teeth of the saw, hoAv the vertical move- ment does the sawing and no pushing forward is nece_>- sary. After sawing out the shape it should be nicely sandpapered, using a small piece of sand paper over a block. 2. OTHER ANIMALS. Every one in the class should make at least one selection from these other animals and saw them out in the same way as the bear. The more capable pupils may saw out two or more. 3. THE STAND. Have the class make a stand for the bear, dictating the measurements as given on Plate I. Those finishing may devise different stands to suit animals made, using scraps of wood. THE BALANCING HORSE. (Plate I.) 4. THE BALANCING HORSE. PLATE I. The blue print gives the most economical lay-out for a full board. Saw out the parts and sand paper. The two legs are fastened to -the body with two brads and a drop of glue. The hole for the wire is made with the small awl and the wire inserted with a little glue. A small stone with loop of string glued to it forms the balancing weight. If the horse does not balance, try adjusting the curve in the wire, bending it a little more or less as needed to bring the weight to correct position. OPTIONAL PROBLEMS. Pupils finishing the bal- ancing horse before the majority of the class may select from the following. 4 a. HEART PUZZLE, PLATE II. After sawing out the two hearts, draw the circles for the holes, using compass. 47 The wheel flanges (A) are made first by tacking two pieces together (B) with 2 brads, then sawing them out at one time. The center piece for the wheel is then sawed out ( C ) . Bore holes through the center of the flanges before separating the pieces; also through the center piece with the large awl. The edges of the flanges are sand-papered rounding as shown. When finished slip the three pieces on a piece of iron wire 2" long with one bent over, and tack them firmly together, putting a little glue between the parts. The frame is now made as shown. The sides (D) are placed together and the hole bored through both at once in the center. Put the four 1/2" brads in each piece and then fasten on the cross pieces (E). The frame is now tied around with heavy string as shown, with a slip loop at the bottom. Put in the pulley, insert the wire and bend over the other end with the pliers, and the Pulley Block is done. WEATHER VANES. Plate III. These are made from patterns. The children may use other suitable patterns. If larger ones are desired they can get pieces of fruit boxes from the grocery to make them of. To balance the figure, lay it flat across the edge of a ruler and mark the point where it balances. Drive in a pin on the edge at this point and snip off the head with the pliers. The pin can then be pushed into a standard made for it and by working it a little the figure will easily whirl around on the standard. 48 To saw out the holes, bore holes with the large awl and put the saw through, then fasten the saw in the frame again. PICTURE FRAMES, PLATE II. This problem may be somewhat difficult for a 4th B, but can be well worked out by the more capable classes. PATTERNS. First make a paper pattern and then trace on the board. TO SAW. To saw out the inside, bore a hole with the large awl and put the saw through and then fasten the saw in the frame again, but in the slots on the side of the frame so that the saw will saw sideways. THE BACK. The back is shown in the sketch. (Make out of opening piece.) The three pieces for the sides and bottom are about y" wide and 3y 2 " long. Split them out with a knife, scoring deeply with the point drawn against the brass edge ruler. These are glued on the back of the frame. The piece 2"x3y 2 " is then tacked on as shown. The leg is put on if the frame is intended to stand up. It is hinged on with a piece of leather, an old glove or shoe top, or a piece of cloth, glued on. DESIGNS. Only the most capable should attempt the designs. They are drawn in lead pencil, and when true and correct should be lined in as heavy as possible. STAIN. Wood dyes are furnished in different tones of brown, green and red. All staining should be done at one table in the room. Use a small brush in applying the stain and then rub off any surplus with a cloth. FINISH. Floor wax, 1/4 Ib. can, will do for a large number of frames. Apply with a soft rag, and then rub with a dry one. The more you rub the softer and prettier the gloss. SUPPLIES. % ?* bottle wood stain, 114 Ib. can floor wax. PULLEY. Plate III. No "lay-out" is given. The pulley may be made from scraps of wood left from other problems. The two views and the sketch show the pulley complete. 49 HORSE AND CART. (Plate IV.) 5. THE HORSE AND CART. Plate IV. Patterns for the horse only. The wheels are drawn with the compass. COMPASS. Show how to use the pencil compass, measuring off the radius 1%" on the board in pencil marks and adjusting the compass to these marks. DRAWING. The "lay-out" illustrated one way of economically using a stock size board. Two children may thus work together on one board. The teacher should draw on the blackboard very large and clearly, if roughly, this "lay-out," explaining how to begin and where and what dimensions to use. In a similar manner on the blackboard explain how the cart and shafts are put together, interpreting the working drawing of the blue print. A good plan for the children is to make a working drawing of the body of the wagon, showing the placing of the shafts and wheels. CONSTRUCTION. The squares containing the wheels should be cut out, tacked together with a couple of brads and the two wheels sawed out at the same time. Bore a hole through the center with the small awl. Saw out the body piece. Draw lines for placing the shafts. Draw lines for placing the wheels, the children working from their own drawings and from the blackboard. In draw- ing the lines for placing the shafts, have the straight edge next the horse, keep the ends to the line, and try the horse between the shafts before fastening. Nail the shafts with 2 brads, try the horse again and then nail the last two brads. The wheels are fastened to the shaft with furniture nails. The horse may not need to be fas- tened to the shafts if held tightly, but if necessary, use the brads as they will not be so apt to split as the furniture nails. SANDPAPER all parts nice and clean before put- ting together. Always have the child use a little Hock with sandpaper folded around it, and not use his fingers. 50 5 a. OPTIONALS. Plates IV. and V. The rapid work- ers may attempt a four wheeled cart with a pair of mules and string for harness. The two wheeled cart may be used as a match box as shown. A wheelbarrow is also a good problem. The very proficient may make the con- veyer, windwheel, stern paddle boat or paper knives. WIND WHEEL. Plate V. PATTERNS may be used for the blades and tail, as shown full size on the plate. DRAWING. Lay out the parts directly as in the "Lay- out," CONSTRUCTION. After all the parts are sawed out and nicely sandpapered, nail the blades upon the half spool as shown. The spool should be first marked in four equal spaces to locate the places for the blades. Slip the w r heel on the tail piece and balance over the finger on the tail piece and then cut off the head with the cutting pliers. Make a hole in the end of the upright standard with a brad into which the pivot will go. Put the wheel on and hold in place with a brad, and the Wind Wheel is complete. It may be painted or stained. A STERN-PADDLE BOAT. Plate V. PATTERNS are not needed. DRAWING. With a board 3"x8", measure off the distance and mark the lines at the stern where the pad- dle is to go. Set the compass to 3" and draw the two arcs that form the prow of the boat. Next lay out a piece Ii/^"x4" long for the four paddle blades. CONSTRUCTION. Saw out the boat part and the four blades of the paddles, sandpapering them nicely. Next make the paddle wheel. Use %" or i/ 2 " brads, nail- ing the parts together as shown in the sketches I., II. and III. Now slip a rubber band over the wheel and in the two notches at the stern of the boat, and the Stern Paddle Boat is done. A spool may be nailed in the Center for a smoke fun- 51 nel, or an ingenious youngster may put on a cabin, too. To make the boat go forward wind up the paddle wheel in the opposite direction and place in the water. The boat may be painted or stained. 52 6. FEEDING CHICKENS. (Plate VI.) PATTERNS are required for the body and legs. The actual size is given in the "Lay-out," and may be traced from the blue print with thin piece of writing paper, and then transferred to tagboard. DRAWING. The dish is drawn with the compass, the straight pieces with rule and pencil from measure- ments given. CONSTRUCTION. The "Lay-out" gives the arrange- ment for one-half board with the grain running the six- inch way. The strips may be cut off with the knife point against the brass-edged ruler, cutting partly through, then splitting them off. In putting together, first fasten legs to body with %" brads and a drop of glue; second, fasten piece (A) to sticks (B) with %" brads, then put on the dish (C) ; third, fasten the chicken in place, tacking in the lower brad first, then tip the chicken forward until the bill touches the dish and put in the second brad. SELECTED PROBLEMS (PLATE VI.). Each child is now to choose either of the problems giv- en the Wood Choppers or Wrestlers. They involve the same principles already given. The Wood Choppers are put together in same manner as the Chicken. Use glue to hold the axe between the two arms. The arms and legs are doubled one on each side. In attaching to sticks, place one finger upright and the other with his axe on the block. The Wrestlers are held together with string at the joints, knotted closely to the figure. To work them, pass a black thread 2 yards long through the two holes in the arms. By jerking on the thread with the other end fas- tened to a chair leg, the figures will wrestle. MATERIALS. Scrap pieces can be used for these problems. 53 8. THE DINKEY BIRD. (Plate VII.) PATTERNS are required for the head, tail and the perch only. The "Lay-out" gives these full sizes on the Plate. DRAWING. The body, eliptical in form, is to be drawn with a compass by every child on a piece of draw- ing papek' and then cut out for a pattern for his own use. Firsv draw the two squares IVs" on a side as shown by the dotted lines. This may be done by folding the paper to get the right angles. Draw the diagonals. With the compass and the points marked 1, '2, 3, and 4, re- spectively as centers, draw the arcs, forming the mechan- ical ellipse. For example, with center (1) and the long diagonal as a radius draw the upper large arc, then us- ing (2) as a center and the half diagonal as radius, con- tinue the arc across the end and so on. The "Leg" of the bird is a strip S 1 /^" long and y" wide, 2' of it tapering to a blunt point about Ys" across. CONSTRUCTION. All parts to be finished care- fully. Fasten the leg to body with a drop of glue and brads. The head and tail are to have holes made in them about y 2 " from the lower ends, for the brads upon which they swing. Make these holes with a larger nail, so the nole will be slightly larger than the brad and thus permit the head and tail to work up and down freely. Drive into the ends of the head and tail a small brad as shown in the picture, to which the string is to be fastened. They may now be fastened in place on the body. The string 60" long, or strong black thread, is tied one end to the tail and the other to the head. Set the bird on the edge of the table on his perch, draAv the strings down until the head and tail balance, then tie a knot a few inches from the bottom, keeping the two strands equal, the stone is next tied to the loop below this knot. The stone should not be larger than will balance the head and tail, a piece of string should be fastened in place 54 about the stone with a drop of glue. PAINTING. The bird and his perch may be painted with water colors or paint. 8 a. OPTIONALS. The rapid workers of the class may attempt the op- tionals after finishing the bird. THE ATHLETE. Patterns are given full size for all the parts. The sticks and cross bar to be cut out accord- ing to the dimensions given. CONSTRUCTION. Scrap pieces left from other work should be used for the figure. Before sawing out, bore all holes with the small awl to prevent accidents after sawing. The parts are held together with string knotted close. Fine wire may be used. The parts should be very free to work properly. To string up the arms to the frame follow the dia- gram. The frame is made with the sides placed edgewise for strength. A brad in either end of the cross piece will hold it in place. ij K- 55 TOY FURNITURE. (Plate VIII.) PATTERNS. Patterns are not needed except in the case of curved forms. Other parts should be measured. Consider with the class the proportions of real furniture and reduce in size. Different pieces may be made by dif- ferent children. Only a few are suggested on Plate VIII. By keeping to simple lines, many others may be planned. MEASUREMENT. By the time these problems are taken up the children should be held to accurate measure- ment and sawing. FINISH. The pieces for furniture should be well polished, but no rounding of edges should be allowed, as well fitted joints are necessary. The furniture may be stained with wood stain in the same way as the picture frames. 9 a. OPTIONALS BIRD HOUSES. Plate IX. These houses, while simple in form, are somewhat difficult to make, and therefore should be optional work to be made by those pupils of especial ability in this work. Encourage such ones to do as much of this work out of school as possible and when finished bring them in to let the other children see what they have done. FIRST BIRD HOUSE. DRAWING. Lay out the equilateral triangles for the ends at one end of the board. Do this with the com- pass, set to 5", as shown in the sketch. Draw the circle for the door. On another board 5" wide for the bottom of the house measure off 10" for its length and draw a semi-circle for the end with the compass set to 2y 2 ". Draw lines across the bottom where the ends are to be nailed on. CONSTRUCTION. Tack the two boards for the sides of the house together and cut off the triangles as shown in the sketch. The parts left make the sides or roof of 56 the house. Finish the ends and cut the hole in one of them for the door. Next saw the end of the bottom board round. To fasten together nail (%" brads), the two ends on the bot- tom board. To do this, start the brads through the board and they will just stick through and show where to place the ends. Do the same with the other two boards, forming the roof, first marking a line on them where the nails are to be driven through. When finished, stain with any dark color. THATCHED BIRD HOUSE. DRAWING. The ends for this house are two isos- celes triangles, 5" on the base and 5y 2 " on the sides. Use the compass to lay it out on any piece of board large enough. The bottom is a board 5"x9" with two front cor- ners rounded a little. Draw lines where the ends are to be placed. CONSTRUCTION. The 4" strips for the roof are about %" wide and 10" long. First fasten the ends to the bottom as in the first house; then nail on the strips about an inch from the top, and the bottom of the ends as shown and the house is ready for the thatch. Tie a piece of string of a length easy to handle (we can add to it when needed) at the end of the top slat. Take a small bundle of the thatch six or eight strands of the tilo, or as large a bundle of raffia or straw and fasten under the string as shown. Keep the top as even as possible. When the side*?s complete, tie the second string on the lower slat at each end as tight as possible. Do the other side the same way. If the wooden parts are to be stained, it would better be done before thatching. SHINGLE BIRD HOUSE. This may be made of old shingles and of about this size. Birds are not critical of workmanship, and this house is a good one for the boy and girl to make at home out of old material. If made tall and narrow, it will likely attract birds which usually build in hollow trees. 57 Baron von Berlepsch, of Siebaeh, Germany, has in- vented a machine for boring nesting holes in tree sections, and he has thus been very successful in attracting birds to his great estate. The State Entomologist of Illinois estimates the value of the birds to that state this year, 1911, to be 176,000,000. 58 - - ; 9 MM M o M M < M -d g- 02 BMSg? E?Eg33g 3 .s^S &( p 1 a 5 y^So^ 2. Bi! o o fr * s. 3 ff W M, O o ~ -- ~ 'III* ooa ^ M, AO * ? O ^ "O ^* i M?- ! 8 p.> S H p 02 C B * i P Q P cr o o 155 3 p 3 J i ^ * 2. ~" 3 ^ o p ~o 3 ~ ** O. a !!? 3 ft s i School oa 3. H j pS 3 Cit ft * 3! * II s CONSTRTTCTIVB : SCHEDULE astruction M_p 3 oT ft p o. cr 00 ft M & P q o o 5 & 2. 0? 3 p ps -_.(D decorat- & g- o p fffl. -' "j; - C 01 rt- 1 B < ill] PROBLE S 2^ oT< crp" 13 jiw p w r- "g" 3 psjs 4 n O O. A 5 C 2 p 9f 3*3 rt ^ "l , 5 2- ^ " S 1 ft 1 tff O* t- 1 1 3 S-JD'do ff ft "5o O ^J p PP ^g w ir*s 1 111? P 3 l ? ?- a ; 1^ H 5 ?| Plii a" ?F (0 * ' Hf i f 5 * ^ _ H 5Tiflt"T 00*^ g^i