i iPRARY OF THE UNIVERSITY OF BUNOIS The School Shop and the Christmas Spirit Leonard W. Wahlstrom ,,nn ^y pf T j} £ IVQV 7 0JWV£.- V r vc-*»w, I* Reprint from The Francis W. Parker School Year Book, Vol. I 1912 Francis AY. Parker School Year Book 21 31 \*, 4-2 VJ\2- S The School Shop and the Christmas Spirit The following plan df utilizing the school shop has been used as a means of developing .a broader spirit of Christmas among children, dealing with altruistic motives rather than the selfish and personal, and using co-operative rather than individual meth- ods. The constructive interests have been used as a basis, and tlie play element recognized by introducing the favorite character of Christmas, Santa Claus. In every household in which there are or have been children, there are countless toys, dolls, books and games in various stages e of dissolution and disrepair. Many of these have outlived their usefulness in that particular household, but with the addition of a little spare time and ingenuity, together with a touch of color to brighten them up, they would still make most acceptable Christ- mas gifts to many a child in poorer circumstances. To utilize this repair work as a feature of our manual training a “Santa Claus Annex Shop” was established. It was suggested to some of the children that such toys could well be repaired in the school. Notice was sent to the parents that the school would undertake to put into good condition such toys as could be furnished. These toys would then be given to settlements in more needy parts of the city for distribution. The next step was to present the scheme to the pupils of the w r hole school in a “Morning Exercise.” Upon reaching school one morning, the pupils were confronted with the following notices prominently displayed on posters in the main hall. WANTED— WANTED— AT ONCE Wanted at once good workers in the following trades: 25 Mechanics — Must have a good knowledge of auto repair work, aerial machines, boats, engines (both stationary and locomotive), clock- work motors, agricultural implements, wagon repairs, etc., etc., etc. 20 Painters — Good at retouching. Must have experience in mixing and judging colors and be able to handle brushes well. 20 Surgeons — (Tn hospital). Skill especially needed in grafting arms and legs and replacing new heads. Those with previous experience in either hospital or private practice preferred. 10 Veterinary Surgeons — A good knowledge of the anatomy of dogs, Teddy Bears, and horses is necessary. 10 Book Repair Men — Neat and careful workers, able to handle needle and paste brush well. 814243 22 Francis W. Parker School 10 Repair Men for Game Department. 20 Wrappers and Packers— Wanted for packing and shipping depart- ment. Only neat workers need apply. 1 Foreman and 1 Inspector— Wanted in each of the following de- partments : Mechanical Book Repair Painting Game Department Hospital Wrapping and Packing Application may be made in person or by letter. Steady work prom- ised from now until December 20. Good Hours. Good Wages. (Signed) SANTA CLAUS. P- S.— This is my busy season, and I have appointed Mr. Wahlstrom superintendent of my Annex Shop at the Francis W. Parker School. Par- ticulars may be obtained from him or from any of the teachers in said school. Applications should be in by December 1. The following is a stenographic report of the morning exercise which came later in the day. MORNING EXERCISE — Santa Claus Annex Shop Tuesday, Nov. 29 Mr. Wahistrom: “How many people here believe in Santa Claus?” (Almost every hand in the school raised — with a background of broad smiles). Mr. Wahlstrom: “Santa Claus is a pretty real person to us. As we get older I do not know what happens, but we are sometimes a little bit afraid to own our friendship or say we believe in him. As we get a little older still, we begin to know him by another name — sometimes it is 'The Christmas Spirit.’ “I think the other night I must have had a visit from Santa Claus. It was pretty late and most of you must have been sound asleep. He had a nice scheme and wanted to know if I would help him out.’ He said he was very busy, and that there were a lot of people whom he could not get around to see if he did not have a little help. You all expect a visit from Santa Claus Christmas morning — I know T do. “This was his scheme — he wanted to know if we could not organize an Annex Shop and help fix up some things he could use at Christmas time to send around to some little folks not quite so fortunate as you are. You have already brought in a few things we can fix up, but we should like more. “You probably noticed the want ads in the hall this morning, ask- ing for helpers in different lines of trade. “I am sure there are plenty of veterinary surgeons in the school Year Book 23 who know all about the insides of the Teddy Bears, and doctors who know how to sew on dolls’ heads. And there are lots of good painters in the school and all sorts of mechanical people who can take a toy and see what the trouble is and fix it up. We shall need help from everybody. Some of the high school boys and girls who have had metal work are expert with solder and they can solder pieces together for us when they are broken loose. “Now, if you have read the rules carefully, you will see that Santa Claus has promised good wages and good hours. The regular hours are going to be two afternoons a week, after school — on Wednesdays and Fridays. Santa Claus is a pretty systematic sort of person — if he were not he would be entirely swamped. Here are some of the cards that he has asked the Seventh Grade to print. “The first is to be like a shipping tag. Every toy is going to have a number, and this will be put on this card, with the name of the ar- ticle to be repaired and the different things to be done to it. Santa Claus Annex Shop No 6S. Article ^<2 . . Description /?< cf/ usf Sh Caff'S 0 ' /■ ' , . .. f'oT . o n .w/?ee i • & fu.e on. piece of das hhoa rej \ (From ftg.) Ffake. new shaft s Workman 'fflifQrcf ft. Inspector's O. K. k/. “This will keep the inspectors and superintendent pretty busy. The directions are to be written pretty carefully, and we shall need good inspectors and good foremen. This ticket will be tied to the article and then it will be ready for someone to start to work with it. “Santa Claus believes in unions. He has not yet succeeded in union- izing the whole world, but he hopes to. And he is going to have a union card for all the workers in the Annex Shop. It will read: 24 Francis W. Parker School ’ . *• " • :: v "T-TITS": Union Card BROTHERHOOD of CHRISTMAS WORKERS FRANCIS W. PARKER SCHOOL BRANCH f Cbis certifies that is a member In good standing in this UNION and has helped to promote the spirit of Um work to the beet of bis ability, ; e Santa Gians . • ' , ' . {k / - • N -■ ■: -■ • . . PER -gnj' . r "'■! “Of course Santa Claus will not be able to sign all these in per- son, but he will expect the inspectors and foremen and the people in charge of this factory to sign for him. “The next thing we must have in this factory will be a time card. Each person working in the factory will have one, whether he is a painter, a mechanic cr a surgeon — no matter in what department he works — and the inspector will check off the time. SANTA CLAUS ANNEX SHOP TIMECARD NAME DEPT. j OATS _ TIME IN _J TIME OUT FOR EM 'NS O.K. 7> -r $ V >V "" 4 7 ; tyO Jf' f/, (V /:vy ; . 3l3& ; ry >' ~M '%r.t O -3ss.. ■ fef !X ( t> V / ?■ 19- (z _. O P CD ^Qfq cd tr >1 CD ^ g- 2 *r §• £ 3 QK$ ~ 1 CD co B r 2 .33 - C ^ 33 O CD P ^ O ~ P, P O B . P- CD O B p «-*- 3 . S CD 33 33 B‘ CD Ofq co £3 P a a 33 p co p ^ o CD C p *-j 3 co £j co CD ^ P- ff hj O c- o o 3 orq . — 1 CD ^ W 33 £3 33 P p 3 o K|a a O ^ m-i a -i ro CD ^ P P O P p ^ 3 3 3 . 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G ’ H r-h P H- p r\ . p CD b CD boys, *‘choo-choos” for those still tinier; doll beds days, between Thanksgiving and our Christmas for little girls (and some not so little) ; soft vacation, and then the social settlements, such stocking dolls for wee babies; bean bags, doll as Hull House, Chicago Commons and the United dresses, games and scrapbooks. Charities help us out by finding the right little Now we have the work organized much as it boy or girl for each toy we have have made or Year Book 25 “These can he cashed at any time at Father Time’s Bank of Dis- count. Father Time will pay these checks without protest. “Now, as to the rate of wages. Of course the workers in some de- partments will have more skill than others, but Santa Claus thought it would be well to make the rate of wages uniform. For every hour’s work he is going to pay five happy days, and those happy days ycu can cash at any time when you need them. You can add them on to a long life, if you see fit. That is the best kind of pay; that is the kind of pay that Santa Claus himself takes out for his work, and he certainly is long lived and enjoys life and looks healthy whenever we see his picture. So I think the pay is very good. “Now what we need is good workers, good inspectors, and good foremen. Here are some of the things on these tables that have been brought in, and I might show you the kind of work that will need to be done. “This is a Teddy Bear who has lost his voice. I do not know whether he can be cured or not. “Here is a book that must go to the Book Repair Department. “Here is a pair of horses that seem to have run away. If we can- not find their wagon we will hitch them to something else. “Here is a telephone out of order. I think that can be fixed up by the high school boys who are studying physics. “Here is a hen who has run her legs off. We ought to do something for her. “Here is a horse without a tail. We shall have to turn this over to the hospital. “Here is a good boat that needs a mast and some sails, a bowsprit, and a new coat of paint. “Here is a bank that does not work. “Here is a piano without any legs — a grand piano at that. I think that might go to the music department later to be put in tune. “There is another department that will be pretty busy later on. That is the Wrapping and Packing Department. We shall need a great 26 Francis W. Parker School number of boxes for that. I wish every one in the school would look around at home and see what empty paper boxes he has that he can bring in and turn over to this department. Then we can get some pretty pa- per and fix these boxes up and make nice packages of them.” Miss Cooke: “Last year the teachers had the privilege of seeing the things when they came in and then again when they were ready to be sent away, and it was as if a miracle had been wrought. There is one thing, how- ever, that I should like to add. I should like to be appointed receiver of something else. It seems to me that every boy and girl in Chicago ought to have a good Christmas. There are many little girls in the city, I know, who do not have a single doll, and many little boys who never had a toy to play with. Some of you, I know, have a great many books, and a great many dolls, and a great many toys. It seems to me that we ought to add a Sharing Department to all these others, and I should like to be receiver. If any of you have a doll that you really care about, but would like to have some other little girl care about it, I should like to have you bring that in and mark it, ‘A gift that I should like to share.’ I should like to have these things brought tO' my office.” Each of the departments was presided over by a larger pupil or a teacher as a foreman and inspector. The many things to be done were classified. This plan furnished a wide range of processes in many varied materials and a splendid outlet for the ability and ingenuity of pupils from the first grade up to the eighth grade and high school. The processes varied in difficulty from mending card-board boxes, pasting labels, painting “scuffed” and battered toys, to soldering and tinsmithing, repairing clockwork locomo- tives and steam engines. In addition to the regular time announced, pupils were al- lowed to give other spare time; and in some cases, when a class had finished the work planned in the regular shop period, the class time was devoted to the work. When the first appeal was made for toys, attics and store- rooms were ransacked and the accumulations of years, possibly, brought in. It is possible that after a year or two the supply will diminish. Attention can then be turned to manufacturing new toys, such as dolls y beds, tables, chairs, games, etc., holding to the same factory basis and subdivision of work. The pupils appreciate the value of this method when the time is limited. Each pupil, instead of performing all the processes, would do the work he was best fitted to do. It would also be well to introduce labor saving devices, templates, etc., to increase the efficiency and speed of the workers. Year Book 27 In addition to the toys the numerous books and games fur- nished abundant field for activity. Some of them were in per- fectly presentable condition, but by far the greater number were in need of attention, and some could be redeemed only by much careful work. The foremen and inspectors of the groups were usually high school pupils, but back of them, as general helper and advisor, were one or more members of the library force. These teachers demonstrated what could be done for books, and provided the materials to work with. As in the case of the toys, a ticket was filled out specifying the kind of repairing or clean- ing demanded. The kinds of repairs which the pupils could do were : removing the marks of soiled fingers from the covers and pages with powdered pumice stone; replacing loose leaves with Success Binder; putting a new piece of cloth on the back of a book and over the covers ; mending torn pages with transparent gummed tissue paper; pasting down a fly-leaf to cover some un- sightly writing on the inside of the covers; and sometimes even making an entirely new cover for a small book, fastening the pages into the covers with double-stitched Success Binder. Books in which the sewing was much loosened were cast aside as be- yond the possibilities of our skill and allowance of time. Such books were utilized for scrap books. To save time and confusion the repair equipment was kept on a certain table together with a pile of books previously examined. Then if a child arrived 28 Francis W. Parker School early in the morning, he could fill in his spare minutes with some repairing. The work upon games is very much like that required on books, so that the two may well be in the hands of one depart- ment. The boxes containing the games must often be cleaned and mended. It must also be ascertained that all the parts of the game or puzzle are present. With these arrangements, one year, six pupils and one teacher cleaned and repaired about seventy-five books and thirty games in the brief three weeks between the Thanksgiving and Holiday vacation. Probably about twenty hours were devoted to the work. All such repairing is simple and may readily be done by pupils from the sixth grade on through the high school, if they have been taught to use their hands. This work does not appeal to the aesthetic sense, but rather to the interest of the child whose love of order is strong. The joy of making things clean and presentable must be sufficient to enable one to disregard the stickiness of the glue, the flying pumice stone, and tedious erasures. It has chanced that among the volunteers for this department there have been some of this description, and it was a joy to see them work. A simple mending outfit consists of: 1 pint flexible glue. 1 brush for same. y 2 lb. powdered pumice stone. y 2 dozen rolls assorted colors and widths silk-finish cloth. y 2 dozen rolls assorted widths double-stitched binder. 2 clamps for holding books which have been glued. 'Some boards to place under the clamps to keep the sides of the book even. Pieces of muslin or cheesecloth for applying the pumice stone to covers and pages. Some Hardmuth and kneaded erasers.* The repair of the dolls proved quite an art and enlisted the help of many of the high school girls and some of the teachers. *The flexible glue, double-stitched binder, and silk finished cloth may be obtained from Gaylord Brothers, Syracuse, New York, who will gladly send any one desiring it their catalogue^ of library supplies, in one of which are directions for rebinding books. If some Success Binder, adhesive parchment paper, or gummed onion- skin, and a box of powdered pumice stone were in every school room and the children made acquainted with their possibilities, and expected to keep their own books and those supplied by the school in good order, it would be a very efficient factor in cultivating a regard for property, one’s own or that of the public, which is so commonly lacking to-day. Year Book 29 From the collection of severed arms and legs, and with the aid cf glue pot, needle and elastic, many a doll which might have been thought well nigh incurable was restored to almost pristine freshness. Some of the older girls who had outgrown their dolls, brought in miniature wardrobes which, when freshly laundered by the children, were used in dressing the dolls. Meanwhile pasteboard boxes of all sizes, shapes and kinds, in which the toys and dolls were to be packed, had been accumu- lating. These were carefully looked over and cleaned in the same manner as were the books, the children selecting their boxes and decorating, after their own fashion, with pictures, bits cut from wall papers, or bright colored papers. If the boxes were too unsightly to be made pretty by decoration, or needed rein- forcing at the corners, they were completely re-covered — gilt, silver, bronze, gray, red, etc., as a child might choose. Children of the second, third and fourth grades worked in this depart- ment, and they filled some of their boxes with several pages of dolls and dresses cut from the Ladies Home Journal and Good Housekeeping, rolls of crepe tissue paper of different colors, also bronze, gilt, and silver paper together with a tube of library paste, for dressing the paper dolls. One of the classes had made a set of doll’s beds. Making the mattresses and pillows, with the sheets and pillow cases, proved fascinating work of which the girls were duly proud, especially the mattresses which were stuffed and tufted in a truly workman- like manner. ♦ 30 Francis W. Parker School As mentioned above, the shop time of a class is frequently devoted to this form cf work. Thus, one year, the pupils of the first grade decided that instead of making a doll house to play with in school they would make it for the children of one of the hospitals. Instead of one large house of several rooms to stand on the floor, it was decided to make individual rooms — libraries, bed-rooms, kitchens, dining rooms, that every child might have one on his bed to play with. Each pupil chose the room he wished to make — sawing, planing and nailing the boards into oblong, shallow boxes of uniform size, with one side open. Windows were cut in the ends and moulding nailed on the outside for casings. One boy cleverly suggested adding two pieces of wood to the bottom of the house which would support the weight so that it might not rest on the invalid. These supports were put on with hinges and could be folded under when building together to make one house. Furniture was made of wood. White enamel was chosen as the most sanitary paint for both houses and fur- niture. The sixth grade made the wall paper, curtains and bed- ding, and the second grade made small rugs in 'appropriate colors. Another year a Noah’s Ark and many games of dominoes were made. The Ark was built in the manual training room and looked as near like the original as first grade children could make it. The animals, two of every kind, were painted on paper, cut out and nailed by the feet to small pieces of wood which sup- ported them. Noah and his family were produced in the same manner. The dominoes were cut out of double faced cardboard, red and white, with the correct number of dots marked on each one with soft lead pencil. A box and cover of red cardboard was made to hold each set. Year Book 31 The second grade scrapbook party was the outgrowth of a parents’ meeting at which the mothers asked for some definite part in the Christmas work. It was decided that they should make at home simple, durable cloth books of various shapes and sizes. The cloth was double for each page and twelve pages con- stituted a book. All the children of the school were asked to contribute pictures. On the appointed day the mothers and chil- dren spent a social hour together in the grade room arranging and pasting the pictures in the books, which made attractive gifts for the Crippled Children’s Hospital. Before going home the chil- dren served simple refreshments which they had prepared. In preparing for the Christmas work, as mentioned above, a Morning Exercise is devoted each year to developing the proper spirit of giving and sharing among the children. One year this consisted of a very effective reading of Tolstoi’s excellent story “ Where Love is There is God Also.”* The next day - the Morning Exercise on the Christmas Toy Shop was given as reported stenographically on a previous page. As mentioned in that exercise, an appeal was made also to the children to bring in some of their real treasures, which they still cherished, the intention being to see what response would be made to an appeal which would involve the element of real sacrifice, namely, the giving away of some toy which was still dear to the *In order to gain the assistance of the home in our work along this line the following letter was, last year, sent to the home. “To Patrons and Friends of the Francis W. Parker School: “The school is this year making a greater effort than ever before to impress upon the children the beauty of the Christmas spirit. The children have heard Tolstoi’s story, ‘Where Love is, There God is Also,’ and through- out the month we hope to keep before them the essential meaning of the Christmas season — that it is a time of kindly feeling tcw r ards one’s fellows. We should be glad if not one child saw any of its unlovely features — hurry, worry, ostentation, perfunctory giving. We wish them to feel that a gift is nothing, unless genuine affection prompts it; nothing, unless into it the giver has put a part of himself.. His own work is, .cf course, the best., but at least careful, thoughtful selection is indispensable. This means that a child should be allowed to give very few gifts. “We believe that you will agree with us that Christmas ‘lists,’ by means of which the parents meet large responsibilities for him in a busi- ness-like way, have no rightful place in the child’s growing years, if we are to preserve the true spirit of Christmas giving. We are very anxious to have no Christmas gifts given in the school which are in any way forced or suggested, and the school collections for presents often have this result. We ask you to cooperate, with us in having the children understand that if they have not the time or inclination to give in the right way Christmas gifts in the school, what they really can give cf themselves in helpful influence, in service, is even more appreciated and often represents more genuine giving. “We hope that it will be understood that -we want to help and en- courage in every possible way the true spirit of giving, but we want to remove those artificial incentives to universal exchange of Christmas gifts which mar this season of goodfellowship and place upon children the pro- mature burdens of adult responsibility. Let us keep our children simple and natural and genuine, and, protect them as long as possible from t^e sophistication which certainly has no place in their Christmas festival.” 32 Francis W. Parker School young heart. The response was very gratifying, in fact it was so generous that it might be suspected that baser motives than those of unselfish sacrifice prompted the response. That this was not the case, however, and that the motives were genuine was evidenced many times and frequently corroborated by the home. For instance when a little girl came hugging to her bosom two dolls which bore traces of much loving care, and handed them over with the remark that “they just had to go to the same mother,” it was evident that she was parting with one of her most beloved treasures. There is no question that the simple story of the shoemaker in Tolstoi’s tale was hearing fruit. The value of the Santa Claus Toy Shop was manifested in many ways. Aside from the thought of working for others which was at the bottom of the scheme, the feeling of goodfellowship which pervaded the work was most noticeable. The kindly and sympathetic interest of the older hoys, who filled the role of in- spectors and foremen, in the struggles of the' younger people in some difficult piece of repair work, helped to unite the school. High school boys “renewed their youth” and also discovered some interesting applications of their recent physics experiments while investigating the “innards” of some mechanical toy. The children of primary grades were busy with paste pot and shears, and it would be hard indeed to recognize in the gay and festive results of their labors the commonplace cardboard boxes which had been brought in for the packing of the finished product. Although there was a spirit of play in the work it was in- teresting to note the seriousness with which the pupils entered into it. The lengthening column of figures on the time card was eagerly watched, and the pay check at the end was as highly prized as though it represented actual cash. Of no small value was the insight into industrial organization and subdivision of labor, which was appreciated by even the youngest worker. And underneath it all was the joyous spirit of Christmas, the knowl- edge that the work was a labor of love, in order that some one less fortunate might have his share of Christmas joy. T”E 112SASY cf the NOV ? 1932 UNIVESSiTY CF iLuanis. Publications of The Francis W. Parker School The Francis W. Parker School Year Book By the faculty of the School. Each volume will be devoted to some phase of education as worked out in this School. Volumes I, IT, and III are now ready. Aus Nah und Fern A magazine for students of German in secondary schools and colleges. A text for use in German classes. Special emphasis on current events, travel sketches, letters from Germany, etc. Published four times during the academic year. Plays The following plays suitable for use in elementary schools are now ready: Ivanhoe, Robin Hood , True Thomas , Lionel of Orkney , Knight and Hermit , Return of the Douglas , Paradise of Children , Wrath of Achilles, Brotherhood. Francis W. Parker School Leaflets Reading lessons on History, Literature, Handwork, Nature Study and Experimental Science. For use in elementary schools. Printed in type adapted to the grade in which they are to be used, and punched for simple binding. Miscellaneous Pamphlets The History of Chicago for the Third Grade and The Rhinegold for the Sixth Grade are typical of a series of publications for use in the elementary school. For further information, catalogues, and price lists address Francis W. Parker School 330 Webster Avenue CHICAGO