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+The Project Gutenberg eBook, Home Occupations for Boys and Girls, by
+Bertha Johnston
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: Home Occupations for Boys and Girls
+
+
+Author: Bertha Johnston
+
+
+
+Release Date: May 10, 2012  [eBook #39663]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+
+***START OF THE PROJECT GUTENBERG EBOOK HOME OCCUPATIONS FOR BOYS AND
+GIRLS***
+
+
+E-text prepared by Chris Curnow, Cathy Maxam, and the Online Distributed
+Proofreading Team (http://www.pgdp.net) from page images generously made
+available by Internet Archive (http://archive.org/)
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+      file which includes the original illustrations.
+      See 39663-h.htm or 39663-h.zip:
+      (http://www.gutenberg.org/files/39663/39663-h/39663-h.htm)
+      or
+      (http://www.gutenberg.org/files/39663/39663-h.zip)
+
+
+      Images of the original pages are available through
+      Internet Archive. See
+      http://archive.org/details/homeoccupationsf00johniala
+
+
+Transcriber's note:
+
+      Text enclosed by underscores is in italics (_italics_).
+
+      Text enclosed by equal signs is in bold face (=bold=).
+
+
+
+
+
+HOME OCCUPATIONS FOR BOYS AND GIRLS
+
+by
+
+BERTHA JOHNSTON
+
+Editor of the "Kindergarten Magazine"
+
+Assisted by
+
+FANNY CHAPIN
+
+Former Kindergarten Director of the Chicago Latin School
+
+
+
+
+
+
+
+[Illustration]
+
+Philadelphia
+George W. Jacobs & Co.
+Publishers
+
+Copyright, 1908
+By George W. Jacobs & Co.
+Published October, 1908
+
+All rights reserved
+Printed in U. S. A.
+
+
+
+
+    Teach him. He is naturally clever. From his earliest years, when he
+    was a little fellow only so big, he would build mud houses, carve
+    out boats, and make little wagons of leather, and frogs out of
+    pomegranate rinds, you can't think how cleverly.
+
+    _Aristophanes_, 421 B. C.
+
+
+
+
+PREFACE
+
+
+The plan of this book has special reference to the Mother when comes the
+woful plaint, "I don't know what to do! Mama, what can I do now?"
+
+Is she busy in the kitchen? She has right there material for the little
+one's happy employment. Is she mending the stockings? She can give him
+needle and thread and, with the aid of this book, a word of suggestion.
+In spare moments both mother and children can together prepare papers,
+cards, etc., for future occasions.
+
+It will be found upon examination that although some of the articles
+described herein require material peculiar to certain localities, very
+many more may be made of things to be found in every home, whether the
+city flat or the remote country homestead. Usually a choice is possible.
+One may use the cardboard, paper, etc., saved from the scrap-basket or
+may send to supply houses for material partially prepared. It is an
+undoubted advantage for the child to be trained to see the possibilities
+in the raw material lying at hand. It stimulates his inventive
+imagination and makes for efficiency and the power to cope with
+emergencies.
+
+The child accustomed to looking upon odds and ends of wire, paper,
+weeds, seeds, and grasses as hiding delightful secrets which he may
+learn to unravel and utilize, may be readily trained to regard all
+Nature as a vast storehouse open to his investigation, and a continual
+source of inspiration.
+
+The child, habituated to mastering the raw material of his immediate
+environment, will not be discomfited if thrown upon an unknown shore,
+whether arctic or tropical. He will recognize everywhere about him
+possibilities for shelter, food, clothing, and transportation and will
+know how to use them.
+
+But the child must be trained to perceive the beautiful and the ideal as
+well as the useful. Into each article here described, even the simplest,
+enter the elements of beauty, proportion, harmony of line and color, and
+good, true workmanship, leading surely, even if unconsciously, to an
+appreciation of the best wherever found.
+
+In making an article as a gift for child or adult, thought for others is
+cultivated and the frequently needed help of older brother or sister
+encourages the spirit of goodwill and kindliness.
+
+The festival occasions are especially valuable in developing the sense
+of interdependence and large-mindedness.
+
+Among a people proverbially wasteful it is certainly the part of wisdom
+to train the child to economy for the sake of future service. The
+contents of the city garbage barrel are found by business men to be
+worth sorting and classifying and everything proves to be of some use.
+Why should not the child be taught, before throwing away the discarded
+picture book, to ask if there is not a use for it still? A nation so
+trained will preserve its forests and save its Niagaras. It will see
+things material and things spiritual in their true relations.
+
+We would suggest that a little cupboard be placed within easy reach of
+the child. Here he may keep his own scissors, paste, pencil and papers,
+ready for use when the propitious moment of inspiration seizes him.
+
+Too much exactness must not be required of the very young child, but as
+fast as he is able to do good work insist upon the best of which _he_ is
+capable. Train him always to try to surpass himself. Above all, let him
+be happy in the doing.
+
+The ideas offered in this volume have been garnered from various
+sources. Practical experience in the home has suggested many, and actual
+daily work in the kindergarten has given rise to others. A few, such as
+the thimble biscuit party and croquet with peas, are among the
+recollections of happy childhood.
+
+It is a pleasure to acknowledge the obligation to Miss Fanny Chapin, of
+Chicago, a kindergartner of long experience, for the comradeship of
+thought which made the book possible. Miss Chapin also contributed the
+directions for making feather flowers, many of the holiday suggestions,
+and other items scattered through the book.
+
+The conversion of corks into a set of furniture was learned from a
+German playmate twenty-five years ago. Imagine the interest with which
+we discovered a set, almost identical, at the German exhibit of the
+recent International Kindergarten Union.
+
+The candlesticks of tin or cardboard, brightened with colored
+tissue-paper, varied to suit particular occasions, is a regular feature
+of the festival dinners at the Gertrude House, Chicago.
+
+To one and all to whom, consciously or unconsciously, we may be indebted
+for any suggestions, we express our thanks.
+
+A perusal of this little volume will show that it is far from exhaustive
+of the topics treated. It is largely a book of suggestion. If it
+stimulates the child to new investigations and experiments along similar
+lines; if it reinforces the spirit of brotherly kindness in the home; or
+if it helps to solve any of the problems of the mother, the hopes of the
+authors will be accomplished.
+
+BERTHA JOHNSTON.
+
+
+
+
+CONTENTS
+
+
+  CHAPTER                                           PAGE
+
+     I. The Secrets of the Market Basket              11
+
+    II. Mother Nature's Horn of Plenty                39
+
+   III. Saved from the Scrap Basket                   53
+
+    IV. The Sewing-Basket                             69
+
+     V. The Paint Box                                 73
+
+    VI. Dolls and Doll-Houses                         80
+
+   VII. Plays and Games                               92
+
+  VIII. Festival Occasions                           107
+
+    IX. The Key Basket                               141
+
+     X. The Child's Library                          149
+
+    XI. Kindergarten Materials--The Gifts            155
+
+   XII.      "          "     --The Occupations      164
+
+
+
+
+CHAPTER I
+
+THE SECRETS OF THE MARKET BASKET
+
+
+The busy but thoughtful mother will find in the contents of the market
+basket many possibilities for happily employing the creative instinct of
+her child. We give a few suggestions which demand activity of both mind
+and body.
+
+
+STRAWBERRY-BOXES
+
+
+=Seed-Markers= (_No tools needed but the fingers_)
+
+Remove the rim of wood which binds the box into shape, that the little
+tacks may not injure the child. Then let him tear the sides and bottom
+into little slats which can be used as seed-markers. Older children can
+write upon them the names of seeds, and when planted put one of these
+slats into the ground to indicate where the seeds may be expected to
+come up.
+
+The little child enjoys the sense of power that he feels simply in being
+able to tear these boxes apart, but let there be a thought back of the
+action if it seem to degenerate into pure destructiveness.
+
+
+=Toy-Fences= (_Employing fingers only_)
+
+Split the boxes with the fingers into pieces wide or narrow, as desired,
+and the slats thus made can be turned into fences for the play farm in
+the sand-box, or for borders for small flower beds. (1) Stick them into
+the sand or earth side by side, to suggest a plain board fence; or (2)
+Put very narrow ones at short intervals apart to suggest a picket fence.
+
+
+=Toy-Fences= (_Scissors_, _tacks_)
+
+If old enough to use scissors, let the child cut the boxes apart with
+long scissors and use for fences as before. (1) Side by side for board
+fence. (2) Cut into very narrow strips for picket fence. Use the rim of
+the basket for the rail to unite the pickets, fastening them with the
+tiny tacks which are already in it. Pickets might be one inch apart.
+Cutting the tops of the pickets into points will complete the
+resemblance to a real fence. Put the rails about one-half inch from top.
+
+
+=Boxes for tacks, seeds, etc.= (_Scissors_, _paste_, _paste-sticks_,
+    _ribbon, 8-1/2 inches long, 1-1/2 inches wide_, _wall-paper_, _pan
+    with water_)
+
+Take two pieces of a box, each measuring 2 × 5 inches. Soak in water
+till soft. Place one directly across the middle of the other, and bend
+the four projecting ends up perpendicularly into box form. (1) Hold the
+sides in place by winding the ribbon around the four sides, till they
+meet, and paste the one overlapping end over the other. (2) Cut a piece
+of wall-paper (obtainable often from a wall-hanger's shop) into a strip
+1-1/2 × 8-1/2 inches and wind around, pasting one end over the other. If
+the child is inexperienced the paper may be cut of exactly the height of
+box. If skillful in so doing, let him cut the strip 1/2 inch wider and
+turn down over the top to give a little finish. This gives practice in
+neatness and skill.
+
+Let the child observe how a Swedish matchbox is made--the wood held
+together by strips of thin but tough paper--and then carry his thought
+to the far-distant land which sends us the magic wands that give us
+light with safety. And all carried in a tiny box made of wood and paper.
+Decalcomanias might be used for decoration of the plain wooden box.
+
+Let the child experiment in making boxes of different shapes and sizes
+for his collections of seeds, stones, etc. This cultivates his ingenuity
+and practical imagination.
+
+
+=Picture Frames= (_Scissors_, _thumb-tacks_, _gold paint_,
+    _water-colors_, _glue_)
+
+Cut three slats, each 1 × 8 inches, to make triangular frame. Unite with
+thumb-tacks, one at each of the three corners. To place them exactly the
+right way may take a little experimenting, which helps develop the
+child's sense of proportion and arrangement. When joined, cut off the
+projecting parts at the top to give pointed effect. Good for pictures of
+Indians, as wigwam is suggested. Decorate by gilding or painting. Can be
+painted with Ivory paints or water-colors.
+
+
+=Chicken-Coops= (_Scissors_, _glue_)
+
+Remove the rim, bottom (in one piece) and two adjoining sides of a berry
+box. This leaves two sides remaining which are already bent into correct
+form for coop. Cut the bottom of the box in half from corner to corner.
+This gives the triangular back of the coop which must be glued on. The
+slats must now be made and put into place. Cut three slats each 3/8
+inches wide. (1) In each of the two front edges of the coop cut three
+horizontal slits 3/8 inches deep; slip the slats into these and cut off
+the projecting ends. The slats at the top will necessarily be shorter
+than those at the bottom. (2) Or an older child can cut in each of the
+two edges 3 notches 3/8 inches deep and 3/8 inches high and glue the
+slats into these, thus:
+
+[Illustration: Chicken-Coop.]
+
+
+=Paste-Sticks= (_Boxes_, _scissors_)
+
+Cut sides of boxes into slender pieces which can be put aside and used
+for paste-sticks when pasting is the order of the day. They will prove
+to be better than brushes.
+
+
+=Wagon= (_Thumb-tacks_, _button-molds_, _skewers_, _glue_, _small,
+    slender nails_)
+
+Take two boxes. Remove rims. Bend down one side of each of the boxes so
+that it is horizontal. Lap one of these exactly over the other and join
+with thumb-tacks. This makes the body of coal wagon. For wheels use (1)
+large wooden button-molds or (2) the cardboard circles round which
+ribbons come. Make axles of skewers. Glue axle to bottom of wagon, slip
+on the wheels and insert small, slender nail to keep wheel from coming
+off. If skewers are not at hand whittle a slender piece from a stick of
+kindling wood, whittling the ends until slender enough for the wheels to
+slip on. Paint spokes on the wheels and paint the wagon, using any paint
+at hand.
+
+
+=Candy-Boxes=  }      (_Fancy paper_, _crinkled-paper or_
+=Button-Boxes= }          _silk_, _glue_, _paint_)
+
+Take a berry-box and dye with Diamond dyes. Line it with crinkled paper
+or dainty flowered wallpaper or silk. To do this, fold the paper or silk
+one inch over on itself from the top, for hem. Gather or pleat the silk
+near the top with silk of same color and glue to the inner side of the
+basket near the top, leaving a little projecting edge for ruffle. Leave
+the lower ends free. The silk should be two inches wider than the depth
+of the basket and one and one-third times as long as the four sides of
+the basket. Now take a square of cardboard the size of the bottom of the
+basket and cover it smoothly with a square of silk, folding the silk
+neatly over the sides and catching it across so as to be smooth on the
+right side. Put this silk square down in the bottom of the basket and it
+will hold the sides of the lining firm. A basket may be lined with paper
+in the same way, using glue to hold it in place. As paper can not very
+well be gathered, the top may be glued down smoothly or the paper may be
+pleated.
+
+
+=Hanging-Basket= (_Lead from tea-box_, _ribbon or wire_, _earth_,
+    _seeds_)
+
+Line a berry box with the lead, fill with good earth and plant vines or
+flower-seeds. Suspend by ribbon or wire.
+
+
+=Dolls' Furniture= (_Spools_, _scissors_, _glue_)
+
+1. Table.--Make a table by cutting a slat from a basket into an oblong
+2 × 3 inches and glue to spool for dining-table.
+
+2. Bed.--Soak a few moments and when flexible cut an oblong 2 × 6 inches
+and bend one end up 1-1/2 inches to form head of bed. Bend the other
+end up 1/2 inch to form the foot. Glue two spools to the bottom of this
+for legs, one at each end.
+
+3. Chair.--Make chairs for the same set by cutting a piece of the box to
+measure 1 × 2 inches. Bend across the middle so that a right angle is
+formed and glue one side to a spool. The other half forms the back of
+the chair. Such furniture may be colored with dyes or Ivory paints.
+
+
+PEAS
+
+
+=Shelling Peas= (_Tin pans_)
+
+Let the child help Mother to shell the peas for dinner. Children enjoy
+work of this kind when coöperating with the mother or father. They like
+to do what Mother is doing when she is doing it too. This will be an
+excellent time to tell Hans Andersen's story of the "Five Peas that
+Dwelt in a Pod". As a reward let the child plant a few peas in a box or
+out-of-doors.
+
+
+=Pea-Pod Boat= (_Pan of water_, _peapods_)
+
+Give a small child a dish-pan filled with water and a peapod for a boat,
+with peas for passengers and he will entertain himself for a long time.
+Let the frequency with which he is allowed this privilege depend upon
+his care in keeping himself and his surroundings dry, thus leading to
+neatness and self-control.
+
+
+=Pea Furniture= (See chapter on kindergarten occupations)
+
+
+=Numeral Frame or Abacus= (_Hair-wire_, _cardboard stationery box_)
+
+Get ten slender pieces of wire about six inches long. Put one pea on the
+first, two on the second, three on the third, etc., until you reach the
+last, on which place ten. Take an empty stationery box, and cut away the
+bottom leaving the four sides intact as a frame. Into this frame insert
+the ten wires, the one with one pea at the top, then No. 2, 3, etc. The
+child can then practice counting the different combinations up to ten.
+
+Instead of peas such a series of units could be made by stringing
+cranberries or rose-haws on a waxed thread.
+
+
+POTATOES AND SQUASH
+
+
+=Potato Horse= (_Three potatoes_, _slender sticks or tooth-picks_,
+    _raveled string or coarse black thread_)
+
+Take large potato for body of horse, a smaller one for the neck, and
+another for the head. Join them with sticks broken to convenient length.
+Four other sticks make the legs, two little ones the ears and the string
+or thread the flowing tail. The tail can be attached to a tack or pin
+and inserted.
+
+
+=Squash or Sweet Potato Animals= (_Crooked-neck squash or sweet potato
+    for each animal_, _slender sticks_)
+
+Insert sticks for legs into crooked-neck squashes and convert into
+animals of various kinds, the kind depending upon the size of the neck
+and general shape. Sweet potatoes by their queer shapes will often
+suggest animals: pigs, dogs, etc., or ducks, swans, ostriches, and
+birds. Use tacks or shoe buttons for eyes. Dolls can be made also.
+
+
+CORN HUSKS--GREEN
+
+
+=Mat= (_Husks_, _needle_, _thread_)
+
+Take four smooth husks and press between blotting paper for 24 hours.
+Then tear into 1/4 inch strips. Lay eight of these on the table. Take
+eight more and weave these under and over the first eight, making mat
+for doll-house. Put again between blotters. The next day, slide the
+strips together till they lie smooth and even, and close together.
+Fasten by sewing the outside strips lightly to the interlacing ones. Cut
+the extending parts off about one inch from outside strips.
+
+
+=Feathers= (_Husks_, _scissors_)
+
+Take a dozen leaves of the husks; cut slits slant-wise down the edges
+about 1/4 inch apart. Let dry 24 hours. Then use as feathers for Indian
+head dress, using design on copper cent as model.
+
+
+CORN-COBS--DRY
+
+
+=Corn-Crib= (_Cobs_, _hammer_, _nails_, _cover of starch-box_)
+
+To a small piece of thin wood like the cover of a starch-box nail four
+short cobs of equal length for legs (half an inch or an inch long).
+Around the four sides, on top, nail a row of slender cobs for the walls
+of the corn crib. Make roof of cobs or lay a piece of cardboard across.
+Nail from below, through the board. It will require a little thought to
+determine just where the nail must go in order to run through the board
+and into the cob above, but tell the child that he is a little carpenter
+and must make careful measurements. Ask if he can think why the crib is
+raised thus from the ground. (To preserve the corn from the rats and
+mice.)
+
+
+=Toy-Raft= (_Cobs_, _rim of berry-box_, _tacks_)
+
+Lay six or more cobs of equal length side by side upon the table. Take a
+piece of binding-rim of a berry-box as long as the row of cobs is wide.
+Lay it across the row near one end and nail it fast to each cob. Nail a
+similar piece across the other end. This will make a serviceable
+toy-raft. Stick in a skewer for a mast and make a sail-boat. Paste on
+the mast a triangular piece of paper or muslin for a sail.
+
+
+=Zig-Zag Fence= (_Cobs only_)
+
+Lay down half a dozen cobs in zigzag fashion, with their ends not quite
+as far apart as the length of the cobs. Then across every two ends lay
+another cob, and so build up the fence.
+
+
+=Post-Fence= (_Cobs_, _tacks_, _skewers_, _slats_)
+
+Lay several cobs in a row a few inches apart as posts. Unite them by
+laying across them two rows of skewers or kindergarten slats. Join with
+tiny tacks. Use in the sand-table or dolls' farm.
+
+
+=House= (_Cobs_, _nails_)
+
+(1) Take two cobs and place them opposite to each other. Place two
+others across the ends of the first two, at right angles to them. Then
+two more directly over the first two and so on, building up alternately
+for log cabin. This is the first simple building experiment of the
+little child. Two such cabins put together will make a two-roomed house.
+Thus made it will be crude with wide interstices between the logs, but
+this forms no objection to the child.
+
+(2) When he does manifest the desire for something better made--a house
+which will not admit the rain and snow--a more solid house can be made
+thus: Place three cobs end to end to form three sides of a square.
+Directly upon these lay three more, and nail firmly to those beneath at
+the ends, with slender nails. Build up in this way as high as desirable.
+One side has, however, been left open. Now put in the fourth wall but
+leave place for the doorway. Do this by making the lower part of the
+wall of cobs so short that they do not even go half way across the
+opening. Take two such short cobs and nail each to the side of the
+house. A little space will be left between them, say of two inches. Take
+two more of same length and place on top of the first two and nail in
+place. The third cob may be long enough to extend straight across the
+little house making the top of the doorway. Put another and another on
+top until the last row is reached. Roof with similar logs or with
+cardboard. The child can be trained a little in forethought when led to
+save anything like corncobs for possible use in the future.
+
+
+=Furniture= (_4 short cobs_, _4 long slender ones_, _tacks_,
+    _cheesecloth_, _fine cord_, _cotton batting_)
+
+Take four short cobs for sturdy legs. Nail to these four slender cobs
+for bed-frame. In the inner part of the long sides of the bed hammer
+small tacks about 3/4 inches apart. Then string cord from one tack
+across to the opposite one and so on, to make springs. Make mattress of
+cheesecloth stuffed with cotton. Other furniture can easily be made in
+similar manner.
+
+In this work, as with other suggestions here given, older children will
+need to help younger ones and thus the spirit of helpfulness and
+sympathy is exercised.
+
+
+CORN KERNELS--DRY
+
+
+=Portieres= (_Kernels of corn_, _straws_, _needle_, _coarse thread_,
+    _pan_)
+
+Soak corn in pan of water over night or till soft. Get inch-long pieces
+of straw at kindergarten supply store, or, if obtainable in the country,
+get the straws entire and let the children cut them into inch pieces. In
+all this work it is desirable to let the child do as much as possible
+himself. Later, when familiar with materials and simple processes, let
+him use the prepared bought material.
+
+Now, let him string the corn and straws alternately. He can then vary by
+stringing first one kernel and one straw; then two kernels and one
+straw; then three, etc. This gives practice in counting, and exercises
+also his sense of taste and proportion and his invention. A pretty
+effect can be secured by using kernels of the two colors, red and
+yellow.
+
+Suspend a number of such strings in the doorway; they may be all of the
+same length or may be very short in the middle of the doorway and
+gradually get longer as the jamb is approached.
+
+
+=Designing= (_Red and yellow kernels_)
+
+On a rainy day let the child employ his inventive skill in making
+designs of the red and yellow kernels on a flat table. He can lay them
+in squares, oblongs, crosses, etc.
+
+
+POP-CORN
+
+There are few American children who need to be told how to pop corn;
+they see it done before they are able to do it themselves. But this
+fascinating occupation is not known to many children outside of the
+United States. Perhaps it is well that our children should appreciate
+their privilege in this respect.
+
+If a popper is unobtainable, corn can be quickly and deliciously popped
+by putting a tablespoonful of butter in a deep kettle and when it is hot
+dropping in a cupful of popcorn. Shake or rather stir to keep from
+burning and in a short time the kettle will be full of the white popping
+fairy-like kernels. Salt or sugar can be sprinkled in as desired.
+
+
+=Balls= (_Corn_, _popper_, _sugar_, _molasses or water_)
+
+Make a thin syrup by boiling together equal quantities of sugar and
+water or two cupfuls sugar, one of molasses or syrup, one teaspoonful
+vinegar, and butter size of an egg. Cook until it hardens when dropped
+in water, then pour it over 8 quarts of popped corn as quickly as
+possible and mold into balls, making about twenty. If made with
+strawberry syrup the color will be a beautiful red.
+
+
+=Festoons= (_Popped corn_, _needle_, _coarse thread_)
+
+Thread the kernels to adorn walls or picture frames or Christmas tree.
+
+
+NUTS
+
+
+=Boat= (_Walnut shell_, _pan of water_, _toothpicks_, _candle-wax_)
+
+When busy with her baking the mother can give the three-year-old in his
+high chair a half walnut shell for a boat. An older child can elaborate
+into a sail-boat by cutting a triangular piece of paper for a sail,
+glueing it to a toothpick for mast, and then melting a drop of wax from
+a candle and inserting the mast while the wax is still warm. A burnt
+match can be shaped into a mast also.
+
+Such a fleet of tiny vessels would prettily set a table for a farewell
+dinner to one going abroad.
+
+
+=Surprise Walnuts= (_English walnuts_, _baby-ribbon_, _tiny dolls or
+    animals_, _glue_)
+
+Open a number of walnuts carefully so as not to break the shell. Remove
+the meats and fasten the two sides together with a tiny strip of ribbon,
+which serves as a hinge, glueing the ends of the ribbon to the inside of
+the half shells. Ribbon need be only an inch long or less. Put a tiny
+doll or a wee china rabbit or kitten inside the shell and tie around
+with ribbon. Little china animals come in sets of five or six.
+
+A little verse of greeting or a conundrum can be written and put inside
+if the toys are not available.
+
+A group of little children could be kept busy and happy for an afternoon
+making some of these little souvenirs for a home dinner or for a fair.
+
+
+=Nut-Animals= (_Peanuts_, _toothpicks_)
+
+The imagination of most children will quickly perceive resemblances to
+all kinds of creatures in the queer shapes of peanuts. Take such a
+peanut and stick into it four bits of toothpicks for legs and two tiny
+ones for ears. If the toothpicks are not sharp or strong enough to
+penetrate of themselves, make incisions with a sharp pin.
+
+One common shape suggests a cat, seated. Two vertical pieces would make
+the front legs and two horizontal pieces the back legs resting on the
+ground. Eyes and mouth can be inked in. Another shape hints at an owl
+with sharp, curved beak. Another will make a hen. Once started on this
+line of experiment, the child will discover likenesses for himself.
+These creatures can be used in the toy farm.
+
+
+=Peanut party= (_See page 103_)
+
+
+APPLES
+
+
+=Candlestick= (_Apple_, _candle_)
+
+Cut in the top of a rosy apple a hole of right size to hold a candle.
+Appropriate for Thanksgiving.
+
+A carrot can also be used thus, but a part must be cut away at the
+bottom so as to secure a firm base.
+
+
+ORANGES
+
+
+=Baskets= (_Orange_, _smaller fruits_)
+
+Cut an orange horizontally partly through the middle from each side so
+as to leave a part in the centre which can be cut into a handle. Hollow
+out the interior and put raisins, small nuts, etc., in it.
+
+
+RED PEPPERS
+
+
+=Lantern= (_Large red pepper_, _knife_)
+
+Hollow out a large red pepper and cut into it eyes, nose and mouth,
+making a miniature Jack-o'-lantern. This makes a pretty table
+decoration.
+
+Let the child help as much as possible by making these little table
+decorations. If you want boy and girl to love home, give them a share in
+making it interesting and attractive. Do not discourage them if their
+efforts are a little crude at times. It is the spirit of good-will which
+makes the blessed home.
+
+
+EGG-SHELLS
+
+
+=Garden= (_Shell_, _earth_, _birdseed_)
+
+Cut an egg-shell in half horizontally, with a sharp pair of scissors,
+and three days before Easter put into it a little earth, place in this a
+little canary seed, or a single pea or bean, and a little plant will
+delight the child.
+
+
+=Doll's Cradle= (_Shell_, _ribbon half an inch wide_, _paste_,
+    _cardboard_)
+
+Take a smooth white egg and blow it. To do this make a tiny pin-hole in
+each end, and by blowing into one end steadily the contents can be
+emptied out of the other. Draw lines lengthwise and crosswise around the
+shell, dividing it into four equal parts. Then, following the line, cut
+away the upper quarter toward the small end. This leaves a cradle with a
+small canopy. Paste the ribbon neatly around for a binding round the
+edge. Rockers can be made by cutting curved pieces 1/4 inch wide out of
+thick cardboard, although such a cradle will rock without rockers.
+
+Mattress for above. (_Thin white ribbon_, _milkweed down_, _needle_,
+_sewing silk_)
+
+Cut and sew the ribbon into a tiny mattress for this fairy cradle, and
+stuff with milkweed down. If the ribbon is just the width of the cradle
+the edges of the mattress can be neatly overcast. A tiny doll may then
+be placed within the cradle.
+
+
+=Boat= (_Goose-egg_, _leatherette paper_, _kindergarten slats_)
+
+Blow the egg as described above. Cut in half lengthwise. Cut the paper
+into strips 1/2 inch wide. In each side of the shell cut an indentation
+3/8 inches deep and 3/8 inches wide for oarlocks. Then bind neatly with
+the paper strips. Cut the slats (or a piece of berry box will do) into
+tiny oars and paste a seat across, which is also cut out of a slat.
+
+Careful handling is required for these dainty toys, and if the child
+seems to get nervous let her do only a little at a time; but much
+neatness and skill is exercised in the making, and it is good practice
+for older children. The wise mother soon learns to detect the difference
+between the poor work which is the result of pure nervousness and that
+which is the consequence of carelessness. The latter should never be
+permitted to stand. See to it that what the child does is up to his best
+capacity.
+
+
+=Humpty-Dumpty Eggs= (_Shell_, _shot_, _water-color paints_, _a bit of
+    cotton-batting_, _and a bit of tough paper_)
+
+Take a shell and empty of contents as described above. Enlarge the hole
+at one end sufficiently to drop in a dozen tiny shot obtainable at
+hardware store. Paste over the opening the bit of paper, and on that a
+little cotton to simulate hair. Paint upon the surface eyes, nose, and
+mouth. A comical little toy which always regains its balance, however
+placed, is the result. In playing with this the child unconsciously
+imbibes a few ideas about equilibrium, equipoise, etc. Tell him you want
+him to be a man that, however placed, will always be able to get upon
+his feet again.
+
+
+=Foot-ball=, or rather it might be called Breath-ball (_Egg-shell_,
+    _water-color paints_)
+
+Take an empty shell and paint to resemble a football or in some college
+or High School colors. See page 99 for directions for game.
+
+
+=Toy Lamp= (See under Doll-Houses)
+
+
+PRUNES AND RAISINS
+
+
+=Turtle= (_Raisin and five cloves_)
+
+Take a plump raisin and stick into it five cloves for head and legs.
+
+
+=Man= (_Raisins or prunes_, _toothpicks_)
+
+Make a man by running a toothpick through three raisins for a body. Into
+the top one stick two other toothpicks, with two raisins each for arms
+and two other toothpicks with raisins make the legs. Each leg has a
+projecting raisin for a foot and another large raisin makes the head.
+These are fun-makers for a children's party, one at each plate.
+
+
+SEEDS
+
+
+=Stringing= (_Squash seeds--dried_, _strong thread_, _needle_)
+
+Little children can be happily occupied making chains of squash,
+pumpkin, and water-melon seeds that have been saved and made soft by
+soaking awhile in water. The black seeds of the water-melon alternate
+prettily with the white seeds of the other gourds. Variety can be
+introduced by stringing several of one color and then several of
+another, counting by twos, threes, etc. This gives exercise in counting,
+in pleasing grouping of colors, and so exercises both the invention and
+the taste of the very little child.
+
+
+=Designing= (_Black seeds_, _white seeds_)
+
+Let the child make designs of the seeds upon the table. Place a black
+one for a centre and a white one on each side. Repeat this figure for a
+foot or more, placing the groups an inch apart and observe the effect.
+Tell him thus to make a design for the frieze of the room. Another
+effect is produced by placing a white seed as a centre and placing four
+or five around it. Vary still further by placing a circle of black seeds
+around the whole. These few examples will serve to indicate the endless
+variety that can be secured, and is a training in invention and taste.
+Let the child always have in mind a design for some particular purpose,
+as of wall-paper, oil-cloth, etc. Lead him to observe similar effects in
+carpets, wall-paper, etc. The best of these attempts can be made
+comparatively permanent by pasting upon small sheets of tinted
+bristol-board. The chief value in preserving any such work is for
+purposes of comparison as the child improves.
+
+
+=Counters=
+
+Save out 24 white and 24 black seeds for counters in checkers, go-bang,
+etc.
+
+
+=Squash-Seed Chicken= (_25 seeds_, _white thread_, _two quill
+    toothpicks_, _bit of red flannel_, _feather from duster_)
+
+Take 25 squash seeds and soak till soft. Take five of these and place
+side by side with pointed ends up. Above these place four, their wide
+ends coming between the points of the others. Above these place three in
+the same relative position. Above these put two, and above these and
+between them place the squash-seed which is to be the head of the
+chicken.
+
+Now, beneath the original five, place four, pointed ends up; beneath
+these put three, then two, then one. If these are rightly placed, the
+pointed ends of one row come just at the sides of the wide end of the
+seeds above.
+
+[Illustration: How to String the Seeds.]
+
+Run a thread through the lower end of the two and the upper end of the
+three; then through the lower end of three and the upper end of the
+four; continue thus till all have been united. The result thus far will
+be a double pyramid of the seeds. Draw an eye in the middle of the head,
+paste or sew on a bit of quill for a bill and a bit of flannel for a
+comb. Attach a few feathers from the duster for a tail. Take two more
+seeds and sew to the _middle_ of the row of _five_ for the thigh of the
+legs, and to each sew a quill for the rest of the legs, cutting into
+points at one end for toes.
+
+[Illustration: Squash-Seed Chicken.]
+
+Make another chicken like the above and suspend the two face to face
+upon a slender stick by running a thread through the head and one
+through the tail. When the stick is moved the chickens assume very
+realistic attitudes. A comical toy, made with no expense save that of
+time and patience. (See illustrations.)
+
+
+=Pincushion or Penwiper= (_Five plump apple-seeds_, _sharp pen-knife_,
+    _black thread_, _stiff card_, _square of muslin_, _emery or cotton
+    batting_)
+
+Save out five seeds, and cut the cuticle of the large end into two tiny
+points to simulate the ears of a mouse. Knot the thread and run a tiny
+bit through for a tail. Paste these upon a visiting card, and near them
+paste a tiny bag made of white muslin to simulate a flour-bag. It can be
+stuffed with cotton or with emery for needles or pins. Or the card can
+be sewn upon several layers of cloth as decoration for a penwiper.
+
+
+=Imitation Water=
+
+Muskmelon seeds placed in an undulating line in the sand-box suggest
+water.
+
+
+SOAP
+
+
+=Hammering= (_Old-fashioned bar soap_, _hammer_, _nails_)
+
+A wee child will entertain himself for a long time by hammering nails
+into a bar of soap if the proper tools be given him. In this simple
+activity he exercises both mind and body. It requires good coördination
+on the part of the little one to strike the nail just right, and he
+enjoys not only the exercise itself, but also the pleasure of imitating
+the carpenter who uses the hammer so skilfully.
+
+
+=Drawing= (_White soap_, _window-pane_)
+
+On a day when he must stay indoors, give your child a piece of white
+soap and let him show you what he can draw upon the window-pane. Ships
+and trees, houses and flowers have a fairy-like appearance when drawn
+with this commonplace material upon the impromptu background of glass.
+This allows the freedom of movement found in blackboard work. It gives
+scope to the child's imaginative powers and should add nothing to the
+housekeeper's cares, being readily removed with a damp cloth. It may
+reveal creative possibilities in some otherwise "mute, inglorious"
+artist.
+
+
+CEREAL BOXES
+
+
+=Moving-Van= (_Cereal-box_, _glue_, _two skewers_, _4 button-molds_, _4
+    nails or strong pins_)
+
+Take a box (Quaker Oats or Force, etc.). Cut out doors and side openings
+for a moving-van. It may be well to draw these first. For a model, look
+at any van or grocer's wagon. It will be seen that models are numerous
+and various. If more explicit directions are required we give the
+following, although it is always well to have the child use his own mind
+as far as possible before going to others for ideas.
+
+Remove the top of the box, which becomes the front of the wagon. The
+bottom of the box will be the back of the wagon. This bottom will be
+found to consist of two layers of cardboard. Remove the outer one and
+cut the inner one once through the middle to make two doors. On each
+side of the wagon cut an oblong window 1/2 inch from the top, 1/2 inch
+from the bottom, and 1/2 inch from the front. Let it be two inches wide.
+Place a seat across from one window to the other; fasten with glue. It
+may be just a straight piece one inch wide, or may be two inches wide,
+folded once through the middle lengthwise to give a back.
+
+For wheels use wooden button-molds, two inches wide, or circles sawed
+from a broom handle. For axles use wooden skewers or cut a piece from a
+stick of kindling wood about 1/4 inch wide. Whittle the ends till they
+are slender enough to hold the button-molds. Then put on the wheels,
+inserting a slender nail or pin outside to keep them from coming off the
+axle. Glue the axle to the box. If wheels are cut from broom-handle, a
+nail can be driven through the centre for an axle and then pushed into
+the side of the box, or a nail pushed through a button-mold directly
+into the box will hold.
+
+Punch two holes into the front of the wagon, tie cord through and the
+wagon can be drawn along. It may be painted if desired. For horses,
+trace a picture of a horse from some book or advertisement on cardboard,
+cut out and harness to wagon.
+
+
+=Lantern= (_Box_, _scissors_, _candle_, _pencil_)
+
+Draw on the box holes to represent eyes, nose and mouth. Then cut these
+out. Cut holes near the top of box to put wires through for carrying the
+box. Use a wire about two feet long, put the ends through the holes and
+bend up. Let a little of the wax drip from the end of the candle to the
+bottom of the inside of the box, and when a soft centre has been made
+push the candle down and it will stand firm. Only older children should
+use these, lest harm result. But children do make them at election times
+for transparencies. The openings may be lined with colored tissue paper.
+
+
+=House= (_Cereal box_, _paste_, _scissors_, _wall-paper_, _etc._)
+
+Remove one broad side. Stand box on one long narrow side as room of
+doll's house. Cut an opening in the remaining broad side for a window.
+Furnish with paper furniture. (See page 85.)
+
+
+EDAM CHEESE
+
+
+=Lantern= (_Cheese_, _knife_, _candle_)
+
+After the interior of one of these round, red cheeses has been scooped
+out and eaten by the family, the discarded red shell will make a fine
+Jack-o'-lantern, if the proper holes for eyes, nose and mouth be cut
+into it and a candle inserted inside. The candle may be inserted in a
+socket cut into the bottom of the rind, or it may be made to stand
+firmly in a bed of wax or tallow melted from its own lower end.
+
+
+SALT
+
+
+=Play for Baby= (_Fine table salt_, _spoon_, _bottle_, _small box or
+    pan_)
+
+If clean fine sand is not at the moment available, give the baby a box
+containing a heap of salt and a teaspoon and bottle, and he will be
+happy for a long time, passing the salt from one bottle or box to
+another. To the young mother this may seem akin to foolishness, but in
+thus playing simply with sand or with salt the baby is exercising
+faculties and working out baby problems which he should be given
+opportunity to try. He is becoming acquainted with his environment, his
+little world.
+
+
+TIN CANS
+
+
+=Burnt-Match Safe= (_Mustard box_, _oil paints_, _brush_, _ribbon_,
+    _nail_, _hammer_)
+
+Punch two holes near the upper edge of a discarded mustard box, the
+holes to be opposite each other. These may be made by hammering a nail
+through the tin, holding the box firmly against a block of wood or stone
+for pressure.
+
+With oil paints, one color, begin at the top to paint the box,
+graduating from light to darker tones as the bottom is approached.
+Lighter tones may be secured by mixing the blue or red with Chinese
+white. A flower design may be painted by one skilled in the use of the
+brush.
+
+Tie ribbon through the holes by which to suspend the box, and the result
+is an article both useful and pretty.
+
+
+=Flower-Pot= (_Can_, _ivory paints_, _brush_)
+
+Paint an empty can with green or brown ivory paint and use as flower-pot
+for growing plant. Children love to handle a paint-brush, and this
+offers a legitimate occasion for such occupation. A small hole should be
+punched in bottom of can for drainage.
+
+
+=Hanging-Basket= (_Can_, _nail_, _hammer_, _cord_, _raffia_)
+
+Punch holes for suspending as described above. Then make a covering of
+raffia as explained on page 46 and hang up by the cord.
+
+
+=Wheels= (_Covers of baking-powder tins_, _nail_, _hammer_)
+
+With the nail, hammer a hole through the centre of the cover, placing
+upon a stone step or other brace. The little wheels may be used to
+complete toy wagons that the child is making.
+
+
+TIN FOIL
+
+
+=Toy Dishes= (_Tin foil from cream-cheese wrappers_, _etc_.)
+
+Take the tin foil, and by simple squeezing and pressing and shaping, a
+little practice will enable one to make it into tiny pitchers, goblets,
+pans, etc., for dolly's table.
+
+
+=Toy Mirror= (_Tin foil_, _scissors_)
+
+Smooth carefully with the fingers and cut a piece of the tin foil into
+the shape and size to fit a little cardboard bureau.
+
+A larger piece will simulate water in the sandbox park.
+
+
+=Toy Money= (_Tin foil_, _coin_, _scissors_)
+
+Smooth the tin foil with the thumb nail, place a cent or a nickel
+beneath, and press and smooth again, making an impression of the coin
+that may be cut out and used in playing store.
+
+
+=Toy Cutlery= (_Tin foil_, _scissors_)
+
+Cut tiny knives, forks and spoons out of the tin foil for the
+paper-dolls' table.
+
+
+CORK
+
+Save all corks and they may be used in a variety of ways.
+
+
+=Toy Raft= (_Cork_, _wire or hairpins_)
+
+Run several corks on a piece of wire to resemble a log; make several
+such and then tie together to make a raft, tying between the corks.
+
+
+=Toy Boat= (_Circular flat cork_, _tacks_, _wire_, _toothpick_, _paper_)
+
+Insert a toothpick in one of the large flat corks that sometimes cover
+pickle glasses. Paste a paper triangle upon this for a sail and set
+afloat in a dishpan sea.
+
+
+=Flower-Rack= (_Flat cork_, _pencil_)
+
+Take a flat piece of cork such as is used by entomologists upon which to
+impale insects, or any flat, _thin_ piece of cork will do if several
+inches in diameter. Such cork may be easily perforated by a slender
+pencil. Make a number of perforations several inches apart, and then the
+cork may rest upon a water-filled saucer or other deep dish, and the
+stalks of single flowers may be inserted into the holes so that they are
+supported by the cork.
+
+
+=Furniture= (_Circular corks_, _pins_, _worsted of pleasing color_,
+    _cashmere or silk goods_)
+
+Into the upper side of a round cork about one inch in diameter insert
+five to seven pins. Twist and weave the worsted in and out, under and
+over those pins, so as to make a firm, solid back to a little chair. The
+ends of the worsted may be neatly disposed of by threading on a needle
+and running in and out for a few stitches till concealed.
+
+For legs, insert four strong pins, and wind these round and round with
+the worsted, finishing neatly by running with a needle in and out.
+
+If the seat seems too plain it may first, before the chair is made, be
+covered with silk or cashmere. To do this cut the cloth into a circle
+somewhat larger than the diameter of the cork. Run a gathering thread
+around the circumference, and putting the cork in the centre draw the
+thread and so gather beneath the seat. To make a really neat finish the
+edge should be turned in before gathering.
+
+
+=Swimming-Float= (_Dozens of corks_, _strong canvas cloth, measuring
+    20 × 36 inches_, _needle_, _thread_)
+
+Make two strong canvas bags, measuring about 18 × 20 inches. Fill these
+with corks to act as floats. Unite the two bags by a strong band of
+canvas about 7 × 20 inches in size, and let the children use when in
+bathing.
+
+
+=Cork in Art=
+
+In making models of world-renowned buildings, such as churches,
+cathedrals, temples, etc., cork is used in large and small pieces.
+
+In Germany it is used in making pictures. A sky background is painted in
+water-color, and the flat pieces of cork are cut into shape and glued on
+to represent walls and towers of buildings. The foliage of trees is
+represented by the more spongy pieces of cork, and the effects secured
+are interesting and beautiful. The children may like to experiment and
+see what they can do in this direction.
+
+
+=Cork Doll= (_See page 81_)
+
+
+
+
+CHAPTER II
+
+MOTHER NATURE'S HORN OF PLENTY
+
+
+Many of the articles named under the Market Basket Division of this book
+could be classified also under the above head. In addition we present
+the following:
+
+
+STONES AND PEBBLES
+
+
+=Collections= (_Stones_, _small boxes_)
+
+Collect various pretty little stones and pebbles on river shore, coast
+or roadway, and classify in different ways--according to color, shape,
+size. This exercises the child's observing powers and trains him in
+detecting differences and resemblances. Keep in small boxes.
+
+
+=Bottled Pebbles= (_Pebbles_, _plain glass bottle_)
+
+Put some pretty pebbles in a glass bottle filled with water which
+intensifies the color. Send to some sick friend, especially some one
+from the prairies who may seldom see stones. It is always well for the
+child to have some definite object in view when he does anything.
+
+
+=Toy Path-Markers=
+
+Use pebbles in the sand-box for outlining the little paths in the wee
+park or farm.
+
+
+=Jackstones=
+
+Pebbles of right size and shape make good jackstones.
+
+
+=Toy Vegetables= (_Small square of cheesecloth_, _needle_, _thread_,
+    _pebbles_)
+
+Make tiny cheesecloth bags and use pebbles as potatoes, apples, etc., in
+play with the little wagons made by the child. In playing store with
+them comes opportunity for counting and measuring. Tiny boxes can be
+used for quart and pint measures, and the child may be shown that two
+pints make one quart, etc.
+
+
+=Paper-Weight= (_Large, smooth stone_, _oil-paints_)
+
+If you find a large, smooth stone of pretty tone, let the older child
+decorate it with a little picture done in oil paints.
+
+
+SHELLS
+
+
+=Collections= (_Shells_, _small boxes_)
+
+Collect and classify according to color, shape, etc., and keep in
+separate boxes.
+
+
+=Bottled Shells= (_Shells_, _bottle_)
+
+Put little shells in bottle of water to bring out lovely colors. (See
+Bottled Pebbles above.)
+
+
+=Border for Sand-Table=
+
+Place small shells along little paths in sand-table, sometimes with
+concave side up and _vice versa_.
+
+Larger shells, as clamshells, make fine borders for roads and paths in
+the country. They outline the road on a dark night.
+
+
+=Water-Color-Cups=
+
+Collect and save shells to give to some artist friend as extra cups for
+his water-color paints.
+
+
+=Ramekin Dishes=
+
+Large shells make serviceable individual dishes for baked fish, etc.
+Appropriate for fish dinner.
+
+
+=Individual Salt and Butter Dishes=
+
+These can be made of the smaller pink and yellow shells found on many
+coasts. Let the children collect shells for this purpose, and use for
+fish dinner.
+
+
+=Toy-Boat=
+
+A small shell is often found which, with the little natural seat found
+at one end, at once suggests a little boat. Have the children collect
+and save for those far from the shore.
+
+
+=Pin-Tray= (_Scallop shell_, _oil-paints_)
+
+Paint a marine view in oils inside a shell for pin-tray.
+
+
+=Pin-Cushion= (_Small piece of satin or velvet_, _saw-dust_, _glue_,
+    _two perfect scallop-shells_)
+
+Make a small pin-cushion of satin or velvet, filled with saw-dust, and
+glue between a pair of scallop shells, so that it fits in between as
+they open out.
+
+
+=Piano Scarf= (_Several dozen small, thin, yellow shells found on
+    Atlantic coast_, _one yard Nile green India silk_, _strong sewing
+    silk_)
+
+Hem the silk an inch deep at each end. Sew to one end a fringe of shells
+made as follows:
+
+The shells usually have a tiny hole in them when found. If not, one is
+easily pierced by a strong needle. Take twelve lengths of strong sewing
+silk, white, each 20 inches long. To each of these tie twelve shells at
+intervals of an inch each. You will then have twelve strings of shells,
+which are to be sewed to the scarf as a fringe, putting them about three
+inches apart. Sew two rows of shells directly on the scarf itself,
+putting them about four inches apart each way. If desired, in making the
+fringe some of the strings may be shorter than others, arranged so that
+the long and short ones alternate.
+
+
+BIRCH BARK
+
+
+=Needle-Case or Penwiper= (_Squares of chamois skin or flannel_,
+    _sewing-silk_, _paint_)
+
+Cut bark into circles, squares, oblongs, etc. Decorate with gold
+lettering or borders of gold. Make several leaves of flannel or chamois
+skin and sew the bark on to these as a cover. The flannel may be
+scalloped. An appropriate sentiment to write upon penwiper cover is
+"Extracts from the pen of--" putting in the name of the recipient. The
+leaves and cover may be sewed together with a cross-stitch.
+
+
+=Handkerchief-Box= (_Punch_, _several strands of raffia_)
+
+Cut two pieces of bark 6 × 6 inches. Cut four others 3 × 6 inches. Along
+the edge of these punch (with a conductor's punch or one that can be
+bought at a kindergarten supply place) holes an inch apart and 1/4 inch
+from edge. Sew the four narrow pieces to the square for bottom and sides
+of box. Sew remaining square more loosely to one side as cover. Sew with
+strands of raffia, sewing through the holes already made. If desired to
+give a more finished appearance punch more holes along edge of box and
+lid, making them 1/4 inch apart. Then hold a fine basket reed or piece
+of raffia along the edges and overcast. If lavender or sweet grass is
+obtainable, that will be even better than reed or raffia for the edge,
+lending its fragrance to the gift. The box can be still further finished
+by lining with dainty silk. Make glove box in same way, but longer in
+proportion to width.
+
+
+=Pencil and Paint-Brush Box= (_Bark_, _raffia_, _needle or crochet
+    hook_)
+
+This is cylindrical. Cut a piece of bark 5 × 8 inches. Punch in it a
+series of holes 3/4 of an inch apart, and 1/2 inch from edge of each
+short side. Place these so that one edge overlaps the other and the
+holes coincide with one another. Then sew together with raffia. Use a
+short needle or none at all. Raffia can be drawn through holes with a
+crochet-hook. Punch holes in the lower end of this cylinder and cut a
+circle of same size as diameter of cylinder out of cardboard. Punch
+corresponding holes in this and sew the bottom in. Strengthen top by
+overcasting over a twist of raffia, sweet grass or sweet clover.
+
+
+=Canoe= (_Bark_, _pencil_, _thread_, _paper_, _paraffine_)
+
+Fold strong piece of bark and cut an outline of a canoe, rounding the
+ends. Sew the ends closely together with stout thread, overcasting the
+edges with same. Make watertight by lining with paper dipped in melted
+paraffine. Paraffine may be bought at grocer's.
+
+
+=Fan=, modeled after East Indian pattern (_Bark_, _kindling wood_,
+    _dye_, _gold paint_)
+
+Cut two stiff pieces of bark into hatchet-shaped trapezoid. Punch row of
+holes in the narrowest side, whittle a handle of pinewood, and sew it
+to the narrow edge of bark over and over through the holes.
+
+The handle may be stained with some natural dye and fan decorated with
+gold paint.
+
+
+=Picture-Frame= (_Bark_, _punch_, _sweet grass_)
+
+Cut two pieces of bark 4 × 5 inches, one of smooth bark, one of the
+outer bark with pleasing markings. Punch holes around the edges of each
+3/4 inches apart. In the rough outside piece cut an oval 2-1/2 × 3
+inches. Around this inner oval punch holes near together and bind this
+around with sweet grass overcast with fine raffia. Now sew the two
+pieces of bark together, first cutting into the back piece a slit near
+the bottom into which to slide the photograph.
+
+In using sweet grass as binding it is well to wind the bunch first with
+thread to hold the pieces together, and after the grass is firmly sewed
+the temporary thread can be cut away. The bunch of grass thus used may
+be about as thick as half the little finger.
+
+Punch may be bought at kindergarten store, or conductor's punch will do.
+
+
+GOURDS
+
+
+=Darning-Egg=
+
+A smooth well-shaped gourd (mock-orange) makes a serviceable darning
+egg.
+
+
+=Hanging-Basket= (_Large gourd_, _soil_, _plant_)
+
+Clear the gourd of fibre and seeds, after cutting off the top rim
+evenly. Pierce the top with two holes through which to attach cord for
+hanging, fill with a light, loose soil, and plant in it a drooping,
+trailing plant. Cut a hole in the lower end to allow for drainage. Let
+the country child save gourds of good shape to present, thus filled, to
+city friends.
+
+
+VEGETABLES
+
+
+=Sweet-Potato Vine=
+
+Put a sweet potato in sandy loam in a hanging basket and water
+occasionally. It will produce a beautiful, graceful vine.
+
+
+=Carrot-Top=
+
+Cut off the top of a young carrot evenly and place it on top of a pot
+filled with sand. Moisten well, and keep in the dark till it has begun
+to sprout; when the leaves appear take it out, and the word "Carrot-top"
+will acquire a new meaning, the result is so pretty.
+
+
+=Turnip=
+
+Take a turnip and clean the outside, taking care not to injure the parts
+from which the leaves spring. Cut a piece off the bottom and scoop out
+the inside, leaving the top intact. Fasten string or wire to it so as to
+hang it upside down. Fill and keep filled with water, and soon the
+leaves will sprout and curl up, forming a beautiful natural hanging
+basket.
+
+
+RAFFIA
+
+This flexible fiber, long used by florists, is now also used a great
+deal in the schools for the educational hand-training it affords. It can
+be obtained at kindergarten supply places.
+
+
+=Reins=
+
+Take three to six strands and braid into reins for playing horse. As the
+ends of the strands are approached (each is about a yard long) begin to
+weave in a new strand, as inconspicuously as possible. Do not have the
+strands all exactly the same length to begin with, because if you reach
+the end of all at the same time it makes it difficult to weave in new
+ones neatly.
+
+
+=Mat=
+
+Take such a long braid as described above, and holding one end flat,
+turn it round and round spirally but flat, and sew with thread to make a
+mat for the tea-pot. By bending up a little as you sew you can make a
+basket.
+
+
+=Picture-Frame= (_Cardboard_, _raffia_, _thread and needle_)
+
+Cut a circle of cardboard 5 × 5 inches in diameter. From the centre cut
+out a smaller circle three inches in diameter. This leaves a circular
+cardboard frame. Wind this round and round smoothly with the raffia.
+Paste another circle on the back to give a good finish, but in this
+second circle cut a slit up which to slide the photograph.
+
+
+=Woven Mat= (_Loom_, _raffia_)
+
+Thread a little loom with raffia warp as described on page 90. Then
+weave the woof (also of raffia) back and forth to make a mat or a case
+for hanging basket. To make the latter the right size have the warp
+threads as _long_ as the can is _around the circumference_, and have the
+_width_ about the same as the _height_ of the can.
+
+The raffia can be colored with Diamond dyes and wee rugs made for the
+doll-house on tiny looms.
+
+
+=Grace Hoops= (See under Plays and Games)
+
+
+LEAVES
+
+
+=Festoons and Wreaths= (_Leaves, fresh or dried_, _thorns or needle and
+    thread_)
+
+City children may need to be told what seems to be handed down to the
+country child from generation to generation, that leaves may be made
+into wreaths for the head or decoration for the room either by
+overlapping one upon another and fastening together with a thorn or
+sharp twig, or by stringing together on a stout thread.
+
+
+=To Dry or Press= (_Blotting paper_, _two small smooth boards_, _strap_,
+    _wax or linseed oil_)
+
+Gather and press pretty autumn leaves thus: Have ready two boards
+measuring about one by two feet. Put the leaves between sheets of
+blotting paper and place these between the boards and then strap them
+tightly together, or if no straps are convenient, put the boards beneath
+a heavy weight (a book will do). Change the paper every day or so till
+sure that they are quite dry.
+
+To preserve and brighten the colors after drying dip in melted wax and
+press a moment with a hot iron, or clear, boiled linseed oil will do in
+place of the wax, using, however, as little as possible.
+
+
+=Decoration for Curtains=
+
+Pin to lace curtains in attractive arrangement.
+
+
+=Transparency= (_Leaves_, _bolting-cloth_, _1 yard white India silk_,
+    _sewing silk_, _needle_)
+
+1. Take a piece of bolting-cloth twice the length of the largest leaf
+and fold over evenly. Open again and place the leaves upon the
+bolting-cloth artistically in a row; fold the cloth over again and
+baste. Bind the edges with white ribbon, and at the two upper corners
+sew the ends of a narrow ribbon with which to suspend the transparency
+in the window.
+
+2. Or, if preferred, sew the bolting-cloth transparency as a border to
+the end of a yard of India silk as a scarf for shelf or piano.
+
+
+=Frieze of Leaves= (_Leaves_, _cartridge or other strong paper of good
+    tone_, _glue_)
+
+A pretty frieze for a room can be made by pasting leaves on a long,
+foot-high strip of paper which forms a background. The effect will
+depend largely upon the harmony between the color of the leaves and the
+background, as well as upon the arrangement of the leaves. They may be
+arranged in an irregular line, or may be placed so as to form artistic
+groups of twos and threes or fours.
+
+
+=Collections of Leaves=
+
+When the collecting instinct is upon him, let the child collect and
+classify leaves according to shape. See if he can tell by the leaf what
+tree it came from, and if he recognizes the different varieties of
+leaves.
+
+
+=Four-Leaved Clovers=
+
+Look for four-leaved clovers when on your country walks, and save to
+press and afterwards use in writing letters of good-will as decoration
+for paper, pasting on at upper left hand corner; or use to decorate
+place cards for dinners. It will hardly be necessary to state that the
+four-leaved clover has for long years been the symbol of good-luck.
+
+
+=Shadow Game= (_See under Sun and Shadow_)
+
+
+FEATHERS
+
+
+=Feather Flowers= (_A large goose with many white feathers_, _beeswax_,
+    _spools of wire of different sizes_, _aniline dyes, though vegetable
+    dyes are preferable if obtainable_, _strong scissors suitable for
+    cutting wire_, _spools of strong white cotton thread_, _spool of
+    milliner's green-covered wire_)
+
+Pluck the breast of the goose. (Feathers come out very easily.) The
+feathers, being very light, fly about and therefore it is best to do the
+plucking in an uncarpeted room or one in which the floor has been
+covered with a large sheet.
+
+Classify the feathers according to size, and arrange in bundles of about
+thirty by winding a stout thread around the quills. Thus they are ready
+for the dyeing process.
+
+Dye according to directions on packages. For deep green of leaves and
+for calyx immerse for several minutes; for more delicate tints immersion
+for a second is sufficient.
+
+Suppose we select for our first effort a carnation. Choose a real one
+for a model. Having selected about twenty feathers of the required sizes
+and colors, cut the ends to resemble the form of the petal and then pink
+the edge as in the real flower. The actual number of petals required
+will depend upon the size of the flower copied and must be left to the
+judgment of the maker.
+
+Take the measure of the length of stem required on the wire and double
+it (wire must be twice as long as stem). Wind tightly and evenly around
+it the green milliner's wire to make the stem.
+
+Soften the beeswax by heating slightly in a pan till soft enough to mold
+between the fingers. Shape it into the form of the calyx, inserting the
+stem at the lower end, and pushing it far enough to insure firmness.
+Wrap this soft calyx form round with green feathers to represent the
+flower copied. Upon accuracy at the beginning depends the success of the
+flower, therefore it is necessary to observe the natural one closely.
+The green feathers must entirely cover the calyx mold, the upper ones
+curving back a little as in the genuine calyx.
+
+Take some colored petals and insert between the calyx and the wax mold,
+pushing the quill end of the feather firmly into the wax. Arrange the
+petals spirally, beginning at the bottom and building gradually up to
+the top. The larger feathers are used first, growing smaller toward the
+top. Complete the flower by inserting the stamens and pistil, which are
+made by tearing one small feather into narrow strips and curling these
+by drawing once over a scissors blade.
+
+The simplest flowers to make are: Carnation pinks, violets, sweet peas,
+fuchsias, roses and Easter lilies. With the proper amount of time,
+patience and perseverance, any flower can be successfully made.
+
+If leaves are desired, cut green feathers into the required shape and
+attach.
+
+
+=Indian Headdress= (_Large turkey feathers_, _glue_, _cardboard_,
+    _paint_)
+
+Save large feathers from turkey or rooster and make Indian headdress by
+glueing upon cardboard cut to proper shape. For model look at copper
+cent.
+
+
+FLOWERS
+
+
+=Pressed Morning-Glories= (_The flowers_, _white tissue-paper_,
+    _scissors_, _book or pressing boards_)
+
+Press the flowers between a fold of thin tissue-paper. The delicate
+flowers will adhere to the paper, which is sufficiently transparent
+however for the morning-glory to be visible through it. When dry, cut
+the paper from around the flower and pin to curtains, lambrequin, etc.,
+as desired, or attach to letter paper.
+
+
+=Soldier-Flowers= (_Milkweed blossoms_)
+
+The small blossoms of the milkweed may be made to stand in rows and
+columns like soldiers, two by two, four by four, etc., giving practice
+in counting.
+
+
+ROSE-HAWS
+
+
+=Rosaries= (_Haws_, _stout thread_, _needle_)
+
+When the beautiful red rose-haws ripen let the children string them,
+making rosaries to send to city friends.
+
+
+STRAWS
+
+
+=Stringing= (_Scissors_, _needle_, _thread_, _cranberries_, _nuts_,
+    _etc._)
+
+Save the straw from rye and let the children cut it into one-inch
+lengths for stringing alternately with cranberries, nuts, beads, etc.
+Use to decorate the room, to make portieres, and to decorate the child
+himself when dressing up.
+
+
+=Blowing Bubbles= (_Straw_, _soapy water_)
+
+Hollow straws several inches long may be used to blow tiny bubbles of
+soapy water in the absence of a clay pipe.
+
+
+SUN AND SHADOW
+
+
+=Blue-Prints= (_Leaf_, _blue-print paper_, _running water_, _small
+    oblong of glass_)
+
+A package of blue-print paper can be bought at any photographic supply
+place for from 15 cents up, or can be had in the sheet from an
+architect's supply store. It must be carefully protected from the light
+till ready for use.
+
+Take a square of the paper and place upon it a leaf or flower or
+inconspicuous weed that makes a good shadow on the sidewalk or window
+sill. Place this in pleasing position upon the paper and put quickly in
+the bright sunshine, holding it in place with the small pane of glass
+(common picture glass will do). Leave exposed to the sun for about ten
+minutes, then pour cold water over it for a moment or so, and the
+"shadow" will be seen to be permanently "fixed" in light blue against a
+darker blue background.
+
+An artist acquaintance has a hundred or more such prints of leaves,
+plants and flowers beautifully mounted in a Japanese blank-book, the
+paper of which makes an exquisite background. She finds these shadows of
+the flowers and commonest weeds suggestive in her designing.
+
+
+=Shadow Game= (_Smooth fence in sunshine_; _branch with leaves_.)
+
+1. Several children sit in row, facing smooth board fence. Another group
+of children form their opponents. Of these one walks behind seated row
+in such a way that his profile is visible on fence. Seated children
+guess opponent from shadow cast.
+
+2. One child casts on wall shadow of leafy branch. Opponents guess name
+of parent tree.
+
+
+
+
+CHAPTER III
+
+SAVED FROM THE SCRAP BASKET
+
+or
+
+WORK WITH SCISSORS AND PASTE
+
+
+What is known as free-hand cutting has been for some time recognized as
+of genuine educational value and is a source of great pleasure to the
+child when once he learns his capacity in this direction. When he tries,
+by means of paper and scissors, to express an idea, to illustrate some
+story, or to indicate something that he has seen, his notions of form
+and proportion become more definite and precise, and he learns to
+express action with remarkable skill and power. He learns to appreciate
+beauty of outline as seen in mountains and trees against a clear sky,
+and to recognize such beauty as there may be in what artists know as the
+"sky line," when darkness deepens and the mammoth buildings of a city
+loom up black against the sunset heavens. The definiteness of
+observation and skill with the hand acquired in this free cutting serves
+the child in many ways when in the school grades.
+
+Many an otherwise useless piece of paper may, with the help of scissors,
+give the child hours of pleasure.
+
+But before he is able to use the scissors the child may receive pleasure
+and benefit from the use of paper alone.
+
+
+PAPER
+
+
+=Tearing Paper= (_Any bit of paper_)
+
+Give the children small pieces of paper and let them try to tear these
+into simple definite shapes. Make a shoe, stocking, snowman, tree,
+ladder, cat, etc. Watch that they do not grow nervous in doing it. After
+a little practice they will become surprisingly expert. Paste what they
+make on a good background to save and compare with later efforts.
+
+This is a really educational occupation which involves absolutely no
+expense, as any clean piece of paper may be so used. Will employ the
+child happily when traveling.
+
+The very youngest children, if they want to tear the newspaper, may be
+asked to tear it into tiny pieces which brother and sister can use in
+playing "hare and hounds."
+
+
+=Cutting Paper=
+
+Let the child begin the _cutting_ by making a snowball out of white
+paper, and then a snowman. These need only crude outlines, such as are
+within his capacity. Then lead him on, little by little, to cut a
+picture of the cat and of the dog, and illustrations to his favorite
+stories, as the "Three Bears." This is beloved in the kindergarten,
+requiring, as it does, pictures of the chairs, the bowls, etc. Those who
+have not seen children do this kind of work will be surprised at the
+capacity developed.
+
+If he is afraid to attempt the freehand work, give the child pictures to
+cut around, as simple outlines of a cat seated, or a piece of fruit.
+Then encourage him to cut without the outline. Both efforts may run
+along together. If a line be drawn, be sure that it is heavy and
+distinct enough to be readily seen and followed.
+
+
+=Birthday Candles=}      (_Red paper, blank card, colored_
+=Firecrackers=    }          _crayon_)
+
+Out of red paper let the child cut six (or any number desired) narrow
+strips for red candles, to represent birthday candles. Place in a row
+upon a white card, to serve as place cards at a child's party. Draw a
+bit of yellow at end of each candle to hint at a flame.
+
+The same may be turned into firecrackers for a "Fourth of July"
+festival, a line being drawn to suggest a fuse.
+
+
+=Soldier-Caps= (_Newspaper_, _pins or paste_)
+
+Take brown wrapping paper or newspaper and cut a square. Place before
+you and fold from _back_ to _front_, making an oblong. _While still
+folded_ make another fold by turning the left edge so that it exactly
+meets the right edge. Open this much out and there is a crease running
+from top to bottom. Now take the upper left hand corner and make it
+touch the bottom of this crease; take the upper right hand corner and
+make it touch the lower end of this crease. This gives a pointed cap,
+still unfinished. To finish cut a slit, an inch deep, up from each lower
+end of the cap and then fold a kind of hem up from the bottom and paste
+the ends over neatly. Turn the hat over and fold a similar hem on the
+other side. Turn in the corner and finish by pasting neatly.
+
+
+=Plume for Hat= (_Paper as above_, _scissors_, _paste or pin_)
+
+Take a strip of paper 6 × 12 inches. Make a fringe or series of cuts in
+this about four inches long and 1/2 inch wide, and then roll it up and
+attach to hat with paste or a pin.
+
+
+=Epaulets= for shoulder may be cut in similar way.
+
+The cutting of these fringes gives practice in the use of scissors.
+
+       *       *       *       *       *
+
+The articles whose making we will now describe do not come under the
+head of free-hand cutting, as they usually require cutting according to
+measurement, and really definite directions. They are given in general
+in the order of difficulty in the making.
+
+
+=Chains= (_Scissors_, _paper_, _paste_, _toothpick_)
+
+Let the little child begin by cutting strips of some bright paper or
+smooth wrapping paper into lengths of 1/2 by 3 inches. Make a ring of
+one of these, putting a wee bit of paste on the under part of one end
+and sticking it fast to the other end by overlapping. Through this ring
+run another strip and paste into a similar ring, and so make a long
+chain of them wherewith to decorate the child's small person or the
+room. To make paste see page 169.
+
+It is well to have a small pomade box, obtainable at a druggist's, in
+which to keep the paste. It can then be covered and kept moist until the
+next time for using. But a little fresh mucilage or paste can at any
+time be put into a butter dish. A toothpick will make a good
+paste-stick, which the child can handle more easily than a brush. Show
+him that a tiny bit of paste will suffice and that more makes the pretty
+ring mussy.
+
+If mother is sewing and the child restless and no bright colored paper
+convenient, let the child cut strips of newspaper right at hand and
+make the rings. His imagination will readily convert them into links of
+gold.
+
+
+=Mask= (_Paper of any color_, _scissors_, _chalk_, _cord_)
+
+Cut an oval out of paper (or dress-lining) and in it cut holes for eyes,
+nose, and mouth, fitting first to the child's face to insure getting
+them in the right places. Put a hole in the middle of each side through
+which to tie the string which fastens it around over the head. To add to
+the fun the mask may be colored with chalks.
+
+
+=Newspaper Wrappers= (_Smooth brown wrapping paper_, _pencil_, _ruler_)
+
+Take smooth pieces of brown wrapping paper. Cut oblongs 8 × 12 inches.
+From one narrow edge then measure an inch down on each side and make a
+dot. Make another dot at the middle of this same narrow side. Then draw
+a curve from dot to dot and cut along the line. This makes the curved
+edge of the wrapper. The curve may be cut free hand by a skilful hand,
+or drawn with a compass. Put some mucilage all along the edge of the
+curved side about 1/2 inch wide and let dry. Make a dozen of these and
+give to father for a present, all ready for use when he wants to mail a
+paper. They can be made more complete by affixing a one-cent stamp on
+the right hand side where the curved edge begins.
+
+
+=Papers for Baking Pans= (_Brown paper_, _scissors_, _pencil_)
+
+Give child paper and baking-pans, and let him cut papers ready for your
+use when making cake. Let him do measuring.
+
+
+=Book-Mark= (_Fine white or tinted paper_)
+
+Take a piece of dainty paper and cut into an oblong 1 × 6 inches. Fold
+lengthwise and cut a small triangle from each end so as to leave a point
+when opened out. Now cut a circle in the middle of the paper (which is
+still folded) and cut other shaped openings, diamonds, triangles, etc.,
+along the fold, 1/2 or 3/4 inches apart. Open and you have a simple
+openwork bookmark the little child can give father for birthday. A
+little experiment will show how to secure variety and intricacy of
+design.
+
+
+=Fringed Bon-Bon Papers= (_White tissue paper_, _colored ink or
+    water-color paints_, _candy_, _verse of poetry_)
+
+Cut a sheet of tissue paper into little oblongs 4 × 5 inches. Dip each
+narrow end 3/4 of an inch into ink, red, green, etc., or into
+water-color paints, and let dry. Then cut this colored margin into
+narrow slits, making fringe. Copy some appropriate couplet on a narrow
+slip of paper and place it with a piece of candy inside the paper,
+giving the fringed ends a final twist. The making of these at home for
+some future occasion, such as a birthday party, will afford a happy
+hour's amusement.
+
+
+=Paper Money= (_White paper_, _pencil_, _scissors_, _cent_)
+
+Place the cent beneath the paper and then press on it with the bottom of
+the pencil, rubbing at the same time with a circular motion. Soon the
+impression of the coin will appear on the paper. Cut out and use in
+playing store.
+
+
+=Snowflakes= (_White paper_, _mucilage_, _a ten-cent box of mica
+    crystals or five cents' worth of alum powder_)
+
+A six-pointed star must first be made of white paper. To make this take
+piece of the paper from 3 to 6 inches square, according to the size of
+the star. Fold the paper once and cut an approximate half circle. Then
+fold this in thirds, pressing the folds to make creases. If opened out
+the circle would be marked by six equi-distant creases radiating from
+the centre. Do not, however, open, for you are now ready to cut. Before
+doing this, observe if possible some real snowflakes, with microscope or
+magnifying glass, or even with the naked eye. Notice the form and
+hexagonal structure. This is seen best if the flake is caught on some
+woolen fabric. Then look into an unabridged dictionary and study the
+picture of the magnified snowflake crystal. Then cut tiny triangles,
+circles, etc., into your folded circle so that when opened out it will
+suggest an enlarged snowflake with its six varied points. A delicate
+appearance is secured by cutting delicate tapering points, or, if the
+points be broad, cut holes in them to give a lacey effect. We do not
+give more definite directions for cutting, as the great fascination of
+the occupation consists in the experiments with their many surprises.
+
+(1) Now take the paper snowflake and brush it lightly over with a thin,
+transparent mucilage, and then sift over it some mica crystals
+obtainable at a toy-store, one box being sufficient for many flakes.
+After drying, cover the other side in the same way. Suspended from the
+Christmas tree, these are very effective.
+
+(2) The flakes can be made in another way, thus: Make a solution of
+alum water, dissolving five cents' worth of alum in a pint of water. Be
+sure it is all dissolved. Then put the flakes in a shallow dish (granite
+ware or some material that the acid will not injure). Cover with the
+solution and put in a place slightly warm, so that the gradual
+evaporation of the water will help in the slow formation of the
+crystals. When finally evaporated the lacey "cut-out" will be found
+covered with alum crystals. Cover during evaporation with some light
+protection from the dust.
+
+
+=Tailless Kite= (_Two sticks, 3-1/2 feet long and 1/2 inch wide_, _a
+    ball of strong but thin twine_, _two pieces tissue paper_, _knife_,
+    _flour paste_)
+
+Get the sticks from the saw-mill. Cut a notch in the two ends of each
+stick as a catch for the framework of twine which will be put on later.
+On one stick make a pencil mark about seven inches from the top. Put the
+middle of the second stick across the first at this mark and bind the
+two together firmly at right angles to each other. You now have a
+skeleton in the form of a cross. Number the ends of the sticks 1, 2, 3,
+4, making the top 1, the right hand end 2, the bottom 3, and the left
+hand 4, and the place where they join 5.
+
+Now bend the second stick (the cross piece) into a bow and tie a piece
+of twine from end to end like a bow-string. You must get the curve of
+the bow just right, so that the distance from the middle of the
+bow-string to the joinings of the sticks is the same as from the
+joinings of the sticks to the top of the main stick, _i. e._, seven
+inches.
+
+Now carry twine all around, from end to end of the skeleton, to make a
+framework for the paper; put this twine through each notch and around
+the end of the stick several times to strengthen. Now paste together,
+end to end, lengthwise, the two pieces of paper, to make one long piece
+(a single piece is not large enough). Place the paper on the floor or
+broad table, and lay the frame upon it. The paper will not be as long or
+wide in all places as the framework, hence, fold it over the twine
+framework experimentally, and cut off in places where it is too wide.
+Allow enough for secure pasting. Use the cut-off corners to lengthen in
+other places where necessary, by pasting on. If two colors of paper are
+taken, the effect is very pretty, the corners being arranged to match
+each other. The best paste is made by a judicious mixture of ordinary
+flour and water.
+
+Now the belly-band must be tied on, as the flying string is attached to
+the belly-band. The belly-band is attached on the outside or convex side
+of the kite, being attached at 5 where the two sticks join; and at 3. It
+must be just as long as the distance from 5 to 2 added to the distance
+from 2 to 3. When tied at both ends put your pencil through the loop and
+move it so that the pencil rests upon the figure 2. The cord will then
+make an angle coinciding with 5-2 and 2-3. At the angle 2, attach the
+belly-band.
+
+In flying the kite it is important to have a very long flying-string.
+
+
+CARDBOARD OR BRISTOL BOARD
+
+
+=Go-Bang Board= (_Bristol board_, _ruler_, _ink_, _pen_, _button-molds_,
+    _water-color paints or colored inks_)
+
+Get a piece of bristol board or clean cardboard at stationer's and cut
+it 18 inches square. Divide by straight lines into small squares 3/4
+inches each way.
+
+To draw the straight lines in ink turn the ruler upside down and run the
+penholder against the edge, which is a little raised from the paper.
+This keeps the ink from blotting.
+
+Four is the smallest number that can play with much success, and each
+should have about a dozen counters. These can be made of the smallest
+sized button-molds, each set of 12 painted a different color, or
+distinguished by a ring of a particular color drawn upon its upper
+surface with ink or paint. Small flat buttons may also be used.
+
+To win the game each player must succeed in getting a certain number of
+counters (number previously agreed upon), say four, five or six, in a
+straight row, either horizontally, vertically or obliquely. If he gets
+three in a row, then the next player should stop this opponent's
+progress at one end of the line by putting one of his own men there, and
+must depend upon his neighbor to close the other end of the line. One
+player must not give warning to another of the prospective success of a
+third. Each must keep a lookout on his own account.
+
+
+=Checker-Board= (_Bristol board or any stiff, smooth cardboard_,
+    _smooth, glazed paper of two colors, red and black_, _paste_,
+    _scissors_, _ruler_)
+
+Cut from the cardboard a square of 15 inches. Draw a line parallel to
+each side one inch from the edge for a border. From each colored sheet
+of paper cut 32 squares of 1-3/4 inches each. Paste eight of these in a
+row, alternating colors, and arranging so that they just touch the top
+border line. Make eight such rows, one beneath the other, and finally
+giving 64 squares.
+
+For checkers, button-molds of small size may be used. Twelve will be
+needed of one color and twelve of another. Paint these with
+water-colors. Flat porcelain buttons may also be used.
+
+
+=Toy Screen= (_Tinted cardboard_, _punch_, _worsted or ribbon_, _4 small
+    pictures_)
+
+Cut four pieces of pale blue Bristol board 3 × 4 inches. Punch two holes
+in the two long sides of two of these, and in one side of each of the
+remaining ones. Tie the four panels together with the ribbon or worsted
+so as to make a tiny screen, first pasting on each panel a miniature
+picture of a Madonna and Child or some other similar subject. Suitable
+for child to give as Christmas gift. Must be done neatly.
+
+
+=Fan= (_Bristol board_, _pencil_, _worsted_, _two slats_, _scrap
+    picture_)
+
+Cut two pieces of tinted Bristol board into ovals, 6-3/4 × 8 inches.
+Make a series of pencil dots 1/4 inch from edge of oval and one inch
+apart. Through these, holding the ovals together, punch holes. Sew
+together with worsted, using the overhand stitch. Having gone around
+once, if cross-stitch effect is desired, go around again the other way,
+going thus through each hole a second time. For handles take two long
+slats and glue on to each side of the fan from the centre down to the
+point of the oval, and beyond. Paste a pretty scrap picture over the
+centre to finish off. Tie the worsted around the ends of slats in a
+pretty knot to hold them together. Baby ribbon may be used instead of
+worsted.
+
+
+=Cardboard Animals= (_Glue_, _blocks or spools_, _picture-books_,
+    _cardboard_, _tissue paper_)
+
+Find models in picture-books, or get from Butterick Fashion Co. their
+animal pictures, or same may be had from kindergarten supply stores.
+Trace outline upon tissue paper, using soft pencil. Turn paper over on
+cardboard and trace firmly again around the outline. This leaves
+impression of picture. Cut it out and glue it to block or spool, or
+attach a cardboard brace to one side to make stand.
+
+
+=Candlesticks= (_Squares of bright tissue paper_, _Bristol board_,
+    _rubber bands_)
+
+Cut circle of stiff cardboard 5 inches in diameter. Draw upon it two
+diameters at right angles to each other. From the _centre_ cut along
+each of these diameters for a little less than half an inch. Bend up the
+corners thus made and insert a candle.
+
+Cut pieces of tissue paper 12 inches square; place the circle holding
+the candle upon the tissue paper, fold the latter around the circle and
+the candle, and put a rubber band around to hold in place. The
+appearance is improved if two colors of tissue paper be used. The effect
+up and down a table of these simple candlesticks is most festive. Colors
+may be changed to suit special occasions.
+
+
+=Chinese Toy= (_Three thin pieces of cardboard 2 × 2-1/2 inches in
+    measurement_ [_visiting cards will do_], _6 lengths of taffeta
+    binding or baby ribbon, 1/4 inch wide × 3 inches long_)
+
+The following toy can be made with little expense and very little
+trouble if directions are followed explicitly. It may be well to have an
+older child read each statement as the less experienced one tries to
+follow. A child who enjoys attempting things that are a little difficult
+will enjoy working this out.
+
+Place the three cards one beneath the other, narrow sides facing each
+other.
+
+Letter the cards respectively A, B, C.
+
+[Illustration: Chinese Toy.]
+
+As they lie on the table, write on upper side of each card "right," and
+on the under side write "wrong."
+
+Then place each card so that the "right" side is up.
+
+Take card A and on _right_ side at middle of top place figure 1 and at
+each lower corner place a figure 2.
+
+Do the same with Card B.
+
+Turn B card over and on _wrong_ side of B put figure 3 at each upper
+corner and figure 4 at middle of lower edge.
+
+Do same with card C on _wrong_ side.
+
+Now we are ready to unite the cards by the ribbons.
+
+Take one strip of ribbon and paste one end on right side of card A at
+figure 1. Run it beneath the card and bring it out so as to paste the
+other end on the right side of card B at figure 1.
+
+Take _two_ strips. Paste one end of each at 2 on card A. Run beneath
+card B and turn up over so as to paste on figure 2 of card B.
+
+A and B are thus loosely united and the toy may be considered finished,
+but it is more mysterious if made longer, as follows:
+
+Turn over and at each figure 3 on card B paste the ends of two strips
+of ribbon. (As ribbons already placed are loose this can be readily
+done.)
+
+Run beneath B and bring up so as to paste the ends on each figure 3 of
+card C.
+
+Take another strip. Paste the end on 4 of card B. Run ribbon beneath
+card C and turn up so as to paste on figure 4 of card C.
+
+This completes set of three. Others can be added _ad infinitum_ by
+ingenious children.
+
+To operate (if the word be not too pretentious a one in this connection)
+take hold of one of the cards at either end and keep turning it up and
+down so that first one narrow edge and then the other is uppermost. The
+remaining cards should fall in a continuous cascade.
+
+The rough sides may be finished by pasting on each a pretty paper lining
+cut just to fit. (See illustration.)
+
+
+MISCELLANEOUS
+
+
+=Chinese Kite= (_Kindergarten slats_, _paper_, _glue_)
+
+Take a firm, light paper (druggist's paper will do). Cut two oblongs,
+7 × 10 inches. Cut off all the corners by an oblique line of three inches.
+Fold each oblong lengthwise. Place the folded edges back to back, still
+folded. Take two slats and place one _under_ one oblong and _over_ the
+other, horizontally. Do the same with the other slat, but reversing the
+_under_ and _over_ positions. Take four strips of paper, which should be
+about one inch wide. Paste two strips over the splints, one on each
+side, to hold them in place. Place a third strip from top to bottom of
+the folded oblongs to hold them together. (They meanwhile lying back to
+back.) Turn the oblongs over and place the remaining strip in
+corresponding position. The result is a four-winged kite. Tie a cord
+around the slats and it is finished.
+
+
+=Ash-Tray= (_Cigar bands_, _glass saucer_, _photographer's paste_,
+    _square of felt_)
+
+For some time past children who are under the sway of the collecting
+instinct have acquired from friends or by purchase the bright colored
+bands that come around cigars and then have utilized them thus: Make an
+ash receiver by getting at a stationer's a glass dish and its
+accompanying piece of felt. Paste bands in pleasing positions upon the
+under side of the glass. (Photographer's paste shows no discoloration.)
+Meanwhile, the felt should have been thoroughly wet, stretched to fit
+the under side of the dish, and hung up to dry. When dry, paste upon the
+under side of the dish and trim off neatly the projecting corners.
+
+
+=Pen-Tray= (_Materials same as above, except that stamps or embossed
+    letter-heads are substituted for cigar bands_)
+
+There are many who do not wish to encourage smoking, and to such we
+suggest a pleasing modification of the above.
+
+Buy the glass dish and felt above mentioned, and instead of the bands
+paste upon the dish canceled postage stamps or letter-head monograms,
+etc., for a pen-tray. A smooth glass saucer and any piece of
+bright-colored felt that may be in the house may of course be used.
+
+
+=Scrap-Book= (_Colored paper-muslin_, _heavy sewing silk or worsted_,
+    _paste_, _paste-stick_)
+
+Cut paper-muslin of pretty colors, pink, blue or tan, into pieces 8 × 13
+inches (six pieces in all). Fold each one over once and fit together to
+make a book, the cover being of a color different from the body of the
+book. Sew all together by overcasting the back with stitches 1/2 inch
+apart in one direction, and then going back in the opposite direction
+through the same holes, thus securing a cross-stitch effect. Show the
+child how to paste scrap-pictures neatly in this book. He may keep it
+for himself or give it to the children's ward in a hospital or to some
+younger friend. A very little paste or glue will suffice; a bit in the
+centre and towards the corners of a picture.
+
+If the child has collected a large assortment of cards before beginning
+to make the book, let him classify them, putting together on one page
+animals, on another plants, on another pictures typical of the different
+seasons, etc. He may in this way suggest a house, putting on one page
+kitchen furniture arranged in some logical order; on another page the
+furnishings of bedroom, etc. Pictures for this purpose may be cut from
+magazine advertisements, trade journals, etc. In the same fashion a
+store may be furnished with articles for sale, the counter, scales, and
+desk. This gives practice in selecting and arranging. Good taste may be
+inculcated even from such small beginnings.
+
+
+
+
+CHAPTER IV
+
+THE SEWING-BASKET
+
+
+While busy with thread and needle, the mother may find it necessary to
+suggest some happy employment for the little one who asks for something
+to do. What do the contents of the sewing-basket hint?
+
+
+BUTTONS
+
+
+=Spinning Button= (_Button_, _thread_)
+
+Show the child a button strung upon a strong thread about 12 inches
+long. Then hold the thread firmly between thumb and finger of each hand
+and twirl it rapidly, drawing it suddenly taut. The button whirls round,
+making a pretty spinning figure.
+
+
+=Stringing Buttons= (_Buttons_, _waxed thread_)
+
+If baby is so old that he is not tempted to swallow a pretty button,
+give him a strong thread waxed at the end to make it stiff, and let him
+make a chain of buttons. They may be strung according to size or color
+or shape, giving practice in counting, in arrangement, and in choice.
+
+
+=Buttons as Counters= (_Buttons_)
+
+Save disused buttons of the same kind and let the child classify into
+two or more sets to be used as counters in games like checkers or
+go-bang. See page 62.
+
+
+=Button-Mold Wheels= (_Molds_, _brush_, _water-color paints_)
+
+Give the child four wooden button-molds of the same size and let him
+paint spokes upon them so that they will be ready any time to use as
+wheels for a toy wagon. Call him a little wheelwright.
+
+
+=Button-Mold Tops= (_Molds_, _match or toothpick_, _gilding or paint_)
+
+Paint or gild a button-mold and then stick through the hole a toothpick
+or burnt match whittled to right size and show the child how to spin it.
+
+
+=Button-Mold Counters= (See page 62)
+
+
+SPOOLS
+
+
+=Toy Furniture= (See page 15)
+
+
+=Toy Tree Boxes= (_Spools_, _green paint_, _matches_, _green paper_,
+    _scissors_, _paste_)
+
+Let the child paint an empty spool green, to be used as a tree box.
+Insert a burnt match to which has been pasted some green paper,
+previously fringed, to represent foliage. The child can make a row of
+such trees as a little boulevard up which he can draw an empty match box
+for a carriage.
+
+
+=Spool Tower Target= (_A number of spools_, _ball_)
+
+Pile a number of spools one on top of another and let the child try to
+knock them down with his ball.
+
+
+=Toy Road Roller= (_Spool_, _cord_, _toy horse_)
+
+Tie a cord through a spool and hitch it as a road roller to the Noah's
+Ark horse.
+
+
+=Pulley Elevator= (_Narrow cardboard box, such as a corset box or
+    shorter one_, _spool_, _cord_, _another small box, either saved or
+    made, narrow enough to fit inside the larger one_, _skewer_)
+
+Stand the large box on its narrow end and near the top punch a hole on
+each side so that the holes are opposite to each other. Take a spool and
+run through it an axle made of a slender piece of wood like a skewer.
+Then put the ends of the axle in the holes in the box. This makes the
+pulley. Use the smaller box as an elevator. Tie a string to this little
+box in such a way that you can hold it up evenly. To do this you must
+punch a hole in each of the opposite sides. Then tie one end of a longer
+string to the middle of the first named, and put the other end over the
+pulley. Revolve the spool by pulling one end of the string and the box
+will be raised.
+
+
+=Matching Colors= (_Spools of silk or cotton of various colors_, _silk
+    and cotton fabrics of different colors_)
+
+Have a color game, asking the child to try to match the colors on the
+spools with those in the fabrics.
+
+
+NEEDLES
+
+
+=Breastpins= (_Broken needles_, _sealing wax_, _candle_)
+
+Take a large broken needle, such that it is intact except for the eye.
+Show the child how to make a pretty pin for dolly by melting the wax a
+little in the candle flame, inserting the head of the needle, and
+molding into shape the bit of wax that adheres.
+
+
+=Threading Needles= (_Needles_, _thread_)
+
+If eager to do something, give the child a number of needles with thread
+of white and black, and let him thread them and put them into a cushion
+so that they will be all ready for your use some morning when you are in
+a hurry to sew on a button or take a stitch in Tommy's little shirt.
+
+
+MISCELLANEOUS
+
+
+=Thimble Biscuits= (See page 104)
+
+
+=Drawing Scissors= (_Scissors_, _paper_, _pencil_)
+
+Give the child scissors and paper and let him place the scissors on the
+paper and draw the outline around them. Then tell him to cut out this
+outline. Make several such and play at keeping cutlery store. Draw
+scissors open at different angles and tell names of angles; right,
+acute, obtuse.
+
+
+=Guessing Distances= (_Ruler or tape measure_)
+
+Let the children guess the height and length of various objects in the
+room. Verify by measuring with the tape-measure. Tell them of Oliver
+Wendell Holmes, the great poet, who, whenever he drove into the country,
+carried a tape-measure with which to determine the girth of any large
+tree he saw.
+
+Let children measure the size of the panes of glass, window-frames,
+etc.; have them tell how many feet it would take to carpet the floor.
+
+Tell them to put father's hat on the floor, near the wall, and guess its
+height.
+
+Such little exercises develop the powers of accurate observation in a
+way that may prove very helpful in an emergency.
+
+
+
+
+CHAPTER V
+
+THE PAINT BOX
+
+or
+
+EXPRESSION WITH PENCIL OR BRUSH
+
+
+Let the child early be given charcoal or colored chalks, and later the
+three pigments--red, blue and yellow--wherewith to express his ideas.
+Allow him some choice in the medium he uses--as pencil, charcoal or
+brush--as one may be best suited to his purpose one time, and another
+one at another time.
+
+Encourage the child to tell a story by painting or drawing. The earliest
+graphic method by which man conveyed messages to one at a distance was
+through picture-writing.
+
+
+LEARNING TO OBSERVE
+
+
+=Painting From the Real Object= (_Paints_, _chalk or charcoal_)
+
+Place before the child an apple, banana or flower of simple form and let
+him copy directly from the object without previous drawing. Encourage
+his efforts, however crude the results at first. It is more educative to
+draw from the real object than from a copy. Give him at first three
+colors only, in paints, till he learns how to get other colors by mixing
+these. For this purpose point out beautiful sunsets and cloud effects
+in Nature.
+
+
+=Life Stages of Seedling= (_Paper_, _paints_, _seedling_)
+
+Place before the child a bean or pea. Give him an oblong of paper 3 × 8
+inches. Fold it into four parts. In the first let him draw or paint the
+seed as he sees it. Then let him plant the seed. In a day or so let him
+paint a picture of the seedling, after having grown so as to show the
+development of the seed leaves. Draw two other pictures to show later
+stages of growth. This gives a picture history of the little plant and
+while so occupied the child is learning to observe and note that which
+he sees.
+
+
+ACQUIRING SKILL
+
+
+=Calendars= (_Water-colors_, _brush_, _paper_, _calendar pad_)
+
+Draw circles, squares, etc., and let the child fill in the outlines with
+color. A tiny calendar may be pasted in the center and ribbons put
+through wherewith to hang it up.
+
+In filling in these figures show the child how to hold the brush lightly
+so as to secure freedom of stroke. Let him make long strokes beginning
+at the top of the paper and moving from side to side slowly downward, or
+rather as rapidly as is consistent with neatness. Have enough water on
+the brush so that the color will not dry from one long stroke before you
+are able to go back and carry it on to the next stroke. Practice making
+a clean, smooth surface.
+
+
+=Nature Pictures=
+
+Let the child fill one sheet thus with blue, a picture of the sky.
+Another sheet may be covered with green, a meadow. Still another sheet
+may have the upper part blue and the lower green.
+
+
+EXPERIMENTS WITH COLOR
+
+
+=Prism= (_Secure glass prism from kindergarten store or from some
+    candelabra you may have at home_)
+
+Place in sunlight and let child observe colors and the order in which
+they appear; always in the same order--the cold colors at one end, the
+warm ones at the other. Let the little child try to catch and hold the
+lovely "light-bird."
+
+
+=Pigments= (_Water-color paints_, _glasses of water_)
+
+Dissolve a little red, yellow and blue paint in three separate glasses.
+Then, by mingling these--the primary colors--show how the secondary
+colors--orange, green and violet--may be obtained.
+
+
+=Transparent Papers=
+
+Get at a kindergarten store the transparent papers and isinglass used in
+color work. By overlapping one upon another different hues may be
+obtained. This may be done also, though less effectively, with colored
+tissue papers; but these are not so pure in tone.
+
+
+=Color-Top=
+
+Color tops may be procured at kindergarten stores. With the top come
+paper circles, of standard colors, with their tints and shades, giving a
+great variety. These are so slit that by placing two or more on the top
+according to directions and revolving the top, any tint or hue may be
+mathematically produced.
+
+If the child has made his own button-mold top, let him cut circles of
+white paper and slip them over the axis of the top. Make a dab of color
+here or there on the paper with paint or chalk. Whirl around and observe
+the effect. This will lead up to a better understanding of the
+above-mentioned color-top which is manufactured by the Milton Bradley
+Co.
+
+
+APPLIED ART
+
+
+=Toy Wagons and Houses=
+
+If the child has made wagons or houses of wood or cardboard, let him
+paint them in broad, free strokes. It is desirable that the little child
+be given work which involves the free movement of the larger muscles
+which such work demands. This may not appeal to one as belonging under
+the head of art, but we learn from Mr. Pennell that in Sicily the wagons
+of the peasants are beautifully decorated with landscapes and other
+pictures, and that the artists are particular to make their names
+conspicuous.
+
+In any case a certain artistic feeling is required in choosing the
+colors and rightly applying them even in house-painting and wagon
+decoration. And meanwhile the child is learning how to wield his
+instruments.
+
+
+=Place Cards=
+
+Take a clover leaf and practice painting from it until able to make a
+copy good enough to paint upon a place card for the table. If the
+drawing be correct, just a flat wash of color will do for the painting
+at first.
+
+An autumn leaf will do for a Thanksgiving card.
+
+See Festival Occasions for other ideas.
+
+
+=Tops=
+
+If a button-mold top has been made, it may be painted in concentric
+rings or the entire surface may be neatly colored.
+
+
+=Match-Safe=
+
+This has been described upon page 34.
+
+
+=Designs for Rugs= (_Paper, brown or white_, _paints or chalk_)
+
+Let child draw or paint design for toy rug he is making for doll-house.
+He may make an oblong of one color, and at each end draw lines across,
+which are to be woven in another color. There may be one line at each
+end, or two, or three, etc. The arrangement of these lines and their
+distance apart allow much scope for taste and judgment.
+
+
+=Designs for Wall-Papers, Oilcloths, Etc.= (_Parquetry papers_, _paste_,
+    _etc._)
+
+1. Have child observe oilcloth designs and then with kindergarten
+parquetry papers try to make similar ones for doll-house.
+
+2. Having made pasted designs, let him copy same in water-colors.
+
+
+=Design for Stained Glass Window= (_Transparent paper_, _scissors_,
+    _white paper_, _paste_)
+
+Cut a circle out of the white paper. Fold it once, which gives a
+half-circle; fold again, which gives a quarter-circle. Holding it
+folded, cut several ellipses, triangles, etc., into the folded edges.
+Open out and you have framework of a rose-window. On the back of this
+paste a piece of transparent paper (see page 75), red or green or
+yellow, and let the light shine through. Hang in window for
+transparency. Suitable for Easter gift. Vary by cutting like cathedral
+windows. (See illustrations in dictionary under "Tracery.")
+
+
+PICTURE-STORY
+
+
+=Chased by a Goose= (_Pencil_, _paper_)
+
+Once some boys lived in a house (make a dot) surrounded by a strong
+fence (draw circle round the dot). A short distance off was a large pond
+(an oval, a little below and to the right of the circle). One day the
+boys ran down to the pond (draw curved line from house to pond) and
+began to splash in the water and to throw it at each other (a number of
+oblique lines from right hand end of pond). Some distance off lived some
+Indians in two wigwams (two oblique lines meeting at the top and next to
+them a similar pair, like two tents, just below the pond). When the
+Indians saw the boys throwing the water out they began to chase the
+boys, running up a zigzag path (from each tent draw an oblique line to
+the right for a short distance and then turn to the left till it meets
+the pond). The boys ran as fast as they could up a winding path parallel
+to the one they ran down (draw curving line parallel to first one), and
+then ran to the left partly around the fence surrounding the house. They
+had to run around the barn, too (an oblique line to the left and then
+another to the right till it meets the circle again), and when they
+looked behind them they found they had been chased by a goose!!!
+
+[Illustration: Chased by a Goose]
+
+A little practice will make this easy for the story teller. The original
+dot and circle form the head and eye of the goose. The curving path is
+the neck. The water splashing out makes the tail feathers. The wigwams
+and the zigzag path form the legs and feet, and the path around the barn
+makes the bill.
+
+
+
+
+CHAPTER VI
+
+DOLLS AND DOLL-HOUSES
+
+
+What little girl does not love a doll? The more variety in their size
+and style the better pleased is she. Below are a number of suggestions
+for simple home-made dollies that may be prepared as a birthday or other
+surprise by older brothers or sisters.
+
+
+A FEW DOLLS
+
+
+=1.= =Clay-Pipe Doll=
+
+Ink in the eyes, nose and mouth on the back of the bowl of a pipe; dress
+in calico gown and apron, and put on a sunbonnet to conceal the top of
+the pipe.
+
+
+=2.= =Clothespin Doll=
+
+Ink features upon the head of the clothespin and clothe as either boy or
+girl.
+
+
+=3.= =Wishbone Doll= (_Wishbone_, _sealing-wax_, _material for
+    trousers_)
+
+Clothe the two limbs in trousers and ink in the features upon the flat
+joining bone. Feet may be made of sealing wax melted, pressed into shape
+and attached while still warm.
+
+
+=4.= =Peanut Doll= (_Peanuts_, _sewing-silk_, _glue_, _thread and
+    needle_, _silk for dress_)
+
+Make into Chinese doll. Take one peanut and ink in the features, making
+the eyes slanting. Glue on a queue of braided silk. String together
+several peanuts to make the body. To the upper one add on each side one
+or two as arms and string several together to make legs. Dress in
+wide-sleeved jacket and wide-legged trousers of Oriental design.
+
+
+=5.= =Yarn Doll= (_Skein of white cotton yarn_)
+
+Cut the skein into lengths of 12 inches. Double the skein over in the
+middle and tie a string tight around about two inches from the top,
+forming a neck and so making the head. Tie another string further down
+for a waist line, but leave out a few threads on each side, of which to
+make two arms. Tie these near the ends to indicate wrists. Before tying
+the wrists cut the threads to right lengths for arms. The features may
+be put in with ink.
+
+
+=6.= =Cork Doll= (_16 or more corks saved from olive bottles, etc._,
+    _smooth wire or hairpins--three in number_)
+
+String several corks upon the wire or hairpin for head and body. Through
+the second cork from the top run a hairpin sideways for arms, and fasten
+two corks upon each projecting end, cutting off any of the wire that may
+extend beyond the cork. Through the lower cork of the body run another
+hairpin and fasten two corks upon it for legs. Turn the end corks
+sideways to suggest feet. Dress the doll as desired.
+
+
+=7.= =Paper Doll= (_Fashion papers and catalogues_, _scissors_, _paint_,
+    _paste_)
+
+Most little girls find great pleasure in making their own paper dollies
+and the garments therefor. Fashion papers and catalogues afford many
+dolls for cutting out, and tissue paper, crinkled paper, the lace paper
+found in candy boxes, etc., form the raw material for beautiful Parisian
+gowns.
+
+Dolls may of course be cut out of white paper and beautiful countenances
+painted upon them, or holes may be cut in the head for eyes, nose and
+mouth.
+
+
+=8.= =Rag Doll= (_White cotton cloth_, _cotton batting_, _paints_,
+    _scissors_, _needle_, _thread_, _water-color paints or blueing and
+    red ink_, _raveled rope_, _etc._)
+
+Cut a large newspaper pattern of a doll. Then double the cloth, pin the
+pattern upon it and cut the two sides for the doll. Run neatly around
+with close stitches, beginning at the neck, and when nearly finished
+turn inside out, stuff with the cotton batting, and sew up the head.
+Paint in the features or use blueing for eyes and red ink for mouth and
+cheeks. Ravelings of rope will make silky hair, and fingers may be
+indicated by stitches.
+
+
+SOME DOLL-HOUSES
+
+
+=1.= =Cigar-Box House= (_Small cigar-box_, _paste_, _scissors_,
+    _pictures_, _etc._)
+
+A cigar-box, small as it is, will give great delight to a child who is
+aided in furnishing a little room. Stand the box up on the long side.
+Paper with wall paper of a small design. Then furnish with things made
+by the child himself; pictures cut from catalogues, and other
+accessories as described below.
+
+
+=2.= =Pasteboard-Box House= (_Four pasteboard boxes_, _glue_, _paint_)
+
+Select four strong pasteboard boxes of uniform size. Boxes such as the
+"Martha Washington Candles" are packed in will do. They measure 7 × 11
+inches. Lay aside the covers and remove any paper which may be attached
+to the inside of the box. Spread a thick paste of Spaulding's glue or
+furniture glue over the surface of one side of a box. Fit one side of a
+second to this glued surface and put aside to dry. The third and fourth
+boxes are treated in the same manner. When securely glued in pairs place
+the boxes with open sides facing you. Cover upper outside surface of one
+pair of boxes with a thick coating of glue and set the second pair on
+top of these in the same position.
+
+Now, one has a pasteboard house of four rooms--two upstairs and two
+downstairs. When securely fastened together cut in the partition
+separating the two upper rooms a door four inches high and three wide.
+Two windows measuring 3 × 4 inches, two inches from floor, may be cut in
+the back of the house. The same treatment may be given the rooms
+downstairs. One may arrange a kitchen and dining-room downstairs and a
+parlor and bedroom upstairs.
+
+Oil paints, such as are used in painting furniture, which come already
+mixed in small cans, may be used for painting the exterior of the house.
+
+In using this paint it is well to remember always to put sufficient
+paint on the brush to cover the entire surface of the wall of the house,
+from edge to edge, without lifting the brush. A strict observance of
+this rule insures a neatly painted surface. If desired, one may use
+yellow, green, or any light color for the interior.
+
+Remnants of cartridge paper or paper decorated in small designs can
+often be obtained of paper-hangers for a small sum. It may be fastened
+to the floor to serve as a large rug.
+
+
+=3.= =Soap-Box House= (_Three wooden soap-boxes_, _nails_, _saw_,
+    _paint_)
+
+Take three soap-boxes, wooden. Remove the covers from two and place one
+upon the other to make a two-story house. Put in partitions thus: Take a
+thin piece of board (from a smaller box), saw to needed height and depth
+and nail it in place by driving nails from above, below or the side, as
+the case may require. A stiff piece of cardboard (taken from a large
+box) may be made to serve as partition. If cut to the right size the
+pressure from top and bottom will hold in place.
+
+By taking _two small_ boxes for the upper floor instead of one large one
+the space which would be naturally left between can be made into a
+hallway. Stairs may then be made of stiff cardboard, folded into steps,
+with a strip of obliquely-cut paper pasted along the edges of the steps
+to keep them in place.
+
+If windows and doorways are desired they must be cut or sawed in after
+being drawn where desired in pencil.
+
+The third box is for the gable roof. It is to be placed on top of the
+upper floor so that its sides slant for the roof. Put in place and then
+mark off all that needs to be sawed away. When ready to be fixed
+permanently put in place and nail through.
+
+The furnishing of the little house gives much scope for ingenuity and
+invention as well as for the exercise of good sense and good taste.
+
+The exterior of the house can be painted with house paint, and this
+gives occasion for the broad use of the larger muscles, and
+physiologists tell us that the little child should exercise the larger
+muscles and nerves while the finer ones are still undeveloped.
+
+
+=Tiling= (_Corrugated packing cardboard_, _tacks_, _hammer_)
+
+The roof may be given a tiled effect by covering with corrugated packing
+cardboard saved from packages. Tack this on.
+
+
+=Papering=
+
+1. Paper with wall-paper. Scraps of it may be saved when the home is
+being papered.
+
+2. Oil-cloth effects may be obtained by pasting on floors or walls
+designs made with the kindergarten parquetry papers. (See page 168.)
+
+3. Friezes may be made in the same way by using circles and squares in
+rows, alternately or successively.
+
+
+DOLL FURNITURE
+
+
+=1.= =Cork.= (See page 37.)
+
+
+=2.= =Block= (_Blocks of wood or kindergarten blocks, cubes and
+    oblongs_)
+
+Glue these blocks together, three cubes making a little chair, and cubes
+and oblongs making a bed or sofa. Get the carpenter to saw a number of
+blocks of different shapes and sizes and let the child use his invention
+in putting them together. The furniture may be painted or gilded.
+
+
+=3.= =Paper or Cardboard=
+
+Take a piece of paper 1 × 2 inches. Fold crosswise. Make a dot 1/4 inch
+from the folded edge and 1/8 inch from right hand edge. Make dot 1/4
+inch from fold and 1/8 inch from left hand edge. From open edges
+opposite fold make two parallel cuts to these dots. These cuts make the
+four legs. When opened out a table is seen with two extensions for
+drop-leaf. Cut one of these extensions off and a chair is made. If the
+original paper is longer and wider it can be made into a bed, what were
+the leaves of the table being bent up into the head and foot of the bed.
+An ingenious child can vary and elaborate this furniture _ad infinitum_.
+The backs can be cut into fancy form and arms given to chairs and sofa.
+
+Use one of these paper chairs for a model, place on cardboard and draw
+around the outline and so obtain a stiffer bit of furniture. Rockers can
+be drawn, added to the feet, and cut out, thus making a rocking chair.
+
+
+SPECIAL ARTICLES OF FURNITURE
+
+
+=Pictures and Clocks= (_Trade journals_, _scissors_)
+
+Cut from trade journals and attach to walls.
+
+
+=Lamp= (_Twist spool_, _toothpick_, _half egg-shell_, _wax_)
+
+Paste a bit of paper on top and bottom of twist spool. Through this
+stick a toothpick, which the paper should hold firmly. Upon the top of
+the toothpick fasten a half egg-shell for a globe with bit of wax or
+glue.
+
+
+=Stove= (_Cardboard_, _black ink or paint_)
+
+Make oblong box of cardboard. Turn upside down and cut openings for top
+of stove. Make a small hole in the back of the stove and insert in it a
+piece of paper rolled into a stove-pipe and pasted. Cut openings in
+front for the grate and ovens, leaving a door for the latter. Ink or
+paint black.
+
+
+=Windows= (_Thin white paper_, _oil_, _glue_)
+
+Brush a piece of white paper over with ordinary machine oil, or olive
+oil, or dip it in the oil and when dry glue in for windows, telling the
+children that not very long ago that was the only way in which light was
+admitted to many houses before glass became so common.
+
+Isinglass may also be put in for windows.
+
+
+=Doll's Bedstead= (_Cigar-box_, _glue_, _gilt-headed tacks_)
+
+Saw the _cover_ of box into two pieces, one for the head and one for the
+foot. Fasten in place to the box with the decorative tacks. Legs may be
+attached if desired.
+
+
+=Curtains= (_Cheesecloth or lace_, _needle_, _thread_)
+
+Cut small squares of cheesecloth and let the child hem and put in
+windows for curtains. Do not insist on very fine sewing for beginners.
+Curtains may be edged with lace, or the entire curtain may be made of
+lace, tacked or glued to inside of window.
+
+
+=Telephone= (_Two spools_, _nail_, _tin mucilage top_, _string_, _small
+    flat block_)
+
+Take a flat piece of wood about two inches square. Glue to it the flat
+end of small spool. That is the 'phone. Another spool is the receiver
+hanging, when not in use, upon a nail driven into the wood. The mucilage
+top has the slot into which to drop the imaginary nickel.
+
+
+MISCELLANEOUS
+
+
+=Grocery Store= (_Wooden soap-box_, _small cardboard box_, _scales_,
+    _toy barrels_, _tiny pill boxes_, _sand_, _pebbles_, _etc._)
+
+A small wooden box makes the store. A smaller cardboard box turned
+upside down will make the counter, or small pieces of wood can be nailed
+together by the little amateur carpenter. Buy toy scales or make some as
+described below. Small barrels can be obtained at toy store or little
+bottles and boxes can be filled with small quantities of tea and sugar,
+with tiny bags of pebbles for potatoes, apples, etc. Cranberries make
+acceptable play apples. Corn and nuts also will find places. Tacks can
+be hammered in on which to hang tiny brooms, and by hammering in two
+long nails and laying a narrow board upon them a shelf can be made for
+the canned vegetables. Let the children make their own brown paper bags,
+looking at a real one for a model.
+
+
+=Scales= (_Two small square cardboard boxes, made or bought_, _twine_,
+    _skewer or other slender stick of wood or metal_)
+
+In each of the four sides of a box make a small hole near the top. Take
+two pieces of twine each four times the width of the box. Tie one of
+these through two opposite holes of the box and the other piece through
+the two other holes, being sure that the strings when tied are of equal
+length. These two strings cross each other. In the middle, exactly where
+they cross, tie one end of a string three inches long. Raise the box by
+this string and it should hang exactly true. Arrange the other box in
+the same way.
+
+Now take the skewer and exactly in the _middle_ tie a string of three
+inches. To the ends of the stick tie the ends of the twine already tied
+to the boxes. Raise the skewer by this string and the boxes should hang
+evenly, like scales. If they do not, slide one or the other back and
+forth until they do balance.
+
+Use in the toy grocery store. Playing store is always a fine opportunity
+for indicating lessons of honesty in business. Train the child to give
+fair weight and measure, even in play.
+
+
+=Merry-Go-Round for Dolls= (_Cardboard_, _large ribbon spool_, _stiff
+    paper or kindergarten folding paper_, _slender pencil_, _tiny flag_)
+
+Cut two circles of cardboard, one five inches in diameter; the other,
+ten to twelve. Using the smaller one as a base, stand on it a large
+ribbon spool (spool around which baby ribbon comes). Glue the large
+circle to the other end of the spool, parallel to the other lower
+circle. Make a hole in each circle. Run a slender pencil through the
+upper cardboard, then through the spool, and then through the lower
+circle, making an axis round which the spool may revolve, carrying with
+it the upper circle.
+
+On the upper circle paste alternately animals cut from paper or
+cardboard, and benches also cut from cardboard. Elegance may be added by
+gilding the spool and letting a tiny flag float from the point of the
+pencil. Cut out paper dolls for a ride.
+
+
+=Dolls' Park= (_Starch-box_, _earth_, _moss_, _twigs_, _tiny mirror_,
+    _etc._)
+
+Fill the box with earth and sand for a foundation, and then with moss,
+twigs, elder-berry sprigs, etc., fill in the fairy-like details. A toy
+swan or boat adds to the reality.
+
+
+=Rugs for Doll-House=
+
+1. Make the loom by taking a slate and knocking out the slate so as to
+leave the frame intact. Hammer a row of small nails half an inch apart
+along the two narrow sides. Then make the warp by stringing strong cord
+back and forth across the nails. Tie first around one corner nail; carry
+_to_ and _around_ the two nails opposite, then back and around the next
+two, and so back and forth till it is all strung. The rows of cord
+should be parallel.
+
+2. Instead of a slate, looms of various sizes may be roughly made of
+four narrow pieces of wood measured, sawed, and nailed together at the
+corners. A curtain slat could be so used, or wooden boxes will furnish
+raw material for such. A loom 4 × 6 inches is a good size for a
+beginner.
+
+For woof, use coarse worsted or ribbon to begin with, or colored
+cheesecloth torn into narrow strips.
+
+Use the fingers at first, later a bodkin, weaving under one cord of the
+warp and over one, back and forth, till a tiny rug is made. Fasten ends
+by weaving in and out a short distance into body of rug. At first make
+rug all of one color, or a rag-carpet effect can be obtained by tying
+into a long string worsteds of various colors. If a plain color is used
+a border can be made by running in a strand or so of a different color.
+
+Let the child employ his artistic and creative abilities in making
+designs for the rug with paints or crayons. Draw an oblong of one color
+with stripes across the ends, one, two or three in number, at different
+distances apart. Variety can be secured by taking up two threads at a
+time or running under _one_ and over _two_, etc. Warn the child not to
+draw the threads too closely or the rug will have the shape of an
+hour-glass when finished.
+
+A washcloth can be made thus by weaving it of narrow pieces of
+cheesecloth.
+
+Take the rug or cloth off the loom by raising carefully over the nails.
+
+3. Another simple kind of loom is made by taking a piece of cardboard
+measuring 6 × 8 inches. Draw a row of eight dots half an inch apart.
+Opposite these, and six inches away, draw another row. With strong cord
+sew through these a set of straight stitches, six inches long and half
+an inch apart. This makes the warp. Run the worsted woof under and over
+these cords as in any weaving, and tear the cardboard away when
+finished.
+
+
+
+
+CHAPTER VII
+
+PLAYS AND GAMES
+
+
+In playing games children learn lessons of fair play, of mutual
+forbearance and patience, and of letting a playfellow "have a chance,"
+which they learn in no other way. Apart from the important bodily
+exercise and development gained in the active physical games, the demand
+upon mental and moral qualities is of immeasurable value.
+
+A child should never be permitted to cheat at a game, even "in fun." A
+game loses significance as a game when one person does not "play fair."
+The child to whom even the thought of so doing is impossible begins the
+race of life with an immense advantage, for we believe that the
+foundation for all real life is _character_.
+
+We give a few games which have been tried with success either in the
+home, the kindergarten, or the playground. Some of these plays require
+materials; others do not. In some cases instructions are given for
+making the required materials.
+
+
+TAG GAMES
+
+
+=Circle Tag=
+
+One person stands in the center of a ring of children and each one in
+the ring holds out his right hand. The one in the middle tags one of the
+hands and the owner immediately gives chase till he catches the
+pursued.
+
+Vary by having both tagged and tagger skip, hop, etc., instead of run.
+
+
+=Racing Tag=
+
+Players form circle. One goes outside the ring and runs or walks around,
+suddenly quietly touching another player, who immediately races with
+him, going around the ring in opposite direction.
+
+Vary by having contestants bow three times as they pass each other.
+
+
+=Wood, Iron or Paper Tag=
+
+One child chases another who touches for goal anything made of wood, or
+iron, or paper, etc., as has been decided upon beforehand. If the
+pursued is caught before he succeeds in touching such object, he becomes
+"it." The goal may be a wooden stick or tree, or an iron rake, or a
+paper book, etc.
+
+
+=Japanese Tag=
+
+Form a long line of children, one following closely behind another in a
+march or run. One child outside the line is "it." He tries to tag some
+one in the line. The leader endeavors to prevent this by twisting his
+file rapidly in and out in a curving line, and, by so throwing out his
+arms, as to protect the threatened one, as the line twists and turns
+with him. If one is tagged, the leader becomes "it." The leader and his
+train of children must of course be alert in mind and active in body.
+
+
+=Cross-Tag=
+
+Of a group of children the one who is "it" chases any one he chooses to
+begin with, but if another child runs in between the chased and the
+chaser, the chaser must follow the one who has thus run in between. If
+he shows signs of fatigue a third child may run across between the two,
+etc., he then being chased until the tagger succeeds in catching some
+one, who in turn becomes "it."
+
+
+RACES
+
+Allied to the tag games are the racing games, of which we give only two.
+
+
+=Potato Race= (_Twelve potatoes_, _two tablespoons_)
+
+Place six potatoes in a row about three feet apart. Place six others in
+a parallel row some distance away. Give two players each a spoon, and at
+a signal they start to race. Each player runs up his row, picking up the
+potatoes, one by one, carrying each in turn to a given point, then
+coming back for another potato, till all are thus carried. The left hand
+must not assist. The one who first gets his potatoes safely to the spot
+decided upon wins.
+
+
+=Clothespin Race= (_Handful of clothespins_)
+
+Arrange the children in two rows, equal in number. Give the first child
+a handful of clothespins, laid straight. At a signal he passes them down
+the line. If one is dropped it must be picked up by the one dropping it
+and put as before with the others and then passed on. Reaching the end
+of the line, they are at once passed back again to the starting point.
+The side wins which first get back all the pins.
+
+
+AIMING GAMES WITH BEAN-BAGS
+
+
+=Kinds of Bags= (1. _Ticking or strong calico_, _strong thread_,
+    _needle_, _baking-beans_. 2. _Felt_, _sewing silk_)
+
+1. Make a strong bag of bright colored material, 6 × 8 inches in size.
+Fill with the ordinary baking-beans and overhand the top.
+
+2. Take a piece of felt or any pretty strong material which will bear
+the wear and tear of the game. Cut into two circles 5 or 6 inches in
+diameter. Sew together on the wrong side, with a seam of one fourth
+inch. Then cut in the center a small circle half an inch in diameter.
+Turn the odd-shaped bag inside out, fill with beans and overhand the
+small circular opening with close stitches of silk. These bags can be
+more easily caught than balls by little hands.
+
+
+=Kinds of Games=
+
+Children usually hand down familiar games from one generation to
+another. Here are a few:
+
+1. Children stand in a circle with one in the center who throws the bag
+to each in turn all around the ring, or else tries to catch some one
+napping by throwing it unexpectedly.
+
+2. Vary by having children stand in a row and the leader throws to each
+in turn. Or children stand in opposite rows and every one in one line
+has a bag which all throw in unison to the child opposite. These in turn
+throw back in perfect rythm.
+
+3. Vary again by tossing into the air in unison. The accompaniment of
+music is always a thing to be desired in such rythmic games.
+
+4. One child stands in center of ring and tries to catch the bag as it
+is tossed across to some one on the other side of the ring.
+
+
+AIMING GAMES WITH BALLS
+
+The games just described may be played with balls as well as with
+bean-bags, and thus require more co-ordination on the part of the
+child's muscles. We give a few other games in addition.
+
+
+=Counting-Ball=
+
+Let one child bounce the ball, striking it from above with the palm of
+his hand and counting one, two, etc., until he fails to hit it, when
+another child takes a turn.
+
+
+=Guess-Ball=
+
+A row of players number off from one end 1, 2, 3, 4, etc. The last
+number steps in front of the row a distance such as may be needed to
+secure certainty of aim and touch on the part of those who throw the
+ball. The player in front stands with his back to the others. Those in
+the row now begin to pass the ball sideways from one to the other. The
+player in front having counted a given number, the one who happens to
+hold the ball at the time must at once throw it at the player in front.
+If struck, the latter turns quickly and tries to judge from the
+attitudes of the various players which one threw the ball. If he is
+right, places are exchanged. If he guesses wrong, the game continues as
+before.
+
+
+=Cup and Ball= (_Cardboard_, _worsted_, _funnel_)
+
+Make the ball by cutting from cardboard two circles about two inches in
+diameter. Inside the large circles draw smaller ones about one-half inch
+in diameter. Cut the smaller circles entirely out, thus leaving a hole
+in the middle of each large circle. Keep these two large circles
+together. Now, with a needle, wind worsted round and round through the
+opening in the two circles until it is completely filled, so that the
+needle cannot be pushed through. Hold in the left hand, and with sharp
+pointed scissors cut the worsted at the edge of the circles, spread the
+circles a little apart, and tie a strong thread firmly around the
+worsted between the two cardboard circles. Then tear the cardboard
+circles away and a pretty ball remains. Tie this ball, with a string
+twelve inches long, to a kitchen funnel, and let the child try to catch
+the ball in the funnel.
+
+
+AIMING GAMES--MISCELLANEOUS
+
+
+=Ring-Toss= (_Small wooden box_, _broom-handle or dowel_, _nail or
+    glue_, _embroidery rings or hoops of small keg_)
+
+Saw a foot from a broom-handle or dowel (a child's broom will best serve
+the purpose). Glue or nail this to a box. Let the child practice tossing
+over this post rings taken from a small keg; or embroidery rings may be
+used. These may be wound around with bright colored strips of lining or
+with ribbon. The rings should be graduated in size.
+
+
+=Grace-Hoops= (_Basket reeds_, _raffia_)
+
+Make a wand of three or four basket reeds cut into two foot lengths.
+Wind these more or less loosely with string, just so as to hold them
+together. Then wind around and around closely and smoothly with a strand
+of raffia so as to bind firmly together. If held smoothly, several
+strands of raffia may be used at one time. If reeds are not to be had
+lilac branches may be used instead. The result should be a wand firm and
+stiff.
+
+Make the hoops by soaking the reeds first in water for an hour to make
+flexible. They should be cut into lengths of about 2-1/2 feet. Curve
+several into a hoop and tie. Then wind smoothly and firmly with the
+raffia. The ends of the latter may be disposed of by threading upon a
+large needle and running it a short distance in and out of the part
+already wound.
+
+Two wands and one hoop are required for each player. One tosses a ring
+from her two wands to her opponent, who must catch it upon her own
+wands.
+
+This once popular game cultivates both alertness and grace.
+
+In the kindergarten the children use wand and ring in playing "knights."
+One child holds the ring while the little knight gallops around the
+circle on an imaginary steed and tries to capture the ring on his lance
+(wand), as at an old-time tournament.
+
+
+=Croquet with Peas= (_Peas_, _hairpins or double-headed tacks_, _nail or
+    match_, _toothpick_, _cork_, _cover of starch-box_)
+
+Bend hairpins into shape or use double-headed tacks as wickets. Insert
+into the cover of a wooden starch-box for ground. For a stake use a nail
+or a painted match-stick. Sharpen this to a point and insert it in a
+hole previously made by hammering in a nail. Make mallets by inserting
+matches or toothpicks into heads made of small pieces of cork. Use peas
+for balls.
+
+Put the whole outfit in a box and give to little sister for her doll's
+birthday.
+
+
+=Egg-Shell Game= (_Egg-shell_, _long table_, _four tumblers_)
+
+Blow an egg-shell and paint with some college colors as a foot-ball.
+Take four tumblers and place two at one end of a long table for goals
+and two at the opposite end for goals, the two which make a pair being
+four inches apart. Divide the party into two competing groups. Those on
+one side must try to blow the shell between the tumblers of their
+opponents. These must try to defend their end of the table and at the
+same time try to blow the shell between the tumblers of their opponents.
+This makes a merry game for young people.
+
+
+=Cherry-Stone Game= (_Save and dry a dozen or more cherry-stones_)
+
+Scatter the stones lightly on the table. They will fall so that some lie
+closely together, others far apart. The first player selects any two
+stones and draws his finger between them so that he touches neither. If
+he succeeds thus far he must then try to snap one (with thumb and middle
+finger) so that it strikes the other. If this succeeds also the two
+stones belong to him and he has another turn, continuing until he either
+touches a stone in trying to draw a finger between two or fails to make
+one of the two hit the other. The second player will not fare so well,
+because the remaining pairs will lie closer together than those first
+chosen, so that great care will be needed in drawing the finger between
+two. Sometimes it is necessary to use the little finger. At the end the
+player having most stones wins the game. The stones may be dyed or
+painted if desired. The game suggests tiddledy-winks and crokinole.
+
+
+=Donkey Game= (_Picture of a donkey, minus a tail, and one dozen
+    separate tails. These may be bought in large sheets for ten cents,
+    but may be cut out of paper if drawn first by skilful hands_)
+
+Pin the picture to the wall in some spot where it will not deface it.
+Give each player a tail with a pin sticking through it. Blindfold him.
+Turn him around three times and send him in the direction of the picture
+to pin the tail on the donkey. The one who succeeds in fastening a tail
+nearest to the proper place wins the game.
+
+
+=Blowing Out the Candle= (_Candle in candlestick_)
+
+Place a candle on the table. Blindfold a player, turn him around three
+times about six feet from the candle. Then let him try to find his way
+towards it and blow it out. He may have three trials.
+
+
+MISCELLANEOUS PLAYS
+
+
+=The Countess of the Huggermuggers= (_Two candles in candlesticks_)
+
+Give two players each a candle. They take places about eight feet apart.
+Then each takes a step forward at the same time and makes a solemn bow
+without smiling; then another step and bow; and then a third. Then one
+says solemnly, "The Countess of the Huggermuggers is dead." The other
+one rejoins, "I am very sorry to hear it." The first one replies, "So am
+I." Then each takes three steps backward, with a bow each time, and all
+without a smile. Whoever smiles must give up his place to another
+player.
+
+
+=Rope and Sandbag= (_Rope ten feet long, with handle at one end which
+    may be made by knotting the rope, and a sandbag or other weight at
+    the other. Sandbag may be made of strong goods sewed into a bag and
+    filled with sand. In a kindergarten a weight has been improvised out
+    of a child's rubber shoe_)
+
+Some one stands in the center of a circle of children and swings the
+rope so that the weight just grazes the ground. The children must be
+sufficiently attentive and agile to evade the rope by jumping over it as
+it passes them. Do not begin until the rope has acquired momentum enough
+to move with a degree of regularity.
+
+
+=Omnibus Swing= (_Strong rope or chain_, _staples_, _soapbox_, _wooden
+    plank_, _nails_)
+
+If fortunate enough to have a barn or summer-house, or a playroom with a
+strong beam in the roof or ceiling, place a pair of strong staples in
+the beam (hammock hooks would serve the same purpose) a few inches
+apart. Six feet from these place _another pair_ of staples in the beam.
+From each pair of staples or hooks suspend a loop of rope so that it
+comes about one foot from the floor.
+
+[Illustration: Omnibus Swing.]
+
+Take a plank about eight feet long and one foot wide and cut four
+notches in it, two on each side, about six inches from the ends. Place
+the plank so that it hangs held by the two ropes, which slip into the
+notches in the plank, the notches keeping the ropes in place. Upon this
+several children can swing back and forth lengthwise, and so play at
+rowing, riding, trolleying, etc., as imagination dictates. If a soapbox
+be nailed at one end the baby may be put into this for a safe ride.
+
+
+=Anagrams= (_Tinted Bristol board_, _black ink or paint_, _heavy pen or
+    brush_)
+
+Cut the Bristol board into 1-inch squares and let the child paint or
+draw upon these squares the letters of the alphabet, one letter to each
+square. There should be at least a dozen of each letter and many more
+A's, E's and S's, as these letters occur frequently in English words.
+Two games may be played with these letters as follows:
+
+1. Give the child the four or five letters that compose a word and let
+him try to put them together in the right way as: _H-s-e-r-o_ (_Horse_).
+
+2. Several players are needed for this game. The cards must be placed
+upside down in a box so that the letters are not seen. Each player takes
+a letter in turn, the first time round, and places it in the centre of
+the table. At the second time round, each, as he takes a square from the
+box, tries to form a word with it, either by using a letter from the
+central pool or by taking away an opponent's word. If he takes from an
+opponent he must take an entire word. As he forms a word he places it
+before himself, the aim being to get five or ten words before any
+opponent does. If he can form no word he puts his letter in the pool.
+The number of words making the game must be agreed upon beforehand. For
+example: In the pool are placed in turn the letters _g, b, f, t_. Player
+I, continuing, draws from the box the letter _a_ and with the letters in
+the pool can form _bat_, which he places in front of him, leaving _g_
+and _f_ in the pool. Player II draws an _l_, and as he can form no word,
+he puts it in the pool. Player III draws an _e_ and takes away the _bat_
+of No. I, turning it into _beat_. Player II draws an _o_, which with the
+_g_ from the pool, he turns into _go_. Player I then draws again, and so
+the game continues until one player has, we will say, five words, the
+number agreed upon, and so wins.
+
+
+=Weighing Honey=
+
+One child crouches, clasping his hands beneath his knees tightly. Two
+older persons then take the handles of the honey-jar (the child's arms)
+and swing him back and forth, counting one, two, three, etc., with each
+swing until the hands give way. The number of counts tells the number of
+pounds in the jar.
+
+
+SUGGESTIONS FOR CHILDREN'S PARTIES
+
+
+=Peanut Party= (_Several quarts of peanuts, and a pretty little bag
+    measuring 6 × 8 inches for each guest_)
+
+Before the little guests arrive, hide the peanuts in corners, under
+cushions, and in all possible hiding-places, singly, or two or three
+together. At a signal all of the children begin to search for the
+peanuts. The one finding the most wins. Give a reward of a peanut doll.
+(See page 80.)
+
+       *       *       *       *       *
+
+In no such games of competition is it a good plan to have expensive
+prizes. That plan ministers to a weakness inherent perhaps in human
+nature, but one to be discouraged--the desire to win, not for the sake
+of success, but for the sake of the prize. The giving of a valuable
+prize engenders feelings of envy and caters too much to the gambling
+instinct. It tends to destroy the spirit of fun and play which is the
+real object of a social gathering.
+
+A part of such an entertainment would appropriately be the making of
+peanut taffy or of peanut animals. (See page 23.)
+
+
+=Spider-Web Party= (_Balls of pretty twine, one color for each guest_)
+
+Take a ball of twine and to the end attach a card bearing the name of
+one guest. Then unwind it, twisting it around different articles of
+furniture, chairs, table-legs, door-knob, chandelier, etc., till the
+thread is judged to be long enough. Then cut, and to this end tie some
+trifling gift. Arrange in this way one ball and gift for each child
+expected. When the time for playing the game arrives, give to each child
+the card bearing his name, to which twine is attached. At the signal for
+beginning, each one follows up his line, unwinding and disentangling it
+as he goes along, till the end of the cord bearing the gift is reached.
+As each little visitor receives something, there is no unwholesome
+spirit of rivalry.
+
+
+=Thimble-Biscuit Party= (_Dough_, _silver thimbles_)
+
+While making biscuits for supper give the little child a silver thimble
+to use as a biscuit cutter, first rolling the dough to a thickness
+one-third the height of the thimble. When he has made a good array put
+them into the oven. They will bake quickly and to the child will seem to
+surpass the best cake made.
+
+Invite a group of little children to a thimble-biscuit party. A dough of
+flour, water or milk, a little salt and baking powder will be sufficient
+and the little workers will be very happy making the wee biscuits. Only
+silver thimbles should be used.
+
+While the biscuits are baking a few games, notably "Hide the Thimble,"
+will pass the time. Served with a little jam or milk they will make a
+delicious repast, with dolls and Teddy Bears for company.
+
+
+=Butterfly Party= (_White paper_, _oil paints, in tubes_)
+
+Uncovering the tube, make a dab of paint with it near middle of a sheet
+of paper. Immediately beneath make a _long stroke_ of another color. Now
+fold over lengthwise along the middle of the long line of paint. While
+folded press and smooth with finger over the first spot. This when
+opened will be the head of the butterfly. Keep paper still folded,
+however, and press along the line of paint to make body and then make a
+side pressure to make the wings. Open out, and there is the general
+suggestion of a beautiful butterfly, which, held up so that the light
+shines through, may be really very pretty. A little experiment will show
+how improvements can be made. Any color may be used. Invite your friends
+to an evening butterfly party and give a prize for the best one made;
+the prize may very suitably be something in butterfly form; a penwiper,
+or lamp-shade, or something similar.
+
+
+=Autograph Picture= (_Ink_, _paper_, _coarse pen_)
+
+At the butterfly party, autograph portraits also may be made. With a
+coarse pen, filled with ink, each person writes his own name in turn.
+Take the flowing autograph, fold it lengthwise through the middle and
+crease, making special pressure at the top and drawing out slightly at
+the side. Open up and the result is a queer portrait of the owner of the
+autograph with suggestion of head and arms.
+
+Enclose autograph on two sides by straight lines; when folded and then
+opened, the portrait will be framed.
+
+
+
+
+CHAPTER VIII
+
+FESTIVAL OCCASIONS
+
+
+Festivals have always held an important place in the life of home and
+community. The anniversary of the day of birth, or of marriage, the day
+of graduation, or of coming of age--what opportunities they offer for
+strengthening the ties of kinship, for creating hallowed associations
+that may often prove bulwarks of safety in later days of temptation and
+sorrow!
+
+Christmas, Easter, Thanksgiving, are now National holidays with us, and
+our celebration of these beautiful festivals is one more link in the
+chain which binds us to all races and creeds; for the return of the sun
+at the winter solstice, the renewal of life in the spring, the
+ingathering of fruits in the autumn, have appealed to all peoples as
+fitting occasions for the expression of religious joy and for mutual
+congratulations upon dangers past and the results of work accomplished.
+
+In the joy of such occasions, we must not let them degenerate into the
+mere mercenary exchange of material gifts.
+
+Christmas is preëminently the children's day, when we annually remind
+ourselves of the divinity inherent in all childhood, and desire to bring
+joy to all children and goodwill to all peoples.
+
+Easter means most to the adult who has experienced sorrow and
+disappointment and has known something of the anguish and awe and
+deepening of life that comes with the message of Death. The pleasure of
+the child in the hare and the Easter egg must not be allowed altogether
+to overbalance the wondrous symbolism of the Easter lily.
+
+The National holidays--Washington's Birthday, Memorial Day, Independence
+Day, etc.--take us outside the limits of the home and remind us that, as
+we thank the men and women of the past for the privileges of the present
+which we owe to their sacrifices and aspirations, so we should realize
+our obligations towards the future.
+
+In celebrating these different festivals, let the child bear his small
+part. We give a few ideas of things which he may do or make. It is these
+early impressions which are the lasting ones. The actual service
+demanded of the child counts much in the formation of character, though
+even more important is the spirit which radiates at such times from the
+parents and friends who celebrate or prepare to celebrate these
+recurrent holidays. It is the "spirit which giveth life," here, as
+everywhere.
+
+The suggestions will be given in the order in which the holidays come in
+the year. Where an article is described in another part of the book, it
+will not be repeated, but the page number will be given for reference.
+
+
+NEW YEAR'S DAY
+
+
+=Place Cards at Table= (_White card_, _pressed four-leaf clover, or
+    paints_)
+
+1. Having found and pressed four-leaved clovers in the days of summer,
+paste one lightly to each place card as symbol of good-luck.
+
+2. Copy a clover-leaf with paints and write on card some appropriate
+quotation signifying good-will.
+
+
+=Decorated Note Paper= (_Writing paper_, _leaf_, _paste or paints_)
+
+Paste a real clover leaf (or paint one) on the writing paper upon which
+you may be writing a New Year's letter to your friend.
+
+
+=Calendar= (_12 oblong blotters, white or colored_, _ribbon to match, 1
+    inch wide and about 3/4 yards long_, _tiny calendar pad_, _paste_)
+
+Take the calendar pad apart and paste the leaf for each month upon one
+of the blotters. Then tie the blotters together with the ribbon. This
+makes suitable New Year's gift. (See also page 74.)
+
+
+=New Year's Bells= (_Red cardboard_, _scissors_, _paste_, _ribbon_)
+
+Cut out a bell and paste a calendar pad on it. Or cut 12 small bells and
+paste one leaf of calendar pad on each, stringing all together with
+ribbon.
+
+
+=Good-Luck Pigs=
+
+With our German population the pig signifies "good-luck," and at New
+Year's pigs, big and little, made of various materials, are quite in
+order. A favorite candy, made of sugar and bitter-almond, is in the
+shape of a pig, and is used to present to friends at this holiday time.
+Many suggestions already given may be carried out with the pig idea in
+mind.
+
+
+=Midnight Watching=
+
+If friends stay up to watch the Old Year out, any of the above-named
+articles may be made by the children for souvenirs. A poem which may
+suitably be read at this time is Tennyson's "Ring Out, Wild Bells;"
+also, Longfellow's "The Poet's Calendar." A timely topic for discussion
+is the never-answered question: When does the new century begin--with
+January 1, 1900, or 1901? Timothy Dwight, President of Yale College,
+1795-1817, wrote some clever verses apropos of the subject when he
+helped usher in the 19th Century.
+
+
+ST. VALENTINE'S DAY
+
+Save lace papers from candy and soap boxes and they will prove useful
+when St. Valentine's Day comes in making Valentines. With these papers
+and scissors, paste, scrap pictures of flowers, doves, etc., the
+children will spend happy hours in making these dainty souvenirs. We
+give a few directions for making some such.
+
+
+=Single Hearts= (_Red cardboard_, _lace paper_, _scrap pictures_,
+    _scissors_, _paste_)
+
+Cut a heart out of the cardboard and around the edge paste a border of
+lace paper, fulling slightly and attaching it to the under side of the
+heart. In the centre of the upper side of the heart paste a pretty scrap
+picture. This makes a simple but effective Valentine.
+
+
+=Chain of Hearts= (_Red cardboard_, _scissors_, _scrap pictures_,
+    _paste_, _red ribbon_)
+
+Cut several hearts out of the cardboard, and, after punching holes in
+the top and bottom of each one, string them together, pasting a scrap
+picture on each one if that added touch is desired.
+
+
+=Double Hearts= (_Red cardboard_, _scissors_, _paste_, _strip of red
+    paper_)
+
+Cut two hearts of different sizes. Then take a narrow strip of red
+paper measuring 1/4 × 1 inch and fold it into thirds. While still folded
+attach one end of this paper to the _centre_ of the _upper side_ of the
+large heart and the other end to the _centre_ of the _lower side_ of the
+smaller heart. This unites the two, one resting on top of the other, the
+paper acting as a kind of spring to raise one above the other. Instead
+of a small heart a scrap picture may be thus attached on the larger
+heart.
+
+In cutting out these hearts it may be necessary first to cut a pattern
+out of newspaper, making several trials before a satisfactory model is
+secured.
+
+
+=Lacy Valentine= (_Gold or silver paper_, _white tissue paper_, _scrap
+    pictures_, _paste_)
+
+Cut from a sheet of gold or silver paper a piece measuring 5 × 7 inches.
+Fold this once through the middle so as to make a book of 3-1/2 × 5
+inches. Cut a piece from the tissue paper of 3-1/2 × 5 inches. Fold this
+two or three times and cut into it tiny perforations--oblongs, diamonds,
+circles, hearts, etc. Then open out and observe the lacey effect.
+Practice this until something pretty and dainty is secured. Then upon
+the centre of the book paste a scrap picture and attach the tissue paper
+by its edges to the Valentine in such a way that the picture shows a
+little between the perforations. A narrow strip of stiff paper folded in
+three, to give the effect of a spring as described above, may be used at
+each corner. Inside of the booklet paste other pictures as fancy
+dictates. Also write therein some appropriate lines.
+
+
+=Spider-Web Design= (_Gold or silver paper_, _Bristol board_, _scrap
+    picture_, _paste_, _scissors_)
+
+Cut a circle of gold or silver paper, three or four inches in diameter.
+Fold once, making a semi-circle; fold once more making a quarter-circle.
+Beginning at the point of the folded paper, make a tiny cut from one
+edge _towards_ the other, but do not cut the point entirely off. Turn
+the paper and make a second cut parallel to the first about 1/8 inch
+away, the cut being from the other edge of the paper. Turn again and
+make a third cut. Each time the cuts grow in length owing to the
+increasing width of the triangle or quarter-circle. Continue thus until
+the circumference of the folded circle is reached. Then open out and you
+have a silver spider-web effect. Take a square or circle somewhat larger
+than the web, and in its centre paste a pretty bird, flower, or maiden.
+Then paste the web upon this background, putting the paste along the
+edges of the web, but leaving the centre free, so that the child can
+raise it and peer through the slits at the picture beneath.
+
+Let city children send to country cousins scrap pictures, colored
+papers, etc., and sample Valentines, so that their friends may have the
+pleasure of making and giving.
+
+
+Valentine Dinner
+
+SOUP: Put into the clear soup the noodle hearts, which may be purchased
+at a grocery store, or have a vegetable soup, slicing the vegetables and
+cutting them into little hearts with a knife.
+
+MEAT: Make chicken or beef croquettes, molding them like hearts.
+
+VEGETABLES: Slice the boiled carrots and potatoes and cut into heart
+shapes.
+
+BREAD: Cut into hearts.
+
+SALAD: Upon green lettuce leaves place hearts cut from beets.
+
+DESSERT: Ice cream may be obtained in the form of a Cupid or something
+similar, and cake may be decorated with white icing having pink hearts
+outlined upon it. The peppermint candies in the shape of hearts, which
+have sentiments printed upon them, may be passed either at the beginning
+or the end of the meal. Cut in half, placing the halves in separate
+dishes; then pass one dish to the girls and the other to the boys, and
+by matching halves partners may be found. Let the children, however,
+remain unconscious of the distinction of sex as many years as possible.
+
+In making preparations for the dinner let the children help.
+
+
+=Place Cards for Dinner= (_Red paper_, _white cardboard_, _scissors_,
+    _pencil_)
+
+Cut a heart from the _red_ paper. From the _white_, cut an arrow,
+drawing it after a pattern found in some book. Making two slits in the
+heart, run the arrow through it. On the reverse side of the heart write
+the name of the guest.
+
+
+=Decorations for Valentine Dinner= (_Red cardboard_, _red ribbon_)
+
+Cut about two dozen hearts all of same size, or graduated in size.
+String these upon the red ribbon and suspend over the table.
+
+
+WASHINGTON'S BIRTHDAY
+
+
+=Luncheon Card= (_1._ _Picture hatchet_, _cardboard_, _scissors_,
+    _paints_; _2._ _Same_--_also white or reddish brown paper_)
+
+1. Find a picture of a hatchet and use it as a model from which to cut
+one about two inches long. Paint this in colors resembling the real
+hatchet, and upon the reverse side write the name of the guest.
+
+2. From a piece of white or reddish-brown paper cut a one-inch square.
+Paint so as to resemble cherry wood. Roll so that one edge overlaps the
+other a trifle, simulating the trunk of a tree. As they overlap cut a
+tiny slit through the two. Cut out a tiny cardboard hatchet, paint as
+above, and insert in this slit so that it holds the two edges together.
+Before fastening in this way, an appropriate quotation may be written
+inside, and the name of the guest on the outside. It should stand up if
+rightly made.
+
+
+=Decorative Cherries= (_Paraffine_, _spool of wire, not too fine_,
+    _green cloth or paper_, _carmine oil paint_, _brush_, _paste_)
+
+Purchase at the grocer's cakes of paraffine such as is used for
+preserving purposes. Heat a cake in a dish so that it is soft enough to
+model into balls the size of a cherry. While still pliable make a slight
+depression in its surface. Having previously rolled the wire in the
+green tissue paper, and cut into inch strips for stems, insert this into
+the cherry at the depressed part of its surface. Cut out cherry leaves
+of paper, or better dark green cloth, place a little paste on these
+leaves at the back and arrange a stem on each one. When the stem of the
+cherry is firmly fastened in the fruit, paint the surface with carmine
+oil paint. This gives a polished appearance to the surface like the
+natural cherry.
+
+The stems of the green leaves may be trimmed about the stems of the
+cherries in twos or threes or more, according to the number of cherries
+used.
+
+
+=Paper Chains= (_Colored paper in sheets or cut into strips_, _paste_,
+    _small brushes or sticks_)
+
+The making of paper chains, in contrasting or uniform colors, is a
+delightful pastime for children of all ages. Very little children may
+easily learn to make one loop at a time, and, with assistance, are soon
+able to fasten several loops together.
+
+Kindergarten Supply Stores furnish strips of colored paper already cut,
+and put up in packages. These strips measure 36 inches in length. It is
+very easy, however, to cut strips from large sheets of paper, and it is
+an excellent lesson in accurate cutting for children over ten years of
+age.
+
+These paper strips may measure one or two inches in width and the entire
+length of the sheet. Cut the long strips into short strips measuring
+four inches in length. Holding the four inch strip in the left hand, put
+a very little paste on the under surface of one end of the strip.
+Overlap the pasted end of the strip to its unpasted end, and hold firmly
+until fastened. You now have one paper loop. Through this loop is placed
+another four inch strip--the paste is added in the same manner. Now you
+have two loops. Continue doing this until you have the chain the
+required length. These chains are very effective when used in
+decorating.
+
+For Washington's Birthday, red, white and blue paper would be used for
+the chains.
+
+
+=Bonbonnieres= (_White tissue paper_, _red and blue aniline dyes_)
+
+Very attractive bonbonnieres may be made by cutting oblong shaped sheets
+of white tissue paper, measuring 6 inches in length and 5 inches in
+width. Fringe the shorter edges of the paper, making fringe 1 inch
+deep.
+
+Dissolve any good red and blue dyes in boiling water, and place in
+separate dishes. Dip one fringed end of tissue paper into the red dye
+for one second, and dip the other fringed end into the blue dye. Shake
+these ends gently in order to let the water drip from them. When they
+are dry, place a large sized candy in the centre of the paper, and
+gathering up the fringed ends, twist them close to the candy, thus
+forming a feathery effect in two colors. These are very pretty when
+arranged on the table either in quantity or singly.
+
+
+=Tents= (_White shelf paper_, _paste_, _match stick_, _red, white and
+    blue paper_)
+
+Groups of white tents, made of white shelf paper, capped at the top with
+tiny American flags, may be placed at short distances from the centre
+piece of a luncheon or supper table with good effect.
+
+The large sheets of shelf paper may be bought at any grocer's. Cut them
+into four-inch squares. Place the paper before you on a flat surface, an
+edge nearest you. Fold the front edge to the back edge of square; crease
+the paper at the fold, open the paper and fold the right edge to left
+edge of square; crease the fold again. Open the paper and turn the
+square so that a corner points towards you. Fold this front corner to
+the back corner, so that the two points exactly meet.
+
+Crease on the fold, open the paper, and fold the left corner to the
+right corner of the square. Crease on the fold. Open the paper; before
+you you have a square of paper, with eight folds across its surface, a
+fold running front edge to back edge, from right edge to left edge,
+from right corner to left corner, from left corner to right corner. Turn
+the square of paper over so that all the folds on the surface of the
+paper are on the upper side of the square. Place the square with a
+corner toward you.
+
+You will now see eight folds running from the four edges and four
+corners to the centre of the square. Crease with thumb and forefinger of
+right hand the fold running from lower right edge to centre of square.
+Place this right hand fold of square forward so that it lies along the
+fold which extends from the corner directly in front of you to the
+centre of the square. Follow the same directions in folding the crease
+that runs from the lower left edge to centre of square. These two folds
+touch now on the fold that runs from front corner to centre of square.
+You will see a small triangle extending below the two folds which thus
+meet in front of you. Fold this small triangle back toward the centre,
+and underneath the two folds that meet in front of you. One half of your
+tent is folded. The same directions must be followed in folding the
+other side of the square.
+
+The two small triangles must be carefully folded so that the tent will
+stand evenly when finished. You will see when the front and back part of
+the tent is finished that you have the right and left corners to dispose
+of. Fold these corners underneath the tent, so that when it is placed in
+an upright position it will stand firmly. To make the tent stand well,
+crease the edges that run from the four corners to top of tent, thus
+making an exact pyramid. The use of a little paste in securing the folds
+is of great assistance.
+
+To represent the tent pole, a wooden match, gilded, may be used. To this
+attach a tiny American flag made of pliable red, white and blue paper.
+
+
+=Paper Lanterns= (_Scissors_, _red, white and blue paper_, _liquid gold
+    paint_, _box of small candles_, _circular box covers_, _baby
+    ribbon--red, white and blue_)
+
+Lanterns made of red, white and blue paper, each of one color only,
+ornamented with gold paint and tied with the red, white and blue baby
+ribbon, are extremely pretty for supper decorations. When suspended from
+the chandelier above the centre of a supper table, a lighted candle in
+each little lantern, the effect is charming.
+
+In view of entertainments where decorations are called for, it would be
+well to lay aside all small circular box covers that find their way into
+the household. The small box covers that measure 2-1/2 inches in
+diameter may be taken as a standard size. These box covers form the
+bottom of the lanterns.
+
+Cut from the colored paper an oblong piece measuring 8 inches in length
+and 5 inches in width. Lay the oblong piece of paper before you with its
+long edges running right and left. Draw a pencil line the length of the
+paper 3/4 of an inch from the upper edge; 3/4 of an inch from its lower
+edge draw another line which will be parallel to the first.
+
+From the upper pencil line to the lower pencil line draw 15 lines 1/2
+inch apart. These upright lines will form 14 narrow oblongs. Use very
+sharp pointed scissors, and cut away each alternate oblong. Paste the
+two short edges of the oblong paper together, one end overlapping the
+other. The body of the lantern is now finished.
+
+Let a little wax drip from a candle on the inside of the circular box
+cover at its centre. When a little bed of soft wax is formed, place an
+unlighted candle on it in an upright position. Place a thick coating of
+Spaulding's glue on the inner surface of circular rim of the box cover,
+and carefully fit the body of the lantern into it.
+
+When the paper lantern is securely fastened, gild heavily the outside
+rim of the box cover and the upper and lower circular bands which form
+top and bottom borders of the lanterns. In the top circular band punch
+four holes equal distances apart, through which the ribbons are run.
+
+
+ST. PATRICK'S DAY--MARCH 17TH
+
+
+=Place Cards= (_White cards_, _water-color or oil paints_, _brush_)
+
+Paint a picture of shamrock upon the card. It may be copied from some
+picture, if not from the real plant. If not possible to find a picture,
+our wild-wood-sorrel (_Oxalis acetosella_) is supposed to be the same as
+the shamrock and may be used for model. Some authorities believe the
+white clover to be the original shamrock.
+
+
+=Flags= (_Irish flag_, _green paint_, _gold paint_, _brush_, _scissors_,
+    _slender sticks_)
+
+If one Irish flag is bought the children may copy it, painting a number,
+one for each guest, or for decorating table. Glue flags to sticks.
+
+
+=Ribbon Flags= (_Green satin ribbon, one inch wide_, _wooden toothpick_)
+
+Cut the ribbon into oblongs to make wee flags. Glue to tiny flagsticks
+and put at places at dinner table.
+
+
+=Shamrock Plants=
+
+The real shamrock is now brought over and may be purchased in March. A
+little plant makes an appropriate souvenir. Or several weeks before the
+day, children may plant shamrock seed in tiny pots for use on the 17th.
+
+
+=Potato Race=
+
+A potato race is an appropriate game for St. Patrick's Day. (See page
+94.) Give cork doll for prize to winner of race (page 81), as souvenir
+from Cork.
+
+
+=St. Patrick's Dinner=
+
+Have as many green vegetables and side dishes as possible. Spinach will
+color the soup. Green vegetables and salads are easy to obtain and ice
+cream may be colored with pistache. Irish flags may be suspended over
+the table.
+
+
+=Dinner Souvenir= (_Blotting paper_, _souvenir postcards_, _green ribbon
+    1/2 inch wide_)
+
+Give each guest a blotter made thus: Buy souvenir postcards with
+pictures of Killarney and other Irish views. Cut the blotting paper into
+sheets of same size as cards. Place together. Punch hole at one end and
+tie together with ribbon.
+
+
+EASTER
+
+
+=Egg Shell Garden= (See page 25)
+
+
+=Sponge Garden= (_Small, clean sponge_, _birdseed_)
+
+A few days before Easter, sprinkle the sponge with birdseed. Keep damp
+and the seeds will sprout and cover the sponge with growing blades of
+green.
+
+
+=Easter Eggs= (_1._ _Diamond dyes_, _a dozen eggs_. _2._ _Small figured
+    calico_, _lye_, _boiling water_)
+
+1. Boil the eggs hard and dye with the colors according to directions on
+package, which may be had at drugstore, price five cents.
+
+2. Wind strips of the bright calico around the eggs and boil in water
+strongly saturated with lye. The lye extracts the color, which will be
+found printed upon the eggs.
+
+
+=Place Cards for Easter Breakfast= (_1._ _White paper_, _scissors_,
+    _paints_. _2._ _Plain white cards_, _paints_)
+
+1. If possible secure a real Easter lily for a model. If this cannot be
+obtained, a picture of one will answer. From the paper cut, freehand, if
+possible, the shape of the lily and paint it lightly; just a little
+shading and the golden center. Place the guest's name upon the reverse
+side. It may be necessary to draw the lily first before cutting, but the
+freehand cutting is a good exercise.
+
+2. Decorate a white card with the picture of a lily, or a tulip, using
+water-color paints. Below the flower write an appropriate flower motto.
+
+
+=Celluloid Place Cards= (_White celluloid_, _scissors_, _pencil_)
+
+Get from a dictionary or natural history a good picture of a butterfly
+with open wings. Draw a pattern from this and then outline a number of
+these on the celluloid and cut out. These dainty, spirit-like
+butterflies will make suitable place-cards, having the name of guest on
+the reverse side.
+
+Cut Easter lily of celluloid in same way.
+
+
+=Easter Chicken= (_Yellow worsted_, _black beads_, _quill toothpick_,
+    _cardboard_, _wooden toothpicks_, _or picture-wire_.)
+
+Make a yellow ball as described on pages 96-7 for the body of the
+chicken. A smaller ball makes the head. Sew on the beads for the bright
+black eyes; cut the quill into shape of a bill and sew into place. Let
+wooden toothpicks form the legs; or, better still, take picture-wire
+made of several strands. Wind some of this around the body, letting the
+ends of the wire extend about 1-1/2 inches below the body; sew to the
+body to keep in place. Then pick out the ends of the wire a little to
+suggest toes and wind the legs with worsted. Sew chicken to a card.
+
+
+=Easter Card= (_Parquetry circles used in kindergarten_, _paste_, _gray
+    card_, _scissors_)
+
+The little child may make an Easter card by pasting upon a
+neutral-tinted card pictures of tulips made of the kindergarten
+parquetry papers. Cut in half either red or yellow circles. Place so
+that the lower ends touch and the upper ones are a little apart,
+suggesting a tulip. A strip of green paper will represent the stem and
+an older child can cut leaves of the green paper and paste on. Have a
+real tulip from which to copy. Child may give this to Father on Easter
+morning.
+
+
+=Toy Screen= (See page 63)
+
+Make dainty screen as described, and paste on each panel a tiny _Easter_
+picture (Perry pictures may be had by addressing firm in N. Y. City).
+Give to Mother on Easter morning.
+
+
+=Church Window Transparency= (See page 77)
+
+
+MEMORIAL DAY
+
+We give no special suggestions for the celebration of Memorial or
+Decoration Day. The ideas given under the headings of the other
+patriotic holidays, as Washington's Birthday and Fourth of July, may be
+used also for this holiday, but it is not a day for mere play.
+
+If the parents plan to go to the cemetery let the child accompany them
+and carry flowers, preferably those of his own raising or plucking.
+
+
+=Reading=
+
+It would be well also on this day to read some great piece of patriotic
+literature, either prose or poetry, which will help the older children
+to realize the great debt which we owe to the preservers of our country,
+to whom we dedicate this day. Lincoln's Gettysburg address should be
+read. Also Lowell's "The Present Crisis." "Bugle Echoes," compiled by
+Francis F. Browne, contains 150 poems of the Civil War, both Northern
+and Southern.
+
+
+=Badge= (_Sheets of red, white, and blue paper_, _scissors_, _paste_)
+
+A simple badge may be made for the children to wear in this fashion:
+
+1. Cut a circle 3/4 inches in diameter out of the red paper. Cut also
+from the red, white and blue sheets strips of 2 × 5 inches. Paste the
+three strips together at the upper end like ribbons, letting them spread
+a little apart at the lower end. Paste the circle at the upper end to
+finish off.
+
+2. Another style may be made by placing the three colors so that one
+lies directly above the other. In this case the blue is 5 inches long,
+the white four inches, and the red three inches. Fasten to dress or coat
+with a safety pin.
+
+
+INDEPENDENCE DAY
+
+
+=Firecrackers= (_Red paper_, _hemp_ _string_, _paste_)
+
+Get large sheets of red paper to be found at department stores or
+wholesale paper houses, measuring about 35 inches in length and 26
+inches in width. From each one cut thirteen 2-inch strips, cutting the
+length of the sheet. Fold each strip once across the width of the strip,
+and cut through the center at the fold. This gives twenty-six 2-inch
+strips of paper, the width of the small sized firecrackers.
+
+Hold a strip of paper between the thumb and forefinger of the left hand.
+Moisten the thumb of the right hand a very little, and roll the end of
+the strip towards the left, as one does in rolling a paper taper. Keep
+the strip rolled tightly until the other end of the strip is reached. If
+the cracker seems too loosely rolled unroll it a short distance, and
+gently pull the strip into form again.
+
+Place a little paste on the under side of the loose end of the strip,
+and press the pasted end firmly on the rolled surface of the cracker.
+Hold this until it adheres to the surface of the cracker. Cut the hemp
+string into three-inch pieces. Dip one end of the string into the paste,
+then insert this pasted end into one end of the cracker at the little
+opening which is found at the very center. Hold this firmly for a
+moment, or until the string is securely fastened.
+
+Tie six or eight firecrackers into bunches with red, white and blue
+ribbons, and lay them over the white surface of the luncheon or supper
+table.
+
+
+=Firecracker Card= (See page 55)
+
+
+=Drums= (_Small wooden boxes_, _liquid gold paint_, _Spaulding's glue_,
+    _red, white and blue baby ribbon_, _small sticks for drum sticks_)
+
+The market basket will, from time to time, furnish the housekeeper with
+small circular boxes labeled: Electro-Silicon Silver Polish. These
+wooden boxes, measuring 8 inches in circumference and 12 inches in
+height, make, when prettily ornamented, very attractive drums.
+
+Remove the cover of box, and place on its inner rim a coating of
+Spaulding's glue. Place the cover on the box again, and put aside until
+it is fastened. Place the box on a sheet of stiff white paper, and
+holding it firmly, draw a pencil line around its edge. Now remove the
+box, and you will see that you have outlined a circle. Using this circle
+as a model, draw a second circle. Cut out these circles, following the
+pencil very accurately. These two circles form the two heads of the
+drum, and are to be pasted on the top and the bottom of the box. Gild
+the circular surface of the box. Cut strips of red or blue paper,
+measuring 8-1/2 inches in length and 1-1/2 inches in width. Brush the
+under surface of these strips with paste, and place one strip at the top
+and one at the bottom of the drum, 3/4 of an inch above the rim of the
+drum. These strips answer to the wooden bands which hold the drum heads
+in place. Red, white and blue baby ribbon may be carried from the upper
+to the lower edges of the drum if desired to represent the cords which
+hold the drum securely.
+
+Little wooden sticks, gilded and tied at the side of the drum form the
+drumsticks.
+
+The smaller Electro-Silicon boxes, measuring 2-3/4 inches in
+circumference and 1-1/3 inches in height, may be used in the same way.
+
+
+=Rosettes= (_Red, white and blue tissue paper_, _a strong needle_,
+    _white sewing silk_, _white library paste or well-made flour paste_)
+
+Lay nine sheets of tissue paper one upon another, alternating the
+colors, red, white and blue. Fold these sheets together very smoothly
+once, thus making 18 smaller sheets if they were cut apart, but do not
+cut. Lay a silver dollar or fifty-cent piece (depending upon the size
+required) at the upper left-hand corner of paper. Draw a pencil line
+around the rim of the silver piece. Move the piece of money to the right
+and draw another circle. Continue this drawing circles until you have
+covered the surface of the paper.
+
+Thread a needle with the sewing silk, knot the end of the thread and
+take several firm stitches through the center of each circle in order to
+hold the sheets of paper together. With sharp scissors cut out each
+paper circle, and fringe by cutting, but not too finely, from the edge
+to within 1/8 of an inch of the center of the circle. Hold the knot on
+the under side of the circle between the thumb and forefinger of the
+left hand. Slightly moisten the forefinger of the right hand and brush
+gently over the fringed surface toward the center of the rosette. At the
+back of each rosette put a bit of paste, then lay rosettes on strips of
+paper one inch in width. Do not overlap the rosettes, but arrange to
+allow the edges to touch.
+
+These strips of rosettes may be used as festoons. As decorations for
+cakes or dishes of fruit they can be used most effectively.
+
+
+=Shields for Luncheon Cards= (_Cardboard_, _red and blue paper_, _baby
+    ribbon--red, white and blue_, _gold paint_, _water-color paints--red
+    and blue_)
+
+Attractive luncheon or supper cards, suitable for patriotic occasions,
+may be made in the form of shields. Turn to the fourth page of Webster's
+Unabridged Dictionary, and find the shield used as the American
+Coat-of-Arms. This shield, enlarged to a size measuring 2-1/2 inches in
+length and 2-1/2 inches in width across the upper part, forms an
+excellent model. If one does not draw habitually, use tracing paper when
+tracing the pattern. If one uses watercolor paints successfully, paint
+the deep blue band across the upper part of the shield, and the twelve
+red stripes running from the band to the lower edge of the shield. For
+those who do not paint, dark red and blue paper may be substituted very
+successfully. A touch of gold paint on the edge of the shield adds
+greatly to the effect.
+
+Write each guest's name on a card measuring 2-1/2 inches in length and
+1-1/2 inches in width. Attach a card by means of red, white and blue
+ribbon to upper corner of each shield.
+
+
+=Rockets= (_Red, white and blue paper_, _paste_, _gold paint_, _slender
+    wooden sticks_)
+
+Rockets are made in the same manner as firecrackers, excepting that the
+paper strips are cut wider, viz.: 3 or 4 inches in width, and more
+strips are required to give the proper size. This may be left to the
+maker's discretion.
+
+When the rockets are rolled and pasted after the manner of the
+firecrackers, insert the sharp point of a pencil into the center of one
+end of each roll, and gently push out this center to the distance of two
+inches. This will give the pointed end of the rocket. These pointed ends
+may be gilded, as well as the slender sticks which are inserted at the
+other ends.
+
+
+LABOR DAY
+
+The words "parade" and "procession" are associated in the minds of most
+American children with long lines of soldiers, and the small boy will
+play for hours putting his tin soldiers in rank and file, or marching
+with his comrades, with pans for drums.
+
+In these later days, when the spirit of the Peace Congress is in the
+air, it is well that the children should become interested in struggles
+and battles of a different and higher order and in the parades in which
+long lines of honorable workers take part.
+
+In this country all self-respecting people are workers in one way or
+another, and though in the course of progress of coöperative movements
+and combinations, among many kinds of workers, there may have been
+much of injustice, such movements have also been accompanied by
+self-sacrifice, courage and generosity of a high order. In time the good
+will far out-weigh the evil. As Labor Day approaches, the children,
+especially if the father expects to take part, will be readily
+interested in the day and what it should mean--the solving of the great
+problem of the twentieth century. Meanwhile let the children feel the
+beauty of Walt Whitman's lines:
+
+    "Ah little recks the laborer
+    How near his work is holding him to God,
+    The loving Laborer through space and time."
+
+The Labor Day parade is a revival, or survival in modern guise, of the
+mediæval processions of the Guilds. Such a procession is charmingly
+represented in Wagner's delightful opera, "Die Meistersinger," wherein,
+on a festival day, we see the bakers enter, bearing the insignia of
+their trade, enormous pretzels and other cakes. The cobblers march in
+with gigantic boots and slippers suspended from tall poles; the butchers
+carry hams and festoons of sausages, etc. The child may imitate such a
+parade in his play.
+
+In talking with the child, emphasize the obligation to do good, true
+work and to take pride in such. Let fidelity and trustworthiness be his
+watchwords.
+
+
+=Parade= (_Poles or broom handles_, _wrapping paper or newspaper_,
+    _scissors_, _tacks_, _rakes_, _spades_, _etc._, _flags and banners_)
+
+Let the children cut from the paper large outlines of shoes, boots,
+hams, saws, try-squares, clocks, watches, enormous pens, knives, forks,
+etc., and fasten with pins or tacks to the poles. Then march to the tune
+of some stirring air.
+
+Some may be able to secure small garden rakes, spades and toy brooms to
+carry. The American flag and banners should also be carried.
+
+
+=Toy-Processions= (_Trade catalogues_, _toothpicks_, _paper dolls_,
+    _etc._)
+
+Cut out paper dolls and let each one carry a tiny toothpick upon which
+has been pasted a picture cut from some catalogue. These catalogues will
+furnish pictures of shoes, carriages, saws, hammers, watches,
+furniture, etc. Be sure that little American flags are also carried.
+Dolls may be glued to spools for standards.
+
+
+=Place Cards for Dinner=
+
+1. (_Bristol board_, _scissors_, _paints_, _brush_)
+
+Make place cards of Bristol board, which may be cut into shape of shoes,
+watches, etc., and painted accordingly. The name of guest may be placed
+on reverse side. Or, on plain white card, paint a picture emblematic of
+a trade and write upon it also some quotation from a writer of
+democratic spirit.
+
+2. (_Tiny cast-iron rakes, spades and hatchets--1 cent each._)
+
+As a souvenir, give each guest a tiny cast-iron spade, rake and hatchet
+tied together with cord. Or, for a joke, these may be placed by each
+plate instead of knife, fork and spoon.
+
+3. (_Pen and ink or pencil_, _white card_.)
+
+Draw on a plain, white card a picture of an ant, bee or beaver as
+emblematic of labor. Use for place cards.
+
+4. (_Frances S. Osgood's poem, "Labor,"_ _white cards_, _pen and ink_.)
+
+On each card write one stanza of this beautiful poem, and after the
+close of the meal let each guest in turn read the lines on his card. It
+would be well for every child to commit this poem to memory. It is long,
+but sings itself easily into the mind. The word-pictures it calls up are
+exquisite and the learning of it, little by little, would not be an
+unhappy task.
+
+
+HALLOWE'EN
+
+This is the festival which is given over to all kinds of merry pranks
+and is dearly loved by the children. It is an opportunity to teach them
+to discriminate between the fun which is kindly and that which is
+malicious and productive of needless pain.
+
+
+=Ducking for Apples and Nuts= (_Large pans or tubs_, _apples_, _nuts_,
+    _pennies_)
+
+Let the children, young and old, for once get themselves wet, if
+necessary, in ducking for the nuts and apples floating in the water.
+With a little suction some of the children will be able to get pennies
+from the bottom of the tub.
+
+
+=Fortune-Telling=
+
+1. With Needles. (_Needles_, _pan of water_)
+
+Name a needle for yourself and one for a friend, and put in the water,
+but not together. If they move safely across, it betokens good luck. Two
+needles meeting indicate life partnership.
+
+2. With Toy Ships. (_Pan of water_, _nut ships as described on page 22_)
+
+Name one little vessel for yourself and one for a friend and set them
+afloat. If they come to port on the other side all is well.
+
+3. With Apple Rinds. (_Apple_, _knife_)
+
+Pare an apple so that the skin comes off in one long piece. Toss over
+the head upon the floor, and the form it takes will give the initial
+letters of the name of one's future mate.
+
+4. With Cake. (_Cake_, _thimble_, _ring_, _penny_, _etc._)
+
+Bake a cake, hiding in the dough a thimble, a ring and a penny. When
+cut, the recipient of the ring is fore-doomed to marriage; the one
+getting the thimble will be a spinster; the one receiving the penny will
+have the pleasures and responsibilities of wealth.
+
+
+=Apple-Biting Contest= (_Apple suspended from a string_)
+
+1. The apple is set swinging and two people, standing opposite each
+other, try as it passes to seize and hold it in the mouth. They must not
+touch it with the hands.
+
+2. Tie an apple by its stem to the middle of a string about a yard long.
+Then two people, each taking one end of the string in the mouth, begin,
+at a signal, to gather it as fast as possible into the mouth, and so to
+reach the apple. This belongs to the one reaching it first.
+
+
+=Refreshments=
+
+Apples, nuts, popcorn, cider, gingerbread and doughnuts are suitable for
+lighter refreshments. Baked beans and plain ice-cold rice pudding were
+once eaten with decided relish at a New York City Hallowe'en party, the
+city people evidently enjoying the contrast between this feast and the
+usual caterer's service. Serve fruit from a kettle suspended from three
+cross-sticks, _a la_ witch.
+
+
+=Decorations=
+
+Jack-o'-lanterns of pumpkins; strings of apples, popcorn and
+cranberries, and toy brooms hung here and there, as reminders of the
+witches who are said to be abroad, will add to the occasion. The
+pumpkins should be cut to resemble skulls.
+
+
+=Reading=
+
+Have some one read "Tam O'Shanter's Mare" (Burns); also some good ghost
+story. Thomas Kendrick Bangs' "Ghosts Which I Have Met" contains some
+good stories, all absurd. Choose a good reader for this.
+
+
+=Place Cards=
+
+1. (_White or tinted cards_, _Palmer Cox Brownies_, _ink_, _pen_)
+
+The Brownies are delightfully funny little people without a suggestion
+of anything coarse or evil. The children love them. Let the older ones
+copy and cut them out to use as invitation cards for the Hallowe'en
+party or for place cards.
+
+2. (See "Pricking," page 165.)
+
+Since witches are always associated with the pricking of pins, this is
+an appropriate occasion for using the kindergarten pricking. Outline
+some of the Brownies on tinted cards and prick as directed on page 165.
+
+3. (See Pumpkin Jack-o'-lantern cards, page 135.)
+
+
+THANKSGIVING
+
+
+=Place Cards= (_White paper or cardboard_, _brush and paints or pen and
+    ink_)
+
+1. Cut out a turkey, copying from some picture if necessary. (Picture
+may be found in dictionary.) If skilful with brush or pen, indicate the
+feathers, eye, etc.
+
+2. Draw picture of a pumpkin. Cut it out. Paint in deep orange tones
+with shadings of brown. Cut into it eyes, nose and mouth, suggesting
+Jack-o'-lantern.
+
+3. On white cards write stanzas from Whittier's poem, "The Pumpkin Pie,"
+and let each guest read his stanza in turn.
+
+4. Cut as many triangles as there are guests and paint each to resemble
+a slice of pie. One side of triangle should be curved.
+
+5. Find a simple figure of a Puritan maiden and draw in outline; then
+cut out and paint or draw in black ink the important lines. Use as place
+card.
+
+6. Make little walnut boats (see page 22), and on each sail write name
+of guest.
+
+7. Find picture of Mayflower and copy on white card. On reverse side
+write a stanza of "The Breaking Waves Dashed High." Let each guest read
+his lines. (Or parts of "Hiawatha" about Mondamin may be used.)
+
+
+=Table Souvenirs= (_Tiny cast-iron gardening tools, 1 cent each_)
+
+As described under Labor Day, these tiny penny tools may be put at each
+place, the hatchet representing the knife, the rake the fork, and the
+spade the spoon. Attach name of guest to set.
+
+
+=Butter Modeling= (_Clay modeling tools_, _firm butter_)
+
+If any child has acquired a little skill in clay modeling, let him try
+his hand at modeling out of firm butter some form expressing a
+Thanksgiving thought. It may be a piece of fruit, or some animal. Get
+clay modeling tools at art store.
+
+
+=Center Piece= (_Pumpkin_, _knife_, _fruits and vegetables_)
+
+Hollow out a pumpkin in such a way that a part of the rind is left as a
+handle to the remaining part, which serves as a basket. Into this basket
+put a variety of fruits and vegetables, emblematic of the bounties for
+which we are grateful.
+
+
+=Jack-o'-lantern= (_Pumpkin_, _knife_, _candle_)
+
+We doubt if any boy needs to be told how to cut a face in a pumpkin. A
+sharp knife will soon make the cuts for eyes, nose and mouth in the
+rind, the seedy contents having been previously removed. A hollow may be
+cut in the bottom of the interior to hold the candle, which can be made
+still steadier by melting a little from the bottom and letting it drip
+into this hollow, forming a waxy bed into which the candle may be
+inserted.
+
+
+=Candlesticks=
+
+See pages 24 and 64 for those made of apples and of cardboard and
+colored papers.
+
+
+=Room Decorations=
+
+1. Corn Stalks. (_Strong cord and needle_, _hammer and tacks_.)
+
+Stack cornstalks in the corners of the rooms in effective positions, two
+or three to a corner. Those living in cities may find it well to secure
+these from farmer friends some time before the holiday.
+
+2. Unhusked Ears of Field Corn. (_Strong cord._)
+
+The corn husks must be turned back from the ears and cut off from them
+without loosening the separate leaves. Then a number of these husks may
+be strung upon a strong thread or string alternating with the ears of
+corn. Hang along the upper part of the wall as a frieze. The rich, warm
+tones of the brown and yellow are very effective.
+
+3. Cranberries and Brussels Sprouts. (_String_, _needle_.)
+
+Run upon a string half a dozen cranberries, then a Brussels sprout; then
+more cranberries, etc., and suspend this as a festoon along mantelshelf,
+in chandelier, or over window.
+
+4. Autumn Leaves. (See page 47.)
+
+5. Autumn Boughs. (_Oak boughs._)
+
+Oak boughs, with the rich red and russet leaves still upon them, are
+very handsome in the autumn. The beautiful branches may be gathered by
+the young people and hung in parts of the room where most effective.
+
+
+CHRISTMAS
+
+
+=Place Cards=
+
+1. (_Sheet black paper_, _Chinese white water-color paint_, _brush_.)
+Cut a stocking from the black paper (obtainable at kindergarten supply
+store). With the paint, paint in white toes and heels. On the reverse
+side write some appropriate quotation and name of guest. Stockings may
+be about four inches long.
+
+2. (_White paper_, _black ink or crayon_.) Cut a rough figure of a
+snowman out of white paper, put in features with black ink or crayon,
+and write name on reverse side.
+
+3. (_Water paper_, _water-colors_, _scissors_, _spray of holly_.) From
+real holly or a picture of same, paint a spray of green leaves and red
+berries. Cut out around the edges and use as name card.
+
+4. (_Red cardboard_, _scissors_, _pen_, _ink_.) Draw an outline of a
+bell on cardboard and cut out. An appropriate sentiment may be written
+upon one side and name of guest upon the other.
+
+
+=Surprise Nuts= (See page 23)
+
+
+=Snowflakes for Tree= (See page 59)
+
+
+=Snowball= (_White cotton batting_, _snowflake crystals from toy store_,
+    _white cotton cloth_, _sewing thread_, _mucilage_)
+
+Cut two circles of cotton cloth, stuff with the batting, after sewing
+into shape of ball. Cover lightly with snowflake crystals, first dipping
+ball lightly into thin mucilage. Suspend from tree.
+
+
+=Candles= (_Paraffine or old candles_, _kettle_, _soft cotton string_,
+    _small box of sand_, _pencil_)
+
+Candles have sometimes been made in the kindergarten in either of the
+following ways:
+
+1. Heat a pound of paraffine (bought at grocer's), or melt up some old
+candle ends in a kettle. Place in front of the child a cigar box
+containing about a quart of moist sand, smoothed level. Then with his
+pencil let him press into the sand, making a deep, hollow mold just the
+width of the pencil. Now let him hold a short piece of string so that it
+hangs down into this mold. An older person will then pour some of the
+melted wax into the mold. It will cling to the string, and in a moment
+or two will cool enough to be drawn out, making a little candle that can
+be used for the Christmas tree, or put into a clay candlestick, also
+made by the child. (See below.)
+
+2. Put the kettle containing the melted wax before the child and let him
+dip into it a piece of string about four inches long. Then let him take
+it out in a moment and lay it aside to cool. A very little wax will
+cling to it. Meanwhile he dips in another string and puts aside to cool.
+When cool he takes up the first one and dips it in a second time, and a
+new coat of wax adheres. He proceeds thus until the candles are as large
+in diameter as desired (about 1/2 inch at base). The candles may be put
+into clay candlesticks, also made by the child.
+
+
+=Candlesticks= (_Clay_, _a tin or china candlestick to use as model_)
+
+Let the child take a candlestick and copy in clay; it should be of
+simple form, a mere cylinder, with just enough of a base to make a firm
+standard.
+
+
+=Candlesticks= (_Cardboard_, _scissors_)
+
+Cut small squares of cardboard. The candles may be made to stand
+temporarily upon these by melting the lower ends of the candles and
+letting some of the wax drip upon center of the cards, and then pressing
+the candle down upon the melted wax. These may be placed upon the table
+on Christmas morning.
+
+
+=Christmas Carols=
+
+Let the children learn some simple old carol, as a secret, and Christmas
+morning have them sing it softly and sweetly to awaken father. A full
+program of songs suitable for this most beautiful of days will be found
+in the little book, "The Children's Messiah," compiled by Mari Ruef
+Hofer, price 20 cents. It gives also the address of a firm publishing
+stereopticon views for illustrating the program suggested.
+
+
+=Spider-Web Party= (See page 104)
+
+Arrange the twines of several colors as described on page 104, and at
+the end place the gifts belonging to each child.
+
+
+=Popcorn= (_Popcorn_, _popper_, _thread_, _needle_)
+
+Pop the corn and string into festoons with which to decorate the tree.
+
+
+=Christmas Bells= (_Red cardboard_, _scissors_, _thread_, _needle_)
+
+Make bells as described on page 109, only make them of various sizes.
+String, and use to decorate table or tree, or to festoon from the center
+of the ceiling to the corners and sides of the room.
+
+
+=Kindergarten Lanterns= (_Red, gold, or silver paper_, _scissors_,
+    _thread_, _paste_)
+
+Take a kindergarten square of pretty paper or make a square of some
+attractive wrapping paper. Fold once into an oblong. Now cut a series of
+parallel lines from the fold toward the edge, stopping each about 1/2
+inch from edge. Open and paste one end so that it overlaps the other,
+the cuts running vertically. This makes the lantern bulge out a little
+at the fold, giving a Japanese lantern effect. Suspend by a thread tied
+to the upper edge or paste a narrow strip of paper on for a handle. Use
+as decoration for Christmas tree.
+
+
+=Paper Chains= (See pages 56 and 115)
+
+
+=Reading=
+
+Read a part or the whole of Dickens' "Christmas Carol," "The Chimes," or
+"The Cricket on the Hearth;" or "Is There a Santa Claus," by Jacob Riis;
+or "The Birds' Christmas Carol," by Kate Douglas Wiggin. Longfellow's
+"Arsenal at Springfield" and "A Christmas Hymn," by A. Domett, are also
+appropriate.
+
+
+
+
+CHAPTER IX
+
+THE KEY BASKET
+
+or
+
+HOUSEHOLD DUTIES AND RESPONSIBILITIES
+
+
+Train the children little by little to bear certain light
+responsibilities in the home. Even in a home in which all the household
+tasks are done by trained servants let the girl and boy have some small
+duty to perform, if it be nothing more than to keep the match-safes
+filled. They will thus acquire an interest in the home which can be
+aroused in no other way.
+
+Indeed, every child, boy and girl, should be trained to do easily and
+well the common household tasks upon which depend so much of the
+happiness and well-being of the home. Such knowledge and skill often
+prove of use in unexpected emergencies and make for general efficiency.
+The ancient symbol of the housewife's office is her bunch of keys, hung
+at her waist or placed in the key-basket, so we have used this latter
+phrase as our chapter heading.
+
+
+HOME TASKS
+
+Here are a few brief directions for the usual home tasks in which both
+boys and girls may to some extent be trained.
+
+
+=Table Setting= (_Usual dishes and cutlery_)
+
+Different homes vary in unimportant particulars in the placing of the
+dishes. The following is a common arrangement for the dinner table:
+
+At each place lay the fork vertically at the left-hand side, the knife
+vertically at the right, and the soup-spoon to the right of the knife.
+This places each utensil so that it is ready for the hand which uses it
+most. Put the teaspoons to the right of the soup-spoon, and the napkin
+to the left of the fork. Place the glass just above the knife, the
+butterdish above the fork, and the individual salt-cellar, if used,
+between the two.
+
+Father and mother sit at the ends of the table. Put carving-knife and
+fork at father's place; also the soup ladle, as father serves the soup
+and carves. Mother pours the coffee and tea and serves the vegetables.
+Therefore the soup and dinner dishes must be placed before the carver,
+and the needed vegetable dishes and cups and saucers at the mother's
+place. Here, too, must be placed the sugar bowl and cream pitcher.
+
+In the United States it is customary to serve most vegetables upon
+individual saucers. In England they are usually served upon the plate.
+
+If salad is to be served, oil and vinegar cruets may be put on.
+
+The dessert is usually served by the mother, and the necessary dishes
+must, therefore, be placed at her end of the table.
+
+If possible, always have flowers or a growing plant in the center of the
+table, but do not have it so high that it obscures the view of those
+persons sitting on opposite sides of the table.
+
+Upon special occasions, particularly if the guests are many, it is
+convenient to indicate the place of each person by a "place card"
+bearing his name and decorated in some appropriate fashion. Suggestions
+for such place cards will be found on other pages of this volume.
+
+
+=Table-Serving= (_Tray_)
+
+Train both boys and girls to wait on the table _quietly_ and _quickly_.
+Then they can save mother many weary steps. Remove soup-tureen first;
+then the individual dishes. After the meat-course, remove first the
+platter and vegetable dishes; then the plates, saucers, etc., from each
+individual place; then, if there is no salad course, the bread and
+butter dishes, cruets, etc., from center of table. Next the table must
+be crumbed. Do this by quietly removing crumbs from each place with
+crumb-knife and tray or by brushing with folded napkin. If salad is
+served, crumbing takes place after that course.
+
+Hold all dishes to left of guest, so that he may easily help himself
+with his right hand.
+
+
+=Dish-Washing= (_Hot water in quantity_, _dish pan_, _wire tray_,
+    _drainer_, _washing-soda_, _soap_, _dish-mop_, _washcloth_, _towels
+    in plenty, both coarse and fine_)
+
+If two people are to work together, let one collect the dishes and
+dispose of the left-over food, while the other washes the kettles and
+saucepans. Get these heavy cooking utensils out of the way the first
+thing; then the drudgery part is over before the workers are tired out.
+
+Dishes in which potatoes, cereals, or eggs have been cooked should be
+put to soak, not in hot, but in cold or tepid water; they are then
+readily cleaned. Fill with water as soon as emptied.
+
+Keep a little washing-soda on hand, dissolved in water in a canning-jar,
+for cleansing greasy dishes. Have hot water in abundance, and, putting a
+little soda in with it, scrub the kettles briskly with the wire-brush
+that comes for the purpose, or with mop, dish-cloth or chain dish-cloth.
+Wipe dry with a heavy towel.
+
+Meanwhile the other worker is collecting, scraping and classifying the
+other dishes. Before beginning to wash, have all the dishes assorted
+according to kind and size and placed convenient to hand. When putting
+away remnants of food it is well to have for the purpose a series of
+pitchers ranging from three inches to about nine in height. This gives
+sizes suited to any quantity which may be left over of soups, milk,
+liquid vegetables, etc. They take less room than bowls, and the
+graduated series ornaments the shelf.
+
+A wire strainer should be kept in the sink to prevent the larger
+particles of waste, indissoluble parings, coffee grains, etc., from
+going down the drain. This saves plumber's bills.
+
+When ready for the washing, begin with the glasses and wash quickly in
+hot water, either clear or soapy, as preferred. Have at hand a second
+dish-pan in which is placed a wire rack. Put the glasses in the rack,
+rinse with hot water, and dry rapidly while still wet and hot. It may be
+necessary to keep them in the water a moment or two to get them really
+heated through. In washing glass pitchers put a _silver_ spoon in them
+before placing in the hot water. This prevents breakage. Treat
+canning-jars in the same way.
+
+Next wash the silver, having the water soapy and piping hot, in order to
+get a good polish. Keep spoons, knives and forks in separate groups and
+all pointing in the same direction.
+
+The smaller, less greasy dishes follow the silver, and then the heavy
+china. Here, again, let dishes that have held eggs or starchy foods soak
+awhile in cold or tepid water. Rinse greasy dishes well.
+
+Conclude by scrubbing tables and sink with cloth, brush, soap and
+sapolio as needed. Put the scrapings in the garbage pail and pour hot
+water and soda down the pipe to remove the last vestige of grease. Hang
+up the shining dish-pans, after washing out the towels and dish-cloth in
+soap and water, if they require it.
+
+A can of Babbitt's Potash of Lye may take the place of the washing-soda.
+
+
+=Bed-Making= (_Two sheets_, _blanket_, _comforter_, _cover_)
+
+Put the lower sheet on with the right side up. Tuck it in neatly at the
+corners much as one would fold in the corners when wrapping up a box in
+paper. Place the upper sheet upon this with the right side down. This
+brings the two right sides together. Let the broad hem in each case be
+at the head of the bed. That of the upper sheet should just reach the
+head of the mattress.
+
+Place the blanket with its upper end about six inches from the head of
+the bed. Then comes the comforter, placed in the same way. Fold the
+sheet down from the top just where the blanket ends. Tuck all in neatly
+at the sides and the foot. Now put the spread smoothly over all. It may
+be tucked in or may hang down as desired. Place the pillows with the
+closed ends of the cases together.
+
+If an extra coverlet is to be placed at the foot of the bed, fold it in
+thirds so that the sleeper may reach down and draw it up over himself
+without rising to the floor.
+
+To put on a bolster-case easily, turn it wrong side out and then roll it
+up over the bolster.
+
+Train children to air beds every morning by shaking up bed-clothing and
+extending it over footboard and chair.
+
+
+=Washing= (_Toy tub or tin basin_, _toy washboard_, _basin for boiler_,
+    _soap_, _bit of blueing tied in bag_, _strong cord for line_)
+
+Put dolls' clothes or a few dustcloths or handkerchiefs in tub of warm
+water after soaping well. Let soak awhile, then rub out on the little
+washboard or between the hands, put into the boiler with cold water and
+just bring to a boil. Rinse in warm water or wash vigorously in warm
+water if necessary; then rinse in warm and then in cold water; put the
+blueing in a basin of cold water till the water is slightly tinged;
+remove the blueing bag and rinse the clothes in the water. (The blueing
+is to counteract the tendency of white goods to grow yellow with time.)
+
+Hang up to dry in the air and sunshine.
+
+Tell the children that the clothes must always be sorted, white body
+clothes being in one class, bed-linen in another, table linen in
+another; woolens must be washed by themselves with care to keep the
+water of moderate temperature and the _rinsing_ water of the same degree
+of heat as the _washing_ water. Flannels must be dried as rapidly as
+possible. Colored garments must be washed by themselves.
+
+
+=Ironing= (_Two irons_, _holders_, _ironing blanket and sheet_,
+    _iron-stand_, _cake of beeswax or candle_)
+
+Before ironing the clothes must be sprinkled lightly with cold water,
+smoothed out and rolled up tightly for half an hour. Meanwhile pin the
+blanket to the ironing board and cover smoothly with the sheet. The
+iron must not be so hot as to scorch the clothes. Try it on a piece of
+paper. If it seems dirty or rough, rub it on the beeswax to make it
+clean and smooth. (In place of wax a candle will serve the purpose if
+wrapped around with a piece of clean cotton cloth.) If the garment seems
+too wet, put a piece of white cloth over it and iron till somewhat dry.
+Then the iron may be placed directly upon the garment.
+
+Starch is prepared by wetting and dissolving it in cold water and then
+pouring upon this boiling water and boiling until clear and smooth. The
+young child will not need to starch anything, however.
+
+
+=Sweeping= (_Broom_, _whisk-broom_, _hair-broom_, _sheet_,
+    _sweeping-cap_)
+
+Let the little worker don sweeping-cap and apron, and then proceed to
+dust carefully small articles and books, place them on the bed and cover
+with an old sheet. Put furniture which is movable in the hall after
+dusting. Open the window. Then sweep the rugs on both sides and place
+outside. Pin up the curtains. Then dampen a newspaper and tear into
+small pieces; throw these on the floor to absorb the dust. Wet
+tea-leaves may be used for the same purpose.
+
+Sweep, holding the broom rather closely to the floor and taking short
+strokes, raising as little dust as possible. Then leave the room for
+awhile, for the dust to settle.
+
+
+=Dusting= (_Dusters of cheesecloth_, _clean pieces of old silk_,
+    _chamois-skin_)
+
+On returning to the room after sweeping, wipe off the baseboard, then
+the furniture, always working from the top down. To reach high corners
+where cobwebs may lurk, pin on the brush of the broom a cap of
+cheesecloth and sweep along the edges of the ceiling. For corners under
+heavy furniture, a small whisk brush or soft hair brush may be needed.
+
+Rub off mirrors with a damp cloth, drying and polishing with
+chamois-skin or crumpled newspaper. Highly polished furniture may be
+dusted with soft silk or chamois-skin.
+
+Even small members of the family may be given a share in this work.
+Little boys and girls can be shown how to dust chairs and furniture
+within reach of the little arms and hands. It may take more time at
+first on the mother's part than if she did the work herself; but in the
+end she is more than repaid. The little child need not be required to do
+much, but let that little be done thoroughly, if only the legs and
+rounds of one chair.
+
+
+
+
+CHAPTER X
+
+THE CHILD'S LIBRARY
+
+
+Every child should be encouraged to possess his own books even in this
+age of public libraries. Birthdays and Christmas afford occasions when
+the parent can increase the little library, and later the child may be
+trained how to choose wisely his own purchases. When he is limited in
+the books he possesses public libraries open up opportunities for a wide
+range of reading.
+
+We give a brief but varied list of books from which the parent may
+select such as suit her child's particular needs. The discriminating
+taste in reading must be cultivated from the earliest years if the child
+is to read with profit and pleasure in youth and maturity.
+
+All children should be allowed to read a few at least of the traditional
+fairy tales. They teach many important life lessons in an impersonal
+way; they develop the imagination and widen the sympathies. The
+successful business man, the progressive physician or lawyer, and the
+truly successful minister is he who understands human nature, who can
+put himself in the other person's place; and to do this he requires a
+cultivated imagination. The fairy tale also lifts the child from the
+restricted life of his environment into the region of boundless
+possibilities. It increases his sense of power over untoward
+circumstances. Acquaintance with fairy lore also familiarizes one with
+many allusions to be met with in reading all great writers.
+
+A love of poetry should be the heritage of every child, because of the
+inspiration it gives amidst the sordid cares of life, and because of the
+innocent pleasure and refreshment it affords in hours of loneliness and
+weariness. The child's first book of verse should, of course, be Mother
+Goose. After this there are many valuable compilations of good poetry
+that may be used.
+
+A varied library to be found in one large volume is "The Children's
+Book" compiled by Scudder. It includes selections from Mother Goose,
+from Grimm's fairy tales, from old English fairy tales, the Arabian
+Nights, and Hans Andersen. There are also several of Maria Edgeworth's
+famous moral stories, a great many of Æsop's fables, many of the old
+English ballads, etc. An excellent compilation of verse is Roger
+Ingpen's "One Thousand Poems for Children," which contains all the old
+favorites of children as well as a large number of the best-known poems
+by standard authors.
+
+Standard books on science and nature should be in the home, and the
+child's library should include a few books with stories from real life
+leading up to biography, history, and travel.
+
+The little one's sense of humor must be accorded recognition. Mother
+Goose supplies such a need in part, and Lear's Book of Nonsense may be
+added. The Sunday funny sheet should be censored before being put into
+the hands of the child. Expurgate anything that expresses disrespect to
+old age; that makes light of honor and integrity; or that is coarse in
+drawing, color, or subtle suggestion. If the child when grown is to
+appreciate the delicate humor of a Charles Lamb, his taste must not be
+dulled when he is young.
+
+It is a pity for a child to grow up without knowing and loving the
+"Pilgrim's Progress." To give him this pleasure the book should be read
+to him or put into his hands when about ten years old. Otherwise the
+psychologic moment has passed and he may never learn to care for the
+great English classic.
+
+The great mediæval legends should also be known to the child. They are
+interwoven with much of history and literature and give a glimpse into a
+rapidly receding past.
+
+We include in our list a charming wee volume, "The Young Folks' Book of
+Etiquette," by C. S. Griffen, which the mother, wearied of repeating
+from day to day the same admonitions as to manners and morals, will find
+a great assistance in seconding her efforts. The child will enjoy both
+the text and the pictures.
+
+For the child's Bible reading we recommend Moulton's edition of the Old
+and New Testaments. The language is identical with that of the familiar
+old volume, but the text is condensed so that each story is given in the
+form of a continuous narrative, and objectionable passages are omitted.
+It may thus safely be put into the hands of very young children, who
+enjoy the simple, dignified style.
+
+Music also must form a part of the child's library. The list appended
+covers a variety of needs.
+
+
+FAIRY TALES, MYTHS, AND LEGENDS
+
+     Adventures of Pinocchio, translated from Cullodi by Cramp (an
+     Italian classic loved by children).
+
+     Æsop's Fables.
+
+     Alice in Wonderland, Lewis Carroll.
+
+     Among the Farmyard People, Clara D. Pierson.
+
+     Among the Night People, Clara D. Pierson. (Exceptionally good.)
+
+     Arabian Nights Entertainments.
+
+     Bimbi, Ouida. (Collection of beautiful tales.)
+
+     Book of Saints and Friendly Beasts, Abbie Farwell Brown.
+
+     Bow-wow and Mew-mew, Georgiana M. Craik.
+
+     Boys' Odyssey, W. C. Perry.
+
+     Curious Book of Birds, Abbie Farwell Brown.
+
+     Fairy Tales, Hans Christian Andersen.
+
+     Fifty Famous Stories Retold, Baldwin.
+
+     Folk Tales from the Russian, Blumenthal.
+
+     Gods and Heroes, Francillon. (Greek legends.)
+
+     Household Stories, Anna C. Klingensmith.
+
+     Heroes Every Child Should Know, Hamilton Wright Mabie.
+
+     In the Days of Giants, Abbie Farwell Brown. (Norse legends.)
+
+     Japanese Fairy Tales, translated by Williston.
+
+     Jungle Book, Kipling.
+
+     King Arthur and His Court, Frances Nimmo Greene.
+
+     Knights of the Silver Shield, R. M. Alden. (Includes "Why the
+     Chimes Rang.")
+
+     Little Black Sambo. (Beloved by young children.)
+
+     Mother Goose (Altemus edition), including a few fairy tales.
+
+     Nights with Uncle Remus, Joel Chandler Harris.
+
+     Norse Gods and Heroes, A. Klingensmith.
+
+     Norse Tales, Hamilton W. Mabie.
+
+     Peterkin Papers, Hale. (Afford pure, wholesome humor.)
+
+     Peter Rabbit, The Tale of, Beatrix Potter.
+
+     Saints of Italy Legends, Ella Noyes.
+
+     Story of Siegfried, Baldwin.
+
+     The Boys' King Arthur, edited by Lanier.
+
+     The Red Book of Romance, edited by Lang.
+
+     The Red Fairy Book and others of same series, edited by Lang.
+
+     Tanglewood Tales, Hawthorne (Greek Legends).
+
+     The Oak Tree Fairy Book, edited by Clifton Johnson.
+
+     The Pilgrim's Progress, Bunyan.
+
+     The Stars in Song and Legend, Jermain G. Porter.
+
+     The Wonder Book, Hawthorne.
+
+     Wagner Story Book, Frost.
+
+     Wandering Heroes, Lillian J. Price.
+
+     Water Babies, Charles Kingsley.
+
+     Wizard of Oz, Baum.
+
+
+HISTORY AND BIOGRAPHY
+
+     Childhood of Ji-Shib the Ojibwa, A. E. Jenks.
+
+     Children of the Cold, Frederick Schwatka. (Life among Esquimaux
+     children.)
+
+     Cuore, de Amicis, translated by Mrs. Lucas. (Experiences of a
+     school boy in Italy.)
+
+     Each and All, Jane Andrews.
+
+     Five Minute Stories, Laura E. Richards.
+
+     History of the Ancient Greeks, C. D. Shaw.
+
+     Lolami, the Little Cliff-Dweller, Clara K. Bayliss.
+
+     Ten Boys of Long Ago, Andrews.
+
+     The Chinese Boy and Girl, Bishop Headland.
+
+     The Snow Baby, Mrs. Peary.
+
+     Seven Little Sisters, Jane Andrews.
+
+     Story of Joan of Arc for Boys and Girls.
+
+     Story of My Life, Helen Keller.
+
+     Story of Troy, M. Clarke.
+
+
+NATURE
+
+     A Year in the Fields, Burroughs.
+
+     Everyday Birds, Bradford Torrey.
+
+     First Book of Forestry, Filibert Roth.
+
+     Friends in Feathers and Fur, Johonnot.
+
+     Grasshopper Land, Margaret Morley.
+
+     How to Attract Birds, Neltje Blanchan.
+
+     Lady Hollyhock and Her Friends, Margaret C. Walker. (Tells how to
+     make dolls out of flowers.)
+
+     Plant Relations, Coulter.
+
+     Pussy Meow, S. Louise Patteson.
+
+     The Bee People, Margaret Morley.
+
+     The Hall of Shells.
+
+     The Stars in Song and Legend, J. G. Porter.
+
+     The Training of Wild Animals, Frank C. Bostock.
+
+     Trees in Prose and Poetry, Stone and Fickett.
+
+     Ways of the Woodfolk, William J. Long.
+
+     Wilderness Ways, William J. Long.
+
+     Wild Animals I Have Known, Seton Thompson.
+
+
+POETRY
+
+     Book of Nursery Rhymes, New Collection of Old Mother Goose, Charles
+     Welsh.
+
+     Children's Book, The, compilation by Scudder. (Prose and verse.)
+
+     Child's Garden of Verses, Robert L. Stevenson.
+
+     The Chinese Mother Goose, Bishop Headland. (Charmingly illustrated
+     with photographic pictures of Chinese children with their parents.)
+
+     Golden Numbers, Kate Douglas Wiggin. (Choice collection of
+     miscellaneous poetry; beautifully bound.)
+
+     Little Rhymes for Little Readers, Wilhelmina Seegmiller.
+
+     Lyrica Heroica, edited by W. E. Henley.
+
+     One Thousand Poems for Children, Roger Ingpen. (A very full
+     collection.)
+
+     The Listening Child, L. W. Thacher. (Compilation of short poems
+     suitable for children over six.)
+
+     The Posy Ring, Kate Douglas Wiggin. (Choice collection for young
+     children.)
+
+     The Robin's Christmas Eve. (Old English ballad.)
+
+
+PICTURE BOOKS
+
+     An Apple Pie, Kate Greenaway.
+
+     At Great Aunt Martha's (Pictures), Kathleen Ainslie. (Illustrations
+     of wooden dolls.)
+
+     Book of Nonsense, Edward Lear. (Highly recommended by Ruskin.)
+
+     Dean's Rag Books. (For very young children; will wash and iron.)
+
+     Jingleman Jack (Pictures and verses about the trades), O'Dea and
+     Kennedy.
+
+     Four and Twenty Toilers, Lucas. (Hard to procure.)
+
+
+MUSIC
+
+     Children's Messiah, Mari Ruef Hofer.
+
+     Children's Singing Games, Old and New, Mari Ruef Hofer.
+
+     Christmas-Time Songs and Carols, Mrs. Crosby Adams.
+
+     Finger Plays, Emilie Poulsson.
+
+     Holiday Songs, Emilie Poulsson.
+
+     Merry Songs and Games for the Use of the Kindergarten, Clara B.
+     Hubbard.
+
+     Music for the Child World, Mari Ruef Hofer. Two vols. (Music every
+     child should know.)
+
+     Nature Songs for Children, Fanny Snow Knowlton.
+
+     Primary and Junior Songs for the Sunday-school, Mari Ruef Hofer.
+
+     Small Songs for Small Singers, illustrated, W. H. Neidlinger.
+
+     Song Stories for the Kindergarten, Mildred and Patty Hill.
+
+     Songs and Games for Little Ones, Walker and Jenks.
+
+     Songs and Games of the Mother-Play Book, Froebel.
+
+     Songs Every Child Should Know, Dolores Bacon.
+
+     Songs for Little Children, Eleanor Smith. Two vols.
+
+     Songs of Childhood, Field de Koven Song Book.
+
+     Songs of the Open, Seeboeck.
+
+     Songs of the Child World, Jessie L. Gaynor.
+
+     St. Nicholas Songs, the Words from St. Nicholas Magazine.
+
+
+SUNDAY-SCHOOL HELPS
+
+     A Year of Sunday-school Work, Florence U. Palmer.
+
+     Beginnings, A. W. Gould. Pamphlet. Tells of the beginnings of
+     world, man, sin, language, death, law, etc., according to the
+     Bible, according to Science, and according to old myths.
+
+     Bible for Young People, Century Co.
+
+     Kindergarten Sunday-school Stories, Laura A. Cragin. (New
+     Testament.)
+
+     Old and New Testament for Children, edited by Richard G. Moulton.
+
+     Old Testament Bible Stories, Walter L. Sheldon.
+
+     Stories from the Lips of the Teacher, O. B. Frothingham.
+
+     Stories of the Patriarchs, O. B. Frothingham.
+
+     Wonder Stories from the Gospels, Katherine Beebe.
+
+
+
+
+CHAPTER XI
+
+KINDERGARTEN MATERIALS
+
+The Kindergarten Gifts
+
+
+Friedrich Froebel, after observing and studying thoughtfully the play
+and playthings of little children, selected from among these, and
+arranged in logical order, a certain series which should help develop
+the little one in mind, body, and spirit through childlike play. This
+series of related playthings is known as the kindergarten "gifts."
+
+All children of all races play ball, and the first kindergarten gift to
+be given, even to a very little child, consists of six soft worsted
+balls in the colors red, orange, yellow, green, blue, and violet.
+
+The second gift is an oblong box containing a wooden ball or "sphere," a
+cube, and a cylinder, with several slender axles and beams to assist in
+the little plays.
+
+The third gift is a box containing a two-inch cube divided horizontally
+and vertically into eight one-inch cubes.
+
+The fourth gift is a similar cube divided horizontally into eight oblong
+blocks.
+
+The fifth gift is evolved from the preceding ones and is a five-inch
+cube divided into inch cubes, half cubes, and quarter cubes.
+
+The sixth gift is a cube of the same size divided so that it contains
+cubes, oblongs, and plinths.
+
+The third, fourth, fifth, and sixth gifts are derived from the
+geometrical solids.
+
+The seventh gift is derived from the geometrical surfaces, and consists
+of wooden tablets in shapes of circles, squares, triangles, etc.
+
+The eighth gift represents the geometrical line and is made up of wooden
+sticks in lengths of one, two, three, four, five, and six inches. They
+may be had in two thicknesses and either colored or uncolored.
+
+The ninth gift, derived from the edge of the circle, consists of metal
+rings, half rings, and quarter rings, in several sizes.
+
+The tenth gift, derived from the geometric point, is the lentil.
+
+Kindergartners differ as to the amount of emphasis to be placed upon the
+geometric side of the "gifts," and as to whether or not they should
+always be presented in a certain logical order. To appreciate their full
+value the mother must read her Froebel or take a kindergarten course. We
+give below some simple methods of using them, from which the child will
+derive both pleasure and benefit. What follows should be entirely clear,
+especially if the mother has the "gifts" before her as she reads.
+
+
+=First Gift Balls= (_Rubber ball 1-1/2 inches in diameter_, _wool in six
+    primary colors_, _crochet-hook_)
+
+These balls can be made by taking a _rubber_ ball and crocheting around
+it a case of worsted; or a case can be crocheted and then stuffed with
+loose wool or cotton. In the latter case to insure a good shape it is
+well to crochet _over a ball_ till nearly finished; then take the rubber
+ball out and fill with the cotton or wool and then complete the ball.
+Then crochet a string about eight inches long and attach to the ball,
+for suspending it. The ball can then be swung, raised, lowered, made to
+hop like a bird, swing like a pendulum, revolve rapidly like a wheel.
+The child may play that it is a bucket being raised or lowered. See how
+steadily he can raise it.
+
+The balls lend themselves to many color games.
+
+1. Place them in a row, let one child blind his eyes, another one
+removes one of the balls and the first one, opening his eyes, tries to
+think which one is missing.
+
+2. Let children observe the colors through a glass prism and try to
+arrange balls in similar order. Ask child if he can tell which colors
+are uppermost in the rainbow, the cold or the warm ones.
+
+3. If the mother is sewing on a colored dress, let the child try to pick
+out the ball resembling it in color.
+
+4. Play hiding the ball, as in hide the thimble.
+
+5. Play store, letting him tell you which ball will best represent a
+lemon, an orange, a red apple, etc.
+
+
+=Second Gift Plays=
+
+Throughout his life, Froebel felt with keen pain all that was discordant
+or inharmonious in human society. Beneath all differences and
+misunderstandings lay, he believed, the possibility of adjustment, or
+reconciliation. Relations most strained might be brought into harmonious
+union. This great idea is typified by the second gift. The hard wooden
+sphere is _round, curved from all points of view_, with no _angles_ or
+_edges_, and is _easily moved_. The cube is a complete contrast to the
+sphere, inasmuch as it _stands firmly_, has _flat faces_, _angles_, and
+_edges_. The cylinder combines the characteristics and possibilities of
+the other two. It has flat faces as well as a curved one, and can both
+stand and roll. It forms a bond of connection between the other two
+which at first sight seem irreconcilable.
+
+Three of these forms have small staples inserted in side, edge, and
+angle so that they may be suspended, swung, and revolved. There are also
+perforations through each one admitting the insertion of the axles, when
+needed for certain plays.
+
+If an axle be put through cube or cylinder and it be revolved rapidly,
+you can see, in the swift moving figure, the spirit, as it were, of the
+other forms--an experiment fascinating to young and old.
+
+A little imagination will turn the box in which these blocks come, into
+a boat, car, engine, etc., pins, matches, tacks, wire, etc., being
+called in as extras.
+
+The little wooden beam may be placed across, held up by the axles and
+upon this the blocks may be suspended as objects for sale in a store.
+
+The box with its cover may be used to illustrate the three primary
+mechanical principles, the pulley, or wheel, the inclined plane, and the
+lever. The pulley is made by placing the cylinder on an axle, tying a
+little weight to one end of a cord and drawing it up over the cylinder.
+Let the child play the weight is a bucket of water being drawn up from a
+well.
+
+Play loading a boat and use the cover for a plank, inclined from the
+deck to the ground, up which to roll a barrel (the cylinder).
+
+Play that the cube is a heavy piano box and show how to raise it by
+using a stick as a lever.
+
+The students of a kindergarten training school made fine derrick cranes
+with this box of blocks, and no two were exactly alike.
+
+
+=Games with Second Gift Ball=
+
+1. Let children sit crossed-legged on the floor in a circle and let one
+child roll the ball across to another child. He in turn rolls it
+straight over to some other child and so on.
+
+2. Let one child sit in the center of a circle and roll the ball to each
+child in turn, who rolls it back to him.
+
+3. Let several children stand in the center of a ring and try to catch
+the ball as it rolls swiftly by.
+
+4. Let children stand in center and try to avoid being touched by the
+ball as it rolls along.
+
+5. Draw a circle on the floor and let the children try in turn to so
+roll the ball that it will stop inside of the ring.
+
+6. Place the cube in the center of the circle. Put the cylinder on top
+of the cube and balance the sphere carefully upon the cylinder. Then let
+the children try to hit this target with another ball.
+
+Many are the lessons in self-control, fair play, patience and kindness
+which the children practice in playing these simple games, in addition
+to the physical exercise and training in alertness, in seeing correctly
+and in acting quickly.
+
+
+=Second Gift Beads=
+
+Mrs. Hailmann, a kindergarten training teacher, some years ago added to
+the "gifts" the so-called "second gift beads," much loved by wee
+children.
+
+These are perforated wooden beads in shape of the sphere, cube and
+cylinder. They come in two sizes and may be had in colors or uncolored.
+A shoe lace comes with them for stringing.
+
+In delightful plays with these beads the child learns to distinguish
+form and color, and has practice in simple designing.
+
+At first let him have a number of different kinds and let him thread
+them as he pleases. Observe him and see if, of his own initiative, he
+will distinguish either form or color. After a while he will probably,
+without suggestion, begin to string them in some sort of order--one
+sphere, one cube, one sphere, one cube, etc. Two spheres, two cubes, two
+cylinders, etc.
+
+When he begins to see differences, give him two forms only and let him
+arrange. Later give him others. Too many at first will be confusing.
+
+Besides the stringing, these beads may be used in other ways. Make a
+fence by putting two cubes and a sphere, one on top of the other for a
+post, and then join these to similar posts by running toothpicks or
+burnt matches through the perforations.
+
+Place cubes and cylinders, one on top of another, and use as tree box
+with tiny twig or elderberry branch for tree. If making a toy village of
+blocks or cardboard, these little beads will make good lampposts.
+
+
+=The Pegboard=
+
+The pegboard, an additional gift devised by Mrs. Alice H. Putnam, can
+also be had in two sizes, the large one to be preferred. The board is
+perforated with holes at regular intervals and is accompanied with
+colored pegs, which the child loves to insert in the openings.
+
+He may arrange them in ranks for soldiers, according to color, two and
+two, or four and four, learning thus to count.
+
+A flower-bed with red flowers in one corner and green bushes in another
+may be made.
+
+He may play that the pegs are kindergarten children playing follow the
+leader, some with red dresses, some with blue waists, etc.
+
+A birthday cake with candles may be represented, or a line of telegraph
+poles, if father has gone on a journey, and over the imaginary wires a
+message may be sent.
+
+The pegboard is also loved by very young children.
+
+
+=Plays with the Other Gifts=
+
+The third gift cubes may be built by the little child into houses,
+furniture, wagons, etc. It is very simple, and yet when handling it the
+child learns something of form and number and gains skill with his tiny
+hands.
+
+The fourth gift expresses "proportion." Each block is twice the length
+of those in the preceding gift and half as high. He can build with it
+objects impossible with the first divided cube. The two may often be
+used in conjunction.
+
+The fifth gift requires a decided increase in the child's powers of
+coördination. He can make with it a very great variety of objects. Only
+a kindergartner can appreciate its many possibilities.
+
+The sixth gift lends itself peculiarly to buildings of a certain type.
+It expresses less strength and more grace than the preceding ones.
+
+In playing with these "gifts" under direction of a teacher, the child,
+if making the grocery store, proceeds to make the counter, the scales,
+the money desk, etc., in succession, and is not allowed to take the
+first structure apart in disorderly fashion and then make the next one,
+but is supposed to build the counter, or other article, by gradually
+transforming the thing already made, removing the blocks in ones, or
+twos, or threes in an orderly way. Each block is supposed to have some
+relation to the whole. For instance if a shoe store has been made and
+one unused block remains, it may represent the footstool used in such a
+store.
+
+Froebel thought in this way through simple play to help the child little
+by little to feel the relatedness of all life.
+
+
+=Seventh Gift Plays=
+
+With the seventh gift tablets the child makes designs or "beauty forms,"
+becoming familiar with certain geometrical forms and exercising his
+powers of invention in pleasing design.
+
+In using the tablets, which are in both light and dark stains, do not
+give too many at first. Give him for instance one circle, representing a
+picture of a ball, and let him lay a row of such for a frieze design for
+a gymnasium.
+
+Give a circle and four squares, and let him place one above, one below,
+one to the right and one to the left, touching the circle. This will
+suggest a unit for a tile for a playroom fireplace.
+
+Tell him to change the top square so that its angle touches the circle;
+then change the lower one in the same way; then the right, then the
+left. This transformation gives an entirely new design.
+
+The other tablets may be employed in the same way, the different kinds
+of triangles offering opportunity for much variety.
+
+
+=Eighth Gift Plays=
+
+The sticks may be used in representing designs in which the straight
+line prevails. The lines may be placed in vertical or horizontal
+position. Sticks may be arranged as soldiers, standing two and two in
+straight vertical lines; or as fences in horizontal position.
+
+They may be classified as to length. Let the child sort them as wood for
+the woodpile, putting together those of same length. Or play he is in
+the store to buy a cane and sees those of different lengths, some for
+men, some for children.
+
+For designing give the child four sticks of one length and let him make
+a square. Give him four of another length and let him make a larger
+square. Then with these eight sticks let him make two oblongs of the
+same size. Give him these exercises as puzzles, but do not let him play
+with the sticks until he gets nervous in trying to keep them in
+position.
+
+
+=Play With Lentils=
+
+These are necessarily few and simple. Let the child make circles,
+squares, etc., by putting the lentils in rows. He can also represent the
+mass of a tree's foliage by placing a number of the lentils in a mass.
+
+
+
+
+CHAPTER XII
+
+KINDERGARTEN MATERIALS
+
+The Kindergarten Occupations
+
+
+The kindergarten gifts proceed, as will have been observed, from the
+solid through other forms to the point. The objects made with these are
+but temporary, and the same material may be used again and again.
+
+Parallel with these Froebel devised what he calls the "occupations,"
+which put into permanent shape the ideas expressed by the gifts.
+
+Among the occupations (we will not name all) are: Peaswork, pricking,
+sewing, weaving, parquetry, pasting, cardboard modeling, sand and clay
+modeling.
+
+These are arranged in reverse order to the gifts; that is, they proceed
+from the point to the solid.
+
+
+=Peaswork= (_Good well-dried peas_, _wooden toothpicks or hair-wire_)
+
+Soak the peas for 10 or 12 hours till soft. Then make a cane of one pea
+and one stick.
+
+Two peas and one stick will make a dumb-bell.
+
+Three of each will make a triangle.
+
+Make a square in the same way, and then by adding to this other peas and
+sticks a skeleton chair can be made. All kinds of furniture and
+geometrical forms may be thus manufactured. The wire or toothpick must
+be inserted in the cheek of the pea. Watch the child carefully to see
+that he does not get nervous over the work. Assuming that the peas are
+in good condition, there should be little trouble if the forms made are
+simple.
+
+
+=Pricking= (_Thin white cardboard_, _long pin_, _several folds of cloth
+    or a piece of felt_)
+
+Froebel recognized the appeal this pastime makes to the mystery-loving
+child. As sometimes used it may be injurious to nerves or eyesight; but
+used judiciously the child of five or six will find it a source of
+harmless entertainment.
+
+Let mother or older brother draw on cardboard a simple strong outline.
+Provide a strong steel pin (hat-pin or mourning-pin will do) and a piece
+of folded cloth for a cushion. Follow the outline by pricking in it a
+succession of holes. The rough side is the right side of the decorated
+card. The card may be hung up as a transparency, or may be made up into
+blotter or calendar; or, if the outline be that of a vegetable or a
+fruit, it will make up into a Thanksgiving place card.
+
+Very beautiful effects are produced by pricking the surface as well as
+the outline, a form of embossing, but this is a great strain on the
+nerves. Let the child work for only a few moments at a time, and be sure
+that the light is good and the drawing is distinct.
+
+
+=Sewing= (_Cardboard_, _worsted_, _silk or chenille_, _needle_, _punch_)
+
+It is a disputed question now whether or not the cardboard sewing of the
+kindergarten, once considered so essential, should be used at all. Some
+condemn it entirely; others use it sparingly. Many replace it with
+sewing on cloth and other materials soft and flexible, which lend
+themselves to the kind of stitching required later in everyday sewing.
+We cannot now enter into the discussion, but common-sense rules here as
+elsewhere.
+
+Cards with designs already drawn and perforated may be bought, but the
+mother need not feel that she must depend upon these. Old visiting and
+invitation cards may be used for the purpose. We give a few examples of
+objects pretty and useful which may be made of this material. These will
+suggest others to the active-minded child. Get punch at kindergarten
+supply store; from 50 cents up.
+
+1. Gift Card. Cut a square of cardboard 5 × 5 inches. With a needleful
+of red worsted let the child sew upon this card three straight candles
+in stitches one inch long. You may first punch in the bottom of the card
+three holes as guides. Put them in a row equidistant from each other.
+Make parallel to these a row of three dots in pencil. The child will
+push the needle through one hole _from below_ and put it through the dot
+above, making his own hole. So proceed till finished. A flame may be
+drawn with yellow chalk at the upper end of each candle, to make it more
+realistic. This card may be used to stand a candlestick upon, or to send
+as a birthday card.
+
+A similar card with the red stitches lying horizontally will picture
+firecrackers ready to be set off. Use as a mat for a match safe.
+
+2. Cover for Medicine Glass. Draw a circle five inches in diameter. Cut
+this out. Parallel to the edge draw a circle four inches in diameter.
+Make dots about 1/2 inch apart along this second circle. Punch holes
+through these dots. With worsted, ravelings or chenille let the child
+sew once around this circle. Then go around the other way to fill up all
+the gaps left the first time. Use as cover for glass of medicine. Line
+the bottom with clean, white paper.
+
+Vary by overcasting, or from a central hole take long radiating stitches
+to the holes in the circumference like the spokes of a wheel.
+
+3. Toy Umbrella. The above circle with spokes may be made into a toy
+umbrella if a slender stick be run through for a handle. Stick a pin
+about an inch from the top to keep the umbrella part from slipping down.
+
+4. Bookmark. Cut an oblong card 2 × 6 inches. Draw upon this a row of
+parallel oblique lines about one inch apart and one inch long. Punch
+holes through the ends of the lines at the bottom, sew one slanting line
+to show the child, and let him finish the row. A similar oblong will
+make a napkin ring if the ends be brought together and tied with the
+ends of the worsted.
+
+Squares, oblongs, crosses, etc., may thus be punched and sewed.
+
+If no punch is obtainable, make the holes with a coarse needle or strong
+pin.
+
+
+=Paper Tearing= (See page 54)
+
+
+=Paper Cutting=
+
+This is another Froebelian occupation. Some suggestions have been given
+elsewhere. (See page 54.) We will speak here of a more definite series
+of progressive steps.
+
+Take a square of white paper. Fold once to make an oblong. Keep folded
+and fold once more, which gives a small square. From the corners of this
+square cut pieces, large or small. Keep these. Open the paper and lay it
+down. Then arrange around it the cut-off corners to make a design. They
+may be arranged in a variety of ways. The pieces cut off the corners
+may be of various shapes.
+
+Vary another square by cutting into it, after it has been folded,
+triangles or other figures. Open and arrange around it these cut-off
+pieces. When a satisfactory design has thus been made, it may be pasted
+on a pleasing background of paper.
+
+In kindergarten training, checked paper is provided and the cuttings are
+made from lines drawn upon this according to a progressive system.
+
+
+=Parquetry= (_Colored papers_, _paste_, _kindergarten slat or match for
+    paste-stick_)
+
+This occupation has its parallel in the tablets. The designs made
+temporarily with the circles, squares, etc., of wood may be put into
+more permanent form with the parquetry papers. These are circles,
+squares, triangles, etc., of colored papers, the unit of size being the
+inch. There are 1,000 in a package, embracing the six colors--red,
+orange, yellow, green, blue and violet, with two shades and two tints of
+each, besides neutral tones, and black and white.
+
+1. Easter Card. Give the child an oblong piece of gray cardboard, six
+inches long, and some yellow circles. Let him paste a row of circles for
+dandelion heads and then chalk in the green stems. Give to father for an
+Easter card.
+
+Red and yellow circles may be cut in half and so arranged as to suggest
+tulips. (See page 122.)
+
+2. Frieze. Let the child make designs for a frieze for the doll-house
+parlor, arranging circles and squares successively or alternately on a
+strip of paper. Or he can make a design for the doll-house kitchen
+oilcloth by pasting squares or circles (one square or circle surrounded
+by others) in a square unit.
+
+An inexpensive paste for this work may be made of gum tragacanth. Buy
+five cents' worth of the powdered gum. Put a tablespoonful into an empty
+mucilage bottle and fill with water. In a few moments it will dissolve
+and thicken. Use more or less, according to thickness desired.
+
+
+=Weaving= (_Colored kindergarten weaving mats_, _weaving needle_)
+
+This is one of the most popular of kindergarten occupations.
+
+Primitive man early learned to interlace the branches of trees to make
+for himself a shelter, and to weave together coarse fibres to make his
+crude garments. In course of ages great skill was acquired in thus using
+all kinds of flexible materials; artistic baskets were produced of
+raffia and reeds, and fine garments of linen, wool and cotton. Beautiful
+effects in color and form were introduced, the designs usually having a
+symbolic meaning.
+
+Froebel devised, for the expression of this natural tendency, a series
+of exercises with colored paper, which gave practice in selection of
+color harmonies, in designing, in counting, and which led to skill and
+neatness in work.
+
+Loom-weaving has been described on another page. (90.) In many
+kindergartens it now entirely supersedes the paper-weaving, which we
+will here briefly describe.
+
+1. If you do not care to buy the regular kindergarten weaving mats, you
+may use smooth gray or brown wrapping paper cut into four-inch squares.
+In such a square cut _two_ slits 1/2 inch apart and one inch long. From
+some pretty paper cut a strip one inch wide and two inches long and
+insert in the slit in the mat, pasting the ends of the strip to the
+under side of the mat.
+
+2. Cut _three_ or _four_ slits in similar mats and weave into them
+one-inch or half-inch strips, using narrower ones as the child gains
+skill. Weave such a strip under one and over one; then weave another,
+under two and over two, etc.; thus a variety of effects may be produced
+and the child meanwhile has practice incidentally in simple counting.
+Such a mat may be used to cover a glass of drinking water or medicine
+glass.
+
+3. A larger mat may be made of pretty paper cut into comparatively fine
+slits. Paste upon this mat a square of smooth paper as a kind of lining;
+fold cornerwise and paste two edges together, making a kind of
+cornucopia.
+
+4. Scent-Bag. A scent-bag may be made by putting between the mat and the
+lining described above a thin piece of cotton-batting, sprinkled with
+scent.
+
+5. Oilcloth or Felt. Instead of paper, mats may be woven of plain
+oilcloth or of felt. Have two colors of each material, one for the mat
+and one for the strips.
+
+On a 5-inch square of the material draw four parallel lines one inch
+apart and one inch from the top and bottom. Then using these as guide
+lines, cut four slits and weave in and out as with the paper weaving.
+Ribbon may be used for the woof if desired. Such a mat may be used for a
+lamp-mat or for a flower-pot mat.
+
+Among the reasons for discarding the paper-weaving are the following:
+The colors are somewhat intense, and it is not always easy to secure
+good harmonies; the care necessary to avoid tearing the delicate paper
+and soiling the delicate colors is often a trial to highly-strung
+children. Therefore they should not work at it too long at a time. A
+weaving needle comes with the kindergarten weaving papers.
+
+
+=Paper-Folding=
+
+We give here _only a very few_ of the innumerable forms which may be
+made by folding paper according to exact directions. Mother may conduct
+such a little play while she is sewing and the child is on the floor or
+at the table. But directions must be exact and explicit. After once
+having told what to do in quiet, distinct, clear language, do not
+repeat. Train the child to hear accurately the first time.
+
+Papers in many tones may be obtained from the kindergarten supply
+stores, but any exact square of white paper or of smooth brown wrapping
+paper will do.
+
+Place the simple open square before the child, the edge directly in
+front of him. Call it a tablecloth and ask where the different members
+of the family sit. If able to wield the scissors, let him fringe the
+edge all around.
+
+1. Book. Give a second square and, showing him which are the front
+corners, tell him to take hold of these and fold the paper over so that
+the front edge is just on a line with the back edge. Let him iron the
+table cloth (crease the fold with his thumb nail) so as to make a sharp
+line when opened. This makes a little book or tent. Ask what he can read
+in the book; who camps out in the tent; etc.
+
+2. Window. Make another tent. Keep the tent in front of the child and
+tell him to open it and then to fold the left side over so that the left
+edge exactly meets the right edge. Crease and open, and the result is a
+window with four panes. Have the child tell what he plays he can see
+through it.
+
+3. Tunnel. Fold a square once through the middle as before. Open and
+notice the sharp line made by the crease. Now fold the front edge to
+meet exactly _this line_. Open and then fold the back edge to meet this
+line. Open in such a way that the form when standing makes a little
+tunnel. Roll a marble under it.
+
+[Illustration: Paper-Folding.]
+
+4. Barn. Fold a square into sixteen little squares by making a tunnel in
+one direction and then folding a tunnel in the other direction, so that
+the creases cross each other at right angles. Open out and cut from the
+_left edge_ and from the _right edge_ three slits along the horizontal
+creases to the first intersecting vertical crease. (See illustration.)
+Now fold No. 1 over No. 2 so that one little square exactly covers the
+other and paste or pin together. Do the same at the other end. This
+draws the paper into shape of gable roof. Place remaining flaps so that
+one overlaps the other a trifle, as shown in the illustration. Then cut
+a door in the side. (See illustration.) This can be made of a large
+sheet of strong paper and will house very large paper animals.
+
+5. Sailboat. Place a square of paper directly in front of you. Fold the
+front edge backward to meet exactly the back edge and crease. Open and
+fold the left edge over to meet exactly the right edge and crease. Open.
+
+Turn the paper over so that _the under side is uppermost_, and place so
+that a _corner_ is directly in front of you. Fold the paper so that the
+front corner exactly meets the back corner and crease. Open and fold so
+that the left corner exactly meets the right corner.
+
+You now have a square crossed by two diameters and by two diagonals.
+Number the _corners_ thus: 1, 2, 3, 4, and the _center_ 0. Take the
+corners and hold in one hand so that 1-0, 2-0, 3-0 and 4-0 are back to
+back. Then crease in that position. The form is a square. Lay down so
+that the _folded corner_ faces you. Fold the loose back corner down to
+meet the front corner. Then turn over and again fold the remaining back
+corner down to meet the front corner, and two sails become visible. Fold
+back one-half of the hull to make a base, and the little boat will stand
+and move if breathed upon. It can be made water-tight by dipping in
+melted paraffine. Melt the paraffine by putting it in a double boiler
+with boiling water beneath.
+
+
+=Cardboard Modeling= (_Cardboard_, _knife_, _pencil_, _scissors_)
+
+This is another of Froebel's materials which is much used in the
+kindergarten. The regular kindergarten cardboard comes in large sheets
+measured off into inches, half inches and quarter inches by red and
+blue lines. These are to assist in the accurate cutting and folding of
+the stiff paper. The tinted Bristol board obtainable at stationery
+stores is also much used.
+
+With this simple material older children acquire skill of both hand and
+eye. The higher school grades are now using it to a great extent in
+making geometrical figures, thus gaining practice in making objects
+after first making the working drawings for the same. A tinsmith who has
+had kindergarten training will find himself better equipped for his life
+work because of this early experience in cutting and measuring.
+
+The directions here given assume that the unruled cardboard is used.
+
+To _score_ is to make a long shallow cut or scratch in the cardboard
+with a knife, so that it will bend easily. We give a few simple objects
+in the order of their difficulty.
+
+1. Book-Mark. Draw an oblong 1 × 8 inches. Cut it out and punch a series
+of holes down the middle, one inch apart. Run a bit of baby ribbon in
+and out and thus make a simple book-mark.
+
+2. Toy Wash-Bench. Draw and cut an oblong 1 × 6 inches. Draw a line
+straight across this one inch from each end, and then score these lines
+lightly. Bend and you have a wash-bench for doll's house.
+
+3. Sugar-Scoop. Draw and cut an oblong 2 × 4 inches. Draw a line
+lengthwise through the middle. Score this line, and _cut_ along the
+score _one inch from each end_. Score again from each end at _right
+angles_ to the previous crease. Bend up the scored ends and the side,
+and paste the flaps together. This may be used for the toy grocery
+store.
+
+4. Box. Read these directions through once. Then begin and work along
+as you read again, and all will be clear.
+
+Cut out a square measuring 4 × 4 inches. Place squarely before you, and
+then on the front edge, one inch from each side, make a dot. On the back
+edge, one inch from each side, make a dot. Unite the dots at front and
+back by straight lines. This gives two vertical lines.
+
+Now, on the right hand edge, one inch from each end make a dot, and do
+the same on the left hand edge. Unite these dots by straight lines,
+which gives two horizontal lines crossing the ones previously made at
+right angles. With a sharp knife, and ruler to keep it straight, score
+along these lines so that they may be readily bent.
+
+Now, from the right edge cut along each horizontal line a slit one inch
+long. From the left edge cut along each horizontal line a slit one inch
+long. These cuts will give four flaps. Bend up the four oblong sides and
+fold each flap over inside the box and paste.
+
+A little experimentation on the part of older children will show how to
+elongate one side so as to make a cover.
+
+Differences in the proportions of the original piece of cardboard will
+make boxes of different proportions.
+
+5. Work-Box. Draw a five-inch pentagon. Look up in a geometry to find
+the rules for doing this.
+
+Upon each side as a base erect another pentagon. Score at the line of
+junction and bend the side pentagons till the edges meet. In these edges
+punch holes opposite each other, and through these tie baby ribbon to
+hold them together.
+
+
+=Clay Modeling= (_Potter's clay_, _oilcloth or small smooth board_,
+    _curtain pole_)
+
+Clay is one of the important kindergarten materials, and if used with
+care need give but little trouble. Buy at kindergarten supply store or
+art shop.
+
+Take a yard of table oilcloth and sew tapes to the corners so long that
+the oilcloth may be tied to a table and thus held smooth and firm. When
+not in use keep rolled up on a curtain-pole, broom-handle or dowel. This
+preserves it from untimely cracking. Upon this oilcloth the child can
+easily work with the clay, and the small pieces which may stick to it
+are readily wiped off with a damp cloth. If preferred, a small board
+about a foot square may be used instead of oilcloth. The child soon
+learns not to scatter the pieces. It is well for him to wear a little
+apron when making his small works of art. When finished with the clay,
+let him remove as much as possible from the hands as a rule, what
+remains may be rubbed away with a brisk clapping of the hands or is
+washed off very readily.
+
+1. If his first impulse is to pound and thump the clay, show the child
+how pretty things may be made by gently pressing and molding the clay
+between thumb and fingers. If he is still interested in pounding, show
+him how to make a sphere by rolling the clay between the palms, and then
+by striking it four times hard against the table it is transformed into
+a rough sort of cube which further effort will improve.
+
+2. If he inclines to make a number of balls, show him if possible one of
+the cheap clay marbles, and tell him to make some like it, though his
+will have no glazing.
+
+3. If you see that he is rolling the clay into long lengths, suggest
+that he make a snake or links of a chain.
+
+4. Older children may be shown how to roll it with the palm into long
+slender cylinders. Then coil these round and round spirally upon
+themselves and so build up a jar, as certain primitive races do. Then
+smooth it outside and inside until well shaped.
+
+5. Bowls and crude vases are easily made, and these when dried may be
+painted and used to hold matches or pencils.
+
+6. Sometimes, to stir the imagination, break off a rough piece of clay
+and ask the child if it looks like anything to him. If it suggest a bird
+or fish or fruit, show him how the crude form may be made more nearly
+perfect.
+
+7. Take a bit of clay and upon it press another bit, and so little by
+little smooth and press and build up a plaque 1/2 inch high and four
+inches square. Upon this as a background, build up in the same way,
+little by little, a raised leaf, or a geometrical figure, such as a
+square or a Maltese cross. If a leaf is made, copy from a real leaf.
+
+When thus interested, let the older children read Longfellow's beautiful
+poem, "Keramis," and the work of the potter will have a meaning it never
+had before.
+
+The children who thus make crude efforts to express the beautiful gain
+in power little by little, and will have added capacity to appreciate
+the wonderful works of art to be seen in every gallery. They will gain
+in discrimination as to what is really beautiful, and will know how to
+choose those decorations and ornaments which will make their homes truly
+artistic.
+
+Clay lends itself so readily to the slightest turn of thought, and is
+so easily employed by the smallest pair of hands, that it is one of the
+best materials to give to the little child. He soon learns to tell with
+it what he may be able to say in no other way.
+
+When ready to put away, break into small pieces, put the pieces
+together, knead a little till made into a mass, punch a few holes in the
+mass, fill these with water, put into a stone jar and cover with a damp
+cloth. Or put the clay into a cloth, dampen, and then, twisting the four
+corners of the cloth together, drop the mass on the floor. Do this
+several times and it will be found welded together. Then put into the
+stone jar. Disinfect clay by exposing to sunshine.
+
+
+=Sand-Table= (_Kitchen table_, _saw_, _boards_, _nails_, _zinc_)
+
+From Germany we have finally learned the value of the sand-table and the
+sand-pile as means of development to the child, not to speak of their
+virtues as pure givers of joy.
+
+Sand-tables may be bought at kindergarten stores, or one may be made of
+a kitchen table by sawing off the legs to the size which brings the
+table top within reach of the child. Then the top should be fenced in
+with boards, from three to six inches high, to keep the sand in. It is a
+good plan to line the table with zinc, since it is sometimes desirable
+to have the sand pretty wet, although it generally suffices to make it
+just damp enough to mold readily. It can be dampened with a
+sprinkling-can.
+
+1. The child will play a long while without much suggestion. A little
+pail or bottle to be filled and emptied and refilled will furnish
+material for his embryonic experiments.
+
+2. A tiny cast-iron spade (price one cent) will add materially to his
+happiness.
+
+3. Shells and patty-pans of different shapes and convolutions suggest
+bakery plays, and mother must sample the baby's cookery. When houses and
+forts and churches are the order of the day, paths must be laid and
+bordered with stones and shells; twigs and elderberry branches make tiny
+trees for tiny orchards; and a little pan of water or a bit of mirror
+makes a wee lake. The kindergarten building gifts make substantial
+structures, bridges, park-benches, etc. A winding river can be painted
+with blue paint on the zinc. When the child's imagination flags, a word
+from the mother or a timely story will start a new series of plays next
+time.
+
+4. Older children will enjoy reproducing in the sand the hills and
+valleys of their environment, the roads, woods and streams which they
+know, etc.
+
+5. Tell of the western plant which, when uprooted from its loose hold in
+the desert sand, is sent flying by the wind over the sand, and wherever
+it touches makes a perfect spiral. Let the children make such spirals
+with a coiled piece of wire.
+
+6. Having noticed the impression made upon the sand by the patty-pans,
+the child can be led to make designs with them by making a row of
+impressions equal distances apart, arranging these in twos, in threes,
+etc.
+
+
+
+
+INDEX
+
+
+        PAGE
+
+  Abacus, 17
+
+  Acquiring Skill with Brush or Pencil, 74
+
+  Aiming Games, 95, 96, 97
+
+  Anagrams, 102
+
+  Apple-biting Contest, 132
+
+  Apple Candlestick, 24
+
+  Apple-seed Penwiper, 30
+
+  Applied Art, 76
+
+  Ash Tray, 67
+
+  Autograph Picture, 105
+
+
+  Badge, 123
+
+  Baking Pan Papers, 57
+
+  Balls, 96, 156
+
+  Barn, Paper Folding, 172
+
+  Beads, Second Gift, 159
+
+  Bean Bag Games, 95
+
+  Bean Bags, To Make, 95
+
+  Bed-Making, 145
+
+  Bedstead, Dolls, 87
+
+  Bells, 109, 139
+
+  Berry Baskets or Boxes, 11
+
+  Birchbark, 42
+
+  Biscuit, Thimble, 104
+
+  Block Furniture, 85
+
+  Blowing Bubbles, 51
+
+  Blowing Out Candle, 100
+
+  Boat, 22, 26, 36, 41
+
+  Blue Prints, 52
+
+  Bon-bon Papers, 58, 115
+
+  Booklist, 151
+
+  Bookmark, 58, 174
+
+  Border for Sand-table, 40
+
+  Bottling Shells, 40
+
+  Bottling Stones, 39
+
+  Boxes, 12, 15, 174
+
+  Breastpin, 71
+
+  Bristol Board, 61
+
+  Brush, Pencil or, 73
+
+  Bubbles, 51
+
+  Burnt Match Safe, 34
+
+  Butter Dishes, 41
+
+  Butterflies, 105, 121
+
+  Butterfly Party, 105
+
+  Butter Modeling, 134
+
+  Buttons, 69
+
+  Button-Box, 15
+
+  Button Mold Tops, 70
+
+  Button Mold Wheels, 70
+
+
+  Calendar, 74, 109
+
+  Candle, Blowing Out, 100
+
+  Candle Design, 55
+
+  Candle Making, 137
+
+  Candle Sticks, 24, 64, 138
+
+  Canoe, 43
+
+  Cardboard, 61
+
+  Cardboard Animals, 63
+
+  Cardboard Modeling, 173
+
+  Cardboard Sewing, 165
+
+  Carols, 138
+
+  Carrot Top, 45
+
+  Celluloid Butterflies, 121
+
+  Center Piece, Pumpkin, 135
+
+  Cereal Boxes, 32
+
+  Chains, 56, 115
+
+  Chased by a Goose, 78
+
+  Checkerboard, 62
+
+  Cherry Stone Game, 99
+
+  Chicken Coop, 13
+
+  Chicken, Easter, 122
+
+  Chicken, Squash Seed, 29
+
+  Child's Library, The, 149
+
+  Chinese Kite, 66
+
+  Chinese Toy, 64
+
+  Christmas, 136
+
+  Cigar-Box Bedstead, 87
+
+  Cigar-Box Dollhouse, 82
+
+  Circle Tag, 92
+
+  Classifying, 39, 40, 48
+
+  Clay, 176
+
+  Clay-pipe Doll, 80
+
+  Clock, Paper, 86
+
+  Clothespin Doll, 80
+
+  Clothespin Race, 94
+
+  Clover, Four-leaf, 48
+
+  Collecting, 39, 40, 48
+
+  Color Top, 75
+
+  Colors, Matching, 71
+
+  Cork, 36
+
+  Cork Doll, 81
+
+  Corn, 18
+
+  Corncobs, 18
+
+  Corncrib, 18
+
+  Cornhusks, 18
+
+  Cornstalks, 135
+
+  Counters for Games, 28, 62, 69
+
+  Countess of the Huggermuggers, 100
+
+  Counting Ball, 96
+
+  Cover for Medicine Glass, 166, 170
+
+  Cradle, Egg Shell, 25
+
+  Cranberries, 136
+
+  Croquet with Peas, 98
+
+  Cross Tag, 93
+
+  Cup and Ball, 96
+
+  Curtains for Dollhouse, 87
+
+  Cutlery, Toy, 36
+
+  Cutting Paper, 54, 167
+
+
+  Darning Egg, 44
+
+  Decorated Note-Paper, 109
+
+  Decoration Day, 123
+
+  Decorative Cherries, 114
+
+  Decorative Leaves, 47
+
+  Designs, 21, 28, 77
+
+  Dinner Souvenirs, 120, 130, 134
+
+  Dishes, Tin-foil, 35
+
+  Dish-washing, 143
+
+  Distances, Guessing, 72
+
+  Doll Furniture, 15, 37, 85
+
+  Doll-Houses, 82
+
+  Doll Park, 89
+
+  Dolls, 80
+
+  Donkey Game, 100
+
+  Drawing, 31, 72
+
+  Drums, 125
+
+  Ducking for Apples, 131
+
+  Dusting, 147
+
+
+  Easter, 120
+
+  Easter Card, 122, 168
+
+  Easter Chicken, 122
+
+  East Indian Fan, 43
+
+  Edam Cheese Lantern, 34
+
+  Egg-shell Boat, 26
+
+  Egg-shell Cradle, 25
+
+  Egg-shell Game, 99
+
+  Egg-shell Garden, 25
+
+  Eggs, Humpty Dumpty, 26
+
+  Egg-shell, To Blow, 25
+
+  Egg-shells, 25, 26, 99
+
+  Eighth Gift Plays, 162
+
+  Elevator, Toy, 71
+
+  Epaulettes, 56
+
+  Experiments with Color, 75
+
+  Expression with Pencil and Brush, 73
+
+
+  Fairy Tales, Myths, etc., 151
+
+  Fan, 43, 63
+
+  Feather, Corn-husk, 18
+
+  Feather Flowers, 49
+
+  Felt Mats, 170
+
+  Fence, 11, 19
+
+  Festival Occasions, 107
+
+  Festoons, 47
+
+  Firecracker Designs, 55
+
+  Firecracker, Imitation, 124
+
+  First Gift Balls, 156
+
+  Flags, 119
+
+  Flower-Pot, 35
+
+  Flower Rack, 37
+
+  Flowers, Feather, 49
+
+  Flowers, Pressing, 51
+
+  Foot-ball, Egg, 99
+
+  Fortune Telling, 131
+
+  Fourth of July, 124
+
+  Frieze, 48, 168
+
+  Fringed Bon-bon Papers, 58, 115
+
+  Furniture, 15, 20, 37, 85
+
+
+  Games and Plays, 92, 157, 158, 161
+
+  Gift Card, 166
+
+  Gifts, Kindergarten, 155
+
+  Go-Bang Board, 61
+
+  Good Luck Pigs, 109
+
+  Gourds, 44
+
+  Grace Hoops, 97
+
+  Grocery Store, 88
+
+  Guess Ball, 96
+
+  Guessing Distances, 72
+
+
+  Hallowe'en, 131
+
+  Hammering Soap, 31
+
+  Handkerchief Box, 42
+
+  Hanging Basket, 15, 35, 44
+
+  Hearts, 110
+
+  History and Biography Books, 152
+
+  Home Tasks, 141
+
+  Honey, Weighing, 103
+
+  House, Cob, 19
+
+  House, Doll's, 33, 82
+
+  Household Duties, 141
+
+  Humpty Dumpty Eggs, 26
+
+
+  Imitation Water, 31
+
+  Independence Day, 124
+
+  Indian Head-dress, 50
+
+  Ironing, 146
+
+
+  Jack O'Lantern, 135
+
+  Jackstones, 39
+
+  Japanese Tag, 93
+
+
+  Key-Basket, The, 141
+
+  Kindergarten Materials--Gifts, 155
+
+    "             "     --Occupations, 164
+
+  Kite, 60, 66
+
+
+  Labor Day, 128
+
+    "    "   Dinner, 130
+
+    "    "   Parade, 129
+
+  Lacy Valentine, 111
+
+  Lamp Mats, 170
+
+  Lamp, Toy, 86
+
+  Lantern, 33, 34, 139
+
+    "      Toy, 24
+
+  Learning to Observe, 73
+
+  Leaves, to Dry and Press, 47
+
+  Lentils, 163
+
+  Library, The Child's, 149
+
+  Looms, 90
+
+
+  Man, Prunes, Raisins, 27
+
+  Masks, 57
+
+  Matching Colors, 71
+
+  Matchsafe, 34, 177
+
+  Mats, 18, 46, 170
+
+  Medicine Glass Cover, 166, 170
+
+  Memorial Day, 123
+
+  Merry-Go-Round, Dolls', 89
+
+  Midnight Watching, 109
+
+  Mirror, Toy, 36
+
+  Money, Toy, 36, 58
+
+  Morning Glories, Pressed, 51
+
+  Moving Van, 32
+
+  Music Books, 154
+
+
+  Nature Books, 153
+
+  Needle Case, 42
+
+  Needles, 71
+
+  New Year's Bells, 109
+
+    "    "   Day, 108
+
+  Newspaper Wrappers, 57
+
+  Numeral Frame, 17
+
+  Nuts, 22
+
+
+  Occupations, Kindergarten, 164
+
+  Oilcloth Mats, 170
+
+  Oiled Paper, 87
+
+  Omnibus Swing, 101
+
+  Orange Basket, 24
+
+
+  Paint-Box, The, 73
+
+  Paint-Brush Box, 43
+
+  Painting from Object, 73
+
+    "      Wagons or Houses, 76
+
+  Paper, 54
+
+  Paper Chains, 56, 115
+
+  Paper Cutting, 54, 167
+
+  Paper Doll, 81
+
+  Paper Folding, 171
+
+  Paper Furniture, 85
+
+  Paper Lanterns, 118
+
+  Paper Mats, 169
+
+  Paper Money, 58
+
+  Paper-Weight, 40
+
+  Papering House, 85
+
+  Papers for Baking Pans, 57
+
+  Park for Dolls, 89
+
+  Parquetry, 168
+
+  Parties, Suggestions for, 103
+
+  Paste, 169
+
+  Pasteboard Doll House, 82
+
+  Paste Stick, 14
+
+  Path Borders or Markers, 39
+
+  Pea Furniture, 164
+
+  Peanut Animals, 23
+
+    "    Doll, 80
+
+    "    Party, 103
+
+  Pea Pod Boat, 16
+
+  Peas, 16
+
+  Peaswork, 164
+
+  Pebbles, 39
+
+  Pegboard, 160
+
+  Pencil Box, 43
+
+  Pen Tray, 67
+
+  Penwiper, 42
+
+  Perforating or Pricking, 133, 165
+
+  Piano Scarf, 41
+
+  Picture Books, 153
+
+  Picture Frames, 13, 44, 46
+
+  Picture Story, 78
+
+  Pictures of Seedling, 74
+
+  Pigments, 75
+
+  Pincushion, 41
+
+  Pin Tray, 41
+
+  Place or Luncheon Cards, 76, 108, 113, 119, 121, 127, 130, 133 134, 136
+
+  Plays or Games, 92
+
+  Plays with Gifts, 161
+
+  Plumes for Hat, 55
+
+  Poetry Books, 123, 153
+
+  Pop-corn Balls, 22
+
+  Pop-corn Chains or Festoons, 22, 139
+
+  Portieres, 21
+
+  Post Fence, 19, 160
+
+  Potato Horse, 17
+
+    "    Race, 94
+
+  Pressed Leaves, 47
+
+  Pressed Morning Glories, 51
+
+  Pricking, 133, 165
+
+  Prism, 75
+
+  Prunes, 27
+
+  Pulley, Toy, 71
+
+  Pumpkin Basket or Center Piece, 135
+
+
+  Races, 94
+
+  Racing Tag, 93
+
+  Raffia, 45
+
+  Rafts, 19, 36
+
+  Rag Doll, 82
+
+  Raisins, 27
+
+  Ramekin Dishes, 41
+
+  Reading, 123, 133, 140, 177
+
+  Red Pepper Lantern, 24
+
+  Reins, 46
+
+  Ring Toss, 97
+
+  Road Roller, Spool, 71
+
+  Rockets, Imitation, 127
+
+  Room Decorations, 132, 135
+
+  Rope and Sandbag, 101
+
+  Rose-haw Chains or Rosaries, 51
+
+  Rosettes, 126
+
+  Rug Design, 77
+
+  Rugs, 90
+
+
+  Sailboat, 23, 36, 173
+
+  St. Patrick's Day, 119
+
+    "     "      "   Dinner, 120
+
+  St. Valentine's Day, 110
+
+    "     "       Dinner, 112
+
+  Salt, 34
+
+  Salt Dishes, 41
+
+  Sand, 178
+
+  Sand Table, 178
+
+  Saved from the Scrap Basket, 53
+
+  Scales, Toy, 88
+
+  Scent Bag, 170
+
+  Scissors, Drawing, 72
+
+  Scrap Books, 68
+
+  Screen, Toy or Miniature, 63, 122
+
+  Second Gift Plays, 157, 158
+
+  Second Gift Beads, 159
+
+  Seedling, Drawing of, 74
+
+  Seed-markers, 11
+
+  Seeds, 27
+
+  Seventh Gift, Tablets, 162
+
+  Sewing, 165
+
+  Sewing Basket, The, 69
+
+  Shadow Game, 52
+
+  Shamrock, 119
+
+  Shells, 40
+
+  Shields, 127
+
+  Snowball, 137
+
+  Snowflakes, 59
+
+  Soap, 31
+
+  Soap Box Doll House, 84
+
+  Soldiers Caps, etc., 55
+
+  Soldier-Flowers, Milkweed, 51
+
+  Spiderweb Party, 104
+
+    "       Valentine, 111
+
+  Spinning Buttons, 69, 70
+
+  Sponge Garden, 120
+
+  Spools, 70
+
+  Squash Animals, 17
+
+  Squash Seed Chicken, 29
+
+  Stained Glass Windows, 77
+
+  Sticks, Kindergarten, 156, 162
+
+  Stones and Pebbles, 39
+
+  Stove, Toy, 86
+
+  Strawberry Boxes, 11
+
+  Straws, 51
+
+  Stringing, 21, 27, 51, 69, 136
+
+  Sugar Scoop, 174
+
+  Suggestions for Parties, 103
+
+  Sun and Shadow, 52
+
+  Sunday-School Helps, 154
+
+  Surprise Walnuts, 23
+
+  Sweeping, 147
+
+  Sweet Potato Animals, 17
+
+  Sweet Potato Vine, 45
+
+  Swimming Float, 37
+
+  Swing, Omnibus, 101
+
+
+  Table Serving, 143
+
+  Table Setting, 142
+
+  Tablets, Kindergarten, 162
+
+  Tag, 92
+
+  Tailless Kite, 60
+
+  Target, Spool, 70
+
+  Tearing Paper, 54
+
+  Telephone Toy, for Doll House, 87
+
+  Tents, Paper, 116
+
+  Thanksgiving, 133
+
+  Thimble Biscuit Party, 104
+
+  Threading Needles, 72
+
+  Tiling, Doll House, 85
+
+  Tin Cans, 34
+
+  Tin-foil, 35
+
+  Top, 70, 75, 77
+
+  Tower Target, Spool, 70
+
+  Toy Vegetables, 40
+
+  Transparency, 47
+
+  Transparent Papers, 75
+
+  Tree-Boxes, 70
+
+  Tunnel, Paper, 172
+
+  Turnip Basket, 45
+
+  Turtle, 27
+
+
+  Umbrella, Toy, 167
+
+
+  Valentine Party Dinner, 112
+
+  Valentines, 110
+
+  Vegetable Animals, 17
+
+  Vegetables, 45
+
+    "         Toy, 40
+
+
+  Wagon, 14, 32
+
+  Walnut Boats, 23
+
+    "    Surprise, 23
+
+  Washing, 146
+
+  Washbench, Cardboard, 174
+
+  Washington's Birthday, 113
+
+  Water-color Cups, 40
+
+  Water, Imitation, 31
+
+  Waxed Leaves, 47
+
+  Weaving, 90, 169
+
+  Weighing Honey, 103
+
+  Wheels, 14, 32, 35
+
+  Windows, 77, 87
+
+  Wishbone Doll, 80
+
+  Work Box, 175
+
+  Worsted Mats, 90
+
+
+  Yarn Doll, 81
+
+
+
+
+       *       *       *       *       *
+
+
+
+
+Transcriber's note:
+
+Obvious printer's errors in the original publication have been
+corrected without comment.
+
+Inconsistencies in the author's spelling, use of hyphens and other
+punctuation are retained as in the original work.
+
+Pages 152-155 were originally printed in two columns. For the
+convenience of readers of this e-publication, the two columns are
+represented in this version in a single column.
+
+
+
+***END OF THE PROJECT GUTENBERG EBOOK HOME OCCUPATIONS FOR BOYS AND
+GIRLS***
+
+
+******* This file should be named 39663-8.txt or 39663-8.zip *******
+
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+<body>
+<h1 class="pg">The Project Gutenberg eBook, Home Occupations for Boys and Girls, by
+Bertha Johnston</h1>
+<p>This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at <a
+href="http://www.gutenberg.org">www.gutenberg.org</a></p>
+<p>Title: Home Occupations for Boys and Girls</p>
+<p>Author: Bertha Johnston</p>
+<p>Release Date: May 10, 2012  [eBook #39663]</p>
+<p>Language: English</p>
+<p>Character set encoding: ISO-8859-1</p>
+<p>***START OF THE PROJECT GUTENBERG EBOOK HOME OCCUPATIONS FOR BOYS AND GIRLS***</p>
+<p>&nbsp;</p>
+<h4>E-text prepared by Chris Curnow, Cathy Maxam,<br />
+    and the Online Distributed Proofreading Team<br />
+    (<a href="http://www.pgdp.net">http://www.pgdp.net</a>)<br />
+    from page images generously made available by<br />
+    Internet Archive<br />
+    (<a href="http://archive.org">http://archive.org</a>)</h4>
+<p>&nbsp;</p>
+<table border="0" style="background-color: #ccccff;margin: 0 auto;" cellpadding="10">
+  <tr>
+    <td valign="top">
+      Note:
+    </td>
+    <td>
+      Images of the original pages are available through
+      Internet Archive. See
+      <a href="http://archive.org/details/homeoccupationsf00johniala">
+      http://archive.org/details/homeoccupationsf00johniala</a>
+	</td>
+  </tr>
+</table>
+<p>&nbsp;</p>
+<hr class="full" />
+<p>&nbsp;</p>
+
+<div class="figcenter"><a id="i_cover" name="i_cover"></a>
+<img src="images/i_cover.jpg" alt="cover" />
+</div>
+
+<hr style="width: 65%;" />
+
+<h1>HOME OCCUPATIONS</h1>
+
+<p class="center">FOR</p>
+
+<p class="center bigger pb">BOYS AND GIRLS</p>
+
+<p class="center smaller pt">BY</p>
+
+<p class="center big">BERTHA JOHNSTON</p>
+
+<p class="center smaller bigpb">EDITOR OF THE "KINDERGARTEN MAGAZINE"</p>
+
+<p class="center smaller bigpt">ASSISTED BY</p>
+
+<p class="center">FANNY CHAPIN</p>
+
+<p class="center smaller pb">FORMER KINDERGARTEN DIRECTOR OF THE CHICAGO LATIN SCHOOL</p>
+
+<div class="figcenter"><a id="i_002" name="i_002"></a>
+<img src="images/i_002.jpg" alt="logo" />
+
+
+</div>
+
+
+<p class="center pt">PHILADELPHIA</p>
+
+<p class="center big">GEORGE W. JACOBS &amp; CO.</p>
+<p class="center">PUBLISHERS</p>
+
+
+
+<hr style="width: 65%;" />
+
+
+<p class="center smaller"><span class="smcap">Copyright, 1908</span></p>
+<p class="center small">By GEORGE W. JACOBS &amp; CO.</p>
+<p class="center smaller pb"><span class="smcap">Published October, 1908</span></p>
+
+<p class="center small pt"><i>All rights reserved</i><br />
+<i>Printed in U. S. A.</i></p>
+
+
+
+
+<hr style="width: 65%;" />
+
+
+<blockquote class="big"><p>Teach him. He is naturally clever. From
+his earliest years, when he was a little fellow
+only so big, he would build mud houses, carve
+out boats, and make little wagons of leather,
+and frogs out of pomegranate rinds, you can't
+think how cleverly.</p>
+
+<p><i>Aristophanes</i>, 421 B. C.</p></blockquote>
+
+<p><span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span></p>
+
+
+
+<hr style="width: 65%;" />
+<h2>PREFACE</h2>
+
+
+<p>The plan of this book has special reference to the
+Mother when comes the woful plaint, "I don't know
+what to do! Mama, what can I do now?"</p>
+
+<p>Is she busy in the kitchen? She has right there
+material for the little one's happy employment. Is she
+mending the stockings? She can give him needle and
+thread and, with the aid of this book, a word of suggestion.
+In spare moments both mother and children
+can together prepare papers, cards, etc., for future
+occasions.</p>
+
+<p>It will be found upon examination that although
+some of the articles described herein require material
+peculiar to certain localities, very many more may be
+made of things to be found in every home, whether
+the city flat or the remote country homestead. Usually
+a choice is possible. One may use the cardboard,
+paper, etc., saved from the scrap-basket or may send
+to supply houses for material partially prepared. It
+is an undoubted advantage for the child to be trained
+to see the possibilities in the raw material lying at
+hand. It stimulates his inventive imagination and
+makes for efficiency and the power to cope with
+emergencies.</p>
+
+<p>The child accustomed to looking upon odds and
+ends of wire, paper, weeds, seeds, and grasses as
+hiding delightful secrets which he may learn to unravel
+and utilize, may be readily trained to regard
+all Nature as a vast storehouse open to his investigation,
+and a continual source of inspiration.</p>
+
+<p>The child, habituated to mastering the raw material
+of his immediate environment, will not be discomfited
+if thrown upon an unknown shore, whether
+arctic or tropical. He will recognize everywhere
+about<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span>
+ him possibilities for shelter, food, clothing, and
+transportation and will know how to use them.</p>
+
+<p>But the child must be trained to perceive the
+beautiful and the ideal as well as the useful. Into
+each article here described, even the simplest, enter
+the elements of beauty, proportion, harmony of line
+and color, and good, true workmanship, leading surely,
+even if unconsciously, to an appreciation of the best
+wherever found.</p>
+
+<p>In making an article as a gift for child or adult,
+thought for others is cultivated and the frequently
+needed help of older brother or sister encourages the
+spirit of goodwill and kindliness.</p>
+
+<p>The festival occasions are especially valuable in
+developing the sense of interdependence and large-mindedness.</p>
+
+<p>Among a people proverbially wasteful it is certainly
+the part of wisdom to train the child to economy
+for the sake of future service. The contents of the
+city garbage barrel are found by business men to be
+worth sorting and classifying and everything proves
+to be of some use. Why should not the child be
+taught, before throwing away the discarded picture
+book, to ask if there is not a use for it still? A nation
+so trained will preserve its forests and save its
+Niagaras. It will see things material and things
+spiritual in their true relations.</p>
+
+<p>We would suggest that a little cupboard be placed
+within easy reach of the child. Here he may keep
+his own scissors, paste, pencil and papers, ready
+for use when the propitious moment of inspiration
+seizes him.</p>
+
+<p>Too much exactness must not be required of the
+very young child, but as fast as he is able to do good
+work insist upon the best of which <i>he</i> is capable.
+Train <span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span>
+him always to try to surpass himself. Above
+all, let him be happy in the doing.</p>
+
+<p>The ideas offered in this volume have been garnered
+from various sources. Practical experience in
+the home has suggested many, and actual daily work
+in the kindergarten has given rise to others. A few,
+such as the thimble biscuit party and croquet with
+peas, are among the recollections of happy childhood.</p>
+
+<p>It is a pleasure to acknowledge the obligation to
+Miss Fanny Chapin, of Chicago, a kindergartner of
+long experience, for the comradeship of thought which
+made the book possible. Miss Chapin also contributed
+the directions for making feather flowers,
+many of the holiday suggestions, and other items scattered
+through the book.</p>
+
+<p>The conversion of corks into a set of furniture
+was learned from a German playmate twenty-five
+years ago. Imagine the interest with which we discovered
+a set, almost identical, at the German exhibit
+of the recent International Kindergarten Union.</p>
+
+<p>The candlesticks of tin or cardboard, brightened
+with colored tissue-paper, varied to suit particular
+occasions, is a regular feature of the festival dinners
+at the Gertrude House, Chicago.</p>
+
+<p>To one and all to whom, consciously or unconsciously,
+we may be indebted for any suggestions, we
+express our thanks.</p>
+
+<p>A perusal of this little volume will show that it is
+far from exhaustive of the topics treated. It is largely
+a book of suggestion. If it stimulates the child to
+new investigations and experiments along similar
+lines; if it reinforces the spirit of brotherly kindness
+in the home; or if it helps to solve any of the
+problems of the mother, the hopes of the authors will
+be accomplished.</p>
+
+<p class="deepind">
+<span class="smcap">Bertha Johnston.</span><br /></p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span></p>
+
+<p class="center big">CONTENTS</p>
+
+
+<table cellpadding="2" cellspacing="4" summary="contents">
+<tr>
+<td class="center small">CHAPTER</td>
+<td>&nbsp;</td>
+<td class="tdr small">PAGE</td>
+</tr>
+<tr>
+<td class="tdr"> I.</td>
+<td class="tdl"><a href="#CHAPTER_I">The Secrets of the Market Basket</a></td>
+<td class="tdr">11</td>
+</tr>
+<tr>
+<td class="tdr">II.</td>
+<td class="tdl"><a href="#CHAPTER_II">Mother Nature's Horn of Plenty</a></td>
+<td class="tdr">39</td>
+</tr>
+<tr>
+<td class="tdr">III.</td>
+<td class="tdl"><a href="#CHAPTER_III">Saved from the Scrap Basket</a></td>
+<td class="tdr">53</td>
+</tr>
+<tr>
+<td class="tdr">IV.</td>
+<td class="tdl"><a href="#CHAPTER_IV">The Sewing-Basket</a></td>
+<td class="tdr">69</td>
+</tr>
+<tr>
+<td class="tdr">V.</td>
+<td class="tdl"><a href="#CHAPTER_V">The Paint Box</a></td>
+<td class="tdr">73</td>
+</tr>
+<tr>
+<td class="tdr">VI.</td>
+<td class="tdl"><a href="#CHAPTER_VI">Dolls and Doll-Houses</a></td>
+<td class="tdr">80</td>
+</tr>
+<tr>
+<td class="tdr">VII.</td>
+<td class="tdl"><a href="#CHAPTER_VII">Plays and Games</a></td>
+<td class="tdr">92</td>
+</tr>
+<tr>
+<td class="tdr">VIII.</td>
+<td class="tdl"><a href="#CHAPTER_VIII">Festival Occasions</a></td>
+<td class="tdr">107</td>
+</tr>
+<tr>
+<td class="tdr">IX.</td>
+<td class="tdl"><a href="#CHAPTER_IX">The Key Basket</a></td>
+<td class="tdr">141</td>
+</tr>
+<tr>
+<td class="tdr">X.</td>
+<td class="tdl"><a href="#CHAPTER_X">The Child's Library</a></td>
+<td class="tdr">149</td>
+</tr>
+<tr>
+<td class="tdr">XI.</td>
+<td class="tdl"><a href="#CHAPTER_XI">Kindergarten Materials&mdash;The Gifts</a></td>
+<td class="tdr">155</td>
+</tr>
+<tr>
+<td class="tdr">XII.</td>
+<td class="tdl"><a href="#CHAPTER_XII">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;"  &nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
+   " &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;    &mdash;The Occupations</a></td>
+<td class="tdr">164</td>
+</tr>
+</table>
+
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span></p>
+<h2><a name="CHAPTER_I" id="CHAPTER_I"></a>CHAPTER I<br />
+<br />
+
+THE SECRETS OF THE MARKET BASKET</h2>
+
+
+<p>The busy but thoughtful mother will find in the
+contents of the market basket many possibilities for
+happily employing the creative instinct of her child.
+We give a few suggestions which demand activity of
+both mind and body.</p>
+
+
+<h3>STRAWBERRY-BOXES</h3>
+
+
+<p class="hang2"><b>Seed-Markers</b> (<i>No tools needed but the fingers</i>)</p>
+
+<p>Remove the rim of wood which binds the box
+into shape, that the little tacks may not injure the
+child. Then let him tear the sides and bottom into
+little slats which can be used as seed-markers. Older
+children can write upon them the names of seeds, and
+when planted put one of these slats into the ground
+to indicate where the seeds may be expected to
+come up.</p>
+
+<p>The little child enjoys the sense of power that he
+feels simply in being able to tear these boxes apart,
+but let there be a thought back of the action if it
+seem to degenerate into pure destructiveness.</p>
+
+
+<p class="hang2"><b>Toy-Fences</b> (<i>Employing fingers only</i>)</p>
+
+<p>Split the boxes with the fingers into pieces wide
+or narrow, as desired, and the slats thus made can be
+turned into fences for the play farm in the sand-box,
+or for borders for small flower beds. (1) Stick them
+into <span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span>
+the sand or earth side by side, to suggest a plain
+board fence; or (2) Put very narrow ones at short
+intervals apart to suggest a picket fence.</p>
+
+
+<p class="hang2"><b>Toy-Fences</b> (<i>Scissors</i>, <i>tacks</i>)</p>
+
+<p>If old enough to use scissors, let the child cut the
+boxes apart with long scissors and use for fences as
+before. (1) Side by side for board fence. (2) Cut
+into very narrow strips for picket fence. Use the rim
+of the basket for the rail to unite the pickets, fastening
+them with the tiny tacks which are already in it.
+Pickets might be one inch apart. Cutting the tops of
+the pickets into points will complete the resemblance to
+a real fence. Put the rails about one-half inch from
+top.</p>
+
+
+<p class="hang2"><b>Boxes for tacks, seeds, etc.</b> (<i>Scissors</i>, <i>paste</i>, <i>paste-sticks</i>,
+<i>ribbon, 8&frac12; inches long, 1&frac12; inches wide</i>,
+<i>wall-paper</i>, <i>pan with water</i>)</p>
+
+<p>Take two pieces of a box, each measuring 2 × 5
+inches. Soak in water till soft. Place one directly
+across the middle of the other, and bend the four
+projecting ends up perpendicularly into box form.
+(1) Hold the sides in place by winding the ribbon
+around the four sides, till they meet, and paste the one
+overlapping end over the other. (2) Cut a piece of
+wall-paper (obtainable often from a wall-hanger's
+shop) into a strip 1&frac12; × 8&frac12; inches and wind around,
+pasting one end over the other. If the child is inexperienced
+the paper may be cut of exactly the height
+of box. If skillful in so doing, let him cut the strip
+&frac12; inch wider and turn down over the top to give a
+little finish. This gives practice in neatness and skill.</p>
+
+<p>Let the child observe how a Swedish matchbox
+is made&mdash;the wood held together by strips of thin but
+tough <span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span>
+paper&mdash;and then carry his thought to the far-distant
+land which sends us the magic wands that
+give us light with safety. And all carried in a tiny
+box made of wood and paper. Decalcomanias might
+be used for decoration of the plain wooden box.</p>
+
+<p>Let the child experiment in making boxes of
+different shapes and sizes for his collections of seeds,
+stones, etc. This cultivates his ingenuity and practical
+imagination.</p>
+
+
+<p class="hang2"><b>Picture Frames</b> (<i>Scissors</i>, <i>thumb-tacks</i>, <i>gold paint</i>,
+<i>water-colors</i>, <i>glue</i>)</p>
+
+<p>Cut three slats, each 1 × 8 inches, to make triangular
+frame. Unite with thumb-tacks, one at each of the
+three corners. To place them exactly the right way
+may take a little experimenting, which helps develop
+the child's sense of proportion and arrangement.
+When joined, cut off the projecting parts at the top
+to give pointed effect. Good for pictures of Indians,
+as wigwam is suggested. Decorate by gilding or
+painting. Can be painted with Ivory paints or water-colors.</p>
+
+
+<p class="hang2"><b>Chicken-Coops</b> (<i>Scissors</i>, <i>glue</i>)</p>
+
+<p>Remove the rim, bottom (in one piece) and two
+adjoining sides of a berry box. This leaves two sides
+remaining which are already bent into correct form
+for coop. Cut the bottom of the box in half from
+corner to corner. This gives the triangular back of
+the coop which must be glued on. The slats must
+now be made and put into place. Cut three slats each
+&#8540; inches wide. (1) In each of the two front edges
+of the coop cut three horizontal slits &#8540; inches deep;
+slip the slats into these and cut off the projecting ends.
+The slats at the top will necessarily be shorter than
+those <span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span>
+at the bottom. (2) Or an older child can cut in
+each of the two edges 3 notches &#8540; inches deep and
+&#8540; inches high and glue the slats into these, thus:</p>
+
+<div class="figcenter"><a id="i_015" name="i_015"></a>
+<img src="images/i_015.jpg" alt="i_015" />
+
+<p class="caption">Chicken-Coop.</p>
+
+</div>
+
+
+
+
+<p class="hang2"><b>Paste-Sticks</b> (<i>Boxes</i>, <i>scissors</i>)</p>
+
+<p>Cut sides of boxes into slender pieces which can be
+put aside and used for paste-sticks when pasting is
+the order of the day. They will prove to be better
+than brushes.</p>
+
+
+<p class="hang2"><b>Wagon</b> (<i>Thumb-tacks</i>, <i>button-molds</i>, <i>skewers</i>, <i>glue</i>,
+<i>small, slender nails</i>)</p>
+
+<p class="pb">Take two boxes. Remove rims. Bend down one
+side of each of the boxes so that it is horizontal. Lap
+one of these exactly over the other and join with
+thumb-tacks. This makes the body of coal wagon.
+For wheels use (1) large wooden button-molds or (2)
+the cardboard circles round which ribbons come.
+Make axles of skewers. Glue axle to bottom of wagon,
+slip on the wheels and insert small, slender nail
+to keep wheel from coming off. If skewers are not
+at hand whittle a slender piece from a stick of kindling
+wood, whittling the ends until slender enough for the
+wheels to slip on. Paint spokes on the wheels and
+paint the wagon, using any paint at hand.</p>
+
+<p><span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span></p>
+
+
+<table class="other" summary="curlybracket">
+
+<tr>
+<td class="tdl"><b>Candy-Boxes</b></td>
+<td class="tdcurly" rowspan="3">
+<span style="font-size:2.25em;">}</span></td>
+<td class="hang" rowspan="2">(<i>Fancy paper</i>, <i>crinkled-paper or silk</i>, <i>glue</i>, <i>paint</i>)</td>
+</tr>
+<tr>
+<td class="tdl"><b>Button-Boxes</b></td>
+</tr>
+</table>
+
+<p>Take a berry-box and dye with Diamond dyes.
+Line it with crinkled paper or dainty flowered wallpaper
+or silk. To do this, fold the paper or silk one
+inch over on itself from the top, for hem. Gather or
+pleat the silk near the top with silk of same color and
+glue to the inner side of the basket near the top, leaving
+a little projecting edge for ruffle. Leave the
+lower ends free. The silk should be two inches
+wider than the depth of the basket and one and one-third
+times as long as the four sides of the basket.
+Now take a square of cardboard the size of the bottom
+of the basket and cover it smoothly with a square
+of silk, folding the silk neatly over the sides and catching
+it across so as to be smooth on the right side. Put
+this silk square down in the bottom of the basket and
+it will hold the sides of the lining firm. A basket
+may be lined with paper in the same way, using glue
+to hold it in place. As paper can not very well be
+gathered, the top may be glued down smoothly or the
+paper may be pleated.</p>
+
+
+<p class="hang2"><b>Hanging-Basket</b> (<i>Lead from tea-box</i>, <i>ribbon or wire</i>,
+<i>earth</i>, <i>seeds</i>)</p>
+
+<p>Line a berry box with the lead, fill with good earth
+and plant vines or flower-seeds. Suspend by ribbon
+or wire.</p>
+
+
+<p class="hang2"><b>Dolls' Furniture</b> (<i>Spools</i>, <i>scissors</i>, <i>glue</i>)</p>
+
+<p>1. Table.&mdash;Make a table by cutting a slat from a
+basket into an oblong 2 × 3 inches and glue to spool
+for dining-table.</p>
+
+<p>2. Bed.&mdash;Soak a few moments and when flexible
+cut an oblong 2 × 6 inches and bend one end up 1&frac12;
+inches <span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span>
+to form head of bed. Bend the other end up
+&frac12; inch to form the foot. Glue two spools to the bottom
+of this for legs, one at each end.</p>
+
+<p>3. Chair.&mdash;Make chairs for the same set by cutting
+a piece of the box to measure 1 × 2 inches. Bend
+across the middle so that a right angle is formed and
+glue one side to a spool. The other half forms the
+back of the chair. Such furniture may be colored
+with dyes or Ivory paints.</p>
+
+
+<h3>PEAS</h3>
+
+
+<p class="hang2"><b>Shelling Peas</b> (<i>Tin pans</i>)</p>
+
+<p>Let the child help Mother to shell the peas for
+dinner. Children enjoy work of this kind when coöperating
+with the mother or father. They like to do
+what Mother is doing when she is doing it too. This
+will be an excellent time to tell Hans Andersen's story
+of the "Five Peas that Dwelt in a Pod". As a reward
+let the child plant a few peas in a box or out-of-doors.</p>
+
+
+<p class="hang2"><b>Pea-Pod Boat</b> (<i>Pan of water</i>, <i>peapods</i>)</p>
+
+<p>Give a small child a dish-pan filled with water
+and a peapod for a boat, with peas for passengers
+and he will entertain himself for a long time. Let the
+frequency with which he is allowed this privilege depend
+upon his care in keeping himself and his surroundings
+dry, thus leading to neatness and self-control.</p>
+
+
+<p class="hang2"><b>Pea Furniture</b> (See <a href="#CHAPTER_XII">chapter on kindergarten occupations</a>)</p>
+
+
+<p class="hang2"><b>Numeral <span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span>
+Frame or Abacus</b> (<i>Hair-wire</i>, <i>cardboard
+stationery box</i>)</p>
+
+<p>Get ten slender pieces of wire about six inches long.
+Put one pea on the first, two on the second, three on
+the third, etc., until you reach the last, on which place
+ten. Take an empty stationery box, and cut away the
+bottom leaving the four sides intact as a frame. Into
+this frame insert the ten wires, the one with one pea
+at the top, then No. 2, 3, etc. The child can then practice
+counting the different combinations up to ten.</p>
+
+<p>Instead of peas such a series of units could be
+made by stringing cranberries or rose-haws on a
+waxed thread.</p>
+
+
+<h3>POTATOES AND SQUASH</h3>
+
+
+<p class="hang2"><b>Potato Horse</b> (<i>Three potatoes</i>, <i>slender sticks or
+tooth-picks</i>, <i>raveled string or coarse black thread</i>)</p>
+
+<p>Take large potato for body of horse, a smaller one
+for the neck, and another for the head. Join them
+with sticks broken to convenient length. Four other
+sticks make the legs, two little ones the ears and the
+string or thread the flowing tail. The tail can be attached
+to a tack or pin and inserted.</p>
+
+
+<p class="hang2"><b>Squash or Sweet Potato Animals</b> (<i>Crooked-neck
+squash or sweet potato for each animal</i>, <i>slender
+sticks</i>)</p>
+
+<p>Insert sticks for legs into crooked-neck squashes
+and convert into animals of various kinds, the kind
+depending upon the size of the neck and general shape.
+Sweet potatoes by their queer shapes will often suggest
+animals: pigs, dogs, etc., or ducks, swans, ostriches,
+and birds. Use tacks or shoe buttons for eyes. Dolls
+can be made also.</p>
+
+<p><span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span></p>
+
+
+<h3>CORN HUSKS&mdash;GREEN</h3>
+
+
+<p class="hang2"><b>Mat</b> (<i>Husks</i>, <i>needle</i>, <i>thread</i>)</p>
+
+<p>Take four smooth husks and press between blotting
+paper for 24 hours. Then tear into &frac14; inch
+strips. Lay eight of these on the table. Take eight
+more and weave these under and over the first eight,
+making mat for doll-house. Put again between blotters.
+The next day, slide the strips together till they
+lie smooth and even, and close together. Fasten by
+sewing the outside strips lightly to the interlacing
+ones. Cut the extending parts off about one inch from
+outside strips.</p>
+
+
+<p class="hang2"><b>Feathers</b> (<i>Husks</i>, <i>scissors</i>)</p>
+
+<p>Take a dozen leaves of the husks; cut slits slant-wise
+down the edges about &frac14; inch apart. Let dry 24
+hours. Then use as feathers for Indian head dress,
+using design on copper cent as model.</p>
+
+
+<h3>CORN-COBS&mdash;DRY</h3>
+
+
+<p class="hang2"><b>Corn-Crib</b> (<i>Cobs</i>, <i>hammer</i>, <i>nails</i>, <i>cover of starch-box</i>)</p>
+
+<p>To a small piece of thin wood like the cover of a
+starch-box nail four short cobs of equal length for
+legs (half an inch or an inch long). Around the four
+sides, on top, nail a row of slender cobs for the walls
+of the corn crib. Make roof of cobs or lay a piece of
+cardboard across. Nail from below, through the
+board. It will require a little thought to determine
+just where the nail must go in order to run through
+the board and into the cob above, but tell the child
+that he is a little carpenter and must make careful
+measurements. <span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span>
+Ask if he can think why the crib is
+raised thus from the ground. (To preserve the corn
+from the rats and mice.)</p>
+
+
+<p class="hang2"><b>Toy-Raft</b> (<i>Cobs</i>, <i>rim of berry-box</i>, <i>tacks</i>)</p>
+
+<p>Lay six or more cobs of equal length side by
+side upon the table. Take a piece of binding-rim of
+a berry-box as long as the row of cobs is wide. Lay
+it across the row near one end and nail it fast to each
+cob. Nail a similar piece across the other end. This
+will make a serviceable toy-raft. Stick in a skewer
+for a mast and make a sail-boat. Paste on the mast a
+triangular piece of paper or muslin for a sail.</p>
+
+
+<p class="hang2"><b>Zig-Zag Fence</b> (<i>Cobs only</i>)</p>
+
+<p>Lay down half a dozen cobs in zigzag fashion,
+with their ends not quite as far apart as the length of
+the cobs. Then across every two ends lay another cob,
+and so build up the fence.</p>
+
+
+<p class="hang2"><b>Post-Fence</b> (<i>Cobs</i>, <i>tacks</i>, <i>skewers</i>, <i>slats</i>)</p>
+
+<p>Lay several cobs in a row a few inches apart as
+posts. Unite them by laying across them two rows
+of skewers or kindergarten slats. Join with tiny tacks.
+Use in the sand-table or dolls' farm.</p>
+
+
+<p class="hang2"><b>House</b> (<i>Cobs</i>, <i>nails</i>)</p>
+
+<p>(1) Take two cobs and place them opposite to
+each other. Place two others across the ends of the
+first two, at right angles to them. Then two more
+directly over the first two and so on, building up
+alternately for log cabin. This is the first simple
+building experiment of the little child. Two such
+cabins put together will make a two-roomed house.
+Thus made it will be crude with wide interstices between
+the <span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span>
+logs, but this forms no objection to the
+child.</p>
+
+<p>(2) When he does manifest the desire for something
+better made&mdash;a house which will not admit the
+rain and snow&mdash;a more solid house can be made thus:
+Place three cobs end to end to form three sides of a
+square. Directly upon these lay three more, and nail
+firmly to those beneath at the ends, with slender nails.
+Build up in this way as high as desirable. One side
+has, however, been left open. Now put in the fourth
+wall but leave place for the doorway. Do this by
+making the lower part of the wall of cobs so short that
+they do not even go half way across the opening.
+Take two such short cobs and nail each to the side of
+the house. A little space will be left between them,
+say of two inches. Take two more of same length and
+place on top of the first two and nail in place. The
+third cob may be long enough to extend straight
+across the little house making the top of the doorway.
+Put another and another on top until the last row is
+reached. Roof with similar logs or with cardboard.
+The child can be trained a little in forethought when
+led to save anything like corncobs for possible use in
+the future.</p>
+
+
+<p class="hang2"><b>Furniture</b> (<i>4 short cobs</i>, <i>4 long slender ones</i>, <i>tacks</i>,
+<i>cheesecloth</i>, <i>fine cord</i>, <i>cotton batting</i>)</p>
+
+<p>Take four short cobs for sturdy legs. Nail to
+these four slender cobs for bed-frame. In the inner
+part of the long sides of the bed hammer small tacks
+about &frac34; inches apart. Then string cord from one
+tack across to the opposite one and so on, to make
+springs. Make mattress of cheesecloth stuffed with
+cotton. Other furniture can easily be made in similar
+manner.</p>
+
+<p>In<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span>
+ this work, as with other suggestions here given,
+older children will need to help younger ones and thus
+the spirit of helpfulness and sympathy is exercised.</p>
+
+
+<h3>CORN KERNELS&mdash;DRY</h3>
+
+
+<p class="hang2"><b>Portieres</b> (<i>Kernels of corn</i>, <i>straws</i>, <i>needle</i>, <i>coarse
+thread</i>, <i>pan</i>)</p>
+
+<p>Soak corn in pan of water over night or till soft.
+Get inch-long pieces of straw at kindergarten supply
+store, or, if obtainable in the country, get the straws
+entire and let the children cut them into inch pieces.
+In all this work it is desirable to let the child do as
+much as possible himself. Later, when familiar with
+materials and simple processes, let him use the prepared
+bought material.</p>
+
+<p>Now, let him string the corn and straws alternately.
+He can then vary by stringing first one kernel
+and one straw; then two kernels and one straw; then
+three, etc. This gives practice in counting, and exercises
+also his sense of taste and proportion and his
+invention. A pretty effect can be secured by using
+kernels of the two colors, red and yellow.</p>
+
+<p>Suspend a number of such strings in the doorway;
+they may be all of the same length or may be
+very short in the middle of the doorway and gradually
+get longer as the jamb is approached.</p>
+
+
+<p class="hang2"><b>Designing</b> (<i>Red and yellow kernels</i>)</p>
+
+<p>On a rainy day let the child employ his inventive
+skill in making designs of the red and yellow kernels
+on a flat table. He can lay them in squares, oblongs,
+crosses, etc.</p>
+
+<p><span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span></p>
+<h3>POP-CORN</h3>
+
+<p>There are few American children who need to
+be told how to pop corn; they see it done before they
+are able to do it themselves. But this fascinating occupation
+is not known to many children outside of the
+United States. Perhaps it is well that our children
+should appreciate their privilege in this respect.</p>
+
+<p>If a popper is unobtainable, corn can be quickly
+and deliciously popped by putting a tablespoonful of
+butter in a deep kettle and when it is hot dropping in a
+cupful of popcorn. Shake or rather stir to keep from
+burning and in a short time the kettle will be full of
+the white popping fairy-like kernels. Salt or sugar
+can be sprinkled in as desired.</p>
+
+
+<p class="hang2"><b>Balls</b> (<i>Corn</i>, <i>popper</i>, <i>sugar</i>, <i>molasses or water</i>)</p>
+
+<p>Make a thin syrup by boiling together equal
+quantities of sugar and water or two cupfuls sugar,
+one of molasses or syrup, one teaspoonful vinegar, and
+butter size of an egg. Cook until it hardens when
+dropped in water, then pour it over 8 quarts of popped
+corn as quickly as possible and mold into balls, making
+about twenty. If made with strawberry syrup the
+color will be a beautiful red.</p>
+
+
+<p class="hang2"><b>Festoons</b> (<i>Popped corn</i>, <i>needle</i>, <i>coarse thread</i>)</p>
+
+<p>Thread the kernels to adorn walls or picture
+frames or Christmas tree.</p>
+
+
+<h3>NUTS</h3>
+
+
+<p class="hang2"><b>Boat</b> (<i>Walnut shell</i>, <i>pan of water</i>, <i>toothpicks</i>, <i>candle-wax</i>)</p>
+
+<p>When busy with her baking the mother can give
+the <span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span>
+three-year-old in his high chair a half walnut
+shell for a boat. An older child can elaborate into a
+sail-boat by cutting a triangular piece of paper for
+a sail, glueing it to a toothpick for mast, and then
+melting a drop of wax from a candle and inserting
+the mast while the wax is still warm. A burnt match
+can be shaped into a mast also.</p>
+
+<p>Such a fleet of tiny vessels would prettily set a
+table for a farewell dinner to one going abroad.</p>
+
+
+<p class="hang2"><b>Surprise Walnuts</b> (<i>English walnuts</i>, <i>baby-ribbon</i>,
+<i>tiny dolls or animals</i>, <i>glue</i>)</p>
+
+<p>Open a number of walnuts carefully so as not to
+break the shell. Remove the meats and fasten the two
+sides together with a tiny strip of ribbon, which serves
+as a hinge, glueing the ends of the ribbon to the inside
+of the half shells. Ribbon need be only an inch
+long or less. Put a tiny doll or a wee china rabbit or
+kitten inside the shell and tie around with ribbon.
+Little china animals come in sets of five or six.</p>
+
+<p>A little verse of greeting or a conundrum can be
+written and put inside if the toys are not available.</p>
+
+<p>A group of little children could be kept busy and
+happy for an afternoon making some of these little
+souvenirs for a home dinner or for a fair.</p>
+
+
+<p class="hang2"><b>Nut-Animals</b> (<i>Peanuts</i>, <i>toothpicks</i>)</p>
+
+<p>The imagination of most children will quickly
+perceive resemblances to all kinds of creatures in
+the queer shapes of peanuts. Take such a peanut
+and stick into it four bits of toothpicks for legs and
+two tiny ones for ears. If the toothpicks are not
+sharp or strong enough to penetrate of themselves,
+make incisions with a sharp pin.</p>
+
+<p>One common shape suggests a cat, seated. Two
+vertical <span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span>
+pieces would make the front legs and two
+horizontal pieces the back legs resting on the ground.
+Eyes and mouth can be inked in. Another shape
+hints at an owl with sharp, curved beak. Another
+will make a hen. Once started on this line of experiment,
+the child will discover likenesses for himself.
+These creatures can be used in the toy farm.</p>
+
+
+<p class="hang2"><b>Peanut party</b> (<i>See <a href="#Page_103">page 103</a></i> )</p>
+
+
+<h3>APPLES</h3>
+
+
+<p class="hang2"><b>Candlestick</b> (<i>Apple</i>, <i>candle</i>)</p>
+
+<p>Cut in the top of a rosy apple a hole of right
+size to hold a candle. Appropriate for Thanksgiving.</p>
+
+<p>A carrot can also be used thus, but a part must
+be cut away at the bottom so as to secure a firm
+base.</p>
+
+
+<h3>ORANGES</h3>
+
+
+<p class="hang2"><b>Baskets</b> (<i>Orange</i>, <i>smaller fruits</i>)</p>
+
+<p>Cut an orange horizontally partly through the
+middle from each side so as to leave a part in the
+centre which can be cut into a handle. Hollow out
+the interior and put raisins, small nuts, etc., in it.</p>
+
+
+<h3>RED PEPPERS</h3>
+
+
+<p class="hang2"><b>Lantern</b> (<i>Large red pepper</i>, <i>knife</i>)</p>
+
+<p>Hollow out a large red pepper and cut into it
+eyes, nose and mouth, making a miniature Jack-o'-lantern.
+This makes a pretty table decoration.</p>
+
+<p>Let <span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span>
+the child help as much as possible by making
+these little table decorations. If you want boy and
+girl to love home, give them a share in making it interesting
+and attractive. Do not discourage them if
+their efforts are a little crude at times. It is the
+spirit of good-will which makes the blessed home.</p>
+
+
+<h3>EGG-SHELLS</h3>
+
+
+<p class="hang2"><b>Garden</b> (<i>Shell</i>, <i>earth</i>, <i>birdseed</i>)</p>
+
+<p>Cut an egg-shell in half horizontally, with a sharp
+pair of scissors, and three days before Easter put into
+it a little earth, place in this a little canary seed, or
+a single pea or bean, and a little plant will delight the
+child.</p>
+
+
+<p class="hang2"><b>Doll's Cradle</b> (<i>Shell</i>, <i>ribbon half an inch wide</i>, <i>paste</i>,
+<i>cardboard</i>)</p>
+
+<p>Take a smooth white egg and blow it. To do
+this make a tiny pin-hole in each end, and by blowing
+into one end steadily the contents can be emptied out
+of the other. Draw lines lengthwise and crosswise
+around the shell, dividing it into four equal parts.
+Then, following the line, cut away the upper quarter
+toward the small end. This leaves a cradle with a
+small canopy. Paste the ribbon neatly around for a
+binding round the edge. Rockers can be made by
+cutting curved pieces &frac14; inch wide out of thick cardboard,
+although such a cradle will rock without rockers.</p>
+
+<p>Mattress for above. (<i>Thin white ribbon</i>, <i>milkweed
+down</i>, <i>needle</i>, <i>sewing silk</i>)</p>
+
+<p>Cut and sew the ribbon into a tiny mattress for
+this fairy cradle, and stuff with milkweed down. If
+the <span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span>
+ribbon is just the width of the cradle the edges
+of the mattress can be neatly overcast. A tiny doll
+may then be placed within the cradle.</p>
+
+
+<p class="hang2"><b>Boat</b> (<i>Goose-egg</i>, <i>leatherette paper</i>, <i>kindergarten
+slats</i>)</p>
+
+<p>Blow the egg as described above. Cut in half
+lengthwise. Cut the paper into strips &frac12; inch wide.
+In each side of the shell cut an indentation &#8540; inches
+deep and &#8540; inches wide for oarlocks. Then bind
+neatly with the paper strips. Cut the slats (or a
+piece of berry box will do) into tiny oars and paste
+a seat across, which is also cut out of a slat.</p>
+
+<p>Careful handling is required for these dainty
+toys, and if the child seems to get nervous let her do
+only a little at a time; but much neatness and skill
+is exercised in the making, and it is good practice for
+older children. The wise mother soon learns to detect
+the difference between the poor work which is
+the result of pure nervousness and that which is the
+consequence of carelessness. The latter should never
+be permitted to stand. See to it that what the child
+does is up to his best capacity.</p>
+
+
+<p class="hang2"><b>Humpty-Dumpty Eggs</b> (<i>Shell</i>, <i>shot</i>, <i>water-color
+paints</i>, <i>a bit of cotton-batting</i>, <i>and a bit of tough
+paper</i>)</p>
+
+<p>Take a shell and empty of contents as described
+above. Enlarge the hole at one end sufficiently to
+drop in a dozen tiny shot obtainable at hardware
+store. Paste over the opening the bit of paper, and
+on that a little cotton to simulate hair. Paint upon
+the surface eyes, nose, and mouth. A comical little
+toy which always regains its balance, however placed,
+is the result. In playing with this the child unconsciously
+imbibes <span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span>
+a few ideas about equilibrium, equipoise,
+etc. Tell him you want him to be a man that,
+however placed, will always be able to get upon his
+feet again.</p>
+
+
+<p class="hang2"><b>Foot-ball</b>, or rather it might be called Breath-ball
+(<i>Egg-shell</i>, <i>water-color paints</i>)</p>
+
+<p>Take an empty shell and paint to resemble a football
+or in some college or High School colors. See
+<a href="#Page_99">page 99</a> for directions for game.</p>
+
+
+<p class="hang2"><b>Toy Lamp</b> (See under Doll-Houses)</p>
+
+
+<h3>PRUNES AND RAISINS</h3>
+
+
+<p class="hang2"><b>Turtle</b> (<i>Raisin and five cloves</i>)</p>
+
+<p>Take a plump raisin and stick into it five cloves
+for head and legs.</p>
+
+
+<p class="hang2"><b>Man</b> (<i>Raisins or prunes</i>, <i>toothpicks</i>)</p>
+
+<p>Make a man by running a toothpick through
+three raisins for a body. Into the top one stick two
+other toothpicks, with two raisins each for arms and
+two other toothpicks with raisins make the legs. Each
+leg has a projecting raisin for a foot and another
+large raisin makes the head. These are fun-makers
+for a children's party, one at each plate.</p>
+
+
+<h3>SEEDS</h3>
+
+
+<p class="hang2"><b>Stringing</b> (<i>Squash seeds&mdash;dried</i>, <i>strong thread</i>, <i>needle</i>)</p>
+
+<p>Little children can be happily occupied making
+chains <span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span>
+of squash, pumpkin, and water-melon seeds
+that have been saved and made soft by soaking
+awhile in water. The black seeds of the water-melon
+alternate prettily with the white seeds of the other
+gourds. Variety can be introduced by stringing several
+of one color and then several of another, counting
+by twos, threes, etc. This gives exercise in counting,
+in pleasing grouping of colors, and so exercises both
+the invention and the taste of the very little child.</p>
+
+
+<p class="hang2"><b>Designing</b> (<i>Black seeds</i>, <i>white seeds</i>)</p>
+
+<p>Let the child make designs of the seeds upon
+the table. Place a black one for a centre and a white
+one on each side. Repeat this figure for a foot or more,
+placing the groups an inch apart and observe the
+effect. Tell him thus to make a design for the frieze
+of the room. Another effect is produced by placing
+a white seed as a centre and placing four or five
+around it. Vary still further by placing a circle of
+black seeds around the whole. These few examples
+will serve to indicate the endless variety that can be
+secured, and is a training in invention and taste. Let
+the child always have in mind a design for some particular
+purpose, as of wall-paper, oil-cloth, etc. Lead
+him to observe similar effects in carpets, wall-paper,
+etc. The best of these attempts can be made comparatively
+permanent by pasting upon small sheets
+of tinted bristol-board. The chief value in preserving
+any such work is for purposes of comparison as
+the child improves.</p>
+
+
+<p class="hang2"><b>Counters</b></p>
+
+<p>Save out 24 white and 24 black seeds for counters
+in checkers, go-bang, etc.</p>
+
+
+<p class="hang2"><b>Squash-Seed<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span>
+ Chicken</b> (<i>25 seeds</i>, <i>white thread</i>, <i>two
+quill toothpicks</i>, <i>bit of red flannel</i>, <i>feather from
+duster</i>)</p>
+
+<p>Take 25 squash seeds and soak till soft. Take
+five of these and place side by side with pointed ends
+up. Above these place four, their
+wide ends coming between the points
+of the others. Above these place
+three in the same relative position.
+Above these put two, and above these
+and between them place the squash-seed
+which is to be the head of the
+chicken.</p>
+
+<div class="figright"><a id="i_030" name="i_030"></a>
+<img src="images/i_030.jpg" alt="i_030" />
+
+<p class="caption">How to String
+the Seeds.</p>
+
+</div>
+
+<p>Now, beneath the original five,
+place four, pointed ends up; beneath
+these put three, then two, then one.
+If these are rightly placed, the pointed
+ends of one row come just at the
+sides of the wide end of the seeds
+above.</p>
+
+
+
+
+<p>Run a thread through the lower
+end of the two and the upper end of
+the three; then through the lower end
+of three and the upper end of the
+four; continue thus till all have been
+united. The result thus far will be a
+double pyramid of the seeds. Draw
+an eye in the middle of the head,
+paste or sew on a bit of quill for a
+bill and a bit of flannel for a comb.
+Attach a few feathers from the
+duster for a tail. Take two more seeds and sew to
+the <i>middle</i> of the row of <i>five</i> for the thigh of the legs,
+and to each sew a quill for the rest of the legs, cutting
+into points at one end for toes.</p>
+
+<p><span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span></p>
+
+<div class="figcenter"><a id="i_031" name="i_031"></a>
+<img src="images/i_031.jpg" alt="i_031" />
+
+<p class="caption">Squash-Seed Chicken.</p>
+
+</div>
+
+
+
+<p>Make another chicken like the above and suspend
+the two face to face upon a slender stick by running
+a thread through the head and one through the
+tail. When the stick is moved the chickens assume
+very realistic attitudes. A comical toy, made with
+no expense save that of time and patience. (See
+illustrations.)</p>
+
+
+<p class="hang2"><b>Pincushion or Penwiper</b> (<i>Five plump apple-seeds</i>,
+<i>sharp pen-knife</i>, <i>black thread</i>, <i>stiff card</i>, <i>square
+of muslin</i>, <i>emery or cotton batting</i>)</p>
+
+<p>Save out five seeds, and cut the cuticle of the
+large end into two tiny points to simulate the ears
+of <span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span>
+a mouse. Knot the thread and run a tiny bit
+through for a tail. Paste these upon a visiting card,
+and near them paste a tiny bag made of white muslin
+to simulate a flour-bag. It can be stuffed with cotton
+or with emery for needles or pins. Or the card
+can be sewn upon several layers of cloth as decoration
+for a penwiper.</p>
+
+
+<p class="hang2"><b>Imitation Water</b></p>
+
+<p>Muskmelon seeds placed in an undulating line
+in the sand-box suggest water.</p>
+
+
+<h3>SOAP</h3>
+
+
+<p class="hang2"><b>Hammering</b> (<i>Old-fashioned bar soap</i>, <i>hammer</i>, <i>nails</i>)</p>
+
+<p>A wee child will entertain himself for a long time
+by hammering nails into a bar of soap if the proper
+tools be given him. In this simple activity he exercises
+both mind and body. It requires good coördination
+on the part of the little one to strike the nail
+just right, and he enjoys not only the exercise itself,
+but also the pleasure of imitating the carpenter who
+uses the hammer so skilfully.</p>
+
+
+<p class="hang2"><b>Drawing</b> (<i>White soap</i>, <i>window-pane</i>)</p>
+
+<p>On a day when he must stay indoors, give your
+child a piece of white soap and let him show you what
+he can draw upon the window-pane. Ships and trees,
+houses and flowers have a fairy-like appearance when
+drawn with this commonplace material upon the impromptu
+background of glass. This allows the freedom
+of movement found in blackboard work. It
+gives scope to the child's imaginative powers and
+should add nothing to the housekeeper's cares, being
+readily <span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span>
+removed with a damp cloth. It may reveal
+creative possibilities in some otherwise "mute, inglorious"
+artist.</p>
+
+
+<h3>CEREAL BOXES</h3>
+
+
+<p class="hang2"><b>Moving-Van</b> (<i>Cereal-box</i>, <i>glue</i>, <i>two skewers</i>, <i>4 button-molds</i>,
+<i>4 nails or strong pins</i>)</p>
+
+<p>Take a box (Quaker Oats or Force, etc.). Cut
+out doors and side openings for a moving-van. It
+may be well to draw these first. For a model, look
+at any van or grocer's wagon. It will be seen that
+models are numerous and various. If more explicit
+directions are required we give the following, although
+it is always well to have the child use his own
+mind as far as possible before going to others for
+ideas.</p>
+
+<p>Remove the top of the box, which becomes the
+front of the wagon. The bottom of the box will be
+the back of the wagon. This bottom will be found
+to consist of two layers of cardboard. Remove the
+outer one and cut the inner one once through the
+middle to make two doors. On each side of the
+wagon cut an oblong window &frac12; inch from the top,
+&frac12; inch from the bottom, and &frac12; inch from the front.
+Let it be two inches wide. Place a seat across from
+one window to the other; fasten with glue. It may
+be just a straight piece one inch wide, or may be two
+inches wide, folded once through the middle lengthwise
+to give a back.</p>
+
+<p>For wheels use wooden button-molds, two inches
+wide, or circles sawed from a broom handle. For
+axles use wooden skewers or cut a piece from a stick
+of kindling wood about &frac14; inch wide. Whittle the
+ends till they are slender enough to hold the button-molds.
+Then<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span>
+put on the wheels, inserting a slender
+nail or pin outside to keep them from coming off the
+axle. Glue the axle to the box. If wheels are cut
+from broom-handle, a nail can be driven through the
+centre for an axle and then pushed into the side of
+the box, or a nail pushed through a button-mold
+directly into the box will hold.</p>
+
+<p>Punch two holes into the front of the wagon,
+tie cord through and the wagon can be drawn along.
+It may be painted if desired. For horses, trace a
+picture of a horse from some book or advertisement
+on cardboard, cut out and harness to wagon.</p>
+
+
+<p class="hang2"><b>Lantern</b> (<i>Box</i>, <i>scissors</i>, <i>candle</i>, <i>pencil</i>)</p>
+
+<p>Draw on the box holes to represent eyes, nose
+and mouth. Then cut these out. Cut holes near the
+top of box to put wires through for carrying the
+box. Use a wire about two feet long, put the ends
+through the holes and bend up. Let a little of the
+wax drip from the end of the candle to the bottom
+of the inside of the box, and when a soft centre has
+been made push the candle down and it will stand
+firm. Only older children should use these, lest harm
+result. But children do make them at election times
+for transparencies. The openings may be lined with
+colored tissue paper.</p>
+
+
+<p class="hang2"><b>House</b> (<i>Cereal box</i>, <i>paste</i>, <i>scissors</i>, <i>wall-paper</i>, <i>etc.</i>)</p>
+
+<p>Remove one broad side. Stand box on one long
+narrow side as room of doll's house. Cut an opening
+in the remaining broad side for a window. Furnish
+with paper furniture. (See <a href="#Page_85">page 85</a>.)</p>
+
+<p><span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span></p>
+
+<h3>EDAM CHEESE</h3>
+
+
+<p class="hang2"><b>Lantern</b> (<i>Cheese</i>, <i>knife</i>, <i>candle</i>)</p>
+
+<p>After the interior of one of these round, red
+cheeses has been scooped out and eaten by the family,
+the discarded red shell will make a fine Jack-o'-lantern,
+if the proper holes for eyes, nose and mouth be
+cut into it and a candle inserted inside. The candle
+may be inserted in a socket cut into the bottom of
+the rind, or it may be made to stand firmly in a bed
+of wax or tallow melted from its own lower end.</p>
+
+
+<h3>SALT</h3>
+
+
+<p class="hang2"><b>Play for Baby</b> (<i>Fine table salt</i>, <i>spoon</i>, <i>bottle</i>, <i>small
+box or pan</i>)</p>
+
+<p>If clean fine sand is not at the moment available,
+give the baby a box containing a heap of salt and a
+teaspoon and bottle, and he will be happy for a long
+time, passing the salt from one bottle or box to another.
+To the young mother this may seem akin to
+foolishness, but in thus playing simply with sand or
+with salt the baby is exercising faculties and working
+out baby problems which he should be given opportunity
+to try. He is becoming acquainted with his
+environment, his little world.</p>
+
+
+<h3>TIN CANS</h3>
+
+
+<p class="hang2"><b>Burnt-Match Safe</b> (<i>Mustard box</i>, <i>oil paints</i>, <i>brush</i>,
+<i>ribbon</i>, <i>nail</i>, <i>hammer</i>)</p>
+
+<p>Punch two holes near the upper edge of a discarded
+mustard box, the holes to be opposite each
+other. These may be made by hammering a nail
+through <span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span>
+the tin, holding the box firmly against a
+block of wood or stone for pressure.</p>
+
+<p>With oil paints, one color, begin at the top to
+paint the box, graduating from light to darker tones
+as the bottom is approached. Lighter tones may be
+secured by mixing the blue or red with Chinese white.
+A flower design may be painted by one skilled in
+the use of the brush.</p>
+
+<p>Tie ribbon through the holes by which to suspend
+the box, and the result is an article both useful
+and pretty.</p>
+
+
+<p class="hang2"><b>Flower-Pot</b> (<i>Can</i>, <i>ivory paints</i>, <i>brush</i>)</p>
+
+<p>Paint an empty can with green or brown ivory
+paint and use as flower-pot for growing plant. Children
+love to handle a paint-brush, and this offers a
+legitimate occasion for such occupation. A small hole
+should be punched in bottom of can for drainage.</p>
+
+
+<p class="hang2"><b>Hanging-Basket</b> (<i>Can</i>, <i>nail</i>, <i>hammer</i>, <i>cord</i>, <i>raffia</i>)</p>
+
+<p>Punch holes for suspending as described above.
+Then make a covering of raffia as explained on page
+46 and hang up by the cord.</p>
+
+
+<p class="hang2"><b>Wheels</b> (<i>Covers of baking-powder tins</i>, <i>nail</i>, <i>hammer</i>)</p>
+
+<p>With the nail, hammer a hole through the centre of
+the cover, placing upon a stone step or other brace.
+The little wheels may be used to complete toy wagons
+that the child is making.</p>
+
+
+<h3>TIN FOIL</h3>
+
+
+<p class="hang2"><b>Toy Dishes</b> (<i>Tin foil from cream-cheese wrappers</i>,
+<i>etc</i>.)</p>
+
+<p>Take the tin foil, and by simple squeezing and
+pressing and shaping, a little practice will enable one
+to <span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span>
+make it into tiny pitchers, goblets, pans, etc., for
+dolly's table.</p>
+
+
+<p class="hang2"><b>Toy Mirror</b> (<i>Tin foil</i>, <i>scissors</i>)</p>
+
+<p>Smooth carefully with the fingers and cut a piece
+of the tin foil into the shape and size to fit a little
+cardboard bureau.</p>
+
+<p>A larger piece will simulate water in the sandbox
+park.</p>
+
+
+<p class="hang2"><b>Toy Money</b> (<i>Tin foil</i>, <i>coin</i>, <i>scissors</i>)</p>
+
+<p>Smooth the tin foil with the thumb nail, place a
+cent or a nickel beneath, and press and smooth again,
+making an impression of the coin that may be cut
+out and used in playing store.</p>
+
+
+<p class="hang2"><b>Toy Cutlery</b> (<i>Tin foil</i>, <i>scissors</i>)</p>
+
+<p>Cut tiny knives, forks and spoons out of the tin
+foil for the paper-dolls' table.</p>
+
+
+<h3>CORK</h3>
+
+<p>Save all corks and they may be used in a variety
+of ways.</p>
+
+
+<p class="hang2"><b>Toy Raft</b> (<i>Cork</i>, <i>wire or hairpins</i>)</p>
+
+<p>Run several corks on a piece of wire to resemble
+a log; make several such and then tie together to
+make a raft, tying between the corks.</p>
+
+
+<p class="hang2"><b>Toy Boat</b> (<i>Circular flat cork</i>, <i>tacks</i>, <i>wire</i>, <i>toothpick</i>,
+<i>paper</i>)</p>
+
+<p>Insert a toothpick in one of the large flat corks
+that sometimes cover pickle glasses. Paste a paper
+triangle upon this for a sail and set afloat in a dishpan
+sea.</p>
+
+
+<p class="hang2"><b>Flower-Rack</b><span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span>
+ (<i>Flat cork</i>, <i>pencil</i>)</p>
+
+<p>Take a flat piece of cork such as is used by entomologists
+upon which to impale insects, or any flat,
+<i>thin</i> piece of cork will do if several inches in diameter.
+Such cork may be easily perforated by a slender pencil.
+Make a number of perforations several inches
+apart, and then the cork may rest upon a water-filled
+saucer or other deep dish, and the stalks of single
+flowers may be inserted into the holes so that they are
+supported by the cork.</p>
+
+
+<p class="hang2"><b>Furniture</b> (<i>Circular corks</i>, <i>pins</i>, <i>worsted of pleasing
+color</i>, <i>cashmere or silk goods</i>)</p>
+
+<p>Into the upper side of a round cork about one
+inch in diameter insert five to seven pins. Twist and
+weave the worsted in and out, under and over those
+pins, so as to make a firm, solid back to a little chair.
+The ends of the worsted may be neatly disposed of
+by threading on a needle and running in and out for
+a few stitches till concealed.</p>
+
+<p>For legs, insert four strong pins, and wind these
+round and round with the worsted, finishing neatly
+by running with a needle in and out.</p>
+
+<p>If the seat seems too plain it may first, before
+the chair is made, be covered with silk or cashmere.
+To do this cut the cloth into a circle somewhat larger
+than the diameter of the cork. Run a gathering
+thread around the circumference, and putting the
+cork in the centre draw the thread and so gather beneath
+the seat. To make a really neat finish the edge
+should be turned in before gathering.</p>
+
+
+<p class="hang2"><b>Swimming-Float</b> (<i>Dozens of corks</i>, <i>strong canvas
+cloth, measuring 20 × 36 inches</i>, <i>needle</i>, <i>thread</i>)</p>
+
+<p>Make two strong canvas bags, measuring about
+18 × 20 <span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span>
+inches. Fill these with corks to act as floats.
+Unite the two bags by a strong band of canvas about
+7 × 20 inches in size, and let the children use when
+in bathing.</p>
+
+
+<p class="hang2"><b>Cork in Art</b></p>
+
+<p>In making models of world-renowned buildings,
+such as churches, cathedrals, temples, etc., cork is
+used in large and small pieces.</p>
+
+<p>In Germany it is used in making pictures. A
+sky background is painted in water-color, and the
+flat pieces of cork are cut into shape and glued on
+to represent walls and towers of buildings. The
+foliage of trees is represented by the more spongy
+pieces of cork, and the effects secured are interesting
+and beautiful. The children may like to experiment
+and see what they can do in this direction.</p>
+
+
+<p class="hang2"><b>Cork Doll</b> (<i>See <a href="#Page_81">page 81</a></i> )</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span></p>
+
+<h2><a name="CHAPTER_II" id="CHAPTER_II"></a>CHAPTER II<br />
+<br />
+MOTHER NATURE'S HORN OF PLENTY</h2>
+
+
+<p>Many of the articles named under the Market
+Basket Division of this book could be classified also
+under the above head. In addition we present the
+following:</p>
+
+
+<h3>STONES AND PEBBLES</h3>
+
+
+<p class="hang2"><b>Collections</b> (<i>Stones</i>, <i>small boxes</i>)</p>
+
+<p>Collect various pretty little stones and pebbles on
+river shore, coast or roadway, and classify in different
+ways&mdash;according to color, shape, size. This exercises
+the child's observing powers and trains him in detecting
+differences and resemblances. Keep in small boxes.</p>
+
+
+<p class="hang2"><a name="Bottled_Pebbles" id="Bottled_Pebbles"></a><b>Bottled Pebbles</b> (<i>Pebbles</i>, <i>plain glass bottle</i>)</p>
+
+<p>Put some pretty pebbles in a glass bottle filled
+with water which intensifies the color. Send to some
+sick friend, especially some one from the prairies who
+may seldom see stones. It is always well for the
+child to have some definite object in view when he
+does anything.</p>
+
+
+<p class="hang2"><b>Toy Path-Markers</b></p>
+
+<p>Use pebbles in the sand-box for outlining the little
+paths in the wee park or farm.</p>
+
+
+<p class="hang2"><b>Jackstones</b></p>
+
+<p>Pebbles of right size and shape make good jackstones.</p>
+
+
+<p class="hang2"><b>Toy Vegetables</b><span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span>
+ (<i>Small square of cheesecloth</i>, <i>needle</i>,
+<i>thread</i>, <i>pebbles</i>)</p>
+
+<p>Make tiny cheesecloth bags and use pebbles as
+potatoes, apples, etc., in play with the little wagons
+made by the child. In playing store with them comes
+opportunity for counting and measuring. Tiny boxes
+can be used for quart and pint measures, and the child
+may be shown that two pints make one quart, etc.</p>
+
+
+<p class="hang2"><b>Paper-Weight</b> (<i>Large, smooth stone</i>, <i>oil-paints</i>)</p>
+
+<p>If you find a large, smooth stone of pretty tone,
+let the older child decorate it with a little picture done
+in oil paints.</p>
+
+
+<h3>SHELLS</h3>
+
+
+<p class="hang2"><b>Collections</b> (<i>Shells</i>, <i>small boxes</i>)</p>
+
+<p>Collect and classify according to color, shape,
+etc., and keep in separate boxes.</p>
+
+
+<p class="hang2"><b>Bottled Shells</b> (<i>Shells</i>, <i>bottle</i>)</p>
+
+<p>Put little shells in bottle of water to bring out
+lovely colors. (See <a href="#Bottled_Pebbles">Bottled Pebbles</a> above.)</p>
+
+
+<p class="hang2"><b>Border for Sand-Table</b></p>
+
+<p>Place small shells along little paths in sand-table,
+sometimes with concave side up and <i>vice versa</i>.</p>
+
+<p>Larger shells, as clamshells, make fine borders
+for roads and paths in the country. They outline the
+road on a dark night.</p>
+
+
+<p class="hang2"><b>Water-Color-Cups</b></p>
+
+<p>Collect and save shells to give to some artist
+friend as extra cups for his water-color paints.</p>
+
+
+<p class="hang2"><b>Ramekin Dishes</b><span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span>
+</p>
+
+<p>Large shells make serviceable individual dishes
+for baked fish, etc. Appropriate for fish dinner.</p>
+
+
+<p class="hang2"><b>Individual Salt and Butter Dishes</b></p>
+
+<p>These can be made of the smaller pink and yellow
+shells found on many coasts. Let the children collect
+shells for this purpose, and use for fish dinner.</p>
+
+
+<p class="hang2"><b>Toy-Boat</b></p>
+
+<p>A small shell is often found which, with the little
+natural seat found at one end, at once suggests a little
+boat. Have the children collect and save for those
+far from the shore.</p>
+
+
+<p class="hang2"><b>Pin-Tray</b> (<i>Scallop shell</i>, <i>oil-paints</i>)</p>
+
+<p>Paint a marine view in oils inside a shell for pin-tray.</p>
+
+
+<p class="hang2"><b>Pin-Cushion</b> (<i>Small piece of satin or velvet</i>, <i>saw-dust</i>,
+<i>glue</i>, <i>two perfect scallop-shells</i>)</p>
+
+<p>Make a small pin-cushion of satin or velvet, filled
+with saw-dust, and glue between a pair of scallop
+shells, so that it fits in between as they open out.</p>
+
+
+<p class="hang2"><b>Piano Scarf</b> (<i>Several dozen small, thin, yellow shells
+found on Atlantic coast</i>, <i>one yard Nile green
+India silk</i>, <i>strong sewing silk</i>)</p>
+
+<p>Hem the silk an inch deep at each end. Sew to
+one end a fringe of shells made as follows:</p>
+
+<p>The shells usually have a tiny hole in them when
+found. If not, one is easily pierced by a strong
+needle. Take twelve lengths of strong sewing silk,
+white, each 20 inches long. To each of these tie
+twelve shells at intervals of an inch each. You will
+then <span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span>
+have twelve strings of shells, which are to be
+sewed to the scarf as a fringe, putting them about
+three inches apart. Sew two rows of shells directly
+on the scarf itself, putting them about four inches
+apart each way. If desired, in making the fringe
+some of the strings may be shorter than others, arranged
+so that the long and short ones alternate.</p>
+
+
+<h3>BIRCH BARK</h3>
+
+
+<p class="hang2"><b>Needle-Case or Penwiper</b> (<i>Squares of chamois skin
+or flannel</i>, <i>sewing-silk</i>, <i>paint</i>)</p>
+
+<p>Cut bark into circles, squares, oblongs, etc. Decorate
+with gold lettering or borders of gold. Make
+several leaves of flannel or chamois skin and sew the
+bark on to these as a cover. The flannel may be scalloped.
+An appropriate sentiment to write upon penwiper
+cover is "Extracts from the pen of&mdash;" putting
+in the name of the recipient. The leaves and cover
+may be sewed together with a cross-stitch.</p>
+
+
+<p class="hang2"><b>Handkerchief-Box</b> (<i>Punch</i>, <i>several strands of raffia</i>)</p>
+
+<p>Cut two pieces of bark 6 × 6 inches. Cut four
+others 3 × 6 inches. Along the edge of these punch
+(with a conductor's punch or one that can be bought
+at a kindergarten supply place) holes an inch apart
+and &frac14; inch from edge. Sew the four narrow pieces
+to the square for bottom and sides of box. Sew
+remaining square more loosely to one side as cover.
+Sew with strands of raffia, sewing through the holes
+already made. If desired to give a more finished appearance
+punch more holes along edge of box and lid,
+making them &frac14; inch apart. Then hold a fine basket
+reed or piece of raffia along the edges and overcast.
+If <span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span>
+lavender or sweet grass is obtainable, that will
+be even better than reed or raffia for the edge, lending
+its fragrance to the gift. The box can be still
+further finished by lining with dainty silk. Make
+glove box in same way, but longer in proportion to
+width.</p>
+
+
+<p class="hang2"><b>Pencil and Paint-Brush Box</b> (<i>Bark</i>, <i>raffia</i>, <i>needle or
+crochet hook</i>)</p>
+
+<p>This is cylindrical. Cut a piece of bark 5 × 8
+inches. Punch in it a series of holes &frac34; of an inch
+apart, and &frac12; inch from edge of each short side.
+Place these so that one edge overlaps the other and
+the holes coincide with one another. Then sew together
+with raffia. Use a short needle or none at all.
+Raffia can be drawn through holes with a crochet-hook.
+Punch holes in the lower end of this cylinder
+and cut a circle of same size as diameter of cylinder
+out of cardboard. Punch corresponding holes in
+this and sew the bottom in. Strengthen top by overcasting
+over a twist of raffia, sweet grass or sweet
+clover.</p>
+
+
+<p class="hang2"><b>Canoe</b> (<i>Bark</i>, <i>pencil</i>, <i>thread</i>, <i>paper</i>, <i>paraffine</i>)</p>
+
+<p>Fold strong piece of bark and cut an outline of
+a canoe, rounding the ends. Sew the ends closely
+together with stout thread, overcasting the edges with
+same. Make watertight by lining with paper dipped
+in melted paraffine. Paraffine may be bought at grocer's.</p>
+
+
+<p class="hang2"><b>Fan</b>, modeled after East Indian pattern (<i>Bark</i>, <i>kindling
+wood</i>, <i>dye</i>, <i>gold paint</i>)</p>
+
+<p>Cut two stiff pieces of bark into hatchet-shaped
+trapezoid. Punch row of holes in the narrowest side,
+whittle <span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span>
+a handle of pinewood, and sew it to the narrow
+edge of bark over and over through the holes.</p>
+
+<p>The handle may be stained with some natural
+dye and fan decorated with gold paint.</p>
+
+
+<p class="hang2"><b>Picture-Frame</b> (<i>Bark</i>, <i>punch</i>, <i>sweet grass</i>)</p>
+
+<p>Cut two pieces of bark 4 × 5 inches, one of smooth
+bark, one of the outer bark with pleasing markings.
+Punch holes around the edges of each &frac34; inches apart.
+In the rough outside piece cut an oval 2&frac12; × 3 inches.
+Around this inner oval punch holes near together and
+bind this around with sweet grass overcast with fine
+raffia. Now sew the two pieces of bark together,
+first cutting into the back piece a slit near the bottom
+into which to slide the photograph.</p>
+
+<p>In using sweet grass as binding it is well to wind
+the bunch first with thread to hold the pieces together,
+and after the grass is firmly sewed the temporary
+thread can be cut away. The bunch of grass thus
+used may be about as thick as half the little finger.</p>
+
+<p>Punch may be bought at kindergarten store, or
+conductor's punch will do.</p>
+
+
+<h3>GOURDS</h3>
+
+
+<p class="hang2"><b>Darning-Egg</b></p>
+
+<p>A smooth well-shaped gourd (mock-orange)
+makes a serviceable darning egg.</p>
+
+
+<p class="hang2"><b>Hanging-Basket</b> (<i>Large gourd</i>, <i>soil</i>, <i>plant</i>)</p>
+
+<p>Clear the gourd of fibre and seeds, after cutting
+off the top rim evenly. Pierce the top with two holes
+through which to attach cord for hanging, fill with a
+light, loose soil, and plant in it a drooping, trailing
+plant. Cut a hole in the lower end to allow for drainage.
+Let<span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span>
+ the country child save gourds of good
+shape to present, thus filled, to city friends.</p>
+
+
+<h3>VEGETABLES</h3>
+
+
+<p class="hang2"><b>Sweet-Potato Vine</b></p>
+
+<p>Put a sweet potato in sandy loam in a hanging
+basket and water occasionally. It will produce a beautiful,
+graceful vine.</p>
+
+
+<p class="hang2"><b>Carrot-Top</b></p>
+
+<p>Cut off the top of a young carrot evenly and place
+it on top of a pot filled with sand. Moisten well, and
+keep in the dark till it has begun to sprout; when the
+leaves appear take it out, and the word "Carrot-top"
+will acquire a new meaning, the result is so pretty.</p>
+
+
+<p class="hang2"><b>Turnip</b></p>
+
+<p>Take a turnip and clean the outside, taking care
+not to injure the parts from which the leaves spring.
+Cut a piece off the bottom and scoop out the inside,
+leaving the top intact. Fasten string or wire to it
+so as to hang it upside down. Fill and keep filled
+with water, and soon the leaves will sprout and curl
+up, forming a beautiful natural hanging basket.</p>
+
+
+<h3>RAFFIA</h3>
+
+<p>This flexible fiber, long used by florists, is now
+also used a great deal in the schools for the educational
+hand-training it affords. It can be obtained
+at kindergarten supply places.</p>
+
+
+<p class="hang2"><b>Reins</b><span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span>
+</p>
+
+<p>Take three to six strands and braid into reins
+for playing horse. As the ends of the strands are
+approached (each is about a yard long) begin to
+weave in a new strand, as inconspicuously as possible.
+Do not have the strands all exactly the same
+length to begin with, because if you reach the end
+of all at the same time it makes it difficult to weave
+in new ones neatly.</p>
+
+
+<p class="hang2"><b>Mat</b></p>
+
+<p>Take such a long braid as described above, and
+holding one end flat, turn it round and round spirally
+but flat, and sew with thread to make a mat for the
+tea-pot. By bending up a little as you sew you can
+make a basket.</p>
+
+
+<p class="hang2"><b>Picture-Frame</b> (<i>Cardboard</i>, <i>raffia</i>, <i>thread and needle</i>)</p>
+
+<p>Cut a circle of cardboard 5 × 5 inches in diameter.
+From the centre cut out a smaller circle three
+inches in diameter. This leaves a circular cardboard
+frame. Wind this round and round smoothly with
+the raffia. Paste another circle on the back to give
+a good finish, but in this second circle cut a slit up
+which to slide the photograph.</p>
+
+
+<p class="hang2"><b>Woven Mat</b> (<i>Loom</i>, <i>raffia</i>)</p>
+
+<p>Thread a little loom with raffia warp as described
+on <a href="#Page_90">page 90</a>. Then weave the woof (also of
+raffia) back and forth to make a mat or a case for
+hanging basket. To make the latter the right size
+have the warp threads as <i>long</i> as the can is <i>around
+the circumference</i>, and have the <i>width</i> about the same
+as the <i>height</i> of the can.</p>
+
+<p>The raffia can be colored with Diamond dyes and
+wee rugs made for the doll-house on tiny looms.</p>
+
+
+<p class="hang2"><b>Grace Hoops</b><span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span>
+ (See under <a href="#Grace-Hoops">Plays and Games</a>)</p>
+
+
+<h3>LEAVES</h3>
+
+
+<p class="hang2"><b>Festoons and Wreaths</b> (<i>Leaves, fresh or dried</i>,
+<i>thorns or needle and thread</i>)</p>
+
+<p>City children may need to be told what seems to
+be handed down to the country child from generation
+to generation, that leaves may be made into wreaths
+for the head or decoration for the room either by
+overlapping one upon another and fastening together
+with a thorn or sharp twig, or by stringing together
+on a stout thread.</p>
+
+
+<p class="hang2"><b>To Dry or Press</b> (<i>Blotting paper</i>, <i>two small smooth
+boards</i>, <i>strap</i>, <i>wax or linseed oil</i>)</p>
+
+<p>Gather and press pretty autumn leaves thus:
+Have ready two boards measuring about one by two
+feet. Put the leaves between sheets of blotting paper
+and place these between the boards and then strap
+them tightly together, or if no straps are convenient,
+put the boards beneath a heavy weight (a book will
+do). Change the paper every day or so till sure that
+they are quite dry.</p>
+
+<p>To preserve and brighten the colors after drying
+dip in melted wax and press a moment with a hot
+iron, or clear, boiled linseed oil will do in place of
+the wax, using, however, as little as possible.</p>
+
+
+<p class="hang2"><b>Decoration for Curtains</b></p>
+
+<p>Pin to lace curtains in attractive arrangement.</p>
+
+
+<p class="hang2"><b>Transparency</b> (<i>Leaves</i>, <i>bolting-cloth</i>, <i>1 yard white
+India silk</i>, <i>sewing silk</i>, <i>needle</i>)</p>
+
+<p>1. Take a piece of bolting-cloth twice the length
+of the largest leaf and fold over evenly. Open again
+and <span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span>
+place the leaves upon the bolting-cloth artistically
+in a row; fold the cloth over again and baste. Bind
+the edges with white ribbon, and at the two upper
+corners sew the ends of a narrow ribbon with which
+to suspend the transparency in the window.</p>
+
+<p>2. Or, if preferred, sew the bolting-cloth transparency
+as a border to the end of a yard of India
+silk as a scarf for shelf or piano.</p>
+
+
+<p class="hang2"><b>Frieze of Leaves</b> (<i>Leaves</i>, <i>cartridge or other strong
+paper of good tone</i>, <i>glue</i>)</p>
+
+<p>A pretty frieze for a room can be made by pasting
+leaves on a long, foot-high strip of paper which
+forms a background. The effect will depend largely
+upon the harmony between the color of the leaves
+and the background, as well as upon the arrangement
+of the leaves. They may be arranged in an irregular
+line, or may be placed so as to form artistic groups
+of twos and threes or fours.</p>
+
+
+<p class="hang2"><b>Collections of Leaves</b></p>
+
+<p>When the collecting instinct is upon him, let the
+child collect and classify leaves according to shape.
+See if he can tell by the leaf what tree it came from,
+and if he recognizes the different varieties of leaves.</p>
+
+
+<p class="hang2"><b>Four-Leaved Clovers</b></p>
+
+<p>Look for four-leaved clovers when on your country
+walks, and save to press and afterwards use in
+writing letters of good-will as decoration for paper,
+pasting on at upper left hand corner; or use to decorate
+place cards for dinners. It will hardly be necessary
+to state that the four-leaved clover has for long
+years been the symbol of good-luck.</p>
+
+
+<p class="hang2"><b>Shadow Game</b><span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span>
+ (<i>See under <a href="#Shadow_Game">Sun and Shadow</a></i> )</p>
+
+
+<h3>FEATHERS</h3>
+
+
+<p class="hang2"><b>Feather Flowers</b> (<i>A large goose with many white
+feathers</i>, <i>beeswax</i>, <i>spools of wire of different sizes</i>,
+<i>aniline dyes, though vegetable dyes are preferable
+if obtainable</i>, <i>strong scissors suitable for cutting
+wire</i>, <i>spools of strong white cotton thread</i>, <i>spool
+of milliner's green-covered wire</i>)</p>
+
+<p>Pluck the breast of the goose. (Feathers come out
+very easily.) The feathers, being very light, fly about
+and therefore it is best to do the plucking in an uncarpeted
+room or one in which the floor has been covered
+with a large sheet.</p>
+
+<p>Classify the feathers according to size, and arrange
+in bundles of about thirty by winding a stout
+thread around the quills. Thus they are ready for the
+dyeing process.</p>
+
+<p>Dye according to directions on packages. For
+deep green of leaves and for calyx immerse for several
+minutes; for more delicate tints immersion for a
+second is sufficient.</p>
+
+<p>Suppose we select for our first effort a carnation.
+Choose a real one for a model. Having selected about
+twenty feathers of the required sizes and colors, cut
+the ends to resemble the form of the petal and then
+pink the edge as in the real flower. The actual number
+of petals required will depend upon the size of the
+flower copied and must be left to the judgment of the
+maker.</p>
+
+<p>Take the measure of the length of stem required
+on the wire and double it (wire must be twice as long
+as stem). Wind tightly and evenly around it the
+green milliner's wire to make the stem.</p>
+
+<p>Soften <span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span>
+the beeswax by heating slightly in a pan
+till soft enough to mold between the fingers. Shape it
+into the form of the calyx, inserting the stem at the
+lower end, and pushing it far enough to insure firmness.
+Wrap this soft calyx form round with green
+feathers to represent the flower copied. Upon accuracy
+at the beginning depends the success of the flower,
+therefore it is necessary to observe the natural one
+closely. The green feathers must entirely cover the
+calyx mold, the upper ones curving back a little as in
+the genuine calyx.</p>
+
+<p>Take some colored petals and insert between the
+calyx and the wax mold, pushing the quill end of the
+feather firmly into the wax. Arrange the petals spirally,
+beginning at the bottom and building gradually
+up to the top. The larger feathers are used first, growing
+smaller toward the top. Complete the flower by
+inserting the stamens and pistil, which are made by
+tearing one small feather into narrow strips and curling
+these by drawing once over a scissors blade.</p>
+
+<p>The simplest flowers to make are: Carnation
+pinks, violets, sweet peas, fuchsias, roses and Easter
+lilies. With the proper amount of time, patience and
+perseverance, any flower can be successfully made.</p>
+
+<p>If leaves are desired, cut green feathers into the
+required shape and attach.</p>
+
+
+<p class="hang2"><b>Indian Headdress</b> (<i>Large turkey feathers</i>, <i>glue</i>, <i>cardboard</i>,
+<i>paint</i>)</p>
+
+<p>Save large feathers from turkey or rooster and
+make Indian headdress by glueing upon cardboard cut
+to proper shape. For model look at copper cent.</p>
+
+<p><span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span></p>
+<h3>FLOWERS</h3>
+
+
+<p class="hang2"><b>Pressed Morning-Glories</b> (<i>The flowers</i>, <i>white tissue-paper</i>,
+<i>scissors</i>, <i>book or pressing boards</i>)</p>
+
+<p>Press the flowers between a fold of thin tissue-paper.
+The delicate flowers will adhere to the paper,
+which is sufficiently transparent however for the morning-glory
+to be visible through it. When dry, cut the
+paper from around the flower and pin to curtains, lambrequin,
+etc., as desired, or attach to letter paper.</p>
+
+
+<p class="hang2"><b>Soldier-Flowers</b> (<i>Milkweed blossoms</i>)</p>
+
+<p>The small blossoms of the milkweed may be made
+to stand in rows and columns like soldiers, two by two,
+four by four, etc., giving practice in counting.</p>
+
+
+<h3>ROSE-HAWS</h3>
+
+
+<p class="hang2"><b>Rosaries</b> (<i>Haws</i>, <i>stout thread</i>, <i>needle</i>)</p>
+
+<p>When the beautiful red rose-haws ripen let the
+children string them, making rosaries to send to city
+friends.</p>
+
+
+<h3>STRAWS</h3>
+
+
+<p class="hang2"><b>Stringing</b> (<i>Scissors</i>, <i>needle</i>, <i>thread</i>, <i>cranberries</i>, <i>nuts</i>,
+<i>etc.</i>)</p>
+
+<p>Save the straw from rye and let the children cut
+it into one-inch lengths for stringing alternately with
+cranberries, nuts, beads, etc. Use to decorate the room,
+to make portieres, and to decorate the child himself
+when dressing up.</p>
+
+
+<p class="hang2"><b>Blowing Bubbles</b> (<i>Straw</i>, <i>soapy water</i>)</p>
+
+<p>Hollow straws several inches long may be used to
+blow tiny bubbles of soapy water in the absence of a
+clay pipe.</p>
+
+<p><span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span></p>
+
+<h3>SUN AND SHADOW</h3>
+
+
+<p class="hang2"><b>Blue-Prints</b> (<i>Leaf</i>, <i>blue-print paper</i>, <i>running water</i>,
+<i>small oblong of glass</i>)</p>
+
+<p>A package of blue-print paper can be bought at
+any photographic supply place for from 15 cents up,
+or can be had in the sheet from an architect's supply
+store. It must be carefully protected from the light
+till ready for use.</p>
+
+<p>Take a square of the paper and place upon it a
+leaf or flower or inconspicuous weed that makes a good
+shadow on the sidewalk or window sill. Place this in
+pleasing position upon the paper and put quickly in the
+bright sunshine, holding it in place with the small
+pane of glass (common picture glass will do). Leave
+exposed to the sun for about ten minutes, then pour
+cold water over it for a moment or so, and the
+"shadow" will be seen to be permanently "fixed" in
+light blue against a darker blue background.</p>
+
+<p>An artist acquaintance has a hundred or more
+such prints of leaves, plants and flowers beautifully
+mounted in a Japanese blank-book, the paper of which
+makes an exquisite background. She finds these
+shadows of the flowers and commonest weeds suggestive
+in her designing.</p>
+
+
+<p class="hang2"><a name="Shadow_Game" id="Shadow_Game"></a><b>Shadow Game</b> (<i>Smooth fence in sunshine</i>; <i>branch
+with leaves</i>.)</p>
+
+<p>1. Several children sit in row, facing smooth
+board fence. Another group of children form their
+opponents. Of these one walks behind seated row
+in such a way that his profile is visible on fence.
+Seated children guess opponent from shadow cast.</p>
+
+<p>2. One child casts on wall shadow of leafy
+branch. Opponents guess name of parent tree.</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span></p>
+
+<h2><a name="CHAPTER_III" id="CHAPTER_III"></a>CHAPTER III<br />
+<br />
+SAVED FROM THE SCRAP BASKET</h2>
+
+<p class="center">or</p>
+
+<p class="center pb"><span class="smcap">Work with Scissors and Paste</span></p>
+
+
+<p>What is known as free-hand cutting has been for
+some time recognized as of genuine educational value
+and is a source of great pleasure to the child when
+once he learns his capacity in this direction. When
+he tries, by means of paper and scissors, to express
+an idea, to illustrate some story, or to indicate
+something that he has seen, his notions of form and
+proportion become more definite and precise, and he
+learns to express action with remarkable skill and
+power. He learns to appreciate beauty of outline as
+seen in mountains and trees against a clear sky, and
+to recognize such beauty as there may be in what
+artists know as the "sky line," when darkness deepens
+and the mammoth buildings of a city loom up
+black against the sunset heavens. The definiteness of
+observation and skill with the hand acquired in this
+free cutting serves the child in many ways when in
+the school grades.</p>
+
+<p>Many an otherwise useless piece of paper may,
+with the help of scissors, give the child hours of
+pleasure.</p>
+
+<p>But before he is able to use the scissors the
+child may receive pleasure and benefit from the use
+of paper alone.</p>
+
+<p><span class="pagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span></p>
+<h3>PAPER</h3>
+
+
+<p class="hang2"><b>Tearing Paper</b> (<i>Any bit of paper</i>)</p>
+
+<p>Give the children small pieces of paper and let
+them try to tear these into simple definite shapes.
+Make a shoe, stocking, snowman, tree, ladder, cat, etc.
+Watch that they do not grow nervous in doing it.
+After a little practice they will become surprisingly
+expert. Paste what they make on a good background
+to save and compare with later efforts.</p>
+
+<p>This is a really educational occupation which involves
+absolutely no expense, as any clean piece of
+paper may be so used. Will employ the child happily
+when traveling.</p>
+
+<p>The very youngest children, if they want to tear
+the newspaper, may be asked to tear it into tiny
+pieces which brother and sister can use in playing
+"hare and hounds."</p>
+
+
+<p class="hang2"><b>Cutting Paper</b></p>
+
+<p>Let the child begin the <i>cutting</i> by making a snowball
+out of white paper, and then a snowman. These
+need only crude outlines, such as are within his capacity.
+Then lead him on, little by little, to cut a picture
+of the cat and of the dog, and illustrations to his
+favorite stories, as the "Three Bears." This is beloved
+in the kindergarten, requiring, as it does, pictures
+of the chairs, the bowls, etc. Those who have
+not seen children do this kind of work will be surprised
+at the capacity developed.</p>
+
+<p class="pb">If he is afraid to attempt the freehand work, give
+the child pictures to cut around, as simple outlines
+of a cat seated, or a piece of fruit. Then encourage
+him to cut without the outline. Both efforts may run
+along <span class="pagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span>
+together. If a line be drawn, be sure that it is
+heavy and distinct enough to be readily seen and followed.</p>
+
+<table class="other" summary="curlybracket">
+<tr>
+<td class="tdl"><b>Birthday Candles</b></td>
+<td class="tdcurly" rowspan="3">
+<span style="font-size:2.25em;">}</span></td>
+<td class="hang" rowspan="2">(<i>Red paper, blank card, colored crayon</i>)</td>
+</tr>
+<tr>
+<td class="tdl"><b>Firecrackers</b></td>
+</tr>
+
+</table>
+
+<p>Out of red paper let the child cut six (or any
+number desired) narrow strips for red candles, to
+represent birthday candles. Place in a row upon a
+white card, to serve as place cards at a child's party.
+Draw a bit of yellow at end of each candle to hint
+at a flame.</p>
+
+<p>The same may be turned into firecrackers for a
+"Fourth of July" festival, a line being drawn to suggest
+a fuse.</p>
+
+
+<p class="hang2"><b>Soldier-Caps</b> (<i>Newspaper</i>, <i>pins or paste</i>)</p>
+
+<p>Take brown wrapping paper or newspaper and
+cut a square. Place before you and fold from <i>back</i>
+to <i>front</i>, making an oblong. <i>While still folded</i> make
+another fold by turning the left edge so that it exactly
+meets the right edge. Open this much out and there
+is a crease running from top to bottom. Now take
+the upper left hand corner and make it touch the bottom
+of this crease; take the upper right hand corner
+and make it touch the lower end of this crease. This
+gives a pointed cap, still unfinished. To finish cut a
+slit, an inch deep, up from each lower end of the cap
+and then fold a kind of hem up from the bottom and
+paste the ends over neatly. Turn the hat over and
+fold a similar hem on the other side. Turn in the
+corner and finish by pasting neatly.</p>
+
+
+<p class="hang2"><b>Plume for Hat</b> (<i>Paper as above</i>, <i>scissors</i>, <i>paste or
+pin</i>)</p>
+
+<p>Take a strip of paper 6 × 12 inches. Make a
+fringe <span class="pagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span>
+or series of cuts in this about four inches long
+and &frac12; inch wide, and then roll it up and attach to
+hat with paste or a pin.</p>
+
+
+<p class="hang2"><b>Epaulets</b> for shoulder may be cut in similar way.</p>
+
+<p>The cutting of these fringes gives practice in the
+use of scissors.</p>
+
+<hr style="width: 45%;" />
+
+<p>The articles whose making we will now describe
+do not come under the head of free-hand cutting, as
+they usually require cutting according to measurement,
+and really definite directions. They are given
+in general in the order of difficulty in the making.</p>
+
+
+<p class="hang2"><b>Chains</b> (<i>Scissors</i>, <i>paper</i>, <i>paste</i>, <i>toothpick</i>)</p>
+
+<p>Let the little child begin by cutting strips of
+some bright paper or smooth wrapping paper into
+lengths of &frac12; by 3 inches. Make a ring of one of these,
+putting a wee bit of paste on the under part of one
+end and sticking it fast to the other end by overlapping.
+Through this ring run another strip and
+paste into a similar ring, and so make a long chain
+of them wherewith to decorate the child's small person
+or the room. To make paste see <a href="#Page_169">page 169</a>.</p>
+
+<p>It is well to have a small pomade box, obtainable
+at a druggist's, in which to keep the paste. It
+can then be covered and kept moist until the next
+time for using. But a little fresh mucilage or paste
+can at any time be put into a butter dish. A toothpick
+will make a good paste-stick, which the child
+can handle more easily than a brush. Show him that
+a tiny bit of paste will suffice and that more makes
+the pretty ring mussy.</p>
+
+<p>If mother is sewing and the child restless and
+no bright colored paper convenient, let the child cut
+strips <span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span>
+of newspaper right at hand and make the rings.
+His imagination will readily convert them into links
+of gold.</p>
+
+
+<p class="hang2"><b>Mask</b> (<i>Paper of any color</i>, <i>scissors</i>, <i>chalk</i>, <i>cord</i>)</p>
+
+<p>Cut an oval out of paper (or dress-lining) and
+in it cut holes for eyes, nose, and mouth, fitting first
+to the child's face to insure getting them in the right
+places. Put a hole in the middle of each side through
+which to tie the string which fastens it around over
+the head. To add to the fun the mask may be colored
+with chalks.</p>
+
+
+<p class="hang2"><b>Newspaper Wrappers</b> (<i>Smooth brown wrapping
+paper</i>, <i>pencil</i>, <i>ruler</i>)</p>
+
+<p>Take smooth pieces of brown wrapping paper.
+Cut oblongs 8 × 12 inches. From one narrow edge
+then measure an inch down on each side and make a
+dot. Make another dot at the middle of this same
+narrow side. Then draw a curve from dot to dot
+and cut along the line. This makes the curved edge
+of the wrapper. The curve may be cut free hand by
+a skilful hand, or drawn with a compass. Put some
+mucilage all along the edge of the curved side about
+&frac12; inch wide and let dry. Make a dozen of these and
+give to father for a present, all ready for use when
+he wants to mail a paper. They can be made more
+complete by affixing a one-cent stamp on the right
+hand side where the curved edge begins.</p>
+
+
+<p class="hang2"><b>Papers for Baking Pans</b> (<i>Brown paper</i>, <i>scissors</i>,
+<i>pencil</i>)</p>
+
+<p>Give child paper and baking-pans, and let him
+cut papers ready for your use when making cake.
+Let him do measuring.</p>
+
+
+<p class="hang2"><b>Book-Mark</b><span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span>
+ (<i>Fine white or tinted paper</i>)</p>
+
+<p>Take a piece of dainty paper and cut into an
+oblong 1 × 6 inches. Fold lengthwise and cut a small
+triangle from each end so as to leave a point when
+opened out. Now cut a circle in the middle of the
+paper (which is still folded) and cut other shaped
+openings, diamonds, triangles, etc., along the fold,
+&frac12; or &frac34; inches apart. Open and you have a simple
+openwork bookmark the little child can give father
+for birthday. A little experiment will show how to
+secure variety and intricacy of design.</p>
+
+
+<p class="hang2"><b>Fringed Bon-Bon Papers</b> (<i>White tissue paper</i>, <i>colored
+ink or water-color paints</i>, <i>candy</i>, <i>verse of
+poetry</i>)</p>
+
+<p>Cut a sheet of tissue paper into little oblongs
+4 × 5 inches. Dip each narrow end &frac34; of an inch
+into ink, red, green, etc., or into water-color paints,
+and let dry. Then cut this colored margin into narrow
+slits, making fringe. Copy some appropriate
+couplet on a narrow slip of paper and place it with
+a piece of candy inside the paper, giving the fringed
+ends a final twist. The making of these at home for
+some future occasion, such as a birthday party, will
+afford a happy hour's amusement.</p>
+
+
+<p class="hang2"><b>Paper Money</b> (<i>White paper</i>, <i>pencil</i>, <i>scissors</i>, <i>cent</i>)</p>
+
+<p>Place the cent beneath the paper and then press
+on it with the bottom of the pencil, rubbing at the
+same time with a circular motion. Soon the impression
+of the coin will appear on the paper. Cut out
+and use in playing store.</p>
+
+
+<p class="hang2"><b>Snowflakes</b><span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span>
+(<i>White paper</i>, <i>mucilage</i>, <i>a ten-cent box
+of mica crystals or five cents' worth of alum
+powder</i>)</p>
+
+<p>A six-pointed star must first be made of white
+paper. To make this take piece of the paper from 3
+to 6 inches square, according to the size of the star.
+Fold the paper once and cut an approximate half circle.
+Then fold this in thirds, pressing the folds to
+make creases. If opened out the circle would be
+marked by six equi-distant creases radiating from the
+centre. Do not, however, open, for you are now ready
+to cut. Before doing this, observe if possible some
+real snowflakes, with microscope or magnifying glass,
+or even with the naked eye. Notice the form and
+hexagonal structure. This is seen best if the flake
+is caught on some woolen fabric. Then look into an
+unabridged dictionary and study the picture of the
+magnified snowflake crystal. Then cut tiny triangles,
+circles, etc., into your folded circle so that
+when opened out it will suggest an enlarged snowflake
+with its six varied points. A delicate appearance
+is secured by cutting delicate tapering points,
+or, if the points be broad, cut holes in them to give
+a lacey effect. We do not give more definite directions
+for cutting, as the great fascination of the occupation
+consists in the experiments with their many
+surprises.</p>
+
+<p>(1) Now take the paper snowflake and brush it
+lightly over with a thin, transparent mucilage, and
+then sift over it some mica crystals obtainable at a
+toy-store, one box being sufficient for many flakes.
+After drying, cover the other side in the same way.
+Suspended from the Christmas tree, these are very
+effective.</p>
+
+<p>(2) The flakes can be made in another way,
+thus: <span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span>
+Make a solution of alum water, dissolving
+five cents' worth of alum in a pint of water. Be sure
+it is all dissolved. Then put the flakes in a shallow
+dish (granite ware or some material that the acid will
+not injure). Cover with the solution and put in a
+place slightly warm, so that the gradual evaporation
+of the water will help in the slow formation of the
+crystals. When finally evaporated the lacey "cut-out"
+will be found covered with alum crystals. Cover
+during evaporation with some light protection from
+the dust.</p>
+
+
+<p class="hang2"><b>Tailless Kite</b> (<i>Two sticks, 3&frac12; feet long and &frac12; inch
+wide</i>, <i>a ball of strong but thin twine</i>, <i>two pieces
+tissue paper</i>, <i>knife</i>, <i>flour paste</i>)</p>
+
+<p>Get the sticks from the saw-mill. Cut a notch
+in the two ends of each stick as a catch for the framework
+of twine which will be put on later. On one
+stick make a pencil mark about seven inches from the
+top. Put the middle of the second stick across the
+first at this mark and bind the two together firmly
+at right angles to each other. You now have a
+skeleton in the form of a cross. Number the ends of
+the sticks 1, 2, 3, 4, making the top 1, the right hand
+end 2, the bottom 3, and the left hand 4, and the
+place where they join 5.</p>
+
+<p>Now bend the second stick (the cross piece) into
+a bow and tie a piece of twine from end to end like a
+bow-string. You must get the curve of the bow just
+right, so that the distance from the middle of the
+bow-string to the joinings of the sticks is the same
+as from the joinings of the sticks to the top of the
+main stick, <i>i. e.</i>, seven inches.</p>
+
+<p>Now carry twine all around, from end to end
+of the skeleton, to make a framework for the paper;
+put <span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span>
+this twine through each notch and around the end
+of the stick several times to strengthen. Now paste
+together, end to end, lengthwise, the two pieces of
+paper, to make one long piece (a single piece is not
+large enough). Place the paper on the floor or broad
+table, and lay the frame upon it. The paper will not
+be as long or wide in all places as the framework,
+hence, fold it over the twine framework experimentally,
+and cut off in places where it is too wide.
+Allow enough for secure pasting. Use the cut-off
+corners to lengthen in other places where necessary,
+by pasting on. If two colors of paper are taken,
+the effect is very pretty, the corners being arranged
+to match each other. The best paste is made by a
+judicious mixture of ordinary flour and water.</p>
+
+<p>Now the belly-band must be tied on, as the flying
+string is attached to the belly-band. The belly-band
+is attached on the outside or convex side of the
+kite, being attached at 5 where the two sticks join;
+and at 3. It must be just as long as the distance
+from 5 to 2 added to the distance from 2 to 3. When
+tied at both ends put your pencil through the loop and
+move it so that the pencil rests upon the figure 2.
+The cord will then make an angle coinciding with
+5-2 and 2-3. At the angle 2, attach the belly-band.</p>
+
+<p>In flying the kite it is important to have a very
+long flying-string.</p>
+
+
+<h3>CARDBOARD OR BRISTOL BOARD</h3>
+
+
+<p class="hang2"><b>Go-Bang Board</b> (<i>Bristol board</i>, <i>ruler</i>, <i>ink</i>, <i>pen</i>, <i>button-molds</i>,
+<i>water-color paints or colored inks</i>)</p>
+
+<p>Get a piece of bristol board or clean cardboard at
+stationer's and cut it 18 inches square. Divide by
+straight lines into small squares &frac34; inches each way.</p>
+
+<p>To <span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span>
+draw the straight lines in ink turn the ruler
+upside down and run the penholder against the edge,
+which is a little raised from the paper. This keeps
+the ink from blotting.</p>
+
+<p>Four is the smallest number that can play with
+much success, and each should have about a dozen
+counters. These can be made of the smallest sized
+button-molds, each set of 12 painted a different color,
+or distinguished by a ring of a particular color drawn
+upon its upper surface with ink or paint. Small flat
+buttons may also be used.</p>
+
+<p>To win the game each player must succeed in
+getting a certain number of counters (number previously
+agreed upon), say four, five or six, in a
+straight row, either horizontally, vertically or obliquely.
+If he gets three in a row, then the next
+player should stop this opponent's progress at one
+end of the line by putting one of his own men there,
+and must depend upon his neighbor to close the other
+end of the line. One player must not give warning
+to another of the prospective success of a third. Each
+must keep a lookout on his own account.</p>
+
+
+<p class="hang2"><b>Checker-Board</b> (<i>Bristol board or any stiff, smooth
+cardboard</i>, <i>smooth, glazed paper of two colors,
+red and black</i>, <i>paste</i>, <i>scissors</i>, <i>ruler</i>)</p>
+
+<p>Cut from the cardboard a square of 15 inches.
+Draw a line parallel to each side one inch from the
+edge for a border. From each colored sheet of paper
+cut 32 squares of 1&frac34; inches each. Paste eight of
+these in a row, alternating colors, and arranging so
+that they just touch the top border line. Make eight
+such rows, one beneath the other, and finally giving
+64 squares.</p>
+
+<p>For checkers, button-molds of small size may be
+used. <span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span>
+Twelve will be needed of one color and twelve
+of another. Paint these with water-colors. Flat
+porcelain buttons may also be used.</p>
+
+
+<p class="hang2"><b>Toy Screen</b> (<i>Tinted cardboard</i>, <i>punch</i>, <i>worsted or
+ribbon</i>, <i>4 small pictures</i>)</p>
+
+<p>Cut four pieces of pale blue Bristol board 3 × 4
+inches. Punch two holes in the two long sides of
+two of these, and in one side of each of the remaining
+ones. Tie the four panels together with the ribbon
+or worsted so as to make a tiny screen, first pasting
+on each panel a miniature picture of a Madonna and
+Child or some other similar subject. Suitable for
+child to give as Christmas gift. Must be done neatly.</p>
+
+
+<p class="hang2"><b>Fan</b> (<i>Bristol board</i>, <i>pencil</i>, <i>worsted</i>, <i>two slats</i>, <i>scrap
+picture</i>)</p>
+
+<p>Cut two pieces of tinted Bristol board into ovals,
+6&frac34; × 8 inches. Make a series of pencil dots &frac14; inch
+from edge of oval and one inch apart. Through
+these, holding the ovals together, punch holes. Sew
+together with worsted, using the overhand stitch.
+Having gone around once, if cross-stitch effect is
+desired, go around again the other way, going thus
+through each hole a second time. For handles take
+two long slats and glue on to each side of the fan
+from the centre down to the point of the oval, and
+beyond. Paste a pretty scrap picture over the centre
+to finish off. Tie the worsted around the ends of
+slats in a pretty knot to hold them together. Baby
+ribbon may be used instead of worsted.</p>
+
+
+<p class="hang2"><b>Cardboard Animals</b> (<i>Glue</i>, <i>blocks or spools</i>, <i>picture-books</i>,
+<i>cardboard</i>, <i>tissue paper</i>)</p>
+
+<p>Find models in picture-books, or get from Butterick
+Fashion <span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span>
+Co. their animal pictures, or same may
+be had from kindergarten supply stores. Trace outline
+upon tissue paper, using soft pencil. Turn paper
+over on cardboard and trace firmly again around the
+outline. This leaves impression of picture. Cut it
+out and glue it to block or spool, or attach a cardboard
+brace to one side to make stand.</p>
+
+
+<p class="hang2"><b>Candlesticks</b> (<i>Squares of bright tissue paper</i>, <i>Bristol
+board</i>, <i>rubber bands</i>)</p>
+
+<p>Cut circle of stiff cardboard 5 inches in diameter.
+Draw upon it two diameters at right angles to each
+other. From the <i>centre</i> cut along each of these diameters
+for a little less than half an inch. Bend up the
+corners thus made and insert a candle.</p>
+
+<p>Cut pieces of tissue paper 12 inches square; place
+the circle holding the candle upon the tissue paper,
+fold the latter around the circle and the candle, and
+put a rubber band around to hold in place. The appearance
+is improved if two colors of tissue paper be
+used. The effect up and down a table of these simple
+candlesticks is most festive. Colors may be changed
+to suit special occasions.</p>
+
+
+<p class="hang2"><b>Chinese Toy</b> (<i>Three thin pieces of cardboard 2 × 2&frac12;
+inches in measurement</i> [<i>visiting cards will do</i>],
+<i>6 lengths of taffeta binding or baby ribbon, &frac14;
+inch wide × 3 inches long</i>)</p>
+
+<p>The following toy can be made with little expense
+and very little trouble if directions are followed
+explicitly. It may be well to have an older child read
+each statement as the less experienced one tries to
+follow. A child who enjoys attempting things that
+are a little difficult will enjoy working this out.</p>
+
+<p>Place <span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span>
+the three cards one beneath the other, narrow
+sides facing each other.</p>
+
+<p>Letter the cards respectively A,
+B, C.</p>
+
+<div class="figright"><a id="i_066" name="i_066"></a>
+<img src="images/i_066.jpg" alt="i_066" />
+
+<p class="caption">Chinese Toy.</p>
+
+</div>
+
+
+<p>As they lie on the table, write on
+upper side of each card "right," and
+on the under side write "wrong."</p>
+
+<p>Then place each card so that the
+"right" side is up.</p>
+
+<p>Take card A and on <i>right</i> side
+at middle of top place figure 1 and at
+each lower corner place a figure 2.</p>
+
+<p>Do the same with Card B.</p>
+
+<p>Turn B card over and on <i>wrong</i>
+side of B put figure 3 at each upper
+corner and figure 4 at middle of
+lower edge.</p>
+
+<p>Do same with card C on <i>wrong</i>
+side.</p>
+
+<p>Now we are ready to unite the
+cards by the ribbons.</p>
+
+<p>Take one strip of ribbon and
+paste one end on right side of card A
+at figure 1. Run it beneath the card
+and bring it out so as to paste the
+other end on the right side of card B
+at figure 1.</p>
+
+<p>Take <i>two</i> strips. Paste one end
+of each at 2 on card A. Run beneath
+card B and turn up over so as to
+paste on figure 2 of card B.</p>
+
+<p>A and B are thus loosely united
+and the toy may be considered finished, but it is more
+mysterious if made longer, as follows:</p>
+
+<p>Turn over and at each figure 3 on card B paste
+the <span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span>
+ends of two strips of ribbon. (As ribbons already
+placed are loose this can be readily done.)</p>
+
+<p>Run beneath B and bring up so as to paste the
+ends on each figure 3 of card C.</p>
+
+<p>Take another strip. Paste the end on 4 of card
+B. Run ribbon beneath card C and turn up so as to
+paste on figure 4 of card C.</p>
+
+<p>This completes set of three. Others can be added
+<i>ad infinitum</i> by ingenious children.</p>
+
+<p>To operate (if the word be not too pretentious
+a one in this connection) take hold of one of the
+cards at either end and keep turning it up and down
+so that first one narrow edge and then the other is
+uppermost. The remaining cards should fall in a
+continuous cascade.</p>
+
+<p>The rough sides may be finished by pasting on
+each a pretty paper lining cut just to fit. (See <a href="#i_066">illustration</a>.)</p>
+
+
+<h3>MISCELLANEOUS</h3>
+
+
+<p class="hang2"><b>Chinese Kite</b> (<i>Kindergarten slats</i>, <i>paper</i>, <i>glue</i>)</p>
+
+<p>Take a firm, light paper (druggist's paper will
+do). Cut two oblongs, 7 × 10 inches. Cut off all the
+corners by an oblique line of three inches. Fold each
+oblong lengthwise. Place the folded edges back to
+back, still folded. Take two slats and place one
+<i>under</i> one oblong and <i>over</i> the other, horizontally.
+Do the same with the other slat, but reversing the
+<i>under</i> and <i>over</i> positions. Take four strips of paper,
+which should be about one inch wide. Paste two strips
+over the splints, one on each side, to hold them in
+place. Place a third strip from top to bottom of the
+folded oblongs to hold them together. (They meanwhile
+lying back to back.) Turn the oblongs over
+and <span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span>
+place the remaining strip in corresponding position.
+The result is a four-winged kite. Tie a cord
+around the slats and it is finished.</p>
+
+
+<p class="hang2"><b>Ash-Tray</b> (<i>Cigar bands</i>, <i>glass saucer</i>, <i>photographer's
+paste</i>, <i>square of felt</i>)</p>
+
+<p>For some time past children who are under the
+sway of the collecting instinct have acquired from
+friends or by purchase the bright colored bands that
+come around cigars and then have utilized them thus:
+Make an ash receiver by getting at a stationer's a
+glass dish and its accompanying piece of felt. Paste
+bands in pleasing positions upon the under side of
+the glass. (Photographer's paste shows no discoloration.)
+Meanwhile, the felt should have been thoroughly
+wet, stretched to fit the under side of the
+dish, and hung up to dry. When dry, paste upon the
+under side of the dish and trim off neatly the projecting
+corners.</p>
+
+
+<p class="hang2"><b>Pen-Tray</b> (<i>Materials same as above, except that
+stamps or embossed letter-heads are substituted
+for cigar bands</i>)</p>
+
+<p>There are many who do not wish to encourage
+smoking, and to such we suggest a pleasing modification
+of the above.</p>
+
+<p>Buy the glass dish and felt above mentioned, and
+instead of the bands paste upon the dish canceled
+postage stamps or letter-head monograms, etc., for a
+pen-tray. A smooth glass saucer and any piece of
+bright-colored felt that may be in the house may of
+course be used.</p>
+
+
+<p class="hang2"><b>Scrap-Book</b><span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span>
+ (<i>Colored paper-muslin</i>, <i>heavy sewing silk
+or worsted</i>, <i>paste</i>, <i>paste-stick</i>)</p>
+
+<p>Cut paper-muslin of pretty colors, pink, blue or
+tan, into pieces 8 × 13 inches (six pieces in all).
+Fold each one over once and fit together to make a
+book, the cover being of a color different from the
+body of the book. Sew all together by overcasting
+the back with stitches &frac12; inch apart in one direction,
+and then going back in the opposite direction through
+the same holes, thus securing a cross-stitch effect.
+Show the child how to paste scrap-pictures neatly in
+this book. He may keep it for himself or give it to
+the children's ward in a hospital or to some younger
+friend. A very little paste or glue will suffice; a bit
+in the centre and towards the corners of a picture.</p>
+
+<p>If the child has collected a large assortment of
+cards before beginning to make the book, let him
+classify them, putting together on one page animals,
+on another plants, on another pictures typical of the
+different seasons, etc. He may in this way suggest
+a house, putting on one page kitchen furniture arranged
+in some logical order; on another page the
+furnishings of bedroom, etc. Pictures for this purpose
+may be cut from magazine advertisements, trade
+journals, etc. In the same fashion a store may be
+furnished with articles for sale, the counter, scales,
+and desk. This gives practice in selecting and
+arranging. Good taste may be inculcated even from
+such small beginnings.</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span></p>
+
+<h2><a name="CHAPTER_IV" id="CHAPTER_IV"></a>CHAPTER IV<br />
+<br />
+THE SEWING-BASKET</h2>
+
+
+<p>While busy with thread and needle, the mother
+may find it necessary to suggest some happy employment
+for the little one who asks for something to do.
+What do the contents of the sewing-basket hint?</p>
+
+
+<h3>BUTTONS</h3>
+
+
+<p class="hang2"><b>Spinning Button</b> (<i>Button</i>, <i>thread</i>)</p>
+
+<p>Show the child a button strung upon a strong
+thread about 12 inches long. Then hold the thread
+firmly between thumb and finger of each hand and
+twirl it rapidly, drawing it suddenly taut. The button
+whirls round, making a pretty spinning figure.</p>
+
+
+<p class="hang2"><b>Stringing Buttons</b> (<i>Buttons</i>, <i>waxed thread</i>)</p>
+
+<p>If baby is so old that he is not tempted to swallow
+a pretty button, give him a strong thread waxed
+at the end to make it stiff, and let him make a chain
+of buttons. They may be strung according to size or
+color or shape, giving practice in counting, in arrangement,
+and in choice.</p>
+
+
+<p class="hang2"><b>Buttons as Counters</b> (<i>Buttons</i>)</p>
+
+<p>Save disused buttons of the same kind and let
+the child classify into two or more sets to be used as
+counters in games like checkers or go-bang. See
+<a href="#Page_62">page 62</a>.</p>
+
+
+<p class="hang2"><b>Button-Mold Wheels</b><span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span>
+ (<i>Molds</i>, <i>brush</i>, <i>water-color
+paints</i>)</p>
+
+<p>Give the child four wooden button-molds of the
+same size and let him paint spokes upon them so that
+they will be ready any time to use as wheels for a
+toy wagon. Call him a little wheelwright.</p>
+
+
+<p class="hang2"><b>Button-Mold Tops</b> (<i>Molds</i>, <i>match or toothpick</i>, <i>gilding
+or paint</i>)</p>
+
+<p>Paint or gild a button-mold and then stick through
+the hole a toothpick or burnt match whittled to right
+size and show the child how to spin it.</p>
+
+
+<p class="hang2"><b>Button-Mold Counters</b> (See <a href="#Page_62">page 62</a>)</p>
+
+
+<h3>SPOOLS</h3>
+
+
+<p class="hang2"><b>Toy Furniture</b> (See <a href="#Page_15">page 15</a>)</p>
+
+
+<p class="hang2"><b>Toy Tree Boxes</b> (<i>Spools</i>, <i>green paint</i>, <i>matches</i>, <i>green
+paper</i>, <i>scissors</i>, <i>paste</i>)</p>
+
+<p>Let the child paint an empty spool green, to be
+used as a tree box. Insert a burnt match to which
+has been pasted some green paper, previously fringed,
+to represent foliage. The child can make a row of
+such trees as a little boulevard up which he can draw
+an empty match box for a carriage.</p>
+
+
+<p class="hang2"><b>Spool Tower Target</b> (<i>A number of spools</i>, <i>ball</i>)</p>
+
+<p>Pile a number of spools one on top of another
+and let the child try to knock them down with his
+ball.</p>
+
+
+<p class="hang2"><b>Toy Road Roller</b><span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span>
+ (<i>Spool</i>, <i>cord</i>, <i>toy horse</i>)</p>
+
+<p>Tie a cord through a spool and hitch it as a road
+roller to the Noah's Ark horse.</p>
+
+
+<p class="hang2"><b>Pulley Elevator</b> (<i>Narrow cardboard box, such as a
+corset box or shorter one</i>, <i>spool</i>, <i>cord</i>, <i>another
+small box, either saved or made, narrow enough
+to fit inside the larger one</i>, <i>skewer</i>)</p>
+
+<p>Stand the large box on its narrow end and near
+the top punch a hole on each side so that the holes are
+opposite to each other. Take a spool and run through
+it an axle made of a slender piece of wood like a
+skewer. Then put the ends of the axle in the holes
+in the box. This makes the pulley. Use the smaller
+box as an elevator. Tie a string to this little box in
+such a way that you can hold it up evenly. To do this
+you must punch a hole in each of the opposite sides.
+Then tie one end of a longer string to the middle of
+the first named, and put the other end over the pulley.
+Revolve the spool by pulling one end of the string
+and the box will be raised.</p>
+
+
+<p class="hang2"><b>Matching Colors</b> (<i>Spools of silk or cotton of various
+colors</i>, <i>silk and cotton fabrics of different colors</i>)</p>
+
+<p>Have a color game, asking the child to try to
+match the colors on the spools with those in the fabrics.</p>
+
+
+<h3>NEEDLES</h3>
+
+
+<p class="hang2"><b>Breastpins</b> (<i>Broken needles</i>, <i>sealing wax</i>, <i>candle</i>)</p>
+
+<p>Take a large broken needle, such that it is intact
+except for the eye. Show the child how to make a
+pretty pin for dolly by melting the wax a little in
+the candle flame, inserting the head of the needle, and
+molding into shape the bit of wax that adheres.</p>
+
+
+<p class="hang2"><b>Threading Needles</b><span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span>
+ (<i>Needles</i>, <i>thread</i>)</p>
+
+<p>If eager to do something, give the child a number
+of needles with thread of white and black, and
+let him thread them and put them into a cushion so
+that they will be all ready for your use some morning
+when you are in a hurry to sew on a button or take
+a stitch in Tommy's little shirt.</p>
+
+
+<h3>MISCELLANEOUS</h3>
+
+
+<p class="hang2"><b>Thimble Biscuits</b> (See <a href="#Page_104">page 104</a>)</p>
+
+
+<p class="hang2"><b>Drawing Scissors</b> (<i>Scissors</i>, <i>paper</i>, <i>pencil</i>)</p>
+
+<p>Give the child scissors and paper and let him
+place the scissors on the paper and draw the outline
+around them. Then tell him to cut out this outline.
+Make several such and play at keeping cutlery store.
+Draw scissors open at different angles and tell names
+of angles; right, acute, obtuse.</p>
+
+
+<p class="hang2"><b>Guessing Distances</b> (<i>Ruler or tape measure</i>)</p>
+
+<p>Let the children guess the height and length of
+various objects in the room. Verify by measuring
+with the tape-measure. Tell them of Oliver Wendell
+Holmes, the great poet, who, whenever he drove into
+the country, carried a tape-measure with which to
+determine the girth of any large tree he saw.</p>
+
+<p>Let children measure the size of the panes of
+glass, window-frames, etc.; have them tell how many
+feet it would take to carpet the floor.</p>
+
+<p>Tell them to put father's hat on the floor, near
+the wall, and guess its height.</p>
+
+<p>Such little exercises develop the powers of accurate
+observation in a way that may prove very helpful
+in an emergency.</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span></p>
+
+<h2><a name="CHAPTER_V" id="CHAPTER_V"></a>CHAPTER V<br />
+<br />
+THE PAINT BOX</h2>
+
+<p class="center">or</p>
+
+<p class="center pb"><span class="smcap">Expression with Pencil or Brush</span></p>
+
+
+<p>Let the child early be given charcoal or colored
+chalks, and later the three pigments&mdash;red, blue and
+yellow&mdash;wherewith to express his ideas. Allow him
+some choice in the medium he uses&mdash;as pencil,
+charcoal or brush&mdash;as one may be best suited to his
+purpose one time, and another one at another time.</p>
+
+<p>Encourage the child to tell a story by painting
+or drawing. The earliest graphic method by which
+man conveyed messages to one at a distance was
+through picture-writing.</p>
+
+
+<h3>LEARNING TO OBSERVE</h3>
+
+
+<p class="hang2"><b>Painting From the Real Object</b> (<i>Paints</i>, <i>chalk or
+charcoal</i>)</p>
+
+<p>Place before the child an apple, banana or flower
+of simple form and let him copy directly from the
+object without previous drawing. Encourage his efforts,
+however crude the results at first. It is more
+educative to draw from the real object than from a
+copy. Give him at first three colors only, in paints,
+till he learns how to get other colors by mixing these.
+For <span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span>
+this purpose point out beautiful sunsets and cloud
+effects in Nature.</p>
+
+
+<p class="hang2"><b>Life Stages of Seedling</b> (<i>Paper</i>, <i>paints</i>, <i>seedling</i>)</p>
+
+<p>Place before the child a bean or pea. Give him
+an oblong of paper 3 × 8 inches. Fold it into four
+parts. In the first let him draw or paint the seed as
+he sees it. Then let him plant the seed. In a day
+or so let him paint a picture of the seedling, after
+having grown so as to show the development of the
+seed leaves. Draw two other pictures to show later
+stages of growth. This gives a picture history of
+the little plant and while so occupied the child is learning
+to observe and note that which he sees.</p>
+
+
+<h3>ACQUIRING SKILL</h3>
+
+
+<p class="hang2"><b>Calendars</b> (<i>Water-colors</i>, <i>brush</i>, <i>paper</i>, <i>calendar pad</i>)</p>
+
+<p>Draw circles, squares, etc., and let the child fill in
+the outlines with color. A tiny calendar may be
+pasted in the center and ribbons put through wherewith
+to hang it up.</p>
+
+<p>In filling in these figures show the child how to
+hold the brush lightly so as to secure freedom of
+stroke. Let him make long strokes beginning at the
+top of the paper and moving from side to side slowly
+downward, or rather as rapidly as is consistent with
+neatness. Have enough water on the brush so that
+the color will not dry from one long stroke before
+you are able to go back and carry it on to the next
+stroke. Practice making a clean, smooth surface.</p>
+
+
+<p class="hang2"><b>Nature Pictures</b></p>
+
+<p>Let the child fill one sheet thus with blue, a picture
+of the sky. Another sheet may be covered with
+green, <span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span>
+a meadow. Still another sheet may have the
+upper part blue and the lower green.</p>
+
+
+<h3>EXPERIMENTS WITH COLOR</h3>
+
+
+<p class="hang2"><b>Prism</b> (<i>Secure glass prism from kindergarten store
+or from some candelabra you may have at home</i>)</p>
+
+<p>Place in sunlight and let child observe colors
+and the order in which they appear; always in the same
+order&mdash;the cold colors at one end, the warm ones at
+the other. Let the little child try to catch and hold
+the lovely "light-bird."</p>
+
+
+<p class="hang2"><b>Pigments</b> (<i>Water-color paints</i>, <i>glasses of water</i>)</p>
+
+<p>Dissolve a little red, yellow and blue paint in
+three separate glasses. Then, by mingling these&mdash;the
+primary colors&mdash;show how the secondary colors&mdash;orange,
+green and violet&mdash;may be obtained.</p>
+
+
+<p class="hang2"><b>Transparent Papers</b></p>
+
+<p>Get at a kindergarten store the transparent
+papers and isinglass used in color work. By overlapping
+one upon another different hues may be obtained.
+This may be done also, though less effectively,
+with colored tissue papers; but these are not
+so pure in tone.</p>
+
+
+<p class="hang2"><b>Color-Top</b></p>
+
+<p>Color tops may be procured at kindergarten stores.
+With the top come paper circles, of standard colors,
+with their tints and shades, giving a great variety.
+These are so slit that by placing two or more on the
+top according to directions and revolving the top, any
+tint or hue may be mathematically produced.</p>
+
+<p>If <span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span>
+the child has made his own button-mold top,
+let him cut circles of white paper and slip them over
+the axis of the top. Make a dab of color here or
+there on the paper with paint or chalk. Whirl
+around and observe the effect. This will lead up to
+a better understanding of the above-mentioned color-top
+which is manufactured by the Milton Bradley Co.</p>
+
+
+<h3>APPLIED ART</h3>
+
+
+<p class="hang2"><b>Toy Wagons and Houses</b></p>
+
+<p>If the child has made wagons or houses of wood
+or cardboard, let him paint them in broad, free strokes.
+It is desirable that the little child be given work
+which involves the free movement of the larger muscles
+which such work demands. This may not appeal
+to one as belonging under the head of art, but we
+learn from Mr. Pennell that in Sicily the wagons of
+the peasants are beautifully decorated with landscapes
+and other pictures, and that the artists are particular
+to make their names conspicuous.</p>
+
+<p>In any case a certain artistic feeling is required
+in choosing the colors and rightly applying them even
+in house-painting and wagon decoration. And meanwhile
+the child is learning how to wield his instruments.</p>
+
+
+<p class="hang2"><b>Place Cards</b></p>
+
+<p>Take a clover leaf and practice painting from it
+until able to make a copy good enough to paint upon
+a place card for the table. If the drawing be correct,
+just a flat wash of color will do for the painting
+at first.</p>
+
+<p>An autumn leaf will do for a Thanksgiving card.</p>
+
+<p>See <a href="#CHAPTER_VIII">Festival Occasions</a> for other ideas.</p>
+
+
+<p class="hang2"><b>Tops</b><span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span>
+</p>
+
+<p>If a button-mold top has been made, it may be
+painted in concentric rings or the entire surface may
+be neatly colored.</p>
+
+
+<p class="hang2"><b>Match-Safe</b></p>
+
+<p>This has been described upon <a href="#Page_34">page 34</a>.</p>
+
+
+<p class="hang2"><b>Designs for Rugs</b> (<i>Paper, brown or white</i>, <i>paints or
+chalk</i>)</p>
+
+<p>Let child draw or paint design for toy rug he
+is making for doll-house. He may make an oblong
+of one color, and at each end draw lines across, which
+are to be woven in another color. There may be
+one line at each end, or two, or three, etc. The arrangement
+of these lines and their distance apart allow
+much scope for taste and judgment.</p>
+
+
+<p class="hang2"><b>Designs for Wall-Papers, Oilcloths, Etc.</b> (<i>Parquetry
+papers</i>, <i>paste</i>, <i>etc.</i>)</p>
+
+<p>1. Have child observe oilcloth designs and then
+with kindergarten parquetry papers try to make similar
+ones for doll-house.</p>
+
+<p>2. Having made pasted designs, let him copy
+same in water-colors.</p>
+
+
+<p class="hang2"><b>Design for Stained Glass Window</b> (<i>Transparent
+paper</i>, <i>scissors</i>, <i>white paper</i>, <i>paste</i>)</p>
+
+<p>Cut a circle out of the white paper. Fold it once,
+which gives a half-circle; fold again, which gives a
+quarter-circle. Holding it folded, cut several ellipses,
+triangles, etc., into the folded edges. Open out and
+you have framework of a rose-window. On the back
+of this paste a piece of transparent paper (see <a href="#Page_75">page
+75</a>), red or green or yellow, and let the light shine
+through. <span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span>
+Hang in window for transparency. Suitable
+for Easter gift. Vary by cutting like cathedral windows.
+(See illustrations in dictionary under "Tracery.")</p>
+
+
+<h3>PICTURE-STORY</h3>
+
+
+<p class="hang2"><b>Chased by a Goose</b> (<i>Pencil</i>, <i>paper</i>)</p>
+
+<p>Once some boys lived in a house (make a dot)
+surrounded by a strong fence (draw circle round the
+dot). A short distance off was a large pond (an oval,
+a little below and to the right of the circle). One
+day the boys ran down to the pond (draw curved
+line from house to pond) and began to splash in the
+water and to throw it at each other (a number of
+oblique lines from right hand end of pond). Some
+distance off lived some Indians in two wigwams (two
+oblique lines meeting at the top and next to them a
+similar pair, like two tents, just below the pond).
+When the Indians saw the boys throwing the water
+out <span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span>
+they began to chase the boys, running up a zigzag
+path (from each tent draw an oblique line to the right
+for a short distance and then turn to the left till it
+meets the pond). The boys ran as fast as they could
+up a winding path parallel to the one they ran down
+(draw curving line parallel to first one), and then ran
+to the left partly around the fence surrounding the
+house. They had to run around the barn, too (an
+oblique line to the left and then another to the
+right till it meets the circle again), and when they
+looked behind them they found they had been chased
+by a goose!!!</p>
+
+<div class="figcenter"><a id="i_079" name="i_079"></a>
+<img src="images/i_079.jpg" alt="i_079" />
+
+<p class="caption">Chased by a Goose.</p>
+
+</div>
+
+
+<p>A little practice will make this easy for the story
+teller. The original dot and circle form the head and
+eye of the goose. The curving path is the neck. The
+water splashing out makes the tail feathers. The
+wigwams and the zigzag path form the legs and feet,
+and the path around the barn makes the bill.</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span></p>
+
+<h2><a name="CHAPTER_VI" id="CHAPTER_VI"></a>CHAPTER VI<br />
+<br />
+DOLLS AND DOLL-HOUSES</h2>
+
+
+<p>What little girl does not love a doll? The more
+variety in their size and style the better pleased is
+she. Below are a number of suggestions for simple
+home-made dollies that may be prepared as a birthday
+or other surprise by older brothers or sisters.</p>
+
+
+<h3>A FEW DOLLS</h3>
+
+
+<p class="hang2"><b>1.</b> <b>Clay-Pipe Doll</b></p>
+
+<p>Ink in the eyes, nose and mouth on the back of
+the bowl of a pipe; dress in calico gown and apron,
+and put on a sunbonnet to conceal the top of the
+pipe.</p>
+
+
+<p class="hang2"><b>2.</b> <b>Clothespin Doll</b></p>
+
+<p>Ink features upon the head of the clothespin and
+clothe as either boy or girl.</p>
+
+
+<p class="hang2"><b>3.</b> <b>Wishbone Doll</b> (<i>Wishbone</i>, <i>sealing-wax</i>, <i>material
+for trousers</i>)</p>
+
+<p>Clothe the two limbs in trousers and ink in the
+features upon the flat joining bone. Feet may be made
+of sealing wax melted, pressed into shape and attached
+while still warm.</p>
+
+
+<p class="hang2"><b>4.</b> <b>Peanut Doll</b> (<i>Peanuts</i>, <i>sewing-silk</i>, <i>glue</i>, <i>thread
+and needle</i>, <i>silk for dress</i>)</p>
+
+<p>Make <span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span>
+into Chinese doll. Take one peanut and ink
+in the features, making the eyes slanting. Glue on
+a queue of braided silk. String together several peanuts
+to make the body. To the upper one add on
+each side one or two as arms and string several together
+to make legs. Dress in wide-sleeved jacket
+and wide-legged trousers of Oriental design.</p>
+
+
+<p class="hang2"><b>5.</b> <b>Yarn Doll</b> (<i>Skein of white cotton yarn</i>)</p>
+
+<p>Cut the skein into lengths of 12 inches. Double
+the skein over in the middle and tie a string tight
+around about two inches from the top, forming a neck
+and so making the head. Tie another string further
+down for a waist line, but leave out a few threads on
+each side, of which to make two arms. Tie these
+near the ends to indicate wrists. Before tying the
+wrists cut the threads to right lengths for arms. The
+features may be put in with ink.</p>
+
+
+<p class="hang2"><b>6.</b> <b>Cork Doll</b> (<i>16 or more corks saved from olive bottles,
+etc.</i>, <i>smooth wire or hairpins&mdash;three in number</i>)</p>
+
+<p>String several corks upon the wire or hairpin for
+head and body. Through the second cork from the top
+run a hairpin sideways for arms, and fasten two corks
+upon each projecting end, cutting off any of the wire
+that may extend beyond the cork. Through the lower
+cork of the body run another hairpin and fasten two
+corks upon it for legs. Turn the end corks sideways
+to suggest feet. Dress the doll as desired.</p>
+
+
+<p class="hang2"><b>7.</b> <b>Paper Doll</b> (<i>Fashion papers and catalogues</i>, <i>scissors</i>,
+<i>paint</i>, <i>paste</i>)</p>
+
+<p>Most little girls find great pleasure in making their
+own paper dollies and the garments therefor. Fashion
+papers <span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span>
+and catalogues afford many dolls for cutting
+out, and tissue paper, crinkled paper, the lace paper
+found in candy boxes, etc., form the raw material for
+beautiful Parisian gowns.</p>
+
+<p>Dolls may of course be cut out of white paper and
+beautiful countenances painted upon them, or holes
+may be cut in the head for eyes, nose and mouth.</p>
+
+
+<p class="hang2"><b>8.</b> <b>Rag Doll</b> (<i>White cotton cloth</i>, <i>cotton batting</i>,
+<i>paints</i>, <i>scissors</i>, <i>needle</i>, <i>thread</i>, <i>water-color paints
+or blueing and red ink</i>, <i>raveled rope</i>, <i>etc.</i>)</p>
+
+<p>Cut a large newspaper pattern of a doll. Then
+double the cloth, pin the pattern upon it and cut the
+two sides for the doll. Run neatly around with close
+stitches, beginning at the neck, and when nearly finished
+turn inside out, stuff with the cotton batting, and
+sew up the head. Paint in the features or use blueing
+for eyes and red ink for mouth and cheeks. Ravelings
+of rope will make silky hair, and fingers may be indicated
+by stitches.</p>
+
+
+<h3>SOME DOLL-HOUSES</h3>
+
+
+<p class="hang2"><b>1.</b> <b>Cigar-Box House</b> (<i>Small cigar-box</i>, <i>paste</i>, <i>scissors</i>,
+<i>pictures</i>, <i>etc.</i>)</p>
+
+<p>A cigar-box, small as it is, will give great delight
+to a child who is aided in furnishing a little room.
+Stand the box up on the long side. Paper with wall
+paper of a small design. Then furnish with things
+made by the child himself; pictures cut from catalogues,
+and other accessories as described below.</p>
+
+
+<p class="hang2"><b>2.</b> <b>Pasteboard-Box House</b> (<i>Four pasteboard boxes</i>,
+<i>glue</i>, <i>paint</i>)</p>
+
+<p>Select <span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span>
+four strong pasteboard boxes of uniform
+size. Boxes such as the "Martha Washington Candles"
+are packed in will do. They measure 7 × 11
+inches. Lay aside the covers and remove any paper
+which may be attached to the inside of the box.
+Spread a thick paste of Spaulding's glue or furniture
+glue over the surface of one side of a box. Fit one
+side of a second to this glued surface and put aside
+to dry. The third and fourth boxes are treated in the
+same manner. When securely glued in pairs place
+the boxes with open sides facing you. Cover upper
+outside surface of one pair of boxes with a thick coating
+of glue and set the second pair on top of these in
+the same position.</p>
+
+<p>Now, one has a pasteboard house of four rooms&mdash;two
+upstairs and two downstairs. When securely
+fastened together cut in the partition separating the
+two upper rooms a door four inches high and three
+wide. Two windows measuring 3 × 4 inches, two
+inches from floor, may be cut in the back of the house.
+The same treatment may be given the rooms downstairs.
+One may arrange a kitchen and dining-room
+downstairs and a parlor and bedroom upstairs.</p>
+
+<p>Oil paints, such as are used in painting furniture,
+which come already mixed in small cans, may be used
+for painting the exterior of the house.</p>
+
+<p>In using this paint it is well to remember always
+to put sufficient paint on the brush to cover the
+entire surface of the wall of the house, from edge to
+edge, without lifting the brush. A strict observance
+of this rule insures a neatly painted surface. If desired,
+one may use yellow, green, or any light color
+for the interior.</p>
+
+<p>Remnants of cartridge paper or paper decorated
+in small designs can often be obtained of paper-hangers
+for <span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span>
+a small sum. It may be fastened to the
+floor to serve as a large rug.</p>
+
+
+<p class="hang2"><b>3.</b> <b>Soap-Box House</b> (<i>Three wooden soap-boxes</i>, <i>nails</i>,
+<i>saw</i>, <i>paint</i>)</p>
+
+<p>Take three soap-boxes, wooden. Remove the
+covers from two and place one upon the other to make
+a two-story house. Put in partitions thus: Take a
+thin piece of board (from a smaller box), saw to
+needed height and depth and nail it in place by driving
+nails from above, below or the side, as the case
+may require. A stiff piece of cardboard (taken from
+a large box) may be made to serve as partition. If
+cut to the right size the pressure from top and bottom
+will hold in place.</p>
+
+<p>By taking <i>two small</i> boxes for the upper floor
+instead of one large one the space which would be
+naturally left between can be made into a hallway.
+Stairs may then be made of stiff cardboard, folded
+into steps, with a strip of obliquely-cut paper pasted
+along the edges of the steps to keep them in place.</p>
+
+<p>If windows and doorways are desired they must
+be cut or sawed in after being drawn where desired
+in pencil.</p>
+
+<p>The third box is for the gable roof. It is to be
+placed on top of the upper floor so that its sides slant
+for the roof. Put in place and then mark off all that
+needs to be sawed away. When ready to be fixed
+permanently put in place and nail through.</p>
+
+<p>The furnishing of the little house gives much
+scope for ingenuity and invention as well as for the
+exercise of good sense and good taste.</p>
+
+<p>The exterior of the house can be painted with
+house paint, and this gives occasion for the broad use
+of <span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span>
+the larger muscles, and physiologists tell us that the
+little child should exercise the larger muscles and
+nerves while the finer ones are still undeveloped.</p>
+
+
+<p class="hang2"><b>Tiling</b> (<i>Corrugated packing cardboard</i>, <i>tacks</i>, <i>hammer</i>)</p>
+
+<p>The roof may be given a tiled effect by covering
+with corrugated packing cardboard saved from packages.
+Tack this on.</p>
+
+
+<p class="hang2"><b>Papering</b></p>
+
+<p>1. Paper with wall-paper. Scraps of it may be
+saved when the home is being papered.</p>
+
+<p>2. Oil-cloth effects may be obtained by pasting
+on floors or walls designs made with the kindergarten
+parquetry papers. (See <a href="#Page_168">page 168</a>.)</p>
+
+<p>3. Friezes may be made in the same way by using
+circles and squares in rows, alternately or successively.</p>
+
+
+<h3>DOLL FURNITURE</h3>
+
+
+<p class="hang2"><b>1.</b> <b>Cork.</b> (See <a href="#Page_37">page 37</a>.)</p>
+
+
+<p class="hang2"><b>2.</b> <b>Block</b> (<i>Blocks of wood or kindergarten blocks,
+cubes and oblongs</i>)</p>
+
+<p>Glue these blocks together, three cubes making
+a little chair, and cubes and oblongs making a bed or
+sofa. Get the carpenter to saw a number of blocks
+of different shapes and sizes and let the child use his
+invention in putting them together. The furniture
+may be painted or gilded.</p>
+
+
+<p class="hang2"><b>3.</b> <b>Paper or Cardboard</b></p>
+
+<p>Take a piece of paper 1 × 2 inches. Fold crosswise.
+Make <span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span>
+a dot &frac14; inch from the folded edge and
+&#8539; inch from right hand edge. Make dot &frac14; inch from
+fold and &#8539; inch from left hand edge. From open
+edges opposite fold make two parallel cuts to these
+dots. These cuts make the four legs. When opened
+out a table is seen with two extensions for drop-leaf.
+Cut one of these extensions off and a chair is made.
+If the original paper is longer and wider it can be
+made into a bed, what were the leaves of the table being
+bent up into the head and foot of the bed. An ingenious
+child can vary and elaborate this furniture <i>ad
+infinitum</i>. The backs can be cut into fancy form and
+arms given to chairs and sofa.</p>
+
+<p>Use one of these paper chairs for a model, place
+on cardboard and draw around the outline and so
+obtain a stiffer bit of furniture. Rockers can be drawn,
+added to the feet, and cut out, thus making a rocking
+chair.</p>
+
+
+<h3>SPECIAL ARTICLES OF FURNITURE</h3>
+
+
+<p class="hang2"><b>Pictures and Clocks</b> (<i>Trade journals</i>, <i>scissors</i>)</p>
+
+<p>Cut from trade journals and attach to walls.</p>
+
+
+<p class="hang2"><b>Lamp</b> (<i>Twist spool</i>, <i>toothpick</i>, <i>half egg-shell</i>, <i>wax</i>)</p>
+
+<p>Paste a bit of paper on top and bottom of twist
+spool. Through this stick a toothpick, which the
+paper should hold firmly. Upon the top of the toothpick
+fasten a half egg-shell for a globe with bit of
+wax or glue.</p>
+
+
+<p class="hang2"><b>Stove</b> (<i>Cardboard</i>, <i>black ink or paint</i>)</p>
+
+<p>Make oblong box of cardboard. Turn upside
+down and cut openings for top of stove. Make a
+small hole in the back of the stove and insert in it a
+piece <span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span>
+of paper rolled into a stove-pipe and pasted.
+Cut openings in front for the grate and ovens, leaving
+a door for the latter. Ink or paint black.</p>
+
+
+<p class="hang2"><b>Windows</b> (<i>Thin white paper</i>, <i>oil</i>, <i>glue</i>)</p>
+
+<p>Brush a piece of white paper over with ordinary
+machine oil, or olive oil, or dip it in the oil and when
+dry glue in for windows, telling the children that not
+very long ago that was the only way in which light
+was admitted to many houses before glass became so
+common.</p>
+
+<p>Isinglass may also be put in for windows.</p>
+
+
+<p class="hang2"><b>Doll's Bedstead</b> (<i>Cigar-box</i>, <i>glue</i>, <i>gilt-headed tacks</i>)</p>
+
+<p>Saw the <i>cover</i> of box into two pieces, one for the
+head and one for the foot. Fasten in place to the box
+with the decorative tacks. Legs may be attached if
+desired.</p>
+
+
+<p class="hang2"><b>Curtains</b> (<i>Cheesecloth or lace</i>, <i>needle</i>, <i>thread</i>)</p>
+
+<p>Cut small squares of cheesecloth and let the child
+hem and put in windows for curtains. Do not insist
+on very fine sewing for beginners. Curtains may be
+edged with lace, or the entire curtain may be made
+of lace, tacked or glued to inside of window.</p>
+
+
+<p class="hang2"><b>Telephone</b> (<i>Two spools</i>, <i>nail</i>, <i>tin mucilage top</i>, <i>string</i>,
+<i>small flat block</i>)</p>
+
+<p>Take a flat piece of wood about two inches square.
+Glue to it the flat end of small spool. That is the
+'phone. Another spool is the receiver hanging, when
+not in use, upon a nail driven into the wood. The
+mucilage top has the slot into which to drop the imaginary
+nickel.</p>
+
+<p><span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span></p>
+<h3>MISCELLANEOUS</h3>
+
+
+<p class="hang2"><b>Grocery Store</b> (<i>Wooden soap-box</i>, <i>small cardboard
+box</i>, <i>scales</i>, <i>toy barrels</i>, <i>tiny pill boxes</i>, <i>sand</i>,
+<i>pebbles</i>, <i>etc.</i>)</p>
+
+<p>A small wooden box makes the store. A smaller
+cardboard box turned upside down will make the
+counter, or small pieces of wood can be nailed together
+by the little amateur carpenter. Buy toy scales
+or make some as described below. Small barrels can
+be obtained at toy store or little bottles and boxes can
+be filled with small quantities of tea and sugar, with
+tiny bags of pebbles for potatoes, apples, etc. Cranberries
+make acceptable play apples. Corn and nuts also
+will find places. Tacks can be hammered in on which
+to hang tiny brooms, and by hammering in two long
+nails and laying a narrow board upon them a shelf
+can be made for the canned vegetables. Let the
+children make their own brown paper bags, looking at
+a real one for a model.</p>
+
+
+<p class="hang2"><b>Scales</b> (<i>Two small square cardboard boxes, made or
+bought</i>, <i>twine</i>, <i>skewer or other slender stick of
+wood or metal</i>)</p>
+
+<p>In each of the four sides of a box make a small
+hole near the top. Take two pieces of twine each four
+times the width of the box. Tie one of these through
+two opposite holes of the box and the other piece
+through the two other holes, being sure that the
+strings when tied are of equal length. These two
+strings cross each other. In the middle, exactly where
+they cross, tie one end of a string three inches long.
+Raise the box by this string and it should hang exactly
+true. Arrange the other box in the same way.</p>
+
+<p>Now <span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span>
+take the skewer and exactly in the <i>middle</i>
+tie a string of three inches. To the ends of the stick
+tie the ends of the twine already tied to the boxes.
+Raise the skewer by this string and the boxes should
+hang evenly, like scales. If they do not, slide one or
+the other back and forth until they do balance.</p>
+
+<p>Use in the toy grocery store. Playing store is
+always a fine opportunity for indicating lessons of
+honesty in business. Train the child to give fair
+weight and measure, even in play.</p>
+
+
+<p class="hang2"><b>Merry-Go-Round for Dolls</b> (<i>Cardboard</i>, <i>large ribbon
+spool</i>, <i>stiff paper or kindergarten folding
+paper</i>, <i>slender pencil</i>, <i>tiny flag</i>)</p>
+
+<p>Cut two circles of cardboard, one five inches in
+diameter; the other, ten to twelve. Using the smaller
+one as a base, stand on it a large ribbon spool (spool
+around which baby ribbon comes). Glue the large circle
+to the other end of the spool, parallel to the other
+lower circle. Make a hole in each circle. Run a slender
+pencil through the upper cardboard, then through
+the spool, and then through the lower circle, making
+an axis round which the spool may revolve, carrying
+with it the upper circle.</p>
+
+<p>On the upper circle paste alternately animals cut
+from paper or cardboard, and benches also cut from
+cardboard. Elegance may be added by gilding the
+spool and letting a tiny flag float from the point of the
+pencil. Cut out paper dolls for a ride.</p>
+
+
+<p class="hang2"><b>Dolls' Park</b> (<i>Starch-box</i>, <i>earth</i>, <i>moss</i>, <i>twigs</i>, <i>tiny
+mirror</i>, <i>etc.</i>)</p>
+
+<p>Fill the box with earth and sand for a foundation,
+and then with moss, twigs, elder-berry sprigs,
+etc., <span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span>
+fill in the fairy-like details. A toy swan or boat
+adds to the reality.</p>
+
+
+<p class="hang2"><b>Rugs for Doll-House</b></p>
+
+<p>1. Make the loom by taking a slate and knocking
+out the slate so as to leave the frame intact. Hammer
+a row of small nails half an inch apart along the
+two narrow sides. Then make the warp by stringing
+strong cord back and forth across the nails. Tie first
+around one corner nail; carry <i>to</i> and <i>around</i> the two
+nails opposite, then back and around the next two, and
+so back and forth till it is all strung. The rows of
+cord should be parallel.</p>
+
+<p>2. Instead of a slate, looms of various sizes may
+be roughly made of four narrow pieces of wood measured,
+sawed, and nailed together at the corners. A
+curtain slat could be so used, or wooden boxes will
+furnish raw material for such. A loom 4 × 6 inches
+is a good size for a beginner.</p>
+
+<p>For woof, use coarse worsted or ribbon to begin
+with, or colored cheesecloth torn into narrow strips.</p>
+
+<p>Use the fingers at first, later a bodkin, weaving
+under one cord of the warp and over one, back and
+forth, till a tiny rug is made. Fasten ends by weaving
+in and out a short distance into body of rug. At
+first make rug all of one color, or a rag-carpet effect
+can be obtained by tying into a long string worsteds
+of various colors. If a plain color is used a border
+can be made by running in a strand or so of a different
+color.</p>
+
+<p>Let the child employ his artistic and creative
+abilities in making designs for the rug with paints or
+crayons. Draw an oblong of one color with stripes
+across the ends, one, two or three in number, at different
+distances apart. Variety can be secured by
+taking <span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span>
+up two threads at a time or running under <i>one</i>
+and over <i>two</i>, etc. Warn the child not to draw the
+threads too closely or the rug will have the shape of
+an hour-glass when finished.</p>
+
+<p>A washcloth can be made thus by weaving it of
+narrow pieces of cheesecloth.</p>
+
+<p>Take the rug or cloth off the loom by raising
+carefully over the nails.</p>
+
+<p>3. Another simple kind of loom is made by taking
+a piece of cardboard measuring 6 × 8 inches.
+Draw a row of eight dots half an inch apart. Opposite
+these, and six inches away, draw another row.
+With strong cord sew through these a set of straight
+stitches, six inches long and half an inch apart. This
+makes the warp. Run the worsted woof under and
+over these cords as in any weaving, and tear the cardboard
+away when finished.</p>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span></p>
+
+<h2><a name="CHAPTER_VII" id="CHAPTER_VII"></a>CHAPTER VII<br />
+<br />
+PLAYS AND GAMES</h2>
+
+
+<p>In playing games children learn lessons of fair
+play, of mutual forbearance and patience, and of
+letting a playfellow "have a chance," which they learn
+in no other way. Apart from the important bodily
+exercise and development gained in the active physical
+games, the demand upon mental and moral qualities
+is of immeasurable value.</p>
+
+<p>A child should never be permitted to cheat at a
+game, even "in fun." A game loses significance as a
+game when one person does not "play fair." The
+child to whom even the thought of so doing is impossible
+begins the race of life with an immense advantage,
+for we believe that the foundation for all real
+life is <i>character</i>.</p>
+
+<p>We give a few games which have been tried with
+success either in the home, the kindergarten, or the
+playground. Some of these plays require materials;
+others do not. In some cases instructions are given
+for making the required materials.</p>
+
+
+<h3>TAG GAMES</h3>
+
+
+<p class="hang2"><b>Circle Tag</b></p>
+
+<p>One person stands in the center of a ring of children
+and each one in the ring holds out his right
+hand. The one in the middle tags one of the hands
+and <span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span>
+the owner immediately gives chase till he catches
+the pursued.</p>
+
+<p>Vary by having both tagged and tagger skip,
+hop, etc., instead of run.</p>
+
+
+<p class="hang2"><b>Racing Tag</b></p>
+
+<p>Players form circle. One goes outside the ring
+and runs or walks around, suddenly quietly touching
+another player, who immediately races with him, going
+around the ring in opposite direction.</p>
+
+<p>Vary by having contestants bow three times as
+they pass each other.</p>
+
+
+<p class="hang2"><b>Wood, Iron or Paper Tag</b></p>
+
+<p>One child chases another who touches for goal
+anything made of wood, or iron, or paper, etc., as has
+been decided upon beforehand. If the pursued is
+caught before he succeeds in touching such object,
+he becomes "it." The goal may be a wooden stick
+or tree, or an iron rake, or a paper book, etc.</p>
+
+
+<p class="hang2"><b>Japanese Tag</b></p>
+
+<p>Form a long line of children, one following
+closely behind another in a march or run. One
+child outside the line is "it." He tries to tag some
+one in the line. The leader endeavors to prevent this
+by twisting his file rapidly in and out in a curving
+line, and, by so throwing out his arms, as to protect the
+threatened one, as the line twists and turns with him.
+If one is tagged, the leader becomes "it." The leader
+and his train of children must of course be alert in
+mind and active in body.</p>
+
+
+<p class="hang2"><b>Cross-Tag</b></p>
+
+<p>Of a group of children the one who is "it" chases
+any <span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span>
+one he chooses to begin with, but if another child
+runs in between the chased and the chaser, the chaser
+must follow the one who has thus run in between. If
+he shows signs of fatigue a third child may run across
+between the two, etc., he then being chased until the
+tagger succeeds in catching some one, who in turn becomes
+"it."</p>
+
+
+<h3>RACES</h3>
+
+<p>Allied to the tag games are the racing games, of
+which we give only two.</p>
+
+
+<p class="hang2"><b>Potato Race</b> (<i>Twelve potatoes</i>, <i>two tablespoons</i>)</p>
+
+<p>Place six potatoes in a row about three feet apart.
+Place six others in a parallel row some distance away.
+Give two players each a spoon, and at a signal they
+start to race. Each player runs up his row, picking
+up the potatoes, one by one, carrying each in turn to
+a given point, then coming back for another potato,
+till all are thus carried. The left hand must not assist.
+The one who first gets his potatoes safely to the spot
+decided upon wins.</p>
+
+
+<p class="hang2"><b>Clothespin Race</b> (<i>Handful of clothespins</i>)</p>
+
+<p>Arrange the children in two rows, equal in number.
+Give the first child a handful of clothespins, laid
+straight. At a signal he passes them down the line.
+If one is dropped it must be picked up by the one
+dropping it and put as before with the others and then
+passed on. Reaching the end of the line, they are at
+once passed back again to the starting point. The side
+wins which first get back all the pins.</p>
+
+<p><span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span></p>
+<h3>AIMING GAMES WITH BEAN-BAGS</h3>
+
+
+<p class="hang2"><b>Kinds of Bags</b> (1. <i>Ticking or strong calico</i>, <i>strong
+thread</i>, <i>needle</i>, <i>baking-beans</i>. 2. <i>Felt</i>, <i>sewing
+silk</i>)</p>
+
+<p>1. Make a strong bag of bright colored material,
+6 × 8 inches in size. Fill with the ordinary baking-beans
+and overhand the top.</p>
+
+<p>2. Take a piece of felt or any pretty strong material
+which will bear the wear and tear of the game.
+Cut into two circles 5 or 6 inches in diameter. Sew
+together on the wrong side, with a seam of one fourth
+inch. Then cut in the center a small circle half an
+inch in diameter. Turn the odd-shaped bag inside
+out, fill with beans and overhand the small circular
+opening with close stitches of silk. These bags can
+be more easily caught than balls by little hands.</p>
+
+
+<p class="hang2"><b>Kinds of Games</b></p>
+
+<p>Children usually hand down familiar games from
+one generation to another. Here are a few:</p>
+
+<p>1. Children stand in a circle with one in the center
+who throws the bag to each in turn all around the
+ring, or else tries to catch some one napping by throwing
+it unexpectedly.</p>
+
+<p>2. Vary by having children stand in a row and
+the leader throws to each in turn. Or children stand
+in opposite rows and every one in one line has a bag
+which all throw in unison to the child opposite. These
+in turn throw back in perfect rythm.</p>
+
+<p>3. Vary again by tossing into the air in unison.
+The accompaniment of music is always a thing to
+be desired in such rythmic games.</p>
+
+<p>4. One <span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span>
+child stands in center of ring and tries
+to catch the bag as it is tossed across to some one on
+the other side of the ring.</p>
+
+
+<h3>AIMING GAMES WITH BALLS</h3>
+
+<p>The games just described may be played with
+balls as well as with bean-bags, and thus require more
+co-ordination on the part of the child's muscles. We
+give a few other games in addition.</p>
+
+
+<p class="hang2"><b>Counting-Ball</b></p>
+
+<p>Let one child bounce the ball, striking it from
+above with the palm of his hand and counting one,
+two, etc., until he fails to hit it, when another child
+takes a turn.</p>
+
+
+<p class="hang2"><b>Guess-Ball</b></p>
+
+<p>A row of players number off from one end 1, 2,
+3, 4, etc. The last number steps in front of the row
+a distance such as may be needed to secure certainty
+of aim and touch on the part of those who throw the
+ball. The player in front stands with his back to the
+others. Those in the row now begin to pass the ball
+sideways from one to the other. The player in front
+having counted a given number, the one who happens
+to hold the ball at the time must at once throw it at
+the player in front. If struck, the latter turns quickly
+and tries to judge from the attitudes of the various
+players which one threw the ball. If he is right,
+places are exchanged. If he guesses wrong, the game
+continues as before.</p>
+
+
+<p class="hang2"><b>Cup and Ball</b> (<i>Cardboard</i>, <i>worsted</i>, <i>funnel</i>)</p>
+
+<p>Make the ball by cutting from cardboard two
+circles <span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span>
+about two inches in diameter. Inside the large
+circles draw smaller ones about one-half inch in diameter.
+Cut the smaller circles entirely out, thus leaving
+a hole in the middle of each large circle. Keep these
+two large circles together. Now, with a needle, wind
+worsted round and round through the opening in the
+two circles until it is completely filled, so that the
+needle cannot be pushed through. Hold in the left
+hand, and with sharp pointed scissors cut the worsted
+at the edge of the circles, spread the circles a little
+apart, and tie a strong thread firmly around the worsted
+between the two cardboard circles. Then tear the
+cardboard circles away and a pretty ball remains. Tie
+this ball, with a string twelve inches long, to a kitchen
+funnel, and let the child try to catch the ball in the
+funnel.</p>
+
+
+<h3>AIMING GAMES&mdash;MISCELLANEOUS</h3>
+
+
+<p class="hang2"><b>Ring-Toss</b> (<i>Small wooden box</i>, <i>broom-handle or
+dowel</i>, <i>nail or glue</i>, <i>embroidery rings or hoops of
+small keg</i>)</p>
+
+<p>Saw a foot from a broom-handle or dowel (a
+child's broom will best serve the purpose). Glue or
+nail this to a box. Let the child practice tossing over
+this post rings taken from a small keg; or embroidery
+rings may be used. These may be wound around with
+bright colored strips of lining or with ribbon. The
+rings should be graduated in size.</p>
+
+
+<p class="hang2"><a name="Grace-Hoops" id="Grace-Hoops"></a><b>Grace-Hoops</b> (<i>Basket reeds</i>, <i>raffia</i>)</p>
+
+<p>Make a wand of three or four basket reeds cut
+into two foot lengths. Wind these more or less
+loosely with string, just so as to hold them together.
+Then wind around and around closely and smoothly
+with a strand of raffia so as to bind firmly together.
+If <span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span>
+held smoothly, several strands of raffia may be used
+at one time. If reeds are not to be had lilac branches
+may be used instead. The result should be a wand
+firm and stiff.</p>
+
+<p>Make the hoops by soaking the reeds first in
+water for an hour to make flexible. They should be
+cut into lengths of about 2&frac12; feet. Curve several into
+a hoop and tie. Then wind smoothly and firmly with
+the raffia. The ends of the latter may be disposed of
+by threading upon a large needle and running it a
+short distance in and out of the part already wound.</p>
+
+<p>Two wands and one hoop are required for each
+player. One tosses a ring from her two wands to her
+opponent, who must catch it upon her own wands.</p>
+
+<p>This once popular game cultivates both alertness
+and grace.</p>
+
+<p>In the kindergarten the children use wand and
+ring in playing "knights." One child holds the ring
+while the little knight gallops around the circle on
+an imaginary steed and tries to capture the ring on
+his lance (wand), as at an old-time tournament.</p>
+
+
+<p class="hang2"><b>Croquet with Peas</b> (<i>Peas</i>, <i>hairpins or double-headed
+tacks</i>, <i>nail or match</i>, <i>toothpick</i>, <i>cork</i>, <i>cover of
+starch-box</i>)</p>
+
+<p>Bend hairpins into shape or use double-headed
+tacks as wickets. Insert into the cover of a wooden
+starch-box for ground. For a stake use a nail or a
+painted match-stick. Sharpen this to a point and
+insert it in a hole previously made by hammering in
+a nail. Make mallets by inserting matches or toothpicks
+into heads made of small pieces of cork. Use
+peas for balls.</p>
+
+<p>Put the whole outfit in a box and give to little
+sister for her doll's birthday.</p>
+
+
+<p class="hang2"><b>Egg-Shell Game</b> <span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span>
+(<i>Egg-shell</i>, <i>long table</i>, <i>four tumblers</i>)</p>
+
+<p>Blow an egg-shell and paint with some college
+colors as a foot-ball. Take four tumblers and place
+two at one end of a long table for goals and two at
+the opposite end for goals, the two which make a pair
+being four inches apart. Divide the party into two
+competing groups. Those on one side must try to
+blow the shell between the tumblers of their opponents.
+These must try to defend their end of the table and at
+the same time try to blow the shell between the tumblers
+of their opponents. This makes a merry game
+for young people.</p>
+
+
+<p class="hang2"><b>Cherry-Stone Game</b> (<i>Save and dry a dozen or more
+cherry-stones</i>)</p>
+
+<p>Scatter the stones lightly on the table. They will
+fall so that some lie closely together, others far apart.
+The first player selects any two stones and draws his
+finger between them so that he touches neither. If
+he succeeds thus far he must then try to snap one
+(with thumb and middle finger) so that it strikes the
+other. If this succeeds also the two stones belong to
+him and he has another turn, continuing until he either
+touches a stone in trying to draw a finger between two
+or fails to make one of the two hit the other. The
+second player will not fare so well, because the remaining
+pairs will lie closer together than those first
+chosen, so that great care will be needed in drawing
+the finger between two. Sometimes it is necessary
+to use the little finger. At the end the player having
+most stones wins the game. The stones may be dyed
+or painted if desired. The game suggests tiddledy-winks
+and crokinole.</p>
+
+
+<p class="hang2"><b>Donkey Game</b><span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span>
+ (<i>Picture of a donkey, minus a tail, and
+one dozen separate tails. These may be bought
+in large sheets for ten cents, but may be cut out
+of paper if drawn first by skilful hands</i>)</p>
+
+<p>Pin the picture to the wall in some spot where it
+will not deface it. Give each player a tail with a pin
+sticking through it. Blindfold him. Turn him around
+three times and send him in the direction of the
+picture to pin the tail on the donkey. The one who
+succeeds in fastening a tail nearest to the proper place
+wins the game.</p>
+
+
+<p class="hang2"><b>Blowing Out the Candle</b> (<i>Candle in candlestick</i>)</p>
+
+<p>Place a candle on the table. Blindfold a player,
+turn him around three times about six feet from the
+candle. Then let him try to find his way towards it
+and blow it out. He may have three trials.</p>
+
+
+<h3>MISCELLANEOUS PLAYS</h3>
+
+
+<p class="hang2"><b>The Countess of the Huggermuggers</b> (<i>Two candles
+in candlesticks</i>)</p>
+
+<p>Give two players each a candle. They take places
+about eight feet apart. Then each takes a step forward
+at the same time and makes a solemn bow without
+smiling; then another step and bow; and then a third.
+Then one says solemnly, "The Countess of the Huggermuggers
+is dead." The other one rejoins, "I am very
+sorry to hear it." The first one replies, "So am I."
+Then each takes three steps backward, with a bow
+each time, and all without a smile. Whoever smiles
+must give up his place to another player.</p>
+
+
+<p class="hang2"><b>Rope and Sandbag</b><span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span>
+ (<i>Rope ten feet long, with handle
+at one end which may be made by knotting the
+rope, and a sandbag or other weight at the other.
+Sandbag may be made of strong goods sewed into
+a bag and filled with sand. In a kindergarten a
+weight has been improvised out of a child's
+rubber shoe</i>)</p>
+
+<p>Some one stands in the center of a circle of children
+and swings the rope so that the weight just
+grazes the ground. The children must be sufficiently
+attentive and agile to evade the rope by jumping over
+it as it passes them. Do not begin until the rope has
+acquired momentum enough to move with a degree of
+regularity.</p>
+
+
+<p class="hang2"><b>Omnibus Swing</b> (<i>Strong rope or chain</i>, <i>staples</i>, <i>soapbox</i>,
+<i>wooden plank</i>, <i>nails</i>)</p>
+
+<p>If fortunate enough to have a barn or summer-house,
+or a playroom with a strong beam in the roof
+or ceiling, place a pair of strong staples in the beam
+(hammock hooks would serve the same purpose) a
+few <span class="pagenum"><a name="Page_102" id="Page_102">[Pg 102]</a></span>
+inches apart. Six feet from these place <i>another
+pair</i> of staples in the beam. From each pair of staples
+or hooks suspend a loop of rope so that it comes about
+one foot from the floor.</p>
+
+<div class="figcenter"><a id="i_102" name="i_102"></a>
+<img src="images/i_102.jpg" alt="i_102" />
+
+<p class="caption">Omnibus Swing.</p>
+
+</div>
+
+
+
+<p>Take a plank about eight feet long and one foot
+wide and cut four notches in it, two on each side,
+about six inches from the ends. Place the plank so
+that it hangs held by the two ropes, which slip into
+the notches in the plank, the notches keeping the ropes
+in place. Upon this several children can swing back
+and forth lengthwise, and so play at rowing, riding,
+trolleying, etc., as imagination dictates. If a soapbox
+be nailed at one end the baby may be put into this
+for a safe ride.</p>
+
+
+<p class="hang2"><b>Anagrams</b> (<i>Tinted Bristol board</i>, <i>black ink or paint</i>,
+<i>heavy pen or brush</i>)</p>
+
+<p>Cut the Bristol board into 1-inch squares and let
+the child paint or draw upon these squares the letters
+of the alphabet, one letter to each square. There
+should be at least a dozen of each letter and many
+more A's, E's and S's, as these letters occur frequently
+in English words. Two games may be played with
+these letters as follows:</p>
+
+<p>1. Give the child the four or five letters that compose
+a word and let him try to put them together in
+the right way as: <i>H-s-e-r-o</i> (<i>Horse</i>).</p>
+
+<p>2. Several players are needed for this game. The
+cards must be placed upside down in a box so that the
+letters are not seen. Each player takes a letter in
+turn, the first time round, and places it in the centre
+of the table. At the second time round, each, as he
+takes a square from the box, tries to form a word
+with it, either by using a letter from the central pool
+or by taking away an opponent's word. If he takes
+from <span class="pagenum"><a name="Page_103" id="Page_103">[Pg 103]</a></span>
+an opponent he must take an entire word. As
+he forms a word he places it before himself, the aim
+being to get five or ten words before any opponent
+does. If he can form no word he puts his letter in the
+pool. The number of words making the game must
+be agreed upon beforehand. For example: In the pool
+are placed in turn the letters <i>g, b, f, t</i>. Player I, continuing,
+draws from the box the letter <i>a</i> and with the
+letters in the pool can form <i>bat</i>, which he places in
+front of him, leaving <i>g</i> and <i>f</i> in the pool. Player II
+draws an <i>l</i>, and as he can form no word, he puts it in
+the pool. Player III draws an <i>e</i> and takes away the
+<i>bat</i> of No. I, turning it into <i>beat</i>. Player II draws an
+<i>o</i>, which with the <i>g</i> from the pool, he turns into <i>go</i>.
+Player I then draws again, and so the game continues
+until one player has, we will say, five words, the number
+agreed upon, and so wins.</p>
+
+
+<p class="hang2"><b>Weighing Honey</b></p>
+
+<p>One child crouches, clasping his hands beneath
+his knees tightly. Two older persons then take the
+handles of the honey-jar (the child's arms) and swing
+him back and forth, counting one, two, three, etc.,
+with each swing until the hands give way. The number
+of counts tells the number of pounds in the jar.</p>
+
+
+<h3>SUGGESTIONS FOR CHILDREN'S PARTIES</h3>
+
+
+<p class="hang2"><b>Peanut Party</b> (<i>Several quarts of peanuts, and a pretty
+little bag measuring 6 × 8 inches for each guest</i>)</p>
+
+<p>Before the little guests arrive, hide the peanuts
+in corners, under cushions, and in all possible hiding-places,
+singly, or two or three together. At a signal
+all of the children begin to search for the peanuts.
+The <span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span>
+one finding the most wins. Give a reward of a
+peanut doll. (See <a href="#Page_80">page 80</a>.)</p>
+
+<hr style="width: 45%;" />
+
+<p>In no such games of competition is it a good plan
+to have expensive prizes. That plan ministers to a
+weakness inherent perhaps in human nature, but one
+to be discouraged&mdash;the desire to win, not for the sake
+of success, but for the sake of the prize. The giving
+of a valuable prize engenders feelings of envy and
+caters too much to the gambling instinct. It tends to
+destroy the spirit of fun and play which is the real
+object of a social gathering.</p>
+
+<p>A part of such an entertainment would appropriately
+be the making of peanut taffy or of peanut
+animals. (See <a href="#Page_23">page 23</a>.)</p>
+
+
+<p class="hang2"><b>Spider-Web Party</b> (<i>Balls of pretty twine, one color
+for each guest</i>)</p>
+
+<p>Take a ball of twine and to the end attach a card
+bearing the name of one guest. Then unwind it, twisting
+it around different articles of furniture, chairs,
+table-legs, door-knob, chandelier, etc., till the thread
+is judged to be long enough. Then cut, and to this
+end tie some trifling gift. Arrange in this way one
+ball and gift for each child expected. When the time
+for playing the game arrives, give to each child the
+card bearing his name, to which twine is attached. At
+the signal for beginning, each one follows up his line,
+unwinding and disentangling it as he goes along, till
+the end of the cord bearing the gift is reached. As
+each little visitor receives something, there is no unwholesome
+spirit of rivalry.</p>
+
+
+<p class="hang2"><b>Thimble-Biscuit Party</b> (<i>Dough</i>, <i>silver thimbles</i>)</p>
+
+<p>While making biscuits for supper give the little
+child a silver thimble to use as a biscuit cutter, first
+rolling <span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span>
+the dough to a thickness one-third the height of
+the thimble. When he has made a good array put
+them into the oven. They will bake quickly and to
+the child will seem to surpass the best cake made.</p>
+
+<p>Invite a group of little children to a thimble-biscuit
+party. A dough of flour, water or milk, a little
+salt and baking powder will be sufficient and the
+little workers will be very happy making the wee biscuits.
+Only silver thimbles should be used.</p>
+
+<p>While the biscuits are baking a few games, notably
+"Hide the Thimble," will pass the time. Served
+with a little jam or milk they will make a delicious
+repast, with dolls and Teddy Bears for company.</p>
+
+
+<p class="hang2"><b>Butterfly Party</b> (<i>White paper</i>, <i>oil paints, in tubes</i>)</p>
+
+<p>Uncovering the tube, make a dab of paint with it
+near middle of a sheet of paper. Immediately beneath
+make a <i>long stroke</i> of another color. Now fold over
+lengthwise along the middle of the long line of paint.
+While folded press and smooth with finger over the
+first spot. This when opened will be the head of the
+butterfly. Keep paper still folded, however, and press
+along the line of paint to make body and then make a
+side pressure to make the wings. Open out, and there
+is the general suggestion of a beautiful butterfly, which,
+held up so that the light shines through, may be really
+very pretty. A little experiment will show how improvements
+can be made. Any color may be used.
+Invite your friends to an evening butterfly party and
+give a prize for the best one made; the prize may very
+suitably be something in butterfly form; a penwiper,
+or lamp-shade, or something similar.</p>
+
+
+<p class="hang2"><b>Autograph Picture</b> (<i>Ink</i>, <i>paper</i>, <i>coarse pen</i>)</p>
+
+<p>At the butterfly party, autograph portraits also
+may <span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span>
+be made. With a coarse pen, filled with ink,
+each person writes his own name in turn. Take the
+flowing autograph, fold it lengthwise through the middle
+and crease, making special pressure at the top and
+drawing out slightly at the side. Open up and the
+result is a queer portrait of the owner of the autograph
+with suggestion of head and arms.</p>
+
+<p>Enclose autograph on two sides by straight lines;
+when folded and then opened, the portrait will be
+framed.</p>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span></p>
+
+<h2><a name="CHAPTER_VIII" id="CHAPTER_VIII"></a>CHAPTER VIII<br />
+<br />
+FESTIVAL OCCASIONS</h2>
+
+
+<p>Festivals have always held an important place in
+the life of home and community. The anniversary of
+the day of birth, or of marriage, the day of graduation,
+or of coming of age&mdash;what opportunities they
+offer for strengthening the ties of kinship, for creating
+hallowed associations that may often prove bulwarks
+of safety in later days of temptation and sorrow!</p>
+
+<p>Christmas, Easter, Thanksgiving, are now National
+holidays with us, and our celebration of these
+beautiful festivals is one more link in the chain which
+binds us to all races and creeds; for the return of the sun
+at the winter solstice, the renewal of life in the spring,
+the ingathering of fruits in the autumn, have appealed
+to all peoples as fitting occasions for the expression
+of religious joy and for mutual congratulations upon
+dangers past and the results of work accomplished.</p>
+
+<p>In the joy of such occasions, we must not let them
+degenerate into the mere mercenary exchange of material
+gifts.</p>
+
+<p>Christmas is preëminently the children's day,
+when we annually remind ourselves of the divinity
+inherent in all childhood, and desire to bring joy to
+all children and goodwill to all peoples.</p>
+
+<p>Easter means most to the adult who has experienced
+sorrow and disappointment and has known
+something of the anguish and awe and deepening of
+life that comes with the message of Death. The
+pleasure of the child in the hare and the Easter egg
+must <span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span>
+not be allowed altogether to overbalance the
+wondrous symbolism of the Easter lily.</p>
+
+<p>The National holidays&mdash;Washington's Birthday,
+Memorial Day, Independence Day, etc.&mdash;take us outside
+the limits of the home and remind us that, as
+we thank the men and women of the past for the
+privileges of the present which we owe to their sacrifices
+and aspirations, so we should realize our obligations
+towards the future.</p>
+
+<p>In celebrating these different festivals, let the
+child bear his small part. We give a few ideas of
+things which he may do or make. It is these early
+impressions which are the lasting ones. The actual
+service demanded of the child counts much in the formation
+of character, though even more important is
+the spirit which radiates at such times from the parents
+and friends who celebrate or prepare to celebrate
+these recurrent holidays. It is the "spirit which giveth
+life," here, as everywhere.</p>
+
+<p>The suggestions will be given in the order in
+which the holidays come in the year. Where an article
+is described in another part of the book, it will
+not be repeated, but the page number will be given for
+reference.</p>
+
+
+<h3>NEW YEAR'S DAY</h3>
+
+
+<p class="hang2"><b>Place Cards at Table</b> (<i>White card</i>, <i>pressed four-leaf
+clover, or paints</i>)</p>
+
+<p>1. Having found and pressed four-leaved clovers
+in the days of summer, paste one lightly to each place
+card as symbol of good-luck.</p>
+
+<p>2. Copy a clover-leaf with paints and write on
+card some appropriate quotation signifying good-will.</p>
+
+
+<p class="hang2"><b>Decorated Note Paper</b><span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span>
+ (<i>Writing paper</i>, <i>leaf</i>, <i>paste
+or paints</i>)</p>
+
+<p>Paste a real clover leaf (or paint one) on the
+writing paper upon which you may be writing a New
+Year's letter to your friend.</p>
+
+
+<p class="hang2"><b>Calendar</b> (<i>12 oblong blotters, white or colored</i>, <i>ribbon
+to match, 1 inch wide and about &frac34; yards long</i>,
+<i>tiny calendar pad</i>, <i>paste</i>)</p>
+
+<p>Take the calendar pad apart and paste the leaf for
+each month upon one of the blotters. Then tie the
+blotters together with the ribbon. This makes suitable
+New Year's gift. (See also <a href="#Page_74">page 74</a>.)</p>
+
+
+<p class="hang2"><b>New Year's Bells</b> (<i>Red cardboard</i>, <i>scissors</i>, <i>paste</i>,
+<i>ribbon</i>)</p>
+
+<p>Cut out a bell and paste a calendar pad on it.
+Or cut 12 small bells and paste one leaf of calendar
+pad on each, stringing all together with ribbon.</p>
+
+
+<p class="hang2"><b>Good-Luck Pigs</b></p>
+
+<p>With our German population the pig signifies
+"good-luck," and at New Year's pigs, big and little,
+made of various materials, are quite in order. A favorite
+candy, made of sugar and bitter-almond, is
+in the shape of a pig, and is used to present to friends
+at this holiday time. Many suggestions already given
+may be carried out with the pig idea in mind.</p>
+
+
+<p class="hang2"><b>Midnight Watching</b></p>
+
+<p>If friends stay up to watch the Old Year out,
+any of the above-named articles may be made by the
+children for souvenirs. A poem which may suitably
+be read at this time is Tennyson's "Ring Out, Wild
+Bells;" also, Longfellow's "The Poet's Calendar." A
+timely <span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span>
+topic for discussion is the never-answered question:
+When does the new century begin&mdash;with January
+1, 1900, or 1901? Timothy Dwight, President of
+Yale College, 1795-1817, wrote some clever verses
+apropos of the subject when he helped usher in the
+19th Century.</p>
+
+
+<h3>ST. VALENTINE'S DAY</h3>
+
+<p>Save lace papers from candy and soap boxes and
+they will prove useful when St. Valentine's Day comes
+in making Valentines. With these papers and scissors,
+paste, scrap pictures of flowers, doves, etc., the
+children will spend happy hours in making these
+dainty souvenirs. We give a few directions for making
+some such.</p>
+
+
+<p class="hang2"><b>Single Hearts</b> (<i>Red cardboard</i>, <i>lace paper</i>, <i>scrap pictures</i>,
+<i>scissors</i>, <i>paste</i>)</p>
+
+<p>Cut a heart out of the cardboard and around the
+edge paste a border of lace paper, fulling slightly and
+attaching it to the under side of the heart. In the
+centre of the upper side of the heart paste a pretty
+scrap picture. This makes a simple but effective
+Valentine.</p>
+
+
+<p class="hang2"><b>Chain of Hearts</b> (<i>Red cardboard</i>, <i>scissors</i>, <i>scrap pictures</i>,
+<i>paste</i>, <i>red ribbon</i>)</p>
+
+<p>Cut several hearts out of the cardboard, and, after
+punching holes in the top and bottom of each one,
+string them together, pasting a scrap picture on each
+one if that added touch is desired.</p>
+
+
+<p class="hang2"><b>Double Hearts</b> (<i>Red cardboard</i>, <i>scissors</i>, <i>paste</i>, <i>strip
+of red paper</i>)</p>
+
+<p>Cut two hearts of different sizes. Then take a
+narrow <span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span>
+strip of red paper measuring &frac14; × 1 inch and
+fold it into thirds. While still folded attach one end
+of this paper to the <i>centre</i> of the <i>upper side</i> of the
+large heart and the other end to the <i>centre</i> of the
+<i>lower side</i> of the smaller heart. This unites the two,
+one resting on top of the other, the paper acting
+as a kind of spring to raise one above the other. Instead
+of a small heart a scrap picture may be thus
+attached on the larger heart.</p>
+
+<p>In cutting out these hearts it may be necessary
+first to cut a pattern out of newspaper, making several
+trials before a satisfactory model is secured.</p>
+
+
+<p class="hang2"><b>Lacy Valentine</b> (<i>Gold or silver paper</i>, <i>white tissue
+paper</i>, <i>scrap pictures</i>, <i>paste</i>)</p>
+
+<p>Cut from a sheet of gold or silver paper a piece
+measuring 5 × 7 inches. Fold this once through the
+middle so as to make a book of 3&frac12; × 5 inches. Cut a
+piece from the tissue paper of 3&frac12; × 5 inches. Fold
+this two or three times and cut into it tiny perforations&mdash;oblongs,
+diamonds, circles, hearts, etc. Then open
+out and observe the lacey effect. Practice this until
+something pretty and dainty is secured. Then upon
+the centre of the book paste a scrap picture and attach
+the tissue paper by its edges to the Valentine
+in such a way that the picture shows a little between
+the perforations. A narrow strip of stiff paper folded
+in three, to give the effect of a spring as described
+above, may be used at each corner. Inside of the
+booklet paste other pictures as fancy dictates. Also
+write therein some appropriate lines.</p>
+
+
+<p class="hang2"><b>Spider-Web Design</b> (<i>Gold or silver paper</i>, <i>Bristol
+board</i>, <i>scrap picture</i>, <i>paste</i>, <i>scissors</i>)</p>
+
+<p>Cut a circle of gold or silver paper, three or four
+inches <span class="pagenum"><a name="Page_112" id="Page_112">[Pg 112]</a></span>
+in diameter. Fold once, making a semi-circle;
+fold once more making a quarter-circle. Beginning
+at the point of the folded paper, make a tiny cut from
+one edge <i>towards</i> the other, but do not cut the point
+entirely off. Turn the paper and make a second cut
+parallel to the first about &#8539; inch away, the cut being
+from the other edge of the paper. Turn again and
+make a third cut. Each time the cuts grow in length
+owing to the increasing width of the triangle or quarter-circle.
+Continue thus until the circumference of
+the folded circle is reached. Then open out and you
+have a silver spider-web effect. Take a square or
+circle somewhat larger than the web, and in its centre
+paste a pretty bird, flower, or maiden. Then paste
+the web upon this background, putting the paste along
+the edges of the web, but leaving the centre free, so
+that the child can raise it and peer through the slits
+at the picture beneath.</p>
+
+<p>Let city children send to country cousins scrap
+pictures, colored papers, etc., and sample Valentines,
+so that their friends may have the pleasure of making
+and giving.</p>
+
+
+<p class="hang2"><b>Valentine Dinner</b></p>
+
+<p><span class="smcap">Soup</span>: Put into the clear soup the noodle hearts,
+which may be purchased at a grocery store, or have
+a vegetable soup, slicing the vegetables and cutting
+them into little hearts with a knife.</p>
+
+<p><span class="smcap">Meat</span>: Make chicken or beef croquettes, molding
+them like hearts.</p>
+
+<p><span class="smcap">Vegetables</span>: Slice the boiled carrots and potatoes
+and cut into heart shapes.</p>
+
+<p><span class="smcap">Bread</span>: Cut into hearts.</p>
+
+<p><span class="smcap">Salad</span>:<span class="pagenum"><a name="Page_113" id="Page_113">[Pg 113]</a></span>
+ Upon green lettuce leaves place hearts
+cut from beets.</p>
+
+<p><span class="smcap">Dessert</span>: Ice cream may be obtained in the
+form of a Cupid or something similar, and cake may
+be decorated with white icing having pink hearts outlined
+upon it. The peppermint candies in the shape
+of hearts, which have sentiments printed upon them,
+may be passed either at the beginning or the end of
+the meal. Cut in half, placing the halves in separate
+dishes; then pass one dish to the girls and the other
+to the boys, and by matching halves partners may be
+found. Let the children, however, remain unconscious
+of the distinction of sex as many years as possible.</p>
+
+<p>In making preparations for the dinner let the
+children help.</p>
+
+
+<p class="hang2"><b>Place Cards for Dinner</b> (<i>Red paper</i>, <i>white cardboard</i>,
+<i>scissors</i>, <i>pencil</i>)</p>
+
+<p>Cut a heart from the <i>red</i> paper. From the <i>white</i>,
+cut an arrow, drawing it after a pattern found in
+some book. Making two slits in the heart, run the
+arrow through it. On the reverse side of the heart
+write the name of the guest.</p>
+
+
+<p class="hang2"><b>Decorations for Valentine Dinner</b> (<i>Red cardboard</i>,
+<i>red ribbon</i>)</p>
+
+<p>Cut about two dozen hearts all of same size, or
+graduated in size. String these upon the red ribbon
+and suspend over the table.</p>
+
+
+<h3>WASHINGTON'S BIRTHDAY</h3>
+
+
+<p class="hang2"><b>Luncheon Card</b> (<i>1.</i> <i>Picture hatchet</i>, <i>cardboard</i>, <i>scissors</i>,
+<i>paints</i>; <i>2.</i> <i>Same</i>&mdash;<i>also white or reddish
+brown paper</i>)</p>
+
+<p>1. Find<span class="pagenum"><a name="Page_114" id="Page_114">[Pg 114]</a></span>
+ a picture of a hatchet and use it as a
+model from which to cut one about two inches long.
+Paint this in colors resembling the real hatchet, and
+upon the reverse side write the name of the guest.</p>
+
+<p>2. From a piece of white or reddish-brown paper
+cut a one-inch square. Paint so as to resemble cherry
+wood. Roll so that one edge overlaps the other a
+trifle, simulating the trunk of a tree. As they overlap
+cut a tiny slit through the two. Cut out a tiny cardboard
+hatchet, paint as above, and insert in this slit
+so that it holds the two edges together. Before fastening
+in this way, an appropriate quotation may be
+written inside, and the name of the guest on the outside.
+It should stand up if rightly made.</p>
+
+
+<p class="hang2"><b>Decorative Cherries</b> (<i>Paraffine</i>, <i>spool of wire, not too
+fine</i>, <i>green cloth or paper</i>, <i>carmine oil paint</i>, <i>brush</i>,
+<i>paste</i>)</p>
+
+<p>Purchase at the grocer's cakes of paraffine such
+as is used for preserving purposes. Heat a cake in a
+dish so that it is soft enough to model into balls the
+size of a cherry. While still pliable make a slight
+depression in its surface. Having previously rolled
+the wire in the green tissue paper, and cut into inch
+strips for stems, insert this into the cherry at the
+depressed part of its surface. Cut out cherry leaves
+of paper, or better dark green cloth, place a little paste
+on these leaves at the back and arrange a stem on
+each one. When the stem of the cherry is firmly fastened
+in the fruit, paint the surface with carmine
+oil paint. This gives a polished appearance to the
+surface like the natural cherry.</p>
+
+<p>The stems of the green leaves may be trimmed
+about the stems of the cherries in twos or threes or
+more, according to the number of cherries used.</p>
+
+
+<p class="hang2"><b>Paper Chains</b><span class="pagenum"><a name="Page_115" id="Page_115">[Pg 115]</a></span>
+ (<i>Colored paper in sheets or cut into
+strips</i>, <i>paste</i>, <i>small brushes or sticks</i>)</p>
+
+<p>The making of paper chains, in contrasting or
+uniform colors, is a delightful pastime for children of
+all ages. Very little children may easily learn to
+make one loop at a time, and, with assistance, are soon
+able to fasten several loops together.</p>
+
+<p>Kindergarten Supply Stores furnish strips of
+colored paper already cut, and put up in packages.
+These strips measure 36 inches in length. It is very
+easy, however, to cut strips from large sheets of paper,
+and it is an excellent lesson in accurate cutting for
+children over ten years of age.</p>
+
+<p>These paper strips may measure one or two inches
+in width and the entire length of the sheet. Cut the
+long strips into short strips measuring four inches in
+length. Holding the four inch strip in the left hand,
+put a very little paste on the under surface of one
+end of the strip. Overlap the pasted end of the strip
+to its unpasted end, and hold firmly until fastened.
+You now have one paper loop. Through this loop
+is placed another four inch strip&mdash;the paste is added
+in the same manner. Now you have two loops. Continue
+doing this until you have the chain the required
+length. These chains are very effective when used
+in decorating.</p>
+
+<p>For Washington's Birthday, red, white and blue
+paper would be used for the chains.</p>
+
+
+<p class="hang2"><b>Bonbonnieres</b> (<i>White tissue paper</i>, <i>red and blue aniline
+dyes</i>)</p>
+
+<p>Very attractive bonbonnieres may be made by
+cutting oblong shaped sheets of white tissue paper,
+measuring 6 inches in length and 5 inches in width.
+Fringe <span class="pagenum"><a name="Page_116" id="Page_116">[Pg 116]</a></span>
+the shorter edges of the paper, making fringe
+1 inch deep.</p>
+
+<p>Dissolve any good red and blue dyes in boiling
+water, and place in separate dishes. Dip one fringed
+end of tissue paper into the red dye for one second,
+and dip the other fringed end into the blue dye.
+Shake these ends gently in order to let the water
+drip from them. When they are dry, place a large
+sized candy in the centre of the paper, and gathering
+up the fringed ends, twist them close to the candy,
+thus forming a feathery effect in two colors. These
+are very pretty when arranged on the table either in
+quantity or singly.</p>
+
+
+<p class="hang2"><b>Tents</b> (<i>White shelf paper</i>, <i>paste</i>, <i>match stick</i>, <i>red,
+white and blue paper</i>)</p>
+
+<p>Groups of white tents, made of white shelf paper,
+capped at the top with tiny American flags, may be
+placed at short distances from the centre piece of a
+luncheon or supper table with good effect.</p>
+
+<p>The large sheets of shelf paper may be bought
+at any grocer's. Cut them into four-inch squares.
+Place the paper before you on a flat surface, an edge
+nearest you. Fold the front edge to the back edge of
+square; crease the paper at the fold, open the paper and
+fold the right edge to left edge of square; crease the
+fold again. Open the paper and turn the square so that
+a corner points towards you. Fold this front corner
+to the back corner, so that the two points exactly
+meet.</p>
+
+<p>Crease on the fold, open the paper, and fold the
+left corner to the right corner of the square. Crease
+on the fold. Open the paper; before you you have
+a square of paper, with eight folds across its surface,
+a fold running front edge to back edge, from right
+edge<span class="pagenum"><a name="Page_117" id="Page_117">[Pg 117]</a></span>
+ to left edge, from right corner to left corner,
+from left corner to right corner. Turn the square
+of paper over so that all the folds on the surface of
+the paper are on the upper side of the square. Place
+the square with a corner toward you.</p>
+
+<p>You will now see eight folds running from the
+four edges and four corners to the centre of the
+square. Crease with thumb and forefinger of right hand
+the fold running from lower right edge to centre of
+square. Place this right hand fold of square forward
+so that it lies along the fold which extends from the
+corner directly in front of you to the centre of the
+square. Follow the same directions in folding the
+crease that runs from the lower left edge to centre of
+square. These two folds touch now on the fold that
+runs from front corner to centre of square. You
+will see a small triangle extending below the two folds
+which thus meet in front of you. Fold this small
+triangle back toward the centre, and underneath the
+two folds that meet in front of you. One half of your
+tent is folded. The same directions must be followed
+in folding the other side of the square.</p>
+
+<p>The two small triangles must be carefully folded
+so that the tent will stand evenly when finished. You
+will see when the front and back part of the tent is
+finished that you have the right and left corners to
+dispose of. Fold these corners underneath the tent,
+so that when it is placed in an upright position it will
+stand firmly. To make the tent stand well, crease the
+edges that run from the four corners to top of tent,
+thus making an exact pyramid. The use of a little
+paste in securing the folds is of great assistance.</p>
+
+<p>To represent the tent pole, a wooden match,
+gilded, may be used. To this attach a tiny American
+flag made of pliable red, white and blue paper.</p>
+
+
+<p class="hang2"><b>Paper Lanterns</b><span class="pagenum"><a name="Page_118" id="Page_118">[Pg 118]</a></span>
+ (<i>Scissors</i>, <i>red, white and blue paper</i>,
+<i>liquid gold paint</i>, <i>box of small candles</i>, <i>circular
+box covers</i>, <i>baby ribbon&mdash;red, white and blue</i>)</p>
+
+<p>Lanterns made of red, white and blue paper,
+each of one color only, ornamented with gold paint
+and tied with the red, white and blue baby ribbon,
+are extremely pretty for supper decorations. When
+suspended from the chandelier above the centre of a
+supper table, a lighted candle in each little lantern,
+the effect is charming.</p>
+
+<p>In view of entertainments where decorations are
+called for, it would be well to lay aside all small circular
+box covers that find their way into the household.
+The small box covers that measure 2&frac12; inches
+in diameter may be taken as a standard size. These
+box covers form the bottom of the lanterns.</p>
+
+<p>Cut from the colored paper an oblong piece measuring
+8 inches in length and 5 inches in width. Lay
+the oblong piece of paper before you with its long
+edges running right and left. Draw a pencil line the
+length of the paper &frac34; of an inch from the upper edge;
+&frac34; of an inch from its lower edge draw another line
+which will be parallel to the first.</p>
+
+<p>From the upper pencil line to the lower pencil
+line draw 15 lines &frac12; inch apart. These upright lines
+will form 14 narrow oblongs. Use very sharp pointed
+scissors, and cut away each alternate oblong. Paste
+the two short edges of the oblong paper together,
+one end overlapping the other. The body of the lantern
+is now finished.</p>
+
+<p>Let a little wax drip from a candle on the inside
+of the circular box cover at its centre. When a
+little bed of soft wax is formed, place an unlighted
+candle on it in an upright position. Place a thick
+coating of Spaulding's glue on the inner surface of
+circular<span class="pagenum"><a name="Page_119" id="Page_119">[Pg 119]</a></span>
+ rim of the box cover, and carefully fit the
+body of the lantern into it.</p>
+
+<p>When the paper lantern is securely fastened, gild
+heavily the outside rim of the box cover and the upper
+and lower circular bands which form top and bottom
+borders of the lanterns. In the top circular band
+punch four holes equal distances apart, through which
+the ribbons are run.</p>
+
+
+<h3>ST. PATRICK'S DAY&mdash;MARCH 17TH</h3>
+
+
+<p class="hang2"><b>Place Cards</b> (<i>White cards</i>, <i>water-color or oil paints</i>,
+<i>brush</i>)</p>
+
+<p>Paint a picture of shamrock upon the card. It
+may be copied from some picture, if not from the
+real plant. If not possible to find a picture, our wild-wood-sorrel
+(<i>Oxalis acetosella</i>) is supposed to be
+the same as the shamrock and may be used for model.
+Some authorities believe the white clover to be the
+original shamrock.</p>
+
+
+<p class="hang2"><b>Flags</b> (<i>Irish flag</i>, <i>green paint</i>, <i>gold paint</i>, <i>brush</i>, <i>scissors</i>,
+<i>slender sticks</i>)</p>
+
+<p>If one Irish flag is bought the children may copy
+it, painting a number, one for each guest, or for
+decorating table. Glue flags to sticks.</p>
+
+
+<p class="hang2"><b>Ribbon Flags</b> (<i>Green satin ribbon, one inch wide</i>,
+<i>wooden toothpick</i>)</p>
+
+<p>Cut the ribbon into oblongs to make wee flags.
+Glue to tiny flagsticks and put at places at dinner
+table.</p>
+
+
+<p class="hang2"><b>Shamrock Plants</b></p>
+
+<p>The real shamrock is now brought over and may
+be<span class="pagenum"><a name="Page_120" id="Page_120">[Pg 120]</a></span>
+ purchased in March. A little plant makes an appropriate
+souvenir. Or several weeks before the day,
+children may plant shamrock seed in tiny pots for
+use on the 17th.</p>
+
+
+<p class="hang2"><b>Potato Race</b></p>
+
+<p>A potato race is an appropriate game for St. Patrick's
+Day. (See <a href="#Page_94">page 94</a>.) Give cork doll for prize
+to winner of race (<a href="#Page_81">page 81</a>), as souvenir from Cork.</p>
+
+
+<p class="hang2"><b>St. Patrick's Dinner</b></p>
+
+<p>Have as many green vegetables and side dishes
+as possible. Spinach will color the soup. Green vegetables
+and salads are easy to obtain and ice cream
+may be colored with pistache. Irish flags may be suspended
+over the table.</p>
+
+
+<p class="hang2"><b>Dinner Souvenir</b> (<i>Blotting paper</i>, <i>souvenir postcards</i>,
+<i>green ribbon &frac12; inch wide</i>)</p>
+
+<p>Give each guest a blotter made thus: Buy souvenir
+postcards with pictures of Killarney and other
+Irish views. Cut the blotting paper into sheets of
+same size as cards. Place together. Punch hole at
+one end and tie together with ribbon.</p>
+
+
+<h3>EASTER</h3>
+
+
+<p class="hang2"><b>Egg Shell Garden</b> (See <a href="#Page_25">page 25</a>)</p>
+
+
+<p class="hang2"><b>Sponge Garden</b> (<i>Small, clean sponge</i>, <i>birdseed</i>)</p>
+
+<p>A few days before Easter, sprinkle the sponge
+with birdseed. Keep damp and the seeds will sprout
+and cover the sponge with growing blades of green.</p>
+
+
+<p class="hang2"><b>Easter Eggs</b><span class="pagenum"><a name="Page_121" id="Page_121">[Pg 121]</a></span>
+ (<i>1.</i> <i>Diamond dyes</i>, <i>a dozen eggs</i>. <i>2.</i>
+<i>Small figured calico</i>, <i>lye</i>, <i>boiling water</i>)</p>
+
+<p>1. Boil the eggs hard and dye with the colors
+according to directions on package, which may be
+had at drugstore, price five cents.</p>
+
+<p>2. Wind strips of the bright calico around the
+eggs and boil in water strongly saturated with lye.
+The lye extracts the color, which will be found printed
+upon the eggs.</p>
+
+
+<p class="hang2"><b>Place Cards for Easter Breakfast</b> (<i>1.</i> <i>White paper</i>,
+<i>scissors</i>, <i>paints</i>. <i>2.</i> <i>Plain white cards</i>, <i>paints</i>)</p>
+
+<p>1. If possible secure a real Easter lily for a model.
+If this cannot be obtained, a picture of one will answer.
+From the paper cut, freehand, if possible, the
+shape of the lily and paint it lightly; just a little shading
+and the golden center. Place the guest's name
+upon the reverse side. It may be necessary to draw
+the lily first before cutting, but the freehand cutting
+is a good exercise.</p>
+
+<p>2. Decorate a white card with the picture of a
+lily, or a tulip, using water-color paints. Below the
+flower write an appropriate flower motto.</p>
+
+
+<p class="hang2"><b>Celluloid Place Cards</b> (<i>White celluloid</i>, <i>scissors</i>, <i>pencil</i>)</p>
+
+<p>Get from a dictionary or natural history a good
+picture of a butterfly with open wings. Draw a pattern
+from this and then outline a number of these on
+the celluloid and cut out. These dainty, spirit-like butterflies
+will make suitable place-cards, having the name
+of guest on the reverse side.</p>
+
+<p>Cut Easter lily of celluloid in same way.</p>
+
+
+<p class="hang2"><b>Easter Chicken</b><span class="pagenum"><a name="Page_122" id="Page_122">[Pg 122]</a></span>
+ (<i>Yellow worsted</i>, <i>black beads</i>, <i>quill
+toothpick</i>, <i>cardboard</i>, <i>wooden toothpicks</i>, <i>or picture-wire</i>.)</p>
+
+<p>Make a yellow ball as described on pages 96-7 for
+the body of the chicken. A smaller ball makes the
+head. Sew on the beads for the bright black eyes;
+cut the quill into shape of a bill and sew into place.
+Let wooden toothpicks form the legs; or, better still,
+take picture-wire made of several strands. Wind some
+of this around the body, letting the ends of the wire
+extend about 1&frac12; inches below the body; sew to the
+body to keep in place. Then pick out the ends of
+the wire a little to suggest toes and wind the legs
+with worsted. Sew chicken to a card.</p>
+
+
+<p class="hang2"><b>Easter Card</b> (<i>Parquetry circles used in kindergarten</i>,
+<i>paste</i>, <i>gray card</i>, <i>scissors</i>)</p>
+
+<p>The little child may make an Easter card by
+pasting upon a neutral-tinted card pictures of tulips
+made of the kindergarten parquetry papers. Cut in
+half either red or yellow circles. Place so that the
+lower ends touch and the upper ones are a little
+apart, suggesting a tulip. A strip of green paper will
+represent the stem and an older child can cut leaves
+of the green paper and paste on. Have a real tulip
+from which to copy. Child may give this to Father
+on Easter morning.</p>
+
+
+<p class="hang2"><b>Toy Screen</b> (See <a href="#Page_63">page 63</a>)</p>
+
+<p>Make dainty screen as described, and paste on
+each panel a tiny <i>Easter</i> picture (Perry pictures may
+be had by addressing firm in N. Y. City). Give to
+Mother on Easter morning.</p>
+
+
+<p class="hang2"><b>Church Window Transparency</b> (See <a href="#Page_77">page 77</a>)</p>
+
+<p><span class="pagenum"><a name="Page_123" id="Page_123">[Pg 123]</a></span></p>
+<h3>MEMORIAL DAY</h3>
+
+<p>We give no special suggestions for the celebration
+of Memorial or Decoration Day. The ideas given
+under the headings of the other patriotic holidays, as
+Washington's Birthday and Fourth of July, may be
+used also for this holiday, but it is not a day for mere
+play.</p>
+
+<p>If the parents plan to go to the cemetery let the
+child accompany them and carry flowers, preferably
+those of his own raising or plucking.</p>
+
+
+<p class="hang2"><b>Reading</b></p>
+
+<p>It would be well also on this day to read some
+great piece of patriotic literature, either prose or
+poetry, which will help the older children to realize
+the great debt which we owe to the preservers of our
+country, to whom we dedicate this day. Lincoln's
+Gettysburg address should be read. Also Lowell's
+"The Present Crisis." "Bugle Echoes," compiled by
+Francis F. Browne, contains 150 poems of the Civil
+War, both Northern and Southern.</p>
+
+
+<p class="hang2"><b>Badge</b> (<i>Sheets of red, white, and blue paper</i>, <i>scissors</i>,
+<i>paste</i>)</p>
+
+<p>A simple badge may be made for the children to
+wear in this fashion:</p>
+
+<p>1. Cut a circle &frac34; inches in diameter out of the
+red paper. Cut also from the red, white and blue
+sheets strips of 2 × 5 inches. Paste the three strips
+together at the upper end like ribbons, letting them
+spread a little apart at the lower end. Paste the circle
+at the upper end to finish off.</p>
+
+<p>2. Another style may be made by placing the
+three<span class="pagenum"><a name="Page_124" id="Page_124">[Pg 124]</a></span>
+ colors so that one lies directly above the other.
+In this case the blue is 5 inches long, the white four
+inches, and the red three inches. Fasten to dress or
+coat with a safety pin.</p>
+
+
+<h3>INDEPENDENCE DAY</h3>
+
+
+<p class="hang2"><b>Firecrackers</b> (<i>Red paper</i>, <i>hemp</i> <i>string</i>, <i>paste</i>)</p>
+
+<p>Get large sheets of red paper to be found at
+department stores or wholesale paper houses, measuring
+about 35 inches in length and 26 inches in width.
+From each one cut thirteen 2-inch strips, cutting the
+length of the sheet. Fold each strip once across the
+width of the strip, and cut through the center at the
+fold. This gives twenty-six 2-inch strips of paper,
+the width of the small sized firecrackers.</p>
+
+<p>Hold a strip of paper between the thumb and
+forefinger of the left hand. Moisten the thumb of
+the right hand a very little, and roll the end of the
+strip towards the left, as one does in rolling a paper
+taper. Keep the strip rolled tightly until the other
+end of the strip is reached. If the cracker seems too
+loosely rolled unroll it a short distance, and gently
+pull the strip into form again.</p>
+
+<p>Place a little paste on the under side of the loose
+end of the strip, and press the pasted end firmly on
+the rolled surface of the cracker. Hold this until it
+adheres to the surface of the cracker. Cut the hemp
+string into three-inch pieces. Dip one end of the
+string into the paste, then insert this pasted end into
+one end of the cracker at the little opening which is
+found at the very center. Hold this firmly for a moment,
+or until the string is securely fastened.</p>
+
+<p>Tie six or eight firecrackers into bunches with
+red,<span class="pagenum"><a name="Page_125" id="Page_125">[Pg 125]</a></span>
+ white and blue ribbons, and lay them over the
+white surface of the luncheon or supper table.</p>
+
+
+<p class="hang2"><b>Firecracker Card</b> (See <a href="#Page_55">page 55</a>)</p>
+
+
+<p class="hang2"><b>Drums</b> (<i>Small wooden boxes</i>, <i>liquid gold paint</i>,
+<i>Spaulding's glue</i>, <i>red, white and blue baby ribbon</i>,
+<i>small sticks for drum sticks</i>)</p>
+
+<p>The market basket will, from time to time, furnish
+the housekeeper with small circular boxes labeled:
+Electro-Silicon Silver Polish. These wooden boxes,
+measuring 8 inches in circumference and 12 inches
+in height, make, when prettily ornamented, very attractive
+drums.</p>
+
+<p>Remove the cover of box, and place on its inner
+rim a coating of Spaulding's glue. Place the cover
+on the box again, and put aside until it is fastened.
+Place the box on a sheet of stiff white paper, and
+holding it firmly, draw a pencil line around its edge.
+Now remove the box, and you will see that you have
+outlined a circle. Using this circle as a model, draw
+a second circle. Cut out these circles, following the
+pencil very accurately. These two circles form the
+two heads of the drum, and are to be pasted on the
+top and the bottom of the box. Gild the circular surface
+of the box. Cut strips of red or blue paper,
+measuring 8&frac12; inches in length and 1&frac12; inches in
+width. Brush the under surface of these strips with
+paste, and place one strip at the top and one at the
+bottom of the drum, &frac34; of an inch above the rim of
+the drum. These strips answer to the wooden bands
+which hold the drum heads in place. Red, white and
+blue baby ribbon may be carried from the upper to the
+lower edges of the drum if desired to represent the
+cords which hold the drum securely.</p>
+
+<p>Little<span class="pagenum"><a name="Page_126" id="Page_126">[Pg 126]</a></span>
+ wooden sticks, gilded and tied at the side
+of the drum form the drumsticks.</p>
+
+<p>The smaller Electro-Silicon boxes, measuring 2&frac34;
+inches in circumference and 1 &#8531; inches in height, may
+be used in the same way.</p>
+
+
+<p class="hang2"><b>Rosettes</b> (<i>Red, white and blue tissue paper</i>, <i>a strong
+needle</i>, <i>white sewing silk</i>, <i>white library paste or
+well-made flour paste</i>)</p>
+
+<p>Lay nine sheets of tissue paper one upon another,
+alternating the colors, red, white and blue. Fold
+these sheets together very smoothly once, thus making
+18 smaller sheets if they were cut apart, but do
+not cut. Lay a silver dollar or fifty-cent piece (depending
+upon the size required) at the upper left-hand
+corner of paper. Draw a pencil line around the
+rim of the silver piece. Move the piece of money to
+the right and draw another circle. Continue this
+drawing circles until you have covered the surface of
+the paper.</p>
+
+<p>Thread a needle with the sewing silk, knot the
+end of the thread and take several firm stitches
+through the center of each circle in order to hold the
+sheets of paper together. With sharp scissors cut
+out each paper circle, and fringe by cutting, but not
+too finely, from the edge to within &#8539; of an inch of
+the center of the circle. Hold the knot on the under
+side of the circle between the thumb and forefinger
+of the left hand. Slightly moisten the forefinger of
+the right hand and brush gently over the fringed
+surface toward the center of the rosette. At the back
+of each rosette put a bit of paste, then lay rosettes
+on strips of paper one inch in width. Do not overlap
+the rosettes, but arrange to allow the edges to touch.</p>
+
+<p>These strips of rosettes may be used as festoons.
+As<span class="pagenum"><a name="Page_127" id="Page_127">[Pg 127]</a></span>
+ decorations for cakes or dishes of fruit they can
+be used most effectively.</p>
+
+
+<p class="hang2"><b>Shields for Luncheon Cards</b> (<i>Cardboard</i>, <i>red and
+blue paper</i>, <i>baby ribbon&mdash;red, white and blue</i>,
+<i>gold paint</i>, <i>water-color paints&mdash;red and blue</i>)</p>
+
+<p>Attractive luncheon or supper cards, suitable for
+patriotic occasions, may be made in the form of
+shields. Turn to the fourth page of Webster's Unabridged
+Dictionary, and find the shield used as the
+American Coat-of-Arms. This shield, enlarged to a
+size measuring 2&frac12; inches in length and 2&frac12; inches
+in width across the upper part, forms an excellent
+model. If one does not draw habitually, use tracing
+paper when tracing the pattern. If one uses watercolor
+paints successfully, paint the deep blue band
+across the upper part of the shield, and the twelve
+red stripes running from the band to the lower edge
+of the shield. For those who do not paint, dark red
+and blue paper may be substituted very successfully.
+A touch of gold paint on the edge of the shield adds
+greatly to the effect.</p>
+
+<p>Write each guest's name on a card measuring 2&frac12;
+inches in length and 1&frac12; inches in width. Attach a
+card by means of red, white and blue ribbon to upper
+corner of each shield.</p>
+
+
+<p class="hang2"><b>Rockets</b> (<i>Red, white and blue paper</i>, <i>paste</i>, <i>gold paint</i>,
+<i>slender wooden sticks</i>)</p>
+
+<p>Rockets are made in the same manner as firecrackers,
+excepting that the paper strips are cut wider,
+viz.: 3 or 4 inches in width, and more strips are required
+to give the proper size. This may be left to
+the maker's discretion.</p>
+
+<p>When the rockets are rolled and pasted after the
+manner<span class="pagenum"><a name="Page_128" id="Page_128">[Pg 128]</a></span>
+ of the firecrackers, insert the sharp point of
+a pencil into the center of one end of each roll, and
+gently push out this center to the distance of two
+inches. This will give the pointed end of the rocket.
+These pointed ends may be gilded, as well as the slender
+sticks which are inserted at the other ends.</p>
+
+
+<h3>LABOR DAY</h3>
+
+<p>The words "parade" and "procession" are associated
+in the minds of most American children with
+long lines of soldiers, and the small boy will play for
+hours putting his tin soldiers in rank and file, or
+marching with his comrades, with pans for drums.</p>
+
+<p>In these later days, when the spirit of the Peace
+Congress is in the air, it is well that the children
+should become interested in struggles and battles of
+a different and higher order and in the parades in
+which long lines of honorable workers take part.</p>
+
+<p>In this country all self-respecting people are
+workers in one way or another, and though in the
+course of progress of coöperative movements and combinations,
+among many kinds of workers, there may
+have been much of injustice, such movements have
+also been accompanied by self-sacrifice, courage and
+generosity of a high order. In time the good will
+far out-weigh the evil. As Labor Day approaches, the
+children, especially if the father expects to take part,
+will be readily interested in the day and what it
+should mean&mdash;the solving of the great problem of
+the twentieth century. Meanwhile let the children
+feel the beauty of Walt Whitman's lines:</p>
+
+<p><span class="pagenum"><a name="Page_129" id="Page_129">[Pg 129]</a></span></p>
+<div class="poem"><div class="stanza">
+<span class="i2q">"Ah little recks the laborer<br /></span>
+<span class="i2">How near his work is holding him to God,<br /></span>
+<span class="i2">The loving Laborer through space and time."<br /></span>
+</div></div>
+
+<p>The Labor Day parade is a revival, or survival
+in modern guise, of the mediæval processions of the
+Guilds. Such a procession is charmingly represented
+in Wagner's delightful opera, "Die Meistersinger,"
+wherein, on a festival day, we see the bakers enter,
+bearing the insignia of their trade, enormous pretzels
+and other cakes. The cobblers march in with gigantic
+boots and slippers suspended from tall poles; the
+butchers carry hams and festoons of sausages, etc.
+The child may imitate such a parade in his play.</p>
+
+<p>In talking with the child, emphasize the obligation
+to do good, true work and to take pride in such.
+Let fidelity and trustworthiness be his watchwords.</p>
+
+
+<p class="hang2"><b>Parade</b> (<i>Poles or broom handles</i>, <i>wrapping paper or
+newspaper</i>, <i>scissors</i>, <i>tacks</i>, <i>rakes</i>, <i>spades</i>, <i>etc.</i>,
+<i>flags and banners</i>)</p>
+
+<p>Let the children cut from the paper large outlines
+of shoes, boots, hams, saws, try-squares, clocks,
+watches, enormous pens, knives, forks, etc., and fasten
+with pins or tacks to the poles. Then march to the
+tune of some stirring air.</p>
+
+<p>Some may be able to secure small garden rakes,
+spades and toy brooms to carry. The American flag
+and banners should also be carried.</p>
+
+
+<p class="hang2"><b>Toy-Processions</b> (<i>Trade catalogues</i>, <i>toothpicks</i>, <i>paper
+dolls</i>, <i>etc.</i>)</p>
+
+<p>Cut out paper dolls and let each one carry a tiny
+toothpick upon which has been pasted a picture cut
+from some catalogue. These catalogues will furnish
+pictures<span class="pagenum"><a name="Page_130" id="Page_130">[Pg 130]</a></span>
+ of shoes, carriages, saws, hammers, watches,
+furniture, etc. Be sure that little American flags are
+also carried. Dolls may be glued to spools for standards.</p>
+
+
+<p class="hang2"><b>Place Cards for Dinner</b></p>
+
+<p>1. (<i>Bristol board</i>, <i>scissors</i>, <i>paints</i>, <i>brush</i>)</p>
+
+<p>Make place cards of Bristol board, which may
+be cut into shape of shoes, watches, etc., and painted
+accordingly. The name of guest may be placed on
+reverse side. Or, on plain white card, paint a picture
+emblematic of a trade and write upon it also some
+quotation from a writer of democratic spirit.</p>
+
+<p>2. (<i>Tiny cast-iron rakes, spades and hatchets&mdash;1
+cent each.</i>)</p>
+
+<p>As a souvenir, give each guest a tiny cast-iron
+spade, rake and hatchet tied together with cord. Or,
+for a joke, these may be placed by each plate instead of
+knife, fork and spoon.</p>
+
+<p>3. (<i>Pen and ink or pencil</i>, <i>white card</i>.)</p>
+
+<p>Draw on a plain, white card a picture of an ant,
+bee or beaver as emblematic of labor. Use for place
+cards.</p>
+
+<p>4. (<i>Frances S. Osgood's poem, "Labor,"</i> <i>white
+cards</i>, <i>pen and ink</i>.)</p>
+
+<p>On each card write one stanza of this beautiful
+poem, and after the close of the meal let each guest
+in turn read the lines on his card. It would be well
+for every child to commit this poem to memory. It
+is long, but sings itself easily into the mind. The
+word-pictures it calls up are exquisite and the learning
+of it, little by little, would not be an unhappy task.</p>
+
+<p><span class="pagenum"><a name="Page_131" id="Page_131">[Pg 131]</a></span></p>
+<h3>HALLOWE'EN</h3>
+
+<p>This is the festival which is given over to all
+kinds of merry pranks and is dearly loved by the children.
+It is an opportunity to teach them to discriminate
+between the fun which is kindly and that which
+is malicious and productive of needless pain.</p>
+
+
+<p class="hang2"><b>Ducking for Apples and Nuts</b> (<i>Large pans or tubs</i>,
+<i>apples</i>, <i>nuts</i>, <i>pennies</i>)</p>
+
+<p>Let the children, young and old, for once get
+themselves wet, if necessary, in ducking for the nuts
+and apples floating in the water. With a little suction
+some of the children will be able to get pennies
+from the bottom of the tub.</p>
+
+
+<p class="hang2"><b>Fortune-Telling</b></p>
+
+<p>1. With Needles. (<i>Needles</i>, <i>pan of water</i>)</p>
+
+<p>Name a needle for yourself and one for a friend,
+and put in the water, but not together. If they move
+safely across, it betokens good luck. Two needles
+meeting indicate life partnership.</p>
+
+<p>2. With Toy Ships. (<i>Pan of water</i>, <i>nut ships as
+described on <a href="#Page_22">page 22</a></i> )</p>
+
+<p>Name one little vessel for yourself and one for a
+friend and set them afloat. If they come to port on
+the other side all is well.</p>
+
+<p>3. With Apple Rinds. (<i>Apple</i>, <i>knife</i>)</p>
+
+<p>Pare an apple so that the skin comes off in one
+long piece. Toss over the head upon the floor, and
+the form it takes will give the initial letters of the name
+of one's future mate.</p>
+
+<p>4. With<span class="pagenum"><a name="Page_132" id="Page_132">[Pg 132]</a></span>
+ Cake. (<i>Cake</i>, <i>thimble</i>, <i>ring</i>, <i>penny</i>, <i>etc.</i>)</p>
+
+<p>Bake a cake, hiding in the dough a thimble, a
+ring and a penny. When cut, the recipient of the ring
+is fore-doomed to marriage; the one getting the thimble
+will be a spinster; the one receiving the penny will
+have the pleasures and responsibilities of wealth.</p>
+
+
+<p class="hang2"><b>Apple-Biting Contest</b> (<i>Apple suspended from a
+string</i>)</p>
+
+<p>1. The apple is set swinging and two people,
+standing opposite each other, try as it passes to seize
+and hold it in the mouth. They must not touch it with
+the hands.</p>
+
+<p>2. Tie an apple by its stem to the middle of a
+string about a yard long. Then two people, each taking
+one end of the string in the mouth, begin, at a
+signal, to gather it as fast as possible into the mouth,
+and so to reach the apple. This belongs to the one
+reaching it first.</p>
+
+
+<p class="hang2"><b>Refreshments</b></p>
+
+<p>Apples, nuts, popcorn, cider, gingerbread and
+doughnuts are suitable for lighter refreshments.
+Baked beans and plain ice-cold rice pudding were
+once eaten with decided relish at a New York City
+Hallowe'en party, the city people evidently enjoying
+the contrast between this feast and the usual caterer's
+service. Serve fruit from a kettle suspended from
+three cross-sticks, <i>a la</i> witch.</p>
+
+
+<p class="hang2"><b>Decorations</b></p>
+
+<p>Jack-o'-lanterns of pumpkins; strings of apples,
+popcorn and cranberries, and toy brooms hung here
+and there, as reminders of the witches who are said
+to<span class="pagenum"><a name="Page_133" id="Page_133">[Pg 133]</a></span>
+ be abroad, will add to the occasion. The pumpkins
+should be cut to resemble skulls.</p>
+
+
+<p class="hang2"><b>Reading</b></p>
+
+<p>Have some one read "Tam O'Shanter's Mare"
+(Burns); also some good ghost story. Thomas Kendrick
+Bangs' "Ghosts Which I Have Met" contains
+some good stories, all absurd. Choose a good reader
+for this.</p>
+
+
+<p class="hang2"><b>Place Cards</b></p>
+
+<p>1. (<i>White or tinted cards</i>, <i>Palmer Cox Brownies</i>,
+<i>ink</i>, <i>pen</i>)</p>
+
+<p>The Brownies are delightfully funny little people
+without a suggestion of anything coarse or evil. The
+children love them. Let the older ones copy and cut
+them out to use as invitation cards for the Hallowe'en
+party or for place cards.</p>
+
+<p>2. (See "Pricking," <a href="#Page_165">page 165</a>.)</p>
+
+<p>Since witches are always associated with the
+pricking of pins, this is an appropriate occasion for
+using the kindergarten pricking. Outline some of the
+Brownies on tinted cards and prick as directed on
+<a href="#Page_165">page 165</a>.</p>
+
+<p>3. (See Pumpkin Jack-o'-lantern cards, <a href="#Page_135">page
+135</a>.)</p>
+
+
+<h3>THANKSGIVING</h3>
+
+
+<p class="hang2"><b>Place Cards</b> (<i>White paper or cardboard</i>, <i>brush and
+paints or pen and ink</i>)</p>
+
+<p>1. Cut out a turkey, copying from some picture
+if necessary. (Picture may be found in dictionary.)
+If<span class="pagenum"><a name="Page_134" id="Page_134">[Pg 134]</a></span>
+ skilful with brush or pen, indicate the feathers,
+eye, etc.</p>
+
+<p>2. Draw picture of a pumpkin. Cut it out. Paint
+in deep orange tones with shadings of brown. Cut into
+it eyes, nose and mouth, suggesting Jack-o'-lantern.</p>
+
+<p>3. On white cards write stanzas from Whittier's
+poem, "The Pumpkin Pie," and let each guest read
+his stanza in turn.</p>
+
+<p>4. Cut as many triangles as there are guests and
+paint each to resemble a slice of pie. One side of
+triangle should be curved.</p>
+
+<p>5. Find a simple figure of a Puritan maiden and
+draw in outline; then cut out and paint or draw in
+black ink the important lines. Use as place card.</p>
+
+<p>6. Make little walnut boats (see <a href="#Page_22">page 22</a>), and
+on each sail write name of guest.</p>
+
+<p>7. Find picture of Mayflower and copy on white
+card. On reverse side write a stanza of "The Breaking
+Waves Dashed High." Let each guest read his
+lines. (Or parts of "Hiawatha" about Mondamin
+may be used.)</p>
+
+
+<p class="hang2"><b>Table Souvenirs</b> (<i>Tiny cast-iron gardening tools, 1
+cent each</i>)</p>
+
+<p>As described under Labor Day, these tiny penny
+tools may be put at each place, the hatchet representing
+the knife, the rake the fork, and the spade the
+spoon. Attach name of guest to set.</p>
+
+
+<p class="hang2"><b>Butter Modeling</b> (<i>Clay modeling tools</i>, <i>firm butter</i>)</p>
+
+<p>If any child has acquired a little skill in clay
+modeling, let him try his hand at modeling out of
+firm butter some form expressing a Thanksgiving
+thought.<span class="pagenum"><a name="Page_135" id="Page_135">[Pg 135]</a></span>
+ It may be a piece of fruit, or some animal.
+Get clay modeling tools at art store.</p>
+
+
+<p class="hang2"><b>Center Piece</b> (<i>Pumpkin</i>, <i>knife</i>, <i>fruits and vegetables</i>)</p>
+
+<p>Hollow out a pumpkin in such a way that a part
+of the rind is left as a handle to the remaining part,
+which serves as a basket. Into this basket put a
+variety of fruits and vegetables, emblematic of the
+bounties for which we are grateful.</p>
+
+
+<p class="hang2"><b>Jack-o'-lantern</b> (<i>Pumpkin</i>, <i>knife</i>, <i>candle</i>)</p>
+
+<p>We doubt if any boy needs to be told how to cut
+a face in a pumpkin. A sharp knife will soon make
+the cuts for eyes, nose and mouth in the rind, the
+seedy contents having been previously removed. A
+hollow may be cut in the bottom of the interior to hold
+the candle, which can be made still steadier by melting
+a little from the bottom and letting it drip into this
+hollow, forming a waxy bed into which the candle
+may be inserted.</p>
+
+
+<p class="hang2"><b>Candlesticks</b></p>
+
+<p>See <a href="#Page_24">pages 24</a> and <a href="#Page_64">64</a> for those made of apples
+and of cardboard and colored papers.</p>
+
+
+<p class="hang2"><b>Room Decorations</b></p>
+
+<p>1. Corn Stalks. (<i>Strong cord and needle</i>, <i>hammer
+and tacks</i>.)</p>
+
+<p>Stack cornstalks in the corners of the rooms in
+effective positions, two or three to a corner. Those
+living in cities may find it well to secure these from
+farmer friends some time before the holiday.</p>
+
+<p>2. Unhusked Ears of Field Corn. (<i>Strong cord.</i>)</p>
+
+<p>The corn husks must be turned back from the
+ears and cut off from them without loosening the separate
+leaves.<span class="pagenum"><a name="Page_136" id="Page_136">[Pg 136]</a></span>
+ Then a number of these husks may be
+strung upon a strong thread or string alternating
+with the ears of corn. Hang along the upper part of
+the wall as a frieze. The rich, warm tones of the
+brown and yellow are very effective.</p>
+
+<p>3.  Cranberries and Brussels Sprouts. (<i>String</i>,
+<i>needle</i>.)</p>
+
+<p>Run upon a string half a dozen cranberries, then
+a Brussels sprout; then more cranberries, etc., and
+suspend this as a festoon along mantelshelf, in chandelier,
+or over window.</p>
+
+<p>4. Autumn Leaves. (See <a href="#Page_47">page 47</a>.)</p>
+
+<p>5. Autumn Boughs. (<i>Oak boughs.</i>)</p>
+
+<p>Oak boughs, with the rich red and russet leaves
+still upon them, are very handsome in the autumn.
+The beautiful branches may be gathered by the young
+people and hung in parts of the room where most
+effective.</p>
+
+
+<h3>CHRISTMAS</h3>
+
+
+<p class="hang2"><b>Place Cards</b></p>
+
+<p>1. (<i>Sheet black paper</i>, <i>Chinese white water-color
+paint</i>, <i>brush</i>.) Cut a stocking from the black paper
+(obtainable at kindergarten supply store). With
+the paint, paint in white toes and heels. On the reverse
+side write some appropriate quotation and name
+of guest. Stockings may be about four inches long.</p>
+
+<p>2. (<i>White paper</i>, <i>black ink or crayon</i>.) Cut a
+rough figure of a snowman out of white paper, put in
+features with black ink or crayon, and write name on
+reverse side.</p>
+
+<p>3. (<i>Water paper</i>, <i>water-colors</i>, <i>scissors</i>, <i>spray of
+holly</i>.) From real holly or a picture of same, paint a
+spray<span class="pagenum"><a name="Page_137" id="Page_137">[Pg 137]</a></span>
+ of green leaves and red berries. Cut out around
+the edges and use as name card.</p>
+
+<p>4. (<i>Red cardboard</i>, <i>scissors</i>, <i>pen</i>, <i>ink</i>.) Draw an
+outline of a bell on cardboard and cut out. An appropriate
+sentiment may be written upon one side and
+name of guest upon the other.</p>
+
+
+<p class="hang2"><b>Surprise Nuts</b> (See <a href="#Page_23">page 23</a>)</p>
+
+
+<p class="hang2"><b>Snowflakes for Tree</b> (See <a href="#Page_59">page 59</a>)</p>
+
+
+<p class="hang2"><b>Snowball</b> (<i>White cotton batting</i>, <i>snowflake crystals
+from toy store</i>, <i>white cotton cloth</i>, <i>sewing thread</i>,
+<i>mucilage</i>)</p>
+
+<p>Cut two circles of cotton cloth, stuff with the batting,
+after sewing into shape of ball. Cover lightly
+with snowflake crystals, first dipping ball lightly into
+thin mucilage. Suspend from tree.</p>
+
+
+<p class="hang2"><b>Candles</b> (<i>Paraffine or old candles</i>, <i>kettle</i>, <i>soft cotton
+string</i>, <i>small box of sand</i>, <i>pencil</i>)</p>
+
+<p>Candles have sometimes been made in the kindergarten
+in either of the following ways:</p>
+
+<p>1. Heat a pound of paraffine (bought at grocer's),
+or melt up some old candle ends in a kettle. Place in
+front of the child a cigar box containing about a
+quart of moist sand, smoothed level. Then with his
+pencil let him press into the sand, making a deep, hollow
+mold just the width of the pencil. Now let him
+hold a short piece of string so that it hangs down into
+this mold. An older person will then pour some of
+the melted wax into the mold. It will cling to the
+string, and in a moment or two will cool enough to be
+drawn out, making a little candle that can be used for
+the<span class="pagenum"><a name="Page_138" id="Page_138">[Pg 138]</a></span>
+ Christmas tree, or put into a clay candlestick, also
+made by the child. (<a href="#Candlesticks">See below.</a>)</p>
+
+<p>2. Put the kettle containing the melted wax before
+the child and let him dip into it a piece of string about
+four inches long. Then let him take it out in a moment
+and lay it aside to cool. A very little wax will
+cling to it. Meanwhile he dips in another string and
+puts aside to cool. When cool he takes up the first
+one and dips it in a second time, and a new coat of
+wax adheres. He proceeds thus until the candles are
+as large in diameter as desired (about &frac12; inch at base).
+The candles may be put into clay candlesticks, also
+made by the child.</p>
+
+
+<p class="hang2"><a name="Candlesticks" id="Candlesticks"></a><b>Candlesticks</b> (<i>Clay</i>, <i>a tin or china candlestick to use
+as model</i>)</p>
+
+<p>Let the child take a candlestick and copy in clay;
+it should be of simple form, a mere cylinder, with
+just enough of a base to make a firm standard.</p>
+
+
+<p class="hang2"><b>Candlesticks</b> (<i>Cardboard</i>, <i>scissors</i>)</p>
+
+<p>Cut small squares of cardboard. The candles may
+be made to stand temporarily upon these by melting
+the lower ends of the candles and letting some of the
+wax drip upon center of the cards, and then pressing
+the candle down upon the melted wax. These may
+be placed upon the table on Christmas morning.</p>
+
+
+<p class="hang2"><b>Christmas Carols</b></p>
+
+<p>Let the children learn some simple old carol, as
+a secret, and Christmas morning have them sing it
+softly and sweetly to awaken father. A full program
+of songs suitable for this most beautiful of days
+will be found in the little book, "The Children's Messiah,"
+compiled by Mari Ruef Hofer, price 20 cents.
+It<span class="pagenum"><a name="Page_139" id="Page_139">[Pg 139]</a></span>
+ gives also the address of a firm publishing stereopticon
+views for illustrating the program suggested.</p>
+
+
+<p class="hang2"><b>Spider-Web Party</b> (See <a href="#Page_104">page 104</a>)</p>
+
+<p>Arrange the twines of several colors as described
+on <a href="#Page_104">page 104</a>, and at the end place the gifts belonging
+to each child.</p>
+
+
+<p class="hang2"><b>Popcorn</b> (<i>Popcorn</i>, <i>popper</i>, <i>thread</i>, <i>needle</i>)</p>
+
+<p>Pop the corn and string into festoons with which
+to decorate the tree.</p>
+
+
+<p class="hang2"><b>Christmas Bells</b> (<i>Red cardboard</i>, <i>scissors</i>, <i>thread</i>,
+<i>needle</i>)</p>
+
+<p>Make bells as described on <a href="#Page_109">page 109</a>, only make
+them of various sizes. String, and use to decorate
+table or tree, or to festoon from the center of the
+ceiling to the corners and sides of the room.</p>
+
+
+<p class="hang2"><b>Kindergarten Lanterns</b> (<i>Red, gold, or silver paper</i>,
+<i>scissors</i>, <i>thread</i>, <i>paste</i>)</p>
+
+<p>Take a kindergarten square of pretty paper or
+make a square of some attractive wrapping paper.
+Fold once into an oblong. Now cut a series of parallel
+lines from the fold toward the edge, stopping each
+about &frac12; inch from edge. Open and paste one end so
+that it overlaps the other, the cuts running vertically.
+This makes the lantern bulge out a little at the fold,
+giving a Japanese lantern effect. Suspend by a thread
+tied to the upper edge or paste a narrow strip of paper
+on for a handle. Use as decoration for Christmas tree.</p>
+
+
+<p class="hang2"><b>Paper Chains</b> (See <a href="#Page_56">pages 56</a> and <a href="#Page_115">115</a>)</p>
+
+
+<p class="hang2"><b>Reading</b><span class="pagenum"><a name="Page_140" id="Page_140">[Pg 140]</a></span>
+</p>
+
+<p>Read a part or the whole of Dickens' "Christmas
+Carol," "The Chimes," or "The Cricket on the
+Hearth;" or "Is There a Santa Claus," by Jacob Riis;
+or "The Birds' Christmas Carol," by Kate Douglas
+Wiggin. Longfellow's "Arsenal at Springfield" and
+"A Christmas Hymn," by A. Domett, are also appropriate.</p>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_141" id="Page_141">[Pg 141]</a></span></p>
+<h2><a name="CHAPTER_IX" id="CHAPTER_IX"></a>CHAPTER IX<br />
+<br />
+THE KEY BASKET</h2>
+
+<p class="center">or</p>
+
+<p class="center pb"><span class="smcap">Household Duties and Responsibilities</span></p>
+
+
+<p>Train the children little by little to bear certain
+light responsibilities in the home. Even in a home
+in which all the household tasks are done by trained
+servants let the girl and boy have some small duty
+to perform, if it be nothing more than to keep the
+match-safes filled. They will thus acquire an interest
+in the home which can be aroused in no other way.</p>
+
+<p>Indeed, every child, boy and girl, should be trained
+to do easily and well the common household tasks
+upon which depend so much of the happiness and well-being
+of the home. Such knowledge and skill often
+prove of use in unexpected emergencies and make for
+general efficiency. The ancient symbol of the housewife's
+office is her bunch of keys, hung at her waist
+or placed in the key-basket, so we have used this latter
+phrase as our chapter heading.</p>
+
+
+<h3>HOME TASKS</h3>
+
+<p>Here are a few brief directions for the usual
+home tasks in which both boys and girls may to some
+extent be trained.</p>
+
+
+<p class="hang2"><b>Table Setting</b><span class="pagenum"><a name="Page_142" id="Page_142">[Pg 142]</a></span>
+ (<i>Usual dishes and cutlery</i>)</p>
+
+<p>Different homes vary in unimportant particulars
+in the placing of the dishes. The following is a common
+arrangement for the dinner table:</p>
+
+<p>At each place lay the fork vertically at the left-hand
+side, the knife vertically at the right, and the
+soup-spoon to the right of the knife. This places each
+utensil so that it is ready for the hand which uses it
+most. Put the teaspoons to the right of the soup-spoon,
+and the napkin to the left of the fork. Place
+the glass just above the knife, the butterdish above the
+fork, and the individual salt-cellar, if used, between
+the two.</p>
+
+<p>Father and mother sit at the ends of the table.
+Put carving-knife and fork at father's place; also the
+soup ladle, as father serves the soup and carves.
+Mother pours the coffee and tea and serves the vegetables.
+Therefore the soup and dinner dishes must
+be placed before the carver, and the needed vegetable
+dishes and cups and saucers at the mother's place.
+Here, too, must be placed the sugar bowl and cream
+pitcher.</p>
+
+<p>In the United States it is customary to serve
+most vegetables upon individual saucers. In England
+they are usually served upon the plate.</p>
+
+<p>If salad is to be served, oil and vinegar cruets
+may be put on.</p>
+
+<p>The dessert is usually served by the mother, and
+the necessary dishes must, therefore, be placed at her
+end of the table.</p>
+
+<p>If possible, always have flowers or a growing
+plant in the center of the table, but do not have it so
+high that it obscures the view of those persons sitting
+on opposite sides of the table.</p>
+
+<p>Upon special occasions, particularly if the guests
+are<span class="pagenum"><a name="Page_143" id="Page_143">[Pg 143]</a></span>
+ many, it is convenient to indicate the place of
+each person by a "place card" bearing his name and
+decorated in some appropriate fashion. Suggestions
+for such place cards will be found on other pages of
+this volume.</p>
+
+
+<p class="hang2"><b>Table-Serving</b> (<i>Tray</i>)</p>
+
+<p>Train both boys and girls to wait on the table
+<i>quietly</i> and <i>quickly</i>. Then they can save mother many
+weary steps. Remove soup-tureen first; then the individual
+dishes. After the meat-course, remove first
+the platter and vegetable dishes; then the plates, saucers,
+etc., from each individual place; then, if there
+is no salad course, the bread and butter dishes, cruets,
+etc., from center of table. Next the table must be
+crumbed. Do this by quietly removing crumbs from
+each place with crumb-knife and tray or by brushing
+with folded napkin. If salad is served, crumbing
+takes place after that course.</p>
+
+<p>Hold all dishes to left of guest, so that he may
+easily help himself with his right hand.</p>
+
+
+<p class="hang2"><b>Dish-Washing</b> (<i>Hot water in quantity</i>, <i>dish pan</i>, <i>wire
+tray</i>, <i>drainer</i>, <i>washing-soda</i>, <i>soap</i>, <i>dish-mop</i>, <i>washcloth</i>,
+<i>towels in plenty, both coarse and fine</i>)</p>
+
+<p>If two people are to work together, let one collect
+the dishes and dispose of the left-over food, while
+the other washes the kettles and saucepans. Get these
+heavy cooking utensils out of the way the first thing;
+then the drudgery part is over before the workers are
+tired out.</p>
+
+<p>Dishes in which potatoes, cereals, or eggs have
+been cooked should be put to soak, not in hot, but in
+cold or tepid water; they are then readily cleaned.
+Fill with water as soon as emptied.</p>
+
+<p>Keep<span class="pagenum"><a name="Page_144" id="Page_144">[Pg 144]</a></span>
+ a little washing-soda on hand, dissolved
+in water in a canning-jar, for cleansing greasy dishes.
+Have hot water in abundance, and, putting a little
+soda in with it, scrub the kettles briskly with the wire-brush
+that comes for the purpose, or with mop, dish-cloth
+or chain dish-cloth. Wipe dry with a heavy
+towel.</p>
+
+<p>Meanwhile the other worker is collecting, scraping
+and classifying the other dishes. Before beginning
+to wash, have all the dishes assorted according to
+kind and size and placed convenient to hand. When
+putting away remnants of food it is well to have for
+the purpose a series of pitchers ranging from three
+inches to about nine in height. This gives sizes suited
+to any quantity which may be left over of soups, milk,
+liquid vegetables, etc. They take less room than
+bowls, and the graduated series ornaments the shelf.</p>
+
+<p>A wire strainer should be kept in the sink to prevent
+the larger particles of waste, indissoluble parings,
+coffee grains, etc., from going down the drain. This
+saves plumber's bills.</p>
+
+<p>When ready for the washing, begin with the
+glasses and wash quickly in hot water, either clear or
+soapy, as preferred. Have at hand a second dish-pan
+in which is placed a wire rack. Put the glasses in the
+rack, rinse with hot water, and dry rapidly while still
+wet and hot. It may be necessary to keep them in the
+water a moment or two to get them really heated
+through. In washing glass pitchers put a <i>silver</i> spoon
+in them before placing in the hot water. This prevents
+breakage. Treat canning-jars in the same way.</p>
+
+<p>Next wash the silver, having the water soapy and
+piping hot, in order to get a good polish. Keep spoons,
+knives and forks in separate groups and all pointing
+in the same direction.</p>
+
+<p>The<span class="pagenum"><a name="Page_145" id="Page_145">[Pg 145]</a></span>
+ smaller, less greasy dishes follow the silver,
+and then the heavy china. Here, again, let dishes that
+have held eggs or starchy foods soak awhile in cold
+or tepid water. Rinse greasy dishes well.</p>
+
+<p>Conclude by scrubbing tables and sink with cloth,
+brush, soap and sapolio as needed. Put the scrapings
+in the garbage pail and pour hot water and soda down
+the pipe to remove the last vestige of grease. Hang
+up the shining dish-pans, after washing out the towels
+and dish-cloth in soap and water, if they require it.</p>
+
+<p>A can of Babbitt's Potash of Lye may take the
+place of the washing-soda.</p>
+
+
+<p class="hang2"><b>Bed-Making</b> (<i>Two sheets</i>, <i>blanket</i>, <i>comforter</i>, <i>cover</i>)</p>
+
+<p>Put the lower sheet on with the right side up.
+Tuck it in neatly at the corners much as one would
+fold in the corners when wrapping up a box in paper.
+Place the upper sheet upon this with the right side
+down. This brings the two right sides together. Let
+the broad hem in each case be at the head of the bed.
+That of the upper sheet should just reach the head
+of the mattress.</p>
+
+<p>Place the blanket with its upper end about six
+inches from the head of the bed. Then comes the
+comforter, placed in the same way. Fold the sheet
+down from the top just where the blanket ends. Tuck
+all in neatly at the sides and the foot. Now put the
+spread smoothly over all. It may be tucked in or
+may hang down as desired. Place the pillows with the
+closed ends of the cases together.</p>
+
+<p>If an extra coverlet is to be placed at the foot
+of the bed, fold it in thirds so that the sleeper may
+reach down and draw it up over himself without rising
+to the floor.</p>
+
+<p>To<span class="pagenum"><a name="Page_146" id="Page_146">[Pg 146]</a></span>
+ put on a bolster-case easily, turn it wrong side
+out and then roll it up over the bolster.</p>
+
+<p>Train children to air beds every morning by
+shaking up bed-clothing and extending it over footboard
+and chair.</p>
+
+
+<p class="hang2"><b>Washing</b> (<i>Toy tub or tin basin</i>, <i>toy washboard</i>, <i>basin
+for boiler</i>, <i>soap</i>, <i>bit of blueing tied in bag</i>, <i>strong
+cord for line</i>)</p>
+
+<p>Put dolls' clothes or a few dustcloths or handkerchiefs
+in tub of warm water after soaping well. Let
+soak awhile, then rub out on the little washboard or
+between the hands, put into the boiler with cold water
+and just bring to a boil. Rinse in warm water or
+wash vigorously in warm water if necessary; then
+rinse in warm and then in cold water; put the blueing
+in a basin of cold water till the water is slightly
+tinged; remove the blueing bag and rinse the clothes
+in the water. (The blueing is to counteract the tendency
+of white goods to grow yellow with time.)</p>
+
+<p>Hang up to dry in the air and sunshine.</p>
+
+<p>Tell the children that the clothes must always be
+sorted, white body clothes being in one class, bed-linen
+in another, table linen in another; woolens must
+be washed by themselves with care to keep the water
+of moderate temperature and the <i>rinsing</i> water of the
+same degree of heat as the <i>washing</i> water. Flannels
+must be dried as rapidly as possible. Colored garments
+must be washed by themselves.</p>
+
+
+<p class="hang2"><b>Ironing</b> (<i>Two irons</i>, <i>holders</i>, <i>ironing blanket and
+sheet</i>, <i>iron-stand</i>, <i>cake of beeswax or candle</i>)</p>
+
+<p>Before ironing the clothes must be sprinkled
+lightly with cold water, smoothed out and rolled up
+tightly for half an hour. Meanwhile pin the blanket
+to<span class="pagenum"><a name="Page_147" id="Page_147">[Pg 147]</a></span>
+ the ironing board and cover smoothly with the
+sheet. The iron must not be so hot as to scorch
+the clothes. Try it on a piece of paper. If it seems
+dirty or rough, rub it on the beeswax to make it clean
+and smooth. (In place of wax a candle will serve
+the purpose if wrapped around with a piece of clean
+cotton cloth.) If the garment seems too wet, put a
+piece of white cloth over it and iron till somewhat
+dry. Then the iron may be placed directly upon the
+garment.</p>
+
+<p>Starch is prepared by wetting and dissolving it
+in cold water and then pouring upon this boiling water
+and boiling until clear and smooth. The young child
+will not need to starch anything, however.</p>
+
+
+<p class="hang2"><b>Sweeping</b> (<i>Broom</i>, <i>whisk-broom</i>, <i>hair-broom</i>, <i>sheet</i>,
+<i>sweeping-cap</i>)</p>
+
+<p>Let the little worker don sweeping-cap and apron,
+and then proceed to dust carefully small articles and
+books, place them on the bed and cover with an old
+sheet. Put furniture which is movable in the hall
+after dusting. Open the window. Then sweep the
+rugs on both sides and place outside. Pin up the curtains.
+Then dampen a newspaper and tear into small
+pieces; throw these on the floor to absorb the dust.
+Wet tea-leaves may be used for the same purpose.</p>
+
+<p>Sweep, holding the broom rather closely to the
+floor and taking short strokes, raising as little dust
+as possible. Then leave the room for awhile, for the
+dust to settle.</p>
+
+
+<p class="hang2"><b>Dusting</b> (<i>Dusters of cheesecloth</i>, <i>clean pieces of old
+silk</i>, <i>chamois-skin</i>)</p>
+
+<p>On returning to the room after sweeping, wipe
+off the baseboard, then the furniture, always working
+from<span class="pagenum"><a name="Page_148" id="Page_148">[Pg 148]</a></span>
+ the top down. To reach high corners where
+cobwebs may lurk, pin on the brush of the broom a
+cap of cheesecloth and sweep along the edges of the
+ceiling. For corners under heavy furniture, a small
+whisk brush or soft hair brush may be needed.</p>
+
+<p>Rub off mirrors with a damp cloth, drying and
+polishing with chamois-skin or crumpled newspaper.
+Highly polished furniture may be dusted with soft
+silk or chamois-skin.</p>
+
+<p>Even small members of the family may be given
+a share in this work. Little boys and girls can be
+shown how to dust chairs and furniture within reach
+of the little arms and hands. It may take more time
+at first on the mother's part than if she did the work
+herself; but in the end she is more than repaid. The
+little child need not be required to do much, but let
+that little be done thoroughly, if only the legs and
+rounds of one chair.</p>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_149" id="Page_149">[Pg 149]</a></span></p>
+
+<h2><a name="CHAPTER_X" id="CHAPTER_X"></a>CHAPTER X<br />
+<br />
+THE CHILD'S LIBRARY</h2>
+
+
+<p>Every child should be encouraged to possess his
+own books even in this age of public libraries. Birthdays
+and Christmas afford occasions when the parent
+can increase the little library, and later the child may
+be trained how to choose wisely his own purchases.
+When he is limited in the books he possesses public
+libraries open up opportunities for a wide range of
+reading.</p>
+
+<p>We give a brief but varied list of books from
+which the parent may select such as suit her child's
+particular needs. The discriminating taste in reading
+must be cultivated from the earliest years if the child
+is to read with profit and pleasure in youth and maturity.</p>
+
+<p>All children should be allowed to read a few at
+least of the traditional fairy tales. They teach many
+important life lessons in an impersonal way; they develop
+the imagination and widen the sympathies. The
+successful business man, the progressive physician or
+lawyer, and the truly successful minister is he who
+understands human nature, who can put himself in the
+other person's place; and to do this he requires a cultivated
+imagination. The fairy tale also lifts the child
+from the restricted life of his environment into the
+region of boundless possibilities. It increases his
+sense of power over untoward circumstances. Acquaintance
+with fairy lore also familiarizes one with
+many<span class="pagenum"><a name="Page_150" id="Page_150">[Pg 150]</a></span>
+ allusions to be met with in reading all great
+writers.</p>
+
+<p>A love of poetry should be the heritage of every
+child, because of the inspiration it gives amidst the
+sordid cares of life, and because of the innocent pleasure
+and refreshment it affords in hours of loneliness
+and weariness. The child's first book of verse should,
+of course, be Mother Goose. After this there are many
+valuable compilations of good poetry that may be used.</p>
+
+<p>A varied library to be found in one large volume
+is "The Children's Book" compiled by Scudder. It
+includes selections from Mother Goose, from Grimm's
+fairy tales, from old English fairy tales, the Arabian
+Nights, and Hans Andersen. There are also several
+of Maria Edgeworth's famous moral stories, a great
+many of Æsop's fables, many of the old English
+ballads, etc. An excellent compilation of verse is
+Roger Ingpen's "One Thousand Poems for Children,"
+which contains all the old favorites of children as well
+as a large number of the best-known poems by standard
+authors.</p>
+
+<p>Standard books on science and nature should be
+in the home, and the child's library should include a
+few books with stories from real life leading up to
+biography, history, and travel.</p>
+
+<p>The little one's sense of humor must be accorded
+recognition. Mother Goose supplies such a need in
+part, and Lear's Book of Nonsense may be added.
+The Sunday funny sheet should be censored before
+being put into the hands of the child. Expurgate anything
+that expresses disrespect to old age; that makes
+light of honor and integrity; or that is coarse in drawing,
+color, or subtle suggestion. If the child when
+grown is to appreciate the delicate humor of a Charles
+Lamb, his taste must not be dulled when he is young.</p>
+
+<p>It<span class="pagenum"><a name="Page_151" id="Page_151">[Pg 151]</a></span>
+ is a pity for a child to grow up without knowing
+and loving the "Pilgrim's Progress." To give him
+this pleasure the book should be read to him or put
+into his hands when about ten years old. Otherwise
+the psychologic moment has passed and he may never
+learn to care for the great English classic.</p>
+
+<p>The great mediæval legends should also be known
+to the child. They are interwoven with much of
+history and literature and give a glimpse into a rapidly
+receding past.</p>
+
+<p>We include in our list a charming wee volume,
+"The Young Folks' Book of Etiquette," by C. S. Griffen,
+which the mother, wearied of repeating from day
+to day the same admonitions as to manners and morals,
+will find a great assistance in seconding her efforts.
+The child will enjoy both the text and the pictures.</p>
+
+<p>For the child's Bible reading we recommend
+Moulton's edition of the Old and New Testaments.
+The language is identical with that of the familiar
+old volume, but the text is condensed so that each story
+is given in the form of a continuous narrative, and objectionable
+passages are omitted. It may thus safely
+be put into the hands of very young children, who enjoy
+the simple, dignified style.</p>
+
+<p>Music also must form a part of the child's library.
+The list appended covers a variety of needs.</p>
+
+
+<h3>FAIRY TALES, MYTHS, AND LEGENDS</h3>
+
+
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+
+<tr>
+<td class="tdlist"><p>Adventures of Pinocchio, translated
+from Cullodi by Cramp (an
+Italian classic loved by children).</p>
+
+<p>Æsop's Fables.</p>
+
+<p>Alice in Wonderland, Lewis
+Carroll.</p>
+
+<p>Among the Farmyard People,
+Clara D. Pierson.</p>
+
+<p>Boys' Odyssey, W. C. Perry.</p>
+
+<p>Curious Book of Birds, Abbie
+Farwell Brown.</p>
+
+<p>Fairy Tales, Hans Christian
+Andersen.</p>
+
+<p>Fifty Famous Stories Retold,
+Baldwin.</p>
+
+<p>Folk Tales from the Russian,
+Blumenthal.</p>
+
+<p>Gods and Heroes, Francillon.
+(Greek legends.)</p>
+
+<p>Household Stories, Anna C.
+Klingensmith.</p>
+
+<p>Heroes Every Child Should
+Know, Hamilton Wright Mabie.</p>
+
+<p>In the Days of Giants, Abbie
+Farwell Brown. (Norse legends.)</p>
+
+<p>Japanese Fairy Tales, translated
+by Williston.</p>
+
+<p>Jungle Book, Kipling.</p>
+
+<p>King Arthur and His Court,
+Frances Nimmo Greene.</p>
+
+<p>Knights of the Silver Shield,
+R. M. Alden. (Includes "Why
+the Chimes Rang.")</p>
+
+<p>Little Black Sambo. (Beloved
+by young children.)</p>
+
+<p>Mother Goose (Altemus edition),
+including a few fairy tales.</p>
+
+<p>Nights with Uncle Remus, Joel
+Chandler Harris.</p>
+
+<p>Norse Gods and Heroes, A.
+Klingensmith.</p>
+</td>
+
+
+
+
+
+
+
+<td class="tdlist5"><p>Among the Night People, Clara
+D. Pierson. (Exceptionally good.)</p>
+
+<p>Arabian Nights Entertainments.</p>
+
+<p>Bimbi, Ouida. (Collection of
+beautiful tales.)</p>
+
+<p>Book of Saints and Friendly
+Beasts, Abbie Farwell Brown.</p>
+
+<p>Bow-wow and Mew-mew, Georgiana
+M. Craik.</p>
+
+
+<p>Norse<span class="pagenum"><a name="Page_152" id="Page_152">[Pg 152]</a></span>
+ Tales, Hamilton W.
+Mabie.</p>
+
+<p>Peterkin Papers, Hale. (Afford
+pure, wholesome humor.)</p>
+
+<p>Peter Rabbit, The Tale of,
+Beatrix Potter.</p>
+
+<p>Saints of Italy Legends, Ella
+Noyes.</p>
+
+<p>Story of Siegfried, Baldwin.</p>
+
+<p>The Boys' King Arthur, edited
+by Lanier.</p>
+
+<p>The Red Book of Romance,
+edited by Lang.</p>
+
+<p>The Red Fairy Book and
+others of same series, edited by
+Lang.</p>
+
+<p>Tanglewood Tales, Hawthorne
+(Greek Legends).</p>
+
+<p>The Oak Tree Fairy Book, edited
+by Clifton Johnson.</p>
+
+<p>The Pilgrim's Progress, Bunyan.</p>
+
+<p>The Stars in Song and Legend,
+Jermain G. Porter.</p>
+
+<p>The Wonder Book, Hawthorne.</p>
+
+<p>Wagner Story Book, Frost.</p>
+
+<p>Wandering Heroes, Lillian J.
+Price.</p>
+
+<p>Water Babies, Charles Kingsley.</p>
+
+<p>Wizard of Oz, Baum.</p>
+</td>
+</tr>
+</table>
+
+<h3>HISTORY AND BIOGRAPHY</h3>
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+<tr>
+<td class="tdlist">
+<p>Childhood of Ji-Shib the Ojibwa,
+A. E. Jenks.</p>
+
+<p>Children of the Cold, Frederick
+Schwatka. (Life among
+Esquimaux children.)</p>
+
+<p>Cuore, de Amicis, translated
+by Mrs. Lucas. (Experiences of
+a school boy in Italy.)</p>
+
+<p>Each and All, Jane Andrews.</p>
+
+<p>Five Minute Stories, Laura E.
+Richards.</p>
+
+<p>History of the Ancient Greeks,
+C. D. Shaw.</p>
+</td>
+
+<td class="tdlist">
+<p>Lolami, the Little Cliff-Dweller,
+Clara K. Bayliss.</p>
+
+<p>Ten Boys of Long Ago, Andrews.</p>
+
+<p>The Chinese Boy and Girl,
+Bishop Headland.</p>
+
+<p>The Snow Baby, Mrs. Peary.</p>
+
+<p>Seven Little Sisters, Jane Andrews.</p>
+
+<p>Story of Joan of Arc for Boys
+and Girls.</p>
+
+<p>Story of My Life, Helen Keller.</p>
+
+<p>Story of Troy, M. Clarke.</p>
+
+
+</td></tr>
+</table>
+<p><span class="pagenum"><a name="Page_153" id="Page_153">[Pg 153]</a></span></p>
+<h3>NATURE</h3>
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+
+<tr>
+<td class="tdlist5"><p>A Year in the Fields, Burroughs.</p>
+
+<p>Everyday Birds, Bradford
+Torrey.</p>
+
+<p>First Book of Forestry, Filibert
+Roth.</p>
+
+<p>Friends in Feathers and Fur,
+Johonnot.</p>
+
+<p>Grasshopper Land, Margaret
+Morley.</p>
+
+<p>How to Attract Birds, Neltje
+Blanchan.</p>
+
+<p>Lady Hollyhock and Her
+Friends, Margaret C. Walker.
+(Tells how to make dolls out of
+flowers.)</p>
+
+<p>Plant Relations, Coulter.</p>
+</td>
+
+
+<td class="tdlist"><p>Pussy Meow, S. Louise Patteson.</p>
+
+<p>The Bee People, Margaret
+Morley.</p>
+
+<p>The Hall of Shells.</p>
+
+<p>The Stars in Song and Legend,
+J. G. Porter.</p>
+
+<p>The Training of Wild Animals,
+Frank C. Bostock.</p>
+
+<p>Trees in Prose and Poetry,
+Stone and Fickett.</p>
+
+<p>Ways of the Woodfolk, William
+J. Long.</p>
+
+<p>Wilderness Ways, William J.
+Long.</p>
+
+<p>Wild Animals I Have Known,
+Seton Thompson.</p>
+</td>
+
+</tr>
+</table>
+
+
+<h3>POETRY</h3>
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+
+<tr>
+<td class="tdlist"><p>Book of Nursery Rhymes, New
+Collection of Old Mother Goose,
+Charles Welsh.</p>
+
+<p>Children's Book, The, compilation
+by Scudder. (Prose and
+verse.)</p>
+
+<p>Child's Garden of Verses, Robert
+L. Stevenson.</p>
+
+<p>The Chinese Mother Goose,
+Bishop Headland. (Charmingly
+illustrated with photographic
+pictures of Chinese children with
+their parents.)</p>
+
+<p>Golden Numbers, Kate Douglas
+Wiggin. (Choice collection of
+miscellaneous poetry; beautifully
+bound.)</p>
+
+
+</td>
+
+
+<td class="tdlist">
+
+<p>Little Rhymes for Little Readers,
+Wilhelmina Seegmiller.</p>
+
+<p>Lyrica Heroica, edited by W.
+E. Henley.</p>
+
+<p>One Thousand Poems for Children,
+Roger Ingpen. (A very
+full collection.)</p>
+
+<p>The Listening Child, L. W.
+Thacher. (Compilation of short
+poems suitable for children over
+six.)</p>
+
+<p>The Posy Ring, Kate Douglas
+Wiggin. (Choice collection for
+young children.)</p>
+
+<p>The Robin's Christmas Eve.
+(Old English ballad.)</p>
+</td>
+
+</tr>
+</table>
+<h3>PICTURE BOOKS</h3>
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+
+<tr>
+<td class="tdlist"><p>An Apple Pie, Kate Greenaway.</p>
+
+<p>At Great Aunt Martha's (Pictures),
+Kathleen Ainslie. (Illustrations
+of wooden dolls.)</p>
+
+<p>Book of Nonsense, Edward
+Lear. (Highly recommended by
+Ruskin.)</p>
+</td>
+
+
+<td class="tdlist"><p>Dean's Rag Books. (For very
+young children; will wash and
+iron.)</p>
+
+<p>Jingleman Jack (Pictures and
+verses about the trades), O'Dea
+and Kennedy.</p>
+
+<p>Four and Twenty Toilers,
+Lucas. (Hard to procure.)</p>
+
+
+</td></tr>
+</table>
+<p><span class="pagenum"><a name="Page_154" id="Page_154">[Pg 154]</a></span></p>
+<h3>MUSIC</h3>
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+
+<tr>
+<td class="tdlist3"><p>Children's Messiah, Mari Ruef
+Hofer.</p>
+
+<p>Children's Singing Games, Old
+and New, Mari Ruef Hofer.</p>
+
+<p>Christmas-Time Songs and
+Carols, Mrs. Crosby Adams.</p>
+
+<p>Finger Plays, Emilie Poulsson.</p>
+
+<p>Holiday Songs, Emilie Poulsson.</p>
+
+<p>Merry Songs and Games for
+the Use of the Kindergarten,
+Clara B. Hubbard.</p>
+
+<p>Music for the Child World,
+Mari Ruef Hofer. Two vols.
+(Music every child should
+know.)</p>
+
+<p>Nature Songs for Children,
+Fanny Snow Knowlton.</p>
+
+<p>Primary and Junior Songs for
+the Sunday-school, Mari Ruef
+Hofer.</p>
+</td>
+
+
+<td class="tdlist"><p>Small Songs for Small Singers,
+illustrated, W. H. Neidlinger.</p>
+
+<p>Song Stories for the Kindergarten,
+Mildred and Patty Hill.</p>
+
+<p>Songs and Games for Little
+Ones, Walker and Jenks.</p>
+
+<p>Songs and Games of the
+Mother-Play Book, Froebel.</p>
+
+<p>Songs Every Child Should
+Know, Dolores Bacon.</p>
+
+<p>Songs for Little Children,
+Eleanor Smith. Two vols.</p>
+
+<p>Songs of Childhood, Field de
+Koven Song Book.</p>
+
+<p>Songs of the Open, Seeboeck.</p>
+
+<p>Songs of the Child World,
+Jessie L. Gaynor.</p>
+
+<p>St. Nicholas Songs, the Words
+from St. Nicholas Magazine.</p>
+</td>
+
+</tr>
+</table>
+<h3>SUNDAY-SCHOOL HELPS</h3>
+<table class="small" cellpadding="10" cellspacing="5" summary="list">
+
+
+<tr><td class="tdlist"><p>A Year of Sunday-school
+Work, Florence U. Palmer.</p>
+
+<p>Beginnings, A. W. Gould.
+Pamphlet. Tells of the beginnings
+of world, man, sin, language,
+death, law, etc., according
+to the Bible, according to
+Science, and according to old
+myths.</p>
+
+<p>Bible for Young People,
+Century Co.</p>
+
+<p>Kindergarten Sunday-school
+Stories, Laura A. Cragin.
+(New Testament.)</p>
+</td>
+
+<td class="tdlist">
+
+<p>Old and New Testament for
+Children, edited by Richard G.
+Moulton.</p>
+
+<p>Old Testament Bible Stories,
+Walter L. Sheldon.</p>
+
+<p>Stories from the Lips of the
+Teacher, O. B. Frothingham.</p>
+
+<p>Stories of the Patriarchs,
+O. B. Frothingham.</p>
+
+<p>Wonder Stories from the Gospels,
+Katherine Beebe.</p></td>
+
+</tr>
+</table>
+
+
+
+
+<hr style="width: 65%;" />
+
+<p>
+<span class="pagenum"><a name="Page_155" id="Page_155">[Pg 155]</a></span></p>
+<h2><a name="CHAPTER_XI" id="CHAPTER_XI"></a>CHAPTER XI<br />
+<br />
+KINDERGARTEN MATERIALS</h2>
+
+<h3>The Kindergarten Gifts</h3>
+
+
+<p>Friedrich Froebel, after observing and studying
+thoughtfully the play and playthings of little children,
+selected from among these, and arranged in logical
+order, a certain series which should help develop the
+little one in mind, body, and spirit through childlike
+play. This series of related playthings is known as the
+kindergarten "gifts."</p>
+
+<p>All children of all races play ball, and the first
+kindergarten gift to be given, even to a very little
+child, consists of six soft worsted balls in the colors
+red, orange, yellow, green, blue, and violet.</p>
+
+<p>The second gift is an oblong box containing a
+wooden ball or "sphere," a cube, and a cylinder, with
+several slender axles and beams to assist in the little
+plays.</p>
+
+<p>The third gift is a box containing a two-inch
+cube divided horizontally and vertically into eight
+one-inch cubes.</p>
+
+<p>The fourth gift is a similar cube divided horizontally
+into eight oblong blocks.</p>
+
+<p>The fifth gift is evolved from the preceding ones
+and is a five-inch cube divided into inch cubes, half
+cubes, and quarter cubes.</p>
+
+<p>The sixth gift is a cube of the same size divided
+so that it contains cubes, oblongs, and plinths.</p>
+
+<p>The third, fourth, fifth, and sixth gifts are derived
+from the geometrical solids.</p>
+
+<p>The<span class="pagenum"><a name="Page_156" id="Page_156">[Pg 156]</a></span>
+ seventh gift is derived from the geometrical
+surfaces, and consists of wooden tablets in
+shapes of circles, squares, triangles, etc.</p>
+
+<p>The eighth gift represents the geometrical line and
+is made up of wooden sticks in lengths of one, two,
+three, four, five, and six inches. They may be had in
+two thicknesses and either colored or uncolored.</p>
+
+<p>The ninth gift, derived from the edge of the circle,
+consists of metal rings, half rings, and quarter rings,
+in several sizes.</p>
+
+<p>The tenth gift, derived from the geometric point,
+is the lentil.</p>
+
+<p>Kindergartners differ as to the amount of emphasis
+to be placed upon the geometric side of the
+"gifts," and as to whether or not they should always
+be presented in a certain logical order. To appreciate
+their full value the mother must read her Froebel or
+take a kindergarten course. We give below some
+simple methods of using them, from which the child
+will derive both pleasure and benefit. What follows
+should be entirely clear, especially if the mother has
+the "gifts" before her as she reads.</p>
+
+
+<p class="hang2"><b>First Gift Balls</b> (<i>Rubber ball 1&frac12; inches in diameter</i>,
+<i>wool in six primary colors</i>, <i>crochet-hook</i>)</p>
+
+<p>These balls can be made by taking a <i>rubber</i> ball
+and crocheting around it a case of worsted; or a case
+can be crocheted and then stuffed with loose wool or
+cotton. In the latter case to insure a good shape it is
+well to crochet <i>over a ball</i> till nearly finished; then
+take the rubber ball out and fill with the cotton or
+wool and then complete the ball. Then crochet a
+string about eight inches long and attach to the ball,
+for suspending it. The ball can then be swung, raised,
+lowered, made to hop like a bird, swing like a pendulum,
+revolve<span class="pagenum"><a name="Page_157" id="Page_157">[Pg 157]</a></span>
+ rapidly like a wheel. The child may
+play that it is a bucket being raised or lowered. See
+how steadily he can raise it.</p>
+
+<p>The balls lend themselves to many color games.</p>
+
+<p>1. Place them in a row, let one child blind his
+eyes, another one removes one of the balls and the
+first one, opening his eyes, tries to think which one is
+missing.</p>
+
+<p>2. Let children observe the colors through a glass
+prism and try to arrange balls in similar order. Ask
+child if he can tell which colors are uppermost in the
+rainbow, the cold or the warm ones.</p>
+
+<p>3. If the mother is sewing on a colored dress, let
+the child try to pick out the ball resembling it in color.</p>
+
+<p>4. Play hiding the ball, as in hide the thimble.</p>
+
+<p>5. Play store, letting him tell you which ball will
+best represent a lemon, an orange, a red apple, etc.</p>
+
+
+<p class="hang2"><b>Second Gift Plays</b></p>
+
+<p>Throughout his life, Froebel felt with keen pain
+all that was discordant or inharmonious in human society.
+Beneath all differences and misunderstandings
+lay, he believed, the possibility of adjustment, or reconciliation.
+Relations most strained might be brought
+into harmonious union. This great idea is typified by
+the second gift. The hard wooden sphere is <i>round,
+curved from all points of view</i>, with no <i>angles</i> or
+<i>edges</i>, and is <i>easily moved</i>. The cube is a complete
+contrast to the sphere, inasmuch as it <i>stands firmly</i>,
+has <i>flat faces</i>, <i>angles</i>, and <i>edges</i>. The cylinder combines
+the characteristics and possibilities of the other
+two. It has flat faces as well as a curved one, and
+can both stand and roll. It forms a bond of connection
+between the other two which at first sight seem
+irreconcilable.</p>
+
+<p>Three<span class="pagenum"><a name="Page_158" id="Page_158">[Pg 158]</a></span>
+ of these forms have small staples inserted
+in side, edge, and angle so that they may be suspended,
+swung, and revolved. There are also perforations
+through each one admitting the insertion of the axles,
+when needed for certain plays.</p>
+
+<p>If an axle be put through cube or cylinder and it
+be revolved rapidly, you can see, in the swift moving
+figure, the spirit, as it were, of the other forms&mdash;an
+experiment fascinating to young and old.</p>
+
+<p>A little imagination will turn the box in which
+these blocks come, into a boat, car, engine, etc., pins,
+matches, tacks, wire, etc., being called in as extras.</p>
+
+<p>The little wooden beam may be placed across, held
+up by the axles and upon this the blocks may be suspended
+as objects for sale in a store.</p>
+
+<p>The box with its cover may be used to illustrate
+the three primary mechanical principles, the pulley, or
+wheel, the inclined plane, and the lever. The pulley
+is made by placing the cylinder on an axle, tying a
+little weight to one end of a cord and drawing it up
+over the cylinder. Let the child play the weight is a
+bucket of water being drawn up from a well.</p>
+
+<p>Play loading a boat and use the cover for a plank,
+inclined from the deck to the ground, up which to roll
+a barrel (the cylinder).</p>
+
+<p>Play that the cube is a heavy piano box and show
+how to raise it by using a stick as a lever.</p>
+
+<p>The students of a kindergarten training school
+made fine derrick cranes with this box of blocks, and
+no two were exactly alike.</p>
+
+
+<p class="hang2"><b>Games with Second Gift Ball</b></p>
+
+<p>1. Let children sit crossed-legged on the floor
+in a circle and let one child roll the ball across to another
+child.<span class="pagenum"><a name="Page_159" id="Page_159">[Pg 159]</a></span>
+ He in turn rolls it straight over to some
+other child and so on.</p>
+
+<p>2. Let one child sit in the center of a circle and
+roll the ball to each child in turn, who rolls it back
+to him.</p>
+
+<p>3. Let several children stand in the center of a
+ring and try to catch the ball as it rolls swiftly by.</p>
+
+<p>4. Let children stand in center and try to avoid
+being touched by the ball as it rolls along.</p>
+
+<p>5. Draw a circle on the floor and let the children
+try in turn to so roll the ball that it will stop inside of
+the ring.</p>
+
+<p>6. Place the cube in the center of the circle. Put
+the cylinder on top of the cube and balance the sphere
+carefully upon the cylinder. Then let the children try
+to hit this target with another ball.</p>
+
+<p>Many are the lessons in self-control, fair play,
+patience and kindness which the children practice in
+playing these simple games, in addition to the physical
+exercise and training in alertness, in seeing correctly
+and in acting quickly.</p>
+
+
+<p class="hang2"><b>Second Gift Beads</b></p>
+
+<p>Mrs. Hailmann, a kindergarten training teacher,
+some years ago added to the "gifts" the so-called "second
+gift beads," much loved by wee children.</p>
+
+<p>These are perforated wooden beads in shape of
+the sphere, cube and cylinder. They come in two sizes
+and may be had in colors or uncolored. A shoe lace
+comes with them for stringing.</p>
+
+<p>In delightful plays with these beads the child
+learns to distinguish form and color, and has practice
+in simple designing.</p>
+
+<p>At first let him have a number of different kinds
+and<span class="pagenum"><a name="Page_160" id="Page_160">[Pg 160]</a></span>
+ let him thread them as he pleases. Observe him
+and see if, of his own initiative, he will distinguish
+either form or color. After a while he will probably,
+without suggestion, begin to string them in some sort
+of order&mdash;one sphere, one cube, one sphere, one cube,
+etc. Two spheres, two cubes, two cylinders, etc.</p>
+
+<p>When he begins to see differences, give him two
+forms only and let him arrange. Later give him others.
+Too many at first will be confusing.</p>
+
+<p>Besides the stringing, these beads may be used
+in other ways. Make a fence by putting two cubes
+and a sphere, one on top of the other for a post, and
+then join these to similar posts by running toothpicks
+or burnt matches through the perforations.</p>
+
+<p>Place cubes and cylinders, one on top of another,
+and use as tree box with tiny twig or elderberry branch
+for tree. If making a toy village of blocks or cardboard,
+these little beads will make good lampposts.</p>
+
+
+<p class="hang2"><b>The Pegboard</b></p>
+
+<p>The pegboard, an additional gift devised by Mrs.
+Alice H. Putnam, can also be had in two sizes, the
+large one to be preferred. The board is perforated
+with holes at regular intervals and is accompanied
+with colored pegs, which the child loves to insert in
+the openings.</p>
+
+<p>He may arrange them in ranks for soldiers, according
+to color, two and two, or four and four,
+learning thus to count.</p>
+
+<p>A flower-bed with red flowers in one corner and
+green bushes in another may be made.</p>
+
+<p>He may play that the pegs are kindergarten children
+playing follow the leader, some with red dresses,
+some with blue waists, etc.</p>
+
+<p>A birthday cake with candles may be represented,
+or<span class="pagenum"><a name="Page_161" id="Page_161">[Pg 161]</a></span>
+ a line of telegraph poles, if father has gone on a
+journey, and over the imaginary wires a message may
+be sent.</p>
+
+<p>The pegboard is also loved by very young children.</p>
+
+
+<p class="hang2"><b>Plays with the Other Gifts</b></p>
+
+<p>The third gift cubes may be built by the little
+child into houses, furniture, wagons, etc. It is very
+simple, and yet when handling it the child learns
+something of form and number and gains skill with
+his tiny hands.</p>
+
+<p>The fourth gift expresses "proportion." Each
+block is twice the length of those in the preceding gift
+and half as high. He can build with it objects impossible
+with the first divided cube. The two may often
+be used in conjunction.</p>
+
+<p>The fifth gift requires a decided increase in the
+child's powers of coördination. He can make with it
+a very great variety of objects. Only a kindergartner
+can appreciate its many possibilities.</p>
+
+<p>The sixth gift lends itself peculiarly to buildings
+of a certain type. It expresses less strength and more
+grace than the preceding ones.</p>
+
+<p>In playing with these "gifts" under direction of
+a teacher, the child, if making the grocery store, proceeds
+to make the counter, the scales, the money desk,
+etc., in succession, and is not allowed to take the first
+structure apart in disorderly fashion and then make
+the next one, but is supposed to build the counter, or
+other article, by gradually transforming the thing already
+made, removing the blocks in ones, or twos, or
+threes in an orderly way. Each block is supposed to
+have some relation to the whole. For instance if a
+shoe store has been made and one unused block remains,
+it<span class="pagenum"><a name="Page_162" id="Page_162">[Pg 162]</a></span>
+ may represent the footstool used in such a
+store.</p>
+
+<p>Froebel thought in this way through simple play
+to help the child little by little to feel the relatedness
+of all life.</p>
+
+
+<p class="hang2"><b>Seventh Gift Plays</b></p>
+
+<p>With the seventh gift tablets the child makes
+designs or "beauty forms," becoming familiar with
+certain geometrical forms and exercising his powers
+of invention in pleasing design.</p>
+
+<p>In using the tablets, which are in both light and
+dark stains, do not give too many at first. Give him
+for instance one circle, representing a picture of a
+ball, and let him lay a row of such for a frieze design
+for a gymnasium.</p>
+
+<p>Give a circle and four squares, and let him place
+one above, one below, one to the right and one to the
+left, touching the circle. This will suggest a unit for
+a tile for a playroom fireplace.</p>
+
+<p>Tell him to change the top square so that its
+angle touches the circle; then change the lower one
+in the same way; then the right, then the left. This
+transformation gives an entirely new design.</p>
+
+<p>The other tablets may be employed in the same
+way, the different kinds of triangles offering opportunity
+for much variety.</p>
+
+
+<p class="hang2"><b>Eighth Gift Plays</b></p>
+
+<p>The sticks may be used in representing designs
+in which the straight line prevails. The lines may be
+placed in vertical or horizontal position. Sticks may
+be arranged as soldiers, standing two and two in
+straight vertical lines; or as fences in horizontal position.</p>
+
+<p>They<span class="pagenum"><a name="Page_163" id="Page_163">[Pg 163]</a></span>
+ may be classified as to length. Let the
+child sort them as wood for the woodpile, putting together
+those of same length. Or play he is in the
+store to buy a cane and sees those of different lengths,
+some for men, some for children.</p>
+
+<p>For designing give the child four sticks of one
+length and let him make a square. Give him four of
+another length and let him make a larger square.
+Then with these eight sticks let him make two oblongs
+of the same size. Give him these exercises as
+puzzles, but do not let him play with the sticks until
+he gets nervous in trying to keep them in position.</p>
+
+
+<p class="hang2"><b>Play With Lentils</b></p>
+
+<p>These are necessarily few and simple. Let the
+child make circles, squares, etc., by putting the lentils
+in rows. He can also represent the mass of a tree's
+foliage by placing a number of the lentils in a mass.</p>
+
+
+
+<hr style="width: 65%;" />
+<p><span class="pagenum"><a name="Page_164" id="Page_164">[Pg 164]</a></span></p>
+<h2><a name="CHAPTER_XII" id="CHAPTER_XII"></a>CHAPTER XII<br />
+<br />
+KINDERGARTEN MATERIALS</h2>
+
+<h3>The Kindergarten Occupations</h3>
+
+
+<p>The kindergarten gifts proceed, as will have been
+observed, from the solid through other forms to the
+point. The objects made with these are but temporary,
+and the same material may be used again and again.</p>
+
+<p>Parallel with these Froebel devised what he calls
+the "occupations," which put into permanent shape
+the ideas expressed by the gifts.</p>
+
+<p>Among the occupations (we will not name all)
+are: Peaswork, pricking, sewing, weaving, parquetry,
+pasting, cardboard modeling, sand and clay modeling.</p>
+
+<p>These are arranged in reverse order to the gifts;
+that is, they proceed from the point to the solid.</p>
+
+
+<p class="hang2"><b>Peaswork</b> (<i>Good well-dried peas</i>, <i>wooden toothpicks
+or hair-wire</i>)</p>
+
+<p>Soak the peas for 10 or 12 hours till soft. Then
+make a cane of one pea and one stick.</p>
+
+<p>Two peas and one stick will make a dumb-bell.</p>
+
+<p>Three of each will make a triangle.</p>
+
+<p>Make a square in the same way, and then by
+adding to this other peas and sticks a skeleton chair
+can be made. All kinds of furniture and geometrical
+forms may be thus manufactured. The wire or toothpick
+must be inserted in the cheek of the pea. Watch
+the child carefully to see that he does not get nervous
+over the work. Assuming that the peas are in good
+condition,<span class="pagenum"><a name="Page_165" id="Page_165">[Pg 165]</a></span>
+ there should be little trouble if the forms
+made are simple.</p>
+
+
+<p class="hang2"><b>Pricking</b> (<i>Thin white cardboard</i>, <i>long pin</i>, <i>several
+folds of cloth or a piece of felt</i>)</p>
+
+<p>Froebel recognized the appeal this pastime makes
+to the mystery-loving child. As sometimes used it
+may be injurious to nerves or eyesight; but used judiciously
+the child of five or six will find it a source of
+harmless entertainment.</p>
+
+<p>Let mother or older brother draw on cardboard
+a simple strong outline. Provide a strong steel pin
+(hat-pin or mourning-pin will do) and a piece of
+folded cloth for a cushion. Follow the outline by
+pricking in it a succession of holes. The rough side
+is the right side of the decorated card. The card may
+be hung up as a transparency, or may be made up into
+blotter or calendar; or, if the outline be that of a
+vegetable or a fruit, it will make up into a Thanksgiving
+place card.</p>
+
+<p>Very beautiful effects are produced by pricking
+the surface as well as the outline, a form of embossing,
+but this is a great strain on the nerves. Let the child
+work for only a few moments at a time, and be sure
+that the light is good and the drawing is distinct.</p>
+
+
+<p class="hang2"><b>Sewing</b> (<i>Cardboard</i>, <i>worsted</i>, <i>silk or chenille</i>, <i>needle</i>,
+<i>punch</i>)</p>
+
+<p>It is a disputed question now whether or not the
+cardboard sewing of the kindergarten, once considered
+so essential, should be used at all. Some condemn
+it entirely; others use it sparingly. Many replace it
+with sewing on cloth and other materials soft and
+flexible, which lend themselves to the kind of stitching
+required later in everyday sewing. We cannot
+now<span class="pagenum"><a name="Page_166" id="Page_166">[Pg 166]</a></span>
+ enter into the discussion, but common-sense rules
+here as elsewhere.</p>
+
+<p>Cards with designs already drawn and perforated
+may be bought, but the mother need not feel that she
+must depend upon these. Old visiting and invitation
+cards may be used for the purpose. We give a few
+examples of objects pretty and useful which may be
+made of this material. These will suggest others to
+the active-minded child. Get punch at kindergarten
+supply store; from 50 cents up.</p>
+
+<p>1. Gift Card. Cut a square of cardboard 5 × 5
+inches. With a needleful of red worsted let the
+child sew upon this card three straight candles in
+stitches one inch long. You may first punch in the
+bottom of the card three holes as guides. Put them
+in a row equidistant from each other. Make parallel
+to these a row of three dots in pencil. The child will
+push the needle through one hole <i>from below</i> and put
+it through the dot above, making his own hole. So
+proceed till finished. A flame may be drawn with
+yellow chalk at the upper end of each candle, to make
+it more realistic. This card may be used to stand a
+candlestick upon, or to send as a birthday card.</p>
+
+<p>A similar card with the red stitches lying horizontally
+will picture firecrackers ready to be set off.
+Use as a mat for a match safe.</p>
+
+<p>2. Cover for Medicine Glass. Draw a circle
+five inches in diameter. Cut this out. Parallel
+to the edge draw a circle four inches in diameter.
+Make dots about &frac12; inch apart along this second circle.
+Punch holes through these dots. With worsted,
+ravelings or chenille let the child sew once around this
+circle. Then go around the other way to fill up all
+the gaps left the first time. Use as cover for glass
+of medicine. Line the bottom with clean, white paper.</p>
+
+<p>Vary<span class="pagenum"><a name="Page_167" id="Page_167">[Pg 167]</a></span>
+ by overcasting, or from a central hole take
+long radiating stitches to the holes in the circumference
+like the spokes of a wheel.</p>
+
+<p>3. Toy Umbrella. The above circle with spokes
+may be made into a toy umbrella if a slender
+stick be run through for a handle. Stick a pin about
+an inch from the top to keep the umbrella part from
+slipping down.</p>
+
+<p>4. Bookmark. Cut an oblong card 2 × 6 inches.
+Draw upon this a row of parallel oblique lines
+about one inch apart and one inch long. Punch holes
+through the ends of the lines at the bottom, sew one
+slanting line to show the child, and let him finish the
+row. A similar oblong will make a napkin ring if the
+ends be brought together and tied with the ends of the
+worsted.</p>
+
+<p>Squares, oblongs, crosses, etc., may thus be
+punched and sewed.</p>
+
+<p>If no punch is obtainable, make the holes with a
+coarse needle or strong pin.</p>
+
+
+<p class="hang2"><b>Paper Tearing</b> (See <a href="#Page_54">page 54</a>)</p>
+
+
+<p class="hang2"><b>Paper Cutting</b></p>
+
+<p>This is another Froebelian occupation. Some suggestions
+have been given elsewhere. (See <a href="#Page_54">page 54</a>.)
+We will speak here of a more definite series of progressive
+steps.</p>
+
+<p>Take a square of white paper. Fold once to
+make an oblong. Keep folded and fold once more,
+which gives a small square. From the corners of this
+square cut pieces, large or small. Keep these. Open
+the paper and lay it down. Then arrange around it
+the cut-off corners to make a design. They may be
+arranged<span class="pagenum"><a name="Page_168" id="Page_168">[Pg 168]</a></span>
+ in a variety of ways. The pieces cut off the
+corners may be of various shapes.</p>
+
+<p>Vary another square by cutting into it, after it
+has been folded, triangles or other figures. Open and
+arrange around it these cut-off pieces. When a satisfactory
+design has thus been made, it may be pasted
+on a pleasing background of paper.</p>
+
+<p>In kindergarten training, checked paper is provided
+and the cuttings are made from lines drawn
+upon this according to a progressive system.</p>
+
+
+<p class="hang2"><b>Parquetry</b> (<i>Colored papers</i>, <i>paste</i>, <i>kindergarten slat or
+match for paste-stick</i>)</p>
+
+<p>This occupation has its parallel in the tablets.
+The designs made temporarily with the circles, squares,
+etc., of wood may be put into more permanent form
+with the parquetry papers. These are circles, squares,
+triangles, etc., of colored papers, the unit of size being
+the inch. There are 1,000 in a package, embracing
+the six colors&mdash;red, orange, yellow, green, blue and
+violet, with two shades and two tints of each, besides
+neutral tones, and black and white.</p>
+
+<p>1. Easter Card. Give the child an oblong
+piece of gray cardboard, six inches long, and some
+yellow circles. Let him paste a row of circles for dandelion
+heads and then chalk in the green stems. Give
+to father for an Easter card.</p>
+
+<p>Red and yellow circles may be cut in half and
+so arranged as to suggest tulips. (See <a href="#Page_122">page 122</a>.)</p>
+
+<p>2. Frieze. Let the child make designs for a
+frieze for the doll-house parlor, arranging circles and
+squares successively or alternately on a strip of paper.
+Or he can make a design for the doll-house kitchen
+oilcloth by pasting squares or circles (one square or
+circle surrounded by others) in a square unit.</p>
+
+<p>An<span class="pagenum"><a name="Page_169" id="Page_169">[Pg 169]</a></span>
+ inexpensive paste for this work may be made
+of gum tragacanth. Buy five cents' worth of the powdered
+gum. Put a tablespoonful into an empty mucilage
+bottle and fill with water. In a few moments it
+will dissolve and thicken. Use more or less, according
+to thickness desired.</p>
+
+
+<p class="hang2"><b>Weaving</b> (<i>Colored kindergarten weaving mats</i>, <i>weaving
+needle</i>)</p>
+
+<p>This is one of the most popular of kindergarten
+occupations.</p>
+
+<p>Primitive man early learned to interlace the
+branches of trees to make for himself a shelter, and
+to weave together coarse fibres to make his crude garments.
+In course of ages great skill was acquired in
+thus using all kinds of flexible materials; artistic baskets
+were produced of raffia and reeds, and fine garments
+of linen, wool and cotton. Beautiful effects in
+color and form were introduced, the designs usually
+having a symbolic meaning.</p>
+
+<p>Froebel devised, for the expression of this natural
+tendency, a series of exercises with colored paper,
+which gave practice in selection of color harmonies,
+in designing, in counting, and which led to skill and
+neatness in work.</p>
+
+<p>Loom-weaving has been described on another
+page. (<a href="#Page_90">90</a>.)  In many kindergartens it now entirely
+supersedes the paper-weaving, which we will
+here briefly describe.</p>
+
+<p>1. If you do not care to buy the regular kindergarten
+weaving mats, you may use smooth gray or
+brown wrapping paper cut into four-inch squares. In
+such a square cut <i>two</i> slits &frac12; inch apart and one inch
+long. From some pretty paper cut a strip one inch
+wide and two inches long and insert in the slit in the
+mat,<span class="pagenum"><a name="Page_170" id="Page_170">[Pg 170]</a></span>
+ pasting the ends of the strip to the under side
+of the mat.</p>
+
+<p>2. Cut <i>three</i> or <i>four</i> slits in similar mats and
+weave into them one-inch or half-inch strips, using
+narrower ones as the child gains skill. Weave such
+a strip under one and over one; then weave another,
+under two and over two, etc.; thus a variety of effects
+may be produced and the child meanwhile has practice
+incidentally in simple counting. Such a mat may
+be used to cover a glass of drinking water or medicine
+glass.</p>
+
+<p>3. A larger mat may be made of pretty paper
+cut into comparatively fine slits. Paste upon this mat
+a square of smooth paper as a kind of lining; fold
+cornerwise and paste two edges together, making a
+kind of cornucopia.</p>
+
+<p>4. Scent-Bag. A scent-bag may be made by
+putting between the mat and the lining described
+above a thin piece of cotton-batting, sprinkled with
+scent.</p>
+
+<p>5. Oilcloth or Felt. Instead of paper, mats
+may be woven of plain oilcloth or of felt. Have
+two colors of each material, one for the mat and one
+for the strips.</p>
+
+<p>On a 5-inch square of the material draw four
+parallel lines one inch apart and one inch from the
+top and bottom. Then using these as guide lines, cut
+four slits and weave in and out as with the paper
+weaving. Ribbon may be used for the woof if desired.
+Such a mat may be used for a lamp-mat or
+for a flower-pot mat.</p>
+
+<p>Among the reasons for discarding the paper-weaving
+are the following: The colors are somewhat
+intense, and it is not always easy to secure good harmonies;
+the<span class="pagenum"><a name="Page_171" id="Page_171">[Pg 171]</a></span>
+ care necessary to avoid tearing the delicate
+paper and soiling the delicate colors is often a
+trial to highly-strung children. Therefore they should
+not work at it too long at a time. A weaving needle
+comes with the kindergarten weaving papers.</p>
+
+
+<p class="hang2"><b>Paper-Folding</b></p>
+
+<p>We give here <i>only a very few</i> of the innumerable
+forms which may be made by folding paper according
+to exact directions. Mother may conduct such
+a little play while she is sewing and the child is on
+the floor or at the table. But directions must be
+exact and explicit. After once having told what to
+do in quiet, distinct, clear language, do not repeat.
+Train the child to hear accurately the first time.</p>
+
+<p>Papers in many tones may be obtained from the
+kindergarten supply stores, but any exact square of
+white paper or of smooth brown wrapping paper
+will do.</p>
+
+<p>Place the simple open square before the child,
+the edge directly in front of him. Call it a tablecloth
+and ask where the different members of the
+family sit. If able to wield the scissors, let him
+fringe the edge all around.</p>
+
+<p>1. Book. Give a second square and, showing
+him which are the front corners, tell him to take hold
+of these and fold the paper over so that the front edge
+is just on a line with the back edge. Let him iron
+the table cloth (crease the fold with his thumb nail)
+so as to make a sharp line when opened. This makes
+a little book or tent. Ask what he can read in the
+book; who camps out in the tent; etc.</p>
+
+<p>2. Window. Make another tent. Keep the tent
+in front of the child and tell him to open it and
+then to fold the left side over so that the left edge
+exactly<span class="pagenum"><a name="Page_172" id="Page_172">[Pg 172]</a></span>
+ meets the right edge. Crease and open, and
+the result is a window with four panes. Have the
+child tell what he plays he can see through it.</p>
+
+<p>3. Tunnel. Fold a square once through the
+middle as before. Open and notice the sharp line
+made by the crease. Now fold the front edge to meet
+exactly <i>this line</i>. Open and then fold the back edge
+to meet this line. Open in such a way that the form
+when standing makes a little tunnel. Roll a marble
+under it.</p>
+
+<div class="figcenter"><a id="i_173" name="i_173"></a>
+<img src="images/i_173.jpg" alt="i_173" />
+
+<p class="caption">Paper-Folding.</p>
+
+</div>
+
+
+
+<p>4. Barn. Fold a square into sixteen little squares
+by making a tunnel in one direction and then
+folding a tunnel in the other direction, so that the
+creases cross each other at right angles. Open out
+and cut from the <i>left edge</i> and from the <i>right edge</i>
+three slits along the horizontal creases to the first
+intersecting vertical crease. (See <a href="#i_173">illustration</a>.) Now
+fold No. 1 over No. 2 so that one little square exactly
+covers the other and paste or pin together. Do the
+same at the other end. This draws the paper into
+shape of gable roof. Place remaining flaps so that
+one overlaps the other a trifle, as shown in the illustration.
+Then cut a door in the side. (See <a href="#i_173">illustration</a>.)
+This<span class="pagenum"><a name="Page_173" id="Page_173">[Pg 173]</a></span>
+ can be made of a large sheet of strong
+paper and will house very large paper animals.</p>
+
+<p>5. Sailboat. Place a square of paper directly
+in front of you. Fold the front edge backward to
+meet exactly the back edge and crease. Open and
+fold the left edge over to meet exactly the right edge
+and crease. Open.</p>
+
+<p>Turn the paper over so that <i>the under side is
+uppermost</i>, and place so that a <i>corner</i> is directly in
+front of you. Fold the paper so that the front corner
+exactly meets the back corner and crease. Open and
+fold so that the left corner exactly meets the right
+corner.</p>
+
+<p>You now have a square crossed by two diameters
+and by two diagonals. Number the <i>corners</i> thus: 1, 2,
+3, 4, and the <i>center</i> 0. Take the corners and hold in
+one hand so that 1-0, 2-0, 3-0 and 4-0 are back to
+back. Then crease in that position. The form is a
+square. Lay down so that the <i>folded corner</i> faces
+you. Fold the loose back corner down to meet the front
+corner. Then turn over and again fold the remaining
+back corner down to meet the front corner, and
+two sails become visible. Fold back one-half of the
+hull to make a base, and the little boat will stand and
+move if breathed upon. It can be made water-tight
+by dipping in melted paraffine. Melt the paraffine by
+putting it in a double boiler with boiling water beneath.</p>
+
+
+<p class="hang2"><b>Cardboard Modeling</b> (<i>Cardboard</i>, <i>knife</i>, <i>pencil</i>, <i>scissors</i>)</p>
+
+<p>This is another of Froebel's materials which is
+much used in the kindergarten. The regular kindergarten
+cardboard comes in large sheets measured off
+into inches, half inches and quarter inches by red and
+blue<span class="pagenum"><a name="Page_174" id="Page_174">[Pg 174]</a></span>
+ lines. These are to assist in the accurate cutting
+and folding of the stiff paper. The tinted Bristol
+board obtainable at stationery stores is also much
+used.</p>
+
+<p>With this simple material older children acquire
+skill of both hand and eye. The higher school grades
+are now using it to a great extent in making geometrical
+figures, thus gaining practice in making objects
+after first making the working drawings for the same.
+A tinsmith who has had kindergarten training will
+find himself better equipped for his life work because
+of this early experience in cutting and measuring.</p>
+
+<p>The directions here given assume that the unruled
+cardboard is used.</p>
+
+<p>To <i>score</i> is to make a long shallow cut or scratch
+in the cardboard with a knife, so that it will bend
+easily. We give a few simple objects in the order of
+their difficulty.</p>
+
+<p>1. Book-Mark. Draw an oblong 1 × 8 inches.
+Cut it out and punch a series of holes down the middle,
+one inch apart. Run a bit of baby ribbon in and
+out and thus make a simple book-mark.</p>
+
+<p>2. Toy Wash-Bench. Draw and cut an oblong
+1 × 6 inches. Draw a line straight across this one
+inch from each end, and then score these lines lightly.
+Bend and you have a wash-bench for doll's house.</p>
+
+<p>3. Sugar-Scoop. Draw and cut an oblong
+2 × 4 inches. Draw a line lengthwise through the
+middle. Score this line, and <i>cut</i> along the score <i>one
+inch from each end</i>. Score again from each end at
+<i>right angles</i> to the previous crease. Bend up the
+scored ends and the side, and paste the flaps together.
+This may be used for the toy grocery store.</p>
+
+<p>4. Box. Read these directions through once.
+Then<span class="pagenum"><a name="Page_175" id="Page_175">[Pg 175]</a></span>
+ begin and work along as you read again, and
+all will be clear.</p>
+
+<p>Cut out a square measuring 4 × 4 inches. Place
+squarely before you, and then on the front edge, one
+inch from each side, make a dot. On the back edge,
+one inch from each side, make a dot. Unite the dots
+at front and back by straight lines. This gives two
+vertical lines.</p>
+
+<p>Now, on the right hand edge, one inch from
+each end make a dot, and do the same on the left
+hand edge. Unite these dots by straight lines, which
+gives two horizontal lines crossing the ones previously
+made at right angles. With a sharp knife, and ruler
+to keep it straight, score along these lines so that they
+may be readily bent.</p>
+
+<p>Now, from the right edge cut along each horizontal
+line a slit one inch long. From the left edge
+cut along each horizontal line a slit one inch long.
+These cuts will give four flaps. Bend up the four
+oblong sides and fold each flap over inside the box
+and paste.</p>
+
+<p>A little experimentation on the part of older children
+will show how to elongate one side so as to make
+a cover.</p>
+
+<p>Differences in the proportions of the original
+piece of cardboard will make boxes of different proportions.</p>
+
+<p>5. Work-Box. Draw a five-inch pentagon. Look
+up in a geometry to find the rules for doing this.</p>
+
+<p>Upon each side as a base erect another pentagon.
+Score at the line of junction and bend the side pentagons
+till the edges meet. In these edges punch holes
+opposite each other, and through these tie baby ribbon
+to hold them together.</p>
+
+
+<p class="hang2"><b>Clay Modeling</b><span class="pagenum"><a name="Page_176" id="Page_176">[Pg 176]</a></span>
+ (<i>Potter's clay</i>, <i>oilcloth or small smooth
+board</i>, <i>curtain pole</i>)</p>
+
+<p>Clay is one of the important kindergarten materials,
+and if used with care need give but little trouble.
+Buy at kindergarten supply store or art shop.</p>
+
+<p>Take a yard of table oilcloth and sew tapes to
+the corners so long that the oilcloth may be tied to a
+table and thus held smooth and firm. When not in
+use keep rolled up on a curtain-pole, broom-handle
+or dowel. This preserves it from untimely cracking.
+Upon this oilcloth the child can easily work with the
+clay, and the small pieces which may stick to it are
+readily wiped off with a damp cloth. If preferred, a
+small board about a foot square may be used instead
+of oilcloth. The child soon learns not to scatter the
+pieces. It is well for him to wear a little apron when
+making his small works of art. When finished with
+the clay, let him remove as much as possible from the
+hands as a rule, what remains may be rubbed away
+with a brisk clapping of the hands or is washed off
+very readily.</p>
+
+<p>1. If his first impulse is to pound and thump the
+clay, show the child how pretty things may be made
+by gently pressing and molding the clay between
+thumb and fingers. If he is still interested in pounding,
+show him how to make a sphere by rolling the
+clay between the palms, and then by striking it four
+times hard against the table it is transformed into a
+rough sort of cube which further effort will improve.</p>
+
+<p>2. If he inclines to make a number of balls, show
+him if possible one of the cheap clay marbles, and tell
+him to make some like it, though his will have no
+glazing.</p>
+
+<p>3. If you see that he is rolling the clay into long
+lengths,<span class="pagenum"><a name="Page_177" id="Page_177">[Pg 177]</a></span>
+ suggest that he make a snake or links of a
+chain.</p>
+
+<p>4. Older children may be shown how to roll it
+with the palm into long slender cylinders. Then coil
+these round and round spirally upon themselves and
+so build up a jar, as certain primitive races do. Then
+smooth it outside and inside until well shaped.</p>
+
+<p>5. Bowls and crude vases are easily made, and
+these when dried may be painted and used to hold
+matches or pencils.</p>
+
+<p>6. Sometimes, to stir the imagination, break off
+a rough piece of clay and ask the child if it looks like
+anything to him. If it suggest a bird or fish or fruit,
+show him how the crude form may be made more
+nearly perfect.</p>
+
+<p>7. Take a bit of clay and upon it press another
+bit, and so little by little smooth and press and build
+up a plaque &frac12; inch high and four inches square.
+Upon this as a background, build up in the same way,
+little by little, a raised leaf, or a geometrical figure,
+such as a square or a Maltese cross. If a leaf is made,
+copy from a real leaf.</p>
+
+<p>When thus interested, let the older children read
+Longfellow's beautiful poem, "Keramis," and the work
+of the potter will have a meaning it never had before.</p>
+
+<p>The children who thus make crude efforts to
+express the beautiful gain in power little by little,
+and will have added capacity to appreciate the wonderful
+works of art to be seen in every gallery. They
+will gain in discrimination as to what is really beautiful,
+and will know how to choose those decorations
+and ornaments which will make their homes truly
+artistic.</p>
+
+<p>Clay lends itself so readily to the slightest turn
+of<span class="pagenum"><a name="Page_178" id="Page_178">[Pg 178]</a></span>
+ thought, and is so easily employed by the smallest
+pair of hands, that it is one of the best materials to
+give to the little child. He soon learns to tell with it
+what he may be able to say in no other way.</p>
+
+<p>When ready to put away, break into small pieces,
+put the pieces together, knead a little till made into a
+mass, punch a few holes in the mass, fill these with
+water, put into a stone jar and cover with a damp
+cloth. Or put the clay into a cloth, dampen, and then,
+twisting the four corners of the cloth together, drop
+the mass on the floor. Do this several times and it
+will be found welded together. Then put into the
+stone jar. Disinfect clay by exposing to sunshine.</p>
+
+
+<p class="hang2"><b>Sand-Table</b> (<i>Kitchen table</i>, <i>saw</i>, <i>boards</i>, <i>nails</i>, <i>zinc</i>)</p>
+
+<p>From Germany we have finally learned the value
+of the sand-table and the sand-pile as means of development
+to the child, not to speak of their virtues as
+pure givers of joy.</p>
+
+<p>Sand-tables may be bought at kindergarten stores,
+or one may be made of a kitchen table by sawing off
+the legs to the size which brings the table top within
+reach of the child. Then the top should be fenced
+in with boards, from three to six inches high, to keep
+the sand in. It is a good plan to line the table with
+zinc, since it is sometimes desirable to have the sand
+pretty wet, although it generally suffices to make it
+just damp enough to mold readily. It can be dampened
+with a sprinkling-can.</p>
+
+<p>1. The child will play a long while without much
+suggestion. A little pail or bottle to be filled and
+emptied and refilled will furnish material for his embryonic
+experiments.</p>
+
+<p>2. A tiny cast-iron spade (price one cent) will
+add materially to his happiness.</p>
+
+<p>3. Shells<span class="pagenum"><a name="Page_179" id="Page_179">[Pg 179]</a></span>
+ and patty-pans of different shapes and
+convolutions suggest bakery plays, and mother must
+sample the baby's cookery. When houses and forts
+and churches are the order of the day, paths must be
+laid and bordered with stones and shells; twigs and
+elderberry branches make tiny trees for tiny orchards;
+and a little pan of water or a bit of mirror makes a
+wee lake. The kindergarten building gifts make substantial
+structures, bridges, park-benches, etc. A
+winding river can be painted with blue paint on the
+zinc. When the child's imagination flags, a word
+from the mother or a timely story will start a new
+series of plays next time.</p>
+
+<p>4. Older children will enjoy reproducing in the
+sand the hills and valleys of their environment, the
+roads, woods and streams which they know, etc.</p>
+
+<p>5. Tell of the western plant which, when uprooted
+from its loose hold in the desert sand, is sent flying
+by the wind over the sand, and wherever it touches
+makes a perfect spiral. Let the children make such
+spirals with a coiled piece of wire.</p>
+
+<p>6. Having noticed the impression made upon the
+sand by the patty-pans, the child can be led to make
+designs with them by making a row of impressions
+equal distances apart, arranging these in twos, in
+threes, etc.</p>
+
+
+
+<hr style="width: 65%;" />
+
+<p><span class="pagenum"><a name="Page_181" id="Page_181">[Pg 181]</a></span></p>
+<p class="center">INDEX</p>
+
+<table class="small" summary="index">
+
+<tr><td>&nbsp;</td><td class="tdr">PAGE</td></tr>
+
+
+<tr><td class="tdl">Abacus,</td> <td class="tdr"><a href="#Page_17">17</a></td></tr>
+
+<tr><td class="tdl">Acquiring Skill with Brush or Pencil,</td> <td class="tdr"><a href="#Page_74">74</a></td></tr>
+
+<tr><td class="tdl">Aiming Games,</td> <td class="tdr"><a href="#Page_95">95</a>, <a href="#Page_96">96</a>, <a href="#Page_97">97</a></td></tr>
+
+<tr><td class="tdl">Anagrams,</td> <td class="tdr"><a href="#Page_102">102</a></td></tr>
+
+<tr><td class="tdl">Apple-biting Contest,</td> <td class="tdr"><a href="#Page_132">132</a></td></tr>
+
+<tr><td class="tdl">Apple Candlestick,</td> <td class="tdr"><a href="#Page_24">24</a></td></tr>
+
+<tr><td class="tdl">Apple-seed Penwiper,</td> <td class="tdr"><a href="#Page_30">30</a></td></tr>
+
+<tr><td class="tdl">Applied Art,</td> <td class="tdr"><a href="#Page_76">76</a></td></tr>
+
+<tr><td class="tdl">Ash Tray,</td> <td class="tdr"><a href="#Page_67">67</a></td></tr>
+
+<tr><td class="tdl">Autograph Picture,</td> <td class="tdr"><a href="#Page_105">105</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Badge,</td> <td class="tdr"><a href="#Page_123">123</a></td></tr>
+
+<tr><td class="tdl">Baking Pan Papers,</td> <td class="tdr"><a href="#Page_57">57</a></td></tr>
+
+<tr><td class="tdl">Balls,</td> <td class="tdr"><a href="#Page_96">96</a>, <a href="#Page_156">156</a></td></tr>
+
+<tr><td class="tdl">Barn, Paper Folding,</td> <td class="tdr"><a href="#Page_172">172</a></td></tr>
+
+<tr><td class="tdl">Beads, Second Gift,</td> <td class="tdr"><a href="#Page_159">159</a></td></tr>
+
+<tr><td class="tdl">Bean Bag Games,</td> <td class="tdr"><a href="#Page_95">95</a></td></tr>
+
+<tr><td class="tdl">Bean Bags, To Make,</td> <td class="tdr"><a href="#Page_95">95</a></td></tr>
+
+<tr><td class="tdl">Bed-Making,</td> <td class="tdr"><a href="#Page_145">145</a></td></tr>
+
+<tr><td class="tdl">Bedstead, Dolls,</td> <td class="tdr"><a href="#Page_87">87</a></td></tr>
+
+<tr><td class="tdl">Bells,</td> <td class="tdr"><a href="#Page_109">109</a>, <a href="#Page_139">139</a></td></tr>
+
+<tr><td class="tdl">Berry Baskets or Boxes,</td> <td class="tdr"><a href="#Page_11">11</a></td></tr>
+
+<tr><td class="tdl">Birchbark,</td> <td class="tdr"><a href="#Page_42">42</a></td></tr>
+
+<tr><td class="tdl">Biscuit, Thimble,</td> <td class="tdr"><a href="#Page_104">104</a></td></tr>
+
+<tr><td class="tdl">Block Furniture,</td> <td class="tdr"><a href="#Page_85">85</a></td></tr>
+
+<tr><td class="tdl">Blowing Bubbles,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Blowing Out Candle,</td> <td class="tdr"><a href="#Page_100">100</a></td></tr>
+
+<tr><td class="tdl">Boat,</td> <td class="tdr"><a href="#Page_22">22</a>, <a href="#Page_26">26</a>, <a href="#Page_36">36</a>, <a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Blue Prints,</td> <td class="tdr"><a href="#Page_52">52</a></td></tr>
+
+<tr><td class="tdl">Bon-bon Papers,</td> <td class="tdr"><a href="#Page_58">58</a>, <a href="#Page_115">115</a></td></tr>
+
+<tr><td class="tdl">Booklist,</td> <td class="tdr"><a href="#Page_151">151</a></td></tr>
+
+<tr><td class="tdl">Bookmark,</td> <td class="tdr"><a href="#Page_58">58</a>, <a href="#Page_174">174</a></td></tr>
+
+<tr><td class="tdl">Border for Sand-table,</td> <td class="tdr"><a href="#Page_40">40</a></td></tr>
+
+<tr><td class="tdl">Bottling Shells,</td> <td class="tdr"><a href="#Page_40">40</a></td></tr>
+
+<tr><td class="tdl">Bottling Stones,</td> <td class="tdr"><a href="#Page_39">39</a></td></tr>
+
+<tr><td class="tdl">Boxes,</td> <td class="tdr"><a href="#Page_12">12</a>, <a href="#Page_15">15</a>, <a href="#Page_174">174</a></td></tr>
+
+<tr><td class="tdl">Breastpin,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">Bristol Board,</td> <td class="tdr"><a href="#Page_61">61</a>
+</td></tr>
+
+<tr><td class="tdl">Brush,
+ Pencil or,</td> <td class="tdr"><a href="#Page_73">73</a>
+<span class="smpagenum"><a name="Page_182" id="Page_182">[Pg 182]</a></span></td></tr>
+
+<tr><td class="tdl">Bubbles,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Burnt Match Safe,</td> <td class="tdr"><a href="#Page_34">34</a></td></tr>
+
+<tr><td class="tdl">Butter Dishes,</td> <td class="tdr"><a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Butterflies,</td>  <td class="tdr"><a href="#Page_105">105</a>, <a href="#Page_121">121</a></td></tr>
+
+<tr><td class="tdl">Butterfly Party,</td> <td class="tdr"><a href="#Page_105">105</a></td></tr>
+
+<tr><td class="tdl">Butter Modeling,</td> <td class="tdr"><a href="#Page_134">134</a></td></tr>
+
+<tr><td class="tdl">Buttons,</td> <td class="tdr"><a href="#Page_69">69</a></td></tr>
+
+<tr><td class="tdl">Button-Box,</td> <td class="tdr"><a href="#Page_15">15</a></td></tr>
+
+<tr><td class="tdl">Button Mold Tops,</td> <td class="tdr"><a href="#Page_70">70</a></td></tr>
+
+<tr><td class="tdl">Button Mold Wheels,</td> <td class="tdr"><a href="#Page_70">70</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Calendar,</td> <td class="tdr"><a href="#Page_74">74</a>, <a href="#Page_109">109</a></td></tr>
+
+<tr><td class="tdl">Candle, Blowing Out,</td> <td class="tdr"><a href="#Page_100">100</a></td></tr>
+
+<tr><td class="tdl">Candle Design,</td> <td class="tdr"><a href="#Page_55">55</a></td></tr>
+
+<tr><td class="tdl">Candle Making,</td> <td class="tdr"><a href="#Page_137">137</a></td></tr>
+
+<tr><td class="tdl">Candle Sticks,</td> <td class="tdr"><a href="#Page_24">24</a>, <a href="#Page_64">64</a>, <a href="#Page_138">138</a></td></tr>
+
+<tr><td class="tdl">Canoe,</td> <td class="tdr"><a href="#Page_43">43</a></td></tr>
+
+<tr><td class="tdl">Cardboard,</td> <td class="tdr"><a href="#Page_61">61</a></td></tr>
+
+<tr><td class="tdl">Cardboard Animals,</td> <td class="tdr"><a href="#Page_63">63</a></td></tr>
+
+<tr><td class="tdl">Cardboard Modeling,</td> <td class="tdr"><a href="#Page_173">173</a></td></tr>
+
+<tr><td class="tdl">Cardboard Sewing,</td> <td class="tdr"><a href="#Page_165">165</a></td></tr>
+
+<tr><td class="tdl">Carols,</td> <td class="tdr"><a href="#Page_138">138</a></td></tr>
+
+<tr><td class="tdl">Carrot Top,</td> <td class="tdr"><a href="#Page_45">45</a></td></tr>
+
+<tr><td class="tdl">Celluloid Butterflies,</td> <td class="tdr"><a href="#Page_121">121</a></td></tr>
+
+<tr><td class="tdl">Center Piece, Pumpkin,</td> <td class="tdr"><a href="#Page_135">135</a></td></tr>
+
+<tr><td class="tdl">Cereal Boxes,</td> <td class="tdr"><a href="#Page_32">32</a></td></tr>
+
+<tr><td class="tdl">Chains,</td> <td class="tdr"><a href="#Page_56">56</a>, <a href="#Page_115">115</a></td></tr>
+
+<tr><td class="tdl">Chased by a Goose,</td> <td class="tdr"><a href="#Page_78">78</a></td></tr>
+
+<tr><td class="tdl">Checkerboard,</td> <td class="tdr"><a href="#Page_62">62</a></td></tr>
+
+<tr><td class="tdl">Cherry Stone Game,</td> <td class="tdr"><a href="#Page_99">99</a></td></tr>
+
+<tr><td class="tdl">Chicken Coop,</td> <td class="tdr"><a href="#Page_13">13</a></td></tr>
+
+<tr><td class="tdl">Chicken, Easter,</td> <td class="tdr"><a href="#Page_122">122</a></td></tr>
+
+<tr><td class="tdl">Chicken, Squash Seed,</td> <td class="tdr"><a href="#Page_29">29</a></td></tr>
+
+<tr><td class="tdl">Child's Library, The,</td> <td class="tdr"><a href="#Page_149">149</a></td></tr>
+
+<tr><td class="tdl">Chinese Kite,</td> <td class="tdr"><a href="#Page_66">66</a></td></tr>
+
+<tr><td class="tdl">Chinese Toy,</td> <td class="tdr"><a href="#Page_64">64</a></td></tr>
+
+<tr><td class="tdl">Christmas,</td> <td class="tdr"><a href="#Page_136">136</a></td></tr>
+
+<tr><td class="tdl">Cigar-Box Bedstead,</td> <td class="tdr"><a href="#Page_87">87</a></td></tr>
+
+<tr><td class="tdl">Cigar-Box Dollhouse,</td> <td class="tdr"><a href="#Page_82">82</a></td></tr>
+
+<tr><td class="tdl">Circle Tag,</td> <td class="tdr"><a href="#Page_92">92</a></td></tr>
+
+<tr><td class="tdl">Classifying,</td> <td class="tdr"><a href="#Page_39">39</a>, <a href="#Page_40">40</a>, <a href="#Page_48">48</a></td></tr>
+
+<tr><td class="tdl">Clay,</td> <td class="tdr"><a href="#Page_176">176</a></td></tr>
+
+<tr><td class="tdl">Clay-pipe Doll,</td> <td class="tdr"><a href="#Page_80">80</a></td></tr>
+
+
+<tr><td class="tdl">Clock, Paper,</td> <td class="tdr"><a href="#Page_86">86</a>
+<span class="smpagenum"><a name="Page_183" id="Page_183">[Pg 183]</a></span></td></tr>
+
+
+<tr><td class="tdl">Clothespin Doll,</td> <td class="tdr"><a href="#Page_80">80</a></td></tr>
+
+<tr><td class="tdl">Clothespin Race,</td> <td class="tdr"><a href="#Page_94">94</a></td></tr>
+
+<tr><td class="tdl">Clover, Four-leaf,</td> <td class="tdr"><a href="#Page_48">48</a></td></tr>
+
+<tr><td class="tdl">Collecting,</td> <td class="tdr"><a href="#Page_39">39</a>, <a href="#Page_40">40</a>, <a href="#Page_48">48</a></td></tr>
+
+<tr><td class="tdl">Color Top,</td> <td class="tdr"><a href="#Page_75">75</a></td></tr>
+
+<tr><td class="tdl">Colors, Matching,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">Cork,</td> <td class="tdr"><a href="#Page_36">36</a></td></tr>
+
+<tr><td class="tdl">Cork Doll,</td> <td class="tdr"><a href="#Page_81">81</a></td></tr>
+
+<tr><td class="tdl">Corn,</td> <td class="tdr"><a href="#Page_18">18</a></td></tr>
+
+<tr><td class="tdl">Corncobs,</td> <td class="tdr"><a href="#Page_18">18</a></td></tr>
+
+<tr><td class="tdl">Corncrib,</td> <td class="tdr"><a href="#Page_18">18</a></td></tr>
+
+<tr><td class="tdl">Cornhusks,</td> <td class="tdr"><a href="#Page_18">18</a></td></tr>
+
+<tr><td class="tdl">Cornstalks,</td><td class="tdr"> <a href="#Page_135">135</a></td></tr>
+
+<tr><td class="tdl">Counters for Games,</td> <td class="tdr"><a href="#Page_28">28</a>, <a href="#Page_62">62</a>, <a href="#Page_69">69</a></td></tr>
+
+<tr><td class="tdl">Countess of the Huggermuggers,</td> <td class="tdr"><a href="#Page_100">100</a></td></tr>
+
+<tr><td class="tdl">Counting Ball,</td> <td class="tdr"><a href="#Page_96">96</a></td></tr>
+
+<tr><td class="tdl">Cover for Medicine Glass,</td> <td class="tdr"><a href="#Page_166">166</a>, <a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Cradle, Egg Shell,</td> <td class="tdr"><a href="#Page_25">25</a></td></tr>
+
+<tr><td class="tdl">Cranberries,</td> <td class="tdr"><a href="#Page_136">136</a></td></tr>
+
+<tr><td class="tdl">Croquet with Peas,</td> <td class="tdr"><a href="#Page_98">98</a></td></tr>
+
+<tr><td class="tdl">Cross Tag,</td> <td class="tdr"><a href="#Page_93">93</a></td></tr>
+
+<tr><td class="tdl">Cup and Ball,</td> <td class="tdr"><a href="#Page_96">96</a></td></tr>
+
+<tr><td class="tdl">Curtains for Dollhouse,</td> <td class="tdr"><a href="#Page_87">87</a></td></tr>
+
+<tr><td class="tdl">Cutlery, Toy,</td> <td class="tdr"><a href="#Page_36">36</a></td></tr>
+
+<tr><td class="tdl">Cutting Paper,</td> <td class="tdr"><a href="#Page_54">54</a>, <a href="#Page_167">167</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Darning Egg,</td> <td class="tdr"><a href="#Page_44">44</a></td></tr>
+
+<tr><td class="tdl">Decorated Note-Paper,</td> <td class="tdr"><a href="#Page_109">109</a></td></tr>
+
+<tr><td class="tdl">Decoration Day,</td> <td class="tdr"><a href="#Page_123">123</a></td></tr>
+
+<tr><td class="tdl">Decorative Cherries,</td> <td class="tdr"><a href="#Page_114">114</a></td></tr>
+
+<tr><td class="tdl">Decorative Leaves,</td> <td class="tdr"><a href="#Page_47">47</a></td></tr>
+
+<tr><td class="tdl">Designs,</td> <td class="tdr"><a href="#Page_21">21</a>, <a href="#Page_28">28</a>, <a href="#Page_77">77</a></td></tr>
+
+<tr><td class="tdl">Dinner Souvenirs,</td> <td class="tdr"><a href="#Page_120">120</a>, <a href="#Page_130">130</a>, <a href="#Page_134">134</a></td></tr>
+
+<tr><td class="tdl">Dishes, Tin-foil,</td> <td class="tdr"><a href="#Page_35">35</a></td></tr>
+
+<tr><td class="tdl">Dish-washing,</td> <td class="tdr"><a href="#Page_143">143</a></td></tr>
+
+<tr><td class="tdl">Distances, Guessing,</td> <td class="tdr"><a href="#Page_72">72</a></td></tr>
+
+<tr><td class="tdl">Doll Furniture,</td> <td class="tdr"><a href="#Page_15">15</a>, <a href="#Page_37">37</a>, <a href="#Page_85">85</a></td></tr>
+
+<tr><td class="tdl">Doll-Houses,</td> <td class="tdr"><a href="#Page_82">82</a></td></tr>
+
+<tr><td class="tdl">Doll Park,</td> <td class="tdr"><a href="#Page_89">89</a></td></tr>
+
+<tr><td class="tdl">Dolls,</td> <td class="tdr"><a href="#Page_80">80</a></td></tr>
+
+<tr><td class="tdl">Donkey Game,</td> <td class="tdr"><a href="#Page_100">100</a></td></tr>
+
+<tr><td class="tdl">Drawing,</td> <td class="tdr"> <a href="#Page_31">31</a>, <a href="#Page_72">72</a></td></tr>
+
+<tr><td class="tdl">Drums,</td> <td class="tdr"><a href="#Page_125">125</a></td></tr>
+
+<tr><td class="tdl">Ducking for Apples,</td> <td class="tdr"><a href="#Page_131">131</a>
+<span class="smpagenum"><a name="Page_184" id="Page_184">[Pg 184]</a></span></td></tr>
+
+<tr><td class="tdl">Dusting,</td> <td class="tdr"><a href="#Page_147">147</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Easter,</td> <td class="tdr"><a href="#Page_120">120</a></td></tr>
+
+<tr><td class="tdl">Easter Card,</td> <td class="tdr"><a href="#Page_122">122</a>, <a href="#Page_168">168</a></td></tr>
+
+<tr><td class="tdl">Easter Chicken,</td> <td class="tdr"><a href="#Page_122">122</a></td></tr>
+
+<tr><td class="tdl">East Indian Fan,</td> <td class="tdr"><a href="#Page_43">43</a></td></tr>
+
+<tr><td class="tdl">Edam Cheese Lantern,</td> <td class="tdr"><a href="#Page_34">34</a></td></tr>
+
+<tr><td class="tdl">Egg-shell Boat,</td> <td class="tdr"><a href="#Page_26">26</a></td></tr>
+
+<tr><td class="tdl">Egg-shell Cradle,</td> <td class="tdr"><a href="#Page_25">25</a></td></tr>
+
+<tr><td class="tdl">Egg-shell Game,</td> <td class="tdr"><a href="#Page_99">99</a></td></tr>
+
+<tr><td class="tdl">Egg-shell Garden,</td> <td class="tdr"><a href="#Page_25">25</a></td></tr>
+
+<tr><td class="tdl">Eggs, Humpty Dumpty,</td> <td class="tdr"><a href="#Page_26">26</a></td></tr>
+
+<tr><td class="tdl">Egg-shell, To Blow,</td> <td class="tdr"><a href="#Page_25">25</a></td></tr>
+
+<tr><td class="tdl">Egg-shells,</td> <td class="tdr"><a href="#Page_25">25</a>, <a href="#Page_26">26</a>, <a href="#Page_99">99</a></td></tr>
+
+<tr><td class="tdl">Eighth Gift Plays,</td> <td class="tdr"><a href="#Page_162">162</a></td></tr>
+
+<tr><td class="tdl">Elevator, Toy,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">Epaulettes,</td> <td class="tdr"><a href="#Page_56">56</a></td></tr>
+
+<tr><td class="tdl">Experiments with Color,</td> <td class="tdr"><a href="#Page_75">75</a></td></tr>
+
+<tr><td class="tdl">Expression with Pencil and Brush,</td> <td class="tdr"><a href="#Page_73">73</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Fairy Tales, Myths, etc.,</td> <td class="tdr"><a href="#Page_151">151</a></td></tr>
+
+<tr><td class="tdl">Fan,</td> <td class="tdr"><a href="#Page_43">43</a>, <a href="#Page_63">63</a></td></tr>
+
+<tr><td class="tdl">Feather, Corn-husk,</td> <td class="tdr"><a href="#Page_18">18</a></td></tr>
+
+<tr><td class="tdl">Feather Flowers,</td> <td class="tdr"><a href="#Page_49">49</a></td></tr>
+
+<tr><td class="tdl">Felt Mats,</td> <td class="tdr"><a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Fence,</td> <td class="tdr"><a href="#Page_11">11</a>, <a href="#Page_19">19</a></td></tr>
+
+<tr><td class="tdl">Festival Occasions,</td> <td class="tdr"><a href="#Page_107">107</a></td></tr>
+
+<tr><td class="tdl">Festoons,</td> <td class="tdr"><a href="#Page_47">47</a></td></tr>
+
+<tr><td class="tdl">Firecracker Designs,</td> <td class="tdr"><a href="#Page_55">55</a></td></tr>
+
+<tr><td class="tdl">Firecracker, Imitation,</td> <td class="tdr"><a href="#Page_124">124</a></td></tr>
+
+<tr><td class="tdl">First Gift Balls,</td> <td class="tdr"><a href="#Page_156">156</a></td></tr>
+
+<tr><td class="tdl">Flags,</td> <td class="tdr"><a href="#Page_119">119</a></td></tr>
+
+<tr><td class="tdl">Flower-Pot,</td> <td class="tdr"><a href="#Page_35">35</a></td></tr>
+
+<tr><td class="tdl">Flower Rack,</td> <td class="tdr"><a href="#Page_37">37</a></td></tr>
+
+<tr><td class="tdl">Flowers, Feather,</td> <td class="tdr"><a href="#Page_49">49</a></td></tr>
+
+<tr><td class="tdl">Flowers, Pressing,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Foot-ball, Egg,</td> <td class="tdr"><a href="#Page_99">99</a></td></tr>
+
+<tr><td class="tdl">Fortune Telling,</td> <td class="tdr"><a href="#Page_131">131</a></td></tr>
+
+<tr><td class="tdl">Fourth of July,</td> <td class="tdr"><a href="#Page_124">124</a></td></tr>
+
+<tr><td class="tdl">Frieze,</td> <td class="tdr"><a href="#Page_48">48</a>, <a href="#Page_168">168</a></td></tr>
+
+<tr><td class="tdl">Fringed Bon-bon Papers,</td> <td class="tdr"><a href="#Page_58">58</a>, <a href="#Page_115">115</a></td></tr>
+
+<tr><td class="tdl">Furniture,</td> <td class="tdr"><a href="#Page_15">15</a>, <a href="#Page_20">20</a>, <a href="#Page_37">37</a>, <a href="#Page_85">85</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Games and Plays,</td> <td class="tdr"><a href="#Page_92">92</a>, <a href="#Page_157">157</a>, <a href="#Page_158">158</a>, <a href="#Page_161">161</a>
+<span class="smpagenum"><a name="Page_185" id="Page_185">[Pg 185]</a></span></td></tr>
+
+<tr><td class="tdl">Gift Card,</td> <td class="tdr"><a href="#Page_166">166</a></td></tr>
+
+<tr><td class="tdl">Gifts, Kindergarten,</td> <td class="tdr"><a href="#Page_155">155</a></td></tr>
+
+<tr><td class="tdl">Go-Bang Board,</td> <td class="tdr"><a href="#Page_61">61</a></td></tr>
+
+<tr><td class="tdl">Good Luck Pigs,</td> <td class="tdr"><a href="#Page_109">109</a></td></tr>
+
+<tr><td class="tdl">Gourds,</td> <td class="tdr"><a href="#Page_44">44</a></td></tr>
+
+<tr><td class="tdl">Grace Hoops,</td> <td class="tdr"><a href="#Page_97">97</a></td></tr>
+
+<tr><td class="tdl">Grocery Store,</td> <td class="tdr"><a href="#Page_88">88</a></td></tr>
+
+<tr><td class="tdl">Guess Ball,</td> <td class="tdr"><a href="#Page_96">96</a></td></tr>
+
+<tr><td class="tdl">Guessing Distances,</td> <td class="tdr"><a href="#Page_72">72</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Hallowe'en,</td> <td class="tdr"><a href="#Page_131">131</a></td></tr>
+
+<tr><td class="tdl">Hammering Soap,</td> <td class="tdr"><a href="#Page_31">31</a></td></tr>
+
+<tr><td class="tdl">Handkerchief Box,</td>   <td class="tdr"><a href="#Page_42">42</a></td></tr>
+
+<tr><td class="tdl">Hanging Basket,</td> <td class="tdr"><a href="#Page_15">15</a>, <a href="#Page_35">35</a>, <a href="#Page_44">44</a></td></tr>
+
+<tr><td class="tdl">Hearts,</td> <td class="tdr"><a href="#Page_110">110</a></td></tr>
+
+<tr><td class="tdl">History and Biography Books,</td> <td class="tdr"><a href="#Page_152">152</a></td></tr>
+
+<tr><td class="tdl">Home Tasks,</td> <td class="tdr"><a href="#Page_141">141</a></td></tr>
+
+<tr><td class="tdl">Honey, Weighing,</td> <td class="tdr"><a href="#Page_103">103</a></td></tr>
+
+<tr><td class="tdl">House, Cob,</td> <td class="tdr"><a href="#Page_19">19</a></td></tr>
+
+<tr><td class="tdl">House, Doll's,</td> <td class="tdr"><a href="#Page_33">33</a>, <a href="#Page_82">82</a></td></tr>
+
+<tr><td class="tdl">Household Duties,</td> <td class="tdr"><a href="#Page_141">141</a></td></tr>
+
+<tr><td class="tdl">Humpty Dumpty Eggs,</td> <td class="tdr"><a href="#Page_26">26</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Imitation Water,</td> <td class="tdr"><a href="#Page_31">31</a></td></tr>
+
+<tr><td class="tdl">Independence Day,</td> <td class="tdr"><a href="#Page_124">124</a></td></tr>
+
+<tr><td class="tdl">Indian Head-dress,</td> <td class="tdr"><a href="#Page_50">50</a></td></tr>
+
+<tr><td class="tdl">Ironing,</td> <td class="tdr"><a href="#Page_146">146</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Jack O'Lantern,</td> <td class="tdr"><a href="#Page_135">135</a></td></tr>
+
+<tr><td class="tdl">Jackstones,</td> <td class="tdr"><a href="#Page_39">39</a></td></tr>
+
+<tr><td class="tdl">Japanese Tag,</td> <td class="tdr"><a href="#Page_93">93</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Key-Basket, The,</td> <td class="tdr"><a href="#Page_141">141</a></td></tr>
+
+<tr><td class="tdl">Kindergarten Materials&mdash;Gifts,</td> <td class="tdr"><a href="#Page_155">155</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp; "  &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp; &nbsp;&nbsp;&nbsp;          "   &nbsp;&nbsp;
+&mdash;Occupations,</td> <td class="tdr"><a href="#Page_164">164</a></td></tr>
+
+<tr><td class="tdl">Kite,</td> <td class="tdr"><a href="#Page_60">60</a>, <a href="#Page_66">66</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Labor Day,</td> <td class="tdr"><a href="#Page_128">128</a></td></tr>
+
+<tr><td class="tdl">&nbsp;&nbsp;&nbsp;  "  &nbsp;&nbsp;&nbsp; &nbsp;&nbsp; " &nbsp;&nbsp;
+Dinner,</td> <td class="tdr"><a href="#Page_130">130</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp;&nbsp; " &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;  "  &nbsp;&nbsp;
+Parade,</td> <td class="tdr"><a href="#Page_129">129</a></td></tr>
+
+<tr><td class="tdl">Lacy Valentine,</td> <td class="tdr"><a href="#Page_111">111</a></td></tr>
+
+<tr><td class="tdl">Lamp Mats,</td> <td class="tdr"><a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Lamp, Toy,</td> <td class="tdr"><a href="#Page_86">86</a>
+<span class="smpagenum"><a name="Page_186" id="Page_186">[Pg 186]</a></span></td></tr>
+
+<tr><td class="tdl">Lantern,</td> <td class="tdr"><a href="#Page_33">33</a>, <a href="#Page_34">34</a>, <a href="#Page_139">139</a></td></tr>
+
+<tr><td class="tdl">&nbsp;&nbsp;  "   &nbsp;&nbsp;   Toy,</td> <td class="tdr"><a href="#Page_24">24</a></td></tr>
+
+<tr><td class="tdl">Learning to Observe,</td> <td class="tdr"><a href="#Page_73">73</a></td></tr>
+
+<tr><td class="tdl">Leaves, to Dry and Press,</td> <td class="tdr"><a href="#Page_47">47</a></td></tr>
+
+<tr><td class="tdl">Lentils,</td> <td class="tdr"><a href="#Page_163">163</a></td></tr>
+
+<tr><td class="tdl">Library, The Child's,</td> <td class="tdr"><a href="#Page_149">149</a></td></tr>
+
+<tr><td class="tdl">Looms,</td> <td class="tdr"><a href="#Page_90">90</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Man, Prunes, Raisins,</td> <td class="tdr"><a href="#Page_27">27</a></td></tr>
+
+<tr><td class="tdl">Masks,</td> <td class="tdr"><a href="#Page_57">57</a></td></tr>
+
+<tr><td class="tdl">Matching Colors,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">Matchsafe,</td> <td class="tdr"><a href="#Page_34">34</a>, <a href="#Page_177">177</a></td></tr>
+
+<tr><td class="tdl">Mats,</td> <td class="tdr"><a href="#Page_18">18</a>, <a href="#Page_46">46</a>, <a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Medicine Glass Cover,</td> <td class="tdr"><a href="#Page_166">166</a>, <a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Memorial Day,</td> <td class="tdr"><a href="#Page_123">123</a></td></tr>
+
+<tr><td class="tdl">Merry-Go-Round, Dolls',</td> <td class="tdr"><a href="#Page_89">89</a></td></tr>
+
+<tr><td class="tdl">Midnight Watching,</td> <td class="tdr"><a href="#Page_109">109</a></td></tr>
+
+<tr><td class="tdl">Mirror, Toy,</td> <td class="tdr"><a href="#Page_36">36</a></td></tr>
+
+<tr><td class="tdl">Money, Toy,</td> <td class="tdr"><a href="#Page_36">36</a>, <a href="#Page_58">58</a></td></tr>
+
+<tr><td class="tdl">Morning Glories, Pressed,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Moving Van,</td> <td class="tdr"><a href="#Page_32">32</a></td></tr>
+
+<tr><td class="tdl">Music Books,</td> <td class="tdr"><a href="#Page_154">154</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Nature Books,</td> <td class="tdr"><a href="#Page_153">153</a></td></tr>
+
+<tr><td class="tdl">Needle Case,</td> <td class="tdr"><a href="#Page_42">42</a></td></tr>
+
+<tr><td class="tdl">Needles,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">New Year's Bells,</td> <td class="tdr"><a href="#Page_109">109</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "  &nbsp;&nbsp;&nbsp;&nbsp;  " &nbsp;&nbsp;
+Day,</td> <td class="tdr"><a href="#Page_108">108</a></td></tr>
+
+<tr><td class="tdl">Newspaper Wrappers,</td> <td class="tdr"><a href="#Page_57">57</a></td></tr>
+
+<tr><td class="tdl">Numeral Frame,</td> <td class="tdr"><a href="#Page_17">17</a></td></tr>
+
+<tr><td class="tdl">Nuts,</td> <td class="tdr"><a href="#Page_22">22</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Occupations, Kindergarten,</td> <td class="tdr"><a href="#Page_164">164</a></td></tr>
+
+<tr><td class="tdl">Oilcloth Mats,</td> <td class="tdr"><a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Oiled Paper,</td> <td class="tdr"><a href="#Page_87">87</a></td></tr>
+
+<tr><td class="tdl">Omnibus Swing,</td> <td class="tdr"><a href="#Page_101">101</a></td></tr>
+
+<tr><td class="tdl">Orange Basket,</td> <td class="tdr"><a href="#Page_24">24</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Paint-Box, The,</td> <td class="tdr"><a href="#Page_73">73</a></td></tr>
+
+<tr><td class="tdl">Paint-Brush Box,</td> <td class="tdr"><a href="#Page_43">43</a></td></tr>
+
+<tr><td class="tdl">Painting from Object,</td> <td class="tdr"><a href="#Page_73">73</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "  &nbsp;&nbsp;    Wagons or Houses,</td> <td class="tdr"><a href="#Page_76">76</a></td></tr>
+
+<tr><td class="tdl">Paper,</td> <td class="tdr"><a href="#Page_54">54</a></td></tr>
+
+<tr><td class="tdl">Paper Chains,</td> <td class="tdr"><a href="#Page_56">56</a>, <a href="#Page_115">115</a>
+<span class="smpagenum"><a name="Page_187" id="Page_187">[Pg 187]</a></span></td></tr>
+
+<tr><td class="tdl">Paper Cutting,</td> <td class="tdr"><a href="#Page_54">54</a>, <a href="#Page_167">167</a></td></tr>
+
+<tr><td class="tdl">Paper Doll,</td> <td class="tdr"><a href="#Page_81">81</a></td></tr>
+
+<tr><td class="tdl">Paper Folding,</td> <td class="tdr"><a href="#Page_171">171</a></td></tr>
+
+<tr><td class="tdl">Paper Furniture,</td> <td class="tdr"><a href="#Page_85">85</a></td></tr>
+
+<tr><td class="tdl">Paper Lanterns,</td> <td class="tdr"><a href="#Page_118">118</a></td></tr>
+
+<tr><td class="tdl">Paper Mats,</td> <td class="tdr"><a href="#Page_169">169</a></td></tr>
+
+<tr><td class="tdl">Paper Money,</td> <td class="tdr"><a href="#Page_58">58</a></td></tr>
+
+<tr><td class="tdl">Paper-Weight,</td> <td class="tdr"><a href="#Page_40">40</a></td></tr>
+
+<tr><td class="tdl">Papering House,</td> <td class="tdr"><a href="#Page_85">85</a></td></tr>
+
+<tr><td class="tdl">Papers for Baking Pans,</td> <td class="tdr"><a href="#Page_57">57</a></td></tr>
+
+<tr><td class="tdl">Park for Dolls,</td> <td class="tdr"><a href="#Page_89">89</a></td></tr>
+
+<tr><td class="tdl">Parquetry,</td> <td class="tdr"><a href="#Page_168">168</a></td></tr>
+
+<tr><td class="tdl">Parties, Suggestions for,</td> <td class="tdr"><a href="#Page_103">103</a></td></tr>
+
+<tr><td class="tdl">Paste,</td> <td class="tdr"><a href="#Page_169">169</a></td></tr>
+
+<tr><td class="tdl">Pasteboard Doll House,</td> <td class="tdr"><a href="#Page_82">82</a></td></tr>
+
+<tr><td class="tdl">Paste Stick,</td> <td class="tdr"><a href="#Page_14">14</a></td></tr>
+
+<tr><td class="tdl">Path Borders or Markers,</td> <td class="tdr"><a href="#Page_39">39</a></td></tr>
+
+<tr><td class="tdl">Pea Furniture,</td> <td class="tdr"><a href="#Page_164">164</a></td></tr>
+
+<tr><td class="tdl">Peanut Animals,</td> <td class="tdr"><a href="#Page_23">23</a></td></tr>
+
+<tr><td class="tdl">&nbsp;&nbsp;  "  &nbsp;&nbsp;  Doll,</td> <td class="tdr"><a href="#Page_80">80</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; " &nbsp;&nbsp;   Party,</td> <td class="tdr"><a href="#Page_103">103</a></td></tr>
+
+<tr><td class="tdl">Pea Pod Boat,</td> <td class="tdr"><a href="#Page_16">16</a></td></tr>
+
+<tr><td class="tdl">Peas,</td> <td class="tdr"><a href="#Page_16">16</a></td></tr>
+
+<tr><td class="tdl">Peaswork,</td> <td class="tdr"><a href="#Page_164">164</a></td></tr>
+
+<tr><td class="tdl">Pebbles,</td> <td class="tdr"><a href="#Page_39">39</a></td></tr>
+
+<tr><td class="tdl">Pegboard,</td> <td class="tdr"><a href="#Page_160">160</a></td></tr>
+
+<tr><td class="tdl">Pencil Box,</td> <td class="tdr"><a href="#Page_43">43</a></td></tr>
+
+<tr><td class="tdl">Pen Tray,</td> <td class="tdr"><a href="#Page_67">67</a></td></tr>
+
+<tr><td class="tdl">Penwiper,</td> <td class="tdr"><a href="#Page_42">42</a></td></tr>
+
+<tr><td class="tdl">Perforating or Pricking,</td> <td class="tdr"><a href="#Page_133">133</a>, <a href="#Page_165">165</a></td></tr>
+
+<tr><td class="tdl">Piano Scarf,</td> <td class="tdr"><a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Picture Books,</td> <td class="tdr"><a href="#Page_153">153</a></td></tr>
+
+<tr><td class="tdl">Picture Frames,</td> <td class="tdr"><a href="#Page_13">13</a>, <a href="#Page_144">44</a>, <a href="#Page_46">46</a></td></tr>
+
+<tr><td class="tdl">Picture Story,</td> <td class="tdr"><a href="#Page_78">78</a></td></tr>
+
+<tr><td class="tdl">Pictures of Seedling,</td> <td class="tdr"><a href="#Page_74">74</a></td></tr>
+
+<tr><td class="tdl">Pigments,</td> <td class="tdr"><a href="#Page_75">75</a></td></tr>
+
+<tr><td class="tdl">Pincushion,</td> <td class="tdr"><a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Pin Tray,</td> <td class="tdr"><a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Place or Luncheon Cards,</td> <td class="tdr"><a href="#Page_76">76</a>, <a href="#Page_108">108</a>, <a href="#Page_113">113</a>, <a href="#Page_119">119</a>, <a href="#Page_121">121</a>, <a href="#Page_127">127</a>, <a href="#Page_130">130</a>, <a href="#Page_133">133</a> <a href="#Page_134">134</a>, <a href="#Page_136">136</a></td></tr>
+
+<tr><td class="tdl">Plays or Games,</td> <td class="tdr"><a href="#Page_92">92</a></td></tr>
+
+<tr><td class="tdl">Plays with Gifts,</td> <td class="tdr"><a href="#Page_161">161</a></td></tr>
+
+<tr><td class="tdl">Plumes for Hat,</td> <td class="tdr"><a href="#Page_55">55</a></td></tr>
+
+<tr><td class="tdl">Poetry Books,</td> <td class="tdr"><a href="#Page_123">123</a>, <a href="#Page_153">153</a>
+<span class="smpagenum"><a name="Page_188" id="Page_188">[Pg 188]</a></span></td></tr>
+
+<tr><td class="tdl">Pop-corn Balls,</td> <td class="tdr"><a href="#Page_22">22</a></td></tr>
+
+<tr><td class="tdl">Pop-corn Chains or Festoons,</td> <td class="tdr"><a href="#Page_22">22</a>, <a href="#Page_139">139</a></td></tr>
+
+<tr><td class="tdl">Portieres,</td> <td class="tdr"><a href="#Page_21">21</a></td></tr>
+
+<tr><td class="tdl">Post Fence,</td> <td class="tdr"><a href="#Page_19">19</a>, <a href="#Page_160">160</a></td></tr>
+
+<tr><td class="tdl">Potato Horse,</td> <td class="tdr"><a href="#Page_17">17</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "  &nbsp;&nbsp;  Race,</td> <td class="tdr"><a href="#Page_94">94</a></td></tr>
+
+<tr><td class="tdl">Pressed Leaves,</td> <td class="tdr"><a href="#Page_47">47</a></td></tr>
+
+<tr><td class="tdl">Pressed Morning Glories,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Pricking,</td> <td class="tdr"><a href="#Page_133">133</a>, <a href="#Page_165">165</a></td></tr>
+
+<tr><td class="tdl">Prism,</td> <td class="tdr"><a href="#Page_75">75</a></td></tr>
+
+<tr><td class="tdl">Prunes,</td> <td class="tdr"><a href="#Page_27">27</a></td></tr>
+
+<tr><td class="tdl">Pulley, Toy,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">Pumpkin Basket or Center Piece,</td> <td class="tdr"><a href="#Page_135">135</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Races,</td> <td class="tdr"><a href="#Page_94">94</a></td></tr>
+
+<tr><td class="tdl">Racing Tag,</td> <td class="tdr"><a href="#Page_93">93</a></td></tr>
+
+<tr><td class="tdl">Raffia,</td> <td class="tdr"><a href="#Page_45">45</a></td></tr>
+
+<tr><td class="tdl">Rafts,</td> <td class="tdr"><a href="#Page_19">19</a>, <a href="#Page_36">36</a></td></tr>
+
+<tr><td class="tdl">Rag Doll,</td> <td class="tdr"><a href="#Page_82">82</a></td></tr>
+
+<tr><td class="tdl">Raisins,</td> <td class="tdr"><a href="#Page_27">27</a></td></tr>
+
+<tr><td class="tdl">Ramekin Dishes,</td> <td class="tdr"><a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Reading,</td> <td class="tdr"><a href="#Page_123">123</a>, <a href="#Page_133">133</a>, <a href="#Page_140">140</a>, <a href="#Page_177">177</a></td></tr>
+
+<tr><td class="tdl">Red Pepper Lantern,</td> <td class="tdr"><a href="#Page_24">24</a></td></tr>
+
+<tr><td class="tdl">Reins,</td> <td class="tdr"><a href="#Page_46">46</a></td></tr>
+
+<tr><td class="tdl">Ring Toss,</td> <td class="tdr"><a href="#Page_97">97</a></td></tr>
+
+<tr><td class="tdl">Road Roller, Spool,</td> <td class="tdr"><a href="#Page_71">71</a></td></tr>
+
+<tr><td class="tdl">Rockets, Imitation,</td> <td class="tdr"><a href="#Page_127">127</a></td></tr>
+
+<tr><td class="tdl">Room Decorations,</td> <td class="tdr"><a href="#Page_132">132</a>, <a href="#Page_135">135</a></td></tr>
+
+<tr><td class="tdl">Rope and Sandbag,</td> <td class="tdr"><a href="#Page_101">101</a></td></tr>
+
+<tr><td class="tdl">Rose-haw Chains or Rosaries,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Rosettes,</td> <td class="tdr"><a href="#Page_126">126</a></td></tr>
+
+<tr><td class="tdl">Rug Design,</td> <td class="tdr"><a href="#Page_77">77</a></td></tr>
+
+<tr><td class="tdl">Rugs,</td> <td class="tdr"><a href="#Page_90">90</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Sailboat,</td> <td class="tdr"><a href="#Page_23">23</a>, <a href="#Page_36">36</a>, <a href="#Page_173">173</a></td></tr>
+
+<tr><td class="tdl">St. Patrick's Day,</td> <td class="tdr"><a href="#Page_119">119</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "  &nbsp;&nbsp;&nbsp;&nbsp;
+ "&nbsp; &nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;    " &nbsp;&nbsp;  Dinner,</td>
+ <td class="tdr"><a href="#Page_120">120</a></td></tr>
+
+<tr><td class="tdl">St. Valentine's Day,</td> <td class="tdr"><a href="#Page_110">110</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "  &nbsp;&nbsp;&nbsp;&nbsp;   "  &nbsp;&nbsp;
+ Dinner,</td> <td class="tdr"><a href="#Page_112">112</a></td></tr>
+
+<tr><td class="tdl">Salt,</td> <td class="tdr"><a href="#Page_34">34</a></td></tr>
+
+<tr><td class="tdl">Salt Dishes,</td> <td class="tdr"><a href="#Page_41">41</a></td></tr>
+
+<tr><td class="tdl">Sand,</td> <td class="tdr"><a href="#Page_178">178</a></td></tr>
+
+<tr><td class="tdl">Sand Table,</td> <td class="tdr"><a href="#Page_178">178</a></td></tr>
+
+<tr><td class="tdl">Saved from the Scrap Basket,</td> <td class="tdr"><a href="#Page_53">53</a>
+<span class="smpagenum"><a name="Page_189" id="Page_189">[Pg 189]</a></span></td></tr>
+
+<tr><td class="tdl">Scales, Toy,</td> <td class="tdr"><a href="#Page_88">88</a></td></tr>
+
+<tr><td class="tdl">Scent Bag,</td> <td class="tdr"><a href="#Page_170">170</a></td></tr>
+
+<tr><td class="tdl">Scissors, Drawing,</td> <td class="tdr"><a href="#Page_72">72</a></td></tr>
+
+<tr><td class="tdl">Scrap Books,</td> <td class="tdr"><a href="#Page_68">68</a></td></tr>
+
+<tr><td class="tdl">Screen, Toy or Miniature,</td> <td class="tdr"><a href="#Page_63">63</a>, <a href="#Page_122">122</a></td></tr>
+
+<tr><td class="tdl">Second Gift Plays,</td> <td class="tdr"><a href="#Page_157">157</a>, <a href="#Page_158">158</a></td></tr>
+
+<tr><td class="tdl">Second Gift Beads,</td> <td class="tdr"><a href="#Page_159">159</a></td></tr>
+
+<tr><td class="tdl">Seedling, Drawing of,</td> <td class="tdr"><a href="#Page_74">74</a></td></tr>
+
+<tr><td class="tdl">Seed-markers,</td> <td class="tdr"><a href="#Page_11">11</a></td></tr>
+
+<tr><td class="tdl">Seeds,</td> <td class="tdr"><a href="#Page_27">27</a></td></tr>
+
+<tr><td class="tdl">Seventh Gift, Tablets,</td> <td class="tdr"><a href="#Page_162">162</a></td></tr>
+
+<tr><td class="tdl">Sewing,</td> <td class="tdr"><a href="#Page_165">165</a></td></tr>
+
+<tr><td class="tdl">Sewing Basket, The,</td> <td class="tdr"><a href="#Page_69">69</a></td></tr>
+
+<tr><td class="tdl">Shadow Game,</td> <td class="tdr"><a href="#Page_52">52</a></td></tr>
+
+<tr><td class="tdl">Shamrock,</td> <td class="tdr"><a href="#Page_119">119</a></td></tr>
+
+<tr><td class="tdl">Shells,</td> <td class="tdr"><a href="#Page_40">40</a></td></tr>
+
+<tr><td class="tdl">Shields,</td> <td class="tdr"><a href="#Page_127">127</a></td></tr>
+
+<tr><td class="tdl">Snowball,</td> <td class="tdr"><a href="#Page_137">137</a></td></tr>
+
+<tr><td class="tdl">Snowflakes,</td> <td class="tdr"><a href="#Page_59">59</a></td></tr>
+
+<tr><td class="tdl">Soap,</td> <td class="tdr"><a href="#Page_31">31</a></td></tr>
+
+<tr><td class="tdl">Soap Box Doll House,</td> <td class="tdr"><a href="#Page_84">84</a></td></tr>
+
+<tr><td class="tdl">Soldiers Caps, etc.,</td> <td class="tdr"><a href="#Page_55">55</a></td></tr>
+
+<tr><td class="tdl">Soldier-Flowers, Milkweed,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Spiderweb Party,</td> <td class="tdr"><a href="#Page_104">104</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp;&nbsp;&nbsp; "  &nbsp;&nbsp;&nbsp;&nbsp;
+ Valentine,</td> <td class="tdr"><a href="#Page_111">111</a></td></tr>
+
+<tr><td class="tdl">Spinning Buttons,</td> <td class="tdr"><a href="#Page_69">69</a>, <a href="#Page_70">70</a></td></tr>
+
+<tr><td class="tdl">Sponge Garden,</td> <td class="tdr"><a href="#Page_120">120</a></td></tr>
+
+<tr><td class="tdl">Spools,</td> <td class="tdr"><a href="#Page_70">70</a></td></tr>
+
+<tr><td class="tdl">Squash Animals,</td> <td class="tdr"><a href="#Page_17">17</a></td></tr>
+
+<tr><td class="tdl">Squash Seed Chicken,</td> <td class="tdr"><a href="#Page_29">29</a></td></tr>
+
+<tr><td class="tdl">Stained Glass Windows,</td> <td class="tdr"><a href="#Page_77">77</a></td></tr>
+
+<tr><td class="tdl">Sticks, Kindergarten,</td> <td class="tdr"><a href="#Page_156">156</a>, <a href="#Page_162">162</a></td></tr>
+
+<tr><td class="tdl">Stones and Pebbles,</td> <td class="tdr"><a href="#Page_39">39</a></td></tr>
+
+<tr><td class="tdl">Stove, Toy,</td> <td class="tdr"><a href="#Page_86">86</a></td></tr>
+
+<tr><td class="tdl">Strawberry Boxes,</td> <td class="tdr"><a href="#Page_11">11</a></td></tr>
+
+<tr><td class="tdl">Straws,</td> <td class="tdr"><a href="#Page_51">51</a></td></tr>
+
+<tr><td class="tdl">Stringing,</td> <td class="tdr"><a href="#Page_21">21</a>, <a href="#Page_27">27</a>, <a href="#Page_51">51</a>, <a href="#Page_69">69</a>, <a href="#Page_136">136</a></td></tr>
+
+<tr><td class="tdl">Sugar Scoop,</td> <td class="tdr"><a href="#Page_174">174</a></td></tr>
+
+<tr><td class="tdl">Suggestions for Parties,</td> <td class="tdr"><a href="#Page_103">103</a></td></tr>
+
+<tr><td class="tdl">Sun and Shadow,</td> <td class="tdr"><a href="#Page_52">52</a></td></tr>
+
+<tr><td class="tdl">Sunday-School Helps,</td> <td class="tdr"><a href="#Page_154">154</a></td></tr>
+
+<tr><td class="tdl">Surprise Walnuts,</td> <td class="tdr"><a href="#Page_23">23</a></td></tr>
+
+<tr><td class="tdl">Sweeping,</td> <td class="tdr"><a href="#Page_147">147</a></td></tr>
+
+<tr><td class="tdl">Sweet Potato Animals,</td> <td class="tdr"><a href="#Page_17">17</a>
+<span class="smpagenum"><a name="Page_190" id="Page_190">[Pg 190]</a></span></td></tr>
+
+<tr><td class="tdl">Sweet Potato Vine,</td> <td class="tdr"><a href="#Page_45">45</a></td></tr>
+
+<tr><td class="tdl">Swimming Float,</td> <td class="tdr"><a href="#Page_37">37</a></td></tr>
+
+<tr><td class="tdl">Swing, Omnibus,</td> <td class="tdr"><a href="#Page_101">101</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Table Serving,</td> <td class="tdr"><a href="#Page_143">143</a></td></tr>
+
+<tr><td class="tdl">Table Setting,</td> <td class="tdr"><a href="#Page_142">142</a></td></tr>
+
+<tr><td class="tdl">Tablets, Kindergarten,</td> <td class="tdr"><a href="#Page_162">162</a></td></tr>
+
+<tr><td class="tdl">Tag,</td> <td class="tdr"><a href="#Page_92">92</a></td></tr>
+
+<tr><td class="tdl">Tailless Kite,</td> <td class="tdr"><a href="#Page_60">60</a></td></tr>
+
+<tr><td class="tdl">Target, Spool,</td> <td class="tdr"><a href="#Page_70">70</a></td></tr>
+
+<tr><td class="tdl">Tearing Paper,</td> <td class="tdr"><a href="#Page_54">54</a></td></tr>
+
+<tr><td class="tdl">Telephone Toy, for Doll House,</td> <td class="tdr"><a href="#Page_87">87</a></td></tr>
+
+<tr><td class="tdl">Tents, Paper,</td> <td class="tdr"><a href="#Page_116">116</a></td></tr>
+
+<tr><td class="tdl">Thanksgiving,</td> <td class="tdr"><a href="#Page_133">133</a></td></tr>
+
+<tr><td class="tdl">Thimble Biscuit Party,</td> <td class="tdr"><a href="#Page_104">104</a></td></tr>
+
+<tr><td class="tdl">Threading Needles,</td> <td class="tdr"><a href="#Page_72">72</a></td></tr>
+
+<tr><td class="tdl">Tiling, Doll House,</td> <td class="tdr"><a href="#Page_85">85</a></td></tr>
+
+<tr><td class="tdl">Tin Cans,</td> <td class="tdr"><a href="#Page_34">34</a></td></tr>
+
+<tr><td class="tdl">Tin-foil,</td> <td class="tdr"><a href="#Page_35">35</a></td></tr>
+
+<tr><td class="tdl">Top,</td> <td class="tdr"><a href="#Page_70">70</a>, <a href="#Page_75">75</a>, <a href="#Page_77">77</a></td></tr>
+
+<tr><td class="tdl">Tower Target, Spool,</td> <td class="tdr"><a href="#Page_70">70</a></td></tr>
+
+<tr><td class="tdl">Toy Vegetables,</td> <td class="tdr"><a href="#Page_40">40</a></td></tr>
+
+<tr><td class="tdl">Transparency,</td> <td class="tdr"><a href="#Page_47">47</a></td></tr>
+
+<tr><td class="tdl">Transparent Papers,</td> <td class="tdr"><a href="#Page_75">75</a></td></tr>
+
+<tr><td class="tdl">Tree-Boxes,</td> <td class="tdr"><a href="#Page_70">70</a></td></tr>
+
+<tr><td class="tdl">Tunnel, Paper,</td> <td class="tdr"><a href="#Page_172">172</a></td></tr>
+
+<tr><td class="tdl">Turnip Basket,</td> <td class="tdr"><a href="#Page_45">45</a></td></tr>
+
+<tr><td class="tdl">Turtle,</td> <td class="tdr"><a href="#Page_27">27</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Umbrella, Toy,</td> <td class="tdr"><a href="#Page_167">167</a></td></tr>
+
+<tr><td>&nbsp;</td></tr>
+<tr><td class="tdl">Valentine Party Dinner,</td> <td class="tdr"><a href="#Page_112">112</a></td></tr>
+
+<tr><td class="tdl">Valentines,</td> <td class="tdr"><a href="#Page_110">110</a></td></tr>
+
+<tr><td class="tdl">Vegetable Animals,</td> <td class="tdr"><a href="#Page_17">17</a></td></tr>
+
+<tr><td class="tdl">Vegetables,</td> <td class="tdr"><a href="#Page_45">45</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "       &nbsp;&nbsp; &nbsp;&nbsp; Toy,</td> <td class="tdr"><a href="#Page_40">40</a></td></tr>
+<tr><td>&nbsp;</td></tr>
+
+<tr><td class="tdl">Wagon,</td> <td class="tdr"><a href="#Page_14">14</a>, <a href="#Page_32">32</a></td></tr>
+
+<tr><td class="tdl">Walnut Boats,</td> <td class="tdr"><a href="#Page_23">23</a></td></tr>
+
+<tr><td class="tdl"> &nbsp;&nbsp; "  &nbsp;&nbsp;  Surprise,</td> <td class="tdr"><a href="#Page_23">23</a></td></tr>
+
+<tr><td class="tdl">Washing,</td> <td class="tdr"><a href="#Page_146">146</a></td></tr>
+
+<tr><td class="tdl">Washbench, Cardboard,</td> <td class="tdr"><a href="#Page_174">174</a></td></tr>
+
+<tr><td class="tdl">Washington's Birthday,</td> <td class="tdr"><a href="#Page_113">113</a></td></tr>
+
+<tr><td class="tdl">Water-color Cups,</td> <td class="tdr"><a href="#Page_40">40</a>
+<span class="smpagenum"><a name="Page_191" id="Page_191">[Pg 191]</a></span></td> </tr>
+
+<tr><td class="tdl">Water, Imitation,</td> <td class="tdr"><a href="#Page_31">31</a></td></tr>
+
+<tr><td class="tdl">Waxed Leaves,</td> <td class="tdr"><a href="#Page_47">47</a></td></tr>
+
+<tr><td class="tdl">Weaving,</td> <td class="tdr"><a href="#Page_90">90</a>, <a href="#Page_169">169</a></td></tr>
+
+<tr><td class="tdl">Weighing Honey,</td> <td class="tdr"><a href="#Page_103">103</a></td></tr>
+
+<tr><td class="tdl">Wheels,</td> <td class="tdr"><a href="#Page_14">14</a>, <a href="#Page_32">32</a>, <a href="#Page_35">35</a></td></tr>
+
+<tr><td class="tdl">Windows,</td> <td class="tdr"><a href="#Page_77">77</a>, <a href="#Page_87">87</a></td></tr>
+
+<tr><td class="tdl">Wishbone Doll,</td> <td class="tdr"><a href="#Page_80">80</a></td></tr>
+
+<tr><td class="tdl">Work Box,</td> <td class="tdr"><a href="#Page_175">175</a></td></tr>
+
+<tr><td class="tdl">Worsted Mats,</td> <td class="tdr"><a href="#Page_90">90</a></td></tr>
+
+<tr><td>&nbsp;</td></tr>
+<tr><td class="tdl">Yarn Doll,</td> <td class="tdr"><a href="#Page_81">81</a></td></tr>
+</table>
+
+
+
+<hr style="width: 65%;" />
+<div class="notes">
+<p class="center">TRANSCRIBER'S NOTE:</p>
+
+<p>Obvious printer's errors in the original publication have been
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+<p>Inconsistencies in the author's spelling, use of hyphens and
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+</div>
+
+<p>&nbsp;</p>
+<p>&nbsp;</p>
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+The Project Gutenberg eBook, Home Occupations for Boys and Girls, by
+Bertha Johnston
+
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+
+
+
+Title: Home Occupations for Boys and Girls
+
+
+Author: Bertha Johnston
+
+
+
+Release Date: May 10, 2012  [eBook #39663]
+
+Language: English
+
+Character set encoding: ISO-646-US (US-ASCII)
+
+
+***START OF THE PROJECT GUTENBERG EBOOK HOME OCCUPATIONS FOR BOYS AND
+GIRLS***
+
+
+E-text prepared by Chris Curnow, Cathy Maxam, and the Online Distributed
+Proofreading Team (http://www.pgdp.net) from page images generously made
+available by Internet Archive (http://archive.org/)
+
+
+
+Note: Project Gutenberg also has an HTML version of this
+      file which includes the original illustrations.
+      See 39663-h.htm or 39663-h.zip:
+      (http://www.gutenberg.org/files/39663/39663-h/39663-h.htm)
+      or
+      (http://www.gutenberg.org/files/39663/39663-h.zip)
+
+
+      Images of the original pages are available through
+      Internet Archive. See
+      http://archive.org/details/homeoccupationsf00johniala
+
+
+Transcriber's note:
+
+      Text enclosed by underscores is in italics (_italics_).
+
+      Text enclosed by equal signs is in bold face (=bold=).
+
+
+
+
+
+HOME OCCUPATIONS FOR BOYS AND GIRLS
+
+by
+
+BERTHA JOHNSTON
+
+Editor of the "Kindergarten Magazine"
+
+Assisted by
+
+FANNY CHAPIN
+
+Former Kindergarten Director of the Chicago Latin School
+
+
+
+
+
+
+
+[Illustration]
+
+Philadelphia
+George W. Jacobs & Co.
+Publishers
+
+Copyright, 1908
+By George W. Jacobs & Co.
+Published October, 1908
+
+All rights reserved
+Printed in U. S. A.
+
+
+
+
+    Teach him. He is naturally clever. From his earliest years, when he
+    was a little fellow only so big, he would build mud houses, carve
+    out boats, and make little wagons of leather, and frogs out of
+    pomegranate rinds, you can't think how cleverly.
+
+    _Aristophanes_, 421 B. C.
+
+
+
+
+PREFACE
+
+
+The plan of this book has special reference to the Mother when comes the
+woful plaint, "I don't know what to do! Mama, what can I do now?"
+
+Is she busy in the kitchen? She has right there material for the little
+one's happy employment. Is she mending the stockings? She can give him
+needle and thread and, with the aid of this book, a word of suggestion.
+In spare moments both mother and children can together prepare papers,
+cards, etc., for future occasions.
+
+It will be found upon examination that although some of the articles
+described herein require material peculiar to certain localities, very
+many more may be made of things to be found in every home, whether the
+city flat or the remote country homestead. Usually a choice is possible.
+One may use the cardboard, paper, etc., saved from the scrap-basket or
+may send to supply houses for material partially prepared. It is an
+undoubted advantage for the child to be trained to see the possibilities
+in the raw material lying at hand. It stimulates his inventive
+imagination and makes for efficiency and the power to cope with
+emergencies.
+
+The child accustomed to looking upon odds and ends of wire, paper,
+weeds, seeds, and grasses as hiding delightful secrets which he may
+learn to unravel and utilize, may be readily trained to regard all
+Nature as a vast storehouse open to his investigation, and a continual
+source of inspiration.
+
+The child, habituated to mastering the raw material of his immediate
+environment, will not be discomfited if thrown upon an unknown shore,
+whether arctic or tropical. He will recognize everywhere about him
+possibilities for shelter, food, clothing, and transportation and will
+know how to use them.
+
+But the child must be trained to perceive the beautiful and the ideal as
+well as the useful. Into each article here described, even the simplest,
+enter the elements of beauty, proportion, harmony of line and color, and
+good, true workmanship, leading surely, even if unconsciously, to an
+appreciation of the best wherever found.
+
+In making an article as a gift for child or adult, thought for others is
+cultivated and the frequently needed help of older brother or sister
+encourages the spirit of goodwill and kindliness.
+
+The festival occasions are especially valuable in developing the sense
+of interdependence and large-mindedness.
+
+Among a people proverbially wasteful it is certainly the part of wisdom
+to train the child to economy for the sake of future service. The
+contents of the city garbage barrel are found by business men to be
+worth sorting and classifying and everything proves to be of some use.
+Why should not the child be taught, before throwing away the discarded
+picture book, to ask if there is not a use for it still? A nation so
+trained will preserve its forests and save its Niagaras. It will see
+things material and things spiritual in their true relations.
+
+We would suggest that a little cupboard be placed within easy reach of
+the child. Here he may keep his own scissors, paste, pencil and papers,
+ready for use when the propitious moment of inspiration seizes him.
+
+Too much exactness must not be required of the very young child, but as
+fast as he is able to do good work insist upon the best of which _he_ is
+capable. Train him always to try to surpass himself. Above all, let him
+be happy in the doing.
+
+The ideas offered in this volume have been garnered from various
+sources. Practical experience in the home has suggested many, and actual
+daily work in the kindergarten has given rise to others. A few, such as
+the thimble biscuit party and croquet with peas, are among the
+recollections of happy childhood.
+
+It is a pleasure to acknowledge the obligation to Miss Fanny Chapin, of
+Chicago, a kindergartner of long experience, for the comradeship of
+thought which made the book possible. Miss Chapin also contributed the
+directions for making feather flowers, many of the holiday suggestions,
+and other items scattered through the book.
+
+The conversion of corks into a set of furniture was learned from a
+German playmate twenty-five years ago. Imagine the interest with which
+we discovered a set, almost identical, at the German exhibit of the
+recent International Kindergarten Union.
+
+The candlesticks of tin or cardboard, brightened with colored
+tissue-paper, varied to suit particular occasions, is a regular feature
+of the festival dinners at the Gertrude House, Chicago.
+
+To one and all to whom, consciously or unconsciously, we may be indebted
+for any suggestions, we express our thanks.
+
+A perusal of this little volume will show that it is far from exhaustive
+of the topics treated. It is largely a book of suggestion. If it
+stimulates the child to new investigations and experiments along similar
+lines; if it reinforces the spirit of brotherly kindness in the home; or
+if it helps to solve any of the problems of the mother, the hopes of the
+authors will be accomplished.
+
+BERTHA JOHNSTON.
+
+
+
+
+CONTENTS
+
+
+  CHAPTER                                           PAGE
+
+     I. The Secrets of the Market Basket              11
+
+    II. Mother Nature's Horn of Plenty                39
+
+   III. Saved from the Scrap Basket                   53
+
+    IV. The Sewing-Basket                             69
+
+     V. The Paint Box                                 73
+
+    VI. Dolls and Doll-Houses                         80
+
+   VII. Plays and Games                               92
+
+  VIII. Festival Occasions                           107
+
+    IX. The Key Basket                               141
+
+     X. The Child's Library                          149
+
+    XI. Kindergarten Materials--The Gifts            155
+
+   XII.      "          "     --The Occupations      164
+
+
+
+
+CHAPTER I
+
+THE SECRETS OF THE MARKET BASKET
+
+
+The busy but thoughtful mother will find in the contents of the market
+basket many possibilities for happily employing the creative instinct of
+her child. We give a few suggestions which demand activity of both mind
+and body.
+
+
+STRAWBERRY-BOXES
+
+
+=Seed-Markers= (_No tools needed but the fingers_)
+
+Remove the rim of wood which binds the box into shape, that the little
+tacks may not injure the child. Then let him tear the sides and bottom
+into little slats which can be used as seed-markers. Older children can
+write upon them the names of seeds, and when planted put one of these
+slats into the ground to indicate where the seeds may be expected to
+come up.
+
+The little child enjoys the sense of power that he feels simply in being
+able to tear these boxes apart, but let there be a thought back of the
+action if it seem to degenerate into pure destructiveness.
+
+
+=Toy-Fences= (_Employing fingers only_)
+
+Split the boxes with the fingers into pieces wide or narrow, as desired,
+and the slats thus made can be turned into fences for the play farm in
+the sand-box, or for borders for small flower beds. (1) Stick them into
+the sand or earth side by side, to suggest a plain board fence; or (2)
+Put very narrow ones at short intervals apart to suggest a picket fence.
+
+
+=Toy-Fences= (_Scissors_, _tacks_)
+
+If old enough to use scissors, let the child cut the boxes apart with
+long scissors and use for fences as before. (1) Side by side for board
+fence. (2) Cut into very narrow strips for picket fence. Use the rim of
+the basket for the rail to unite the pickets, fastening them with the
+tiny tacks which are already in it. Pickets might be one inch apart.
+Cutting the tops of the pickets into points will complete the
+resemblance to a real fence. Put the rails about one-half inch from top.
+
+
+=Boxes for tacks, seeds, etc.= (_Scissors_, _paste_, _paste-sticks_,
+    _ribbon, 8-1/2 inches long, 1-1/2 inches wide_, _wall-paper_, _pan
+    with water_)
+
+Take two pieces of a box, each measuring 2 x 5 inches. Soak in water
+till soft. Place one directly across the middle of the other, and bend
+the four projecting ends up perpendicularly into box form. (1) Hold the
+sides in place by winding the ribbon around the four sides, till they
+meet, and paste the one overlapping end over the other. (2) Cut a piece
+of wall-paper (obtainable often from a wall-hanger's shop) into a strip
+1-1/2 x 8-1/2 inches and wind around, pasting one end over the other. If
+the child is inexperienced the paper may be cut of exactly the height of
+box. If skillful in so doing, let him cut the strip 1/2 inch wider and
+turn down over the top to give a little finish. This gives practice in
+neatness and skill.
+
+Let the child observe how a Swedish matchbox is made--the wood held
+together by strips of thin but tough paper--and then carry his thought
+to the far-distant land which sends us the magic wands that give us
+light with safety. And all carried in a tiny box made of wood and paper.
+Decalcomanias might be used for decoration of the plain wooden box.
+
+Let the child experiment in making boxes of different shapes and sizes
+for his collections of seeds, stones, etc. This cultivates his ingenuity
+and practical imagination.
+
+
+=Picture Frames= (_Scissors_, _thumb-tacks_, _gold paint_,
+    _water-colors_, _glue_)
+
+Cut three slats, each 1 x 8 inches, to make triangular frame. Unite with
+thumb-tacks, one at each of the three corners. To place them exactly the
+right way may take a little experimenting, which helps develop the
+child's sense of proportion and arrangement. When joined, cut off the
+projecting parts at the top to give pointed effect. Good for pictures of
+Indians, as wigwam is suggested. Decorate by gilding or painting. Can be
+painted with Ivory paints or water-colors.
+
+
+=Chicken-Coops= (_Scissors_, _glue_)
+
+Remove the rim, bottom (in one piece) and two adjoining sides of a berry
+box. This leaves two sides remaining which are already bent into correct
+form for coop. Cut the bottom of the box in half from corner to corner.
+This gives the triangular back of the coop which must be glued on. The
+slats must now be made and put into place. Cut three slats each 3/8
+inches wide. (1) In each of the two front edges of the coop cut three
+horizontal slits 3/8 inches deep; slip the slats into these and cut off
+the projecting ends. The slats at the top will necessarily be shorter
+than those at the bottom. (2) Or an older child can cut in each of the
+two edges 3 notches 3/8 inches deep and 3/8 inches high and glue the
+slats into these, thus:
+
+[Illustration: Chicken-Coop.]
+
+
+=Paste-Sticks= (_Boxes_, _scissors_)
+
+Cut sides of boxes into slender pieces which can be put aside and used
+for paste-sticks when pasting is the order of the day. They will prove
+to be better than brushes.
+
+
+=Wagon= (_Thumb-tacks_, _button-molds_, _skewers_, _glue_, _small,
+    slender nails_)
+
+Take two boxes. Remove rims. Bend down one side of each of the boxes so
+that it is horizontal. Lap one of these exactly over the other and join
+with thumb-tacks. This makes the body of coal wagon. For wheels use (1)
+large wooden button-molds or (2) the cardboard circles round which
+ribbons come. Make axles of skewers. Glue axle to bottom of wagon, slip
+on the wheels and insert small, slender nail to keep wheel from coming
+off. If skewers are not at hand whittle a slender piece from a stick of
+kindling wood, whittling the ends until slender enough for the wheels to
+slip on. Paint spokes on the wheels and paint the wagon, using any paint
+at hand.
+
+
+=Candy-Boxes=  }      (_Fancy paper_, _crinkled-paper or_
+=Button-Boxes= }          _silk_, _glue_, _paint_)
+
+Take a berry-box and dye with Diamond dyes. Line it with crinkled paper
+or dainty flowered wallpaper or silk. To do this, fold the paper or silk
+one inch over on itself from the top, for hem. Gather or pleat the silk
+near the top with silk of same color and glue to the inner side of the
+basket near the top, leaving a little projecting edge for ruffle. Leave
+the lower ends free. The silk should be two inches wider than the depth
+of the basket and one and one-third times as long as the four sides of
+the basket. Now take a square of cardboard the size of the bottom of the
+basket and cover it smoothly with a square of silk, folding the silk
+neatly over the sides and catching it across so as to be smooth on the
+right side. Put this silk square down in the bottom of the basket and it
+will hold the sides of the lining firm. A basket may be lined with paper
+in the same way, using glue to hold it in place. As paper can not very
+well be gathered, the top may be glued down smoothly or the paper may be
+pleated.
+
+
+=Hanging-Basket= (_Lead from tea-box_, _ribbon or wire_, _earth_,
+    _seeds_)
+
+Line a berry box with the lead, fill with good earth and plant vines or
+flower-seeds. Suspend by ribbon or wire.
+
+
+=Dolls' Furniture= (_Spools_, _scissors_, _glue_)
+
+1. Table.--Make a table by cutting a slat from a basket into an oblong
+2 x 3 inches and glue to spool for dining-table.
+
+2. Bed.--Soak a few moments and when flexible cut an oblong 2 x 6 inches
+and bend one end up 1-1/2 inches to form head of bed. Bend the other
+end up 1/2 inch to form the foot. Glue two spools to the bottom of this
+for legs, one at each end.
+
+3. Chair.--Make chairs for the same set by cutting a piece of the box to
+measure 1 x 2 inches. Bend across the middle so that a right angle is
+formed and glue one side to a spool. The other half forms the back of
+the chair. Such furniture may be colored with dyes or Ivory paints.
+
+
+PEAS
+
+
+=Shelling Peas= (_Tin pans_)
+
+Let the child help Mother to shell the peas for dinner. Children enjoy
+work of this kind when cooperating with the mother or father. They like
+to do what Mother is doing when she is doing it too. This will be an
+excellent time to tell Hans Andersen's story of the "Five Peas that
+Dwelt in a Pod". As a reward let the child plant a few peas in a box or
+out-of-doors.
+
+
+=Pea-Pod Boat= (_Pan of water_, _peapods_)
+
+Give a small child a dish-pan filled with water and a peapod for a boat,
+with peas for passengers and he will entertain himself for a long time.
+Let the frequency with which he is allowed this privilege depend upon
+his care in keeping himself and his surroundings dry, thus leading to
+neatness and self-control.
+
+
+=Pea Furniture= (See chapter on kindergarten occupations)
+
+
+=Numeral Frame or Abacus= (_Hair-wire_, _cardboard stationery box_)
+
+Get ten slender pieces of wire about six inches long. Put one pea on the
+first, two on the second, three on the third, etc., until you reach the
+last, on which place ten. Take an empty stationery box, and cut away the
+bottom leaving the four sides intact as a frame. Into this frame insert
+the ten wires, the one with one pea at the top, then No. 2, 3, etc. The
+child can then practice counting the different combinations up to ten.
+
+Instead of peas such a series of units could be made by stringing
+cranberries or rose-haws on a waxed thread.
+
+
+POTATOES AND SQUASH
+
+
+=Potato Horse= (_Three potatoes_, _slender sticks or tooth-picks_,
+    _raveled string or coarse black thread_)
+
+Take large potato for body of horse, a smaller one for the neck, and
+another for the head. Join them with sticks broken to convenient length.
+Four other sticks make the legs, two little ones the ears and the string
+or thread the flowing tail. The tail can be attached to a tack or pin
+and inserted.
+
+
+=Squash or Sweet Potato Animals= (_Crooked-neck squash or sweet potato
+    for each animal_, _slender sticks_)
+
+Insert sticks for legs into crooked-neck squashes and convert into
+animals of various kinds, the kind depending upon the size of the neck
+and general shape. Sweet potatoes by their queer shapes will often
+suggest animals: pigs, dogs, etc., or ducks, swans, ostriches, and
+birds. Use tacks or shoe buttons for eyes. Dolls can be made also.
+
+
+CORN HUSKS--GREEN
+
+
+=Mat= (_Husks_, _needle_, _thread_)
+
+Take four smooth husks and press between blotting paper for 24 hours.
+Then tear into 1/4 inch strips. Lay eight of these on the table. Take
+eight more and weave these under and over the first eight, making mat
+for doll-house. Put again between blotters. The next day, slide the
+strips together till they lie smooth and even, and close together.
+Fasten by sewing the outside strips lightly to the interlacing ones. Cut
+the extending parts off about one inch from outside strips.
+
+
+=Feathers= (_Husks_, _scissors_)
+
+Take a dozen leaves of the husks; cut slits slant-wise down the edges
+about 1/4 inch apart. Let dry 24 hours. Then use as feathers for Indian
+head dress, using design on copper cent as model.
+
+
+CORN-COBS--DRY
+
+
+=Corn-Crib= (_Cobs_, _hammer_, _nails_, _cover of starch-box_)
+
+To a small piece of thin wood like the cover of a starch-box nail four
+short cobs of equal length for legs (half an inch or an inch long).
+Around the four sides, on top, nail a row of slender cobs for the walls
+of the corn crib. Make roof of cobs or lay a piece of cardboard across.
+Nail from below, through the board. It will require a little thought to
+determine just where the nail must go in order to run through the board
+and into the cob above, but tell the child that he is a little carpenter
+and must make careful measurements. Ask if he can think why the crib is
+raised thus from the ground. (To preserve the corn from the rats and
+mice.)
+
+
+=Toy-Raft= (_Cobs_, _rim of berry-box_, _tacks_)
+
+Lay six or more cobs of equal length side by side upon the table. Take a
+piece of binding-rim of a berry-box as long as the row of cobs is wide.
+Lay it across the row near one end and nail it fast to each cob. Nail a
+similar piece across the other end. This will make a serviceable
+toy-raft. Stick in a skewer for a mast and make a sail-boat. Paste on
+the mast a triangular piece of paper or muslin for a sail.
+
+
+=Zig-Zag Fence= (_Cobs only_)
+
+Lay down half a dozen cobs in zigzag fashion, with their ends not quite
+as far apart as the length of the cobs. Then across every two ends lay
+another cob, and so build up the fence.
+
+
+=Post-Fence= (_Cobs_, _tacks_, _skewers_, _slats_)
+
+Lay several cobs in a row a few inches apart as posts. Unite them by
+laying across them two rows of skewers or kindergarten slats. Join with
+tiny tacks. Use in the sand-table or dolls' farm.
+
+
+=House= (_Cobs_, _nails_)
+
+(1) Take two cobs and place them opposite to each other. Place two
+others across the ends of the first two, at right angles to them. Then
+two more directly over the first two and so on, building up alternately
+for log cabin. This is the first simple building experiment of the
+little child. Two such cabins put together will make a two-roomed house.
+Thus made it will be crude with wide interstices between the logs, but
+this forms no objection to the child.
+
+(2) When he does manifest the desire for something better made--a house
+which will not admit the rain and snow--a more solid house can be made
+thus: Place three cobs end to end to form three sides of a square.
+Directly upon these lay three more, and nail firmly to those beneath at
+the ends, with slender nails. Build up in this way as high as desirable.
+One side has, however, been left open. Now put in the fourth wall but
+leave place for the doorway. Do this by making the lower part of the
+wall of cobs so short that they do not even go half way across the
+opening. Take two such short cobs and nail each to the side of the
+house. A little space will be left between them, say of two inches. Take
+two more of same length and place on top of the first two and nail in
+place. The third cob may be long enough to extend straight across the
+little house making the top of the doorway. Put another and another on
+top until the last row is reached. Roof with similar logs or with
+cardboard. The child can be trained a little in forethought when led to
+save anything like corncobs for possible use in the future.
+
+
+=Furniture= (_4 short cobs_, _4 long slender ones_, _tacks_,
+    _cheesecloth_, _fine cord_, _cotton batting_)
+
+Take four short cobs for sturdy legs. Nail to these four slender cobs
+for bed-frame. In the inner part of the long sides of the bed hammer
+small tacks about 3/4 inches apart. Then string cord from one tack
+across to the opposite one and so on, to make springs. Make mattress of
+cheesecloth stuffed with cotton. Other furniture can easily be made in
+similar manner.
+
+In this work, as with other suggestions here given, older children will
+need to help younger ones and thus the spirit of helpfulness and
+sympathy is exercised.
+
+
+CORN KERNELS--DRY
+
+
+=Portieres= (_Kernels of corn_, _straws_, _needle_, _coarse thread_,
+    _pan_)
+
+Soak corn in pan of water over night or till soft. Get inch-long pieces
+of straw at kindergarten supply store, or, if obtainable in the country,
+get the straws entire and let the children cut them into inch pieces. In
+all this work it is desirable to let the child do as much as possible
+himself. Later, when familiar with materials and simple processes, let
+him use the prepared bought material.
+
+Now, let him string the corn and straws alternately. He can then vary by
+stringing first one kernel and one straw; then two kernels and one
+straw; then three, etc. This gives practice in counting, and exercises
+also his sense of taste and proportion and his invention. A pretty
+effect can be secured by using kernels of the two colors, red and
+yellow.
+
+Suspend a number of such strings in the doorway; they may be all of the
+same length or may be very short in the middle of the doorway and
+gradually get longer as the jamb is approached.
+
+
+=Designing= (_Red and yellow kernels_)
+
+On a rainy day let the child employ his inventive skill in making
+designs of the red and yellow kernels on a flat table. He can lay them
+in squares, oblongs, crosses, etc.
+
+
+POP-CORN
+
+There are few American children who need to be told how to pop corn;
+they see it done before they are able to do it themselves. But this
+fascinating occupation is not known to many children outside of the
+United States. Perhaps it is well that our children should appreciate
+their privilege in this respect.
+
+If a popper is unobtainable, corn can be quickly and deliciously popped
+by putting a tablespoonful of butter in a deep kettle and when it is hot
+dropping in a cupful of popcorn. Shake or rather stir to keep from
+burning and in a short time the kettle will be full of the white popping
+fairy-like kernels. Salt or sugar can be sprinkled in as desired.
+
+
+=Balls= (_Corn_, _popper_, _sugar_, _molasses or water_)
+
+Make a thin syrup by boiling together equal quantities of sugar and
+water or two cupfuls sugar, one of molasses or syrup, one teaspoonful
+vinegar, and butter size of an egg. Cook until it hardens when dropped
+in water, then pour it over 8 quarts of popped corn as quickly as
+possible and mold into balls, making about twenty. If made with
+strawberry syrup the color will be a beautiful red.
+
+
+=Festoons= (_Popped corn_, _needle_, _coarse thread_)
+
+Thread the kernels to adorn walls or picture frames or Christmas tree.
+
+
+NUTS
+
+
+=Boat= (_Walnut shell_, _pan of water_, _toothpicks_, _candle-wax_)
+
+When busy with her baking the mother can give the three-year-old in his
+high chair a half walnut shell for a boat. An older child can elaborate
+into a sail-boat by cutting a triangular piece of paper for a sail,
+glueing it to a toothpick for mast, and then melting a drop of wax from
+a candle and inserting the mast while the wax is still warm. A burnt
+match can be shaped into a mast also.
+
+Such a fleet of tiny vessels would prettily set a table for a farewell
+dinner to one going abroad.
+
+
+=Surprise Walnuts= (_English walnuts_, _baby-ribbon_, _tiny dolls or
+    animals_, _glue_)
+
+Open a number of walnuts carefully so as not to break the shell. Remove
+the meats and fasten the two sides together with a tiny strip of ribbon,
+which serves as a hinge, glueing the ends of the ribbon to the inside of
+the half shells. Ribbon need be only an inch long or less. Put a tiny
+doll or a wee china rabbit or kitten inside the shell and tie around
+with ribbon. Little china animals come in sets of five or six.
+
+A little verse of greeting or a conundrum can be written and put inside
+if the toys are not available.
+
+A group of little children could be kept busy and happy for an afternoon
+making some of these little souvenirs for a home dinner or for a fair.
+
+
+=Nut-Animals= (_Peanuts_, _toothpicks_)
+
+The imagination of most children will quickly perceive resemblances to
+all kinds of creatures in the queer shapes of peanuts. Take such a
+peanut and stick into it four bits of toothpicks for legs and two tiny
+ones for ears. If the toothpicks are not sharp or strong enough to
+penetrate of themselves, make incisions with a sharp pin.
+
+One common shape suggests a cat, seated. Two vertical pieces would make
+the front legs and two horizontal pieces the back legs resting on the
+ground. Eyes and mouth can be inked in. Another shape hints at an owl
+with sharp, curved beak. Another will make a hen. Once started on this
+line of experiment, the child will discover likenesses for himself.
+These creatures can be used in the toy farm.
+
+
+=Peanut party= (_See page 103_)
+
+
+APPLES
+
+
+=Candlestick= (_Apple_, _candle_)
+
+Cut in the top of a rosy apple a hole of right size to hold a candle.
+Appropriate for Thanksgiving.
+
+A carrot can also be used thus, but a part must be cut away at the
+bottom so as to secure a firm base.
+
+
+ORANGES
+
+
+=Baskets= (_Orange_, _smaller fruits_)
+
+Cut an orange horizontally partly through the middle from each side so
+as to leave a part in the centre which can be cut into a handle. Hollow
+out the interior and put raisins, small nuts, etc., in it.
+
+
+RED PEPPERS
+
+
+=Lantern= (_Large red pepper_, _knife_)
+
+Hollow out a large red pepper and cut into it eyes, nose and mouth,
+making a miniature Jack-o'-lantern. This makes a pretty table
+decoration.
+
+Let the child help as much as possible by making these little table
+decorations. If you want boy and girl to love home, give them a share in
+making it interesting and attractive. Do not discourage them if their
+efforts are a little crude at times. It is the spirit of good-will which
+makes the blessed home.
+
+
+EGG-SHELLS
+
+
+=Garden= (_Shell_, _earth_, _birdseed_)
+
+Cut an egg-shell in half horizontally, with a sharp pair of scissors,
+and three days before Easter put into it a little earth, place in this a
+little canary seed, or a single pea or bean, and a little plant will
+delight the child.
+
+
+=Doll's Cradle= (_Shell_, _ribbon half an inch wide_, _paste_,
+    _cardboard_)
+
+Take a smooth white egg and blow it. To do this make a tiny pin-hole in
+each end, and by blowing into one end steadily the contents can be
+emptied out of the other. Draw lines lengthwise and crosswise around the
+shell, dividing it into four equal parts. Then, following the line, cut
+away the upper quarter toward the small end. This leaves a cradle with a
+small canopy. Paste the ribbon neatly around for a binding round the
+edge. Rockers can be made by cutting curved pieces 1/4 inch wide out of
+thick cardboard, although such a cradle will rock without rockers.
+
+Mattress for above. (_Thin white ribbon_, _milkweed down_, _needle_,
+_sewing silk_)
+
+Cut and sew the ribbon into a tiny mattress for this fairy cradle, and
+stuff with milkweed down. If the ribbon is just the width of the cradle
+the edges of the mattress can be neatly overcast. A tiny doll may then
+be placed within the cradle.
+
+
+=Boat= (_Goose-egg_, _leatherette paper_, _kindergarten slats_)
+
+Blow the egg as described above. Cut in half lengthwise. Cut the paper
+into strips 1/2 inch wide. In each side of the shell cut an indentation
+3/8 inches deep and 3/8 inches wide for oarlocks. Then bind neatly with
+the paper strips. Cut the slats (or a piece of berry box will do) into
+tiny oars and paste a seat across, which is also cut out of a slat.
+
+Careful handling is required for these dainty toys, and if the child
+seems to get nervous let her do only a little at a time; but much
+neatness and skill is exercised in the making, and it is good practice
+for older children. The wise mother soon learns to detect the difference
+between the poor work which is the result of pure nervousness and that
+which is the consequence of carelessness. The latter should never be
+permitted to stand. See to it that what the child does is up to his best
+capacity.
+
+
+=Humpty-Dumpty Eggs= (_Shell_, _shot_, _water-color paints_, _a bit of
+    cotton-batting_, _and a bit of tough paper_)
+
+Take a shell and empty of contents as described above. Enlarge the hole
+at one end sufficiently to drop in a dozen tiny shot obtainable at
+hardware store. Paste over the opening the bit of paper, and on that a
+little cotton to simulate hair. Paint upon the surface eyes, nose, and
+mouth. A comical little toy which always regains its balance, however
+placed, is the result. In playing with this the child unconsciously
+imbibes a few ideas about equilibrium, equipoise, etc. Tell him you want
+him to be a man that, however placed, will always be able to get upon
+his feet again.
+
+
+=Foot-ball=, or rather it might be called Breath-ball (_Egg-shell_,
+    _water-color paints_)
+
+Take an empty shell and paint to resemble a football or in some college
+or High School colors. See page 99 for directions for game.
+
+
+=Toy Lamp= (See under Doll-Houses)
+
+
+PRUNES AND RAISINS
+
+
+=Turtle= (_Raisin and five cloves_)
+
+Take a plump raisin and stick into it five cloves for head and legs.
+
+
+=Man= (_Raisins or prunes_, _toothpicks_)
+
+Make a man by running a toothpick through three raisins for a body. Into
+the top one stick two other toothpicks, with two raisins each for arms
+and two other toothpicks with raisins make the legs. Each leg has a
+projecting raisin for a foot and another large raisin makes the head.
+These are fun-makers for a children's party, one at each plate.
+
+
+SEEDS
+
+
+=Stringing= (_Squash seeds--dried_, _strong thread_, _needle_)
+
+Little children can be happily occupied making chains of squash,
+pumpkin, and water-melon seeds that have been saved and made soft by
+soaking awhile in water. The black seeds of the water-melon alternate
+prettily with the white seeds of the other gourds. Variety can be
+introduced by stringing several of one color and then several of
+another, counting by twos, threes, etc. This gives exercise in counting,
+in pleasing grouping of colors, and so exercises both the invention and
+the taste of the very little child.
+
+
+=Designing= (_Black seeds_, _white seeds_)
+
+Let the child make designs of the seeds upon the table. Place a black
+one for a centre and a white one on each side. Repeat this figure for a
+foot or more, placing the groups an inch apart and observe the effect.
+Tell him thus to make a design for the frieze of the room. Another
+effect is produced by placing a white seed as a centre and placing four
+or five around it. Vary still further by placing a circle of black seeds
+around the whole. These few examples will serve to indicate the endless
+variety that can be secured, and is a training in invention and taste.
+Let the child always have in mind a design for some particular purpose,
+as of wall-paper, oil-cloth, etc. Lead him to observe similar effects in
+carpets, wall-paper, etc. The best of these attempts can be made
+comparatively permanent by pasting upon small sheets of tinted
+bristol-board. The chief value in preserving any such work is for
+purposes of comparison as the child improves.
+
+
+=Counters=
+
+Save out 24 white and 24 black seeds for counters in checkers, go-bang,
+etc.
+
+
+=Squash-Seed Chicken= (_25 seeds_, _white thread_, _two quill
+    toothpicks_, _bit of red flannel_, _feather from duster_)
+
+Take 25 squash seeds and soak till soft. Take five of these and place
+side by side with pointed ends up. Above these place four, their wide
+ends coming between the points of the others. Above these place three in
+the same relative position. Above these put two, and above these and
+between them place the squash-seed which is to be the head of the
+chicken.
+
+Now, beneath the original five, place four, pointed ends up; beneath
+these put three, then two, then one. If these are rightly placed, the
+pointed ends of one row come just at the sides of the wide end of the
+seeds above.
+
+[Illustration: How to String the Seeds.]
+
+Run a thread through the lower end of the two and the upper end of the
+three; then through the lower end of three and the upper end of the
+four; continue thus till all have been united. The result thus far will
+be a double pyramid of the seeds. Draw an eye in the middle of the head,
+paste or sew on a bit of quill for a bill and a bit of flannel for a
+comb. Attach a few feathers from the duster for a tail. Take two more
+seeds and sew to the _middle_ of the row of _five_ for the thigh of the
+legs, and to each sew a quill for the rest of the legs, cutting into
+points at one end for toes.
+
+[Illustration: Squash-Seed Chicken.]
+
+Make another chicken like the above and suspend the two face to face
+upon a slender stick by running a thread through the head and one
+through the tail. When the stick is moved the chickens assume very
+realistic attitudes. A comical toy, made with no expense save that of
+time and patience. (See illustrations.)
+
+
+=Pincushion or Penwiper= (_Five plump apple-seeds_, _sharp pen-knife_,
+    _black thread_, _stiff card_, _square of muslin_, _emery or cotton
+    batting_)
+
+Save out five seeds, and cut the cuticle of the large end into two tiny
+points to simulate the ears of a mouse. Knot the thread and run a tiny
+bit through for a tail. Paste these upon a visiting card, and near them
+paste a tiny bag made of white muslin to simulate a flour-bag. It can be
+stuffed with cotton or with emery for needles or pins. Or the card can
+be sewn upon several layers of cloth as decoration for a penwiper.
+
+
+=Imitation Water=
+
+Muskmelon seeds placed in an undulating line in the sand-box suggest
+water.
+
+
+SOAP
+
+
+=Hammering= (_Old-fashioned bar soap_, _hammer_, _nails_)
+
+A wee child will entertain himself for a long time by hammering nails
+into a bar of soap if the proper tools be given him. In this simple
+activity he exercises both mind and body. It requires good coordination
+on the part of the little one to strike the nail just right, and he
+enjoys not only the exercise itself, but also the pleasure of imitating
+the carpenter who uses the hammer so skilfully.
+
+
+=Drawing= (_White soap_, _window-pane_)
+
+On a day when he must stay indoors, give your child a piece of white
+soap and let him show you what he can draw upon the window-pane. Ships
+and trees, houses and flowers have a fairy-like appearance when drawn
+with this commonplace material upon the impromptu background of glass.
+This allows the freedom of movement found in blackboard work. It gives
+scope to the child's imaginative powers and should add nothing to the
+housekeeper's cares, being readily removed with a damp cloth. It may
+reveal creative possibilities in some otherwise "mute, inglorious"
+artist.
+
+
+CEREAL BOXES
+
+
+=Moving-Van= (_Cereal-box_, _glue_, _two skewers_, _4 button-molds_, _4
+    nails or strong pins_)
+
+Take a box (Quaker Oats or Force, etc.). Cut out doors and side openings
+for a moving-van. It may be well to draw these first. For a model, look
+at any van or grocer's wagon. It will be seen that models are numerous
+and various. If more explicit directions are required we give the
+following, although it is always well to have the child use his own mind
+as far as possible before going to others for ideas.
+
+Remove the top of the box, which becomes the front of the wagon. The
+bottom of the box will be the back of the wagon. This bottom will be
+found to consist of two layers of cardboard. Remove the outer one and
+cut the inner one once through the middle to make two doors. On each
+side of the wagon cut an oblong window 1/2 inch from the top, 1/2 inch
+from the bottom, and 1/2 inch from the front. Let it be two inches wide.
+Place a seat across from one window to the other; fasten with glue. It
+may be just a straight piece one inch wide, or may be two inches wide,
+folded once through the middle lengthwise to give a back.
+
+For wheels use wooden button-molds, two inches wide, or circles sawed
+from a broom handle. For axles use wooden skewers or cut a piece from a
+stick of kindling wood about 1/4 inch wide. Whittle the ends till they
+are slender enough to hold the button-molds. Then put on the wheels,
+inserting a slender nail or pin outside to keep them from coming off the
+axle. Glue the axle to the box. If wheels are cut from broom-handle, a
+nail can be driven through the centre for an axle and then pushed into
+the side of the box, or a nail pushed through a button-mold directly
+into the box will hold.
+
+Punch two holes into the front of the wagon, tie cord through and the
+wagon can be drawn along. It may be painted if desired. For horses,
+trace a picture of a horse from some book or advertisement on cardboard,
+cut out and harness to wagon.
+
+
+=Lantern= (_Box_, _scissors_, _candle_, _pencil_)
+
+Draw on the box holes to represent eyes, nose and mouth. Then cut these
+out. Cut holes near the top of box to put wires through for carrying the
+box. Use a wire about two feet long, put the ends through the holes and
+bend up. Let a little of the wax drip from the end of the candle to the
+bottom of the inside of the box, and when a soft centre has been made
+push the candle down and it will stand firm. Only older children should
+use these, lest harm result. But children do make them at election times
+for transparencies. The openings may be lined with colored tissue paper.
+
+
+=House= (_Cereal box_, _paste_, _scissors_, _wall-paper_, _etc._)
+
+Remove one broad side. Stand box on one long narrow side as room of
+doll's house. Cut an opening in the remaining broad side for a window.
+Furnish with paper furniture. (See page 85.)
+
+
+EDAM CHEESE
+
+
+=Lantern= (_Cheese_, _knife_, _candle_)
+
+After the interior of one of these round, red cheeses has been scooped
+out and eaten by the family, the discarded red shell will make a fine
+Jack-o'-lantern, if the proper holes for eyes, nose and mouth be cut
+into it and a candle inserted inside. The candle may be inserted in a
+socket cut into the bottom of the rind, or it may be made to stand
+firmly in a bed of wax or tallow melted from its own lower end.
+
+
+SALT
+
+
+=Play for Baby= (_Fine table salt_, _spoon_, _bottle_, _small box or
+    pan_)
+
+If clean fine sand is not at the moment available, give the baby a box
+containing a heap of salt and a teaspoon and bottle, and he will be
+happy for a long time, passing the salt from one bottle or box to
+another. To the young mother this may seem akin to foolishness, but in
+thus playing simply with sand or with salt the baby is exercising
+faculties and working out baby problems which he should be given
+opportunity to try. He is becoming acquainted with his environment, his
+little world.
+
+
+TIN CANS
+
+
+=Burnt-Match Safe= (_Mustard box_, _oil paints_, _brush_, _ribbon_,
+    _nail_, _hammer_)
+
+Punch two holes near the upper edge of a discarded mustard box, the
+holes to be opposite each other. These may be made by hammering a nail
+through the tin, holding the box firmly against a block of wood or stone
+for pressure.
+
+With oil paints, one color, begin at the top to paint the box,
+graduating from light to darker tones as the bottom is approached.
+Lighter tones may be secured by mixing the blue or red with Chinese
+white. A flower design may be painted by one skilled in the use of the
+brush.
+
+Tie ribbon through the holes by which to suspend the box, and the result
+is an article both useful and pretty.
+
+
+=Flower-Pot= (_Can_, _ivory paints_, _brush_)
+
+Paint an empty can with green or brown ivory paint and use as flower-pot
+for growing plant. Children love to handle a paint-brush, and this
+offers a legitimate occasion for such occupation. A small hole should be
+punched in bottom of can for drainage.
+
+
+=Hanging-Basket= (_Can_, _nail_, _hammer_, _cord_, _raffia_)
+
+Punch holes for suspending as described above. Then make a covering of
+raffia as explained on page 46 and hang up by the cord.
+
+
+=Wheels= (_Covers of baking-powder tins_, _nail_, _hammer_)
+
+With the nail, hammer a hole through the centre of the cover, placing
+upon a stone step or other brace. The little wheels may be used to
+complete toy wagons that the child is making.
+
+
+TIN FOIL
+
+
+=Toy Dishes= (_Tin foil from cream-cheese wrappers_, _etc_.)
+
+Take the tin foil, and by simple squeezing and pressing and shaping, a
+little practice will enable one to make it into tiny pitchers, goblets,
+pans, etc., for dolly's table.
+
+
+=Toy Mirror= (_Tin foil_, _scissors_)
+
+Smooth carefully with the fingers and cut a piece of the tin foil into
+the shape and size to fit a little cardboard bureau.
+
+A larger piece will simulate water in the sandbox park.
+
+
+=Toy Money= (_Tin foil_, _coin_, _scissors_)
+
+Smooth the tin foil with the thumb nail, place a cent or a nickel
+beneath, and press and smooth again, making an impression of the coin
+that may be cut out and used in playing store.
+
+
+=Toy Cutlery= (_Tin foil_, _scissors_)
+
+Cut tiny knives, forks and spoons out of the tin foil for the
+paper-dolls' table.
+
+
+CORK
+
+Save all corks and they may be used in a variety of ways.
+
+
+=Toy Raft= (_Cork_, _wire or hairpins_)
+
+Run several corks on a piece of wire to resemble a log; make several
+such and then tie together to make a raft, tying between the corks.
+
+
+=Toy Boat= (_Circular flat cork_, _tacks_, _wire_, _toothpick_, _paper_)
+
+Insert a toothpick in one of the large flat corks that sometimes cover
+pickle glasses. Paste a paper triangle upon this for a sail and set
+afloat in a dishpan sea.
+
+
+=Flower-Rack= (_Flat cork_, _pencil_)
+
+Take a flat piece of cork such as is used by entomologists upon which to
+impale insects, or any flat, _thin_ piece of cork will do if several
+inches in diameter. Such cork may be easily perforated by a slender
+pencil. Make a number of perforations several inches apart, and then the
+cork may rest upon a water-filled saucer or other deep dish, and the
+stalks of single flowers may be inserted into the holes so that they are
+supported by the cork.
+
+
+=Furniture= (_Circular corks_, _pins_, _worsted of pleasing color_,
+    _cashmere or silk goods_)
+
+Into the upper side of a round cork about one inch in diameter insert
+five to seven pins. Twist and weave the worsted in and out, under and
+over those pins, so as to make a firm, solid back to a little chair. The
+ends of the worsted may be neatly disposed of by threading on a needle
+and running in and out for a few stitches till concealed.
+
+For legs, insert four strong pins, and wind these round and round with
+the worsted, finishing neatly by running with a needle in and out.
+
+If the seat seems too plain it may first, before the chair is made, be
+covered with silk or cashmere. To do this cut the cloth into a circle
+somewhat larger than the diameter of the cork. Run a gathering thread
+around the circumference, and putting the cork in the centre draw the
+thread and so gather beneath the seat. To make a really neat finish the
+edge should be turned in before gathering.
+
+
+=Swimming-Float= (_Dozens of corks_, _strong canvas cloth, measuring
+    20 x 36 inches_, _needle_, _thread_)
+
+Make two strong canvas bags, measuring about 18 x 20 inches. Fill these
+with corks to act as floats. Unite the two bags by a strong band of
+canvas about 7 x 20 inches in size, and let the children use when in
+bathing.
+
+
+=Cork in Art=
+
+In making models of world-renowned buildings, such as churches,
+cathedrals, temples, etc., cork is used in large and small pieces.
+
+In Germany it is used in making pictures. A sky background is painted in
+water-color, and the flat pieces of cork are cut into shape and glued on
+to represent walls and towers of buildings. The foliage of trees is
+represented by the more spongy pieces of cork, and the effects secured
+are interesting and beautiful. The children may like to experiment and
+see what they can do in this direction.
+
+
+=Cork Doll= (_See page 81_)
+
+
+
+
+CHAPTER II
+
+MOTHER NATURE'S HORN OF PLENTY
+
+
+Many of the articles named under the Market Basket Division of this book
+could be classified also under the above head. In addition we present
+the following:
+
+
+STONES AND PEBBLES
+
+
+=Collections= (_Stones_, _small boxes_)
+
+Collect various pretty little stones and pebbles on river shore, coast
+or roadway, and classify in different ways--according to color, shape,
+size. This exercises the child's observing powers and trains him in
+detecting differences and resemblances. Keep in small boxes.
+
+
+=Bottled Pebbles= (_Pebbles_, _plain glass bottle_)
+
+Put some pretty pebbles in a glass bottle filled with water which
+intensifies the color. Send to some sick friend, especially some one
+from the prairies who may seldom see stones. It is always well for the
+child to have some definite object in view when he does anything.
+
+
+=Toy Path-Markers=
+
+Use pebbles in the sand-box for outlining the little paths in the wee
+park or farm.
+
+
+=Jackstones=
+
+Pebbles of right size and shape make good jackstones.
+
+
+=Toy Vegetables= (_Small square of cheesecloth_, _needle_, _thread_,
+    _pebbles_)
+
+Make tiny cheesecloth bags and use pebbles as potatoes, apples, etc., in
+play with the little wagons made by the child. In playing store with
+them comes opportunity for counting and measuring. Tiny boxes can be
+used for quart and pint measures, and the child may be shown that two
+pints make one quart, etc.
+
+
+=Paper-Weight= (_Large, smooth stone_, _oil-paints_)
+
+If you find a large, smooth stone of pretty tone, let the older child
+decorate it with a little picture done in oil paints.
+
+
+SHELLS
+
+
+=Collections= (_Shells_, _small boxes_)
+
+Collect and classify according to color, shape, etc., and keep in
+separate boxes.
+
+
+=Bottled Shells= (_Shells_, _bottle_)
+
+Put little shells in bottle of water to bring out lovely colors. (See
+Bottled Pebbles above.)
+
+
+=Border for Sand-Table=
+
+Place small shells along little paths in sand-table, sometimes with
+concave side up and _vice versa_.
+
+Larger shells, as clamshells, make fine borders for roads and paths in
+the country. They outline the road on a dark night.
+
+
+=Water-Color-Cups=
+
+Collect and save shells to give to some artist friend as extra cups for
+his water-color paints.
+
+
+=Ramekin Dishes=
+
+Large shells make serviceable individual dishes for baked fish, etc.
+Appropriate for fish dinner.
+
+
+=Individual Salt and Butter Dishes=
+
+These can be made of the smaller pink and yellow shells found on many
+coasts. Let the children collect shells for this purpose, and use for
+fish dinner.
+
+
+=Toy-Boat=
+
+A small shell is often found which, with the little natural seat found
+at one end, at once suggests a little boat. Have the children collect
+and save for those far from the shore.
+
+
+=Pin-Tray= (_Scallop shell_, _oil-paints_)
+
+Paint a marine view in oils inside a shell for pin-tray.
+
+
+=Pin-Cushion= (_Small piece of satin or velvet_, _saw-dust_, _glue_,
+    _two perfect scallop-shells_)
+
+Make a small pin-cushion of satin or velvet, filled with saw-dust, and
+glue between a pair of scallop shells, so that it fits in between as
+they open out.
+
+
+=Piano Scarf= (_Several dozen small, thin, yellow shells found on
+    Atlantic coast_, _one yard Nile green India silk_, _strong sewing
+    silk_)
+
+Hem the silk an inch deep at each end. Sew to one end a fringe of shells
+made as follows:
+
+The shells usually have a tiny hole in them when found. If not, one is
+easily pierced by a strong needle. Take twelve lengths of strong sewing
+silk, white, each 20 inches long. To each of these tie twelve shells at
+intervals of an inch each. You will then have twelve strings of shells,
+which are to be sewed to the scarf as a fringe, putting them about three
+inches apart. Sew two rows of shells directly on the scarf itself,
+putting them about four inches apart each way. If desired, in making the
+fringe some of the strings may be shorter than others, arranged so that
+the long and short ones alternate.
+
+
+BIRCH BARK
+
+
+=Needle-Case or Penwiper= (_Squares of chamois skin or flannel_,
+    _sewing-silk_, _paint_)
+
+Cut bark into circles, squares, oblongs, etc. Decorate with gold
+lettering or borders of gold. Make several leaves of flannel or chamois
+skin and sew the bark on to these as a cover. The flannel may be
+scalloped. An appropriate sentiment to write upon penwiper cover is
+"Extracts from the pen of--" putting in the name of the recipient. The
+leaves and cover may be sewed together with a cross-stitch.
+
+
+=Handkerchief-Box= (_Punch_, _several strands of raffia_)
+
+Cut two pieces of bark 6 x 6 inches. Cut four others 3 x 6 inches. Along
+the edge of these punch (with a conductor's punch or one that can be
+bought at a kindergarten supply place) holes an inch apart and 1/4 inch
+from edge. Sew the four narrow pieces to the square for bottom and sides
+of box. Sew remaining square more loosely to one side as cover. Sew with
+strands of raffia, sewing through the holes already made. If desired to
+give a more finished appearance punch more holes along edge of box and
+lid, making them 1/4 inch apart. Then hold a fine basket reed or piece
+of raffia along the edges and overcast. If lavender or sweet grass is
+obtainable, that will be even better than reed or raffia for the edge,
+lending its fragrance to the gift. The box can be still further finished
+by lining with dainty silk. Make glove box in same way, but longer in
+proportion to width.
+
+
+=Pencil and Paint-Brush Box= (_Bark_, _raffia_, _needle or crochet
+    hook_)
+
+This is cylindrical. Cut a piece of bark 5 x 8 inches. Punch in it a
+series of holes 3/4 of an inch apart, and 1/2 inch from edge of each
+short side. Place these so that one edge overlaps the other and the
+holes coincide with one another. Then sew together with raffia. Use a
+short needle or none at all. Raffia can be drawn through holes with a
+crochet-hook. Punch holes in the lower end of this cylinder and cut a
+circle of same size as diameter of cylinder out of cardboard. Punch
+corresponding holes in this and sew the bottom in. Strengthen top by
+overcasting over a twist of raffia, sweet grass or sweet clover.
+
+
+=Canoe= (_Bark_, _pencil_, _thread_, _paper_, _paraffine_)
+
+Fold strong piece of bark and cut an outline of a canoe, rounding the
+ends. Sew the ends closely together with stout thread, overcasting the
+edges with same. Make watertight by lining with paper dipped in melted
+paraffine. Paraffine may be bought at grocer's.
+
+
+=Fan=, modeled after East Indian pattern (_Bark_, _kindling wood_,
+    _dye_, _gold paint_)
+
+Cut two stiff pieces of bark into hatchet-shaped trapezoid. Punch row of
+holes in the narrowest side, whittle a handle of pinewood, and sew it
+to the narrow edge of bark over and over through the holes.
+
+The handle may be stained with some natural dye and fan decorated with
+gold paint.
+
+
+=Picture-Frame= (_Bark_, _punch_, _sweet grass_)
+
+Cut two pieces of bark 4 x 5 inches, one of smooth bark, one of the
+outer bark with pleasing markings. Punch holes around the edges of each
+3/4 inches apart. In the rough outside piece cut an oval 2-1/2 x 3
+inches. Around this inner oval punch holes near together and bind this
+around with sweet grass overcast with fine raffia. Now sew the two
+pieces of bark together, first cutting into the back piece a slit near
+the bottom into which to slide the photograph.
+
+In using sweet grass as binding it is well to wind the bunch first with
+thread to hold the pieces together, and after the grass is firmly sewed
+the temporary thread can be cut away. The bunch of grass thus used may
+be about as thick as half the little finger.
+
+Punch may be bought at kindergarten store, or conductor's punch will do.
+
+
+GOURDS
+
+
+=Darning-Egg=
+
+A smooth well-shaped gourd (mock-orange) makes a serviceable darning
+egg.
+
+
+=Hanging-Basket= (_Large gourd_, _soil_, _plant_)
+
+Clear the gourd of fibre and seeds, after cutting off the top rim
+evenly. Pierce the top with two holes through which to attach cord for
+hanging, fill with a light, loose soil, and plant in it a drooping,
+trailing plant. Cut a hole in the lower end to allow for drainage. Let
+the country child save gourds of good shape to present, thus filled, to
+city friends.
+
+
+VEGETABLES
+
+
+=Sweet-Potato Vine=
+
+Put a sweet potato in sandy loam in a hanging basket and water
+occasionally. It will produce a beautiful, graceful vine.
+
+
+=Carrot-Top=
+
+Cut off the top of a young carrot evenly and place it on top of a pot
+filled with sand. Moisten well, and keep in the dark till it has begun
+to sprout; when the leaves appear take it out, and the word "Carrot-top"
+will acquire a new meaning, the result is so pretty.
+
+
+=Turnip=
+
+Take a turnip and clean the outside, taking care not to injure the parts
+from which the leaves spring. Cut a piece off the bottom and scoop out
+the inside, leaving the top intact. Fasten string or wire to it so as to
+hang it upside down. Fill and keep filled with water, and soon the
+leaves will sprout and curl up, forming a beautiful natural hanging
+basket.
+
+
+RAFFIA
+
+This flexible fiber, long used by florists, is now also used a great
+deal in the schools for the educational hand-training it affords. It can
+be obtained at kindergarten supply places.
+
+
+=Reins=
+
+Take three to six strands and braid into reins for playing horse. As the
+ends of the strands are approached (each is about a yard long) begin to
+weave in a new strand, as inconspicuously as possible. Do not have the
+strands all exactly the same length to begin with, because if you reach
+the end of all at the same time it makes it difficult to weave in new
+ones neatly.
+
+
+=Mat=
+
+Take such a long braid as described above, and holding one end flat,
+turn it round and round spirally but flat, and sew with thread to make a
+mat for the tea-pot. By bending up a little as you sew you can make a
+basket.
+
+
+=Picture-Frame= (_Cardboard_, _raffia_, _thread and needle_)
+
+Cut a circle of cardboard 5 x 5 inches in diameter. From the centre cut
+out a smaller circle three inches in diameter. This leaves a circular
+cardboard frame. Wind this round and round smoothly with the raffia.
+Paste another circle on the back to give a good finish, but in this
+second circle cut a slit up which to slide the photograph.
+
+
+=Woven Mat= (_Loom_, _raffia_)
+
+Thread a little loom with raffia warp as described on page 90. Then
+weave the woof (also of raffia) back and forth to make a mat or a case
+for hanging basket. To make the latter the right size have the warp
+threads as _long_ as the can is _around the circumference_, and have the
+_width_ about the same as the _height_ of the can.
+
+The raffia can be colored with Diamond dyes and wee rugs made for the
+doll-house on tiny looms.
+
+
+=Grace Hoops= (See under Plays and Games)
+
+
+LEAVES
+
+
+=Festoons and Wreaths= (_Leaves, fresh or dried_, _thorns or needle and
+    thread_)
+
+City children may need to be told what seems to be handed down to the
+country child from generation to generation, that leaves may be made
+into wreaths for the head or decoration for the room either by
+overlapping one upon another and fastening together with a thorn or
+sharp twig, or by stringing together on a stout thread.
+
+
+=To Dry or Press= (_Blotting paper_, _two small smooth boards_, _strap_,
+    _wax or linseed oil_)
+
+Gather and press pretty autumn leaves thus: Have ready two boards
+measuring about one by two feet. Put the leaves between sheets of
+blotting paper and place these between the boards and then strap them
+tightly together, or if no straps are convenient, put the boards beneath
+a heavy weight (a book will do). Change the paper every day or so till
+sure that they are quite dry.
+
+To preserve and brighten the colors after drying dip in melted wax and
+press a moment with a hot iron, or clear, boiled linseed oil will do in
+place of the wax, using, however, as little as possible.
+
+
+=Decoration for Curtains=
+
+Pin to lace curtains in attractive arrangement.
+
+
+=Transparency= (_Leaves_, _bolting-cloth_, _1 yard white India silk_,
+    _sewing silk_, _needle_)
+
+1. Take a piece of bolting-cloth twice the length of the largest leaf
+and fold over evenly. Open again and place the leaves upon the
+bolting-cloth artistically in a row; fold the cloth over again and
+baste. Bind the edges with white ribbon, and at the two upper corners
+sew the ends of a narrow ribbon with which to suspend the transparency
+in the window.
+
+2. Or, if preferred, sew the bolting-cloth transparency as a border to
+the end of a yard of India silk as a scarf for shelf or piano.
+
+
+=Frieze of Leaves= (_Leaves_, _cartridge or other strong paper of good
+    tone_, _glue_)
+
+A pretty frieze for a room can be made by pasting leaves on a long,
+foot-high strip of paper which forms a background. The effect will
+depend largely upon the harmony between the color of the leaves and the
+background, as well as upon the arrangement of the leaves. They may be
+arranged in an irregular line, or may be placed so as to form artistic
+groups of twos and threes or fours.
+
+
+=Collections of Leaves=
+
+When the collecting instinct is upon him, let the child collect and
+classify leaves according to shape. See if he can tell by the leaf what
+tree it came from, and if he recognizes the different varieties of
+leaves.
+
+
+=Four-Leaved Clovers=
+
+Look for four-leaved clovers when on your country walks, and save to
+press and afterwards use in writing letters of good-will as decoration
+for paper, pasting on at upper left hand corner; or use to decorate
+place cards for dinners. It will hardly be necessary to state that the
+four-leaved clover has for long years been the symbol of good-luck.
+
+
+=Shadow Game= (_See under Sun and Shadow_)
+
+
+FEATHERS
+
+
+=Feather Flowers= (_A large goose with many white feathers_, _beeswax_,
+    _spools of wire of different sizes_, _aniline dyes, though vegetable
+    dyes are preferable if obtainable_, _strong scissors suitable for
+    cutting wire_, _spools of strong white cotton thread_, _spool of
+    milliner's green-covered wire_)
+
+Pluck the breast of the goose. (Feathers come out very easily.) The
+feathers, being very light, fly about and therefore it is best to do the
+plucking in an uncarpeted room or one in which the floor has been
+covered with a large sheet.
+
+Classify the feathers according to size, and arrange in bundles of about
+thirty by winding a stout thread around the quills. Thus they are ready
+for the dyeing process.
+
+Dye according to directions on packages. For deep green of leaves and
+for calyx immerse for several minutes; for more delicate tints immersion
+for a second is sufficient.
+
+Suppose we select for our first effort a carnation. Choose a real one
+for a model. Having selected about twenty feathers of the required sizes
+and colors, cut the ends to resemble the form of the petal and then pink
+the edge as in the real flower. The actual number of petals required
+will depend upon the size of the flower copied and must be left to the
+judgment of the maker.
+
+Take the measure of the length of stem required on the wire and double
+it (wire must be twice as long as stem). Wind tightly and evenly around
+it the green milliner's wire to make the stem.
+
+Soften the beeswax by heating slightly in a pan till soft enough to mold
+between the fingers. Shape it into the form of the calyx, inserting the
+stem at the lower end, and pushing it far enough to insure firmness.
+Wrap this soft calyx form round with green feathers to represent the
+flower copied. Upon accuracy at the beginning depends the success of the
+flower, therefore it is necessary to observe the natural one closely.
+The green feathers must entirely cover the calyx mold, the upper ones
+curving back a little as in the genuine calyx.
+
+Take some colored petals and insert between the calyx and the wax mold,
+pushing the quill end of the feather firmly into the wax. Arrange the
+petals spirally, beginning at the bottom and building gradually up to
+the top. The larger feathers are used first, growing smaller toward the
+top. Complete the flower by inserting the stamens and pistil, which are
+made by tearing one small feather into narrow strips and curling these
+by drawing once over a scissors blade.
+
+The simplest flowers to make are: Carnation pinks, violets, sweet peas,
+fuchsias, roses and Easter lilies. With the proper amount of time,
+patience and perseverance, any flower can be successfully made.
+
+If leaves are desired, cut green feathers into the required shape and
+attach.
+
+
+=Indian Headdress= (_Large turkey feathers_, _glue_, _cardboard_,
+    _paint_)
+
+Save large feathers from turkey or rooster and make Indian headdress by
+glueing upon cardboard cut to proper shape. For model look at copper
+cent.
+
+
+FLOWERS
+
+
+=Pressed Morning-Glories= (_The flowers_, _white tissue-paper_,
+    _scissors_, _book or pressing boards_)
+
+Press the flowers between a fold of thin tissue-paper. The delicate
+flowers will adhere to the paper, which is sufficiently transparent
+however for the morning-glory to be visible through it. When dry, cut
+the paper from around the flower and pin to curtains, lambrequin, etc.,
+as desired, or attach to letter paper.
+
+
+=Soldier-Flowers= (_Milkweed blossoms_)
+
+The small blossoms of the milkweed may be made to stand in rows and
+columns like soldiers, two by two, four by four, etc., giving practice
+in counting.
+
+
+ROSE-HAWS
+
+
+=Rosaries= (_Haws_, _stout thread_, _needle_)
+
+When the beautiful red rose-haws ripen let the children string them,
+making rosaries to send to city friends.
+
+
+STRAWS
+
+
+=Stringing= (_Scissors_, _needle_, _thread_, _cranberries_, _nuts_,
+    _etc._)
+
+Save the straw from rye and let the children cut it into one-inch
+lengths for stringing alternately with cranberries, nuts, beads, etc.
+Use to decorate the room, to make portieres, and to decorate the child
+himself when dressing up.
+
+
+=Blowing Bubbles= (_Straw_, _soapy water_)
+
+Hollow straws several inches long may be used to blow tiny bubbles of
+soapy water in the absence of a clay pipe.
+
+
+SUN AND SHADOW
+
+
+=Blue-Prints= (_Leaf_, _blue-print paper_, _running water_, _small
+    oblong of glass_)
+
+A package of blue-print paper can be bought at any photographic supply
+place for from 15 cents up, or can be had in the sheet from an
+architect's supply store. It must be carefully protected from the light
+till ready for use.
+
+Take a square of the paper and place upon it a leaf or flower or
+inconspicuous weed that makes a good shadow on the sidewalk or window
+sill. Place this in pleasing position upon the paper and put quickly in
+the bright sunshine, holding it in place with the small pane of glass
+(common picture glass will do). Leave exposed to the sun for about ten
+minutes, then pour cold water over it for a moment or so, and the
+"shadow" will be seen to be permanently "fixed" in light blue against a
+darker blue background.
+
+An artist acquaintance has a hundred or more such prints of leaves,
+plants and flowers beautifully mounted in a Japanese blank-book, the
+paper of which makes an exquisite background. She finds these shadows of
+the flowers and commonest weeds suggestive in her designing.
+
+
+=Shadow Game= (_Smooth fence in sunshine_; _branch with leaves_.)
+
+1. Several children sit in row, facing smooth board fence. Another group
+of children form their opponents. Of these one walks behind seated row
+in such a way that his profile is visible on fence. Seated children
+guess opponent from shadow cast.
+
+2. One child casts on wall shadow of leafy branch. Opponents guess name
+of parent tree.
+
+
+
+
+CHAPTER III
+
+SAVED FROM THE SCRAP BASKET
+
+or
+
+WORK WITH SCISSORS AND PASTE
+
+
+What is known as free-hand cutting has been for some time recognized as
+of genuine educational value and is a source of great pleasure to the
+child when once he learns his capacity in this direction. When he tries,
+by means of paper and scissors, to express an idea, to illustrate some
+story, or to indicate something that he has seen, his notions of form
+and proportion become more definite and precise, and he learns to
+express action with remarkable skill and power. He learns to appreciate
+beauty of outline as seen in mountains and trees against a clear sky,
+and to recognize such beauty as there may be in what artists know as the
+"sky line," when darkness deepens and the mammoth buildings of a city
+loom up black against the sunset heavens. The definiteness of
+observation and skill with the hand acquired in this free cutting serves
+the child in many ways when in the school grades.
+
+Many an otherwise useless piece of paper may, with the help of scissors,
+give the child hours of pleasure.
+
+But before he is able to use the scissors the child may receive pleasure
+and benefit from the use of paper alone.
+
+
+PAPER
+
+
+=Tearing Paper= (_Any bit of paper_)
+
+Give the children small pieces of paper and let them try to tear these
+into simple definite shapes. Make a shoe, stocking, snowman, tree,
+ladder, cat, etc. Watch that they do not grow nervous in doing it. After
+a little practice they will become surprisingly expert. Paste what they
+make on a good background to save and compare with later efforts.
+
+This is a really educational occupation which involves absolutely no
+expense, as any clean piece of paper may be so used. Will employ the
+child happily when traveling.
+
+The very youngest children, if they want to tear the newspaper, may be
+asked to tear it into tiny pieces which brother and sister can use in
+playing "hare and hounds."
+
+
+=Cutting Paper=
+
+Let the child begin the _cutting_ by making a snowball out of white
+paper, and then a snowman. These need only crude outlines, such as are
+within his capacity. Then lead him on, little by little, to cut a
+picture of the cat and of the dog, and illustrations to his favorite
+stories, as the "Three Bears." This is beloved in the kindergarten,
+requiring, as it does, pictures of the chairs, the bowls, etc. Those who
+have not seen children do this kind of work will be surprised at the
+capacity developed.
+
+If he is afraid to attempt the freehand work, give the child pictures to
+cut around, as simple outlines of a cat seated, or a piece of fruit.
+Then encourage him to cut without the outline. Both efforts may run
+along together. If a line be drawn, be sure that it is heavy and
+distinct enough to be readily seen and followed.
+
+
+=Birthday Candles=}      (_Red paper, blank card, colored_
+=Firecrackers=    }          _crayon_)
+
+Out of red paper let the child cut six (or any number desired) narrow
+strips for red candles, to represent birthday candles. Place in a row
+upon a white card, to serve as place cards at a child's party. Draw a
+bit of yellow at end of each candle to hint at a flame.
+
+The same may be turned into firecrackers for a "Fourth of July"
+festival, a line being drawn to suggest a fuse.
+
+
+=Soldier-Caps= (_Newspaper_, _pins or paste_)
+
+Take brown wrapping paper or newspaper and cut a square. Place before
+you and fold from _back_ to _front_, making an oblong. _While still
+folded_ make another fold by turning the left edge so that it exactly
+meets the right edge. Open this much out and there is a crease running
+from top to bottom. Now take the upper left hand corner and make it
+touch the bottom of this crease; take the upper right hand corner and
+make it touch the lower end of this crease. This gives a pointed cap,
+still unfinished. To finish cut a slit, an inch deep, up from each lower
+end of the cap and then fold a kind of hem up from the bottom and paste
+the ends over neatly. Turn the hat over and fold a similar hem on the
+other side. Turn in the corner and finish by pasting neatly.
+
+
+=Plume for Hat= (_Paper as above_, _scissors_, _paste or pin_)
+
+Take a strip of paper 6 x 12 inches. Make a fringe or series of cuts in
+this about four inches long and 1/2 inch wide, and then roll it up and
+attach to hat with paste or a pin.
+
+
+=Epaulets= for shoulder may be cut in similar way.
+
+The cutting of these fringes gives practice in the use of scissors.
+
+       *       *       *       *       *
+
+The articles whose making we will now describe do not come under the
+head of free-hand cutting, as they usually require cutting according to
+measurement, and really definite directions. They are given in general
+in the order of difficulty in the making.
+
+
+=Chains= (_Scissors_, _paper_, _paste_, _toothpick_)
+
+Let the little child begin by cutting strips of some bright paper or
+smooth wrapping paper into lengths of 1/2 by 3 inches. Make a ring of
+one of these, putting a wee bit of paste on the under part of one end
+and sticking it fast to the other end by overlapping. Through this ring
+run another strip and paste into a similar ring, and so make a long
+chain of them wherewith to decorate the child's small person or the
+room. To make paste see page 169.
+
+It is well to have a small pomade box, obtainable at a druggist's, in
+which to keep the paste. It can then be covered and kept moist until the
+next time for using. But a little fresh mucilage or paste can at any
+time be put into a butter dish. A toothpick will make a good
+paste-stick, which the child can handle more easily than a brush. Show
+him that a tiny bit of paste will suffice and that more makes the pretty
+ring mussy.
+
+If mother is sewing and the child restless and no bright colored paper
+convenient, let the child cut strips of newspaper right at hand and
+make the rings. His imagination will readily convert them into links of
+gold.
+
+
+=Mask= (_Paper of any color_, _scissors_, _chalk_, _cord_)
+
+Cut an oval out of paper (or dress-lining) and in it cut holes for eyes,
+nose, and mouth, fitting first to the child's face to insure getting
+them in the right places. Put a hole in the middle of each side through
+which to tie the string which fastens it around over the head. To add to
+the fun the mask may be colored with chalks.
+
+
+=Newspaper Wrappers= (_Smooth brown wrapping paper_, _pencil_, _ruler_)
+
+Take smooth pieces of brown wrapping paper. Cut oblongs 8 x 12 inches.
+From one narrow edge then measure an inch down on each side and make a
+dot. Make another dot at the middle of this same narrow side. Then draw
+a curve from dot to dot and cut along the line. This makes the curved
+edge of the wrapper. The curve may be cut free hand by a skilful hand,
+or drawn with a compass. Put some mucilage all along the edge of the
+curved side about 1/2 inch wide and let dry. Make a dozen of these and
+give to father for a present, all ready for use when he wants to mail a
+paper. They can be made more complete by affixing a one-cent stamp on
+the right hand side where the curved edge begins.
+
+
+=Papers for Baking Pans= (_Brown paper_, _scissors_, _pencil_)
+
+Give child paper and baking-pans, and let him cut papers ready for your
+use when making cake. Let him do measuring.
+
+
+=Book-Mark= (_Fine white or tinted paper_)
+
+Take a piece of dainty paper and cut into an oblong 1 x 6 inches. Fold
+lengthwise and cut a small triangle from each end so as to leave a point
+when opened out. Now cut a circle in the middle of the paper (which is
+still folded) and cut other shaped openings, diamonds, triangles, etc.,
+along the fold, 1/2 or 3/4 inches apart. Open and you have a simple
+openwork bookmark the little child can give father for birthday. A
+little experiment will show how to secure variety and intricacy of
+design.
+
+
+=Fringed Bon-Bon Papers= (_White tissue paper_, _colored ink or
+    water-color paints_, _candy_, _verse of poetry_)
+
+Cut a sheet of tissue paper into little oblongs 4 x 5 inches. Dip each
+narrow end 3/4 of an inch into ink, red, green, etc., or into
+water-color paints, and let dry. Then cut this colored margin into
+narrow slits, making fringe. Copy some appropriate couplet on a narrow
+slip of paper and place it with a piece of candy inside the paper,
+giving the fringed ends a final twist. The making of these at home for
+some future occasion, such as a birthday party, will afford a happy
+hour's amusement.
+
+
+=Paper Money= (_White paper_, _pencil_, _scissors_, _cent_)
+
+Place the cent beneath the paper and then press on it with the bottom of
+the pencil, rubbing at the same time with a circular motion. Soon the
+impression of the coin will appear on the paper. Cut out and use in
+playing store.
+
+
+=Snowflakes= (_White paper_, _mucilage_, _a ten-cent box of mica
+    crystals or five cents' worth of alum powder_)
+
+A six-pointed star must first be made of white paper. To make this take
+piece of the paper from 3 to 6 inches square, according to the size of
+the star. Fold the paper once and cut an approximate half circle. Then
+fold this in thirds, pressing the folds to make creases. If opened out
+the circle would be marked by six equi-distant creases radiating from
+the centre. Do not, however, open, for you are now ready to cut. Before
+doing this, observe if possible some real snowflakes, with microscope or
+magnifying glass, or even with the naked eye. Notice the form and
+hexagonal structure. This is seen best if the flake is caught on some
+woolen fabric. Then look into an unabridged dictionary and study the
+picture of the magnified snowflake crystal. Then cut tiny triangles,
+circles, etc., into your folded circle so that when opened out it will
+suggest an enlarged snowflake with its six varied points. A delicate
+appearance is secured by cutting delicate tapering points, or, if the
+points be broad, cut holes in them to give a lacey effect. We do not
+give more definite directions for cutting, as the great fascination of
+the occupation consists in the experiments with their many surprises.
+
+(1) Now take the paper snowflake and brush it lightly over with a thin,
+transparent mucilage, and then sift over it some mica crystals
+obtainable at a toy-store, one box being sufficient for many flakes.
+After drying, cover the other side in the same way. Suspended from the
+Christmas tree, these are very effective.
+
+(2) The flakes can be made in another way, thus: Make a solution of
+alum water, dissolving five cents' worth of alum in a pint of water. Be
+sure it is all dissolved. Then put the flakes in a shallow dish (granite
+ware or some material that the acid will not injure). Cover with the
+solution and put in a place slightly warm, so that the gradual
+evaporation of the water will help in the slow formation of the
+crystals. When finally evaporated the lacey "cut-out" will be found
+covered with alum crystals. Cover during evaporation with some light
+protection from the dust.
+
+
+=Tailless Kite= (_Two sticks, 3-1/2 feet long and 1/2 inch wide_, _a
+    ball of strong but thin twine_, _two pieces tissue paper_, _knife_,
+    _flour paste_)
+
+Get the sticks from the saw-mill. Cut a notch in the two ends of each
+stick as a catch for the framework of twine which will be put on later.
+On one stick make a pencil mark about seven inches from the top. Put the
+middle of the second stick across the first at this mark and bind the
+two together firmly at right angles to each other. You now have a
+skeleton in the form of a cross. Number the ends of the sticks 1, 2, 3,
+4, making the top 1, the right hand end 2, the bottom 3, and the left
+hand 4, and the place where they join 5.
+
+Now bend the second stick (the cross piece) into a bow and tie a piece
+of twine from end to end like a bow-string. You must get the curve of
+the bow just right, so that the distance from the middle of the
+bow-string to the joinings of the sticks is the same as from the
+joinings of the sticks to the top of the main stick, _i. e._, seven
+inches.
+
+Now carry twine all around, from end to end of the skeleton, to make a
+framework for the paper; put this twine through each notch and around
+the end of the stick several times to strengthen. Now paste together,
+end to end, lengthwise, the two pieces of paper, to make one long piece
+(a single piece is not large enough). Place the paper on the floor or
+broad table, and lay the frame upon it. The paper will not be as long or
+wide in all places as the framework, hence, fold it over the twine
+framework experimentally, and cut off in places where it is too wide.
+Allow enough for secure pasting. Use the cut-off corners to lengthen in
+other places where necessary, by pasting on. If two colors of paper are
+taken, the effect is very pretty, the corners being arranged to match
+each other. The best paste is made by a judicious mixture of ordinary
+flour and water.
+
+Now the belly-band must be tied on, as the flying string is attached to
+the belly-band. The belly-band is attached on the outside or convex side
+of the kite, being attached at 5 where the two sticks join; and at 3. It
+must be just as long as the distance from 5 to 2 added to the distance
+from 2 to 3. When tied at both ends put your pencil through the loop and
+move it so that the pencil rests upon the figure 2. The cord will then
+make an angle coinciding with 5-2 and 2-3. At the angle 2, attach the
+belly-band.
+
+In flying the kite it is important to have a very long flying-string.
+
+
+CARDBOARD OR BRISTOL BOARD
+
+
+=Go-Bang Board= (_Bristol board_, _ruler_, _ink_, _pen_, _button-molds_,
+    _water-color paints or colored inks_)
+
+Get a piece of bristol board or clean cardboard at stationer's and cut
+it 18 inches square. Divide by straight lines into small squares 3/4
+inches each way.
+
+To draw the straight lines in ink turn the ruler upside down and run the
+penholder against the edge, which is a little raised from the paper.
+This keeps the ink from blotting.
+
+Four is the smallest number that can play with much success, and each
+should have about a dozen counters. These can be made of the smallest
+sized button-molds, each set of 12 painted a different color, or
+distinguished by a ring of a particular color drawn upon its upper
+surface with ink or paint. Small flat buttons may also be used.
+
+To win the game each player must succeed in getting a certain number of
+counters (number previously agreed upon), say four, five or six, in a
+straight row, either horizontally, vertically or obliquely. If he gets
+three in a row, then the next player should stop this opponent's
+progress at one end of the line by putting one of his own men there, and
+must depend upon his neighbor to close the other end of the line. One
+player must not give warning to another of the prospective success of a
+third. Each must keep a lookout on his own account.
+
+
+=Checker-Board= (_Bristol board or any stiff, smooth cardboard_,
+    _smooth, glazed paper of two colors, red and black_, _paste_,
+    _scissors_, _ruler_)
+
+Cut from the cardboard a square of 15 inches. Draw a line parallel to
+each side one inch from the edge for a border. From each colored sheet
+of paper cut 32 squares of 1-3/4 inches each. Paste eight of these in a
+row, alternating colors, and arranging so that they just touch the top
+border line. Make eight such rows, one beneath the other, and finally
+giving 64 squares.
+
+For checkers, button-molds of small size may be used. Twelve will be
+needed of one color and twelve of another. Paint these with
+water-colors. Flat porcelain buttons may also be used.
+
+
+=Toy Screen= (_Tinted cardboard_, _punch_, _worsted or ribbon_, _4 small
+    pictures_)
+
+Cut four pieces of pale blue Bristol board 3 x 4 inches. Punch two holes
+in the two long sides of two of these, and in one side of each of the
+remaining ones. Tie the four panels together with the ribbon or worsted
+so as to make a tiny screen, first pasting on each panel a miniature
+picture of a Madonna and Child or some other similar subject. Suitable
+for child to give as Christmas gift. Must be done neatly.
+
+
+=Fan= (_Bristol board_, _pencil_, _worsted_, _two slats_, _scrap
+    picture_)
+
+Cut two pieces of tinted Bristol board into ovals, 6-3/4 x 8 inches.
+Make a series of pencil dots 1/4 inch from edge of oval and one inch
+apart. Through these, holding the ovals together, punch holes. Sew
+together with worsted, using the overhand stitch. Having gone around
+once, if cross-stitch effect is desired, go around again the other way,
+going thus through each hole a second time. For handles take two long
+slats and glue on to each side of the fan from the centre down to the
+point of the oval, and beyond. Paste a pretty scrap picture over the
+centre to finish off. Tie the worsted around the ends of slats in a
+pretty knot to hold them together. Baby ribbon may be used instead of
+worsted.
+
+
+=Cardboard Animals= (_Glue_, _blocks or spools_, _picture-books_,
+    _cardboard_, _tissue paper_)
+
+Find models in picture-books, or get from Butterick Fashion Co. their
+animal pictures, or same may be had from kindergarten supply stores.
+Trace outline upon tissue paper, using soft pencil. Turn paper over on
+cardboard and trace firmly again around the outline. This leaves
+impression of picture. Cut it out and glue it to block or spool, or
+attach a cardboard brace to one side to make stand.
+
+
+=Candlesticks= (_Squares of bright tissue paper_, _Bristol board_,
+    _rubber bands_)
+
+Cut circle of stiff cardboard 5 inches in diameter. Draw upon it two
+diameters at right angles to each other. From the _centre_ cut along
+each of these diameters for a little less than half an inch. Bend up the
+corners thus made and insert a candle.
+
+Cut pieces of tissue paper 12 inches square; place the circle holding
+the candle upon the tissue paper, fold the latter around the circle and
+the candle, and put a rubber band around to hold in place. The
+appearance is improved if two colors of tissue paper be used. The effect
+up and down a table of these simple candlesticks is most festive. Colors
+may be changed to suit special occasions.
+
+
+=Chinese Toy= (_Three thin pieces of cardboard 2 x 2-1/2 inches in
+    measurement_ [_visiting cards will do_], _6 lengths of taffeta
+    binding or baby ribbon, 1/4 inch wide x 3 inches long_)
+
+The following toy can be made with little expense and very little
+trouble if directions are followed explicitly. It may be well to have an
+older child read each statement as the less experienced one tries to
+follow. A child who enjoys attempting things that are a little difficult
+will enjoy working this out.
+
+Place the three cards one beneath the other, narrow sides facing each
+other.
+
+Letter the cards respectively A, B, C.
+
+[Illustration: Chinese Toy.]
+
+As they lie on the table, write on upper side of each card "right," and
+on the under side write "wrong."
+
+Then place each card so that the "right" side is up.
+
+Take card A and on _right_ side at middle of top place figure 1 and at
+each lower corner place a figure 2.
+
+Do the same with Card B.
+
+Turn B card over and on _wrong_ side of B put figure 3 at each upper
+corner and figure 4 at middle of lower edge.
+
+Do same with card C on _wrong_ side.
+
+Now we are ready to unite the cards by the ribbons.
+
+Take one strip of ribbon and paste one end on right side of card A at
+figure 1. Run it beneath the card and bring it out so as to paste the
+other end on the right side of card B at figure 1.
+
+Take _two_ strips. Paste one end of each at 2 on card A. Run beneath
+card B and turn up over so as to paste on figure 2 of card B.
+
+A and B are thus loosely united and the toy may be considered finished,
+but it is more mysterious if made longer, as follows:
+
+Turn over and at each figure 3 on card B paste the ends of two strips
+of ribbon. (As ribbons already placed are loose this can be readily
+done.)
+
+Run beneath B and bring up so as to paste the ends on each figure 3 of
+card C.
+
+Take another strip. Paste the end on 4 of card B. Run ribbon beneath
+card C and turn up so as to paste on figure 4 of card C.
+
+This completes set of three. Others can be added _ad infinitum_ by
+ingenious children.
+
+To operate (if the word be not too pretentious a one in this connection)
+take hold of one of the cards at either end and keep turning it up and
+down so that first one narrow edge and then the other is uppermost. The
+remaining cards should fall in a continuous cascade.
+
+The rough sides may be finished by pasting on each a pretty paper lining
+cut just to fit. (See illustration.)
+
+
+MISCELLANEOUS
+
+
+=Chinese Kite= (_Kindergarten slats_, _paper_, _glue_)
+
+Take a firm, light paper (druggist's paper will do). Cut two oblongs,
+7 x 10 inches. Cut off all the corners by an oblique line of three inches.
+Fold each oblong lengthwise. Place the folded edges back to back, still
+folded. Take two slats and place one _under_ one oblong and _over_ the
+other, horizontally. Do the same with the other slat, but reversing the
+_under_ and _over_ positions. Take four strips of paper, which should be
+about one inch wide. Paste two strips over the splints, one on each
+side, to hold them in place. Place a third strip from top to bottom of
+the folded oblongs to hold them together. (They meanwhile lying back to
+back.) Turn the oblongs over and place the remaining strip in
+corresponding position. The result is a four-winged kite. Tie a cord
+around the slats and it is finished.
+
+
+=Ash-Tray= (_Cigar bands_, _glass saucer_, _photographer's paste_,
+    _square of felt_)
+
+For some time past children who are under the sway of the collecting
+instinct have acquired from friends or by purchase the bright colored
+bands that come around cigars and then have utilized them thus: Make an
+ash receiver by getting at a stationer's a glass dish and its
+accompanying piece of felt. Paste bands in pleasing positions upon the
+under side of the glass. (Photographer's paste shows no discoloration.)
+Meanwhile, the felt should have been thoroughly wet, stretched to fit
+the under side of the dish, and hung up to dry. When dry, paste upon the
+under side of the dish and trim off neatly the projecting corners.
+
+
+=Pen-Tray= (_Materials same as above, except that stamps or embossed
+    letter-heads are substituted for cigar bands_)
+
+There are many who do not wish to encourage smoking, and to such we
+suggest a pleasing modification of the above.
+
+Buy the glass dish and felt above mentioned, and instead of the bands
+paste upon the dish canceled postage stamps or letter-head monograms,
+etc., for a pen-tray. A smooth glass saucer and any piece of
+bright-colored felt that may be in the house may of course be used.
+
+
+=Scrap-Book= (_Colored paper-muslin_, _heavy sewing silk or worsted_,
+    _paste_, _paste-stick_)
+
+Cut paper-muslin of pretty colors, pink, blue or tan, into pieces 8 x 13
+inches (six pieces in all). Fold each one over once and fit together to
+make a book, the cover being of a color different from the body of the
+book. Sew all together by overcasting the back with stitches 1/2 inch
+apart in one direction, and then going back in the opposite direction
+through the same holes, thus securing a cross-stitch effect. Show the
+child how to paste scrap-pictures neatly in this book. He may keep it
+for himself or give it to the children's ward in a hospital or to some
+younger friend. A very little paste or glue will suffice; a bit in the
+centre and towards the corners of a picture.
+
+If the child has collected a large assortment of cards before beginning
+to make the book, let him classify them, putting together on one page
+animals, on another plants, on another pictures typical of the different
+seasons, etc. He may in this way suggest a house, putting on one page
+kitchen furniture arranged in some logical order; on another page the
+furnishings of bedroom, etc. Pictures for this purpose may be cut from
+magazine advertisements, trade journals, etc. In the same fashion a
+store may be furnished with articles for sale, the counter, scales, and
+desk. This gives practice in selecting and arranging. Good taste may be
+inculcated even from such small beginnings.
+
+
+
+
+CHAPTER IV
+
+THE SEWING-BASKET
+
+
+While busy with thread and needle, the mother may find it necessary to
+suggest some happy employment for the little one who asks for something
+to do. What do the contents of the sewing-basket hint?
+
+
+BUTTONS
+
+
+=Spinning Button= (_Button_, _thread_)
+
+Show the child a button strung upon a strong thread about 12 inches
+long. Then hold the thread firmly between thumb and finger of each hand
+and twirl it rapidly, drawing it suddenly taut. The button whirls round,
+making a pretty spinning figure.
+
+
+=Stringing Buttons= (_Buttons_, _waxed thread_)
+
+If baby is so old that he is not tempted to swallow a pretty button,
+give him a strong thread waxed at the end to make it stiff, and let him
+make a chain of buttons. They may be strung according to size or color
+or shape, giving practice in counting, in arrangement, and in choice.
+
+
+=Buttons as Counters= (_Buttons_)
+
+Save disused buttons of the same kind and let the child classify into
+two or more sets to be used as counters in games like checkers or
+go-bang. See page 62.
+
+
+=Button-Mold Wheels= (_Molds_, _brush_, _water-color paints_)
+
+Give the child four wooden button-molds of the same size and let him
+paint spokes upon them so that they will be ready any time to use as
+wheels for a toy wagon. Call him a little wheelwright.
+
+
+=Button-Mold Tops= (_Molds_, _match or toothpick_, _gilding or paint_)
+
+Paint or gild a button-mold and then stick through the hole a toothpick
+or burnt match whittled to right size and show the child how to spin it.
+
+
+=Button-Mold Counters= (See page 62)
+
+
+SPOOLS
+
+
+=Toy Furniture= (See page 15)
+
+
+=Toy Tree Boxes= (_Spools_, _green paint_, _matches_, _green paper_,
+    _scissors_, _paste_)
+
+Let the child paint an empty spool green, to be used as a tree box.
+Insert a burnt match to which has been pasted some green paper,
+previously fringed, to represent foliage. The child can make a row of
+such trees as a little boulevard up which he can draw an empty match box
+for a carriage.
+
+
+=Spool Tower Target= (_A number of spools_, _ball_)
+
+Pile a number of spools one on top of another and let the child try to
+knock them down with his ball.
+
+
+=Toy Road Roller= (_Spool_, _cord_, _toy horse_)
+
+Tie a cord through a spool and hitch it as a road roller to the Noah's
+Ark horse.
+
+
+=Pulley Elevator= (_Narrow cardboard box, such as a corset box or
+    shorter one_, _spool_, _cord_, _another small box, either saved or
+    made, narrow enough to fit inside the larger one_, _skewer_)
+
+Stand the large box on its narrow end and near the top punch a hole on
+each side so that the holes are opposite to each other. Take a spool and
+run through it an axle made of a slender piece of wood like a skewer.
+Then put the ends of the axle in the holes in the box. This makes the
+pulley. Use the smaller box as an elevator. Tie a string to this little
+box in such a way that you can hold it up evenly. To do this you must
+punch a hole in each of the opposite sides. Then tie one end of a longer
+string to the middle of the first named, and put the other end over the
+pulley. Revolve the spool by pulling one end of the string and the box
+will be raised.
+
+
+=Matching Colors= (_Spools of silk or cotton of various colors_, _silk
+    and cotton fabrics of different colors_)
+
+Have a color game, asking the child to try to match the colors on the
+spools with those in the fabrics.
+
+
+NEEDLES
+
+
+=Breastpins= (_Broken needles_, _sealing wax_, _candle_)
+
+Take a large broken needle, such that it is intact except for the eye.
+Show the child how to make a pretty pin for dolly by melting the wax a
+little in the candle flame, inserting the head of the needle, and
+molding into shape the bit of wax that adheres.
+
+
+=Threading Needles= (_Needles_, _thread_)
+
+If eager to do something, give the child a number of needles with thread
+of white and black, and let him thread them and put them into a cushion
+so that they will be all ready for your use some morning when you are in
+a hurry to sew on a button or take a stitch in Tommy's little shirt.
+
+
+MISCELLANEOUS
+
+
+=Thimble Biscuits= (See page 104)
+
+
+=Drawing Scissors= (_Scissors_, _paper_, _pencil_)
+
+Give the child scissors and paper and let him place the scissors on the
+paper and draw the outline around them. Then tell him to cut out this
+outline. Make several such and play at keeping cutlery store. Draw
+scissors open at different angles and tell names of angles; right,
+acute, obtuse.
+
+
+=Guessing Distances= (_Ruler or tape measure_)
+
+Let the children guess the height and length of various objects in the
+room. Verify by measuring with the tape-measure. Tell them of Oliver
+Wendell Holmes, the great poet, who, whenever he drove into the country,
+carried a tape-measure with which to determine the girth of any large
+tree he saw.
+
+Let children measure the size of the panes of glass, window-frames,
+etc.; have them tell how many feet it would take to carpet the floor.
+
+Tell them to put father's hat on the floor, near the wall, and guess its
+height.
+
+Such little exercises develop the powers of accurate observation in a
+way that may prove very helpful in an emergency.
+
+
+
+
+CHAPTER V
+
+THE PAINT BOX
+
+or
+
+EXPRESSION WITH PENCIL OR BRUSH
+
+
+Let the child early be given charcoal or colored chalks, and later the
+three pigments--red, blue and yellow--wherewith to express his ideas.
+Allow him some choice in the medium he uses--as pencil, charcoal or
+brush--as one may be best suited to his purpose one time, and another
+one at another time.
+
+Encourage the child to tell a story by painting or drawing. The earliest
+graphic method by which man conveyed messages to one at a distance was
+through picture-writing.
+
+
+LEARNING TO OBSERVE
+
+
+=Painting From the Real Object= (_Paints_, _chalk or charcoal_)
+
+Place before the child an apple, banana or flower of simple form and let
+him copy directly from the object without previous drawing. Encourage
+his efforts, however crude the results at first. It is more educative to
+draw from the real object than from a copy. Give him at first three
+colors only, in paints, till he learns how to get other colors by mixing
+these. For this purpose point out beautiful sunsets and cloud effects
+in Nature.
+
+
+=Life Stages of Seedling= (_Paper_, _paints_, _seedling_)
+
+Place before the child a bean or pea. Give him an oblong of paper 3 x 8
+inches. Fold it into four parts. In the first let him draw or paint the
+seed as he sees it. Then let him plant the seed. In a day or so let him
+paint a picture of the seedling, after having grown so as to show the
+development of the seed leaves. Draw two other pictures to show later
+stages of growth. This gives a picture history of the little plant and
+while so occupied the child is learning to observe and note that which
+he sees.
+
+
+ACQUIRING SKILL
+
+
+=Calendars= (_Water-colors_, _brush_, _paper_, _calendar pad_)
+
+Draw circles, squares, etc., and let the child fill in the outlines with
+color. A tiny calendar may be pasted in the center and ribbons put
+through wherewith to hang it up.
+
+In filling in these figures show the child how to hold the brush lightly
+so as to secure freedom of stroke. Let him make long strokes beginning
+at the top of the paper and moving from side to side slowly downward, or
+rather as rapidly as is consistent with neatness. Have enough water on
+the brush so that the color will not dry from one long stroke before you
+are able to go back and carry it on to the next stroke. Practice making
+a clean, smooth surface.
+
+
+=Nature Pictures=
+
+Let the child fill one sheet thus with blue, a picture of the sky.
+Another sheet may be covered with green, a meadow. Still another sheet
+may have the upper part blue and the lower green.
+
+
+EXPERIMENTS WITH COLOR
+
+
+=Prism= (_Secure glass prism from kindergarten store or from some
+    candelabra you may have at home_)
+
+Place in sunlight and let child observe colors and the order in which
+they appear; always in the same order--the cold colors at one end, the
+warm ones at the other. Let the little child try to catch and hold the
+lovely "light-bird."
+
+
+=Pigments= (_Water-color paints_, _glasses of water_)
+
+Dissolve a little red, yellow and blue paint in three separate glasses.
+Then, by mingling these--the primary colors--show how the secondary
+colors--orange, green and violet--may be obtained.
+
+
+=Transparent Papers=
+
+Get at a kindergarten store the transparent papers and isinglass used in
+color work. By overlapping one upon another different hues may be
+obtained. This may be done also, though less effectively, with colored
+tissue papers; but these are not so pure in tone.
+
+
+=Color-Top=
+
+Color tops may be procured at kindergarten stores. With the top come
+paper circles, of standard colors, with their tints and shades, giving a
+great variety. These are so slit that by placing two or more on the top
+according to directions and revolving the top, any tint or hue may be
+mathematically produced.
+
+If the child has made his own button-mold top, let him cut circles of
+white paper and slip them over the axis of the top. Make a dab of color
+here or there on the paper with paint or chalk. Whirl around and observe
+the effect. This will lead up to a better understanding of the
+above-mentioned color-top which is manufactured by the Milton Bradley
+Co.
+
+
+APPLIED ART
+
+
+=Toy Wagons and Houses=
+
+If the child has made wagons or houses of wood or cardboard, let him
+paint them in broad, free strokes. It is desirable that the little child
+be given work which involves the free movement of the larger muscles
+which such work demands. This may not appeal to one as belonging under
+the head of art, but we learn from Mr. Pennell that in Sicily the wagons
+of the peasants are beautifully decorated with landscapes and other
+pictures, and that the artists are particular to make their names
+conspicuous.
+
+In any case a certain artistic feeling is required in choosing the
+colors and rightly applying them even in house-painting and wagon
+decoration. And meanwhile the child is learning how to wield his
+instruments.
+
+
+=Place Cards=
+
+Take a clover leaf and practice painting from it until able to make a
+copy good enough to paint upon a place card for the table. If the
+drawing be correct, just a flat wash of color will do for the painting
+at first.
+
+An autumn leaf will do for a Thanksgiving card.
+
+See Festival Occasions for other ideas.
+
+
+=Tops=
+
+If a button-mold top has been made, it may be painted in concentric
+rings or the entire surface may be neatly colored.
+
+
+=Match-Safe=
+
+This has been described upon page 34.
+
+
+=Designs for Rugs= (_Paper, brown or white_, _paints or chalk_)
+
+Let child draw or paint design for toy rug he is making for doll-house.
+He may make an oblong of one color, and at each end draw lines across,
+which are to be woven in another color. There may be one line at each
+end, or two, or three, etc. The arrangement of these lines and their
+distance apart allow much scope for taste and judgment.
+
+
+=Designs for Wall-Papers, Oilcloths, Etc.= (_Parquetry papers_, _paste_,
+    _etc._)
+
+1. Have child observe oilcloth designs and then with kindergarten
+parquetry papers try to make similar ones for doll-house.
+
+2. Having made pasted designs, let him copy same in water-colors.
+
+
+=Design for Stained Glass Window= (_Transparent paper_, _scissors_,
+    _white paper_, _paste_)
+
+Cut a circle out of the white paper. Fold it once, which gives a
+half-circle; fold again, which gives a quarter-circle. Holding it
+folded, cut several ellipses, triangles, etc., into the folded edges.
+Open out and you have framework of a rose-window. On the back of this
+paste a piece of transparent paper (see page 75), red or green or
+yellow, and let the light shine through. Hang in window for
+transparency. Suitable for Easter gift. Vary by cutting like cathedral
+windows. (See illustrations in dictionary under "Tracery.")
+
+
+PICTURE-STORY
+
+
+=Chased by a Goose= (_Pencil_, _paper_)
+
+Once some boys lived in a house (make a dot) surrounded by a strong
+fence (draw circle round the dot). A short distance off was a large pond
+(an oval, a little below and to the right of the circle). One day the
+boys ran down to the pond (draw curved line from house to pond) and
+began to splash in the water and to throw it at each other (a number of
+oblique lines from right hand end of pond). Some distance off lived some
+Indians in two wigwams (two oblique lines meeting at the top and next to
+them a similar pair, like two tents, just below the pond). When the
+Indians saw the boys throwing the water out they began to chase the
+boys, running up a zigzag path (from each tent draw an oblique line to
+the right for a short distance and then turn to the left till it meets
+the pond). The boys ran as fast as they could up a winding path parallel
+to the one they ran down (draw curving line parallel to first one), and
+then ran to the left partly around the fence surrounding the house. They
+had to run around the barn, too (an oblique line to the left and then
+another to the right till it meets the circle again), and when they
+looked behind them they found they had been chased by a goose!!!
+
+[Illustration: Chased by a Goose]
+
+A little practice will make this easy for the story teller. The original
+dot and circle form the head and eye of the goose. The curving path is
+the neck. The water splashing out makes the tail feathers. The wigwams
+and the zigzag path form the legs and feet, and the path around the barn
+makes the bill.
+
+
+
+
+CHAPTER VI
+
+DOLLS AND DOLL-HOUSES
+
+
+What little girl does not love a doll? The more variety in their size
+and style the better pleased is she. Below are a number of suggestions
+for simple home-made dollies that may be prepared as a birthday or other
+surprise by older brothers or sisters.
+
+
+A FEW DOLLS
+
+
+=1.= =Clay-Pipe Doll=
+
+Ink in the eyes, nose and mouth on the back of the bowl of a pipe; dress
+in calico gown and apron, and put on a sunbonnet to conceal the top of
+the pipe.
+
+
+=2.= =Clothespin Doll=
+
+Ink features upon the head of the clothespin and clothe as either boy or
+girl.
+
+
+=3.= =Wishbone Doll= (_Wishbone_, _sealing-wax_, _material for
+    trousers_)
+
+Clothe the two limbs in trousers and ink in the features upon the flat
+joining bone. Feet may be made of sealing wax melted, pressed into shape
+and attached while still warm.
+
+
+=4.= =Peanut Doll= (_Peanuts_, _sewing-silk_, _glue_, _thread and
+    needle_, _silk for dress_)
+
+Make into Chinese doll. Take one peanut and ink in the features, making
+the eyes slanting. Glue on a queue of braided silk. String together
+several peanuts to make the body. To the upper one add on each side one
+or two as arms and string several together to make legs. Dress in
+wide-sleeved jacket and wide-legged trousers of Oriental design.
+
+
+=5.= =Yarn Doll= (_Skein of white cotton yarn_)
+
+Cut the skein into lengths of 12 inches. Double the skein over in the
+middle and tie a string tight around about two inches from the top,
+forming a neck and so making the head. Tie another string further down
+for a waist line, but leave out a few threads on each side, of which to
+make two arms. Tie these near the ends to indicate wrists. Before tying
+the wrists cut the threads to right lengths for arms. The features may
+be put in with ink.
+
+
+=6.= =Cork Doll= (_16 or more corks saved from olive bottles, etc._,
+    _smooth wire or hairpins--three in number_)
+
+String several corks upon the wire or hairpin for head and body. Through
+the second cork from the top run a hairpin sideways for arms, and fasten
+two corks upon each projecting end, cutting off any of the wire that may
+extend beyond the cork. Through the lower cork of the body run another
+hairpin and fasten two corks upon it for legs. Turn the end corks
+sideways to suggest feet. Dress the doll as desired.
+
+
+=7.= =Paper Doll= (_Fashion papers and catalogues_, _scissors_, _paint_,
+    _paste_)
+
+Most little girls find great pleasure in making their own paper dollies
+and the garments therefor. Fashion papers and catalogues afford many
+dolls for cutting out, and tissue paper, crinkled paper, the lace paper
+found in candy boxes, etc., form the raw material for beautiful Parisian
+gowns.
+
+Dolls may of course be cut out of white paper and beautiful countenances
+painted upon them, or holes may be cut in the head for eyes, nose and
+mouth.
+
+
+=8.= =Rag Doll= (_White cotton cloth_, _cotton batting_, _paints_,
+    _scissors_, _needle_, _thread_, _water-color paints or blueing and
+    red ink_, _raveled rope_, _etc._)
+
+Cut a large newspaper pattern of a doll. Then double the cloth, pin the
+pattern upon it and cut the two sides for the doll. Run neatly around
+with close stitches, beginning at the neck, and when nearly finished
+turn inside out, stuff with the cotton batting, and sew up the head.
+Paint in the features or use blueing for eyes and red ink for mouth and
+cheeks. Ravelings of rope will make silky hair, and fingers may be
+indicated by stitches.
+
+
+SOME DOLL-HOUSES
+
+
+=1.= =Cigar-Box House= (_Small cigar-box_, _paste_, _scissors_,
+    _pictures_, _etc._)
+
+A cigar-box, small as it is, will give great delight to a child who is
+aided in furnishing a little room. Stand the box up on the long side.
+Paper with wall paper of a small design. Then furnish with things made
+by the child himself; pictures cut from catalogues, and other
+accessories as described below.
+
+
+=2.= =Pasteboard-Box House= (_Four pasteboard boxes_, _glue_, _paint_)
+
+Select four strong pasteboard boxes of uniform size. Boxes such as the
+"Martha Washington Candles" are packed in will do. They measure 7 x 11
+inches. Lay aside the covers and remove any paper which may be attached
+to the inside of the box. Spread a thick paste of Spaulding's glue or
+furniture glue over the surface of one side of a box. Fit one side of a
+second to this glued surface and put aside to dry. The third and fourth
+boxes are treated in the same manner. When securely glued in pairs place
+the boxes with open sides facing you. Cover upper outside surface of one
+pair of boxes with a thick coating of glue and set the second pair on
+top of these in the same position.
+
+Now, one has a pasteboard house of four rooms--two upstairs and two
+downstairs. When securely fastened together cut in the partition
+separating the two upper rooms a door four inches high and three wide.
+Two windows measuring 3 x 4 inches, two inches from floor, may be cut in
+the back of the house. The same treatment may be given the rooms
+downstairs. One may arrange a kitchen and dining-room downstairs and a
+parlor and bedroom upstairs.
+
+Oil paints, such as are used in painting furniture, which come already
+mixed in small cans, may be used for painting the exterior of the house.
+
+In using this paint it is well to remember always to put sufficient
+paint on the brush to cover the entire surface of the wall of the house,
+from edge to edge, without lifting the brush. A strict observance of
+this rule insures a neatly painted surface. If desired, one may use
+yellow, green, or any light color for the interior.
+
+Remnants of cartridge paper or paper decorated in small designs can
+often be obtained of paper-hangers for a small sum. It may be fastened
+to the floor to serve as a large rug.
+
+
+=3.= =Soap-Box House= (_Three wooden soap-boxes_, _nails_, _saw_,
+    _paint_)
+
+Take three soap-boxes, wooden. Remove the covers from two and place one
+upon the other to make a two-story house. Put in partitions thus: Take a
+thin piece of board (from a smaller box), saw to needed height and depth
+and nail it in place by driving nails from above, below or the side, as
+the case may require. A stiff piece of cardboard (taken from a large
+box) may be made to serve as partition. If cut to the right size the
+pressure from top and bottom will hold in place.
+
+By taking _two small_ boxes for the upper floor instead of one large one
+the space which would be naturally left between can be made into a
+hallway. Stairs may then be made of stiff cardboard, folded into steps,
+with a strip of obliquely-cut paper pasted along the edges of the steps
+to keep them in place.
+
+If windows and doorways are desired they must be cut or sawed in after
+being drawn where desired in pencil.
+
+The third box is for the gable roof. It is to be placed on top of the
+upper floor so that its sides slant for the roof. Put in place and then
+mark off all that needs to be sawed away. When ready to be fixed
+permanently put in place and nail through.
+
+The furnishing of the little house gives much scope for ingenuity and
+invention as well as for the exercise of good sense and good taste.
+
+The exterior of the house can be painted with house paint, and this
+gives occasion for the broad use of the larger muscles, and
+physiologists tell us that the little child should exercise the larger
+muscles and nerves while the finer ones are still undeveloped.
+
+
+=Tiling= (_Corrugated packing cardboard_, _tacks_, _hammer_)
+
+The roof may be given a tiled effect by covering with corrugated packing
+cardboard saved from packages. Tack this on.
+
+
+=Papering=
+
+1. Paper with wall-paper. Scraps of it may be saved when the home is
+being papered.
+
+2. Oil-cloth effects may be obtained by pasting on floors or walls
+designs made with the kindergarten parquetry papers. (See page 168.)
+
+3. Friezes may be made in the same way by using circles and squares in
+rows, alternately or successively.
+
+
+DOLL FURNITURE
+
+
+=1.= =Cork.= (See page 37.)
+
+
+=2.= =Block= (_Blocks of wood or kindergarten blocks, cubes and
+    oblongs_)
+
+Glue these blocks together, three cubes making a little chair, and cubes
+and oblongs making a bed or sofa. Get the carpenter to saw a number of
+blocks of different shapes and sizes and let the child use his invention
+in putting them together. The furniture may be painted or gilded.
+
+
+=3.= =Paper or Cardboard=
+
+Take a piece of paper 1 x 2 inches. Fold crosswise. Make a dot 1/4 inch
+from the folded edge and 1/8 inch from right hand edge. Make dot 1/4
+inch from fold and 1/8 inch from left hand edge. From open edges
+opposite fold make two parallel cuts to these dots. These cuts make the
+four legs. When opened out a table is seen with two extensions for
+drop-leaf. Cut one of these extensions off and a chair is made. If the
+original paper is longer and wider it can be made into a bed, what were
+the leaves of the table being bent up into the head and foot of the bed.
+An ingenious child can vary and elaborate this furniture _ad infinitum_.
+The backs can be cut into fancy form and arms given to chairs and sofa.
+
+Use one of these paper chairs for a model, place on cardboard and draw
+around the outline and so obtain a stiffer bit of furniture. Rockers can
+be drawn, added to the feet, and cut out, thus making a rocking chair.
+
+
+SPECIAL ARTICLES OF FURNITURE
+
+
+=Pictures and Clocks= (_Trade journals_, _scissors_)
+
+Cut from trade journals and attach to walls.
+
+
+=Lamp= (_Twist spool_, _toothpick_, _half egg-shell_, _wax_)
+
+Paste a bit of paper on top and bottom of twist spool. Through this
+stick a toothpick, which the paper should hold firmly. Upon the top of
+the toothpick fasten a half egg-shell for a globe with bit of wax or
+glue.
+
+
+=Stove= (_Cardboard_, _black ink or paint_)
+
+Make oblong box of cardboard. Turn upside down and cut openings for top
+of stove. Make a small hole in the back of the stove and insert in it a
+piece of paper rolled into a stove-pipe and pasted. Cut openings in
+front for the grate and ovens, leaving a door for the latter. Ink or
+paint black.
+
+
+=Windows= (_Thin white paper_, _oil_, _glue_)
+
+Brush a piece of white paper over with ordinary machine oil, or olive
+oil, or dip it in the oil and when dry glue in for windows, telling the
+children that not very long ago that was the only way in which light was
+admitted to many houses before glass became so common.
+
+Isinglass may also be put in for windows.
+
+
+=Doll's Bedstead= (_Cigar-box_, _glue_, _gilt-headed tacks_)
+
+Saw the _cover_ of box into two pieces, one for the head and one for the
+foot. Fasten in place to the box with the decorative tacks. Legs may be
+attached if desired.
+
+
+=Curtains= (_Cheesecloth or lace_, _needle_, _thread_)
+
+Cut small squares of cheesecloth and let the child hem and put in
+windows for curtains. Do not insist on very fine sewing for beginners.
+Curtains may be edged with lace, or the entire curtain may be made of
+lace, tacked or glued to inside of window.
+
+
+=Telephone= (_Two spools_, _nail_, _tin mucilage top_, _string_, _small
+    flat block_)
+
+Take a flat piece of wood about two inches square. Glue to it the flat
+end of small spool. That is the 'phone. Another spool is the receiver
+hanging, when not in use, upon a nail driven into the wood. The mucilage
+top has the slot into which to drop the imaginary nickel.
+
+
+MISCELLANEOUS
+
+
+=Grocery Store= (_Wooden soap-box_, _small cardboard box_, _scales_,
+    _toy barrels_, _tiny pill boxes_, _sand_, _pebbles_, _etc._)
+
+A small wooden box makes the store. A smaller cardboard box turned
+upside down will make the counter, or small pieces of wood can be nailed
+together by the little amateur carpenter. Buy toy scales or make some as
+described below. Small barrels can be obtained at toy store or little
+bottles and boxes can be filled with small quantities of tea and sugar,
+with tiny bags of pebbles for potatoes, apples, etc. Cranberries make
+acceptable play apples. Corn and nuts also will find places. Tacks can
+be hammered in on which to hang tiny brooms, and by hammering in two
+long nails and laying a narrow board upon them a shelf can be made for
+the canned vegetables. Let the children make their own brown paper bags,
+looking at a real one for a model.
+
+
+=Scales= (_Two small square cardboard boxes, made or bought_, _twine_,
+    _skewer or other slender stick of wood or metal_)
+
+In each of the four sides of a box make a small hole near the top. Take
+two pieces of twine each four times the width of the box. Tie one of
+these through two opposite holes of the box and the other piece through
+the two other holes, being sure that the strings when tied are of equal
+length. These two strings cross each other. In the middle, exactly where
+they cross, tie one end of a string three inches long. Raise the box by
+this string and it should hang exactly true. Arrange the other box in
+the same way.
+
+Now take the skewer and exactly in the _middle_ tie a string of three
+inches. To the ends of the stick tie the ends of the twine already tied
+to the boxes. Raise the skewer by this string and the boxes should hang
+evenly, like scales. If they do not, slide one or the other back and
+forth until they do balance.
+
+Use in the toy grocery store. Playing store is always a fine opportunity
+for indicating lessons of honesty in business. Train the child to give
+fair weight and measure, even in play.
+
+
+=Merry-Go-Round for Dolls= (_Cardboard_, _large ribbon spool_, _stiff
+    paper or kindergarten folding paper_, _slender pencil_, _tiny flag_)
+
+Cut two circles of cardboard, one five inches in diameter; the other,
+ten to twelve. Using the smaller one as a base, stand on it a large
+ribbon spool (spool around which baby ribbon comes). Glue the large
+circle to the other end of the spool, parallel to the other lower
+circle. Make a hole in each circle. Run a slender pencil through the
+upper cardboard, then through the spool, and then through the lower
+circle, making an axis round which the spool may revolve, carrying with
+it the upper circle.
+
+On the upper circle paste alternately animals cut from paper or
+cardboard, and benches also cut from cardboard. Elegance may be added by
+gilding the spool and letting a tiny flag float from the point of the
+pencil. Cut out paper dolls for a ride.
+
+
+=Dolls' Park= (_Starch-box_, _earth_, _moss_, _twigs_, _tiny mirror_,
+    _etc._)
+
+Fill the box with earth and sand for a foundation, and then with moss,
+twigs, elder-berry sprigs, etc., fill in the fairy-like details. A toy
+swan or boat adds to the reality.
+
+
+=Rugs for Doll-House=
+
+1. Make the loom by taking a slate and knocking out the slate so as to
+leave the frame intact. Hammer a row of small nails half an inch apart
+along the two narrow sides. Then make the warp by stringing strong cord
+back and forth across the nails. Tie first around one corner nail; carry
+_to_ and _around_ the two nails opposite, then back and around the next
+two, and so back and forth till it is all strung. The rows of cord
+should be parallel.
+
+2. Instead of a slate, looms of various sizes may be roughly made of
+four narrow pieces of wood measured, sawed, and nailed together at the
+corners. A curtain slat could be so used, or wooden boxes will furnish
+raw material for such. A loom 4 x 6 inches is a good size for a
+beginner.
+
+For woof, use coarse worsted or ribbon to begin with, or colored
+cheesecloth torn into narrow strips.
+
+Use the fingers at first, later a bodkin, weaving under one cord of the
+warp and over one, back and forth, till a tiny rug is made. Fasten ends
+by weaving in and out a short distance into body of rug. At first make
+rug all of one color, or a rag-carpet effect can be obtained by tying
+into a long string worsteds of various colors. If a plain color is used
+a border can be made by running in a strand or so of a different color.
+
+Let the child employ his artistic and creative abilities in making
+designs for the rug with paints or crayons. Draw an oblong of one color
+with stripes across the ends, one, two or three in number, at different
+distances apart. Variety can be secured by taking up two threads at a
+time or running under _one_ and over _two_, etc. Warn the child not to
+draw the threads too closely or the rug will have the shape of an
+hour-glass when finished.
+
+A washcloth can be made thus by weaving it of narrow pieces of
+cheesecloth.
+
+Take the rug or cloth off the loom by raising carefully over the nails.
+
+3. Another simple kind of loom is made by taking a piece of cardboard
+measuring 6 x 8 inches. Draw a row of eight dots half an inch apart.
+Opposite these, and six inches away, draw another row. With strong cord
+sew through these a set of straight stitches, six inches long and half
+an inch apart. This makes the warp. Run the worsted woof under and over
+these cords as in any weaving, and tear the cardboard away when
+finished.
+
+
+
+
+CHAPTER VII
+
+PLAYS AND GAMES
+
+
+In playing games children learn lessons of fair play, of mutual
+forbearance and patience, and of letting a playfellow "have a chance,"
+which they learn in no other way. Apart from the important bodily
+exercise and development gained in the active physical games, the demand
+upon mental and moral qualities is of immeasurable value.
+
+A child should never be permitted to cheat at a game, even "in fun." A
+game loses significance as a game when one person does not "play fair."
+The child to whom even the thought of so doing is impossible begins the
+race of life with an immense advantage, for we believe that the
+foundation for all real life is _character_.
+
+We give a few games which have been tried with success either in the
+home, the kindergarten, or the playground. Some of these plays require
+materials; others do not. In some cases instructions are given for
+making the required materials.
+
+
+TAG GAMES
+
+
+=Circle Tag=
+
+One person stands in the center of a ring of children and each one in
+the ring holds out his right hand. The one in the middle tags one of the
+hands and the owner immediately gives chase till he catches the
+pursued.
+
+Vary by having both tagged and tagger skip, hop, etc., instead of run.
+
+
+=Racing Tag=
+
+Players form circle. One goes outside the ring and runs or walks around,
+suddenly quietly touching another player, who immediately races with
+him, going around the ring in opposite direction.
+
+Vary by having contestants bow three times as they pass each other.
+
+
+=Wood, Iron or Paper Tag=
+
+One child chases another who touches for goal anything made of wood, or
+iron, or paper, etc., as has been decided upon beforehand. If the
+pursued is caught before he succeeds in touching such object, he becomes
+"it." The goal may be a wooden stick or tree, or an iron rake, or a
+paper book, etc.
+
+
+=Japanese Tag=
+
+Form a long line of children, one following closely behind another in a
+march or run. One child outside the line is "it." He tries to tag some
+one in the line. The leader endeavors to prevent this by twisting his
+file rapidly in and out in a curving line, and, by so throwing out his
+arms, as to protect the threatened one, as the line twists and turns
+with him. If one is tagged, the leader becomes "it." The leader and his
+train of children must of course be alert in mind and active in body.
+
+
+=Cross-Tag=
+
+Of a group of children the one who is "it" chases any one he chooses to
+begin with, but if another child runs in between the chased and the
+chaser, the chaser must follow the one who has thus run in between. If
+he shows signs of fatigue a third child may run across between the two,
+etc., he then being chased until the tagger succeeds in catching some
+one, who in turn becomes "it."
+
+
+RACES
+
+Allied to the tag games are the racing games, of which we give only two.
+
+
+=Potato Race= (_Twelve potatoes_, _two tablespoons_)
+
+Place six potatoes in a row about three feet apart. Place six others in
+a parallel row some distance away. Give two players each a spoon, and at
+a signal they start to race. Each player runs up his row, picking up the
+potatoes, one by one, carrying each in turn to a given point, then
+coming back for another potato, till all are thus carried. The left hand
+must not assist. The one who first gets his potatoes safely to the spot
+decided upon wins.
+
+
+=Clothespin Race= (_Handful of clothespins_)
+
+Arrange the children in two rows, equal in number. Give the first child
+a handful of clothespins, laid straight. At a signal he passes them down
+the line. If one is dropped it must be picked up by the one dropping it
+and put as before with the others and then passed on. Reaching the end
+of the line, they are at once passed back again to the starting point.
+The side wins which first get back all the pins.
+
+
+AIMING GAMES WITH BEAN-BAGS
+
+
+=Kinds of Bags= (1. _Ticking or strong calico_, _strong thread_,
+    _needle_, _baking-beans_. 2. _Felt_, _sewing silk_)
+
+1. Make a strong bag of bright colored material, 6 x 8 inches in size.
+Fill with the ordinary baking-beans and overhand the top.
+
+2. Take a piece of felt or any pretty strong material which will bear
+the wear and tear of the game. Cut into two circles 5 or 6 inches in
+diameter. Sew together on the wrong side, with a seam of one fourth
+inch. Then cut in the center a small circle half an inch in diameter.
+Turn the odd-shaped bag inside out, fill with beans and overhand the
+small circular opening with close stitches of silk. These bags can be
+more easily caught than balls by little hands.
+
+
+=Kinds of Games=
+
+Children usually hand down familiar games from one generation to
+another. Here are a few:
+
+1. Children stand in a circle with one in the center who throws the bag
+to each in turn all around the ring, or else tries to catch some one
+napping by throwing it unexpectedly.
+
+2. Vary by having children stand in a row and the leader throws to each
+in turn. Or children stand in opposite rows and every one in one line
+has a bag which all throw in unison to the child opposite. These in turn
+throw back in perfect rythm.
+
+3. Vary again by tossing into the air in unison. The accompaniment of
+music is always a thing to be desired in such rythmic games.
+
+4. One child stands in center of ring and tries to catch the bag as it
+is tossed across to some one on the other side of the ring.
+
+
+AIMING GAMES WITH BALLS
+
+The games just described may be played with balls as well as with
+bean-bags, and thus require more co-ordination on the part of the
+child's muscles. We give a few other games in addition.
+
+
+=Counting-Ball=
+
+Let one child bounce the ball, striking it from above with the palm of
+his hand and counting one, two, etc., until he fails to hit it, when
+another child takes a turn.
+
+
+=Guess-Ball=
+
+A row of players number off from one end 1, 2, 3, 4, etc. The last
+number steps in front of the row a distance such as may be needed to
+secure certainty of aim and touch on the part of those who throw the
+ball. The player in front stands with his back to the others. Those in
+the row now begin to pass the ball sideways from one to the other. The
+player in front having counted a given number, the one who happens to
+hold the ball at the time must at once throw it at the player in front.
+If struck, the latter turns quickly and tries to judge from the
+attitudes of the various players which one threw the ball. If he is
+right, places are exchanged. If he guesses wrong, the game continues as
+before.
+
+
+=Cup and Ball= (_Cardboard_, _worsted_, _funnel_)
+
+Make the ball by cutting from cardboard two circles about two inches in
+diameter. Inside the large circles draw smaller ones about one-half inch
+in diameter. Cut the smaller circles entirely out, thus leaving a hole
+in the middle of each large circle. Keep these two large circles
+together. Now, with a needle, wind worsted round and round through the
+opening in the two circles until it is completely filled, so that the
+needle cannot be pushed through. Hold in the left hand, and with sharp
+pointed scissors cut the worsted at the edge of the circles, spread the
+circles a little apart, and tie a strong thread firmly around the
+worsted between the two cardboard circles. Then tear the cardboard
+circles away and a pretty ball remains. Tie this ball, with a string
+twelve inches long, to a kitchen funnel, and let the child try to catch
+the ball in the funnel.
+
+
+AIMING GAMES--MISCELLANEOUS
+
+
+=Ring-Toss= (_Small wooden box_, _broom-handle or dowel_, _nail or
+    glue_, _embroidery rings or hoops of small keg_)
+
+Saw a foot from a broom-handle or dowel (a child's broom will best serve
+the purpose). Glue or nail this to a box. Let the child practice tossing
+over this post rings taken from a small keg; or embroidery rings may be
+used. These may be wound around with bright colored strips of lining or
+with ribbon. The rings should be graduated in size.
+
+
+=Grace-Hoops= (_Basket reeds_, _raffia_)
+
+Make a wand of three or four basket reeds cut into two foot lengths.
+Wind these more or less loosely with string, just so as to hold them
+together. Then wind around and around closely and smoothly with a strand
+of raffia so as to bind firmly together. If held smoothly, several
+strands of raffia may be used at one time. If reeds are not to be had
+lilac branches may be used instead. The result should be a wand firm and
+stiff.
+
+Make the hoops by soaking the reeds first in water for an hour to make
+flexible. They should be cut into lengths of about 2-1/2 feet. Curve
+several into a hoop and tie. Then wind smoothly and firmly with the
+raffia. The ends of the latter may be disposed of by threading upon a
+large needle and running it a short distance in and out of the part
+already wound.
+
+Two wands and one hoop are required for each player. One tosses a ring
+from her two wands to her opponent, who must catch it upon her own
+wands.
+
+This once popular game cultivates both alertness and grace.
+
+In the kindergarten the children use wand and ring in playing "knights."
+One child holds the ring while the little knight gallops around the
+circle on an imaginary steed and tries to capture the ring on his lance
+(wand), as at an old-time tournament.
+
+
+=Croquet with Peas= (_Peas_, _hairpins or double-headed tacks_, _nail or
+    match_, _toothpick_, _cork_, _cover of starch-box_)
+
+Bend hairpins into shape or use double-headed tacks as wickets. Insert
+into the cover of a wooden starch-box for ground. For a stake use a nail
+or a painted match-stick. Sharpen this to a point and insert it in a
+hole previously made by hammering in a nail. Make mallets by inserting
+matches or toothpicks into heads made of small pieces of cork. Use peas
+for balls.
+
+Put the whole outfit in a box and give to little sister for her doll's
+birthday.
+
+
+=Egg-Shell Game= (_Egg-shell_, _long table_, _four tumblers_)
+
+Blow an egg-shell and paint with some college colors as a foot-ball.
+Take four tumblers and place two at one end of a long table for goals
+and two at the opposite end for goals, the two which make a pair being
+four inches apart. Divide the party into two competing groups. Those on
+one side must try to blow the shell between the tumblers of their
+opponents. These must try to defend their end of the table and at the
+same time try to blow the shell between the tumblers of their opponents.
+This makes a merry game for young people.
+
+
+=Cherry-Stone Game= (_Save and dry a dozen or more cherry-stones_)
+
+Scatter the stones lightly on the table. They will fall so that some lie
+closely together, others far apart. The first player selects any two
+stones and draws his finger between them so that he touches neither. If
+he succeeds thus far he must then try to snap one (with thumb and middle
+finger) so that it strikes the other. If this succeeds also the two
+stones belong to him and he has another turn, continuing until he either
+touches a stone in trying to draw a finger between two or fails to make
+one of the two hit the other. The second player will not fare so well,
+because the remaining pairs will lie closer together than those first
+chosen, so that great care will be needed in drawing the finger between
+two. Sometimes it is necessary to use the little finger. At the end the
+player having most stones wins the game. The stones may be dyed or
+painted if desired. The game suggests tiddledy-winks and crokinole.
+
+
+=Donkey Game= (_Picture of a donkey, minus a tail, and one dozen
+    separate tails. These may be bought in large sheets for ten cents,
+    but may be cut out of paper if drawn first by skilful hands_)
+
+Pin the picture to the wall in some spot where it will not deface it.
+Give each player a tail with a pin sticking through it. Blindfold him.
+Turn him around three times and send him in the direction of the picture
+to pin the tail on the donkey. The one who succeeds in fastening a tail
+nearest to the proper place wins the game.
+
+
+=Blowing Out the Candle= (_Candle in candlestick_)
+
+Place a candle on the table. Blindfold a player, turn him around three
+times about six feet from the candle. Then let him try to find his way
+towards it and blow it out. He may have three trials.
+
+
+MISCELLANEOUS PLAYS
+
+
+=The Countess of the Huggermuggers= (_Two candles in candlesticks_)
+
+Give two players each a candle. They take places about eight feet apart.
+Then each takes a step forward at the same time and makes a solemn bow
+without smiling; then another step and bow; and then a third. Then one
+says solemnly, "The Countess of the Huggermuggers is dead." The other
+one rejoins, "I am very sorry to hear it." The first one replies, "So am
+I." Then each takes three steps backward, with a bow each time, and all
+without a smile. Whoever smiles must give up his place to another
+player.
+
+
+=Rope and Sandbag= (_Rope ten feet long, with handle at one end which
+    may be made by knotting the rope, and a sandbag or other weight at
+    the other. Sandbag may be made of strong goods sewed into a bag and
+    filled with sand. In a kindergarten a weight has been improvised out
+    of a child's rubber shoe_)
+
+Some one stands in the center of a circle of children and swings the
+rope so that the weight just grazes the ground. The children must be
+sufficiently attentive and agile to evade the rope by jumping over it as
+it passes them. Do not begin until the rope has acquired momentum enough
+to move with a degree of regularity.
+
+
+=Omnibus Swing= (_Strong rope or chain_, _staples_, _soapbox_, _wooden
+    plank_, _nails_)
+
+If fortunate enough to have a barn or summer-house, or a playroom with a
+strong beam in the roof or ceiling, place a pair of strong staples in
+the beam (hammock hooks would serve the same purpose) a few inches
+apart. Six feet from these place _another pair_ of staples in the beam.
+From each pair of staples or hooks suspend a loop of rope so that it
+comes about one foot from the floor.
+
+[Illustration: Omnibus Swing.]
+
+Take a plank about eight feet long and one foot wide and cut four
+notches in it, two on each side, about six inches from the ends. Place
+the plank so that it hangs held by the two ropes, which slip into the
+notches in the plank, the notches keeping the ropes in place. Upon this
+several children can swing back and forth lengthwise, and so play at
+rowing, riding, trolleying, etc., as imagination dictates. If a soapbox
+be nailed at one end the baby may be put into this for a safe ride.
+
+
+=Anagrams= (_Tinted Bristol board_, _black ink or paint_, _heavy pen or
+    brush_)
+
+Cut the Bristol board into 1-inch squares and let the child paint or
+draw upon these squares the letters of the alphabet, one letter to each
+square. There should be at least a dozen of each letter and many more
+A's, E's and S's, as these letters occur frequently in English words.
+Two games may be played with these letters as follows:
+
+1. Give the child the four or five letters that compose a word and let
+him try to put them together in the right way as: _H-s-e-r-o_ (_Horse_).
+
+2. Several players are needed for this game. The cards must be placed
+upside down in a box so that the letters are not seen. Each player takes
+a letter in turn, the first time round, and places it in the centre of
+the table. At the second time round, each, as he takes a square from the
+box, tries to form a word with it, either by using a letter from the
+central pool or by taking away an opponent's word. If he takes from an
+opponent he must take an entire word. As he forms a word he places it
+before himself, the aim being to get five or ten words before any
+opponent does. If he can form no word he puts his letter in the pool.
+The number of words making the game must be agreed upon beforehand. For
+example: In the pool are placed in turn the letters _g, b, f, t_. Player
+I, continuing, draws from the box the letter _a_ and with the letters in
+the pool can form _bat_, which he places in front of him, leaving _g_
+and _f_ in the pool. Player II draws an _l_, and as he can form no word,
+he puts it in the pool. Player III draws an _e_ and takes away the _bat_
+of No. I, turning it into _beat_. Player II draws an _o_, which with the
+_g_ from the pool, he turns into _go_. Player I then draws again, and so
+the game continues until one player has, we will say, five words, the
+number agreed upon, and so wins.
+
+
+=Weighing Honey=
+
+One child crouches, clasping his hands beneath his knees tightly. Two
+older persons then take the handles of the honey-jar (the child's arms)
+and swing him back and forth, counting one, two, three, etc., with each
+swing until the hands give way. The number of counts tells the number of
+pounds in the jar.
+
+
+SUGGESTIONS FOR CHILDREN'S PARTIES
+
+
+=Peanut Party= (_Several quarts of peanuts, and a pretty little bag
+    measuring 6 x 8 inches for each guest_)
+
+Before the little guests arrive, hide the peanuts in corners, under
+cushions, and in all possible hiding-places, singly, or two or three
+together. At a signal all of the children begin to search for the
+peanuts. The one finding the most wins. Give a reward of a peanut doll.
+(See page 80.)
+
+       *       *       *       *       *
+
+In no such games of competition is it a good plan to have expensive
+prizes. That plan ministers to a weakness inherent perhaps in human
+nature, but one to be discouraged--the desire to win, not for the sake
+of success, but for the sake of the prize. The giving of a valuable
+prize engenders feelings of envy and caters too much to the gambling
+instinct. It tends to destroy the spirit of fun and play which is the
+real object of a social gathering.
+
+A part of such an entertainment would appropriately be the making of
+peanut taffy or of peanut animals. (See page 23.)
+
+
+=Spider-Web Party= (_Balls of pretty twine, one color for each guest_)
+
+Take a ball of twine and to the end attach a card bearing the name of
+one guest. Then unwind it, twisting it around different articles of
+furniture, chairs, table-legs, door-knob, chandelier, etc., till the
+thread is judged to be long enough. Then cut, and to this end tie some
+trifling gift. Arrange in this way one ball and gift for each child
+expected. When the time for playing the game arrives, give to each child
+the card bearing his name, to which twine is attached. At the signal for
+beginning, each one follows up his line, unwinding and disentangling it
+as he goes along, till the end of the cord bearing the gift is reached.
+As each little visitor receives something, there is no unwholesome
+spirit of rivalry.
+
+
+=Thimble-Biscuit Party= (_Dough_, _silver thimbles_)
+
+While making biscuits for supper give the little child a silver thimble
+to use as a biscuit cutter, first rolling the dough to a thickness
+one-third the height of the thimble. When he has made a good array put
+them into the oven. They will bake quickly and to the child will seem to
+surpass the best cake made.
+
+Invite a group of little children to a thimble-biscuit party. A dough of
+flour, water or milk, a little salt and baking powder will be sufficient
+and the little workers will be very happy making the wee biscuits. Only
+silver thimbles should be used.
+
+While the biscuits are baking a few games, notably "Hide the Thimble,"
+will pass the time. Served with a little jam or milk they will make a
+delicious repast, with dolls and Teddy Bears for company.
+
+
+=Butterfly Party= (_White paper_, _oil paints, in tubes_)
+
+Uncovering the tube, make a dab of paint with it near middle of a sheet
+of paper. Immediately beneath make a _long stroke_ of another color. Now
+fold over lengthwise along the middle of the long line of paint. While
+folded press and smooth with finger over the first spot. This when
+opened will be the head of the butterfly. Keep paper still folded,
+however, and press along the line of paint to make body and then make a
+side pressure to make the wings. Open out, and there is the general
+suggestion of a beautiful butterfly, which, held up so that the light
+shines through, may be really very pretty. A little experiment will show
+how improvements can be made. Any color may be used. Invite your friends
+to an evening butterfly party and give a prize for the best one made;
+the prize may very suitably be something in butterfly form; a penwiper,
+or lamp-shade, or something similar.
+
+
+=Autograph Picture= (_Ink_, _paper_, _coarse pen_)
+
+At the butterfly party, autograph portraits also may be made. With a
+coarse pen, filled with ink, each person writes his own name in turn.
+Take the flowing autograph, fold it lengthwise through the middle and
+crease, making special pressure at the top and drawing out slightly at
+the side. Open up and the result is a queer portrait of the owner of the
+autograph with suggestion of head and arms.
+
+Enclose autograph on two sides by straight lines; when folded and then
+opened, the portrait will be framed.
+
+
+
+
+CHAPTER VIII
+
+FESTIVAL OCCASIONS
+
+
+Festivals have always held an important place in the life of home and
+community. The anniversary of the day of birth, or of marriage, the day
+of graduation, or of coming of age--what opportunities they offer for
+strengthening the ties of kinship, for creating hallowed associations
+that may often prove bulwarks of safety in later days of temptation and
+sorrow!
+
+Christmas, Easter, Thanksgiving, are now National holidays with us, and
+our celebration of these beautiful festivals is one more link in the
+chain which binds us to all races and creeds; for the return of the sun
+at the winter solstice, the renewal of life in the spring, the
+ingathering of fruits in the autumn, have appealed to all peoples as
+fitting occasions for the expression of religious joy and for mutual
+congratulations upon dangers past and the results of work accomplished.
+
+In the joy of such occasions, we must not let them degenerate into the
+mere mercenary exchange of material gifts.
+
+Christmas is preeminently the children's day, when we annually remind
+ourselves of the divinity inherent in all childhood, and desire to bring
+joy to all children and goodwill to all peoples.
+
+Easter means most to the adult who has experienced sorrow and
+disappointment and has known something of the anguish and awe and
+deepening of life that comes with the message of Death. The pleasure of
+the child in the hare and the Easter egg must not be allowed altogether
+to overbalance the wondrous symbolism of the Easter lily.
+
+The National holidays--Washington's Birthday, Memorial Day, Independence
+Day, etc.--take us outside the limits of the home and remind us that, as
+we thank the men and women of the past for the privileges of the present
+which we owe to their sacrifices and aspirations, so we should realize
+our obligations towards the future.
+
+In celebrating these different festivals, let the child bear his small
+part. We give a few ideas of things which he may do or make. It is these
+early impressions which are the lasting ones. The actual service
+demanded of the child counts much in the formation of character, though
+even more important is the spirit which radiates at such times from the
+parents and friends who celebrate or prepare to celebrate these
+recurrent holidays. It is the "spirit which giveth life," here, as
+everywhere.
+
+The suggestions will be given in the order in which the holidays come in
+the year. Where an article is described in another part of the book, it
+will not be repeated, but the page number will be given for reference.
+
+
+NEW YEAR'S DAY
+
+
+=Place Cards at Table= (_White card_, _pressed four-leaf clover, or
+    paints_)
+
+1. Having found and pressed four-leaved clovers in the days of summer,
+paste one lightly to each place card as symbol of good-luck.
+
+2. Copy a clover-leaf with paints and write on card some appropriate
+quotation signifying good-will.
+
+
+=Decorated Note Paper= (_Writing paper_, _leaf_, _paste or paints_)
+
+Paste a real clover leaf (or paint one) on the writing paper upon which
+you may be writing a New Year's letter to your friend.
+
+
+=Calendar= (_12 oblong blotters, white or colored_, _ribbon to match, 1
+    inch wide and about 3/4 yards long_, _tiny calendar pad_, _paste_)
+
+Take the calendar pad apart and paste the leaf for each month upon one
+of the blotters. Then tie the blotters together with the ribbon. This
+makes suitable New Year's gift. (See also page 74.)
+
+
+=New Year's Bells= (_Red cardboard_, _scissors_, _paste_, _ribbon_)
+
+Cut out a bell and paste a calendar pad on it. Or cut 12 small bells and
+paste one leaf of calendar pad on each, stringing all together with
+ribbon.
+
+
+=Good-Luck Pigs=
+
+With our German population the pig signifies "good-luck," and at New
+Year's pigs, big and little, made of various materials, are quite in
+order. A favorite candy, made of sugar and bitter-almond, is in the
+shape of a pig, and is used to present to friends at this holiday time.
+Many suggestions already given may be carried out with the pig idea in
+mind.
+
+
+=Midnight Watching=
+
+If friends stay up to watch the Old Year out, any of the above-named
+articles may be made by the children for souvenirs. A poem which may
+suitably be read at this time is Tennyson's "Ring Out, Wild Bells;"
+also, Longfellow's "The Poet's Calendar." A timely topic for discussion
+is the never-answered question: When does the new century begin--with
+January 1, 1900, or 1901? Timothy Dwight, President of Yale College,
+1795-1817, wrote some clever verses apropos of the subject when he
+helped usher in the 19th Century.
+
+
+ST. VALENTINE'S DAY
+
+Save lace papers from candy and soap boxes and they will prove useful
+when St. Valentine's Day comes in making Valentines. With these papers
+and scissors, paste, scrap pictures of flowers, doves, etc., the
+children will spend happy hours in making these dainty souvenirs. We
+give a few directions for making some such.
+
+
+=Single Hearts= (_Red cardboard_, _lace paper_, _scrap pictures_,
+    _scissors_, _paste_)
+
+Cut a heart out of the cardboard and around the edge paste a border of
+lace paper, fulling slightly and attaching it to the under side of the
+heart. In the centre of the upper side of the heart paste a pretty scrap
+picture. This makes a simple but effective Valentine.
+
+
+=Chain of Hearts= (_Red cardboard_, _scissors_, _scrap pictures_,
+    _paste_, _red ribbon_)
+
+Cut several hearts out of the cardboard, and, after punching holes in
+the top and bottom of each one, string them together, pasting a scrap
+picture on each one if that added touch is desired.
+
+
+=Double Hearts= (_Red cardboard_, _scissors_, _paste_, _strip of red
+    paper_)
+
+Cut two hearts of different sizes. Then take a narrow strip of red
+paper measuring 1/4 x 1 inch and fold it into thirds. While still folded
+attach one end of this paper to the _centre_ of the _upper side_ of the
+large heart and the other end to the _centre_ of the _lower side_ of the
+smaller heart. This unites the two, one resting on top of the other, the
+paper acting as a kind of spring to raise one above the other. Instead
+of a small heart a scrap picture may be thus attached on the larger
+heart.
+
+In cutting out these hearts it may be necessary first to cut a pattern
+out of newspaper, making several trials before a satisfactory model is
+secured.
+
+
+=Lacy Valentine= (_Gold or silver paper_, _white tissue paper_, _scrap
+    pictures_, _paste_)
+
+Cut from a sheet of gold or silver paper a piece measuring 5 x 7 inches.
+Fold this once through the middle so as to make a book of 3-1/2 x 5
+inches. Cut a piece from the tissue paper of 3-1/2 x 5 inches. Fold this
+two or three times and cut into it tiny perforations--oblongs, diamonds,
+circles, hearts, etc. Then open out and observe the lacey effect.
+Practice this until something pretty and dainty is secured. Then upon
+the centre of the book paste a scrap picture and attach the tissue paper
+by its edges to the Valentine in such a way that the picture shows a
+little between the perforations. A narrow strip of stiff paper folded in
+three, to give the effect of a spring as described above, may be used at
+each corner. Inside of the booklet paste other pictures as fancy
+dictates. Also write therein some appropriate lines.
+
+
+=Spider-Web Design= (_Gold or silver paper_, _Bristol board_, _scrap
+    picture_, _paste_, _scissors_)
+
+Cut a circle of gold or silver paper, three or four inches in diameter.
+Fold once, making a semi-circle; fold once more making a quarter-circle.
+Beginning at the point of the folded paper, make a tiny cut from one
+edge _towards_ the other, but do not cut the point entirely off. Turn
+the paper and make a second cut parallel to the first about 1/8 inch
+away, the cut being from the other edge of the paper. Turn again and
+make a third cut. Each time the cuts grow in length owing to the
+increasing width of the triangle or quarter-circle. Continue thus until
+the circumference of the folded circle is reached. Then open out and you
+have a silver spider-web effect. Take a square or circle somewhat larger
+than the web, and in its centre paste a pretty bird, flower, or maiden.
+Then paste the web upon this background, putting the paste along the
+edges of the web, but leaving the centre free, so that the child can
+raise it and peer through the slits at the picture beneath.
+
+Let city children send to country cousins scrap pictures, colored
+papers, etc., and sample Valentines, so that their friends may have the
+pleasure of making and giving.
+
+
+Valentine Dinner
+
+SOUP: Put into the clear soup the noodle hearts, which may be purchased
+at a grocery store, or have a vegetable soup, slicing the vegetables and
+cutting them into little hearts with a knife.
+
+MEAT: Make chicken or beef croquettes, molding them like hearts.
+
+VEGETABLES: Slice the boiled carrots and potatoes and cut into heart
+shapes.
+
+BREAD: Cut into hearts.
+
+SALAD: Upon green lettuce leaves place hearts cut from beets.
+
+DESSERT: Ice cream may be obtained in the form of a Cupid or something
+similar, and cake may be decorated with white icing having pink hearts
+outlined upon it. The peppermint candies in the shape of hearts, which
+have sentiments printed upon them, may be passed either at the beginning
+or the end of the meal. Cut in half, placing the halves in separate
+dishes; then pass one dish to the girls and the other to the boys, and
+by matching halves partners may be found. Let the children, however,
+remain unconscious of the distinction of sex as many years as possible.
+
+In making preparations for the dinner let the children help.
+
+
+=Place Cards for Dinner= (_Red paper_, _white cardboard_, _scissors_,
+    _pencil_)
+
+Cut a heart from the _red_ paper. From the _white_, cut an arrow,
+drawing it after a pattern found in some book. Making two slits in the
+heart, run the arrow through it. On the reverse side of the heart write
+the name of the guest.
+
+
+=Decorations for Valentine Dinner= (_Red cardboard_, _red ribbon_)
+
+Cut about two dozen hearts all of same size, or graduated in size.
+String these upon the red ribbon and suspend over the table.
+
+
+WASHINGTON'S BIRTHDAY
+
+
+=Luncheon Card= (_1._ _Picture hatchet_, _cardboard_, _scissors_,
+    _paints_; _2._ _Same_--_also white or reddish brown paper_)
+
+1. Find a picture of a hatchet and use it as a model from which to cut
+one about two inches long. Paint this in colors resembling the real
+hatchet, and upon the reverse side write the name of the guest.
+
+2. From a piece of white or reddish-brown paper cut a one-inch square.
+Paint so as to resemble cherry wood. Roll so that one edge overlaps the
+other a trifle, simulating the trunk of a tree. As they overlap cut a
+tiny slit through the two. Cut out a tiny cardboard hatchet, paint as
+above, and insert in this slit so that it holds the two edges together.
+Before fastening in this way, an appropriate quotation may be written
+inside, and the name of the guest on the outside. It should stand up if
+rightly made.
+
+
+=Decorative Cherries= (_Paraffine_, _spool of wire, not too fine_,
+    _green cloth or paper_, _carmine oil paint_, _brush_, _paste_)
+
+Purchase at the grocer's cakes of paraffine such as is used for
+preserving purposes. Heat a cake in a dish so that it is soft enough to
+model into balls the size of a cherry. While still pliable make a slight
+depression in its surface. Having previously rolled the wire in the
+green tissue paper, and cut into inch strips for stems, insert this into
+the cherry at the depressed part of its surface. Cut out cherry leaves
+of paper, or better dark green cloth, place a little paste on these
+leaves at the back and arrange a stem on each one. When the stem of the
+cherry is firmly fastened in the fruit, paint the surface with carmine
+oil paint. This gives a polished appearance to the surface like the
+natural cherry.
+
+The stems of the green leaves may be trimmed about the stems of the
+cherries in twos or threes or more, according to the number of cherries
+used.
+
+
+=Paper Chains= (_Colored paper in sheets or cut into strips_, _paste_,
+    _small brushes or sticks_)
+
+The making of paper chains, in contrasting or uniform colors, is a
+delightful pastime for children of all ages. Very little children may
+easily learn to make one loop at a time, and, with assistance, are soon
+able to fasten several loops together.
+
+Kindergarten Supply Stores furnish strips of colored paper already cut,
+and put up in packages. These strips measure 36 inches in length. It is
+very easy, however, to cut strips from large sheets of paper, and it is
+an excellent lesson in accurate cutting for children over ten years of
+age.
+
+These paper strips may measure one or two inches in width and the entire
+length of the sheet. Cut the long strips into short strips measuring
+four inches in length. Holding the four inch strip in the left hand, put
+a very little paste on the under surface of one end of the strip.
+Overlap the pasted end of the strip to its unpasted end, and hold firmly
+until fastened. You now have one paper loop. Through this loop is placed
+another four inch strip--the paste is added in the same manner. Now you
+have two loops. Continue doing this until you have the chain the
+required length. These chains are very effective when used in
+decorating.
+
+For Washington's Birthday, red, white and blue paper would be used for
+the chains.
+
+
+=Bonbonnieres= (_White tissue paper_, _red and blue aniline dyes_)
+
+Very attractive bonbonnieres may be made by cutting oblong shaped sheets
+of white tissue paper, measuring 6 inches in length and 5 inches in
+width. Fringe the shorter edges of the paper, making fringe 1 inch
+deep.
+
+Dissolve any good red and blue dyes in boiling water, and place in
+separate dishes. Dip one fringed end of tissue paper into the red dye
+for one second, and dip the other fringed end into the blue dye. Shake
+these ends gently in order to let the water drip from them. When they
+are dry, place a large sized candy in the centre of the paper, and
+gathering up the fringed ends, twist them close to the candy, thus
+forming a feathery effect in two colors. These are very pretty when
+arranged on the table either in quantity or singly.
+
+
+=Tents= (_White shelf paper_, _paste_, _match stick_, _red, white and
+    blue paper_)
+
+Groups of white tents, made of white shelf paper, capped at the top with
+tiny American flags, may be placed at short distances from the centre
+piece of a luncheon or supper table with good effect.
+
+The large sheets of shelf paper may be bought at any grocer's. Cut them
+into four-inch squares. Place the paper before you on a flat surface, an
+edge nearest you. Fold the front edge to the back edge of square; crease
+the paper at the fold, open the paper and fold the right edge to left
+edge of square; crease the fold again. Open the paper and turn the
+square so that a corner points towards you. Fold this front corner to
+the back corner, so that the two points exactly meet.
+
+Crease on the fold, open the paper, and fold the left corner to the
+right corner of the square. Crease on the fold. Open the paper; before
+you you have a square of paper, with eight folds across its surface, a
+fold running front edge to back edge, from right edge to left edge,
+from right corner to left corner, from left corner to right corner. Turn
+the square of paper over so that all the folds on the surface of the
+paper are on the upper side of the square. Place the square with a
+corner toward you.
+
+You will now see eight folds running from the four edges and four
+corners to the centre of the square. Crease with thumb and forefinger of
+right hand the fold running from lower right edge to centre of square.
+Place this right hand fold of square forward so that it lies along the
+fold which extends from the corner directly in front of you to the
+centre of the square. Follow the same directions in folding the crease
+that runs from the lower left edge to centre of square. These two folds
+touch now on the fold that runs from front corner to centre of square.
+You will see a small triangle extending below the two folds which thus
+meet in front of you. Fold this small triangle back toward the centre,
+and underneath the two folds that meet in front of you. One half of your
+tent is folded. The same directions must be followed in folding the
+other side of the square.
+
+The two small triangles must be carefully folded so that the tent will
+stand evenly when finished. You will see when the front and back part of
+the tent is finished that you have the right and left corners to dispose
+of. Fold these corners underneath the tent, so that when it is placed in
+an upright position it will stand firmly. To make the tent stand well,
+crease the edges that run from the four corners to top of tent, thus
+making an exact pyramid. The use of a little paste in securing the folds
+is of great assistance.
+
+To represent the tent pole, a wooden match, gilded, may be used. To this
+attach a tiny American flag made of pliable red, white and blue paper.
+
+
+=Paper Lanterns= (_Scissors_, _red, white and blue paper_, _liquid gold
+    paint_, _box of small candles_, _circular box covers_, _baby
+    ribbon--red, white and blue_)
+
+Lanterns made of red, white and blue paper, each of one color only,
+ornamented with gold paint and tied with the red, white and blue baby
+ribbon, are extremely pretty for supper decorations. When suspended from
+the chandelier above the centre of a supper table, a lighted candle in
+each little lantern, the effect is charming.
+
+In view of entertainments where decorations are called for, it would be
+well to lay aside all small circular box covers that find their way into
+the household. The small box covers that measure 2-1/2 inches in
+diameter may be taken as a standard size. These box covers form the
+bottom of the lanterns.
+
+Cut from the colored paper an oblong piece measuring 8 inches in length
+and 5 inches in width. Lay the oblong piece of paper before you with its
+long edges running right and left. Draw a pencil line the length of the
+paper 3/4 of an inch from the upper edge; 3/4 of an inch from its lower
+edge draw another line which will be parallel to the first.
+
+From the upper pencil line to the lower pencil line draw 15 lines 1/2
+inch apart. These upright lines will form 14 narrow oblongs. Use very
+sharp pointed scissors, and cut away each alternate oblong. Paste the
+two short edges of the oblong paper together, one end overlapping the
+other. The body of the lantern is now finished.
+
+Let a little wax drip from a candle on the inside of the circular box
+cover at its centre. When a little bed of soft wax is formed, place an
+unlighted candle on it in an upright position. Place a thick coating of
+Spaulding's glue on the inner surface of circular rim of the box cover,
+and carefully fit the body of the lantern into it.
+
+When the paper lantern is securely fastened, gild heavily the outside
+rim of the box cover and the upper and lower circular bands which form
+top and bottom borders of the lanterns. In the top circular band punch
+four holes equal distances apart, through which the ribbons are run.
+
+
+ST. PATRICK'S DAY--MARCH 17TH
+
+
+=Place Cards= (_White cards_, _water-color or oil paints_, _brush_)
+
+Paint a picture of shamrock upon the card. It may be copied from some
+picture, if not from the real plant. If not possible to find a picture,
+our wild-wood-sorrel (_Oxalis acetosella_) is supposed to be the same as
+the shamrock and may be used for model. Some authorities believe the
+white clover to be the original shamrock.
+
+
+=Flags= (_Irish flag_, _green paint_, _gold paint_, _brush_, _scissors_,
+    _slender sticks_)
+
+If one Irish flag is bought the children may copy it, painting a number,
+one for each guest, or for decorating table. Glue flags to sticks.
+
+
+=Ribbon Flags= (_Green satin ribbon, one inch wide_, _wooden toothpick_)
+
+Cut the ribbon into oblongs to make wee flags. Glue to tiny flagsticks
+and put at places at dinner table.
+
+
+=Shamrock Plants=
+
+The real shamrock is now brought over and may be purchased in March. A
+little plant makes an appropriate souvenir. Or several weeks before the
+day, children may plant shamrock seed in tiny pots for use on the 17th.
+
+
+=Potato Race=
+
+A potato race is an appropriate game for St. Patrick's Day. (See page
+94.) Give cork doll for prize to winner of race (page 81), as souvenir
+from Cork.
+
+
+=St. Patrick's Dinner=
+
+Have as many green vegetables and side dishes as possible. Spinach will
+color the soup. Green vegetables and salads are easy to obtain and ice
+cream may be colored with pistache. Irish flags may be suspended over
+the table.
+
+
+=Dinner Souvenir= (_Blotting paper_, _souvenir postcards_, _green ribbon
+    1/2 inch wide_)
+
+Give each guest a blotter made thus: Buy souvenir postcards with
+pictures of Killarney and other Irish views. Cut the blotting paper into
+sheets of same size as cards. Place together. Punch hole at one end and
+tie together with ribbon.
+
+
+EASTER
+
+
+=Egg Shell Garden= (See page 25)
+
+
+=Sponge Garden= (_Small, clean sponge_, _birdseed_)
+
+A few days before Easter, sprinkle the sponge with birdseed. Keep damp
+and the seeds will sprout and cover the sponge with growing blades of
+green.
+
+
+=Easter Eggs= (_1._ _Diamond dyes_, _a dozen eggs_. _2._ _Small figured
+    calico_, _lye_, _boiling water_)
+
+1. Boil the eggs hard and dye with the colors according to directions on
+package, which may be had at drugstore, price five cents.
+
+2. Wind strips of the bright calico around the eggs and boil in water
+strongly saturated with lye. The lye extracts the color, which will be
+found printed upon the eggs.
+
+
+=Place Cards for Easter Breakfast= (_1._ _White paper_, _scissors_,
+    _paints_. _2._ _Plain white cards_, _paints_)
+
+1. If possible secure a real Easter lily for a model. If this cannot be
+obtained, a picture of one will answer. From the paper cut, freehand, if
+possible, the shape of the lily and paint it lightly; just a little
+shading and the golden center. Place the guest's name upon the reverse
+side. It may be necessary to draw the lily first before cutting, but the
+freehand cutting is a good exercise.
+
+2. Decorate a white card with the picture of a lily, or a tulip, using
+water-color paints. Below the flower write an appropriate flower motto.
+
+
+=Celluloid Place Cards= (_White celluloid_, _scissors_, _pencil_)
+
+Get from a dictionary or natural history a good picture of a butterfly
+with open wings. Draw a pattern from this and then outline a number of
+these on the celluloid and cut out. These dainty, spirit-like
+butterflies will make suitable place-cards, having the name of guest on
+the reverse side.
+
+Cut Easter lily of celluloid in same way.
+
+
+=Easter Chicken= (_Yellow worsted_, _black beads_, _quill toothpick_,
+    _cardboard_, _wooden toothpicks_, _or picture-wire_.)
+
+Make a yellow ball as described on pages 96-7 for the body of the
+chicken. A smaller ball makes the head. Sew on the beads for the bright
+black eyes; cut the quill into shape of a bill and sew into place. Let
+wooden toothpicks form the legs; or, better still, take picture-wire
+made of several strands. Wind some of this around the body, letting the
+ends of the wire extend about 1-1/2 inches below the body; sew to the
+body to keep in place. Then pick out the ends of the wire a little to
+suggest toes and wind the legs with worsted. Sew chicken to a card.
+
+
+=Easter Card= (_Parquetry circles used in kindergarten_, _paste_, _gray
+    card_, _scissors_)
+
+The little child may make an Easter card by pasting upon a
+neutral-tinted card pictures of tulips made of the kindergarten
+parquetry papers. Cut in half either red or yellow circles. Place so
+that the lower ends touch and the upper ones are a little apart,
+suggesting a tulip. A strip of green paper will represent the stem and
+an older child can cut leaves of the green paper and paste on. Have a
+real tulip from which to copy. Child may give this to Father on Easter
+morning.
+
+
+=Toy Screen= (See page 63)
+
+Make dainty screen as described, and paste on each panel a tiny _Easter_
+picture (Perry pictures may be had by addressing firm in N. Y. City).
+Give to Mother on Easter morning.
+
+
+=Church Window Transparency= (See page 77)
+
+
+MEMORIAL DAY
+
+We give no special suggestions for the celebration of Memorial or
+Decoration Day. The ideas given under the headings of the other
+patriotic holidays, as Washington's Birthday and Fourth of July, may be
+used also for this holiday, but it is not a day for mere play.
+
+If the parents plan to go to the cemetery let the child accompany them
+and carry flowers, preferably those of his own raising or plucking.
+
+
+=Reading=
+
+It would be well also on this day to read some great piece of patriotic
+literature, either prose or poetry, which will help the older children
+to realize the great debt which we owe to the preservers of our country,
+to whom we dedicate this day. Lincoln's Gettysburg address should be
+read. Also Lowell's "The Present Crisis." "Bugle Echoes," compiled by
+Francis F. Browne, contains 150 poems of the Civil War, both Northern
+and Southern.
+
+
+=Badge= (_Sheets of red, white, and blue paper_, _scissors_, _paste_)
+
+A simple badge may be made for the children to wear in this fashion:
+
+1. Cut a circle 3/4 inches in diameter out of the red paper. Cut also
+from the red, white and blue sheets strips of 2 x 5 inches. Paste the
+three strips together at the upper end like ribbons, letting them spread
+a little apart at the lower end. Paste the circle at the upper end to
+finish off.
+
+2. Another style may be made by placing the three colors so that one
+lies directly above the other. In this case the blue is 5 inches long,
+the white four inches, and the red three inches. Fasten to dress or coat
+with a safety pin.
+
+
+INDEPENDENCE DAY
+
+
+=Firecrackers= (_Red paper_, _hemp_ _string_, _paste_)
+
+Get large sheets of red paper to be found at department stores or
+wholesale paper houses, measuring about 35 inches in length and 26
+inches in width. From each one cut thirteen 2-inch strips, cutting the
+length of the sheet. Fold each strip once across the width of the strip,
+and cut through the center at the fold. This gives twenty-six 2-inch
+strips of paper, the width of the small sized firecrackers.
+
+Hold a strip of paper between the thumb and forefinger of the left hand.
+Moisten the thumb of the right hand a very little, and roll the end of
+the strip towards the left, as one does in rolling a paper taper. Keep
+the strip rolled tightly until the other end of the strip is reached. If
+the cracker seems too loosely rolled unroll it a short distance, and
+gently pull the strip into form again.
+
+Place a little paste on the under side of the loose end of the strip,
+and press the pasted end firmly on the rolled surface of the cracker.
+Hold this until it adheres to the surface of the cracker. Cut the hemp
+string into three-inch pieces. Dip one end of the string into the paste,
+then insert this pasted end into one end of the cracker at the little
+opening which is found at the very center. Hold this firmly for a
+moment, or until the string is securely fastened.
+
+Tie six or eight firecrackers into bunches with red, white and blue
+ribbons, and lay them over the white surface of the luncheon or supper
+table.
+
+
+=Firecracker Card= (See page 55)
+
+
+=Drums= (_Small wooden boxes_, _liquid gold paint_, _Spaulding's glue_,
+    _red, white and blue baby ribbon_, _small sticks for drum sticks_)
+
+The market basket will, from time to time, furnish the housekeeper with
+small circular boxes labeled: Electro-Silicon Silver Polish. These
+wooden boxes, measuring 8 inches in circumference and 12 inches in
+height, make, when prettily ornamented, very attractive drums.
+
+Remove the cover of box, and place on its inner rim a coating of
+Spaulding's glue. Place the cover on the box again, and put aside until
+it is fastened. Place the box on a sheet of stiff white paper, and
+holding it firmly, draw a pencil line around its edge. Now remove the
+box, and you will see that you have outlined a circle. Using this circle
+as a model, draw a second circle. Cut out these circles, following the
+pencil very accurately. These two circles form the two heads of the
+drum, and are to be pasted on the top and the bottom of the box. Gild
+the circular surface of the box. Cut strips of red or blue paper,
+measuring 8-1/2 inches in length and 1-1/2 inches in width. Brush the
+under surface of these strips with paste, and place one strip at the top
+and one at the bottom of the drum, 3/4 of an inch above the rim of the
+drum. These strips answer to the wooden bands which hold the drum heads
+in place. Red, white and blue baby ribbon may be carried from the upper
+to the lower edges of the drum if desired to represent the cords which
+hold the drum securely.
+
+Little wooden sticks, gilded and tied at the side of the drum form the
+drumsticks.
+
+The smaller Electro-Silicon boxes, measuring 2-3/4 inches in
+circumference and 1-1/3 inches in height, may be used in the same way.
+
+
+=Rosettes= (_Red, white and blue tissue paper_, _a strong needle_,
+    _white sewing silk_, _white library paste or well-made flour paste_)
+
+Lay nine sheets of tissue paper one upon another, alternating the
+colors, red, white and blue. Fold these sheets together very smoothly
+once, thus making 18 smaller sheets if they were cut apart, but do not
+cut. Lay a silver dollar or fifty-cent piece (depending upon the size
+required) at the upper left-hand corner of paper. Draw a pencil line
+around the rim of the silver piece. Move the piece of money to the right
+and draw another circle. Continue this drawing circles until you have
+covered the surface of the paper.
+
+Thread a needle with the sewing silk, knot the end of the thread and
+take several firm stitches through the center of each circle in order to
+hold the sheets of paper together. With sharp scissors cut out each
+paper circle, and fringe by cutting, but not too finely, from the edge
+to within 1/8 of an inch of the center of the circle. Hold the knot on
+the under side of the circle between the thumb and forefinger of the
+left hand. Slightly moisten the forefinger of the right hand and brush
+gently over the fringed surface toward the center of the rosette. At the
+back of each rosette put a bit of paste, then lay rosettes on strips of
+paper one inch in width. Do not overlap the rosettes, but arrange to
+allow the edges to touch.
+
+These strips of rosettes may be used as festoons. As decorations for
+cakes or dishes of fruit they can be used most effectively.
+
+
+=Shields for Luncheon Cards= (_Cardboard_, _red and blue paper_, _baby
+    ribbon--red, white and blue_, _gold paint_, _water-color paints--red
+    and blue_)
+
+Attractive luncheon or supper cards, suitable for patriotic occasions,
+may be made in the form of shields. Turn to the fourth page of Webster's
+Unabridged Dictionary, and find the shield used as the American
+Coat-of-Arms. This shield, enlarged to a size measuring 2-1/2 inches in
+length and 2-1/2 inches in width across the upper part, forms an
+excellent model. If one does not draw habitually, use tracing paper when
+tracing the pattern. If one uses watercolor paints successfully, paint
+the deep blue band across the upper part of the shield, and the twelve
+red stripes running from the band to the lower edge of the shield. For
+those who do not paint, dark red and blue paper may be substituted very
+successfully. A touch of gold paint on the edge of the shield adds
+greatly to the effect.
+
+Write each guest's name on a card measuring 2-1/2 inches in length and
+1-1/2 inches in width. Attach a card by means of red, white and blue
+ribbon to upper corner of each shield.
+
+
+=Rockets= (_Red, white and blue paper_, _paste_, _gold paint_, _slender
+    wooden sticks_)
+
+Rockets are made in the same manner as firecrackers, excepting that the
+paper strips are cut wider, viz.: 3 or 4 inches in width, and more
+strips are required to give the proper size. This may be left to the
+maker's discretion.
+
+When the rockets are rolled and pasted after the manner of the
+firecrackers, insert the sharp point of a pencil into the center of one
+end of each roll, and gently push out this center to the distance of two
+inches. This will give the pointed end of the rocket. These pointed ends
+may be gilded, as well as the slender sticks which are inserted at the
+other ends.
+
+
+LABOR DAY
+
+The words "parade" and "procession" are associated in the minds of most
+American children with long lines of soldiers, and the small boy will
+play for hours putting his tin soldiers in rank and file, or marching
+with his comrades, with pans for drums.
+
+In these later days, when the spirit of the Peace Congress is in the
+air, it is well that the children should become interested in struggles
+and battles of a different and higher order and in the parades in which
+long lines of honorable workers take part.
+
+In this country all self-respecting people are workers in one way or
+another, and though in the course of progress of cooperative movements
+and combinations, among many kinds of workers, there may have been
+much of injustice, such movements have also been accompanied by
+self-sacrifice, courage and generosity of a high order. In time the good
+will far out-weigh the evil. As Labor Day approaches, the children,
+especially if the father expects to take part, will be readily
+interested in the day and what it should mean--the solving of the great
+problem of the twentieth century. Meanwhile let the children feel the
+beauty of Walt Whitman's lines:
+
+    "Ah little recks the laborer
+    How near his work is holding him to God,
+    The loving Laborer through space and time."
+
+The Labor Day parade is a revival, or survival in modern guise, of the
+mediaeval processions of the Guilds. Such a procession is charmingly
+represented in Wagner's delightful opera, "Die Meistersinger," wherein,
+on a festival day, we see the bakers enter, bearing the insignia of
+their trade, enormous pretzels and other cakes. The cobblers march in
+with gigantic boots and slippers suspended from tall poles; the butchers
+carry hams and festoons of sausages, etc. The child may imitate such a
+parade in his play.
+
+In talking with the child, emphasize the obligation to do good, true
+work and to take pride in such. Let fidelity and trustworthiness be his
+watchwords.
+
+
+=Parade= (_Poles or broom handles_, _wrapping paper or newspaper_,
+    _scissors_, _tacks_, _rakes_, _spades_, _etc._, _flags and banners_)
+
+Let the children cut from the paper large outlines of shoes, boots,
+hams, saws, try-squares, clocks, watches, enormous pens, knives, forks,
+etc., and fasten with pins or tacks to the poles. Then march to the tune
+of some stirring air.
+
+Some may be able to secure small garden rakes, spades and toy brooms to
+carry. The American flag and banners should also be carried.
+
+
+=Toy-Processions= (_Trade catalogues_, _toothpicks_, _paper dolls_,
+    _etc._)
+
+Cut out paper dolls and let each one carry a tiny toothpick upon which
+has been pasted a picture cut from some catalogue. These catalogues will
+furnish pictures of shoes, carriages, saws, hammers, watches,
+furniture, etc. Be sure that little American flags are also carried.
+Dolls may be glued to spools for standards.
+
+
+=Place Cards for Dinner=
+
+1. (_Bristol board_, _scissors_, _paints_, _brush_)
+
+Make place cards of Bristol board, which may be cut into shape of shoes,
+watches, etc., and painted accordingly. The name of guest may be placed
+on reverse side. Or, on plain white card, paint a picture emblematic of
+a trade and write upon it also some quotation from a writer of
+democratic spirit.
+
+2. (_Tiny cast-iron rakes, spades and hatchets--1 cent each._)
+
+As a souvenir, give each guest a tiny cast-iron spade, rake and hatchet
+tied together with cord. Or, for a joke, these may be placed by each
+plate instead of knife, fork and spoon.
+
+3. (_Pen and ink or pencil_, _white card_.)
+
+Draw on a plain, white card a picture of an ant, bee or beaver as
+emblematic of labor. Use for place cards.
+
+4. (_Frances S. Osgood's poem, "Labor,"_ _white cards_, _pen and ink_.)
+
+On each card write one stanza of this beautiful poem, and after the
+close of the meal let each guest in turn read the lines on his card. It
+would be well for every child to commit this poem to memory. It is long,
+but sings itself easily into the mind. The word-pictures it calls up are
+exquisite and the learning of it, little by little, would not be an
+unhappy task.
+
+
+HALLOWE'EN
+
+This is the festival which is given over to all kinds of merry pranks
+and is dearly loved by the children. It is an opportunity to teach them
+to discriminate between the fun which is kindly and that which is
+malicious and productive of needless pain.
+
+
+=Ducking for Apples and Nuts= (_Large pans or tubs_, _apples_, _nuts_,
+    _pennies_)
+
+Let the children, young and old, for once get themselves wet, if
+necessary, in ducking for the nuts and apples floating in the water.
+With a little suction some of the children will be able to get pennies
+from the bottom of the tub.
+
+
+=Fortune-Telling=
+
+1. With Needles. (_Needles_, _pan of water_)
+
+Name a needle for yourself and one for a friend, and put in the water,
+but not together. If they move safely across, it betokens good luck. Two
+needles meeting indicate life partnership.
+
+2. With Toy Ships. (_Pan of water_, _nut ships as described on page 22_)
+
+Name one little vessel for yourself and one for a friend and set them
+afloat. If they come to port on the other side all is well.
+
+3. With Apple Rinds. (_Apple_, _knife_)
+
+Pare an apple so that the skin comes off in one long piece. Toss over
+the head upon the floor, and the form it takes will give the initial
+letters of the name of one's future mate.
+
+4. With Cake. (_Cake_, _thimble_, _ring_, _penny_, _etc._)
+
+Bake a cake, hiding in the dough a thimble, a ring and a penny. When
+cut, the recipient of the ring is fore-doomed to marriage; the one
+getting the thimble will be a spinster; the one receiving the penny will
+have the pleasures and responsibilities of wealth.
+
+
+=Apple-Biting Contest= (_Apple suspended from a string_)
+
+1. The apple is set swinging and two people, standing opposite each
+other, try as it passes to seize and hold it in the mouth. They must not
+touch it with the hands.
+
+2. Tie an apple by its stem to the middle of a string about a yard long.
+Then two people, each taking one end of the string in the mouth, begin,
+at a signal, to gather it as fast as possible into the mouth, and so to
+reach the apple. This belongs to the one reaching it first.
+
+
+=Refreshments=
+
+Apples, nuts, popcorn, cider, gingerbread and doughnuts are suitable for
+lighter refreshments. Baked beans and plain ice-cold rice pudding were
+once eaten with decided relish at a New York City Hallowe'en party, the
+city people evidently enjoying the contrast between this feast and the
+usual caterer's service. Serve fruit from a kettle suspended from three
+cross-sticks, _a la_ witch.
+
+
+=Decorations=
+
+Jack-o'-lanterns of pumpkins; strings of apples, popcorn and
+cranberries, and toy brooms hung here and there, as reminders of the
+witches who are said to be abroad, will add to the occasion. The
+pumpkins should be cut to resemble skulls.
+
+
+=Reading=
+
+Have some one read "Tam O'Shanter's Mare" (Burns); also some good ghost
+story. Thomas Kendrick Bangs' "Ghosts Which I Have Met" contains some
+good stories, all absurd. Choose a good reader for this.
+
+
+=Place Cards=
+
+1. (_White or tinted cards_, _Palmer Cox Brownies_, _ink_, _pen_)
+
+The Brownies are delightfully funny little people without a suggestion
+of anything coarse or evil. The children love them. Let the older ones
+copy and cut them out to use as invitation cards for the Hallowe'en
+party or for place cards.
+
+2. (See "Pricking," page 165.)
+
+Since witches are always associated with the pricking of pins, this is
+an appropriate occasion for using the kindergarten pricking. Outline
+some of the Brownies on tinted cards and prick as directed on page 165.
+
+3. (See Pumpkin Jack-o'-lantern cards, page 135.)
+
+
+THANKSGIVING
+
+
+=Place Cards= (_White paper or cardboard_, _brush and paints or pen and
+    ink_)
+
+1. Cut out a turkey, copying from some picture if necessary. (Picture
+may be found in dictionary.) If skilful with brush or pen, indicate the
+feathers, eye, etc.
+
+2. Draw picture of a pumpkin. Cut it out. Paint in deep orange tones
+with shadings of brown. Cut into it eyes, nose and mouth, suggesting
+Jack-o'-lantern.
+
+3. On white cards write stanzas from Whittier's poem, "The Pumpkin Pie,"
+and let each guest read his stanza in turn.
+
+4. Cut as many triangles as there are guests and paint each to resemble
+a slice of pie. One side of triangle should be curved.
+
+5. Find a simple figure of a Puritan maiden and draw in outline; then
+cut out and paint or draw in black ink the important lines. Use as place
+card.
+
+6. Make little walnut boats (see page 22), and on each sail write name
+of guest.
+
+7. Find picture of Mayflower and copy on white card. On reverse side
+write a stanza of "The Breaking Waves Dashed High." Let each guest read
+his lines. (Or parts of "Hiawatha" about Mondamin may be used.)
+
+
+=Table Souvenirs= (_Tiny cast-iron gardening tools, 1 cent each_)
+
+As described under Labor Day, these tiny penny tools may be put at each
+place, the hatchet representing the knife, the rake the fork, and the
+spade the spoon. Attach name of guest to set.
+
+
+=Butter Modeling= (_Clay modeling tools_, _firm butter_)
+
+If any child has acquired a little skill in clay modeling, let him try
+his hand at modeling out of firm butter some form expressing a
+Thanksgiving thought. It may be a piece of fruit, or some animal. Get
+clay modeling tools at art store.
+
+
+=Center Piece= (_Pumpkin_, _knife_, _fruits and vegetables_)
+
+Hollow out a pumpkin in such a way that a part of the rind is left as a
+handle to the remaining part, which serves as a basket. Into this basket
+put a variety of fruits and vegetables, emblematic of the bounties for
+which we are grateful.
+
+
+=Jack-o'-lantern= (_Pumpkin_, _knife_, _candle_)
+
+We doubt if any boy needs to be told how to cut a face in a pumpkin. A
+sharp knife will soon make the cuts for eyes, nose and mouth in the
+rind, the seedy contents having been previously removed. A hollow may be
+cut in the bottom of the interior to hold the candle, which can be made
+still steadier by melting a little from the bottom and letting it drip
+into this hollow, forming a waxy bed into which the candle may be
+inserted.
+
+
+=Candlesticks=
+
+See pages 24 and 64 for those made of apples and of cardboard and
+colored papers.
+
+
+=Room Decorations=
+
+1. Corn Stalks. (_Strong cord and needle_, _hammer and tacks_.)
+
+Stack cornstalks in the corners of the rooms in effective positions, two
+or three to a corner. Those living in cities may find it well to secure
+these from farmer friends some time before the holiday.
+
+2. Unhusked Ears of Field Corn. (_Strong cord._)
+
+The corn husks must be turned back from the ears and cut off from them
+without loosening the separate leaves. Then a number of these husks may
+be strung upon a strong thread or string alternating with the ears of
+corn. Hang along the upper part of the wall as a frieze. The rich, warm
+tones of the brown and yellow are very effective.
+
+3. Cranberries and Brussels Sprouts. (_String_, _needle_.)
+
+Run upon a string half a dozen cranberries, then a Brussels sprout; then
+more cranberries, etc., and suspend this as a festoon along mantelshelf,
+in chandelier, or over window.
+
+4. Autumn Leaves. (See page 47.)
+
+5. Autumn Boughs. (_Oak boughs._)
+
+Oak boughs, with the rich red and russet leaves still upon them, are
+very handsome in the autumn. The beautiful branches may be gathered by
+the young people and hung in parts of the room where most effective.
+
+
+CHRISTMAS
+
+
+=Place Cards=
+
+1. (_Sheet black paper_, _Chinese white water-color paint_, _brush_.)
+Cut a stocking from the black paper (obtainable at kindergarten supply
+store). With the paint, paint in white toes and heels. On the reverse
+side write some appropriate quotation and name of guest. Stockings may
+be about four inches long.
+
+2. (_White paper_, _black ink or crayon_.) Cut a rough figure of a
+snowman out of white paper, put in features with black ink or crayon,
+and write name on reverse side.
+
+3. (_Water paper_, _water-colors_, _scissors_, _spray of holly_.) From
+real holly or a picture of same, paint a spray of green leaves and red
+berries. Cut out around the edges and use as name card.
+
+4. (_Red cardboard_, _scissors_, _pen_, _ink_.) Draw an outline of a
+bell on cardboard and cut out. An appropriate sentiment may be written
+upon one side and name of guest upon the other.
+
+
+=Surprise Nuts= (See page 23)
+
+
+=Snowflakes for Tree= (See page 59)
+
+
+=Snowball= (_White cotton batting_, _snowflake crystals from toy store_,
+    _white cotton cloth_, _sewing thread_, _mucilage_)
+
+Cut two circles of cotton cloth, stuff with the batting, after sewing
+into shape of ball. Cover lightly with snowflake crystals, first dipping
+ball lightly into thin mucilage. Suspend from tree.
+
+
+=Candles= (_Paraffine or old candles_, _kettle_, _soft cotton string_,
+    _small box of sand_, _pencil_)
+
+Candles have sometimes been made in the kindergarten in either of the
+following ways:
+
+1. Heat a pound of paraffine (bought at grocer's), or melt up some old
+candle ends in a kettle. Place in front of the child a cigar box
+containing about a quart of moist sand, smoothed level. Then with his
+pencil let him press into the sand, making a deep, hollow mold just the
+width of the pencil. Now let him hold a short piece of string so that it
+hangs down into this mold. An older person will then pour some of the
+melted wax into the mold. It will cling to the string, and in a moment
+or two will cool enough to be drawn out, making a little candle that can
+be used for the Christmas tree, or put into a clay candlestick, also
+made by the child. (See below.)
+
+2. Put the kettle containing the melted wax before the child and let him
+dip into it a piece of string about four inches long. Then let him take
+it out in a moment and lay it aside to cool. A very little wax will
+cling to it. Meanwhile he dips in another string and puts aside to cool.
+When cool he takes up the first one and dips it in a second time, and a
+new coat of wax adheres. He proceeds thus until the candles are as large
+in diameter as desired (about 1/2 inch at base). The candles may be put
+into clay candlesticks, also made by the child.
+
+
+=Candlesticks= (_Clay_, _a tin or china candlestick to use as model_)
+
+Let the child take a candlestick and copy in clay; it should be of
+simple form, a mere cylinder, with just enough of a base to make a firm
+standard.
+
+
+=Candlesticks= (_Cardboard_, _scissors_)
+
+Cut small squares of cardboard. The candles may be made to stand
+temporarily upon these by melting the lower ends of the candles and
+letting some of the wax drip upon center of the cards, and then pressing
+the candle down upon the melted wax. These may be placed upon the table
+on Christmas morning.
+
+
+=Christmas Carols=
+
+Let the children learn some simple old carol, as a secret, and Christmas
+morning have them sing it softly and sweetly to awaken father. A full
+program of songs suitable for this most beautiful of days will be found
+in the little book, "The Children's Messiah," compiled by Mari Ruef
+Hofer, price 20 cents. It gives also the address of a firm publishing
+stereopticon views for illustrating the program suggested.
+
+
+=Spider-Web Party= (See page 104)
+
+Arrange the twines of several colors as described on page 104, and at
+the end place the gifts belonging to each child.
+
+
+=Popcorn= (_Popcorn_, _popper_, _thread_, _needle_)
+
+Pop the corn and string into festoons with which to decorate the tree.
+
+
+=Christmas Bells= (_Red cardboard_, _scissors_, _thread_, _needle_)
+
+Make bells as described on page 109, only make them of various sizes.
+String, and use to decorate table or tree, or to festoon from the center
+of the ceiling to the corners and sides of the room.
+
+
+=Kindergarten Lanterns= (_Red, gold, or silver paper_, _scissors_,
+    _thread_, _paste_)
+
+Take a kindergarten square of pretty paper or make a square of some
+attractive wrapping paper. Fold once into an oblong. Now cut a series of
+parallel lines from the fold toward the edge, stopping each about 1/2
+inch from edge. Open and paste one end so that it overlaps the other,
+the cuts running vertically. This makes the lantern bulge out a little
+at the fold, giving a Japanese lantern effect. Suspend by a thread tied
+to the upper edge or paste a narrow strip of paper on for a handle. Use
+as decoration for Christmas tree.
+
+
+=Paper Chains= (See pages 56 and 115)
+
+
+=Reading=
+
+Read a part or the whole of Dickens' "Christmas Carol," "The Chimes," or
+"The Cricket on the Hearth;" or "Is There a Santa Claus," by Jacob Riis;
+or "The Birds' Christmas Carol," by Kate Douglas Wiggin. Longfellow's
+"Arsenal at Springfield" and "A Christmas Hymn," by A. Domett, are also
+appropriate.
+
+
+
+
+CHAPTER IX
+
+THE KEY BASKET
+
+or
+
+HOUSEHOLD DUTIES AND RESPONSIBILITIES
+
+
+Train the children little by little to bear certain light
+responsibilities in the home. Even in a home in which all the household
+tasks are done by trained servants let the girl and boy have some small
+duty to perform, if it be nothing more than to keep the match-safes
+filled. They will thus acquire an interest in the home which can be
+aroused in no other way.
+
+Indeed, every child, boy and girl, should be trained to do easily and
+well the common household tasks upon which depend so much of the
+happiness and well-being of the home. Such knowledge and skill often
+prove of use in unexpected emergencies and make for general efficiency.
+The ancient symbol of the housewife's office is her bunch of keys, hung
+at her waist or placed in the key-basket, so we have used this latter
+phrase as our chapter heading.
+
+
+HOME TASKS
+
+Here are a few brief directions for the usual home tasks in which both
+boys and girls may to some extent be trained.
+
+
+=Table Setting= (_Usual dishes and cutlery_)
+
+Different homes vary in unimportant particulars in the placing of the
+dishes. The following is a common arrangement for the dinner table:
+
+At each place lay the fork vertically at the left-hand side, the knife
+vertically at the right, and the soup-spoon to the right of the knife.
+This places each utensil so that it is ready for the hand which uses it
+most. Put the teaspoons to the right of the soup-spoon, and the napkin
+to the left of the fork. Place the glass just above the knife, the
+butterdish above the fork, and the individual salt-cellar, if used,
+between the two.
+
+Father and mother sit at the ends of the table. Put carving-knife and
+fork at father's place; also the soup ladle, as father serves the soup
+and carves. Mother pours the coffee and tea and serves the vegetables.
+Therefore the soup and dinner dishes must be placed before the carver,
+and the needed vegetable dishes and cups and saucers at the mother's
+place. Here, too, must be placed the sugar bowl and cream pitcher.
+
+In the United States it is customary to serve most vegetables upon
+individual saucers. In England they are usually served upon the plate.
+
+If salad is to be served, oil and vinegar cruets may be put on.
+
+The dessert is usually served by the mother, and the necessary dishes
+must, therefore, be placed at her end of the table.
+
+If possible, always have flowers or a growing plant in the center of the
+table, but do not have it so high that it obscures the view of those
+persons sitting on opposite sides of the table.
+
+Upon special occasions, particularly if the guests are many, it is
+convenient to indicate the place of each person by a "place card"
+bearing his name and decorated in some appropriate fashion. Suggestions
+for such place cards will be found on other pages of this volume.
+
+
+=Table-Serving= (_Tray_)
+
+Train both boys and girls to wait on the table _quietly_ and _quickly_.
+Then they can save mother many weary steps. Remove soup-tureen first;
+then the individual dishes. After the meat-course, remove first the
+platter and vegetable dishes; then the plates, saucers, etc., from each
+individual place; then, if there is no salad course, the bread and
+butter dishes, cruets, etc., from center of table. Next the table must
+be crumbed. Do this by quietly removing crumbs from each place with
+crumb-knife and tray or by brushing with folded napkin. If salad is
+served, crumbing takes place after that course.
+
+Hold all dishes to left of guest, so that he may easily help himself
+with his right hand.
+
+
+=Dish-Washing= (_Hot water in quantity_, _dish pan_, _wire tray_,
+    _drainer_, _washing-soda_, _soap_, _dish-mop_, _washcloth_, _towels
+    in plenty, both coarse and fine_)
+
+If two people are to work together, let one collect the dishes and
+dispose of the left-over food, while the other washes the kettles and
+saucepans. Get these heavy cooking utensils out of the way the first
+thing; then the drudgery part is over before the workers are tired out.
+
+Dishes in which potatoes, cereals, or eggs have been cooked should be
+put to soak, not in hot, but in cold or tepid water; they are then
+readily cleaned. Fill with water as soon as emptied.
+
+Keep a little washing-soda on hand, dissolved in water in a canning-jar,
+for cleansing greasy dishes. Have hot water in abundance, and, putting a
+little soda in with it, scrub the kettles briskly with the wire-brush
+that comes for the purpose, or with mop, dish-cloth or chain dish-cloth.
+Wipe dry with a heavy towel.
+
+Meanwhile the other worker is collecting, scraping and classifying the
+other dishes. Before beginning to wash, have all the dishes assorted
+according to kind and size and placed convenient to hand. When putting
+away remnants of food it is well to have for the purpose a series of
+pitchers ranging from three inches to about nine in height. This gives
+sizes suited to any quantity which may be left over of soups, milk,
+liquid vegetables, etc. They take less room than bowls, and the
+graduated series ornaments the shelf.
+
+A wire strainer should be kept in the sink to prevent the larger
+particles of waste, indissoluble parings, coffee grains, etc., from
+going down the drain. This saves plumber's bills.
+
+When ready for the washing, begin with the glasses and wash quickly in
+hot water, either clear or soapy, as preferred. Have at hand a second
+dish-pan in which is placed a wire rack. Put the glasses in the rack,
+rinse with hot water, and dry rapidly while still wet and hot. It may be
+necessary to keep them in the water a moment or two to get them really
+heated through. In washing glass pitchers put a _silver_ spoon in them
+before placing in the hot water. This prevents breakage. Treat
+canning-jars in the same way.
+
+Next wash the silver, having the water soapy and piping hot, in order to
+get a good polish. Keep spoons, knives and forks in separate groups and
+all pointing in the same direction.
+
+The smaller, less greasy dishes follow the silver, and then the heavy
+china. Here, again, let dishes that have held eggs or starchy foods soak
+awhile in cold or tepid water. Rinse greasy dishes well.
+
+Conclude by scrubbing tables and sink with cloth, brush, soap and
+sapolio as needed. Put the scrapings in the garbage pail and pour hot
+water and soda down the pipe to remove the last vestige of grease. Hang
+up the shining dish-pans, after washing out the towels and dish-cloth in
+soap and water, if they require it.
+
+A can of Babbitt's Potash of Lye may take the place of the washing-soda.
+
+
+=Bed-Making= (_Two sheets_, _blanket_, _comforter_, _cover_)
+
+Put the lower sheet on with the right side up. Tuck it in neatly at the
+corners much as one would fold in the corners when wrapping up a box in
+paper. Place the upper sheet upon this with the right side down. This
+brings the two right sides together. Let the broad hem in each case be
+at the head of the bed. That of the upper sheet should just reach the
+head of the mattress.
+
+Place the blanket with its upper end about six inches from the head of
+the bed. Then comes the comforter, placed in the same way. Fold the
+sheet down from the top just where the blanket ends. Tuck all in neatly
+at the sides and the foot. Now put the spread smoothly over all. It may
+be tucked in or may hang down as desired. Place the pillows with the
+closed ends of the cases together.
+
+If an extra coverlet is to be placed at the foot of the bed, fold it in
+thirds so that the sleeper may reach down and draw it up over himself
+without rising to the floor.
+
+To put on a bolster-case easily, turn it wrong side out and then roll it
+up over the bolster.
+
+Train children to air beds every morning by shaking up bed-clothing and
+extending it over footboard and chair.
+
+
+=Washing= (_Toy tub or tin basin_, _toy washboard_, _basin for boiler_,
+    _soap_, _bit of blueing tied in bag_, _strong cord for line_)
+
+Put dolls' clothes or a few dustcloths or handkerchiefs in tub of warm
+water after soaping well. Let soak awhile, then rub out on the little
+washboard or between the hands, put into the boiler with cold water and
+just bring to a boil. Rinse in warm water or wash vigorously in warm
+water if necessary; then rinse in warm and then in cold water; put the
+blueing in a basin of cold water till the water is slightly tinged;
+remove the blueing bag and rinse the clothes in the water. (The blueing
+is to counteract the tendency of white goods to grow yellow with time.)
+
+Hang up to dry in the air and sunshine.
+
+Tell the children that the clothes must always be sorted, white body
+clothes being in one class, bed-linen in another, table linen in
+another; woolens must be washed by themselves with care to keep the
+water of moderate temperature and the _rinsing_ water of the same degree
+of heat as the _washing_ water. Flannels must be dried as rapidly as
+possible. Colored garments must be washed by themselves.
+
+
+=Ironing= (_Two irons_, _holders_, _ironing blanket and sheet_,
+    _iron-stand_, _cake of beeswax or candle_)
+
+Before ironing the clothes must be sprinkled lightly with cold water,
+smoothed out and rolled up tightly for half an hour. Meanwhile pin the
+blanket to the ironing board and cover smoothly with the sheet. The
+iron must not be so hot as to scorch the clothes. Try it on a piece of
+paper. If it seems dirty or rough, rub it on the beeswax to make it
+clean and smooth. (In place of wax a candle will serve the purpose if
+wrapped around with a piece of clean cotton cloth.) If the garment seems
+too wet, put a piece of white cloth over it and iron till somewhat dry.
+Then the iron may be placed directly upon the garment.
+
+Starch is prepared by wetting and dissolving it in cold water and then
+pouring upon this boiling water and boiling until clear and smooth. The
+young child will not need to starch anything, however.
+
+
+=Sweeping= (_Broom_, _whisk-broom_, _hair-broom_, _sheet_,
+    _sweeping-cap_)
+
+Let the little worker don sweeping-cap and apron, and then proceed to
+dust carefully small articles and books, place them on the bed and cover
+with an old sheet. Put furniture which is movable in the hall after
+dusting. Open the window. Then sweep the rugs on both sides and place
+outside. Pin up the curtains. Then dampen a newspaper and tear into
+small pieces; throw these on the floor to absorb the dust. Wet
+tea-leaves may be used for the same purpose.
+
+Sweep, holding the broom rather closely to the floor and taking short
+strokes, raising as little dust as possible. Then leave the room for
+awhile, for the dust to settle.
+
+
+=Dusting= (_Dusters of cheesecloth_, _clean pieces of old silk_,
+    _chamois-skin_)
+
+On returning to the room after sweeping, wipe off the baseboard, then
+the furniture, always working from the top down. To reach high corners
+where cobwebs may lurk, pin on the brush of the broom a cap of
+cheesecloth and sweep along the edges of the ceiling. For corners under
+heavy furniture, a small whisk brush or soft hair brush may be needed.
+
+Rub off mirrors with a damp cloth, drying and polishing with
+chamois-skin or crumpled newspaper. Highly polished furniture may be
+dusted with soft silk or chamois-skin.
+
+Even small members of the family may be given a share in this work.
+Little boys and girls can be shown how to dust chairs and furniture
+within reach of the little arms and hands. It may take more time at
+first on the mother's part than if she did the work herself; but in the
+end she is more than repaid. The little child need not be required to do
+much, but let that little be done thoroughly, if only the legs and
+rounds of one chair.
+
+
+
+
+CHAPTER X
+
+THE CHILD'S LIBRARY
+
+
+Every child should be encouraged to possess his own books even in this
+age of public libraries. Birthdays and Christmas afford occasions when
+the parent can increase the little library, and later the child may be
+trained how to choose wisely his own purchases. When he is limited in
+the books he possesses public libraries open up opportunities for a wide
+range of reading.
+
+We give a brief but varied list of books from which the parent may
+select such as suit her child's particular needs. The discriminating
+taste in reading must be cultivated from the earliest years if the child
+is to read with profit and pleasure in youth and maturity.
+
+All children should be allowed to read a few at least of the traditional
+fairy tales. They teach many important life lessons in an impersonal
+way; they develop the imagination and widen the sympathies. The
+successful business man, the progressive physician or lawyer, and the
+truly successful minister is he who understands human nature, who can
+put himself in the other person's place; and to do this he requires a
+cultivated imagination. The fairy tale also lifts the child from the
+restricted life of his environment into the region of boundless
+possibilities. It increases his sense of power over untoward
+circumstances. Acquaintance with fairy lore also familiarizes one with
+many allusions to be met with in reading all great writers.
+
+A love of poetry should be the heritage of every child, because of the
+inspiration it gives amidst the sordid cares of life, and because of the
+innocent pleasure and refreshment it affords in hours of loneliness and
+weariness. The child's first book of verse should, of course, be Mother
+Goose. After this there are many valuable compilations of good poetry
+that may be used.
+
+A varied library to be found in one large volume is "The Children's
+Book" compiled by Scudder. It includes selections from Mother Goose,
+from Grimm's fairy tales, from old English fairy tales, the Arabian
+Nights, and Hans Andersen. There are also several of Maria Edgeworth's
+famous moral stories, a great many of Aesop's fables, many of the old
+English ballads, etc. An excellent compilation of verse is Roger
+Ingpen's "One Thousand Poems for Children," which contains all the old
+favorites of children as well as a large number of the best-known poems
+by standard authors.
+
+Standard books on science and nature should be in the home, and the
+child's library should include a few books with stories from real life
+leading up to biography, history, and travel.
+
+The little one's sense of humor must be accorded recognition. Mother
+Goose supplies such a need in part, and Lear's Book of Nonsense may be
+added. The Sunday funny sheet should be censored before being put into
+the hands of the child. Expurgate anything that expresses disrespect to
+old age; that makes light of honor and integrity; or that is coarse in
+drawing, color, or subtle suggestion. If the child when grown is to
+appreciate the delicate humor of a Charles Lamb, his taste must not be
+dulled when he is young.
+
+It is a pity for a child to grow up without knowing and loving the
+"Pilgrim's Progress." To give him this pleasure the book should be read
+to him or put into his hands when about ten years old. Otherwise the
+psychologic moment has passed and he may never learn to care for the
+great English classic.
+
+The great mediaeval legends should also be known to the child. They are
+interwoven with much of history and literature and give a glimpse into a
+rapidly receding past.
+
+We include in our list a charming wee volume, "The Young Folks' Book of
+Etiquette," by C. S. Griffen, which the mother, wearied of repeating
+from day to day the same admonitions as to manners and morals, will find
+a great assistance in seconding her efforts. The child will enjoy both
+the text and the pictures.
+
+For the child's Bible reading we recommend Moulton's edition of the Old
+and New Testaments. The language is identical with that of the familiar
+old volume, but the text is condensed so that each story is given in the
+form of a continuous narrative, and objectionable passages are omitted.
+It may thus safely be put into the hands of very young children, who
+enjoy the simple, dignified style.
+
+Music also must form a part of the child's library. The list appended
+covers a variety of needs.
+
+
+FAIRY TALES, MYTHS, AND LEGENDS
+
+     Adventures of Pinocchio, translated from Cullodi by Cramp (an
+     Italian classic loved by children).
+
+     Aesop's Fables.
+
+     Alice in Wonderland, Lewis Carroll.
+
+     Among the Farmyard People, Clara D. Pierson.
+
+     Among the Night People, Clara D. Pierson. (Exceptionally good.)
+
+     Arabian Nights Entertainments.
+
+     Bimbi, Ouida. (Collection of beautiful tales.)
+
+     Book of Saints and Friendly Beasts, Abbie Farwell Brown.
+
+     Bow-wow and Mew-mew, Georgiana M. Craik.
+
+     Boys' Odyssey, W. C. Perry.
+
+     Curious Book of Birds, Abbie Farwell Brown.
+
+     Fairy Tales, Hans Christian Andersen.
+
+     Fifty Famous Stories Retold, Baldwin.
+
+     Folk Tales from the Russian, Blumenthal.
+
+     Gods and Heroes, Francillon. (Greek legends.)
+
+     Household Stories, Anna C. Klingensmith.
+
+     Heroes Every Child Should Know, Hamilton Wright Mabie.
+
+     In the Days of Giants, Abbie Farwell Brown. (Norse legends.)
+
+     Japanese Fairy Tales, translated by Williston.
+
+     Jungle Book, Kipling.
+
+     King Arthur and His Court, Frances Nimmo Greene.
+
+     Knights of the Silver Shield, R. M. Alden. (Includes "Why the
+     Chimes Rang.")
+
+     Little Black Sambo. (Beloved by young children.)
+
+     Mother Goose (Altemus edition), including a few fairy tales.
+
+     Nights with Uncle Remus, Joel Chandler Harris.
+
+     Norse Gods and Heroes, A. Klingensmith.
+
+     Norse Tales, Hamilton W. Mabie.
+
+     Peterkin Papers, Hale. (Afford pure, wholesome humor.)
+
+     Peter Rabbit, The Tale of, Beatrix Potter.
+
+     Saints of Italy Legends, Ella Noyes.
+
+     Story of Siegfried, Baldwin.
+
+     The Boys' King Arthur, edited by Lanier.
+
+     The Red Book of Romance, edited by Lang.
+
+     The Red Fairy Book and others of same series, edited by Lang.
+
+     Tanglewood Tales, Hawthorne (Greek Legends).
+
+     The Oak Tree Fairy Book, edited by Clifton Johnson.
+
+     The Pilgrim's Progress, Bunyan.
+
+     The Stars in Song and Legend, Jermain G. Porter.
+
+     The Wonder Book, Hawthorne.
+
+     Wagner Story Book, Frost.
+
+     Wandering Heroes, Lillian J. Price.
+
+     Water Babies, Charles Kingsley.
+
+     Wizard of Oz, Baum.
+
+
+HISTORY AND BIOGRAPHY
+
+     Childhood of Ji-Shib the Ojibwa, A. E. Jenks.
+
+     Children of the Cold, Frederick Schwatka. (Life among Esquimaux
+     children.)
+
+     Cuore, de Amicis, translated by Mrs. Lucas. (Experiences of a
+     school boy in Italy.)
+
+     Each and All, Jane Andrews.
+
+     Five Minute Stories, Laura E. Richards.
+
+     History of the Ancient Greeks, C. D. Shaw.
+
+     Lolami, the Little Cliff-Dweller, Clara K. Bayliss.
+
+     Ten Boys of Long Ago, Andrews.
+
+     The Chinese Boy and Girl, Bishop Headland.
+
+     The Snow Baby, Mrs. Peary.
+
+     Seven Little Sisters, Jane Andrews.
+
+     Story of Joan of Arc for Boys and Girls.
+
+     Story of My Life, Helen Keller.
+
+     Story of Troy, M. Clarke.
+
+
+NATURE
+
+     A Year in the Fields, Burroughs.
+
+     Everyday Birds, Bradford Torrey.
+
+     First Book of Forestry, Filibert Roth.
+
+     Friends in Feathers and Fur, Johonnot.
+
+     Grasshopper Land, Margaret Morley.
+
+     How to Attract Birds, Neltje Blanchan.
+
+     Lady Hollyhock and Her Friends, Margaret C. Walker. (Tells how to
+     make dolls out of flowers.)
+
+     Plant Relations, Coulter.
+
+     Pussy Meow, S. Louise Patteson.
+
+     The Bee People, Margaret Morley.
+
+     The Hall of Shells.
+
+     The Stars in Song and Legend, J. G. Porter.
+
+     The Training of Wild Animals, Frank C. Bostock.
+
+     Trees in Prose and Poetry, Stone and Fickett.
+
+     Ways of the Woodfolk, William J. Long.
+
+     Wilderness Ways, William J. Long.
+
+     Wild Animals I Have Known, Seton Thompson.
+
+
+POETRY
+
+     Book of Nursery Rhymes, New Collection of Old Mother Goose, Charles
+     Welsh.
+
+     Children's Book, The, compilation by Scudder. (Prose and verse.)
+
+     Child's Garden of Verses, Robert L. Stevenson.
+
+     The Chinese Mother Goose, Bishop Headland. (Charmingly illustrated
+     with photographic pictures of Chinese children with their parents.)
+
+     Golden Numbers, Kate Douglas Wiggin. (Choice collection of
+     miscellaneous poetry; beautifully bound.)
+
+     Little Rhymes for Little Readers, Wilhelmina Seegmiller.
+
+     Lyrica Heroica, edited by W. E. Henley.
+
+     One Thousand Poems for Children, Roger Ingpen. (A very full
+     collection.)
+
+     The Listening Child, L. W. Thacher. (Compilation of short poems
+     suitable for children over six.)
+
+     The Posy Ring, Kate Douglas Wiggin. (Choice collection for young
+     children.)
+
+     The Robin's Christmas Eve. (Old English ballad.)
+
+
+PICTURE BOOKS
+
+     An Apple Pie, Kate Greenaway.
+
+     At Great Aunt Martha's (Pictures), Kathleen Ainslie. (Illustrations
+     of wooden dolls.)
+
+     Book of Nonsense, Edward Lear. (Highly recommended by Ruskin.)
+
+     Dean's Rag Books. (For very young children; will wash and iron.)
+
+     Jingleman Jack (Pictures and verses about the trades), O'Dea and
+     Kennedy.
+
+     Four and Twenty Toilers, Lucas. (Hard to procure.)
+
+
+MUSIC
+
+     Children's Messiah, Mari Ruef Hofer.
+
+     Children's Singing Games, Old and New, Mari Ruef Hofer.
+
+     Christmas-Time Songs and Carols, Mrs. Crosby Adams.
+
+     Finger Plays, Emilie Poulsson.
+
+     Holiday Songs, Emilie Poulsson.
+
+     Merry Songs and Games for the Use of the Kindergarten, Clara B.
+     Hubbard.
+
+     Music for the Child World, Mari Ruef Hofer. Two vols. (Music every
+     child should know.)
+
+     Nature Songs for Children, Fanny Snow Knowlton.
+
+     Primary and Junior Songs for the Sunday-school, Mari Ruef Hofer.
+
+     Small Songs for Small Singers, illustrated, W. H. Neidlinger.
+
+     Song Stories for the Kindergarten, Mildred and Patty Hill.
+
+     Songs and Games for Little Ones, Walker and Jenks.
+
+     Songs and Games of the Mother-Play Book, Froebel.
+
+     Songs Every Child Should Know, Dolores Bacon.
+
+     Songs for Little Children, Eleanor Smith. Two vols.
+
+     Songs of Childhood, Field de Koven Song Book.
+
+     Songs of the Open, Seeboeck.
+
+     Songs of the Child World, Jessie L. Gaynor.
+
+     St. Nicholas Songs, the Words from St. Nicholas Magazine.
+
+
+SUNDAY-SCHOOL HELPS
+
+     A Year of Sunday-school Work, Florence U. Palmer.
+
+     Beginnings, A. W. Gould. Pamphlet. Tells of the beginnings of
+     world, man, sin, language, death, law, etc., according to the
+     Bible, according to Science, and according to old myths.
+
+     Bible for Young People, Century Co.
+
+     Kindergarten Sunday-school Stories, Laura A. Cragin. (New
+     Testament.)
+
+     Old and New Testament for Children, edited by Richard G. Moulton.
+
+     Old Testament Bible Stories, Walter L. Sheldon.
+
+     Stories from the Lips of the Teacher, O. B. Frothingham.
+
+     Stories of the Patriarchs, O. B. Frothingham.
+
+     Wonder Stories from the Gospels, Katherine Beebe.
+
+
+
+
+CHAPTER XI
+
+KINDERGARTEN MATERIALS
+
+The Kindergarten Gifts
+
+
+Friedrich Froebel, after observing and studying thoughtfully the play
+and playthings of little children, selected from among these, and
+arranged in logical order, a certain series which should help develop
+the little one in mind, body, and spirit through childlike play. This
+series of related playthings is known as the kindergarten "gifts."
+
+All children of all races play ball, and the first kindergarten gift to
+be given, even to a very little child, consists of six soft worsted
+balls in the colors red, orange, yellow, green, blue, and violet.
+
+The second gift is an oblong box containing a wooden ball or "sphere," a
+cube, and a cylinder, with several slender axles and beams to assist in
+the little plays.
+
+The third gift is a box containing a two-inch cube divided horizontally
+and vertically into eight one-inch cubes.
+
+The fourth gift is a similar cube divided horizontally into eight oblong
+blocks.
+
+The fifth gift is evolved from the preceding ones and is a five-inch
+cube divided into inch cubes, half cubes, and quarter cubes.
+
+The sixth gift is a cube of the same size divided so that it contains
+cubes, oblongs, and plinths.
+
+The third, fourth, fifth, and sixth gifts are derived from the
+geometrical solids.
+
+The seventh gift is derived from the geometrical surfaces, and consists
+of wooden tablets in shapes of circles, squares, triangles, etc.
+
+The eighth gift represents the geometrical line and is made up of wooden
+sticks in lengths of one, two, three, four, five, and six inches. They
+may be had in two thicknesses and either colored or uncolored.
+
+The ninth gift, derived from the edge of the circle, consists of metal
+rings, half rings, and quarter rings, in several sizes.
+
+The tenth gift, derived from the geometric point, is the lentil.
+
+Kindergartners differ as to the amount of emphasis to be placed upon the
+geometric side of the "gifts," and as to whether or not they should
+always be presented in a certain logical order. To appreciate their full
+value the mother must read her Froebel or take a kindergarten course. We
+give below some simple methods of using them, from which the child will
+derive both pleasure and benefit. What follows should be entirely clear,
+especially if the mother has the "gifts" before her as she reads.
+
+
+=First Gift Balls= (_Rubber ball 1-1/2 inches in diameter_, _wool in six
+    primary colors_, _crochet-hook_)
+
+These balls can be made by taking a _rubber_ ball and crocheting around
+it a case of worsted; or a case can be crocheted and then stuffed with
+loose wool or cotton. In the latter case to insure a good shape it is
+well to crochet _over a ball_ till nearly finished; then take the rubber
+ball out and fill with the cotton or wool and then complete the ball.
+Then crochet a string about eight inches long and attach to the ball,
+for suspending it. The ball can then be swung, raised, lowered, made to
+hop like a bird, swing like a pendulum, revolve rapidly like a wheel.
+The child may play that it is a bucket being raised or lowered. See how
+steadily he can raise it.
+
+The balls lend themselves to many color games.
+
+1. Place them in a row, let one child blind his eyes, another one
+removes one of the balls and the first one, opening his eyes, tries to
+think which one is missing.
+
+2. Let children observe the colors through a glass prism and try to
+arrange balls in similar order. Ask child if he can tell which colors
+are uppermost in the rainbow, the cold or the warm ones.
+
+3. If the mother is sewing on a colored dress, let the child try to pick
+out the ball resembling it in color.
+
+4. Play hiding the ball, as in hide the thimble.
+
+5. Play store, letting him tell you which ball will best represent a
+lemon, an orange, a red apple, etc.
+
+
+=Second Gift Plays=
+
+Throughout his life, Froebel felt with keen pain all that was discordant
+or inharmonious in human society. Beneath all differences and
+misunderstandings lay, he believed, the possibility of adjustment, or
+reconciliation. Relations most strained might be brought into harmonious
+union. This great idea is typified by the second gift. The hard wooden
+sphere is _round, curved from all points of view_, with no _angles_ or
+_edges_, and is _easily moved_. The cube is a complete contrast to the
+sphere, inasmuch as it _stands firmly_, has _flat faces_, _angles_, and
+_edges_. The cylinder combines the characteristics and possibilities of
+the other two. It has flat faces as well as a curved one, and can both
+stand and roll. It forms a bond of connection between the other two
+which at first sight seem irreconcilable.
+
+Three of these forms have small staples inserted in side, edge, and
+angle so that they may be suspended, swung, and revolved. There are also
+perforations through each one admitting the insertion of the axles, when
+needed for certain plays.
+
+If an axle be put through cube or cylinder and it be revolved rapidly,
+you can see, in the swift moving figure, the spirit, as it were, of the
+other forms--an experiment fascinating to young and old.
+
+A little imagination will turn the box in which these blocks come, into
+a boat, car, engine, etc., pins, matches, tacks, wire, etc., being
+called in as extras.
+
+The little wooden beam may be placed across, held up by the axles and
+upon this the blocks may be suspended as objects for sale in a store.
+
+The box with its cover may be used to illustrate the three primary
+mechanical principles, the pulley, or wheel, the inclined plane, and the
+lever. The pulley is made by placing the cylinder on an axle, tying a
+little weight to one end of a cord and drawing it up over the cylinder.
+Let the child play the weight is a bucket of water being drawn up from a
+well.
+
+Play loading a boat and use the cover for a plank, inclined from the
+deck to the ground, up which to roll a barrel (the cylinder).
+
+Play that the cube is a heavy piano box and show how to raise it by
+using a stick as a lever.
+
+The students of a kindergarten training school made fine derrick cranes
+with this box of blocks, and no two were exactly alike.
+
+
+=Games with Second Gift Ball=
+
+1. Let children sit crossed-legged on the floor in a circle and let one
+child roll the ball across to another child. He in turn rolls it
+straight over to some other child and so on.
+
+2. Let one child sit in the center of a circle and roll the ball to each
+child in turn, who rolls it back to him.
+
+3. Let several children stand in the center of a ring and try to catch
+the ball as it rolls swiftly by.
+
+4. Let children stand in center and try to avoid being touched by the
+ball as it rolls along.
+
+5. Draw a circle on the floor and let the children try in turn to so
+roll the ball that it will stop inside of the ring.
+
+6. Place the cube in the center of the circle. Put the cylinder on top
+of the cube and balance the sphere carefully upon the cylinder. Then let
+the children try to hit this target with another ball.
+
+Many are the lessons in self-control, fair play, patience and kindness
+which the children practice in playing these simple games, in addition
+to the physical exercise and training in alertness, in seeing correctly
+and in acting quickly.
+
+
+=Second Gift Beads=
+
+Mrs. Hailmann, a kindergarten training teacher, some years ago added to
+the "gifts" the so-called "second gift beads," much loved by wee
+children.
+
+These are perforated wooden beads in shape of the sphere, cube and
+cylinder. They come in two sizes and may be had in colors or uncolored.
+A shoe lace comes with them for stringing.
+
+In delightful plays with these beads the child learns to distinguish
+form and color, and has practice in simple designing.
+
+At first let him have a number of different kinds and let him thread
+them as he pleases. Observe him and see if, of his own initiative, he
+will distinguish either form or color. After a while he will probably,
+without suggestion, begin to string them in some sort of order--one
+sphere, one cube, one sphere, one cube, etc. Two spheres, two cubes, two
+cylinders, etc.
+
+When he begins to see differences, give him two forms only and let him
+arrange. Later give him others. Too many at first will be confusing.
+
+Besides the stringing, these beads may be used in other ways. Make a
+fence by putting two cubes and a sphere, one on top of the other for a
+post, and then join these to similar posts by running toothpicks or
+burnt matches through the perforations.
+
+Place cubes and cylinders, one on top of another, and use as tree box
+with tiny twig or elderberry branch for tree. If making a toy village of
+blocks or cardboard, these little beads will make good lampposts.
+
+
+=The Pegboard=
+
+The pegboard, an additional gift devised by Mrs. Alice H. Putnam, can
+also be had in two sizes, the large one to be preferred. The board is
+perforated with holes at regular intervals and is accompanied with
+colored pegs, which the child loves to insert in the openings.
+
+He may arrange them in ranks for soldiers, according to color, two and
+two, or four and four, learning thus to count.
+
+A flower-bed with red flowers in one corner and green bushes in another
+may be made.
+
+He may play that the pegs are kindergarten children playing follow the
+leader, some with red dresses, some with blue waists, etc.
+
+A birthday cake with candles may be represented, or a line of telegraph
+poles, if father has gone on a journey, and over the imaginary wires a
+message may be sent.
+
+The pegboard is also loved by very young children.
+
+
+=Plays with the Other Gifts=
+
+The third gift cubes may be built by the little child into houses,
+furniture, wagons, etc. It is very simple, and yet when handling it the
+child learns something of form and number and gains skill with his tiny
+hands.
+
+The fourth gift expresses "proportion." Each block is twice the length
+of those in the preceding gift and half as high. He can build with it
+objects impossible with the first divided cube. The two may often be
+used in conjunction.
+
+The fifth gift requires a decided increase in the child's powers of
+coordination. He can make with it a very great variety of objects. Only
+a kindergartner can appreciate its many possibilities.
+
+The sixth gift lends itself peculiarly to buildings of a certain type.
+It expresses less strength and more grace than the preceding ones.
+
+In playing with these "gifts" under direction of a teacher, the child,
+if making the grocery store, proceeds to make the counter, the scales,
+the money desk, etc., in succession, and is not allowed to take the
+first structure apart in disorderly fashion and then make the next one,
+but is supposed to build the counter, or other article, by gradually
+transforming the thing already made, removing the blocks in ones, or
+twos, or threes in an orderly way. Each block is supposed to have some
+relation to the whole. For instance if a shoe store has been made and
+one unused block remains, it may represent the footstool used in such a
+store.
+
+Froebel thought in this way through simple play to help the child little
+by little to feel the relatedness of all life.
+
+
+=Seventh Gift Plays=
+
+With the seventh gift tablets the child makes designs or "beauty forms,"
+becoming familiar with certain geometrical forms and exercising his
+powers of invention in pleasing design.
+
+In using the tablets, which are in both light and dark stains, do not
+give too many at first. Give him for instance one circle, representing a
+picture of a ball, and let him lay a row of such for a frieze design for
+a gymnasium.
+
+Give a circle and four squares, and let him place one above, one below,
+one to the right and one to the left, touching the circle. This will
+suggest a unit for a tile for a playroom fireplace.
+
+Tell him to change the top square so that its angle touches the circle;
+then change the lower one in the same way; then the right, then the
+left. This transformation gives an entirely new design.
+
+The other tablets may be employed in the same way, the different kinds
+of triangles offering opportunity for much variety.
+
+
+=Eighth Gift Plays=
+
+The sticks may be used in representing designs in which the straight
+line prevails. The lines may be placed in vertical or horizontal
+position. Sticks may be arranged as soldiers, standing two and two in
+straight vertical lines; or as fences in horizontal position.
+
+They may be classified as to length. Let the child sort them as wood for
+the woodpile, putting together those of same length. Or play he is in
+the store to buy a cane and sees those of different lengths, some for
+men, some for children.
+
+For designing give the child four sticks of one length and let him make
+a square. Give him four of another length and let him make a larger
+square. Then with these eight sticks let him make two oblongs of the
+same size. Give him these exercises as puzzles, but do not let him play
+with the sticks until he gets nervous in trying to keep them in
+position.
+
+
+=Play With Lentils=
+
+These are necessarily few and simple. Let the child make circles,
+squares, etc., by putting the lentils in rows. He can also represent the
+mass of a tree's foliage by placing a number of the lentils in a mass.
+
+
+
+
+CHAPTER XII
+
+KINDERGARTEN MATERIALS
+
+The Kindergarten Occupations
+
+
+The kindergarten gifts proceed, as will have been observed, from the
+solid through other forms to the point. The objects made with these are
+but temporary, and the same material may be used again and again.
+
+Parallel with these Froebel devised what he calls the "occupations,"
+which put into permanent shape the ideas expressed by the gifts.
+
+Among the occupations (we will not name all) are: Peaswork, pricking,
+sewing, weaving, parquetry, pasting, cardboard modeling, sand and clay
+modeling.
+
+These are arranged in reverse order to the gifts; that is, they proceed
+from the point to the solid.
+
+
+=Peaswork= (_Good well-dried peas_, _wooden toothpicks or hair-wire_)
+
+Soak the peas for 10 or 12 hours till soft. Then make a cane of one pea
+and one stick.
+
+Two peas and one stick will make a dumb-bell.
+
+Three of each will make a triangle.
+
+Make a square in the same way, and then by adding to this other peas and
+sticks a skeleton chair can be made. All kinds of furniture and
+geometrical forms may be thus manufactured. The wire or toothpick must
+be inserted in the cheek of the pea. Watch the child carefully to see
+that he does not get nervous over the work. Assuming that the peas are
+in good condition, there should be little trouble if the forms made are
+simple.
+
+
+=Pricking= (_Thin white cardboard_, _long pin_, _several folds of cloth
+    or a piece of felt_)
+
+Froebel recognized the appeal this pastime makes to the mystery-loving
+child. As sometimes used it may be injurious to nerves or eyesight; but
+used judiciously the child of five or six will find it a source of
+harmless entertainment.
+
+Let mother or older brother draw on cardboard a simple strong outline.
+Provide a strong steel pin (hat-pin or mourning-pin will do) and a piece
+of folded cloth for a cushion. Follow the outline by pricking in it a
+succession of holes. The rough side is the right side of the decorated
+card. The card may be hung up as a transparency, or may be made up into
+blotter or calendar; or, if the outline be that of a vegetable or a
+fruit, it will make up into a Thanksgiving place card.
+
+Very beautiful effects are produced by pricking the surface as well as
+the outline, a form of embossing, but this is a great strain on the
+nerves. Let the child work for only a few moments at a time, and be sure
+that the light is good and the drawing is distinct.
+
+
+=Sewing= (_Cardboard_, _worsted_, _silk or chenille_, _needle_, _punch_)
+
+It is a disputed question now whether or not the cardboard sewing of the
+kindergarten, once considered so essential, should be used at all. Some
+condemn it entirely; others use it sparingly. Many replace it with
+sewing on cloth and other materials soft and flexible, which lend
+themselves to the kind of stitching required later in everyday sewing.
+We cannot now enter into the discussion, but common-sense rules here as
+elsewhere.
+
+Cards with designs already drawn and perforated may be bought, but the
+mother need not feel that she must depend upon these. Old visiting and
+invitation cards may be used for the purpose. We give a few examples of
+objects pretty and useful which may be made of this material. These will
+suggest others to the active-minded child. Get punch at kindergarten
+supply store; from 50 cents up.
+
+1. Gift Card. Cut a square of cardboard 5 x 5 inches. With a needleful
+of red worsted let the child sew upon this card three straight candles
+in stitches one inch long. You may first punch in the bottom of the card
+three holes as guides. Put them in a row equidistant from each other.
+Make parallel to these a row of three dots in pencil. The child will
+push the needle through one hole _from below_ and put it through the dot
+above, making his own hole. So proceed till finished. A flame may be
+drawn with yellow chalk at the upper end of each candle, to make it more
+realistic. This card may be used to stand a candlestick upon, or to send
+as a birthday card.
+
+A similar card with the red stitches lying horizontally will picture
+firecrackers ready to be set off. Use as a mat for a match safe.
+
+2. Cover for Medicine Glass. Draw a circle five inches in diameter. Cut
+this out. Parallel to the edge draw a circle four inches in diameter.
+Make dots about 1/2 inch apart along this second circle. Punch holes
+through these dots. With worsted, ravelings or chenille let the child
+sew once around this circle. Then go around the other way to fill up all
+the gaps left the first time. Use as cover for glass of medicine. Line
+the bottom with clean, white paper.
+
+Vary by overcasting, or from a central hole take long radiating stitches
+to the holes in the circumference like the spokes of a wheel.
+
+3. Toy Umbrella. The above circle with spokes may be made into a toy
+umbrella if a slender stick be run through for a handle. Stick a pin
+about an inch from the top to keep the umbrella part from slipping down.
+
+4. Bookmark. Cut an oblong card 2 x 6 inches. Draw upon this a row of
+parallel oblique lines about one inch apart and one inch long. Punch
+holes through the ends of the lines at the bottom, sew one slanting line
+to show the child, and let him finish the row. A similar oblong will
+make a napkin ring if the ends be brought together and tied with the
+ends of the worsted.
+
+Squares, oblongs, crosses, etc., may thus be punched and sewed.
+
+If no punch is obtainable, make the holes with a coarse needle or strong
+pin.
+
+
+=Paper Tearing= (See page 54)
+
+
+=Paper Cutting=
+
+This is another Froebelian occupation. Some suggestions have been given
+elsewhere. (See page 54.) We will speak here of a more definite series
+of progressive steps.
+
+Take a square of white paper. Fold once to make an oblong. Keep folded
+and fold once more, which gives a small square. From the corners of this
+square cut pieces, large or small. Keep these. Open the paper and lay it
+down. Then arrange around it the cut-off corners to make a design. They
+may be arranged in a variety of ways. The pieces cut off the corners
+may be of various shapes.
+
+Vary another square by cutting into it, after it has been folded,
+triangles or other figures. Open and arrange around it these cut-off
+pieces. When a satisfactory design has thus been made, it may be pasted
+on a pleasing background of paper.
+
+In kindergarten training, checked paper is provided and the cuttings are
+made from lines drawn upon this according to a progressive system.
+
+
+=Parquetry= (_Colored papers_, _paste_, _kindergarten slat or match for
+    paste-stick_)
+
+This occupation has its parallel in the tablets. The designs made
+temporarily with the circles, squares, etc., of wood may be put into
+more permanent form with the parquetry papers. These are circles,
+squares, triangles, etc., of colored papers, the unit of size being the
+inch. There are 1,000 in a package, embracing the six colors--red,
+orange, yellow, green, blue and violet, with two shades and two tints of
+each, besides neutral tones, and black and white.
+
+1. Easter Card. Give the child an oblong piece of gray cardboard, six
+inches long, and some yellow circles. Let him paste a row of circles for
+dandelion heads and then chalk in the green stems. Give to father for an
+Easter card.
+
+Red and yellow circles may be cut in half and so arranged as to suggest
+tulips. (See page 122.)
+
+2. Frieze. Let the child make designs for a frieze for the doll-house
+parlor, arranging circles and squares successively or alternately on a
+strip of paper. Or he can make a design for the doll-house kitchen
+oilcloth by pasting squares or circles (one square or circle surrounded
+by others) in a square unit.
+
+An inexpensive paste for this work may be made of gum tragacanth. Buy
+five cents' worth of the powdered gum. Put a tablespoonful into an empty
+mucilage bottle and fill with water. In a few moments it will dissolve
+and thicken. Use more or less, according to thickness desired.
+
+
+=Weaving= (_Colored kindergarten weaving mats_, _weaving needle_)
+
+This is one of the most popular of kindergarten occupations.
+
+Primitive man early learned to interlace the branches of trees to make
+for himself a shelter, and to weave together coarse fibres to make his
+crude garments. In course of ages great skill was acquired in thus using
+all kinds of flexible materials; artistic baskets were produced of
+raffia and reeds, and fine garments of linen, wool and cotton. Beautiful
+effects in color and form were introduced, the designs usually having a
+symbolic meaning.
+
+Froebel devised, for the expression of this natural tendency, a series
+of exercises with colored paper, which gave practice in selection of
+color harmonies, in designing, in counting, and which led to skill and
+neatness in work.
+
+Loom-weaving has been described on another page. (90.) In many
+kindergartens it now entirely supersedes the paper-weaving, which we
+will here briefly describe.
+
+1. If you do not care to buy the regular kindergarten weaving mats, you
+may use smooth gray or brown wrapping paper cut into four-inch squares.
+In such a square cut _two_ slits 1/2 inch apart and one inch long. From
+some pretty paper cut a strip one inch wide and two inches long and
+insert in the slit in the mat, pasting the ends of the strip to the
+under side of the mat.
+
+2. Cut _three_ or _four_ slits in similar mats and weave into them
+one-inch or half-inch strips, using narrower ones as the child gains
+skill. Weave such a strip under one and over one; then weave another,
+under two and over two, etc.; thus a variety of effects may be produced
+and the child meanwhile has practice incidentally in simple counting.
+Such a mat may be used to cover a glass of drinking water or medicine
+glass.
+
+3. A larger mat may be made of pretty paper cut into comparatively fine
+slits. Paste upon this mat a square of smooth paper as a kind of lining;
+fold cornerwise and paste two edges together, making a kind of
+cornucopia.
+
+4. Scent-Bag. A scent-bag may be made by putting between the mat and the
+lining described above a thin piece of cotton-batting, sprinkled with
+scent.
+
+5. Oilcloth or Felt. Instead of paper, mats may be woven of plain
+oilcloth or of felt. Have two colors of each material, one for the mat
+and one for the strips.
+
+On a 5-inch square of the material draw four parallel lines one inch
+apart and one inch from the top and bottom. Then using these as guide
+lines, cut four slits and weave in and out as with the paper weaving.
+Ribbon may be used for the woof if desired. Such a mat may be used for a
+lamp-mat or for a flower-pot mat.
+
+Among the reasons for discarding the paper-weaving are the following:
+The colors are somewhat intense, and it is not always easy to secure
+good harmonies; the care necessary to avoid tearing the delicate paper
+and soiling the delicate colors is often a trial to highly-strung
+children. Therefore they should not work at it too long at a time. A
+weaving needle comes with the kindergarten weaving papers.
+
+
+=Paper-Folding=
+
+We give here _only a very few_ of the innumerable forms which may be
+made by folding paper according to exact directions. Mother may conduct
+such a little play while she is sewing and the child is on the floor or
+at the table. But directions must be exact and explicit. After once
+having told what to do in quiet, distinct, clear language, do not
+repeat. Train the child to hear accurately the first time.
+
+Papers in many tones may be obtained from the kindergarten supply
+stores, but any exact square of white paper or of smooth brown wrapping
+paper will do.
+
+Place the simple open square before the child, the edge directly in
+front of him. Call it a tablecloth and ask where the different members
+of the family sit. If able to wield the scissors, let him fringe the
+edge all around.
+
+1. Book. Give a second square and, showing him which are the front
+corners, tell him to take hold of these and fold the paper over so that
+the front edge is just on a line with the back edge. Let him iron the
+table cloth (crease the fold with his thumb nail) so as to make a sharp
+line when opened. This makes a little book or tent. Ask what he can read
+in the book; who camps out in the tent; etc.
+
+2. Window. Make another tent. Keep the tent in front of the child and
+tell him to open it and then to fold the left side over so that the left
+edge exactly meets the right edge. Crease and open, and the result is a
+window with four panes. Have the child tell what he plays he can see
+through it.
+
+3. Tunnel. Fold a square once through the middle as before. Open and
+notice the sharp line made by the crease. Now fold the front edge to
+meet exactly _this line_. Open and then fold the back edge to meet this
+line. Open in such a way that the form when standing makes a little
+tunnel. Roll a marble under it.
+
+[Illustration: Paper-Folding.]
+
+4. Barn. Fold a square into sixteen little squares by making a tunnel in
+one direction and then folding a tunnel in the other direction, so that
+the creases cross each other at right angles. Open out and cut from the
+_left edge_ and from the _right edge_ three slits along the horizontal
+creases to the first intersecting vertical crease. (See illustration.)
+Now fold No. 1 over No. 2 so that one little square exactly covers the
+other and paste or pin together. Do the same at the other end. This
+draws the paper into shape of gable roof. Place remaining flaps so that
+one overlaps the other a trifle, as shown in the illustration. Then cut
+a door in the side. (See illustration.) This can be made of a large
+sheet of strong paper and will house very large paper animals.
+
+5. Sailboat. Place a square of paper directly in front of you. Fold the
+front edge backward to meet exactly the back edge and crease. Open and
+fold the left edge over to meet exactly the right edge and crease. Open.
+
+Turn the paper over so that _the under side is uppermost_, and place so
+that a _corner_ is directly in front of you. Fold the paper so that the
+front corner exactly meets the back corner and crease. Open and fold so
+that the left corner exactly meets the right corner.
+
+You now have a square crossed by two diameters and by two diagonals.
+Number the _corners_ thus: 1, 2, 3, 4, and the _center_ 0. Take the
+corners and hold in one hand so that 1-0, 2-0, 3-0 and 4-0 are back to
+back. Then crease in that position. The form is a square. Lay down so
+that the _folded corner_ faces you. Fold the loose back corner down to
+meet the front corner. Then turn over and again fold the remaining back
+corner down to meet the front corner, and two sails become visible. Fold
+back one-half of the hull to make a base, and the little boat will stand
+and move if breathed upon. It can be made water-tight by dipping in
+melted paraffine. Melt the paraffine by putting it in a double boiler
+with boiling water beneath.
+
+
+=Cardboard Modeling= (_Cardboard_, _knife_, _pencil_, _scissors_)
+
+This is another of Froebel's materials which is much used in the
+kindergarten. The regular kindergarten cardboard comes in large sheets
+measured off into inches, half inches and quarter inches by red and
+blue lines. These are to assist in the accurate cutting and folding of
+the stiff paper. The tinted Bristol board obtainable at stationery
+stores is also much used.
+
+With this simple material older children acquire skill of both hand and
+eye. The higher school grades are now using it to a great extent in
+making geometrical figures, thus gaining practice in making objects
+after first making the working drawings for the same. A tinsmith who has
+had kindergarten training will find himself better equipped for his life
+work because of this early experience in cutting and measuring.
+
+The directions here given assume that the unruled cardboard is used.
+
+To _score_ is to make a long shallow cut or scratch in the cardboard
+with a knife, so that it will bend easily. We give a few simple objects
+in the order of their difficulty.
+
+1. Book-Mark. Draw an oblong 1 x 8 inches. Cut it out and punch a series
+of holes down the middle, one inch apart. Run a bit of baby ribbon in
+and out and thus make a simple book-mark.
+
+2. Toy Wash-Bench. Draw and cut an oblong 1 x 6 inches. Draw a line
+straight across this one inch from each end, and then score these lines
+lightly. Bend and you have a wash-bench for doll's house.
+
+3. Sugar-Scoop. Draw and cut an oblong 2 x 4 inches. Draw a line
+lengthwise through the middle. Score this line, and _cut_ along the
+score _one inch from each end_. Score again from each end at _right
+angles_ to the previous crease. Bend up the scored ends and the side,
+and paste the flaps together. This may be used for the toy grocery
+store.
+
+4. Box. Read these directions through once. Then begin and work along
+as you read again, and all will be clear.
+
+Cut out a square measuring 4 x 4 inches. Place squarely before you, and
+then on the front edge, one inch from each side, make a dot. On the back
+edge, one inch from each side, make a dot. Unite the dots at front and
+back by straight lines. This gives two vertical lines.
+
+Now, on the right hand edge, one inch from each end make a dot, and do
+the same on the left hand edge. Unite these dots by straight lines,
+which gives two horizontal lines crossing the ones previously made at
+right angles. With a sharp knife, and ruler to keep it straight, score
+along these lines so that they may be readily bent.
+
+Now, from the right edge cut along each horizontal line a slit one inch
+long. From the left edge cut along each horizontal line a slit one inch
+long. These cuts will give four flaps. Bend up the four oblong sides and
+fold each flap over inside the box and paste.
+
+A little experimentation on the part of older children will show how to
+elongate one side so as to make a cover.
+
+Differences in the proportions of the original piece of cardboard will
+make boxes of different proportions.
+
+5. Work-Box. Draw a five-inch pentagon. Look up in a geometry to find
+the rules for doing this.
+
+Upon each side as a base erect another pentagon. Score at the line of
+junction and bend the side pentagons till the edges meet. In these edges
+punch holes opposite each other, and through these tie baby ribbon to
+hold them together.
+
+
+=Clay Modeling= (_Potter's clay_, _oilcloth or small smooth board_,
+    _curtain pole_)
+
+Clay is one of the important kindergarten materials, and if used with
+care need give but little trouble. Buy at kindergarten supply store or
+art shop.
+
+Take a yard of table oilcloth and sew tapes to the corners so long that
+the oilcloth may be tied to a table and thus held smooth and firm. When
+not in use keep rolled up on a curtain-pole, broom-handle or dowel. This
+preserves it from untimely cracking. Upon this oilcloth the child can
+easily work with the clay, and the small pieces which may stick to it
+are readily wiped off with a damp cloth. If preferred, a small board
+about a foot square may be used instead of oilcloth. The child soon
+learns not to scatter the pieces. It is well for him to wear a little
+apron when making his small works of art. When finished with the clay,
+let him remove as much as possible from the hands as a rule, what
+remains may be rubbed away with a brisk clapping of the hands or is
+washed off very readily.
+
+1. If his first impulse is to pound and thump the clay, show the child
+how pretty things may be made by gently pressing and molding the clay
+between thumb and fingers. If he is still interested in pounding, show
+him how to make a sphere by rolling the clay between the palms, and then
+by striking it four times hard against the table it is transformed into
+a rough sort of cube which further effort will improve.
+
+2. If he inclines to make a number of balls, show him if possible one of
+the cheap clay marbles, and tell him to make some like it, though his
+will have no glazing.
+
+3. If you see that he is rolling the clay into long lengths, suggest
+that he make a snake or links of a chain.
+
+4. Older children may be shown how to roll it with the palm into long
+slender cylinders. Then coil these round and round spirally upon
+themselves and so build up a jar, as certain primitive races do. Then
+smooth it outside and inside until well shaped.
+
+5. Bowls and crude vases are easily made, and these when dried may be
+painted and used to hold matches or pencils.
+
+6. Sometimes, to stir the imagination, break off a rough piece of clay
+and ask the child if it looks like anything to him. If it suggest a bird
+or fish or fruit, show him how the crude form may be made more nearly
+perfect.
+
+7. Take a bit of clay and upon it press another bit, and so little by
+little smooth and press and build up a plaque 1/2 inch high and four
+inches square. Upon this as a background, build up in the same way,
+little by little, a raised leaf, or a geometrical figure, such as a
+square or a Maltese cross. If a leaf is made, copy from a real leaf.
+
+When thus interested, let the older children read Longfellow's beautiful
+poem, "Keramis," and the work of the potter will have a meaning it never
+had before.
+
+The children who thus make crude efforts to express the beautiful gain
+in power little by little, and will have added capacity to appreciate
+the wonderful works of art to be seen in every gallery. They will gain
+in discrimination as to what is really beautiful, and will know how to
+choose those decorations and ornaments which will make their homes truly
+artistic.
+
+Clay lends itself so readily to the slightest turn of thought, and is
+so easily employed by the smallest pair of hands, that it is one of the
+best materials to give to the little child. He soon learns to tell with
+it what he may be able to say in no other way.
+
+When ready to put away, break into small pieces, put the pieces
+together, knead a little till made into a mass, punch a few holes in the
+mass, fill these with water, put into a stone jar and cover with a damp
+cloth. Or put the clay into a cloth, dampen, and then, twisting the four
+corners of the cloth together, drop the mass on the floor. Do this
+several times and it will be found welded together. Then put into the
+stone jar. Disinfect clay by exposing to sunshine.
+
+
+=Sand-Table= (_Kitchen table_, _saw_, _boards_, _nails_, _zinc_)
+
+From Germany we have finally learned the value of the sand-table and the
+sand-pile as means of development to the child, not to speak of their
+virtues as pure givers of joy.
+
+Sand-tables may be bought at kindergarten stores, or one may be made of
+a kitchen table by sawing off the legs to the size which brings the
+table top within reach of the child. Then the top should be fenced in
+with boards, from three to six inches high, to keep the sand in. It is a
+good plan to line the table with zinc, since it is sometimes desirable
+to have the sand pretty wet, although it generally suffices to make it
+just damp enough to mold readily. It can be dampened with a
+sprinkling-can.
+
+1. The child will play a long while without much suggestion. A little
+pail or bottle to be filled and emptied and refilled will furnish
+material for his embryonic experiments.
+
+2. A tiny cast-iron spade (price one cent) will add materially to his
+happiness.
+
+3. Shells and patty-pans of different shapes and convolutions suggest
+bakery plays, and mother must sample the baby's cookery. When houses and
+forts and churches are the order of the day, paths must be laid and
+bordered with stones and shells; twigs and elderberry branches make tiny
+trees for tiny orchards; and a little pan of water or a bit of mirror
+makes a wee lake. The kindergarten building gifts make substantial
+structures, bridges, park-benches, etc. A winding river can be painted
+with blue paint on the zinc. When the child's imagination flags, a word
+from the mother or a timely story will start a new series of plays next
+time.
+
+4. Older children will enjoy reproducing in the sand the hills and
+valleys of their environment, the roads, woods and streams which they
+know, etc.
+
+5. Tell of the western plant which, when uprooted from its loose hold in
+the desert sand, is sent flying by the wind over the sand, and wherever
+it touches makes a perfect spiral. Let the children make such spirals
+with a coiled piece of wire.
+
+6. Having noticed the impression made upon the sand by the patty-pans,
+the child can be led to make designs with them by making a row of
+impressions equal distances apart, arranging these in twos, in threes,
+etc.
+
+
+
+
+INDEX
+
+
+        PAGE
+
+  Abacus, 17
+
+  Acquiring Skill with Brush or Pencil, 74
+
+  Aiming Games, 95, 96, 97
+
+  Anagrams, 102
+
+  Apple-biting Contest, 132
+
+  Apple Candlestick, 24
+
+  Apple-seed Penwiper, 30
+
+  Applied Art, 76
+
+  Ash Tray, 67
+
+  Autograph Picture, 105
+
+
+  Badge, 123
+
+  Baking Pan Papers, 57
+
+  Balls, 96, 156
+
+  Barn, Paper Folding, 172
+
+  Beads, Second Gift, 159
+
+  Bean Bag Games, 95
+
+  Bean Bags, To Make, 95
+
+  Bed-Making, 145
+
+  Bedstead, Dolls, 87
+
+  Bells, 109, 139
+
+  Berry Baskets or Boxes, 11
+
+  Birchbark, 42
+
+  Biscuit, Thimble, 104
+
+  Block Furniture, 85
+
+  Blowing Bubbles, 51
+
+  Blowing Out Candle, 100
+
+  Boat, 22, 26, 36, 41
+
+  Blue Prints, 52
+
+  Bon-bon Papers, 58, 115
+
+  Booklist, 151
+
+  Bookmark, 58, 174
+
+  Border for Sand-table, 40
+
+  Bottling Shells, 40
+
+  Bottling Stones, 39
+
+  Boxes, 12, 15, 174
+
+  Breastpin, 71
+
+  Bristol Board, 61
+
+  Brush, Pencil or, 73
+
+  Bubbles, 51
+
+  Burnt Match Safe, 34
+
+  Butter Dishes, 41
+
+  Butterflies, 105, 121
+
+  Butterfly Party, 105
+
+  Butter Modeling, 134
+
+  Buttons, 69
+
+  Button-Box, 15
+
+  Button Mold Tops, 70
+
+  Button Mold Wheels, 70
+
+
+  Calendar, 74, 109
+
+  Candle, Blowing Out, 100
+
+  Candle Design, 55
+
+  Candle Making, 137
+
+  Candle Sticks, 24, 64, 138
+
+  Canoe, 43
+
+  Cardboard, 61
+
+  Cardboard Animals, 63
+
+  Cardboard Modeling, 173
+
+  Cardboard Sewing, 165
+
+  Carols, 138
+
+  Carrot Top, 45
+
+  Celluloid Butterflies, 121
+
+  Center Piece, Pumpkin, 135
+
+  Cereal Boxes, 32
+
+  Chains, 56, 115
+
+  Chased by a Goose, 78
+
+  Checkerboard, 62
+
+  Cherry Stone Game, 99
+
+  Chicken Coop, 13
+
+  Chicken, Easter, 122
+
+  Chicken, Squash Seed, 29
+
+  Child's Library, The, 149
+
+  Chinese Kite, 66
+
+  Chinese Toy, 64
+
+  Christmas, 136
+
+  Cigar-Box Bedstead, 87
+
+  Cigar-Box Dollhouse, 82
+
+  Circle Tag, 92
+
+  Classifying, 39, 40, 48
+
+  Clay, 176
+
+  Clay-pipe Doll, 80
+
+  Clock, Paper, 86
+
+  Clothespin Doll, 80
+
+  Clothespin Race, 94
+
+  Clover, Four-leaf, 48
+
+  Collecting, 39, 40, 48
+
+  Color Top, 75
+
+  Colors, Matching, 71
+
+  Cork, 36
+
+  Cork Doll, 81
+
+  Corn, 18
+
+  Corncobs, 18
+
+  Corncrib, 18
+
+  Cornhusks, 18
+
+  Cornstalks, 135
+
+  Counters for Games, 28, 62, 69
+
+  Countess of the Huggermuggers, 100
+
+  Counting Ball, 96
+
+  Cover for Medicine Glass, 166, 170
+
+  Cradle, Egg Shell, 25
+
+  Cranberries, 136
+
+  Croquet with Peas, 98
+
+  Cross Tag, 93
+
+  Cup and Ball, 96
+
+  Curtains for Dollhouse, 87
+
+  Cutlery, Toy, 36
+
+  Cutting Paper, 54, 167
+
+
+  Darning Egg, 44
+
+  Decorated Note-Paper, 109
+
+  Decoration Day, 123
+
+  Decorative Cherries, 114
+
+  Decorative Leaves, 47
+
+  Designs, 21, 28, 77
+
+  Dinner Souvenirs, 120, 130, 134
+
+  Dishes, Tin-foil, 35
+
+  Dish-washing, 143
+
+  Distances, Guessing, 72
+
+  Doll Furniture, 15, 37, 85
+
+  Doll-Houses, 82
+
+  Doll Park, 89
+
+  Dolls, 80
+
+  Donkey Game, 100
+
+  Drawing, 31, 72
+
+  Drums, 125
+
+  Ducking for Apples, 131
+
+  Dusting, 147
+
+
+  Easter, 120
+
+  Easter Card, 122, 168
+
+  Easter Chicken, 122
+
+  East Indian Fan, 43
+
+  Edam Cheese Lantern, 34
+
+  Egg-shell Boat, 26
+
+  Egg-shell Cradle, 25
+
+  Egg-shell Game, 99
+
+  Egg-shell Garden, 25
+
+  Eggs, Humpty Dumpty, 26
+
+  Egg-shell, To Blow, 25
+
+  Egg-shells, 25, 26, 99
+
+  Eighth Gift Plays, 162
+
+  Elevator, Toy, 71
+
+  Epaulettes, 56
+
+  Experiments with Color, 75
+
+  Expression with Pencil and Brush, 73
+
+
+  Fairy Tales, Myths, etc., 151
+
+  Fan, 43, 63
+
+  Feather, Corn-husk, 18
+
+  Feather Flowers, 49
+
+  Felt Mats, 170
+
+  Fence, 11, 19
+
+  Festival Occasions, 107
+
+  Festoons, 47
+
+  Firecracker Designs, 55
+
+  Firecracker, Imitation, 124
+
+  First Gift Balls, 156
+
+  Flags, 119
+
+  Flower-Pot, 35
+
+  Flower Rack, 37
+
+  Flowers, Feather, 49
+
+  Flowers, Pressing, 51
+
+  Foot-ball, Egg, 99
+
+  Fortune Telling, 131
+
+  Fourth of July, 124
+
+  Frieze, 48, 168
+
+  Fringed Bon-bon Papers, 58, 115
+
+  Furniture, 15, 20, 37, 85
+
+
+  Games and Plays, 92, 157, 158, 161
+
+  Gift Card, 166
+
+  Gifts, Kindergarten, 155
+
+  Go-Bang Board, 61
+
+  Good Luck Pigs, 109
+
+  Gourds, 44
+
+  Grace Hoops, 97
+
+  Grocery Store, 88
+
+  Guess Ball, 96
+
+  Guessing Distances, 72
+
+
+  Hallowe'en, 131
+
+  Hammering Soap, 31
+
+  Handkerchief Box, 42
+
+  Hanging Basket, 15, 35, 44
+
+  Hearts, 110
+
+  History and Biography Books, 152
+
+  Home Tasks, 141
+
+  Honey, Weighing, 103
+
+  House, Cob, 19
+
+  House, Doll's, 33, 82
+
+  Household Duties, 141
+
+  Humpty Dumpty Eggs, 26
+
+
+  Imitation Water, 31
+
+  Independence Day, 124
+
+  Indian Head-dress, 50
+
+  Ironing, 146
+
+
+  Jack O'Lantern, 135
+
+  Jackstones, 39
+
+  Japanese Tag, 93
+
+
+  Key-Basket, The, 141
+
+  Kindergarten Materials--Gifts, 155
+
+    "             "     --Occupations, 164
+
+  Kite, 60, 66
+
+
+  Labor Day, 128
+
+    "    "   Dinner, 130
+
+    "    "   Parade, 129
+
+  Lacy Valentine, 111
+
+  Lamp Mats, 170
+
+  Lamp, Toy, 86
+
+  Lantern, 33, 34, 139
+
+    "      Toy, 24
+
+  Learning to Observe, 73
+
+  Leaves, to Dry and Press, 47
+
+  Lentils, 163
+
+  Library, The Child's, 149
+
+  Looms, 90
+
+
+  Man, Prunes, Raisins, 27
+
+  Masks, 57
+
+  Matching Colors, 71
+
+  Matchsafe, 34, 177
+
+  Mats, 18, 46, 170
+
+  Medicine Glass Cover, 166, 170
+
+  Memorial Day, 123
+
+  Merry-Go-Round, Dolls', 89
+
+  Midnight Watching, 109
+
+  Mirror, Toy, 36
+
+  Money, Toy, 36, 58
+
+  Morning Glories, Pressed, 51
+
+  Moving Van, 32
+
+  Music Books, 154
+
+
+  Nature Books, 153
+
+  Needle Case, 42
+
+  Needles, 71
+
+  New Year's Bells, 109
+
+    "    "   Day, 108
+
+  Newspaper Wrappers, 57
+
+  Numeral Frame, 17
+
+  Nuts, 22
+
+
+  Occupations, Kindergarten, 164
+
+  Oilcloth Mats, 170
+
+  Oiled Paper, 87
+
+  Omnibus Swing, 101
+
+  Orange Basket, 24
+
+
+  Paint-Box, The, 73
+
+  Paint-Brush Box, 43
+
+  Painting from Object, 73
+
+    "      Wagons or Houses, 76
+
+  Paper, 54
+
+  Paper Chains, 56, 115
+
+  Paper Cutting, 54, 167
+
+  Paper Doll, 81
+
+  Paper Folding, 171
+
+  Paper Furniture, 85
+
+  Paper Lanterns, 118
+
+  Paper Mats, 169
+
+  Paper Money, 58
+
+  Paper-Weight, 40
+
+  Papering House, 85
+
+  Papers for Baking Pans, 57
+
+  Park for Dolls, 89
+
+  Parquetry, 168
+
+  Parties, Suggestions for, 103
+
+  Paste, 169
+
+  Pasteboard Doll House, 82
+
+  Paste Stick, 14
+
+  Path Borders or Markers, 39
+
+  Pea Furniture, 164
+
+  Peanut Animals, 23
+
+    "    Doll, 80
+
+    "    Party, 103
+
+  Pea Pod Boat, 16
+
+  Peas, 16
+
+  Peaswork, 164
+
+  Pebbles, 39
+
+  Pegboard, 160
+
+  Pencil Box, 43
+
+  Pen Tray, 67
+
+  Penwiper, 42
+
+  Perforating or Pricking, 133, 165
+
+  Piano Scarf, 41
+
+  Picture Books, 153
+
+  Picture Frames, 13, 44, 46
+
+  Picture Story, 78
+
+  Pictures of Seedling, 74
+
+  Pigments, 75
+
+  Pincushion, 41
+
+  Pin Tray, 41
+
+  Place or Luncheon Cards, 76, 108, 113, 119, 121, 127, 130, 133 134, 136
+
+  Plays or Games, 92
+
+  Plays with Gifts, 161
+
+  Plumes for Hat, 55
+
+  Poetry Books, 123, 153
+
+  Pop-corn Balls, 22
+
+  Pop-corn Chains or Festoons, 22, 139
+
+  Portieres, 21
+
+  Post Fence, 19, 160
+
+  Potato Horse, 17
+
+    "    Race, 94
+
+  Pressed Leaves, 47
+
+  Pressed Morning Glories, 51
+
+  Pricking, 133, 165
+
+  Prism, 75
+
+  Prunes, 27
+
+  Pulley, Toy, 71
+
+  Pumpkin Basket or Center Piece, 135
+
+
+  Races, 94
+
+  Racing Tag, 93
+
+  Raffia, 45
+
+  Rafts, 19, 36
+
+  Rag Doll, 82
+
+  Raisins, 27
+
+  Ramekin Dishes, 41
+
+  Reading, 123, 133, 140, 177
+
+  Red Pepper Lantern, 24
+
+  Reins, 46
+
+  Ring Toss, 97
+
+  Road Roller, Spool, 71
+
+  Rockets, Imitation, 127
+
+  Room Decorations, 132, 135
+
+  Rope and Sandbag, 101
+
+  Rose-haw Chains or Rosaries, 51
+
+  Rosettes, 126
+
+  Rug Design, 77
+
+  Rugs, 90
+
+
+  Sailboat, 23, 36, 173
+
+  St. Patrick's Day, 119
+
+    "     "      "   Dinner, 120
+
+  St. Valentine's Day, 110
+
+    "     "       Dinner, 112
+
+  Salt, 34
+
+  Salt Dishes, 41
+
+  Sand, 178
+
+  Sand Table, 178
+
+  Saved from the Scrap Basket, 53
+
+  Scales, Toy, 88
+
+  Scent Bag, 170
+
+  Scissors, Drawing, 72
+
+  Scrap Books, 68
+
+  Screen, Toy or Miniature, 63, 122
+
+  Second Gift Plays, 157, 158
+
+  Second Gift Beads, 159
+
+  Seedling, Drawing of, 74
+
+  Seed-markers, 11
+
+  Seeds, 27
+
+  Seventh Gift, Tablets, 162
+
+  Sewing, 165
+
+  Sewing Basket, The, 69
+
+  Shadow Game, 52
+
+  Shamrock, 119
+
+  Shells, 40
+
+  Shields, 127
+
+  Snowball, 137
+
+  Snowflakes, 59
+
+  Soap, 31
+
+  Soap Box Doll House, 84
+
+  Soldiers Caps, etc., 55
+
+  Soldier-Flowers, Milkweed, 51
+
+  Spiderweb Party, 104
+
+    "       Valentine, 111
+
+  Spinning Buttons, 69, 70
+
+  Sponge Garden, 120
+
+  Spools, 70
+
+  Squash Animals, 17
+
+  Squash Seed Chicken, 29
+
+  Stained Glass Windows, 77
+
+  Sticks, Kindergarten, 156, 162
+
+  Stones and Pebbles, 39
+
+  Stove, Toy, 86
+
+  Strawberry Boxes, 11
+
+  Straws, 51
+
+  Stringing, 21, 27, 51, 69, 136
+
+  Sugar Scoop, 174
+
+  Suggestions for Parties, 103
+
+  Sun and Shadow, 52
+
+  Sunday-School Helps, 154
+
+  Surprise Walnuts, 23
+
+  Sweeping, 147
+
+  Sweet Potato Animals, 17
+
+  Sweet Potato Vine, 45
+
+  Swimming Float, 37
+
+  Swing, Omnibus, 101
+
+
+  Table Serving, 143
+
+  Table Setting, 142
+
+  Tablets, Kindergarten, 162
+
+  Tag, 92
+
+  Tailless Kite, 60
+
+  Target, Spool, 70
+
+  Tearing Paper, 54
+
+  Telephone Toy, for Doll House, 87
+
+  Tents, Paper, 116
+
+  Thanksgiving, 133
+
+  Thimble Biscuit Party, 104
+
+  Threading Needles, 72
+
+  Tiling, Doll House, 85
+
+  Tin Cans, 34
+
+  Tin-foil, 35
+
+  Top, 70, 75, 77
+
+  Tower Target, Spool, 70
+
+  Toy Vegetables, 40
+
+  Transparency, 47
+
+  Transparent Papers, 75
+
+  Tree-Boxes, 70
+
+  Tunnel, Paper, 172
+
+  Turnip Basket, 45
+
+  Turtle, 27
+
+
+  Umbrella, Toy, 167
+
+
+  Valentine Party Dinner, 112
+
+  Valentines, 110
+
+  Vegetable Animals, 17
+
+  Vegetables, 45
+
+    "         Toy, 40
+
+
+  Wagon, 14, 32
+
+  Walnut Boats, 23
+
+    "    Surprise, 23
+
+  Washing, 146
+
+  Washbench, Cardboard, 174
+
+  Washington's Birthday, 113
+
+  Water-color Cups, 40
+
+  Water, Imitation, 31
+
+  Waxed Leaves, 47
+
+  Weaving, 90, 169
+
+  Weighing Honey, 103
+
+  Wheels, 14, 32, 35
+
+  Windows, 77, 87
+
+  Wishbone Doll, 80
+
+  Work Box, 175
+
+  Worsted Mats, 90
+
+
+  Yarn Doll, 81
+
+
+
+
+       *       *       *       *       *
+
+
+
+
+Transcriber's note:
+
+Obvious printer's errors in the original publication have been
+corrected without comment.
+
+Inconsistencies in the author's spelling, use of hyphens and other
+punctuation are retained as in the original work.
+
+Pages 152-155 were originally printed in two columns. For the
+convenience of readers of this e-publication, the two columns are
+represented in this version in a single column.
+
+
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