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diff --git a/39663.txt b/39663.txt new file mode 100644 index 0000000..67c9eb2 --- /dev/null +++ b/39663.txt @@ -0,0 +1,7335 @@ +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. 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