Occupations for little fingers; a manual for grade teachers, mothers and settlement workers

Front matter

UPATIONS FOR TLE FINGERS

iiv ^ islillHSIill

[III Manual Jbr j ||| | j if %ff%de TeacAers ||| |!| Mothers and

Preface

" Every task, however simple, Sets the soul that does it free."

From time immemorial man has worked with his hands, and his time and attention have been utilized in the production of things both useful and ornamental. " Necessity" very often was the "mother of invention," and the need for food, shelter, and clothing led to the gradual development of industries, from the simple handwork to the elaborate products of the factory system of to-day.

Whether, then, through necessity, or simply because of joy in expression through the hands, the world is to-day a rich treasure-house stored with the wonderful products which man has created. The instinct for production is not dead, but will last as long as man, for to create is a divine and Godgiven instinct.

Froebel, in his study of the child, realized that his natural activity could be utilized, and turned into channels which would lead to his gradual development, physical, moral, and intellectual. He believed in the development of head, heart, and hand. For that purpose he introduced the gifts, occupations, songs, and plays, and allowed the child to invent and create. Joy and happiness in work were the results.

For some time kindergarten training was a precarious feature in education, but now that this branch has been incorporated into the public-school systems and colleges, and finds a place even in university work, it seems an assured fact that children are to receive some of their early training in the kindergarten. Here their crude ideas are worked out through the materials offered, and the child improves in his ability to viii Preface

express himself with his hands — for expression is necessary if images are to be clear. This handwork satisfies the early craving of the child for play and the practical, and the gifts and occupations become playthings in his hands, but, unknown to him, things of educational value.

When the child leaves the kindergarten and passes to the grade school, too often the change is a very abrupt one. There is a lack of the old-time freedom, and an absence of the play materials. Children then begin to lose interest, and the attention is often forced rather than spontaneous, and teaching ceases to be as effective.

As a help in alleviating this difficulty, handwork as one of the mediums of expression has been introduced into many of the grade schools, sometimes in correlation with other subjects, but more often simply in an occupational way. Handwork as manual training is most effective when taught in relation to the other work of the grade, so that there is unity and a harmonious development. By manual training is meant not simply work which is spontaneously interesting and keeps the child alert and active, but work which is educationally effective. This effectiveness is in the hands of the teacher, and will be worked out by her if she understands the theory back of real manual training.

This little book is in answer to a number of demands which have come from different parts of the country. Busy mothers at home, grade teachers and settlement-workers are constantly asking, "What can I do with my children? They want something to do." The object of this book is simply to furnish some ideas and to act as a suggestive medium; in no way does it attempt to correlate the work for the teacher. It has been left for her to utilize the material here offered in working out her schemes for unity in the development of the class work.

In the study of various kinds of handwork for children, one will find that they are most interested in form when it is

Preface ix

associated with function or color; that children are interested in things in connection with people, animals, and plants, and when they can construct something in which they can feel the sense of self, as the cause of that construction, the joy of expression brings great happiness.

Constructive handwork offers many opportunities for the development of design, and often a detail of design lends an atmosphere of greater reality to an object, especially when the object made is of miniature size and is for play-use, as a doll's table-cover, cushion, chair, hat, etc. Children feel many things in their imagination, and a little touch of reality in design furthers that imaginative thought. Many opportunities are offered in this work for the teaching of harmony of color, for the adaptation of design to use, and for the correct placing of design in relation to the space offered for decoration. Teachers are urged to lay particular emphasis on the design, which in previous years has been very much neglected. "The highest aim of art is to make some useful thing beautiful."

The writers have realized the necessity for keeping the cost of the articles made at a minimum. As represented, perhaps a few are beyond the average public-school treasury or purse of the settlement-worker, but they can, almost without exception, be reproduced in less expensive materials. The work will be equally valuable, only in the cheaper goods there is not always the same opportunity for harmony of color and for artistic production.

Perfect and accurate work should not be expected from young children, but the teacher must consider the age and ability of the child, and judge the results accordingly. A very crude piece of work, produced perhaps by a child in some school of reform nature, may have been of far more help and value in that child's development than that produced under far more favorable circumstances.

The writers hope that within these covers may be found x Preface

suggestions for the teachers of such little people as especially need help, and that the book may be the means later on in life of introducing them to much broader fields of expression through which great joy may come to them and be given to the world.

Thanks are due to the Domestic Art Students of Teachers College, Columbia University, for the use of some of the articles photographed.

Contents

PAGE

Preface vii

Introductory Note xvii

I. Chain Stitch

Blanket Stitch . . .

3°-

Detail of Lanyard . .

Three-Strand Braid . .

3 1 -

Half Hitch

3 2 -

Double Chain Stitch

Detail of Horse Reins .

Slip Loop .....

Loop for Hammock

IO.

Detail of Whip . . .

IT.

Sailor Knot ...»

Feather and Catch Stitch

Detail for Napkin Ring

Paired Weaving . . .

Wattling .....

Detail for Umbrella .

Start for Mat ....

2 5

Overhand Knot . . .

Solomon's Knot . . .

2 7

Start and Stitch for Coilec

Basket

Mat Borders ....

3°

Netting

3 2

2 3-

Uneven Blanket Stitch .

Even Blanket Stitch

Running Stitch . . .

Cross Stitch ....

5 2 -

2 7-

Detail of Letter-Case .

Detail of Iron-Holder .

PAGE

Tying of Fringe , . . . 41 Two Runs and a Back

Stitch 42

Overhand Stitch .... 42

Overcasting 43

Stitching Stitch .... 44

Couching ^ 44

Detail for Five-Pointed

Detail for Accordion . 48

Pinwheel 49

Sketch for Paper Dolls . . 50 Pattern for Conventional

Cutting 51

Picture Frame . . . . 52

Wall Pocket 53

Screen 54

Envelope ...... 55

Pattern for Box . . . . 55

Drawing for Lamp Shade . 56

Detail of Lamp Shade . . 57

Sketch of Fish .... 63

Coiled Basket 64

Detail of Bowl .... 66

Splint Weaving .... 69

Rings for Hammock . . 70

Zuhi Heddle 72

Shuttle 75

Detail for Pattern Weaving 76

XVI

List of Figures

FIG.

PAGE

FIG.

Circular Weaving for Pocke

SO

Pattern for Moccasin

Detail of Moccasin . .

Start of Egyptian Chain

Bead Chain ....

Bead Chain ....

Mount for Fob

Daisy Chain ....

Box for Bed ....

Toilet Table ....

Pattern for Arm-Chair ,

Start for Table . . .

Rattan Arm-Chair . .

Detail of Arm-Chair

IOI

Detail of Arm-Chair

IOI

Passe-partout ....

Mitre for Corner . . .

Pattern for Window-Sea

Cover in

Ball for Tam-o'-Shanter

Double Crochet Stitch .

Pattern for Slipper Sole

Spool Knitting . . .

Setting Up for Knitting

IOI.

7»-

Detail for Folding of Hooc

PAGE

Folding of Jacob's Ladder 126 Folding of Palm-Tree . .126

Soldier Hat 128

Epaulets 129

Ball-Cover 129

Drawing Stitch .... 130

Kite Frame 130

Kite 131

Indian Tent 132

Trousers for Indian Doll 135 Coat for Indian Doll . . 135

Indian Bow 136

Bumper for Sail Boat . 137

Doll 138

Patterns for Doll's Clothes 138

Seed Chains 141

Start of Grape-vine Basket 141 Handle for Grape-vine

Basket 142

Detail of Fern Basket . 143 Pattern for Canoe . . . 146 Finish for Birch-bark Box 147 Start for Grass Basket . 151 Turning Side of Basket . 152 Pattern with Corn Husks 154

INTRODUCTORY NOTE

The child is naturally a worker. He will destroy if he does not know how to make. Destruction interests him as much as construction. He likes to see "the wheels go around," and it matters little to him if the gratifying of his desires is advantageous or not to the article in hand.

Mothers, who were the earliest and should be the best teachers, long ago found that the happiest child was the busy one. They discovered also that to keep him at work he must be interested in the thing he is doing. To accomplish this they must provide that which he feels to be worth the effort. It must be something which he understands and which he can finish in a short time. A stupid, difficult "stint" such as poor Little Prudy had to finish daily is not calculated to increase a love for work. The wise and patient mother has it in her power to create an interest in the daily work of the household. Even such homely tasks as sweeping, dusting, and sewing may be taught to the children and prove pleasurable and profitable to them.

Handwork has its place in education as well as in the daily life. It should ever be "a blessing, not a doom." It may give in both places rich returns, which should affect the child in the development of his thought, of his emotional life, and of his character. The results of the work are the child's, but the mother and the teacher must study how best to give the full joy of work to the children.

This book considers the needs of both the mother and the teacher. It has been written by two teachers who know and love children and who have practically worked out with them the things of which they write. It tries to meet the xviii Introductory Note

child's constant cry, "What shall I do?" with a direct reply full of help and of interest. Mere formal models are not mentioned, the book dealing with attractive and useful articles. It sets forth the best way of making such articles and it tells what they should cost. Simple crafts from many industrial fields are chosen in order that variety in work may increase the child's interest in the world about him. The teacher who has the handwork in the early grades finds here a series of valuable suggestions, while the mother is fortified with delightful occupations for rainy days. This little book should therefore increase the helpfulness and happiness of many little workers in the school, the settlement, and the home.

Mary Schenck Woolman.

Chapter I A Talk About The Materials Used

The resourcefulness of localities varies in such a degree that materials which may be quite feasible and easy for one teacher or mother to obtain may be rather difficult for another. In this talk on the materials used it is hoped that suggestions may be offered which will make it possible for even those in more remote districts to carry on some of the occupations presented, though perhaps in not quite the same way as outlined in the following chapters.

Many varieties of cord will be found adaptable to the kind of work presented in the chapter on that subject. Even a piece of discarded string may be utilized; odds and ends, saved from time to time, may be sorted and knotted together if it is possible to procure no other.

Macrame cord lends itself to this variety of work in a most pleasing way, as it is soft and pliable. It may be obtained from wholesale twine houses, and costs about twenty-five cents a pound, and the numbers vary according to the size of the cord, No. 16 being finer than No. 60. A hank of the fine will go farther than one of larger size. The hanks are wound in a way similar to worsteds, and for large classes the teacher will find it advisable to wind a number of small balls, and distribute the cord in that way. Colored macrame may be procured in balls for ten cents each.

l

The netting-needles used in making cord hammocks, bags, etc., in which the netting stitch is used, may be procured generally at a kindergarten supply place. If none is near, the needles and mesh-sticks may be made by the children (see Fig. 22), or pieces of old rulers may be used for mesh-sticks, and a round pointed stick for needle. The cord may be wound around the stick first to one side and then to the other. Care must be taken, however, not to fill the needle too full, as it will be quite difficult to put through the mesh.

Raffia has been used so extensively during the past few years that it will perhaps be the material most easily obtainable. It is possible to order small quantities RAFFIA , ., F f ,, . .. . ? ,, .

by mail, or to obtain it at a neighboring

florist's. Large quantities may be ordered from wholesale seed stores in most of the large cities. Some wholesale firms have several qualities, and will ship in large quantities at reduced rates; colors may also be obtained. The kindergarten supply places also deal in both plain and colored, and are, perhaps, more satisfactory shops if only small quantities are desired. The department stores in some cities also carry a supply.

Raffia comes principally from Madagascar, and is a natural material which forms the outside covering of a palm. It is of yellowish color, soft, and easy to handle.

More satisfactory results may be obtained in working with the colored raffia if the vegetable dyes have been used.

Many materials may be used for the work in coarse sewing. If the locality does not offer any of the canvas or burlap

varieties, one can always find a substitute,

CANVAS iu ■ • r

such as heavy scrim, crinoline, or some

coarsely woven material. Denim can be found in most places.

The Java canvas, basket burlap, and cotton burlap are so wide that a yard is sufficient for quite a number of small articles. Jute burlap, one yard wide, may be bought for

A Talk About the Materials Used 3

15 cents. Java canvas is more expensive, the price varying from 75 cents a yard to $1. The basket burlap is woven in squares and costs $1.50 per yard. The price of denim is 15 cents a yard, and that of cotton burlap $1.25.

These may be obtained at art-embroidery shops, and often in department stores. By the quantity they seem costly, but it must be remembered that each child receives only a small piece, and the canvas is very wide.

Germantown wool may be used for sewing, and although less expensive than a mercerized cotton, is liable to become moth-eaten. It may be obtained at art or department stores. Poseidon, referred to in Chapter IV, is a mercerized cotton thread, and comes in small hanks in various numbers. The colors are very beautiful and make an artistic finish. It may be obtained for 35 cents a dozen skeins.

San silk may be substituted for Poseidon, although the colors are not as pretty; a large spool costs only 4 cents, and if the best colors are selected the results are very effective. Some art stores and nearly all department houses keep it. The Prisma cotton mentioned is a heavy form of Poseidon.

For the card sewing, kindergarten supply places furnish the best variety. These cards may be obtained in many sizes. Those 4x5 inches cost 30 cents a hundred. If it is not possible to obtain cpwrNr these, any scrap of card-board or heavy paper, and even an old visiting-card, may be pressed into service.

Any available piece of paper may be used for folding. Cartridge-paper by the roll, for wall hanging, is inexpensive. It may be found at all PAPER CUTpaper-hangers and decorators', for about 20 FOLDING cents a roll. Many other useful papers may be found at the same place.

Ordinary brown, and even cheap straw papers, make artistic effects, either as backgrounds or for the folded form.

Kindergarten papers come in all the colors, shades, and tones, and are very beautiful. Those cut 4x4 inches cost 20 cents a hundred, and can be obtained at kindergarten supply places. Black paper is useful in cutting, especially for silhouetting, and is inexpensive. Bogus paper is also very cheap; it costs 70 cents per 500 in the 9x12 inch sheets.

For very simple work with young children, the potter's gray clay serves the best purpose. It can be obtained at a neighboring potter's or at pottery works, or even at kindergarten supply houses. It is sold in bricks, and costs about 2 cents per pound, or $1.50 per 100 pounds.

One simple, flat, wooden stick is the only tool which is really needed, and much may be accomplished without this, with wire, toothpicks, string, knitting-needles, etc.

Looms of some description must necessarily be used after

the simple splint weaving has been studied. Looms may be

improvised from paper candy-boxes, or any "WFAVTlMf .

MATERIAT S kind °f a small wooden box will answer the

purpose.

There are a number of small looms on the market, such as the Woolman, Todd, and others. Indian looms may be made of four natural sticks bound at the corners. The marketable looms range in price from 75 cents to $1.50.

The woolen yarns for weaving seem to be best in effect, but are more expensive than cotton. Strips of cloth or rags may be used, and are very inexpensive. Carpet yarns may be procured in a number of shades at 75 cents per pound.

German town wool and wool rug yarn are soft and pleasing. Wool yarns may often be obtained from rug houses, that are glad to dispose of small quantities of left-over shades in various numbers. These vary in price from 75 cents to $1.50 a pound, according to number.

Raffia may be used in weaving small articles, but is not as satisfactory as other materials. Candle-wicking or cable cord is inexpensive material for elementary weaving work.

A Talk About the Materials Used 5

Linen thread is generally used in making bead-work because of its superior strength. It may be obtained at any department store.

The beads come in a variety of sizes, and are numbered according to color and size. The wholesale bead houses furnish illustrated lists of the prices per bunch ; they may also be purchased at the shops dealing in Indian goods. At the kindergarten supply houses beads of assorted colors are sometimes sold by the box.

Most of the materials mentioned in the chapters on Crocheting, Upholstery, and the Doll's House

may be obtained at a department or art- DOLL ' s HOUSE I . , , 4r , V, . . , UPHOLSTERY

embroidery store. A list of the materials, CROCHETING

with their widths and prices, is given below :

Width, Price

inches per yard

Burlap (cotton) 67

Canvas (Java) (cream) 36

" (colors) 36

a n a

Dimity 30

Scrim (heavy) 40

Muslin — Alpine Rose 36

" (unbleached) 36

Holland Linen 42

Art Ticking 36

Brussels Net 36

35 70

Per lb.

Wool — Columbia Yarn $1.45

" — Saxony 1.50

" — Zephyr 2.20

The material for the rattan furniture may be bought at a kindergarten supply house or at a rattan company. It is sold by the pound and is numbered according to size — the smaller the number the finer the reed or rattan. The numbers and prices are given below :

No. i, per lb $1.25

Retail prices have been given in all the lists furnished in this chapter, and are, of course, subject to variation. By buying at wholesale a large reduction may be obtained.

Where the cost of articles is given in the following chapters the estimate is based on materials bought in large quantities, and in every case the cost has been worked out.

Chapter II

There is, perhaps, nothing which so appeals to the average boy or girl as a bit of string. It has wonderful possibilities, and slow is the boy who does not work it to its utmost capacity, from spinning a top to playing at cat's cradle with another boy.

When it is introduced into the school-room the children are made extremely happy. Simple knotting may be begun with six-year-old children. This work trains the eye with the hand; measurement and spacing are taught, as well as number, color, and a certain deftness of touch. The child must be attentive and thoughtful in order to follow well, and he is so interested that he does so unconsciously. This work strengthens the arm and finger muscles, and appeals to the child's desire to invent.

Macrame cord is generally used for this work, but odd bits of string may be utilized if no other can be procured.

Various kinds of knotting may be taught, and these can be used in many ways, in the making of raffia hats, bags, nets, etc.

In demonstrating the cord work, the teacher will find it helpful to use large upholstery cords of various colors.

Cord work may be used as an introduction to crocheting, and simplifies the approach to that work. It has been used with great success in the summer playgrounds for children, and the teachers have welcomed it as an interesting and instructive occupation.

L The Curtain Cord

Materials. — Macrame cord, No. 16, 3 yards. — 1 brass ring, 1 inch in diameter. Approximate cost per child-.. .01

The curtain cord is made by using the chain-stitch, as in crocheting, but the fingers are used instead of a needle. Begin by making a circle, or letter O, at one end of the cord. Double the long end and draw the loop through the circle (see Fig. 1). Continue until two yards of the cord have been looped in a similar manner. Then pull the end of the cord all the way through the last loop in order to fasten it securely before finishing with the ring. Place the ring close to the last chain-stitch, and use the blanket-stitch in covering the ring with the cord (see Fig. 2).

After this has been done, run the end of the cord up

through the chain-stitch for two inches,

and cut it off close.

IL The Sailor's Lanyard

Materials. — Macrame cord, No. 16, 8 yards. — Macrame cord, No. 6, 2 yards.

Approximate cost per child 01

Five inches from the end of the eightyard piece start the chain-stitch, as in making the curtain cord (see Fig. 1). Continue to within five inches of the other end of the cord. Pull the end

Fig. 1.

Fig. 2.

through the last loop in order to fasten it securely. With the fine cord bind the two five-inch pieces together. Begin just below the last chain-stitch, working over the end of the fine cord with the blanket-stitch (see Fig. 2). Continue for one inch from the chain-stitch, working over the two cords. Divide the two cords and form a loop, having the ends overlap (see Fig. 3). Continue with the blanket-stitch around the loop thus formed.

Run the end of the cord under the blanket-stitch when the loop has been finished.

III. The Whistle Chain

Materials. — Macrame cord, No. 60, 2 \ yards. — Whistle. Approximate cost per child 01^

Four inches from one end of the cord begin the chain-stitch, as in making the curtain cord (see Fig. 1). Continue to

within four inches of the other end, and pull this through the loop in order to fasten it. The whistle is strung on one of the four-inch ends of the crocheted chain, and that end is run up through the chain-stitch. It may be sewed to hold it more securely. The other end for the button loop is finished by running the end of the cord down through the crocheted chain and fastened with sewing.

IV* The Scissors' Guard

Materials. — Macrame cord, No. 60, 3 yards. — 1 pair small scissors.

This guard is made of a three-strand braid. Cut one yard from the three-yard length. Double the two-yard length to find the centre. Put the end of the one-yard piece under the centre and allow the end to extend four inches for the fastening of the scissors. Braid the three cords together (see Fig. 4) to within six inches of the ends. In braiding, the right and left hand strand in turn crosses the centre strand, and so becomes the centre one itself. Make a halfhitch with one strand over the other two, in order to hold it in place (see Fig. 5). Take the single cord of four inches, which extended above the braid, pass it through one ring of the scissors handle and then down through the braid. In order to hold it very securely a few stitches may be taken with a needle and thread. Any suitable article may be substituted for the scissors. The price of this model depends upon the quality of scissors.

V* The Horse-Reins

Materials. — Colored Macrame cord, No. 16, 5 yards. — White Macrame cord, No. 16, 5 yards. Approximate cost per child 02

Knot the ends of the two cords together.

Hold the knot and throw one cord around

the fingers of the left hand, forming a

loop. Pull a loop of this cord partly

through the loop thus formed. Through

this loop draw a loop of the contrasting

color cord, and draw it up securely by pulling the end of the

cord previously looped (see Fig. 6). Continue the whole

length of the cords, by alternating the loops of color, and pulling them in place by drawing the end of the contrasting color.

After this double chain-stitch has been completed, the horse-reins may be shaped to form the cross-piece. Make a circle of one-third of the chain by running the end of the cord in and out of the chain. Make a large circle with the remaining two-thirds by fastening the end six inches from the first fastening on the small circle (see Fig. 7).

The horse-reins may be made with the single loop chain, and also larger in size. They may be dyed any attractive color, and if made of a heavy cord (No. 60) and trimmed with bells, may be used by the children for Christmas gifts.

VL Braided Ties for Sailor Suit

Materials. — Macrame cord, No. 16, 12 yards. Approximate cost per child 01

Cut the twelve yards into six two-yard pieces. Three pieces will be used for each tie. Lay two cords evenly together. Take the third cord, double it in half, and loop it around the middle of cords one and two (Fig. 8). Then begin to braid. Each strand of the braid is composed of two cords. In making a three-strand braid, the right and left-hand strand in turn crosses the centre string and so becomes the centre one itself.

The second tie may be made in a similar way and used on the boys' sailor suits.

The children may also make ties for their flower-presses. They may be made in like manner, but in one piece, and of sufficient length to go twice around the press and tie.

VII. The Overhand Knot

Plate I, No. 7, shows the overhand knot and its use and application in a small piece of netting. The cord is thrown to either the right or left, forming a loop, and the end of the cord is drawn through it. Two cords may be knotted together with this knot, as shown in No. 7.

VIIL The Square or Hard Knot

Plate I, No. 8, shows the steps to be followed in making the square knot. The two ends are to be knotted together. Cross them and twist the upper end around the lower cord, bringing the ends up in position. Cross these two ends again, having the original upper end again go over and around the end it crosses.

This knot is especially useful in tying bandages.

IX* The Weaver's Knot

Plate I, No. 9, if carefully studied, will reveal the method of making the weaver's knot. It is the knot especially used in weaving, and is strong and easily made after some practice.

Cross the two ends at right angles. For convenience, we will call one the old end and the other the new piece to be joined to it. Place the new under the old and at right angles under the thumb. Hold them securelv. Pass the new cord around the outline of the thumb-nail and under itself, then over the old, and hold it under the thumb. Pass the old end through the loop formed by the new. Hold all the ends and draw up the knot by pulling the newly added cord.

This knot is too difficult for very young children, but may be given to the older ones.