Construction work for the primary grades

Introduction

HESE outlines on construction work are for the teacher's use. It is not intended that the suggestions contained in them shall be mechanically followed. It is, however, expected that the teacher, in order to become familiar with the subjectmatter, shall work out in detail each problem suggested for her particular grade. Not until this is done can she appreciate its value. When she has made the work a part of herself she will present it, not as some one else would direct her to do it, but in her own way.

Construction work in the primary grades, consisting largely of disconnected exercises without apparent reasons for presenting them to the children, is likely to be much less useful as an educational agency than it should be. It has failed to give fhat high degree of mental discipline, which, when properly presented, it is so well calculated to afford. The number work growing out of the construction work when properly taught, affords the, finest mental discipline of any study in the primary grades.

The outlines will suggest work that is not only simple, progressive, and practical, but work that is adapted to the academic course, thus making it possible for the work to be taught in connection with other branches of school studies.

In no instance should material be passed to pupils and mechanical dictation be given them for the construction of a certain problem. Dictation has a value and place, but not until a necessity has been created for the exercise, followed by a class discussion as to its value and its construction.

It is not always wise to give directions verbally. The child is learning to read and to write. To give directions through reading and writing impresses him with the fact that it is really a way he can learn from others, and adds greatly in the work of the upper grades, where the child must be able to read understandingly before he is able to perform much of his work.

Show the class a finished exercise made by yourself. This exercise should not be too difficult, and not so different from previous exercises that the children will not be able to comprehend the new step. After the exercise has been carefully examined, allow the pupils to make others like it as nearly as possible.

After the construction of a certain exercise, under the teacher's direction, have pupils repeat the exercise, doubling all dimensions. Have them repeat the exercise by taking half of each dimension.

Give written directions on the board, such as the following.

Draw a rectangle 4x3 inches.

Draw another rectangle 6x4 inches.

Draw another rectangle, using one-half the above dimensions.

Have the pupils, very early in the work, understand a pattern drawing. Place on the board a pattern drawing of some object to be made, asking the class to follow it.

It is well to remember that the greatest value grows out of problems suggested by the real needs of the pupils, as the construction of any problem for which there is a real motive brings forth the pupil's very best efforts.

In the primary grades there should be three distinct groups of problems, those relating to the schoolroom administration, the child's play, and problems related to the home.

Under schoolroom administration there are boxes, books, envelopes, etc. These are constructed for the purpose of taking care of the various lines of educative seat work suggested throughout the year's work.

The doll house and its modification takes care of the play side.

For the home there should be an occasional exercise carried out by the pupils. This should be something appropriate for the home — a button book, needle book, stamp case, court plaster case, etc.

Reasons for Giving Construction Work.

1. It develops control of muscles and the co-operation of mind and hand, leading to skill.

2. It helps to fix habits of accuracy, neatness and thinking, and doing things in an orderly way.

3. It furnishes opportunity for teaching (a) numbers, (b) language, (c) reading, (d) free expression.

(a) Refer to number work based on construction calling for folding into sixteen squares and the use of the ruler.

(b) Language : If the question, ''How many squares are there in one row ?" is asked, the answer in a complete statement, "There are four squares in one row," will lead the child into habits of proper expression. Tell about the second row ; the third row.

(c) A new vocabulary made up of such words as "edge, square, lower, right, left, line," etc., soon grows from the work, and may be utilized in giving directions through written sentences on the board.

(d) Much opportunity should be given to children to express freely in a concrete way the ideas gathered from literature and their own experiences.

4. It gives ability to follow directions.

(a) Through dictation.

(b) Through the use of patterns.

(c) It leads to the making of working drawings, to reading and interpreting intelligently, and the making of blueprints in the seventh and eighth grades. 5. Training in taste. This comes through :

(a) Selection of materials.

(b) Combination of colors.

(c) Decoration of things made.

G. It gives -the child an appreciation for a well-made article.

7. It affords an opportunity for developing the power of invention

(a) Selection of size appropriate for certain uses.

(b) Selection of riiaterial appropriate for certain uses.

(c) Selection of form and color appropriate for certain uses.

8. Application of labor. It gives the child an opportunity to expend his energy on lines that are educative.

9. It furnishes opportunity for educative seat work.

Every up-to-date teacher must realize the importance of hand work. The time for the hit-and-miss construction work has passed and the demand comes from the teachers for the more practical and related problems for the primary grades. It will be observed that the seasons of the year have somewhat to do with the planning of the right sort of problems. The writer urges that the teacher perform the various operations described in order that she may adapt and present the work to the pupils in her own way.

The writer wishes to state that the graded course which follows is by no means an ideal one. It is, however, a course which very closely relates to the academic work and the cost is brought within the amount easily available for each child.

In case of an unlimited allowance there are many other problems which m'ght be made to take the place of those suggested.

EDWARD F. WORST.

Table of Contents

First Grade

Page September — Kinds of Cutting, Cutting in Mass, Making a Block

Print, Cutting Envelope, Construction of Envelope, Simple Decoration, Cutting from Object and from Memory, Cutting to Line, The Game, Envelope for Dissected Cuttings, Care of Seat Work, Making a Hektograph, Freehand Imaginative Cutting, Box for Shoe Pegs, Cover for Box, Suggestions for the Use of Pegs 9-24

II II

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T\aZA

Envelope for Matching Number Game Purpose :

To review the construction of the envelope given in September. To provide an opportunity for the pupils to recognize the same number in other forms.

To aid in the caring for seat work.

6x9-inch construction paper.

Scissors and ruler.

Review the construction of the envelope made for the peg board and then pass to the pupils 6x9-inch pieces of construction paper, asking them to construct envelopes for the matching number cards.

Figj

25 shows a matching number card, such as should be provided for each pupil of the room. This gives to each pupil 60 small

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