UC-NRLF
DTD
GIFT OF
Class of 1887
PURPOSEFUL HANDWORK
THE MACMILLAN COMPANY
NEW YORK BOSTON CHICAGO DALLAS
ATLANTA SAN FRANCISCO
MACMILLAN & CO., LIMITED
LONDON BOMBAY - CALCUTTA
MELBOURNE
THE MACMILLAN CO. OF CANADA. LTD.
TORONTO
PURPOSEFUL HANDWORK
BY
JANE W. McKEE
INSTRUCTOR IN KINDERGARTEN AND FIRST GRADE
LOS ANGELES, CALIFORNIA
ILLUSTRATED BY
CHARLES W. COOPER
gotfe
THE MACMILLAN COMPANY
1922
All rights reserved
PRINTED IN THE UNITED STATES OF AMERICA
COPYRIGHT, 1922,
BY THE MACMILLAN COMPANY.
Set up and electrotyped. Published August, 1922.
J. S. Cushing Co. Berwick & Smith Co.
Norwood, Mass., U.S.A.
Co
MY HUSBAND
AND
MY LITTLE DAUGHTER
482336
PREFACE
IT is my hope that this little manual will be re-
garded by the lay teacher as a compilation of sug-
gestions, and not as an extensive study, or final
treatise on handwork. As society evolves, education
must change to keep apace with it, so may this text
serve as a waypost, not a goal.
It was not my intention, originally, to write a
book ; the need developed and I met it as I could.
The content of these few pages is the result of
eight years of work, including experimental kinder-
garten and first grade teaching, physical education
supervision in the elementary school, and Normal
Training School instructing.
I do not claim it to be original. It is a compila-
tion of suggestions and ideas which have come to
me from my own little daughter, from the children
whom it has been my good fortune to teach in
public schools, from Normal School students, from
observation of daily life, and from individual study.
The projects described have been worked out in
an average one-teacher, one-room public school
kindergarten or first grade of mixed population.
viii PREFACE
I am deeply indebted to the many instructors
and co-workers who, with their inspiration and guid-
ance, have blazed the educational trail for me.
Special acknowledgments are due to Caroline Craw-
ford McLean of Teachers College, Columbia Uni-
versity, who awakened in me an appreciation of
childhood, with all its fullness and joy ; to Gudron
Thorne-Thomsen of the Francis Parker School in
Chicago, who taught me to appreciate the art of
simplicity, the means of gaining the genuine con-
fidence of the child ; to Patty Smith Hill of Teach-
ers College, Columbia University, who has stood
out as the leader in freeing kindergarten education
from its traditional swaddling clothes ; to my
beloved supervisor in training school, Mary King
Drew, who gave me an appreciation of organization
and method ; and to Clark W. Hetherington, former
State Supervisor of Physical Education in Califor-
nia, who gave me an understanding of the psy-
chology of play, and since play is inseparable from
childhood, a functioning psychology of childhood.
JANE W. McKEE.
CONTENTS
CHAPTER PAGE
I. THE PSYCHOLOGY OF HANDWORK i
II. PURPOSEFUL HANDWORK 6
III. HANDWORK OF PLAY VALUE . . . .13
IV. HANDWORK OF UTILITY VALUE . . . .79
V. HANDWORK OF ART VALUE .... 99
VI. SUPPLIES AND ACCOMMODATIONS . . .102
INDEX PROBLEMS AND PROJECTS LISTED AL-
PHABETICALLY 107
LIST OF ILLUSTRATIONS
PAGE
Plate i. Folded Airplane 14
Plate 2. Wooden Airplane 15
Aviation Helmet and Goggles 16
Plate 3. Aviation Helmet 17
Plate 4. Blow-out 19
Blow-out . 20
Baseball Mitt 20
Coat-hanger Bow and Arrow 21
Plate 5. Boomerang 23
Plate 6. Boy's Cap . .25
Group Illustration 26
1. Shoe-box Circus Wagon, II
2. Circus Clown
3. Shoe-box Circus Wagon, I
Cradle 27
'Shoe-box Doll Buggy 27
Box Doll Buggy 28
Wrapping-paper Doll 28
Plate 7. Doll Hat . . . . . . . .29
Rag Doll 30
Plate 8. Paper Doll 31
Drum 32
Doll House 33
Paper Dress 34
Engine 35
Plate 9. Fireman's Hat, I 36
Group Illustration 37
1. Fireman's Hat, II.
2. Fireman's Hat, I.
xii LIST OF ILLUSTRATIONS
PAGE
Plate 10. Fireman's Hat, II 38
Low Bench with Vises 39
Box Furniture 39
Ring-toss Game . 40
Giant Game 41
Popgun (Open) . . 41
Popgun (Closed) . . 41
Plate ii. Aviation Goggles 42
Plate 12. Popgun 43
Pattern for Hat . . . 44
Hat (Trimmed) 44
Children Wearing Paper Hats 45
Plate 13. Hat 46
Jumping Jack . .48
Plate 14. Jumping Jack 49
Kite 50
Shopping Bag . 50
Plate 15. Knitting Bag 52
Plate 16. Parrot Toy 55
Plate 17. Railroad Signal 56
Rug and Loom 58
Signal Flag ' 59
Sewing Basket 59
Plate 18. Spool Doll 60
Soldiers 61
Plate 19. Spectrum Twirler 62
Plate 20. Japanese Slippers 63
Soldier's Overseas Hat 65
Plate 21. Sunbonnet 66
Plate 22. Sailor Tarn o' Shanter 67
Plate 23. Sailor Hat 68
Plate 24. Soldier Hat . . .69
Plate 25. Soldier's Overseas Hat . 70
Soldier's Leggings ... 71
Plate 26. Soldier's Leggings . 72
LIST OF ILLUSTRATIONS xiii
PAGE
Plate 27. Train . 73
Plate 28. Tree 75
Plate 29. Indian Tom-tom 76
Wheelbarrow 77
Plate 30. Wheelbarrow 78
Cloth Apron 79
Plate 31. Constructed Apron 80
Child Wearing Cloth Apron 81
Group Illustration 84
1. Cot without cover
2. Cot with cover
Plate 32. Cot 85
Candlestick and Shade 86
Plate 33. Candle 87
Plate 34. Cup 88
Plate 35. Crumb Tray and Scraper 90
Churn 91
Flower Pot and Plant 92
Fly Swatter 92
Plate 36. Hearth Broom 93
Pan Holder 94
Paper Plates 96
Child Drawing at Easel with Crayon 100
Supply Box on Casters 104
PURPOSEFUL HANDWORK
CHAPTER I
THE PSYCHOLOGY OF HANDWORK
IN order that I may set forth my findings in the
field of purposeful handwork, it will be necessary for
the reader to traverse rapidly with me the first
psychological stage in the process of manual activ-
ity ; namely, manipulation.
My conclusions in the matter of manipulation are
the results of experimental studies with numerous
children in the elementary school, and particularly
with those between the ages of four and seven years.
In reviewing the records of my own daughter's
early experiences I was confronted with the fact
that with every new experience, physical and in-
tellectual, she first went through a testing period of
spontaneous, motiveless movements which finally
brought the acts consciously before her, clarifying
her mental images and coordinating her muscular
activities. With each new situation the length of
the manipulation period varied in proportion to
its relation to past experiences.
2 PURPOSEFUL HANDWORK
I took this conception of the importance of manip-
ulation into the kindergarten with me and there I
set the children free in self -organized activities. I
found manipulation to be a never absent antecedent
of every new experience they, went through. Accord-
ing to Norsworthy and Whitley, in The Psychology
of Childhood, the fact "that the field of energy fur-
nished by this instinct as well as the possibilities
offered should have been practically ignored in our
schools for so many years seems almost incredible. "
I observed manipulation to be an individual un-
foldment on the child's part, for no teacher is wise
enough to tell how long it will take these crude,
unconscious twistings, turnings, pullings, pushings,
scribblings, snippings, pokings, cuttings, and daub-
ings, to develop into conscious usable activity.
There is but one person who appreciates when the
transition from the manipulation to the problem
stage takes place ; and this is not the teacher, but
the child himself who, although he does not con-
sciously know, yet registers his progress through
his choices and actions, provided we give him half
a chance freely to make choices and to carry
them out.
Granting that manipulation is as legitimate a phase
of development as the problem or project phase,
shall we permit the child, in developing his powers
of manipulation, to ruin expensive materials by
THE PSYCHOLOGY OF HANDWORK 3
wasteful hacking into them? If the teacher is to
be eliminated, the result will be disorder and reckless
waste, and abuse of equipment and materials. We
can never eliminate the teacher from an educational
situation. She is the selective agent. She directs the
manipulating child to materials that best fit his
need ; as, remnants of goods, misfit lumber, odd
papers, etc. Do not misunderstand me ; I do not ad-
vocate supplying the manipulating child with old
waste materials. His materials should be just as
good and as clean and attractive as the problem or
project supplies of a later period ; but they may often
be the incorrect cuts and trimmings from such supplies.
This psychology of manipulation opened up the
natural sequence of the kindergarten-primary cur-
riculum to me. In the past we have omitted initial
manipulation. It has been ignored because it
seemed, to the untaught, wasteful and its results
ugly. We have preferred to recognize the second
or problem stage as the first because its results
" showed off " to better advantage, because it made
good school advertising.
As selective agent, the teacher watches and re-
cords the natural selections, introduces materials
best fitting the child's needs as they arise, builds up
situations that will satisfy these crude yearnings,
supervises the exercises, removes the situations
when they climax thus avoiding disorder pre-
4 PURPOSEFUL HANDWORK
vents overstimulation in environment by simplifying
the surroundings, listens to the child's suggestions,
and follows his lead.
As the children grow through manipulation, as
their images clarify and their muscles coordinate,
those with similar tastes and skills form into sep-
arate groups. In these simple, self -organized groups
the first little lessons are born ; the first small prob-
lems, whose ends are immediate, are suggested ; as,
to cut on the line, sew a seam, or tie a knot ; and
the first simple patterns are displayed. This is the
second, or problem stage. Must the children follow
the patterns suggested? No, not if they have a
plan of their own. Never, if they themselves have
another legitimate interest, socially valuable, in
relation to which they can work.
In the problem stage the child's mind has been
freed from the all-absorbing manipulation, through
the development of habits of thought and action.
He is free to think something beyond consciousness
of skill and process, so he thinks ends, and means
of attaining the ends set up. Thus is the conscious
problem established.
As the child gains skill in working with problems
which are simple plots, he combines plots, inter-
weaves them, and works them into what we term
projects ; for example, a child models a clay flower-
pot, paints and shellacs it, and brushes the inside
THE PSYCHOLOGY OF HANDWORK 5
with paraffin ; then he fills it with earth, plants a
seed in it, waters and cares for it, and takes the
plant home to his parents.
In observing these self-directed activities I found
the children in the problem and project stage to be
engaged in three types of handwork :
1. Making " play-toys."
2. Making articles of utility.
3. Decorating articles of utility and "play-
toys. "
The pictures in this book are taken from the
children's own work or from teachers' models of
articles which children have made and carried home.
CHAPTER II
PURPOSEFUL HANDWORK
CHILDREN are interested in real things, not in pat-
terns or symbols of things. They are interested in
investigating and originating ; in being a cause, and
in causing an effect. " Sheer imitation, dictation
of steps to be taken, mechanical drill, may give re-
sults most quickly and yet strengthen traits likely
to be fatal to reflective power." (Dewey.) Then
let us teach children real things, things that function
now, not at some future date. \Let us help the child
to live fully and efficiently in the " to-day. "
Among the traditional customs of the formal
kindergarten is its use of such expensive made-to-
order materials as coated paper, folding paper, cut-
ting paper, chain paper, weaving mats, sewing cards,
weaving needles, etc. Cases on record show the
failure of such materials to carry the kindergarten-
primary lessons into demonstration in the home.
Twenty hours out of the twenty-four the kinder-
garten-primary child is in and about the home. Let
us, in that four hours allotted the school, pre-
pare him to enjoy and invest properly the twenty |
6
PURPOSEFUL HANDWORK 7
hours spent at home. How can we do this? By
introducing into the school the materials used in the
equipment of the home, and by dignifying and hon-
oring them. And what are these home materials?
Roughly speaking dolls, clothes, furniture, wash-
tubs, ironing board, flatiron, broom, wood, tools,
paint, wrapping paper, paper bags, string, spools,
milk-bottle tops, tin cans, cardboard boxes, cloth,
berry boxes, pins, buttonmolds, coat hangers, etc.
Let us teach thrift by showing the child how mate-
rials commonly wasted about the home may be con-
verted into attractive, useful articles, and let us give
him at school the inspiration, the idea, and the op-
portunity of doing this ; then we shall note with joy
the functioning of our lessons in his life out of school
as well as in.
As the situation is to-day, the warehouses are not
prepared to fill our requisitions for supplies for
purposeful handwork. The keepers of school sup-
plies are at a loss when we ask for buttonmolds,
paper bags, milk-bottle tops, collar buttons, dyes,
cloth, and wood. How then are we to obtain these
supplies that at the present do not come through the
established channels of requisition ? Until the need
for the cruder home materials has been recognized
through the keeping of records and through exhibits
of purposeful handwork, we must turn to the child \
himself for the solution of our common problem of i
8 PURPOSEFUL HANDWORK
limitation. He is at once eager to cooperate when
we give the first hint that such contributions are
needed and will be gratefully accepted. Through
this medium of exchange, bonds are strengthened
between home and school, drawing the two into inter-
dependent relationship, with the child as inter-
mediary. The mother will be quite as happy to see
her child leave home, a veritable Santa Claus, with
his pack on his back filled with empty cereal boxes,
coffee cans, milk-bottle tops, and paper bags, as
the teacher will be to greet her source of project sup-
plies. The inherent possibilities of the crude ma-
terials he is carrying will have ample tune to suggest
and unfold themselves in the child's constructive
imagination with each step he takes in the direction
of the " school-shop," where his treasures will be
valued and transformed, as by fairy art, into attrac-
tive toys and useful articles.
With the crude material at school, our next problem
is, What is the method to be employed in its trans-
formation? \If our ami is to follow with wisdom the
trend of the times in stimulating originality and
resource on the part of the child, this sentence from
The Psychology of Childhood by Norsworthy and
Whitley comes to us with a message: "Originality
of performance follows a variety of experiences and
an increase of technique, and it should not be required
until many concrete examples have been presented."
PURPOSEFUL HANDWORK 9
Before the days of project teaching, when we spoke
of methods we referred to dictation, imitation, and
suggestion. To-day these same methods function in
teaching a child, but only after the project has been
launched. The methods used in launching the proj-
ect may be listed as follows :
1. Arrange a table attractively and suggestively
with units of supply material distributed about in an
orderly fashion. These may be miscellaneous boxes,
milk-bottle tops, paper fasteners, string, paper, and
scissors. The child is privileged to use any or all of
this material in experiment. He may work out for
himself a wagon, an automobile, a piano, an air-
plane, a doll's bed. At first no models are pre-
sented, but as the children work the teacher calls
attention to various good combinations or patterns.
She aims to lift the child's responses and to hold him
to his best work.
2. The second method is that of presenting simple,
well-worked-out models for the children to examine,
test out, and imitate as they choose, at the same time
exposing units of material for their construction.
When the child is in possession of a mental vo-
cabulary of images which he has translated into
concrete articles he is then in a position to work out
original designs and offer individual changes and
elaborations. Once the child's purpose is clear, his
interest in it is the driving force which impels him
io PURPOSEFUL HANDWORK
to deviate from patterns and experiment with the
type models. His purpose developed, he forges ahead
on his own initiative, elaborating and enlarging upon
his idea as it unfolds and takes form. With this in-
dividualizing of a basic unit comes the birth of new
ideas and models. During this process of develop-
ing his model, the child may stumble many times
and need some aid and much encouragement from
the teacher. As a group working over similar proj-
ects reaches a stumbling block or limit of ability,
the teacher steps in and gives a group lesson. This
lesson, therefore, comes at a time when it applies to
an immediate problem, and when it is capable of
being understood and can be immediately acted
upon.
3. Often just the description of possible projects,
or pictures, or articles that can be imitated in min-
iature, is all that is necessary to set the ingenuity of
the child to work on his own invention. When this
is the case the less the teacher offers of suggestion
the better.
Personally I have obtained the best results from
the use of methods 2 and 3, although many teachers
use the first method exclusively.
Ask yourself if you are still clinging to the old the-
ory that the child is a being to be prepared for living
in some future period which he may never reach.
Then remember, in case you have forgotten it, that
PURPOSEFUL HANDWORK n
he is living now. a We must take the child as a
member of society in the broadest sense, and demand
for and from the school whatever is necessary to en-
able the child intelligently to recognize all his social
relations and take his part in sustaining them."
(Dewey.) It is as important to be a child as to be
an adult, and it is the duty of the school to aid the
child, through giving him ample opportunity to make
and abide by wise choices, and to live in the present
to the fullest and best extent. Let us discriminate
between instruction the results of which remain
within the four walls of the schoolroom and that
which functions in aiding the child in complete
living outside of the schoolroom.
When I dropped the "pre-program," planned by
week or month in advance, and adopted the "post-
program," a summary of the children's choices,
project handwork took the place of what in the
past had been teacher-imposed occupation on a
miniature representative and pictorial plan. The
children, feeling the spirit of the laboratory method,
brought their broken dolls, scooters, engines, jumping-
jacks, and books to the kindergarten workshop to
be mended and repaired. This work of rejuvenat-
ing toys from the home helped to bridge the gap be-
tween home and school and to strengthen the bonds of
sympathy, and gave the child a greater sense of pride
in his possessions, and of desire to care for them. So
12 PURPOSEFUL HANDWORK
we made toys at kindergarten, real toys, toys we
could take home and play with.
Clarifying my aims I sought for practical ideas
that would utilize the materials of the home, have
"do with" qualities, and be simple. From the
children themselves I received most of my sugges-
tions.
CHAPTER III
HANDWORK OF PLAY VALUE
THE following comprises my list of " play- toys."
Any kindergarten or primary problem-project pupil
can make them out of materials which he can find
in his home.
1. Folded Airplane. Use a piece of paper 6
inches by 9 inches, or of equal proportion, and fold
it lengthwise, as in Plate i, Figure II, B to C. Fold
edge B to F f along crease BC. Fold edge BF along
crease BC. Fold BA' along BC. Fold BA along
BC. Turn the sheet over on the other side. Fold
BD' along BC. Fold BD along BC. Turn the
sheet over. Fold BE' along BE. Lift up the wings
and place a paper fastener through P to hold the
construction hi place. (See Figure IV.) The air-
plane may then be decorated.
2. Wooden Airplane. --Use a piece of soft
wood (basswood or red wood) approximately 20
inches long, i inch thick, and 2 inches wide. (See
Plate 2, Figure I, A .) The upper front wing is about
i foot long and the under front wing is about 10 inches
long. Wooden pins are nailed in place between the
13
PURPOSEFUL HANDWORK
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PLATE i
HANDWORK OF PLAY VALUE
n
m
PLATE 2
1 6 PURPOSEFUL HANDWORK
wings to hold them apart. (Figure II.) The back
wing is the same size as the under front wing. A tin
can is nailed to board A just behind the front wing.
A long nail with a milk-bottle top at the end is used
for the steering wheel. A wooden seat is nailed to
board A behind the wheel. Typewriter ribbon
rolls, kodak rolls, or buttonmolds may be used for
wheels. (See B and C, Figure I.) The propeller is
a pinwheel made of paper, fastened to the front of
board A. (See Figure III, for making pinwheel.)
Stiff cardboard may be used for the wings in place
of wood.
3. Clothespin Airplane. - - Force a 6-inch stick
(pencil size) into the groove of an old-fashioned
clothespin. Glue stiff pieces of paper 3 inches square
on both ends of the stick for wings. Tie a string to
the head of the clothes-
pin. The child holds
the string and runs.
4. Aviation Helmet.
- Use a paper bag
large enough to fit the
child's head. Open it
up, and cut out the
front face as in Plate 3,
AVIATION HELMET AND GOGGLES p igure L Tum j t over
and cut out the back piece as shown in Figure II.
These two side flaps go over the ears and hang down
HANDWORK OF PLAY VALUE
n
PLATE 3
i8 PURPOSEFUL HANDWORK
to the shoulders. Figure I shows the front of the
helmet. Bind the cut sides with strips of wrapping
paper i inch wide sewed with colored yarn.
5. Paper-bag Ball. Blow up or stuff with rags
or paper snips a paper bag. Tie firmly, and decorate
with brilliant paints (show-card colors). This makes
an attractive ball for the youngest children to play
with.
6. Paper-bag Balloon. Blow up a paper bag and
tie it securely. Decorate. Attach wings of lighter
weight paper to the sides. From the tied end drop
three strings, each 4 inches long, and attach these to a
small sixteen-fold box or sanitary milk-bottle cap.
The balloon is thrown into the air, basket end first.
An interesting problem is the experiment of placing
stones of different weights in the basket. The weight
of the stone determines the speed of the balloon's
descent.
7. Parachute. Use a piece of cloth, handker-
chief size. Work out stencil designs to be colored
with paints or crayons in the center of the cloth.
Tie a 6-inch string to each corner. Bring all the
strings together at the end and tie them to a stick
or stone. Throw it up into the air ; as it comes
down it opens and sails. Experiment by varying
the weight of the stick or stone.
8. Blow-out. Use a piece of light-weight wrap-
ping paper 15 inches long and 6 inches wide. Fold
HANDWORK OF PLAY VALUE
m
n
n m
PLATE 4
20 PURPOSEFUL HANDWORK
in thirds, lengthwise, as in Plate 4, Figure I. Paste
along the one side, forming a flattened 2-inch paper
tube 1 5 inches
long like that in
Figure II. When
the paste is dry,
decorate this tube
with paints or
crayons. Glue
a downy feather BLOW-OUT
(Figure VI) to one end of the tube as in Figure III,
and fasten a i-inch piece of hollow bamboo (Figure V)
to the other end for a mouthpiece. Roll it up as in
Figure IV, and then blow it out.
9. Bean Bag. Cut a paper pattern for the child
to use in getting the proper size and shape of material
for making a bean bag. Use
a heavy material. Sew the
bag on three sides, turn it
inside out and once more sew
the three sides, using colored
yarn this time. Partly fill the
bag with beans and sew up
the open side. The bag may
then be decorated, using colored
yarn, crayons, or paints.
10. Baseball Mitt. Use newspaper or wrapping
paper. Draw an outline of the child's hand, in the
HANDWORK OF PLAY VALUE 21
shape of a mitt, leaving a i-inch margin and including
the four fingers. Lay this pattern on four thicknesses
of paper and cut out. Paste a strip of cloth one
and one half inches wide around the edge and bind,
or overwhip the edge with yarn. Place a layer of
cotton on the inside for padding.
11. Willow Bow and Arrow. Use a piece of
willow or light bamboo for the bow. Bend and tie
the bow with a string. Cut an arrow from shingle
wood, and feather the light end.
12. Coat-hanger Bow and Arrow. Use a large
wooden coat hanger for the bow. Remove the
hook and bore a hole J inch
wide in the middle and in both
ends. Stretch a piece of elastic
J inch wide from the holes at
either end. For the arrow, use
a dowel stick 10 inches long and
i inch in diameter with a round COAT-HANGER BOW AND
. ARROW
wooden bead wired to one end.
Shoot the arrow through the center hole in the bow.
13. Fluff Balls. Make two cardboard circles,
each 3 inches in diameter. Cut from the center of
each a circle 2 inches in diameter and discard these
2-inch centers. The two i-inch rims remaining are
then placed together and wound full of yarn. Next
the yarn is snipped along the circumference of these
cardboard circles, thus exposing them. A piece of
22 PURPOSEFUL HANDWORK
cord is forced down between these circles and tied
firmly and then the circles are torn out. To the
cord a string may be attached, from which the ball
may be held and swung. The ball is finished by
being fluffed into shape and clipped.
14. Colored Balls. Buy old tennis balls. Scrub
them clean and dye them in bright colors.
15. Boomerang. Cross two thin paddle-shaped
pieces of wood 10 inches long and i inch wide, and
secure them at the center. Whittle a depression on
the right side of each paddle at the end. (See Plate
5, Figures I, II, and III.) The boomerang is held by
one of these paddles and thrown into the air with
a downward cut. If cut on the right side, the boom-
erang turns to the left and returns to the thrower.
Experiment with placing the cuts on the left side
also.
16. Butterflies. Make two large floppy paper
butterflies and color them. Sew the butterflies
together down the center, and attach them to the end
of a slender branch or string. The string or branch
is held by the child, and the wings flop and flutter
as he runs with the toy.
17. Motor Boat. -- Use the lid of a cigar box.
Cut a 2-inch square out of the center of one end.
Saw the other end to a point. Make a wooden water
wheel and fasten it in place in the center of the
2-inch square cut at one end. Wind the wheel up
HANDWORK OF PLAY VALUE
HI
PLATE 5
24 PURPOSEFUL HANDWORK
with a rubber band and put the boat into a tub of
water and it will go.
18. Sail Boat. - - Take a block of wood, longer
and wider than it is thick. Prepare a cardboard
sail with a flap at the bottom to be folded at right
angles. This flap is tacked to the board and enables
the sail to stand erect and in place. Child may sail
the boat in a tub of water.
19. Boy's Cap. -- Use a piece of heavy wrapping
paper 2\ inches wide and as long as the size of the
child's head measure, plus enough to overlap so as to
form a peak in the front. This is made into a band
and pasted. (See Plate 6, Figures I and II.)
Out of tissue paper, or light-weight wrapping
paper, a crown is cut a little larger than the
inside dimension of the headband. This crown is
drawn over the band and pasted on the outside.
(See Figure III.)
20. Circus Clown. Stuff the closed end of a paper
bag and tie to form the clown's head ; then paint on
a face. Split the remainder of the bag up the center
as far as the head. Stuff these two parts for legs,
paste down the inside seams, and tie the ends for
feet. Decorate or dress in brilliant colors.
21. Shoe-box Circus Wagon, I. Put the box
on four wheels and decorate it brilliantly. From
the inside secure four cardboard posts extending 4
inches above the sides of the box. Place the lid
HANDWORK OF PLAY VALUE 25
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PLATE 6
26
PURPOSEFUL HANDWORK
(i) (2) (3)
1. SHOE-BOX CIRCUS WAGON, II
2. CIRCUS CLOWN
3. SHOE-BOX CIRCUS WAGON, I
of the box on top of these posts and trim with fluted
papers of gay colors. Also decorate the wheels,
posts, and top in
the same way as
the box.
22. Shoe-box
Circus Wagon,
II. - Turn a
shoe box upside
down, that is,
with the open
part down. Fasten on with paper fasteners four
large wheels, made of cardboard. Paste silhouette
animals on the sides of the box with bars represented.
Decorate elaborately.
23. Clothespin Doll. --Use an old-fashioned
clothespin. Secure a bit of cotton under a cloth and
tie it over the head of the clothespin for a head.
Draw in the face and color it, using colored crayons
for eyes, lips, and hair. Cut out of wrapping paper
an underdress with arms and hands attached. Put
this on the clothespin and tie it in the middle to
form the waistline. Make a dress and bonnet of
crepe paper and dress the doll in them.
24. Cradle. Use two chip baskets. Remove
the handle, and nail one of the baskets on two coat
hangers for rockers, the metal hooks having pre-
viously been removed from the coat hangers. Cut
HANDWORK OF PLAY VALUE 27
the other basket in halves and fasten one half to an
end of the cradle for the hood. Enamel the cradle
in any color desired, and line it with cloth. The
children may stencil a
border design in pale
pink and blue around
the edge of a white
cradle. They may
also make mattress
and pillows to fit, and
hem the linen and
tuft comforts for the
n CRADLE
cradles.
25. Shoe-box Doll Buggy. Put a large shoe box on
four cardboard wheels. Cut the edge off the lid of the
box and fasten this
edge in place with
paper fasteners to
form the handle.
Make a hood out of
heavy wrapping pa-
per and attach this
with the same fast-
eners that hold the
SHOE-BOX DOLL BUGGY handle. Decorate.
26. Basket or Box Doll Buggy. A practical doll
buggy can be made in the same way as the chip
basket cradle, with the addition of wheels and the
28
PURPOSEFUL HANDWORK
elimination of rockers. Soap boxes cut down,
with wooden wheels and handle attached, also make
attractive buggies
and are durable.
27. Wooden
Doll. Use a piece
of wood 2 inches
wide, 6 inches long,
and J inch thick.
On one end paint a
face and glue un-
raveled rope, corn-
silk, floss, or cotton for hair. Attach two small sticks
for arms, and two for legs, so that they can be
moved. Dress.
28. Wrapping-paper Doll. -- Cut out a pattern
of a doll 12 inches tall, with head, arms, and legs all
in one. Lay this pattern on
two thicknesses of heavy
wrapping paper and cut out.
Sew around the edges in col-
ored yarn with overwhip
stitch, and stuff with cotton.
Draw the face. Dress. Use
brown or black yarn in long
WRAPPING-PAPER DOLL l eng ths for hair.
29. Doll Hat. A boy's cap or girl's hat for a
doll. Cut from heavy wrapping paper two circles,
HANDWORK OF PLAY VALUE
29
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PLATE 7
30 PURPOSEFUL HANDWORK
each 7 inches in diameter. (See Plate 7, Figures I
and II.) Fold back the visor which was made by
the cut and fold as indicated in Figure II. Place
the two circles together and sew all around the cir-
cumference with colored yarn. (See Figure III.)
With the visor end up, it is a boy's cap. With the
visor folded under and decorated, it is a girl's hat.
30. Paper-bag Doll. Stuff the end of a paper
bag and tie to form the head. Paint a face. Open
the lower half of the bag out to form a skirt to enable
the doll to stand up. Attach arms to the dress.
31. Paper Doll. - - Take a piece of heavy-weight
paper 20 inches long and 6 inches wide. Fold it
lengthwise in thirds, as in Plate 8, Figure I. Fold
this 2-inch wide strip in half, as indicated by line XY
in Figures I and II. Take another piece of paper
8 inches long and 3 inches wide and fold as in Figure
III to look like Figure
IV. Pass this last strip
through Figure II, 3
inches from the folded
end, and secure with a
paper fastener, as in Fig-
ure V. Draw a face, and
RAG DOLL make Cuts ab Ve the
arms for the neck, as in
Figure VI. Make a cut for the legs and glue the
loose pieces together, as in Figure VII.
HANDWORK OF PLAY VALUE
31
B C
Y X
A' B'C' D' A B E F
T n nr
PLATE 8
PURPOSEFUL HANDWORK
32. Rag Doll. - - Cut out a paper pattern as in
Model 28, and lay on a piece of doubled cloth or a
stocking. Sew around the edge twice and then stuff.
Put in the face with paints, yarn, or buttons. Dress
the doll.
33. Dyed Easter Eggs. Have the children bring
to school the shells left after mother has broken and
used the eggs. Dry
them. Use the hot-
water dyes in pans with
little sticks to stir. The
shells are dropped in and
dyed both inside and
outside. They may then
be mounted on cards
with glue and a bit of
damp cotton placed in-
side with a seed placed
on top. The cotton is
kept moist and the seed
germinates and grows.
The children have a little Easter plant to take home.
34. Drum. Use a can of the type of a i -pound
coffee can or round rolled-oats box. If the latter is
used, cut it in half through the center and fasten the
lid back on the lower half. Pass a string through
two sides of the box or drum so that it can hang
about the neck. Paste a band of red paper around
DRUM
HANDWORK OF PLAY VALUE
33
the sides of the box, and decorate this with bands
and cord as shown in the picture. Cut the drum-
sticks out of dowel sticks. Both sides of the drum
can be played upon.
35. Duck Toy. Cut out a picture of a duck
from heavy wrapping paper. Dip this in paraffin
and let it dry. Glue this to a large cork. This
makes a good floating toy for a tiny baby's bath.
DOLL HOUSE
36. Doll House. Nail cracker and soap boxes
together, and nail boards to form a pointed roof
34
PURPOSEFUL HANDWORK
over the top. Cut doors and windows in the boxes
and build a chimney. Use wall paper or paint the
inside, and then furnish. Individual doll houses may
be made from hat boxes. The children can take
these home.
37. Paper Dress. From a piece of heavy wrap-
ping paper, folded so that the shoulders and neck
come at the fold, cut out
a child's dress, butterfly
pattern. Bind the neck
with white lawn glued in-
to place. Decorate the
paper to look like dress
material ; trim with
bands, pleats, pockets,
sash, rosettes, or buttons
made of tissue paper
rolled into balls. These
dresses have been known
to last little girls for two
weeks of daily wear. Mothers have expressed
joy in the fact that they keep school frocks clean.
38. Engine. Use a vegetable can which has
been opened with a can opener. Be sure that the
lid has not been taken entirely off. Soak the paper
off the outside and clean the can. Bend the lid
down and point it to form a cowcatcher. Nail the
tin can to a flat board with buttonmold wheels at-
PAPER DRESS
HANDWORK OF PLAY VALUE 35
tached. Set a spool box up at the back of the can
for the cabin. Place empty thread spools on top of
the can for a bell and smoke-
stack. Tie a string to the
front of the engine so that it
can be pulled about. The
engine may be painted or
enameled.
39. Frog Toy. Cut out
of green construction paper,
or heavy wrapping paper, a
frog, lying flat in extended
swimming position. Color
the wrapping paper and dip
the frog in paraffin. Fold his legs at both joints
in a contracted, or ready-to-begin, swimming posi-
tion. This can be used as a baby's bathtub toy.
40. Fan. - - There are numerous ways of making
attractive and useful fans. The accordion fold
may be used, secured at one end and attached to a
handle ; the cardboard fan, designed and decorated ;
and the folded fan that opens on two handles. These
are all practical patterns.
41. Fireman's Hat, I. Use a piece of heavy wrap-
ping paper about 16 inches long and 10 inches wide,
doubled and glued together. Cut in a point at one
end and round at the other, as in Plate 9, Figure I.
Draw a circle the size of the child's headband and
36
PURPOSEFUL HANDWORK
m
PLATE 9
HANDWORK OF PLAY VALUE
37
cut slits, as indicated in Figure I. Slits are
folded back, as in Figure III. The crown is then
made of lighter weight wrapping paper cut in
a circle a little larger than the headband dimen-
sion, as in
Figure II.
This crown
is laid in
folds and
sewed on to
the brim so
that it goes
into a point
at the top.
(Figures IV
and V.)
42. Fireman's Hat, II. Use newspaper or wrap-
ping paper. Take a piece the size of an open news-
paper sheet, and fold, as in Plate 10, Figure I. Place
with the broad side toward you, and the folded edge
back. Fold corner A to point C, and corner B to
point C. Fold upper sheet F and G back on dotted
line DE, as in Figure III. Turn over and fold under-
side F and G back on dotted line DE, as in Figure
IV. Holding upper and lower point C, draw out
and fold down to look like Figure V. Fold upper
point X on point Y (Figure V), as in Figure VI.
Point Z in Figure VII is the front.
(I) (2)
i. FIREMAN'S HAT, II. 2. FIREMAN'S HAT, I
PURPOSEFUL HANDWORK
/_;\
IT
y in
PLATE 10
HANDWORK OF PLAY VALUE
39
43. Box Furniture. Use the wood from soap and
cracker boxes that have been taken apart. One
Low BENCH WITH VISES
should have on hand wooden wheels 3 inches and
6 inches in diameter and narrow, light boards cut in
6-inch and 8-inch lengths. Boards of proper size,
Box FURNITURE
40 PURPOSEFUL HANDWORK
wheels, and legs can be prepared in the school
manual training department. It is better if one can
have a low manual bench with vises. Hammers,
saws, nails, and a brace and bit are needed. Boys
and girls alike delight in making airplanes, boats,
tables, chairs, beds, doll buggies, cupboards, trunks,
etc. This furniture, when made, may be painted or
enameled and, if it is desired, may be designed with
stencil borders.
44. Ball-stand Game. -- Saw several wooden
posts varying in height from i foot to 4 feet.
Fasten these on standards so that they will stand
erect and firm. Attach berry baskets at the top
of each post and place a number on each basket,
numbering the basket on the shortest post No. I,
and so on up. The game is played by standing back
at a distance agreed upon and
throwing balls into the baskets.
A score is made corresponding
to the number of the basket the
ball falls into.
45. Ring- toss Game. A 10-
inch wooden post is supported
on a standard. Rings of heavy
RING-TOSS GAME rope, 5 inches in diameter, are
wound with different colored yarns to make them stiff
and attractive. The object of the game is to throw
these rings around the post, scoring accordingly.
HANDWORK OF PLAY VALUE
46. Giant Game. A giant's head with a large
mouth is drawn on wrapping paper. The mouth
is cut out. The paper is tacked to a wooden frame
with enough support to hold it
erect. The object of the game is
to throw the ball from a base line
through the mouth.
47. Aviation Goggles. On a
piece of heavy wrapping paper
draw goggles, as in Plate 1 1. Cut
out and crease on letters A and
B for wearing.
48. Popgun. Use shoe-box cardboard and trace
two guns from a pattern, as in Plate 12. Cut out
and fasten them together by gluing cloth along the top
edge, as indicated in Figure I. Let dry. Make the
GIANT GAME
(Open)
(Closed)
POPGUN
cracker of light-weight wrapping paper or of news-
paper to fit the end of the gun, as indicated in Fig-
ure II. Fold line AB. Paste edge AC along the end
PURPOSEFUL HANDWORK
PLATE n
HANDWORK OF PLAY VALUE 43
1 o
PLATE 12
44 PURPOSEFUL HANDWORK
of the upper gun, then turn over and paste edge AC'
along the end of the bottom gun. Fold inside, as in
Figure HI. Hold firmly and shoot by a forceful
downward motion of the hand.
49. Hallowe'en Mask. Out of heavy lawn or
wrapping paper cut a piece large enough to cover the
face. Draw the features and paint. Cut out the
eyes. Draw the chin into shape with a small piece
of adhesive tape. Paste a piece of tape along the
top of the mask long enough to encircle the head and
tie in the back.
50. Stick Horse. Use a lath or a narrow stick
of bamboo about 2 feet long. Tack a bit of frayed
rope or fringed paper to one end for a tail. Make
a horse's head out of cardboard and tack it to
the opposite end. Attach the reins to the stick
HAT
PATTEKX FOR HAT (Trimmed)
just under the head. Color with paints or crayons.
51. Hat Fold a piece of wrapping or wall
HANDWORK OF PLAY VALUE
45
paper 2 feet 4 inches by i foot 6 inches as indicated
in Plate 13, Figure I, and cut out the brim, which is
4 inches wide in the back and 5 inches wide in
CHILDREN WEARING PAPER HATS
the front. (See Figure II.) Close the brim at point
AB and sew or glue it. Cut out a circular crown of
contrasting paper larger than the headband measure-
ment. (See Figure III.) Gather the crown into
the brim, as in Figure IV, and tack in place. Trim
with bows, rosettes, tissue paper flowers, ribbon, etc.
4 6
PURPOSEFUL HANDWORK
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PLATE 13
HANDWORK OF PLAY VALUE 47
52. Flower Hat. - - From pliable cardboard cut
a band large enough to fit the head. Glue the
ends together at the back. Place the band on the
head. Run a strip from front to back over the
head and fasten in place on the band in the front and
back. Do the same from side to side. Cover this
frame with petals and leaves made from colored
tissue or crepe paper.
53. Horse Reins. Cut three strands of jute
each 3 feet long. Braid or knot to keep the strands
together. Tie so as to form a circle, making a divi-
sion to pass over the head and under the arms. At-
tach sleigh bells to the front piece.
54. Indian Headband. Make a wrapping pa-
per band to fit the head. Dip large chicken or tur-
key feathers into brilliant paint or enamel and let
them dry. Sew these feathers around the headband.
Decorate these bands with beads and the nail guards
used on roofing paper. A fringed tail made from
the same wrapping paper may be secured to the
band so as to hang down the back. This should be
painted in brilliant hues. The headband may
be worn with an Indian chief's jacket made like
a Camp Fire girl's dress, but shorter.
55. Jumping Rope. Cut three strands of jute
the proper length for a child's jumping rope. Tie
at intervals or braid to keep the strands together.
Attach large spools to the ends for handles. Col-
PURPOSEFUL HANDWORK
ored yarn may be wound around the jute or braided
in with it to make the rope attractive.
56. Jumping Jack. Use four cardboard strips,
each 6 inches long and i inch wide ; two strips 4
inches long and i inch wide ; and two, 6 inches long
and i inch wide with the ends
shaped into feet. Number these
strips i, 2, 3, 4, 5, 6, 7, 8, as
shown in Plate 14. Make a card-
board head, approximately 3
inches in diameter (see Plate 14,
Figures I, III, and IV), with a
pointed cap. Punch holes at
both ends of strips i and 2 ; at
the center and both ends of strips
3, 4, 5, and 6 ; and at the center
and top of strips 7 and 8. Put together and secure
with paper fasteners as in Figure IV. Paint and
shellac. Holding the feet as pinchers, shoot the
toy up and down.
57. Jack o' Lantern Make a hollow pumpkin
face and lid out of clay. Poke the eyes, nose, and
mouth all the way through. While the clay is soft
place a candle in the inside and a wire handle over
the top. Place in the sun to dry. When dry, paint
it orange color and paste a green stem made from
green tissue or crepe paper on the lid. Light the
candle on Hallowe'en.
JUMPING JACK
HANDWORK OF PLAY VALUE
PURPOSEFUL HANDWORK
KITE
58. Kite. Use
shingles split into
strips of any length
desired. Make the
frame cross-shaped.
Extend and secure a
string from the four
ends of the strips.
Cover the frame with
tissue paper and
paste. Next make
the bridle of cord
fastened at the top end of the vertical strip and
the two ends of the horizontal strip. Secure the
kite string at the center of the bridle. At the
bottom end of the
vertical strip fasten
a string with cloth
knots tied at inter-
vals for the tail. A
tailless kite may be
made by bowing the
horizontal cross
strip. To do this,
use umbrella staves
or a pliable wood.
The horizontal strip
is held in bow posi- SHOPPING BAG
HANDWORK OF PLAY VALUE 51
tion with a string shorter than the strip and fastened
at each end. Construct the rest of the kite as stated
above, omitting the tail.
59. Shopping Bag. Use a large paper bag. Fold
under at the top about i inch all around. Cut a
i -inch strip of wrapping paper and bind the bag on
the inside around the top with this, using colored
yarn. Make a handle of wrapping paper or jute
and secure it on each side. Decorate the bag with
pictures, stencils, or designs. 1
60. Knitting Bag. - - Take a section of newspaper
and fold on dotted line AB. (See Plate 15, Figure
I.) Place on the table with folded side toward
you, as in Figure II. Fold the left side over to the
right side and crease. Cut in at the center of the
left side, as in Figure III, and cut out the handle as
indicated. Open as in Figure IV. Sew up the left
side, over the top, and down the right side with
colored yarn.
61. Knitting Needles. Procure meat skewers
from the butcher shop, and fasten a cork to the blunt
end. Many kindergarten children have learned to
knit chains and squares with these skewer needles.
62. Marbles. Roll the marbles out of clay.
Place in the sun to dry. When dry, bake in a slow
1 Formerly in the kindergarten and primary grades, we mounted flat
pictures on cards which had no practical use. To-day we use these
flat designs and pictures in decorating such things as the shopping bag.
PURPOSEFUL HANDWORK
B
n
B
/;
r\
m
PLATE
HANDWORK OF PLAY VALUE 53
oven. When cool, paint and shellac. Then have
the children make bags out of strong cloth with
drawstrings at the top, to hold the marbles.
63. Floor Mat. Fold five or six newspapers,
full sheet size, into each other, so as to make a
thick pad. Place clothespins on the open edges to
hold the papers in place until sewed. Lay this paper
pad on the ground and, with hammer and nail, pound
it full of holes. Sew yarn or string in and out of
these holes, tying the ends firmly. Then take the
clothespins off. Before we had a rug in our kinder-
garten each child had a mat like this of his own.
We always took them with us when we went on pic-
nics to the park.
64. Motion Pictures. Use wrapping paper
strips 6 inches wide and as long as is desired for films.
Draw and color funny pictures on this paper and
also mount pictures cut from magazines. Attach
the ends of the film to two 6-inch spools. Wind the
film up on to one of the spools, and unwind it on to
the other. Prepare the front of a hat box with a
place for the children to peep through. Run the film
through at the back on the inside of the hat box.
Two children can wind and unwind the film at a
time. The children enjoy their own creation and
seem never to tire of going to the " show." We
need more genuine fun in public school life. This
little show affords the children much laughter.
54 PURPOSEFUL HANDWORK
65. Puzzles. Cut an attractive picture out of a
magazine. Mount it on a stiff card. Draw numer-
ous cross lines in all directions over the picture.
Cut on these lines, dividing the picture into sections.
Make an envelope to contain the parts. The object
of the game is to put the parts together to form the
complete picture.
66. Parasol. Cover a paper picnic plate with
colored tissue paper cut into a circle 2 inches larger
than the plate in diameter. Flute the edges of the
tissue paper. Tack a dowel stick to the center of
the underside of the plate for the handle.
67. Parrot Toy. Cut, in a circular cardboard
disk 6 inches in diameter, a hole 5 inches in diameter.
The i -inch wide disk thus formed is the parrot's
swing. (See Plate 16, Figures I and II.) Cut out
a cardboard parrot, making deep notches in the feet,
so that he will balance in the swing. Paint and
shellac both the swing and parrot. Attach a string
to the swing so that it may be hung up. (See Fig-
ure III.)
68. Paper Doll Sets. Cut paper dolls out of a
heavy water-color paper. Draw in the features and
tint them. Make dresses, aprons, bath robes, coats
and sweaters, shoes, furs, hats, etc., out of light-
weight wrapping paper with clips to hold on over the
shoulders. Color the dresses. Construct a trunk or
suitcase for the wardrobe. Our pupils made many
HANDWORK OF PLAY VALUE 55
PLATE 16
56 PURPOSEFUL HANDWORK
B
PLATE 17
HANDWORK OF PLAY VALUE 57
sets like this at Christmas time for the- little ones
in the County Hospital.
69. Railroad Signal. Refer to Plate 17. Fasten
a wooden post B on to a standard A. Nail an arm
C so that it extends out from the top. Strengthen
by a crosspiece D. From the end of this arm, drop
a cardboard strip E. This strip E is fastened to the
arm C by a string. With a large paper fastener
attach to strip E a red cardboard circle, on which
the words " Danger " or " Look Out " have been
printed. A little bell also may be fastened to E,
and a string attached which the child can pull to
make the bell sound a warning.
70. Rattle. Put a few beans into a small ribbon
roll or some kind of tiny box. Close and seal. Stick
the sharp end of a meat skewer into a side of the box
and glue it in place. Paint the whole thing in at-
tractive colors or cover with fancy colored paper.
71. Ring. Use brass curtain rings, finger size.
Tie colored beads, or round pearl buttons on the
ring for gems. The ring wears a long time, and
satisfies the longing to adorn.
72. Rug and Loom. Make a loom by hammering
at regular intervals an equal number of nails along
opposite sides of a wooden frame. String cord around
these nails back and forth from end to end and
tie firmly. Teach the children how to cut rag strips
and join them without sewing. This is done by
PURPOSEFUL HANDWORK
putting a hole in each end of the two rags to be
joined and then fastening the ends together through
these holes in slipknot fashion. These rag strips are
RUG AND LOOM
woven back and forth on the loom until it is filled.
Then the cords are lifted off the nails. Jute may
be used for weaving in place of the rag strips.
73. Signal Flag. Hem the four sides of a piece
of white cloth i foot square. Stencil a bright crayon
symbol in the center. Nail a stick on this and you
HANDWORK OF PLAY VALUE
59
SIGNAL FLAG
Draw the band up
have a signal flag. The chil-
dren may make two flags
apiece and practice signaling.
74. Sewing Basket. Stain
or paint a berry basket. Pre-
pare a cretonne band 4 inches
wide and long enough to fit
around the top edge of the four
sides of the basket. Sew this
band to the top of the berry
basket on the inside with the
right side of the cretonne out.
above the sides of the basket and make a hem. Pass
a draw string through this hem. The basket also
may be lined and provided
with a pincushion.
75. Spool Doll. Use two
large and eight small spools
and four pieces of strong
string. Arrange the spools
on the table as in Plate 18.
Pass string A through the
right leg spools, and through
the body and head spools.
Pass string B through the two left leg spools, and
through the body and head spools. Pass string C
through the two right arm spools and the head spool.
Pass string D through the two left arm spools and
SEWING BASKET
6o
PURPOSEFUL HANDWORK
a^fc)
w
,1
PLATE 18
HANDWORK OF PLAY VALUE
61
SOLDIER
the head spool. At all four ends place buttons to
keep the string from slipping through. At the top
join the strings together in a knot. Decorate.
76. Soldier. Draw on a piece
of cardboard a soldier 15 inches
high. Cut out. Build a wooden
standard 15 inches tall with a sup-
porting base. Tack or glue the
soldier to this. During the war
children made sailors and Red
Cross nurses in this way.
77. Spectrum Twirler. - - Cut
out of cardboard two circular cards
each three inches in diameter, as in
Plate 19, Figure I. Divide each card in half with a
line and color the halves in primary colors. Make
two holes in each card, as in Figure I. Pass a string
through the cards, as in Figure II, and tie. Wind up,
as in Figure III, and draw back and forth as it twirls.
78. Japanese Slippers. Have the child place
his shoe on a piece of cardboard and draw around it.
(See Plate 20, Figure I.) Using this as a guide, cut
out two soles. Cut a ,foe from heavy wrapping
paper a little larger than the toe of the sole, as in
Plate 20, Figure II. Put this over the sole and
paste on the underside. The inside of the sole may
be lined with cotton, and a rosette placed on top.
(See Figures III and IV.)
62 PURPOSEFUL HANDWORK
c
H
PLATE 19
HANDWORK OF PLAY VALUE
PLATE 20
64 PURPOSEFUL HANDWORK
79. Sunbonnet. Use a circular piece of cloth
20 inches in diameter, as in Plate 21, Figure I, and
a piece of pliable cardboard cut in the form of a half
circle 20 inches in diameter, as in Figure II. Paste
the cardboard over half of the cloth, as in Figure III.
Run a thread around the edge of the other half (see
Figure III) following the dotted line, and then draw
together. Attach tie-strings as indicated in Figure
III. For side and back of sunbonnet, see Figures IV
and V.
80. Sailor Tarn o' Shanter. Out of heavy wrap-
ping paper cut a circle 10 inches in diameter, as in
Plate 22, Figure I, and make a band the size
of the child's head. Cut out teeth in the band, as
in Figure II, and close at the back. Bend down
the teeth and paste to the circle, as indicated by
the dotted line in Figure I. For finished hat, see
Figure III.
81. Sailor Hat. Use a paper bag that is large
enough to fit over the child's head. Cut it in half,
through the center, as in Plate 23, Figure I, AB.
Discard the lower open half of the bag. Using the
upper half of the bag only, fold up on the outside all
around, as indicated in Figure II, XYZ. The edge
may be bound if so desired.
82. Soldier Hat. Make this the same as the
sailor tarn o' shanter, only cut the cardboard circle
8 inches in diameter. (See Plate 24, Figure I.) After
HANDWORK OF PLAY VALUE 65
the band (Figure III) has been glued to the circle
make a visor, as indicated in Figure II. Glue in
place at the front of the band. (See Figure IV.)
83. Soldier's Overseas Hat. - - Take a piece of
wrapping paper 19 inches by 15 inches, and paint a
drab color. Fold the 15 -inch edges together, as in-
dicated in Plate 25, Figure I, line DC. Cut in four
inches on the folded line DC at points D and C to
points Q and R as shown in Figure II.
Make a crease i inch from, parallel
with, and on both sides of, the center
crease. (See Figure II, line XY.)
Place the hat on the table, as shown SOLDIER'S
in Figure III, with the center crease VERSEAS HAT
folded in and the other two creases folded up.
Fold inside the two corners made by cutting line
C'Q and ED 1 , as in Figure IV. Sides A and B
are folded in and fastened with a large paper fas-
tener, after laying the facing back, as in Figure IV.
(See finished hat below Figures III and IV.)
84. Spurs. Use a light-weight pliable card
(such as laundrymen place in men's shirts). Cut
out an anklet to fit the child's ankle. Make a circle
of stiffer cardboard 2 inches in diameter. Cut teeth
around the circumference of this .circle. Punch
holes in both ends of the anklet and in the center of
the circle. Put on, and fasten with a paper fastener
through the three holes.
66
PURPOSEFUL HANDWORK
IE
w
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PLATE 21
HANDWORK OF PLAY VALUE
67
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PLATE 22
68 PURPOSEFUL HANDWORK
A -
PLATE 23
HANDWORK OF PLAY VALUE 69
in
PLATE 24
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PURPOSEFUL HANDWORK
R
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A'
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PLATE 25
HANDWORK OF PLAY VALUE 71
85. Sling Shot. Cut off a forked branch,
trim off the leaves, and leave two 4-inch prongs.
Attach a broad rubber band from the ends of the
two prongs. Paper wads may be shot with this
sling at a target erected for practice.
86. Soldier's Leggings. Using Plate 26, Figure
I, as a pattern, cut out of heavy wrapping paper two
leggings of a size to fit a child's leg. Along sides
A and B of each legging paste
a strip of lawn i inch wide.
Place under a weight to dry.
When dry, punch an equal
number of holes along these
strips, as in Figure I. Put the
leggings on, lace up, and tie.
If laces are not available, strong
cord may be used.
87. Train. From a piece of heavy construction
paper cut out a train on the fold, as in Plate 27, Fig-
ure I. At the bottom and through the inside of the
folded train, place a strip of wood, about i inch high
and 2 inches wide, and as long as the train. Tack
this in place. At the front of the stick or block drive
a staple to which a string can be tied. This toy may
then be pulled about the floor or run on tracks.
Windows may be cut out and paper dolls placed in-
side in the attitude of looking out. For completed
train see Figure II.
SOLDIER'S LEGGINGS
PURPOSEFUL HANDWORK
PLATE 26
HANDWORK OF PLAY VALUE
n
n
n
n
74 PURPOSEFUL HANDWORK
88. Tree. Use a piece of paper 9 inches by 12
inches or of equal proportion. Fold as in Plate 28,
Figure I. Place on the table, as in Figure II, with
open edges on the left side. Tear or cut as indicated
in Figure II. Paste the open edges closed and stand
on end. Crayon or paint. For use in block vil-
lages, sand cities, etc.
89. Top. Use a milk-bottle top or circle of
heavy cardboard 2 inches in diameter. Color in bril-
liant design on both sides. Cut the black end off a
burnt match, stick the match through the center of
the card and glue in place.
90. Indian Tom-Tom. Use a cottage cheese car-
ton. Cut the lid as in Plate 29, Figure I. Place
the lid back on the box. (See Figure III.) Pass a
cord tightly across the center of the lid, through holes
near the top of each side, and down until it can be tied
under the bottom, as shown by Figures II and III.
Securely tie a match or small pencil to this cord at
the center of the lid, so that one half of the
stick is on the lid and one half over the opening.
(See Figure I.) By tapping on the free end of the
stick one gets the tom-tom thump and hollow vi-
bration.
91. Wheelbarrow. Take a soap or cracker box ;
remove one short end, as in Plate 30, Figure I. Lay
two laths under the box, as in Figure II, and nail in
place. Secure a 6-inch wooden wheel where the
HANDWORK OF PLAY VALUE 75
A BCD
PLATE 28
76 PURPOSEFUL HANDWORK
n
PLATE 29
HANDWORK OF PLAY VALUE 77
laths come together in front at point Z. At points X
and Y nail legs 6 inches long. Paint and decorate.
92. Wrist Watch.
-Use a piece of
heavy wrapping
paper ^ inch wide
and as long as the
child's wrist meas-
ure, and a card-
board circle i^
inches in diameter
with a watch face
drawn on it. Put
a hole in both ends WHEELBARROW
of the bracelet and in the center of the watch face.
Put a large brass paper fastener through the holes
in the bracelet ends and watch face with the ends
bent up to use as watch hands.
93. Basket Wagon. Use a stick 3 inches long
and suitable for a toy wagon tongue or shaft. To one
end of the stick nail the center of a crosspiece 8
inches long and about 2 inches wide and i inch thick.
At both ends of this 8-inch crosspiece nail wooden
wheels 3 inches in diameter. Nail a large tomato
basket to the crosspiece, so that the crosspiece runs
across the middle of the basket's bottom. Paint
or enamel.
78 PURPOSEFUL HANDWORK
PLATE 30
CHAPTER IV
HANDWORK or UTILITY VALUE
CHILDREN'S handwork may be divided into toys
which they make to play with, and articles which
serve purposes of utility. This chapter is devoted
to the description of utilitarian articles which I have
seen kindergarten-primary children work out.
94. Constructed Apron. Out of heavy wrapping
paper or oilcloth, cut an apron, as in Plate 31. Bind
the edges with cloth glued to the paper or with a
band of the same paper overwhipped with colored
yarn. Make the apron large enough for the child to
wear comfortably. A large pocket may be put in
the front of the apron. Made shorter and with
many pockets, it
makes a practical
carpenter's apron
with places for
nails.
95. ClothApron.
-Make a band CLOTHAPRON
long enough to encircle the child's waist and tie in a
bow at the back. Cut out a little square or round
piece of cloth large enough to cover the front of the
79
8o
PURPOSEFUL HANDWORK
PLATE 31
HANDWORK OF UTILITY VALUE
81
child's skirt. Hem this apron on three sides and
gather the unhemmed side. Insert the gathered side
of the apron at the
center of the band,
and sew firmly. This
little apron may be
decorated with a
stencil design or em-
broidered in colored
yarns.
96. Crayon Beads.
- Melt up old cray-
ons that have grown
too small for use.
When cool but still
soft enough to work,
mold in bead shape
and put holes
through. Then
allow them to dry. They are also attractive molded
into various shaped pendants to be worn on ribbon
ends.
97. Paper Beads. Use the colored or glazed
pictures from magazines. Cut up into triangular
shapes 4 or 5 inches long, i inch wide at one end,
and running to a point at the other end. Begin-
ning with the wide end, roll on to a pencil or skewer
and glue down. Slip the stick out of the bead, and
CHILD WEARING CLOTH APRON
82 PURPOSEFUL HANDWORK
let it dry. By this method the combination of color
is rolled on the outside. The bead is then shellacked
and strung when dry.
98. Clay Beads. Model clay beads of different
shapes and sizes. Punch holes through the beads
with a nail or stick while the clay is still soft. Put
away to dry. When dry, paint in colors, shellac,
and string on heavy cord.
99. Bulb Bowl. Out of clay, model a bulb or flower
bowl and frog. Allow the clay to dry. Paint or en-
amel, and shellac the surface. Brush the inside with a
thin coat of paraffin. The bowl is filled with water
and the clay frog, with holes in his back in which
the flowers are placed, holds the flowers erect.
100. Clay Bird. Model a bird out of clay. Be
sure that the weight of the tail balances that of the
head and neck. Put deep grooves in the feet so
that they will fit over the side of a flower bowl.
Paint and shellac the bird. Place on the edge of a
flower or bulb bowl.
101. Book Brace. This article involves very
simple hammering. Use a piece of wood 8 or 10
inches long and 4 inches wide for the bottom of the
brace. For the sides, two pieces 4 inches square.
Nail the sides to the short ends of the bottom, then
stain or enamel.
102. Bird Stick. Out of cardboard or heavy
wrapping paper make a bird or butterfly measuring
HANDWORK OF UTILITY VALUE 83
4 or 5 inches from wing to wing. Color and nail or
sew to a dowel stick to stake up a plant in a garden
bed, or tie to a small twig to -place in a vase among
flowers.
103. Hair Bow. One day a little girl in the sixth
grade of our school called me to look at her hair
ribbon. I admired it ; but not until I was told, did
I realize that it was made of strips of pale pink and
blue tissue paper pasted together and gilded at the
pasted edges. It was made into a double bow and
put in a ribbon clasp. It was Friday, and my
young friend had worn it since Tuesday, but could
easily wear it for another week. Her classmates
were so delighted over the original idea that they
persuaded her to make one for each of them. Now
it is quite the fad in the school. Our kindergarten-
primary children have found that tissue paper hair
bows are quite as easy to make as any of our other
projects in Purposeful Handwork, and so are contin-
ually making very attractive bows which they wear
instead of ribbon. The children are learning to make
color selections that harmonize with the dresses they
wear. This project makes the price of an attractive
hair bow 2 cents in place of a dollar or more.
104. Cot. - - Take four boards, each 2 by 2 inches
by 2 feet, and bore a hole in the center of each. Cross
two of these boards so that the holes come directly
under each other, and screw together with a long
84 PURPOSEFUL HANDWORK
bolt. Do the same with the other two boards.
These form the legs. (See Plate 32, Figure I.)
Next take two boards each 4 feet long and of the
same thickness and width as those used for legs,
and nail to the upper ends of the legs for sides,
COT
Top : without cover
Bottom : with cover
as in Figure II. Cover with burlap or canvas, nail-
ing it down at the corners and along the sides. (See
Figure III.) Children can make small folding cots
like this model for their dolls. They can also make
cardboard cots, using paper fasteners for bolts, to
use with paper dolls.
HANDWORK OF UTILITY VALUE 85
II
PLATE 32
86
PURPOSEFUL HANDWORK
*> S HADE
105. Candlestick and Shade. Out of clay, model
a candlestick, as in Plate 33, Figure I. While the
clay is still soft, insert the sticks which hold up the
shade ; also make the hole for the candle to stand in.
Out of heavy wrapping paper
and tissue paper, make the shade
as indicated in Figure II. The
two edges A and B are then
pasted together and the shade
placed on stick supports. The
light shading indicates where
the tissue paper is put in.
( See *WK III.) The shade
may be lined with asbestos to
insure safety when in use. This makes both an at-
tractive and useful project.
106. Candle. Make a clay pillar mold 3 inches
high and i inch wide. With a finger or pencil, make
a hole lengthwise through the center of the pillar and
-J inch from the bottom. Hang a string in this hole,
and then fill the hole with melted paraffin. When
the wax is hard and set, shave the clay off. The
clay is neither harmed nor dirtied by this process and
so may be used again. The candle is then placed
in the stick and may be burned by lighting the top
of the string which serves as a wick. (See Plate 33.)
107. Cup. - - Take a square piece of paper and
fold it diagonally, as in Plate 34, Figure I. Place
HANDWORK OF UTILITY VALUE 87
PLATE 33
88 PURPOSEFUL HANDWORK
\
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I
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B
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in
PLATE 34
HANDWORK OF UTILITY VALUE 89
the folded side toward you. (See Figure II.) Place
point A on point Z?,as in Figure III, and fold. Place
point E on point B and fold, as in Figure IV. Fold
one half of point C forward on point F and the other
half of point C backward in the same way. (See
Figure V.) The cup then may be decorated.
108. Crumb Tray and Scraper. From a piece of
card or heavy construction paper measure off, as in
Plate 35, Figure I. Cut on the dotted lines, fold
on the dash lines. Glue the two 2-inch corners in
box shape, as in Figure II. The crumb scraper
shown in Figure III is cut from the same kind of
paper. Decorate both the tray and scraper with
stencil design and color. Then shellac to make stiff
and glossy.
109. Coat Hanger. Take a section of newspaper
and roll up into a firm hard roll. Tie both ends with
cord to hold the paper in place. In the center, tie a
piece of jute or cord leaving a loop to hang over a
hook. If one chooses, after the newspaper roll is
made, colored tissue or crepe paper may be used to
cover the newspaper and make a daintier project.
110. Compass. Use a piece of cardboard 8 inches
long and i inch wide. Mark off inches along one
side. At one end make a hole large enough for the
point of a pencil to pass through ; at the other end
place a common pin. The distance from the pin to
the pencil point tells the size of the radius. The
PURPOSEFUL HANDWORK
1
I
1
1
II
t
.
% 1 ;
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1 V
PLATE 35
HANDWORK OF UTILITY VALUE 91
radius dimension is made longer or shorter by mov-
ing the pin.
111. Churn. Use a pint or quart glass fruit jar.
Either make a hole in the center of the
tin lid, or make a wooden lid to fit the
top of the jar with a hole in its center.
The hole should be large enough to
permit the dasher to work through
it easily. Use a dowel stick for the
dasher with a small wooden paddle
nailed on at the bottom. Place the dasher through
the hole in the top of the jar, and then screw the top
down.
112. Doilies. Doilies may be made from cloth,
oilcloth, or heavy wrapping paper cut in circles and
decorated with colored yarns or stencil patterns.
Burlap doilies are easily fringed.
113. Darning Egg. Children may model a darn-
ing egg out of clay, which, when dry, they can paint
and shellac. They then bring stockings from home
and use the egg under the hole that is to be mended.
The principles of weaving can be taught in the darn-
ing lesson.
114. Flower Pot and Plant. Out of clay model
a flower pot 4 inches high, and 3 inches in diameter
across the top, with a little hole in the bottom for
drainage. Decorate the pot with enamels when it
is hard and dry. Then shellac the surface and paint
PURPOSEFUL HANDWORK
FLOWER POT AXD PLANT
the inside with par-
affin. Fill with earth
and plant a seed.
The children care for
the young plant as
it grows and finally
take it home.
115. Fly Swatter.
- Bind the edges of a 3-inch square piece of wire
window screening with black oilcloth, or heavy cloth.
Nail this to a stick 6 inches long for a handle. Dec-
orate or stain the handle.
116. Handkerchief. Hem the
four sides of a piece of stiff lawn,
of handkerchief size. Colored or
white lawn may be used. Trace
a design and follow it with a
running stitch, or decorate in
crayons or stencils. The children
may print initials in one corner
with the printing press and may embroider these
with colored yarn which harmonizes with the color
of the lawn used.
117. Hearth Broom. Select a bamboo stick
2 feet long, and tie a raffia loop at one end by
which it may be hung up. At the bottom tie a piece
of palm bark, as in Plate 36, Figure I. Turn back
over the end and tie as in Figure II. At both
FLY SWATTER
HANDWORK OF UTILITY VALUE 93
PLATE 36
94 PURPOSEFUL HANDWORK
places the bark is tied with raffia. Clip to shape
evenly.
118. Luncheon Set. Cut doilies in different sizes
out of washable oilcloth. Cut out stencils from
heavy wrapping paper, or other suitable material.
Shellac the stencils and let them dry before using
on the doilies. Use oil paints or enamel for coloring
the stenciled designs.
119. Lunch Box. Take a Uneeda Biscuit box
or one of similar size and shape. Remove the outer
paper. Paint the box black or a flat color. Cut
snips from brilliantly colored papers, arrange in
designs, and paste on the box. Shellac the box on
the outside. Tin cans fixed in this way make useful
and attractive containers for the cupboard or dresser.
Boil the tin cans in soda
water to remove the labels
before painting.
120. Napkin Ring. In-
teresting napkin rings may
be made either out of card-
board shaped into a ring and
PAN HOLDER
covered with rama, or by
braiding raffia and then sewing it together in bands
or rings, or by sewing or braiding palm bark into
rings. Sweet grass napkin rings are also very attrac-
tive.
121. Pan Holder. Out of canvas or burlap the
HANDWORK OF UTILITY VALUE 95
children may make small pads, about 5 inches square,
and stuff them with cotton. If desired, they may
stencil designs in the center. Then they sew a
curtain ring or piece of tape to one corner by which
the holder can be hung up.
122. Picture Frame. When children make pic-
tures for the doll's house or play house, they may like
to frame them. A frame is made by using four sticks
of equal size and length, which are sandpapered, and
nailed together at the corners. It is then painted
or stained an appropriate color. Sometimes, it may
be covered with raffia or palm bark instead of be-
ing painted.
123. Pincushion. Cut out a paper pattern the
shape of the cushion which you wish to make. This
pattern is than laid on the material and cut out.
After the first few times the children learn to cut the
material on the fold, or doubled. The edges are sewed
and then overwhipped with harmonizing material.
Before stuffing, the cushion is decorated, either with
crayons or yarn. To stuff, turn cushion cover with
seams on the inside, and use meal, sawdust, or
cotton.
124. Pillow. The children may make floor pillows
to use when resting on the floor. The pillows are
made of burlap 12 inches square, stuffed with cot-
ton and decorated with colored yarn. Pillows may
also be made out of sections of newspaper, stuffed with
96 PURPOSEFUL HANDWORK
clipped or torn paper, and sewed around the edges
with colored yarn.
125. Paper Plates. Paper picnic plates may be
bought and decorated by the children with original
designs in paints and with crayon. For hygienic
reasons, the plates
should not be used for
food unless covered by
paper napkins.
126. Letter Pocket.
- A whisk broom-
holder or letter pocket
is easily made by using
two paper picnic plates. One plate is cut in half.
The half plate is placed over one half of the whole
plate, with the bottoms of the plates on the
outside, and the edges are whipped together with
colored yarn. The outside is then decorated and a
loop of ribbon or yarn is secured at the top for
hanging.
127. Folding Ruler. Three or four pieces of card-
board each 6 inches long and i inch wide are marked
off in inches. These are then shellacked to make them
stiff and durable. The rules are joined together at
the ends by brass paper fasteners, thus permitting
them to be folded together into one length.
128. Scarecrow. Scarecrows of various types
may be made for the garden. A very successful one
HANDWORK OF UTILITY VALUE 97
was made of two sticks nailed together in the shape
of a cross. A paper bag with a face drawn on it
with heavy black crayon was tied over the top. Pa-
per ringers which fluttered in the breeze were nailed
to the ends of the arms. A dress was fitted to it, and
shoes were tied under the dress. A hat was con-
structed and pinned in place. Then it was placed in
the middle of a garden.
129. Tie Rack. A successful Christmas gift
was the tie rack made " for father." Wooden coat
hangers with the strip across the bottom for the
skirt or trousers were brought to school. These
were enameled in white. Pale pink blossoms and
green leaves were painted on the snow-white back-
ground of some of them. Others were decorated
with holly and trimmed with bows of red ribbon at
the top.
130. Vase. --The children may bring to school
pickle, olive, salad dressing, mustard, and all kinds of
glass bottles and jars that have been emptied and
cleansed (the more attractive the shapes the better).
These then are enameled a solid color and orna-
mented with designs. They make effective vases
for flowers. They may be rolled in sand when the
paint is still damp, to give a different finish.
131. Waste Basket. -- There are many practical
waste baskets that kindergarten-primary children
can make for home and school. A very successful
98 PURPOSEFUL HANDWORK
one is made of cardboard with a bottom 6 inches
square. The four sides are 15 inches high, 6 inches
wide at the bottom, and 10 inches wide at the top.
These sidepieces are tied together at the corners and
along the edges and attached to the bottom with
fancy colored ribbon or strong yarn. The basket
may then be decorated with paints or crayons.
CHAPTER V
HANDWORK OF ART VALUE
WHAT is the purpose of art study in the public
school? Is its purpose to train the child to be an
artist, or to enable the child to make more harmo-
nious choices and to beautify his environment? If
we agree to the former, then we are right in present-
ing color and form in abstract applications to
be matched, harmonized, or arranged, as the case may
be. But if we believe in the latter, then only in so
far as the abstract actually functions in the child's life
is it of instructional value . ' ' The important question,
however, is what specific subject matter is so con-
nected with the growth of the child's existing concrete
capabilities as to give it a moving force." (Dewey.)
Art applied is valuable, but art theory is no part
of elementary public school training. The primary
pupil's only obligation in relation to real art is to be
exposed to it, to be saturated with it, to be purified
by it ; he cannot be expected to express it.
What then is the purpose of elementary public
school art education? It is to bring gradually to
the child's consciousness the value of harmonious
99
IOO
PURPOSEFUL HANDWORK
line and color in dress ; tasteful arrangement of
flowers ; wise choice of pictures ; judicious choosing
and placing of furniture ; intelligent selection of wall
paper, paints, and dyes ; proper setting of the table ;
and so forth.
And what is art in its application to the things
children do at school? Its aim is to permit the child
to express his gradually developing appreciation of
the beautiful, even though, in doing thus, he makes
many things that are not beautiful to more ex-
perienced eyes.
As has been stated,
the fine arts form the
atmosphere of the
kindergarten-
primary school ; they
should not be a part
of its course of study.
In observing the
efforts on the part
of primary pupils to
decorate and make
beautiful, we see a
likeness to the art and
ornamentation of
primitive people.
Each Indian was his own artist. He decorated his
rugs, food vessels, baskets, walls, dresses, and some-
CHILD DRAWING AT EASEL WITH
CRAYON
HANDWORK OF' Xk'F VALUE " 101
times his own body, with designs which told the story
of his ideals and aspirations.
There appears to be a universal hunger in child-
hood to represent through picture. This driving force
we recognize to be more in the form of manipulation
than problem, and so we are prepared to meet and
feed it through the following channels : by black-
board drawing, and by the use of easels equipped
with large drawing boards where large colored cray-
ons and chalk and large sheets of wrapping paper
are used. This latter suggestion gives play with
color and forestalls the necessity of taking home the
countless picture-manipulations drawn on individual
sheets. The easel drawing satisfies this readiness,
at the same time permitting the drawings to remain
in the teacher's possession as record material, thus
preventing what teachers are reluctant to admit but
know to be common ; namely,, the adornment by the
children, on their walk home from school, of gutter
and pavement with their drawings.
CHAPTER VI
SUPPLIES AND ACCOMMODATIONS
IN the kindergarten-primary unit, where pur-
poseful handwork is to be carried out in self-organ-
ized groups, the initial equipping should be in whole-
sale quantities. Buy bolts of wrapping paper of
different size and weight, large jars of glue and paste,
pots of dye and paint, a bolt of stiff lawn, a keg of
nails, a load of soft wood, etc.
Much of the following material will come as
voluntary contribution from the children's homes :
Berry baskets
Bottles and jars
Burlap
Burnt matches
Buttonmolds
Buttons
Cardboard boxes
Cardboard food containers
Clothespins
Cloth, rags, scraps
Coat hangers
Collar buttons
SUPPLIES AND ACCOMMODATIONS 103
Cotton
Dowel sticks
Dyes
Glue and paste
Jute
Laundry cardboard
Meat skewers
Milk-bottle tops
Nails
Newspapers
Paints, stains, and enamels
Paper bags
Paper fasteners
Paper plates
Paraffin
Pencils and crayons
Pins and needles
Ribbon rolls
Rope
Scissors
Shellac
Soap
Spools
String and thread
Tin cans
Tissue and crepe paper
Tools
Typewriter ribbon rolls
PURPOSEFUL HANDWORK
Wire in spools
Wood
Wrapping paper
Cases that the metal pins for bookbinding come
in can be obtained from a printing office. They make
good railroad tracks.
To accommodate and supplement the equipment
for purposeful handwork in a satisfactory manner,
the following have
been found both de-
sirable and neces-
sary furnishings :
Low shelves and
lockers, and window
seats with roller
drawers and cup-
boards under them.
A sand box, 6 feet
long, i foot deep,
and 3 feet wide, and
raised 6 inches off
the floor on ball bearing casters.
A table with a galvanized tray, 2 inches deep, for
clay modeling.
A number of omnibuses (supply boxes) on wheels,
or substantial boxes on casters, for unfinished ma-
terials, patterns, loose paper, etc.
A lumber box with compartments and a tool chest.
SUPPLY Box ON CASTERS
SUPPLIES AND ACCOMMODATIONS 105
A low manual training bench with two vises.
Low easels equipped with drawing boards.
Oilcloth aprons.
A combination of burlap screen on one side and
blackboard on the other.
Rollers for bolts of wrapping paper.
Crocks of different sizes for dyes, paints, paste,
and clay.
"Utility" is the watchword of the twentieth
century, and every branch of human effort must
meet the test. . . . Little children are by nature
efficient, for they are distinctly motor in their re-
actions. They turn toward construction instinc-
tively, and handwork in the schools has become
the surest means of personal expression and power.
GESELL.
INDEX OF PROBLEMS AND PROJECTS
Airplane, clothespin, 16; folded, 13;
wooden, 13
Apron, cloth, 79; constructed, 79
Bag, knitting, 51 ; shopping, 51
Balloon, paper-bag, 18
Balls, 21 ; colored, 22; paper-bag, 18
Basket, sewing, 59
Beads, clay, 82 ; crayon, 81 ; paper, 81
Bean bag, 19
Bird, clay, 82
Blow-out, 1 8
Boat, motor, 22; sail, 24
Boomerang, 22
Bow, hair, 83
Bow and arrow, coat-hanger, 2 1 ; wil-
low, 21
Bowl, bulb, 82
Brace, book, 82
Broom, hearth, 92
Buggy, basket or box doll, 27 ; shoe-
box doll, 27
Butterflies, 22
Candle, 86
Candlestick and shade, 84
Cap, 24
Churn, 91
Compass, 89
Cot, 83
Cradle, doll, 26
Cup, 86
Doiley, 91
Doll, clothespin, 26 ; paper, 30 ; paper-
bag, 30; rag, 32; spool, 59
wooden, 28; wrapping-paper, 28
Dress, 34
Drum, 32
Easter eggs, dyed, 32
Egg, darning, 91
Engine, 34
Fan, 35
Flag, signal, 58
Flowerpot and plant, 91
Frame, picture, 95
Furniture, box, 39
Game, ball-stand, 40 ; giant, 41 ; ring-
toss, 40
Goggles, aviation, 41
Handkerchief, 92
Hanger, coat, 89
Hat, 44; doll, 28; fireman's (I), 35;
fireman's (II), 37 ; flower, 47 ; sailor,
64 ; sailor tarn o' shanter, 64 ; sol-
dier, 64; soldier's overseas, 65
Headband, Indian, 47
Helmet, aviation, 16
Horse, stick, 44
House, doll, 33
Jack-o'-lantern, 48
Jumping jack, 48
Kite, 50
Leggings, soldier's, 71
Lunch box, 94
Luncheon set, oilcloth, 9<
Marbles, 51
Mask, Hallowe'en, 44
Mat, floor, 53
Mitt, baseball, 19
Needles, knitting, 51
Pan holder, 94
Paper doll set, 54
Parachute, 18
107
io8
INDEX
Parasol, 54
Pictures, motion, 53
Pillow, 95
Pincushion, 95
Plates, paper, 96
Pocket, letter, 06
Popgun, 41
Puzzle, 54
Rack, tie, 97
Rattle, 57
Reins, horse, 47
Ring, 57 ; napkin, 94
Rope, jumping, 47
Rug and loom, 57
Ruler, folding, 96
Scarecrow, 96
Signal, railroad, 57
Slingshot, 65
Slippers, Japanese, 61
Soldier, 61
Spurs, 65
Stick, bird, 82
Sunbonnet, 64
Swatter, fly, 92
Tom-tom, Indian, 74
Top, 74
Toy, duck, 33 ; frog, 35 ; parrot, 54
Train, 71
Tray and scraper, crumb, 89
Tree, 71
Twirler, spectrum, 61
Vase, 97
Wagon, basket, 77 ; shoe-box circus
(I), 24; shoe-box circus (II), 26
Wastebasket, 97
Watch, wrist, 77
Wheelbarrow, 77
1
RETURN TO DESK FROM WHICH BORROWED
LOAN DEPT.
This book is due on the last date stamped below, or
on the date to which renewed.
are subject to immediate recall.
REPP L
fiC. CIS. JAN 2 5 78
LD 21A-507n-9,'58
(6S89slO)476B
General Library
University of California
Berkeley
YB 04972
4823.
UNIVERSITY OF CALIFORNIA LIBRARY
