. The Kindergarten-Primary Magazine . or pic-ture of it, always suiting the lesson to the capabil ities of thepupils. For seat work we make the following suggestions,which may be used from time to time: Let pupils draw of square, circle, etc., marking around the tablet repre-senting the form desired. Then prick the outline and after-wards sew; have pupils arrange in piles tablets of each form;ask, how many piles are there? how many in each pile, pupils arrange papers in rows according to primary col-ors; then develop number work, or teach colors produced bycombination of othe
. The Kindergarten-Primary Magazine . or pic-ture of it, always suiting the lesson to the capabil ities of thepupils. For seat work we make the following suggestions,which may be used from time to time: Let pupils draw of square, circle, etc., marking around the tablet repre-senting the form desired. Then prick the outline and after-wards sew; have pupils arrange in piles tablets of each form;ask, how many piles are there? how many in each pile, pupils arrange papers in rows according to primary col-ors; then develop number work, or teach colors produced bycombination of other colors. Let pupils string one inch col-ored straws and papers alternately, using for instance yel-low and red which combined produce orange, blue and yel-low, which produce green, or red and blue which combinedproduce violet. We give below afew suggestive designs rep-resenting forms of life and forms of beauty. Other combina-tions will readily suggest themselves to the teacher. as heretofore, t #i^4r + # *S^««If tfc * fit *)tT(ii. he children will be interested and delighted,to notice the process of one form,resolving itself into In sequence .No. lshown >l/| above, the tablet indicated by■ IN letter A, remains in one posi- V |\, tion, while the other tablet ismoved around from right toleft, producing the variousforms shown and concludingwith the original form. Se-quence No. 3, with six tablets,follows this general plan andsimilar sequences can be madewith eight or more tablets. The Eighth Gift In the line of progress from the concrete toward the abitract the next step is from the plane to the line. This repesents at the same time the embodied line and a portion)f the surface, bridging over the abrupt change from thesurface to the line. Placing the links in a rectangular formthe pupils readily understand how the line can include andrepresent the surtace. We give a few designs which can be multiplied The connected slats can be moreeasily handle
Size: 2869px × 871px
Photo credit: © Reading Room 2020 / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1900, bookidkindergarten, bookyear1901
