Excerpt from Kindergarten-Primary Course of Study for the Kindergarten, First, Second and Third Grades It is pretty generally agreed that there are too many separate sub ects In the elementary school course of study. The attempt has been de in this Course to bring greater unity into the whole program r the education of the child in these grades. Lines of demarcation tween subjects do not exist in living and should have less existence learning. It is believed that the printing of the whole Course of udy in one unit and organized in such a way as to show the relation existing among the several activities and subjects will contribute little to the effectiveness of the work in the Kindergarten, First. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Projects for the Elementary Schools: Sample Materials for the Kindergarten, First, Second and Third Grades The sample projects included in this bulletin have been devel oped in our University Extension Courses in the Project Method of Instruction; These classes have been organized in various centers throughout the State during the past two school years. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Public School Methods, Vol. 1 Many people who purchase books fail to derive the greatest benefit from their purchase because they do not at first take the trouble to become acquainted with the plan and Scope Of the work. The editor Of Public School Methods wishes to forestall this difficulty by urging every purchaser of a set Of these volumes to read the Preface and Foreword as the first step in the use of the work. In vol. III, Chapter IX, Books and Libraries, will be found specific directions for using books, and every teacher will find these directions helpful in showing her how to use Public School Methods. The second feature to which we wish to call special atten tion is Plans for Teaching. These plans follow the chapters on all the common branches, and carry the work Of each subject through the year for each grade. In the first grade they even go into details for each day's lesson. In the others they outline the work for each month. The plans follow the most recent courses Of study. They have been prepared by those who have devoted many years as practical teachers; consequently, they are thoroughly practicable. Nothing is suggested that has not proved successful wherever it has been tried. Teachers will find these plans a safe guide, and their use will save much time and effort which can be profitably spent in other ways. The close relation existing between the Kindergarten and the first grade in the public schools has been recognized, and both the Kindergarten and primary teacher will find the chapter Kindergarten especially helpful. This Chapter was pre pared by Miss Katharine Martin Of the School of Education, University of Chicago, and is strong and practical throughout. Many new stories with illustrations have been added to the chapters on Reading, and the teachers will find this new material valuable in making the connection between the lessons on the blackboard and those in the primer. It also furnishes excellent material for supplementary reading. The chapter on Language by Miss Achsah May Harris Of the State Normal School, Emporia, Kansas, is replete with methods, suggestions and material covering this important work for the first three grades. Every page Of this chapter is practical and the suggestions can be applied in any school. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Kindergarten at Home: A Kindergarten Course for the Individual Child at Home A child who has reached the age of four or five seems to demand some kind of busy work and almost any makeshift is usually resorted to in order to provide occupation for him. More often than not, such occupa tion takes the form of instruction in his A, B, C's, long before he is ready or fitted for it; but, as Froebel says, The A, B, C of things must precede the A, B, C of words, and the kindergarten exactly fills this need, providing instead of haphazard work and play, system atic training of the child's powers and faculties.* AS the successful man is one who does things, so also is the successful child one who does things. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1919 edition. Excerpt: ... CONSTRUCTIVE ACTIVITIES AS PURPOSEFUL ACTIVITIES In determining in what the constructive activities or projects of little children shall consist, the motive prompting the children in the doing of any special task is of greatest importance, also the fact that the activity shall wholesomely and naturally form an intrinsic part of the life of the child at any given time. The motive may vary considerably and yet be acceptable. It may be social and cultivate the growing and sharing spirit, as when gifts are made for different seasons of the year, or refreshments served for special occasions at school; it may be the expression of the love of beauty and show itself in a desire to decorate the schoolroom, or to make covers and portfolios for the preservation of school work; it may answer a special need, as when costumes, spears, helmets and other accessories are simply made in order to lend to dramatic expression an added sense 31 of reality, or when material is needed for nature study; it may furnish a fitting climax to industrial studies, leading to an understanding of actual conditions, as when jelly or biscuits are made from the fruit and grain harvested. Insistence upon a genuine motive there should be; otherwise constructive activity loses its educational significance and becomes barren of its best results. The love of beauty being essential to all appreciation and adequate expression, it may be considered a dominant factor which permeates and accompanies all other motives in their attempts at realization. Hence the artistic training in design and color must be kept in mind. Crude results should be accepted and given due credit, providing only that they represent the best effort of the child at any given time, and that conditions exist for...