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man; (3) house-cleaning by nature, with the help of rain, wind and sun; (4) the farmer,--his work, tools and crops. Allow freedom in the way of games, running, races, etc., with due restraint. Luncheon time affords a good opportunity for short talk on care of parks and playgrounds by: (1) keeping them clean; (2) throwing refuse into proper receptacles; (3) avoiding marking or ring of benches, fences and posts. “Alertness” game,—to see how many (1) birds are named and noticed; their nests and materials used in construction; (2) trees are observed,--fruit, shade, evergreen; (3) animals are found,--domestic

or otherwise (as in Zoo). 6. Return home. 7. Report,-next day, may take the form of oral composition or “make

believe" telephone conversations. 8. Seat work suggestion:

Materials, -jointed animal or bird patterns; brass fasteners.
Directions,--trace around patterns,---cut out and fasten together.

MIMETICS

MARY C. MURPHY
PUBLIC SCHOOL 51, MANHATTAN

As I teach a class of high grade boys who are baseball and basketball enthusiasts, my mimetics embrace the big body movements employed in these games.

The class is divided into two teams for the actual games of baseball and basketball and the boys are more than anxious to perfect themselves in these mimetic throws so they may do better in the actual game. We practice the shot-put crouch start with running and standing broad jump mimetically. As the boys take part in the field day exercises, and compete with the boys of the sixth-, seventh- and eighth-year classes, we have mimetics for twenty-minute periods every week. The mimetics help them in their games and place them in a position to compete with the boys of the highest grades and at the same time they derive as much benefit out of them as they would out of work with apparatus, if not more. They can put the shot, run a race, take the standing broad jump, play the scientific games of baseball and basketball as well as the boys of the eighth grades, due I believe to the knowledge of the different throws mastered through the mimetics. I have typewritten one hundred copies of some of these mimetics for the teachers of high grade boys classes, each step explained. They may be had for the asking. These exercises are not original, I got them as many others did from Mr. Harper's lectures at the Brooklyn Training School.

With low and medium grade children, the mimetics may deal with the occupations, for instance, the blacksmith. By questioning, you will get from the children that the blacksmith works at the fire, how does he make the fire bright? Bellows. Have children pull rope of bellows with both hands. In this way develop all work of blacksmith as slinging the hammer, shoeing the horse, filing the shoe. Same with carpenter, sawing, planing, hammering

In the baseball and basketball exercises establish the rhythm. Exercises in the case of the throw from pitcher to catcher, explain carefully each step taken to each count, after the steps are mastered then establish a rhythm.

In the following games have a leader who gives order to change: housekeeping, sweeping, dusting, washing windows, chopping wood, carrying water. The cobbler, cutting of leather, making holes with an awl, sewing shoes. Sailor, climbing the rigging, hoisting the sail, scrubbing the decks. Gardener, spading, planting and raking, watering the ground.

Summer vacation, at the seashore, jumping the breakers, building sand house, picking shells.

At the farm, cutting hay, pitching hay, making hay-stack.
In the mountains, climbing the steeps, crossing brooks, climbing trees.
City experiences.
Band-drum, horn, drum-major.

Fire, ringing of bell in engine, playing hose on burning house, climbing the ladder.

Trolley-car, play motorman, play conductor, boarding trolley car, getting on and off trolley car. (For illustrations, write the Safety League.) Pitching. A-Pitcher to catcher. 1- Left foot forward, both hands over head, holding the right hand in

the left. 2—Turn to the right, putting hands at the back of neck. 3-Drop the left hand to the left side. 4Left knee bent, left hand at side, right hand swung high over the

head to the front. B-Pitcher to first base.

1-Left foot forward, both hands at chest.
2-Swing to the right keeping the hands at the chest.
3—Lower the left hand, swing to the left, bending left knec, pitching

diagonally to the left. C-Batting 1-Swinging both arms toward the right shoulder, looking over the

left shoulder toward the pitcher. 2-Bending the right knee, advancing the left foot toward the pitcher

emphasizing the position of the bat over the shoulder. 3-Swaying toward the pitcher and swinging the arms forward parallel

with the floor, shoulder high. 4—The return to starting position.

Basketball Free throw (20 feet mark) 1-Springing feet sideways extending hands diagonally forward and

upward holding ball, looking at the basket. 2-Knee bending, swinging the ball between the knees. 3—Throwing the ball into the basket.

4Returning to starting position. Overhand throw

1-Bending the trunk forward, picking up the basketball.
2- Bringing the ball to the chest.
3-Extending quickly both arms in the direction of the basket, spring-

ing up slightly to aid the throw. 4-Returning to starting position.

Bowling 1-Stepping the left foot forward, holding the ball in front of the body,

chest high, left hand on top, the right hand supporting the ball. 2-Swinging the ball downward, backward and upward with the right

hand, the left hand on the left knee, both knees bent.
3—Stepping forward with the left foot, then the right foot and “Bowl

the Ball.”
4-Walking forward to starting position.

Broad Jump
1--Heels together, hands in front.
2-Hands straight over head.
3—Hands pushed behind the back, knees bent, on toes.
4-Jump, holding the position on toes until steady. Put heels down
and measure the distance from the heels back.

Shot Put
1-Right foot back, knee bent, right hand at shoulder level, left hand

straight on the level with the head.
2--Advance one step in same position with the jump.
3-Swing the body reversing the position of all the body.
4Back in position.

CLASS MANAGEMENT

THE VALUE OF COÖPERATION BETWEEN THE PUBLIC SCHOOL AND CHILD WELFARE

AGENCIES

JANE DAY
VISITING TEACHER, PUBLIC EDUCATION ASSOCIATION

Not long since the mother of two fine boys made this surprising reply when complimented on her training of them

"I take no credit to myself for my children. They would not have been what they are but for the great help that has been given me by the school with its many activities. A number of their teachers have done much more than merely teaching them.

“Then, too, the church has given them Boy Scout training. Their Sunday School teachers are Big Brothers. Through the Sunday School my oldest boy was placed for summer work and both boys are taken on hikes and excursions by these young men.

“Although I keep my home comfortable and the meals are regular and wholesome, I think I do only a small part towards forming their character. I give the school the greater part of the credit.”

This unexpected statement made so seriously and earnestly caused me to feel that we have been unconsciously arriving at a state of coöperation and good fellowship, and that we need to become more keenly alive to it; that we need to have always conscious aim with every other worker; that richness of opportunity is as necessary to the child as to the adult; that if each added a little to the other's work by encouragement and belief, that work would be decreased and results increased.

Max O’Rell, who was once a teacher said: “The classroom is a hospital where cheerfulness, kindness and devotion will perform as many miracles as cleverness and science.” Today, a child needs all of this and more to safeguard him in his complex environment.

Once, when I urged a mother to have more supervision over her little girl's street life, or not to let her play in the streets, the mother replied that there was no place in her little flat for six children to play and that if she did not work all the time her children would not be properly fed and clothed, that by going down to the street, she neglected her work and exhausted her strength.

This great city, having great difficulties to overcome, meets them in a great way, and provides many acitivities to meet just that little girl's need.

The teacher who would be helpful to such a child must know many agencies and their functions. To this teacher, no element in the community that could benefit the child would be considered an intruder in the school.

Upon the teacher lies the heavy responsibility of dealing with every child

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forced into the school by the Compulsory Education Law and The Child Labor Law. She cannot be expected to be so expert, that she can deal with every child single handed; therefore, it follows that all child welfare agencies should have freedom of activity in the school. In many cases, their coöperation is imperative. The school and home are equally benefitted by this coöperation.

These societies make reasonable demands and such as are possible of accomplishment by the most lowly of people. In their wake, there follows better standards of home life, physical care, and enforcement of law.

I can detect immediately on visiting a home if some other worker has preceded me, for we all have a common aim and there are certain fundamental things that we are all likely to try to secure.

It would seem then, that part of every teacher's preparation for her profession would be a knowledge of child helping agencies, their method of work and the results they hope to obtain, so that she might use them as a skilful workman uses his tools.

There is a sense of power in knowing how to handle a situation and if a teacher knows and understands these organizations, she instantly selects the right one to which to refer a child.

Relief and punitive movements have become professionalized and the work of every reputable agency in the community has become as educational in its aims as the public school. Believing this, the teacher's attitude will be that of a fellow teacher.

Information and data are now given freely and cordially, but this is not enough. This fellow worker should command faith in his good intentions as well as respect for his work and loyalty to it.

I believe, that, however much we disagree with a worker, we should not let the parent's judgment be clouded by our prejudice, or the child's respect for the worker be destroyed by criticism or an unfavorable opinion of the work. I have often seen striking illustrations of the breaking down completely, by thoughtless criticism, of effort upon which hours of thoughtful work had been expended.

A Charities Directory, with its complete list of helping agencies is as essential to a schoolroom as a dictionary. Some of these agencies are as familiar to us as our own school, and yet some workers are entirely ignorant of their functions, for instance, the Children's Court, so often regarded with horror by teachers and parents.

A teacher, who had been the means of a boy becoming a court charge, told me that she had hardly slept for a week, and she was only relieved of her mental distress after being told by me of the management of the court, of the kind, sympathetic consideration that is given to children's misdemeanors, and the decided advantage to the boy and his home in having the firm, kind direction of the officials of the court.

I told her, too, about the work of the Big Brothers, Big Sisters, The Protective Association, and the Probation Officer.

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