JUNE, 1915 UNGRADED 17 The following lesson plans are selected from a number given at the School Annual Conference of Ungraded Class Teachers, New York City, May, 1915. PLAN IN ARITHMETIC. BY MISS STELLA KRASSNER, Teacher, TEACHER'S AIM:-To review the fundamental operations in arithmetic by having the children discover the cost of the ingredients for creamed salmon for fifteen children. CHILDREN'S AIM:-How much will it cost to prepare creamed salmon for fifteen children. ILLUSTRATIVE MATERIAL:-Ingredients for the creamed salmon. The cost of each item put on the board by some child. METHOD Let us look at some of the things on this table. Show me one you can name, another, etc. We are going to prepare luncheon for the small children. We will have to know what it will cost for each child. How can we find out? (By finding out how much they cost.) Who knows how much a box of salmon costs? (18c) How many boxes have we? (2) How much will both cost? (36c.) Who will write the cost on the board? How many eggs have we? How much did they cost if 1 doz. cost 30c? Who'll put that on the board? How much milk does this bottle hold? (1 qt.) Who knows how much it costs? (9c.) What is this? (A box of crackers.) How much does it cost? (10c.) How many have we? What did they cost? in this piece? What did it cost? We need so little salt and pepper, what shall we allow for it? We need two cents' worth of flour, and one cent's worth of parsley. How much for the milk? How can we find the entire cost? Add. If the children have not arranged items under each other, they will suggest that this must be done before they can add. Read your answer. For how many did we say this was to be made? (For fifteen children.) Each child will wish to know how much her lunch costs. Can you find out for her? (Divide by 15.) Who will put the example on the board? (15-75c.) How many times is 15 contained in 75? How much is each child's share worth? (5c.) 18 UNGRADED VOL. I, No 2 LESSON ON CREAMED SALMON. BY MISS D. A. BURCH, Teacher, NEW YORK CITY. TEACHER'S AIM:-To teach the children how to make and serve creamed salmon for the younger children's lunch. CHILD'S AIM:-How can I make creamed salmon that the little children may have for luncheon. Why should eggs cook slowly? Does anyone know how to open a can? opens a can? Why? What is the next thing to do? (Teacher takes two forks and shows the girls how to remove the edible fish to a clean plate.) What must be done with the parsley? Is it well to use it wet? How shall we dry it? Now we are ready to make cream sauce. How many are to be served? When you made the creamed sauce for the potatoes, how much milk did you use? Butter? Flour? How many did that serve? Since you wish to serve sixteen children, how much milk must you use? Butter! Flour? (Teacher writes recipe on blackboard.) If two girls are to make the sauce how much must each make? 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CORRESPONDENCE RELATIVE TO SPECIAL MATERIAL AND THE DEVELOPMENT OF NEW IDEAS SOLICITED. E. STEIGER & CO. 49 Murray Street, New York P. O. Box 1905 Telephone, Barclay 6133-6134 The Measurement of Mental Processes SAMUEL B. HECKMAN, PH.D. Director, Educational Clinic, College of the City of Ne-York If there were some exact scale or measuring-rod which would indicate precisely the particular capacity or mental process which is imperfectly developed in the child, and the degree of that particular imperfection, it would indeed be a present help in time of trouble to those who try to solve the difficulties of the backward pupil. This would so readily and satisfactorily answer our questions. "In what way is the child bacward?" "What are his most serious defects?” · "To what extent will his apparent defective trait affect other traits?" and like questions which are troublesome. Such desirable answers to such specific problems are sometimes slow to come, if they come at all. If the mental processes were less complex and not so closely interrelated in their activity; if consciousness, in other words, were less of a unity then there might be greater possibility perhaps of measuring specific traits. But conscious processes do not function and act independently. It is true that certain phases of consciousness may be more prominent at one moment than other phases, but no one process or group of processes acts entirely without connection with the other phases of consciousness. One might wish to know, for instance, if the child's power of imagery is poor, and if that is the cause of his backwardness. But one cannot test and measure mere imagery only. If one attempts to do so there is immediately involved such phenomena as attention, association, perception, etc. In other words, it is not possible to describe the individual's mind in terms of so many units of memory, so many units of attention, so many units of emotion and the like. The results obtained however from the many and varied tests of conscious processes have proved of large value in determining the mental development of the child and the nature of his defects. These results are in terms of relationships, that is the relationship, first, existing between the process tested, as for example, imagery and all the other processes of the individual's mind and secondly, the relationship existing between the mental processes of one individual and those of other individuals. The mental tests which have been of largest worth have had for their aim the investigation of the following conscious processes: attention and perception, association and memory, adaptation and learning, imagery and invention, perception of form and relations. There are a great many phases of attention for the determination of which various tests are applicable. However, that phase of attention in which rests the largest interest for the study of the backward child is that commonly called "degree of attention." The tests which can be most easily used for determining |