Paper Cutting for Beginners

T

VII

J. L.

HE first spring chart is composed of wind-mills. These are made like the light-houses in the last number of "PRIMARY EDUCATION," with the addition of the arms to the wind-mill. To cut the arms: Fold a square on the diagonals keeping each diagonal folded, cut out a "V" leaving about" each side of the diagonals. Notch at intervals for the openings in the arms. Paste these in place. (See illustration 1.) The next chart is made up of kites. These may be cut different sizes. To make the tails of the kites, cut the paper zigzag and paste little pieces on at right angles. (See illustration 2.) The third chart consists of pin-wheels. To make these, cut on the diagonals of a square about two-thirds of the distance to the center. Pin or paste down every other point. (See illustration 3.) Boats of different sizes compose the next chart. Some are made with a sail. (See illustration 4.) The completed picture consists of blue sky, brown or green ground where the wind-mills stand, and kites floating above in the sky. In the foreground is a body of water on which boats are sailing. (See illustration 5.) The construction work is made with a green or brown foundation with blue paper representing the water on which is the boat. Near the water is placed the wind-mill. This is made like the lighthouse in February number of PRIMARY EDUCATION, with the arms added. To make the boat: Fold two diameters in a small square. Open the square. Fold the lower edge even with the horizontal diameter. Fold the two lower corners up to the diameter making the boat. Cut down on the

vertical fold in the upper half of the square as far as the middle. This forms two small squares at the top. Fold one of these small squares on the diagonal thus forming a sail. Cut off the other square. This boat may be made to stand on the foundation by sticking pins through the fold at the bottom of the boat.

The drawing lesson is made from the completed chart with the colored crayons. The language work for these charts is "The Wind," by Robert Louis Stevenson or any other selections appropriate to the season.

The Passing of the
Blackboard

R

HELEN WARE

ECENTLY I have been greatly consoled at seeing several schoolrooms of different grades, in which the blackboards were put to their legitimate use, that of work by the children. I had been under the impression that such a use had become nearly or quite obsolete.

Who does not remember the delight with which we used to hear the direction, "Class take places at the board"? In the old days we had no romantic castles on our school-room walls, nor Indian wigwams, nor patriotic emblems in the national colors. Our teachers did not fill the blackboards with such

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beautiful handwriting as the teachers of the present day display. But the boards were there, and there for us, and we used them gladly.

If the teacher only knew it, she is crippling a faithful ally when she smothers her blackboard. It elevates a child's work to a public performance, to be allowed to perform it in the sight of all. Publicity is good for many things.

Quick blackboard sketching of lines and geometrical figures is valuable training for eye and hand. Quick sketching of outline maps as a frequent exercise is invaluable.

What shall be done with school-room decorations? Of course if we have come to consider our blackboards as mere wall space on which to paint friezes and hang pictures, it is difficult to see how we can forego their use in that fashion. When we stop to consider, it is surprising what a multitude of ways we have found to cover up the blackboard.

Here are one or two suggestions. There is always wall space above the boards, and some teachers have learned to utilize it. Certain permanent charts or diagrams which are needed year after year can be outlined upon the walls, in so distinct a manner as to be visible and useful in that position. Other things can be stencilled on cloth, and kept rolled the greater part of the time.

For decoration, the row of little pictures either at top or bottom of the board whichever will be least in the way, may be permitted. The teacher's desk may be kept a pleasant spot, with its vase of flowers and one or two pictures. Plants in the room are good, only not too many. Photographs are often fastened upon doors. Whatever pains we take to beautify the room, we may be sure that contented, happy children are its best ornament, and that variety and motion are necessary to produce this condition.

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I cannot help hoping that some morning it will be borne in upon the mind of the teacher as he looks around at his muffled blackboards, "I have with the best intentions in the world stolen from the children what was designed for them; I will do so no longer."

Then pupils will read their questions from text-books or from slips of paper, or will hear them from the voice of the teacher. And once more we may hear the direction, as we do hear it generously now in some schools, "Take places at the board."

The carts were folded from 6" squares of gray-green, cartridge wall paper. Fold on diameter, open and fold front and back edges to crease; open, fold on other diameter and repeat folds to give the sixteen squares. Cut off one row of squares. Cut on creases on short edges to first long crease. Lap the three squares over each other to form ends of cart. Some of these forms were inverted to give a flat car on which the smaller animals could stand and be seen. Wheels were cut from oak tag, and toothpicks inserted for axils. A bit of paste was needed to keep the wheels in place. A lengthwise half of the strip cut from the sixteen squares was used for the pole to draw the cart. The animals were made erect by pasting narrow strips of oak tag on the backs and pasting the lower ends of the strips to the inside of the carts, or to the outside for those standing on the flat cars. In the latter

case the feet of the animal were inserted in the floor in slits cut with a knife, in order to give the balance. A few of the animals were painted black, and the giraffe spotted to vary the effect of the procession around the edge of the sandtable.

LION CAGE

A Uneeda Biscuit box was utilized for the "fierce lion." The folding cover was cut off and the box inverted. Wide strips were cut out from the sides, leaving two bars. A long strip from the cover was then glued across the bottom of the cage on each side to strengthen the bars. The lion was made to stand inside by means of a toothpick glued to his back and inserted in the sand. This device was also found effective for the performing clowns and animals.

TENTS

From a 5′′ square fold the sixteen squares and open. Fold the diagonal of each square in the corner and cut on the crease thus made. On two opposite sides cut on the central crease as far as the first long crease and lap over the two m ddle squares. This gives the end of the tent. Repeat on opposite end. Cut a vertical slit in one end and fold back for the door. These tents can be made of different colors. Signs were printed and inserted in the sand by means of short splints woven through them. through them. These signs read: "Lion tamer," "Side show," "Merry-Go-Round, 5 cents,"

etc.

PERFORMING CLOWNS

I Bareback Riding

The same pattern of a clown can be made to do a great many acts. In the uplifted hand different things can be drawn, such as whip, hoop, rattle, etc. Their gowns were colored with stripes, or dots and with large buttons down the front. Bareback riding was one of the chief feats. Patterns of horses were cut from oak tag and their trappings colored. A pair was made to stand together by inserting a toothpick through the sides and planting their feet firmly in the sand. The clown rode on their backs by means of a slit in each foot which was slipped over the back of each horse. (This figure is in the right of the foreground. Another sat astride of one of another pair of horses.) G (right hand end in centre of table.) A third rode in a cart made similar to the circus procession, but with the back cut out and sides made stanling. Two strips were fastened from the sides of the cart to the back of the horse to a strip passing over the neck for a yoke. (Extreme right end.)

2 Trapeze

A clown cleverly performed on a strip of oak tag placed horizontally through which a splint was inserted at each end and planted in the sand. The body of the clown was bent and his outstretched arms apparently held on to the trapeze while his feet waved in the air. (White spot at extreme left.)

3 Swing

A swing was made similar to the standard of the trapeze. Through the strip a piece of raphia was tied to make a loop and the clown seated in it. (At right near bareback rider.)

MERRY-GO-ROUND

This was a simple contrivance although the directions may seem complicated. The platform was a large circle of red cardboard. Four pairs of horses were fastened together with

toothpicks as in the case of the bareback rider's. On the inside horse of each pair was fastened a long strip of oak tag. These met in the centre of the red card on a level with the horses' backs. Through the ends of all the strips a sharp pencil was inserted and passed through the centre of the card the pencil) and also to "bob up and down" (on the toothinto the sand. This allowed the horses to "go around" (on pick). A clown was seated on the back of one horse, inviting customers to ride. (Left centre.)

PERFORMING DOG AND LION

A clown with a large paper covered hoop in his hand stood in front of a dog who was in readiness to jump through it.

(Centre of foreground.) A lion also stood on a bench made by folding the ends of a strip of red cardboard. (A toothpick glued to his back and inserted in the card kept him upright.)

LEMONADE WELL

A few larger tents were folded from drawing paper. One was lifted above the sand by means of a splint woven in and out of each side and placed in the sand. Beneath this a paint tin was buried in the sand and a drop of red paint added for the proverbial "pink lemonade." On the tent was printed "Lemonade Well, I cent."

ADMISSION IO CENTS

The advertising card "RINGLING BROS. Admission 10 Cents" caused much amusement and gave the air of reality, especially as the play circus was completed when the real circus came to Boston. Children who went to the real animals returned to have added enjoyment in the make-believe. And it was enjoyed no less by the "grown-ups" who came on Parents' Day.

A March Sand Table

As we live in the Middle West and the children have never seen a sugar maple forest, I decided to make the sand table serve again as teacher. We have many soft maple trees, but very few sugar maples.

In early March small branches, from twelve to eighteen inches high were cut from maple boughs to represent trees. I made sure these had some small twigs on them and then

gathered as many as the sand table would conveniently hold. In most of these trees small indentures were made and a spout, made by splitting a pipestem lengthwise, was inserted in the hole. This was not entirely new to all the children, as they had sometimes seen soft maples tapped. Underneath the spout we placed a tiny pail made from clay.

Pieces of cotton were placed upon the sand to show that not all the snow had melted.

After the trees were placed in the sand, a sugar house was made from corrugated cardboard and placed among the trees at one end of the sand table. Inside this was placed a a furnace made from clay and over it we put our pan (a small spool box covered with tin-foil) for boiling the sap.

Next came a low wagon on which we placed a clay vessel similar to a large tub, and this was taken among the trees to collect the sap.

The process of making maple syrup and sugar was studied with great interest. Stories of sugar camps were told and when the series of lessons were finished each child was made happy by giving him a piece of real maple sugar.

Drawing for the Primary Teacher VII

T

C. EDWARD NEWELL

Supervisor of Drawing, Springfield, Mass.

HE illustrations this month show plans for six Easter or spring season cards or souvenirs. The chicken and rabbit with a mother hen seem to belong exclusively to this season of the year. and rabbit seem to appeal strongly to little children and to Again, the chicken be within their powers of representation. (See pages 150 and 151.) On each of these Easter cards a margin should be carefully measured and ruled.

I Rule the " margin on a 6" x 9" white drawing paper. Practice the lettering and print the word "Easter." Use green crayon. Practice drawing the rabbit. Draw and cut a black rabbit. Draw the horizon line. Paste the rabbit in position. Cut the tree from brown paper. Paste the tree in such a position as to make it seem to partly conceal the rabbit.

II Rule the 1" or " margin with green crayon on a 9" x 12" sheet of gray paper. Practice drawing and cutting the chickens and rabbit. Cut the egg from manila paper. the wheel from green paper. Cut the rabbit from white Cut paper. Cut the chickens and color them. Paste all in position, draw the rabbit's collar and lines with green crayon.

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If you wish to change this design use the mother hen in place of the rabbit.

III Draw the " margin on a 6" x 9" Cut the gray paper. Use yellow crayon. basket from manila paper and draw the markings to represent the reeds with brown crayon. Practice drawing the chickens. Cut chickens free hand, color them, two yellow and one brown. Cut an egg from paper. Paste the chickens, egg, and basket as suggested.

IV Draw the " margin with yellow crayon. Practice drawing the chickens. Draw the chickens, color them and paste them in position. Cut the chariot from manila paper and the wheel from orange paper. Paste all in position.

egg

V Draw the 1" or " margin on gray paper 9" x 12" size with green crayon. Practice drawing and cutting the hen and

rabbit. Draw or cut a brown hen and paste in position. Cut a white rabbit and paste in position. Cut an egg from tissue paper and color it with brown over yellow crayon. Place this tissue paper egg so it will cover the rabbit and attach it to the gray paper with paste so the paper egg may be lifted or folded back to reveal the rabbit under it. A chicken may be used behind the paper egg in place of the rabbit if desired.

VI Draw the "margin on a 6" x 9" sheet of white paper, using green crayon. Practice the lettering and print the word "Easter" onto the paper using green crayon. Cut the rabbit from white paper. Paste it in position. Color and cut a tissue paper egg. Place the paper egg so it will cover the rabbit and paste it at the top so it may be lifted to show the rabbit under it. A chicken may be used in place of the rabbit.

Sheets of drawing paper tinted by the children with flat washes of water color may be used from which to cut the rabbits, hen, chickens, eggs or chariot wheels in place of coloring them with colored crayons. Each child would need to tint one 9" x 12" paper with light yellow, one 9′′ x 12′′ paper with dark brown, one 9" x 12" paper with light brown, onehalf 6" x 9" paper with green and one-half 6" x 9" paper with orange. This quantity of tinted paper would be an abundance for any child who uses plain paper for practice purposes.

Possibilities of the Sand Pan

GRACE M. POORBAUGH

They traced These they cut out and colored as they liked. around patterns of cows also. These they cut out and colored. The fifth grade sent Miss Barnes' pupils wind-mills which they had made.

The sea was represented along the front of the pan. Dikes were made of clay. Back of these, trees and wind-mills appeared. Cows grazed in the pasture and the Dutch children played along the dikes.

How to make a wind-mill.

Fig. (a) is cut from a quarter of a circle having a radius of 8". This piece folded and pasted forms the lower part of the wind-mill. 1314

the

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13/8

(-b)

Windows and a door are drawn on with a pencil.
Fig. (b) when folded and pasted forms the upper part of

Two pieces like Fig. (c) form the arms on the wind-mill. These are cut from pieces 1 x 5".

A circle" in diameter is pasted on where the two arms

cross.