| Show o G L J I F a ec y r rAN 0 0 AN INEXPENSIVE HOUSE HE exterior of the house THE must be treated in n a simple I manner but simplicity need not detract from architectural charm charni charmIn In this house the framework was first boarded over with hemlock covered by waterproof tar paper Over Ocr the entire surface of the building and up under the caves vertical f furring strips were then nailed on and to these strips were fastened the spruce laths which were covered with two coats of cement plaster Une Uc o of Woo Wooden en Lathe Lath 1 The last coat containing coarse sand was floated with a float of wood which tears the plaster slightly md and leaves a charming rou h texture on its surface The substitution of wood laths for the more commonly used metal lath lathin lathing in ing proved successful in every way Metal lathing costs more and IS short l lived ed owing to the dampness which per permeates the plaster and corrodes the metal hen wood laths are used low how however ever the they should be narroW laths and the first coat of plaster must be allowed to shrink dry before apply ing the second coat Casement windows are arc coming more and lOd more into inlo favor and should properly swing out T 11 f swung in it is very ery difficult cult to make them tight An tn even greater annoyance when swung in is the wasted space the they occupy in the room when open casements swung out outs the fly screens arc hinged On the inside at the top upon loose pin butts In the winter the screens ma may be exchanged for storm sash hung upon the same butts The exterior woodwork is of un planed lumber This treatment is par particularly advisable when the trim is to he stai stained ed instead of painted as s smooth wood does not possess enough fibre to hold the pi pigment in place The shingles on the roof md and all exterior boards in inthis in inthis this design were stained a warm red reddish reddish dish brown Two coats of gray paint 0 just the color of the plaster were ap applied applied plied to lo the smoothly planed sash This combination of gray plaster brown woodwork and gray sash with burnt orange curtains at the windows is bar har harmonious and gives a very pleasing effect The interior of the oo house must conform in in simplicity simplic tv to the exterior It Itma ma may be said in hi a general wa way that the rooms of the first story should all con contribute tribute a quota of space to the he l living in room and the sequence of rooms should be such as will permit of long vistas For instance if one stands in the living Jiving room of this house one gets an unobstructed unobstructed clear through the hall hail and If any 10 fears are arc felt for forthe forthe the lack hack of privacy in the a screen can be pla placed ed at the opening dur during ing meals and folded away at their end endA A en enIt It is surprising how small a kitchen may be when properly arranged In Inthis Inthis this project the pantry and butlers pantry declared obsolete rind kitchen cupboards substituted The sink open o en underneath is is suspended be between between tween two units drawers at one end with a cupboard at the other otherA A table top cut out to receive the sink offers faciLities for preparing food washing dishes and the like The gas range has a small flue to the chimney the ceiling over oer the front and rear halls being lowered to make space for it itIn itIn In a small house the omission of the attic saves saes from zoo oo to too The gar garret garret ret ventilated through n a chimney Hue is entered b by means of a trapdoor in the ceiling Household odds and ends trunks and the like are arc stored upon a rack in the basement and the at al coves coes on the first stor story contain cedar boxes for storage of clothing Wardrobes have largely largel taken the thc place of the closet A shelf ex cx extends tends at the top from the ot which are fastened hooks in rows for the coat forms holding the clothing In such sucha a t wardrobe two feet square twenty ar ments ma may be bc hung without crowd crowding each garment being readily accessible AMPLE ROOM FOR THE CHILDREN I for th the correct marking of the thc letters a plentiful supply of corn beaus hcan peas and wooden toothpicks and a copy of the course of study of the lie schools which the child will eventually enter This may be obtained from State Superintendent of Public Instruction or orif orif if a c city tv school from the city for en cents It will tell you I that textbooks to use ho how much in each branch bralich a child is expected to learn be beside I side giving man many little tittle hints which aid aidin aidin in the practical work in teaching I Methods The best educators agree that a corn com of the three methods of teach teaching teaching ing reading arc belt better r than anyone any one sk u ut t t 11 A p I t I Ir r r d r I TilE THE These three are arc the Vord Method where the word as a whole is taught the Sentence 1 where the whole sentence is is given time after time with only one word changed until the child recognizes it at any time and the Phonic 1 Method in which the sounds of the letters are arc given one at a time with a view to helping the child to find out new words for or himself This is especially important IS as the one great greit object in teaching is to help liep th child to toh h himself Do not try to teach the child the alpha I I I bet the first year He will absorb it unconsciously and later hater on the letters may be given n him to learn in their proper order Six years is the proper a ac e for a child to begin lessons Any child can learn earlier eulier but the strain on the lie brain is too great FIRST LESSOr LESSONS S AT HOME 9 No lesson should exceed fifteen min minutes mm utes but two or even cven three lessons in in reading and one in numbers may be begien given gien each cacti day for five fie days das in the week Know what you are going to teach be before fore you begin Successful work can cannot cannot not be done otherwise Script is taught first Print is the worth word in 10 a new dress This appeals to the childs imagination ion as well as assists his memory Take up reading reding and number at first Writing and written spelling should Le be LeI begin I gin about fifth month The first month a child is supposed to learn thoroughly at least thirty words Those usually taken up tip first ue arc cat caf boy girl ball and ald have 1 sa sc a and it Beading FIRST DA Y Talk about a cat Show one to the child at lesson time tinie Have him make statements concerning it as asI asI I see a cat the sentence on the board Tell him him what the chalk says I He him reid read it not word by byword byword word but as a whole sentence This 1 W I I I wc fHT t I fl m lO lOf lOr I f it r l 1 J 4 DINING HAll TT 1 TI iTt j J e J dr l iii r WAL J r 1 Cf DA ii prevents jerk reading Emphasize only the word worl cat Show Shot him again how the word is written it slowly on onlie the lie board several times Point to each cach word and have the hil hildren hildren dren tell what it is isNow Now write the sentence again and have them read it cat several times time I in other unknown words Give Gie one I child the pointer and allow him him to point out the wore vort cat wherever he can find it N Next ext give him a colored crayon and have hae him underscore it un until til ii he makes a mistake when the crayon is given cn to the other child Now write I see a cat I 1 see a aman aman man I 1 see sec a boy I see an apple picture this instead of writing as it gives a variety while the child so o few words word and it il aids him in 10 learning the first words in the sentence as well Have the child point out the sen seii sentence tence lie he knows This is not nol to bring out the new words but to teach the die child to distinguish known from un unk k words Used in cven sentence for two or three lays I s see e will vill ue be learned unconsciously Use pictures instead of the lie words a apart part 0 of the lie time time A leaf ball ring box house chair hook tree and flag are arc easily pictured and add interest to the lesson Drill oit the given sentence for the re rc time of the days les lesson on SECOND two new words in the same way that cat cal was taught in the first lesson Introduce cat in print Have the ch children find ind it in books etc elc THIRD D Teach the latest two words in print review work previously given ghen and teach one new word DA and give gie them the hard n k sound of c with the proper marking G Give e the sound your yourself yourself self c as in cat Have them sound it il alone several times Then sound it in inthe inthe the word caL L LAt At the second lesson the same day teach a with wilh a cap on a Sound the letter for them Now give them the sound of the lie t Drill on the separate sounds for three minutes Then give them in their proper order very slowly falls out how many i s left Jimmie had two grains of corn He them diem between Jennie and him selL lIow many had each cach Bess had two apples She gave Willie half of them how man many did she give W rillie llie How Ilow many had she These little problems set them to I c j ii L 1 SI r H tT s THE I a child finds it hard to understand nuni num number ber in the abstract Corn beans peas toothpicks etc with ti di two teach I and I are 2 Illustrate with oh ob objects Have Hae the child illustrate the same sune and make the statement I and I are arc 2 After this thi is thoroughly impressed II lustrate with objects take away alY I j t tr r i c cL cI K 5 t i I L f k bj 5 SHU SI TER WINDOWS at first then faster and faster until they pronounce the word This is the firs first step in teaching the child to find out the words for himself two new words and give gie a general review of words script and print sentences and sounds of letters Continue this until at the end of the month the they thoroughly know thirty words The second and third months teach them three new nev words each cach day jug ing up tip drill and anel instruction in phonics and the fourth month four new words may be given each cacti day The child is by this time ready read to have havea a regular lesson assigned him to study out for himself Number Work FIRST the first lesson find how high the child can count correctly and see if lie he understands two and three as a whole Use all of this period in having him count el objects object by ones Then take the number two and present it once more as a whole In these lessons use objects always as I leaves I Do not make the mistake of using the words word less and equals with small children Illustrate this once more hai having the child formulate the lie statement Then have hae the child illus rate it for himself and himself for the statement that 2 take awa awaI away I leav I the lie use tise of objects have hac the child find tind how man ones there are arc in two Then how man twos there are in in two Be content to go slowly ne Be thorough Let the child find out things for himself It will till please him better and the lie knowledge thus gained will sla stay with him Let him reason out and formulate for himself the state statements ments of fart fact rather than repeat one made b by you ou Give Gie simple problems and have the child picture them out with the objects at hand For in instance tance If Jack planted one belO bean and then planted one more how many beans did he plant all t There were t O peas in a pod Jf If one habit which must be cut from the lie beginning LESSOR LESSON Take the number three as the basis of this lesson Illustrate I and s I and z I are J 3 Get the child first to count them then to tomake I make the statement Now give a simple I problem Jessie has one apple in her hand one in her basket and one in in her pocket How Flow man many apples has she The next step will be to teach a 2 md and andI I are arc J 3 Drill on the combinations of three and of two as a revIew FrITH previous work I teach the child to count one more than I he already knows each cich day Give the fact that there is one 2 in three and I left over Have the child illustrate by separating two peas from rom i the one the whole number r making three Ghe problems IS as John had three cents He wanted to buy marbles which cost two cents each How man many marbles could lie he buy Continue the lessons in this way l gi lug ing but one period dail daily to the Number Work Vork At the close of the first month the child should know aU all the s sup up to and of four i c and andone one fourth of four how many man on s in four how many man twos in four how howman man threeS in four how many fours 10 in four how many four ones are two twos two and two four take awa away two four our take away three and four take away one In all numbers up to twenty the combinations c each ch and I I I I i every one which include processes ses it i addition subtraction multiplication and an division as well as the smaller com coin mon fractions are arc g given en orally twenty a little written work is giver give such as writing numbers and adding small numbers the lie numbers to be added never nine and in the is in iii every figure greater titan than the sub subtrahend subtrahend The second month take up as n new combinations those of 5 and 6 review reviewing reviewing ing thoroughly at ever lesson some me ot of the work done the thc previous month This reviewing is a I necessary and 2nd con constant conStant stant feature of Number Vork The third month take up the lie combinatIOns ions in in 7 and 8 reviewing The Thc fourth month combinations ons o of p 9 and to 10 The fifth month combinations of tt and 12 The sixth month combinations of ij If md q The seventh month combinations or ol olIs Is 15 and The eighths eighth month combinations of Ii s sand and JR iS The ninth month combinations of J i Jand and zoo o Books of problems by grades the first to the ninth ma may be obtained from an any publisher of school books During this time of teaching educational money sold b by all dealers in school supplies mw may be used in games of marketing keeping store and so on providing both amusement and instruction for the child so that It at thi th close of the school year he can readily recognize alt all mone money up as high as onG on dollar and can make change Telling time so far as the hour and the half should also be taught In teaching number it must be born bornt in mind that ou cannot cram numbers into a child Each step must be rca rea reasoned out Employ device o which you ou can think r rad ad or hear ti ta assist the child in reasoning out thes simple problems for himel He hut gains accuracy concentration md and greater power in in reasoning This may be given as t ti first year in illustrating the stories the learn or read You know in a child mind a 1 straight mark a horse to the life The imagination is stimulated and a knowledge of form comes almost unconsciously anti Song Cards These two devices deices ma may be used to keep the little folks quiet and teach them form and color The may be obtained from any dealer lit in kinder kindergarten arten materials or from the th large department stores oi i i iI I I L LI I II II I I f Is NALL Jc ria to toI I If E u i 6 U j 1 1 U I I I I r rI 1 I I O T I i iOS OS i iu u oj PUW Of JT f o J l I The language lessons for the first year should be entirely oral and the lot fol following lowing year ear mostly copying Spoiling Spelling should be written and should not be bc until the fifth month Writt Give the child one word at a time timeto timeto to copy COP at the end of the first month and keep adding a new but not un unknown unknown known word now and then until the latter laHer forms have been mastered Above all be very patient with your Jour in 10 mind the result should be ability to learn more and not merely so much |
