Part 5 (1/2)
A cardboard roof is in many ways easier to build In a house siables are used, and the roof slopes to front and back The fraable ends place uprights made of two pieces of wood joined in the for 26) These should be nailed to the box A ridgepole hts If the house is not large, no other fra enough to allow the cardboard to sag, light strips of wood extending froe of the box le piece of cardboard of sufficient size is available, it may be scored[1]
and bent at the proper place and laid over the ridgepole, with the edges extending beyond the box to form the eaves Or, two piecestacked to the ridgepole
Chimneys may be made from paper and colored to represent bricks or stone
[Illustration: FIG 27--Colonial kitchen Columbia, Missouri]
The outside of the house may be treated in several ways Iton strips of paper or cardboard lapped in the proper fashi+on It may be covered with paper ular spaces to represent stone, or in regular spaces to represent brick, and finished in the appropriate color Or, a coat of paint or stain may be applied directly to the box
VARIATIONS IN HOUSE PROBLEM
A playhouse for its own sake is a justifiable project for primary children and one whichits possibilities Each time it is repeated the emphasis will fall on some new feature, and the children ish to do rades very simple houses of one or two rooms may be built for story-book friends, such as the ”Three Bears” or ”Little Red Riding Hood,” with only such furniture as the story suggests In interrades the house may have an historical motive and illustrate hon countries, such as a colonial kitchen in New England, a pioneer cabin on the Western prairies, a Dutch horades it may become a serious study in house decoration
As the es, the character and quality of its furnishi+ngs will change The block furniture described above will give way to more accurate estions for paper furniture for advanced work azine_
As skill in construction increases, a wish for so more realistic than the box construction will arise, and the eleerness
=The House of the Three Bears= (See Fig 28)--This house was rade children The walls were papered in plain brown paper The carpets ovento the methods already described in the playhouse outline The stove and the doll were contributed The bears were modeled in clay The children played with the house and its contents throughout the year The bears were broken and reat pleasure, but also developed considerable skill in
=Another Bears' House=--This house, shown in Frontispiece, was , near the end of the school year, by a class of first-grade children all of ere under seven and many of ere very immature
The story of the Three Bears was taken up after Christmas, told and retold, read, and draht to school Many bears werethe set of three many times
[Illustration: FIG 28--House for the Three Bears First grade Columbia, Missouri]
The children laid off spaces on the table for individual Bears' houses and made furniture for these as their fancy proeneral style described above Later, carpets oven for these individual playhouses Each carpet oven to a given di it necessary to use the rule This was their introduction to the rule as a tool forEvery child in a class of forty made one or more pieces of furniture and wove one or
[Illustration: FIG 29--Cornstalk house Built by second-grade class
Franklin, Indiana]
Later, four boxes were secured and arranged as a house The openings for doors wereschool ti the noon intermission This is the only part of the hich was not done during regular class ti was done by two or three of the most capable children, while the rest were deeply absorbed in weaving All made borders Certain borders were selected for the house, and several children worked together to h of the same pattern for one room Selections were then made from the carpets and furniture already made by the children
The roof was ood way to make it” The porches were also individual projects by pupils who had ideas on the subject and were allowed to work them out
The children became very familiar with every phase of the story and attacked any expression of it with the feeling, ”That's easy” They wrote stories, _ie_ sentences about bears Each child at the close of the year could write on the blackboard a story of two or more sentences They made pictures of bears in all sorts of postures with colored crayon and fros Theyup a large fa=--Figures 11, 12, and 13 show three roorades working together The living roorade children The dining roorade Four boxes were used (See diagra 14) Each rooeneral plan had been agreed upon by the teachers, the boxes were carried to the several rooms and each class worked quite independently When the rooms were finished, they were assembled on a table in the hall and the roof put on