The riddles may be learned. The answers are given, for children of the first grade rarely guess riddles. They love them, however, and delight in repeating them for others to guess.
Original poems by children. In preparing the lessons it was not difficult to find rimes and jingles of the old trades and tradesmen, but nothing could be found in folklore on the newer occupations such as those of the iceman, laundryman, grocer, garbage man, policeman, and newsboy. It did not seem well to present these occupations without some appropriate rime, so an appeal was made to children of primary grades to assist the author by making rimes. Among those sent in by their teachers six were selected, credit being given in each case to the grade and school. Although the teachers are not named, they are not forgotten.
The children who use this book can make verses and should be encouraged to do so. Such compositions foster the creative impulse found in every child in the pre-school period, but too often atrophied through disuse on account of conditions and methods not yet altogether out of date in our educational system. Attention is called to the verses on the iceman by a third grade in Hinsdale, Illinois, as being an example of the excellent results which come from group work. Undoubtedly no one of the children could have composed such verses by himself. But under the impulse of a strong emotion and through united effort they produced verses we all may enjoy. Children of the first grade cannot be expected to produce verses to equal these, yet it may not be impossible for them to do so; at any rate, we all know that the youngest children sometimes produce rare literary gems.
Dramatic play. Let the children dramatize these lessons, using their own experiences with the iceman, milkman, and other workers as well as the materials given in the text. If at first they act the story in pantomime, let them do so. Young children have difficulty in the use of language and can secure more rapid action by means of gestures and pantomime. Such play develops clear mental pictures which soon find expression in words. It is well to give children freedom in dramatic play. Such freedom will not be abused if responsibility is placed upon them and if an atmosphere is secured which promotes concentration. The first plays should be very simple ones consisting of the action in one place. Sometimes it may be the representation of Bobby and Betty talking with their mother; again it may be at the baker’s shop, and again on the way home. Children quickly discover the natural divisions of a play and become interested in playing the whole story and thus finding a way of representing different scenes in an act. The dramatic play from day to day requires nothing in the way of costume; but, if later it seems best to represent a more finished play, the children will enjoy planning and making simple caps, aprons, coats, and dresses of paper or inexpensive material for the various characters. A procession of workers will prove interesting, each child representing one of the characters. Each one should be asked to do something which the worker he represents might do, whether it be the imitation of movements, an action song, or repeating an appropriate jingle. A delightful entertainment easily grows out of the work from day to day.
Games. In addition to dramatic plays children should play games. “Drop the Handkerchief” may be played in connection with the postman; “Button, Button, Who Has the Button?” and “The Needle’s Eye” to supplement lessons on the dressmaker and the tailor; “Hunt the Slipper” while the children are studying the shoemaker; “The Muffin Man” and “Jack, Jack, the Bread’s a-Burning” in connection with the baker. “What’s Your Trade?” may be adapted to any one of the occupations and is played as follows:
Children divide into two groups by choosing sides or by any other arrangement. Children of the first group choose some occupation they are to act in pantomime, but do not tell the second group of children, for they are to guess it. When all are ready the two groups approach each other from opposite sides of the room.
First Group. Here we come. Here we come.
Second Group. Where from? Where from?
First Group. Milwaukee. Milwaukee. (The name of any place the children may choose may be substituted for “Milwaukee.”)