DIY a Skull Treat Tray for Dolls!

    If your dolls love to entertain as much as our own during the holidays, then they may be in need of a new 'spooky' treat tray . . . 

       Bone themed dishes are very popular now, the one I made this year has plenty of room for candies, donuts, chocolates and pretzels. But you can fill your own tray like this one with any food you think will please your dolls. 

       I've also included a bone chilling song and dance below for added ambiance during the craft project. Have fun!

Supply List: 

• recycled cereal box cardboard
• graph paper
• black magic marker
• white school glue
• Styrofoam beads
• Sculpey clay (white)
• Hot glue and hot glue gun (optional)

Step-by-Step Instructions:

1. 

   Tray and candy in progress.

   First, you will need to draw a skull with crossbones to make the bottom of the tray. You can copy the one seen on this post if you like, or draw your own version.
2. Cut out the finished drawing, choose the half of it you prefer and once you fold the image in half. 
3. Now trace around the better half of your drawing on top of a heavy piece of cardboard that is folded in half. Make sure the drawings folded edge lines up with the cardboard's folded edge. Trace around the template.
4. Cut out the cardboard bottom. It should be a symmetrical image once you are done. 
5. Now reposition the template on top of the cardboard cut-out and draw the holes where the eyes and nose are on the skull face. These 'holes' will be where the darker chocolate treats are glued and painted on within your skull tray.
6. Cut a narrow long piece of cardboard to attach with tape and glue around the outside of the skull forming a the shallow walls of the tray. Let dry.
7. Now decoupage all of the surfaces of your Halloween skull serving tray with white or black paper. I chose white so that any color painted on would be brilliant. 
8. Fill in the skull with all sorts of candy, cookie, or sweet treat shapes. Glue all of these in place permanently in order to make the treat tray a durable lasting prop.
9. Paint the elements as you like, but, make sure to paint the eyes and nose with the darkest coloration so that the skull will be self-evident when the tray is on display.
10. Seal with Mod Podge.

Left, draw a skull and crossbones. Give it a symmetrical design by folding the drawing in half
and recutting it so that both sides are the same. Center, trace around the paper template on top 
of cardboard to make the bottom of the tray. Right, reposition the paper template over the 
bottom of the tray and mark where the eye sockets and nose hole will be positioned within
the spooky skull tray.

Left, pool glue around the inside walls of the tray and let it all dry to make the construction 
durable for play. Center, I highlighted the openings in my design with a permanent black 
ink marker to remind me where the chocolate candies should be painted in place. Right,
Now the tray is ready for three dimensional candies, cookies and yogurt covered pretzels
to be glued in place.

• Learn how to shape cute lolly-pops for Halloween - or Dolloween if your prefer!
• Here are some printable candy bars for your trick-or-treaters too...

Walt Disney's first "Silly Skeleton Dance" video

"The Little Mice Brought Her"

It was the mice that brought the doll.

       In the morning, when the child awoke, she rubbed her eyes and stared, for there on the chair by her bedside sat the little wooden doll, watching her. 

       "Why, look what the fairies have brought me!" she cried. Her mother set the kettle back on the hearth, and came to look. When she saw the little wooden doll her eyes grew very wise, and she smiled and nodded. 

       "Yes, it may have been the fairies," she said, "but I think, myself, it was the mice, for I heard they were very busy last night." 

       "Do you know how she came here?" asked the child. "Do you think the little mice really brought her?" 

When the child awoke . . .

       "Yes, I think I know how she came," said her mother. And sitting down by the bedside, she told her the story of the little wooden doll, just as I have told it to you. 

       "But how is it that her clothes are real?" asked the child, for the little doll's dress was of lace, and there was a brown velvet cloak on her shoulders, and real little shoes were on her feet. 

       "I have always heard that the spiders sew well," said her mother, "and when one does a good action, there are those who see to it that it isn't wasted. And now," she said, "you will have a companion always when I am away at work, and what are you going to call her, for she must have a really nice name?" 

       The child held the little wooden doll tight in her arms and kissed her. "I shall call her Rose,” she said, "for that is the most beautiful name in the world." 

       When she heard that, the little wooden doll stared straight before her with her wide blue eyes, and smiled, and any one could see that at last she was quite happy.

Rose sitting very happily.

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The Child Who Lived in the Wood

The child who lived in the wood.

       “And now what shall we do with her?" they asked each other. "It is not fitting that she should live in the attic any longer." 

       "Certainly the children don't deserve to have her," said one of the mice. 

       "Listen!" said a swallow who had flown down among "In the cottage where my sister lives, at the edge of the wood, there is a little girl. She is alone all day, for her mother goes out to work. She is a kind child, for she saves crumbs for the birds, and when she gathers nuts in autumn she always leaves the squirrels their share. Let us take the little doll to her, and then they will both be happy." 

       So they took the little doll up, very carefully, and carried her down the path to the meadow, and across the wood, while the fireflies flew ahead with their torches to light the way; and at last they came to the cottage. There were no stairs to go up, for the cottage was of one room only. Through the open window the moonlight shone in on the bare floor; on a bed in the corner the little girl lay asleep. She had only a tiny, cotton shirt on, for the night was warm; her small face was brown and freckled with the sun, and her hair lay tossed on the pillow. They set the little doll on a chair by the bedside, and so carefully had they carried her that not one thread of her dress was spoiled. 

       Only the yellow thing round her neck, being heavy, had slipped off from the grass chain. Right into the long grass it rolled, and there a beggar found it next morning. He picked it up and bit it, and slipped it in his pocket. "Here is luck for the whole week!" he said, as he went on his way. 

       "Good-by, little doll!" said the mice. "Here you will be happy, and in winter, when the long, dark nights return, we shall come and visit you." 

       And the swallow and the spiders and the tiny moths cried, "Good-by, little doll! When the dusk falls and the stars shine out, think of us, for we shall always love you!" 

       "I shall never forget you," said the little doll, and she stretched out her arms. 

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The Mice Hold a Council

The mice call a council meeting.

       They all whispered together. The spiders whispered, too, for they were just as troubled about the little doll as anyone else, only they didn't talk so much. So, while the mice were still chattering, they scrambled very fast on their eight legs to their cousins, the field spiders. 

       Now it happened that the field spiders had a splendid lot of linen just laid out to bleach, for the Queen's daughter was going to be married next day, and all the meadow was spread with gossamer for her bridal clothes. The field spiders were tired, for they had been spinning day and night to get everything ready, but when they heard about the little doll they felt so sorry for her that they set to work at once and wove her a beautiful frock of the very finest gossamer they could make that which is called SSS and never sold in the shops - and they brought the frock and slipped it over her shoulders, and it fitted perfectly. 

       When she saw that dress the little doll left off crying at once. It resembled the most delicate lace, pure white, and it had stick-out skirts, just as a doll's frock should. 

The doll was given yellow hair.

       "Now she must have yellow hair," cried the little mice; and they fetched the softest corn silk they could find from the barnyard stack, and made two plaits of golden hair, to hang down her back. And they woke up the flowers, who were sleeping, to borrow their paints, and they painted the little doll's cheeks, and made her eyes forget-me-not blue, for the mouse who knew about dolls said that was the right color. It was quite exciting, and now every one wanted to help. The moths lent some velvet off their wings to make her a cloak, and the foxglove and the lady-slipper sent her gloves and shoes. Even the big rats came to look on. 

       "We know a house," the rats said, "where an old man lives all alone. He has a box full of round, yellow things that shine. He hides them away so that no one else shall find them, but we know where they are hidden. One of those yellow things would look nice round her neck." 

       And they fetched one, very round and yellow and shiny it was; and they bit a hole through it with their strong teeth, and hung it on a grass chain round the little doll's neck. 

       "Now she looks splendid!" they said. 

  And indeed the little doll looked beautiful! 

There had never been a doll so wonderfully dressed. There was nothing more that could possibly be thought of, and they all stood round to admire her.

       "Now there can be no one more beautiful than you are," they said. The little doll smiled on them, sitting up very straight so as not to crush the fine clothes they had made her, and in her eyes two tears sparkled, but they were tears of joy because all the little friends had been so kind to her. 

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In the Violet Bed

The nodding rose.

       So there the little doll lay. Outside the rain had ceased, and through the open window came the good smell of wet earth and of the fresh green leaves, and the twitter of birds going here and there to search for food. Down in the long, green grass the grasshoppers were tuning their fiddles for the last time before laying them by for the night. The sun shone through the clouds, and a climbing rose near the window swayed in the breeze and nodded to the little doll as she lay there. 

       But the little doll was so unhappy that none of these beautiful things could comfort her. Was it really true that she was so old and ugly that children could never like her again? Perhaps the whole world had changed during all those years that she lived in the attic, and dolls were no longer as they used to be when she was first made. Perhaps children no longer played with dolls at all. That was a dreadful thought, for what is there left for a doll if the children cease to love her? As all these thoughts passed in her mind the tears began to roll down her wooden cheeks and trickle on the window ledge. And whether the boy had thrown her down carelessly,  or whether she moved, no one can say, but suddenly the little doll toppled over the edge of the window sill and fell straight down into the garden below. 

       Now the little mice and the spiders had heard all that passed, and they felt very bad about it, for they all loved the little doll very much. When they saw her tumble out of the window it gave them a terrible shock. They all ran to peer over, but there lay the little doll in the violet bed, quite unhurt, with her painted eyes staring up at the sky. 

We love you, just as you are.

       "Something must be done," said the mice. "This is too dreadful!" They held a consultation, and that evening, while the house was still, they all crept out and gathered round the little doll to comfort her. 

       "Never mind about the children," they said. "Come back and live in the attic with us again, for we think you are beautiful!" 

       "I don't mind about being beautiful," said the little doll, "if only the children would like me." 

       "Children are horrid things," said one mouse. "They are not at all as you said. One of them threw a stick at me today on the staircase. You had much better stay with us." 

       But the little doll was still troubled. "They said I had no clothes. Perhaps I should have had clothes. Do you think if I had clothes they would like me better?" "You don't need clothes," cried the little mice in chorus. "You are beautiful as you are. We don't have clothes!" 

       But one of the mice, who had been silent all this time, spoke up. He had traveled, and so knew more of the world than his companions. 

       "She is right," he said. "Dolls do have clothes. I have seen them. They have white, stick-out dresses and shiny things round their necks. And they have yellow hair." 

        "Oh, dear!" said the little doll, and she began to cry again, harder than ever.

        "We must get her some clothes," said the other mice. "You ought to have told us before. Something will have to be done about it."

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When the Children Came

       Οne day the mice came to her in great excitement. Some children were coming to the house to stay; they had heard all about it from behind the sitting-room wainscot. The old nursery was being prepared, fresh curtains had been hung at the windows, and the house wife had baked apple pie and a whole lot of ginger cookies the mice could smell them in the oven. 

       Now the little wooden doll was filled with joy. "At last," she said, "someone is coming to play with me." She did her best to rub off the dust that had settled down on her in all these years, for she wanted to look nice and tidy when the children came. Most of it she could manage herself, but where she could not quite reach she asked the mice to help her, and they gladly brushed it off with their paws. The mice were nearly as excited as she was, for they had never seen any real children; they only knew what they were like from the stories the little wooden doll had told them. 

       Every few minutes they came running with news. "They have yellow hair, just as you said!" 

       "One of them is always jumping about!" 

       "They make a big noise with their mouths!" 

       And the little doll nodded her head with excitement, and cried, "Yes, yes! Those are surely children!" 

       Only the big spider in the corner said, "What is all this fuss about? I can't stand children. They are hateful things!" 

       The little doll knew better. 

       All that day she waited, tidied up in her corner, and the next day, and the next. It almost seemed as if the children would never find their way to the attic. Then one afternoon it rained; a shower fell and the big drops beat on the shingles. "Now they will surely come," thought the little doll, for she remembered that children love to play in the attic on wet afternoons. 

       And presently, up the old attic stairs, she heard them . . . creak . . .  creak . . . 

       The little doll was so excited that she wanted to call out and tell them she was there. She sat very still in her corner and waited, while all the little mice ran to their holes and peeped out. It was a terrible moment; perhaps they wouldn't find her at all. She heard whispers, footsteps here and there on the attic floor, stirring the dust. At last they came to the corner where she was sitting. A hand was stretched out, one of the children seized her firmly, and she was held up to the light.

       A voice cried, "Why, look at this funny old thing! It must be some sort of a doll!" And the little sister exclaimed, "Oh, look at it! Fancy any one playing with that!"

       They turned the little doll about in their hands. 

       "All the paint's rubbed off. Isn't it an ugly old thing!" 

       The little sister cried out, "Why, it hasn't even got any clothes!" And they both began to laugh. 

       The poor little doll felt terribly ashamed. She had never thought about clothes. A great lump came in her throat, and she felt that she was going to burst into tears. 

       She had been so happy, and now everything was turning out wrong. 

"Let's play shipwreck with the doll and drown her like a sailor!"

       The little boy held her up between his thumb and finger. "I know what let's do," he said. "Let's have a shipwreck on the pond, and the doll can be the drowned sailor!"

       But the little sister said, "No, that isn't any fun. I don't want to play that. Let's play something nice." 

       "But shipwreck is nice!" 

       "No, I don't want to," said the little sister. 

       "And I don't want to play with that old thing, anyway!" 

       While they were still quarreling, the supper bell rang downstairs. The boy, who had been standing near the attic window, dropped the doll on the window ledge, and they both ran away.

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"Some Day!"

The doll dreaming of a little 
girl to call her own.

       On the whole, the little wooden doll had pleasant life. 

      Only sometimes, toward dusk, when the mice were busied on their own affairs, when the spiders dozed in their hammocks, and only the little gray moths fluttered to and fro, a feeling of sadness came over her. For dolls are made for children, and deep in every doll's heart there is a longing to be loved by a child. And at times, when the rain beat on the shingles and the smell of wet earth came up through the attic window, something stirred in the little doll's memory. She recalled dimly a time when someone had really loved her, someone who had carried her about and put her to bed at night, and on rainy days like these played house with her on the nursery floor. It was so long ago that the little wooden doll could not remember very clearly, but she knew that these things had once happened, and she thought that if only some little child would come again to the attic, and play with her, she would be quite happy. 

       But there were no children in the old house, and however eagerly the little doll listened, no one ever came up the attic stairs. Still, she never quite lost hope. Sitting there in her corner, while the mice played about her, she would think, "Someday, perhaps, a little girl will come up here and find me, and then how pleased she will be!" And she made up a little story to herself of all the things they would do and the games they would play; playing house would be the nicest of all, for every doll loves playing house. She had forgotten what her own name used to be, it was so long ago, but she hoped that the little girl who found her might call her Rose, for that seemed to her the loveliest name in the world, and when she told the mice stories, on winter evenings, that was the name she always gave to the heroine. 

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The Little Wooden Doll

The Little Wooden Doll 

by Margery Williams Bianco

The key hidden on the window sill.

       The little wooden doll had lived so long in the attic that no one even knew she was there. Such a number of things get stored away in an attic: broken furniture and disused trunks, tattered books and old preserve jars that have lost their tops, and china that doesn't match all the things that nobody wants are put up there, and there they stay, among the mice and the cobwebs, and are forgotten. This attic was just like any other, inasmuch as no one living in the house below really knew what was in it. The little wooden doll lay in a corner, between an old pile of schoolbooks thick with dust and a broken bird cage, and she must have lain there a very long time, indeed, for she was not at all like the dolls that one may see nowadays. All about her the spiders spun their webs, and the little mice scampered to and fro over the attic floor, and there was a pleasant smell of dust and dry rot. The little wooden doll was seldom lonely, for there was always some one to talk to. The mice in particular were great gossips; they knew all that went on in the house, for they ran everywhere. They knew where the nuts were stored, and how many cakes the cook baked, and why the last lot of preserves went wrong. They knew, too, just where the store-closet key was, that the housewife had been hunting for high and low these past three weeks, for they had seen her put it there. Nothing happened that the mice did not know about; they were natural busybodies, and all their news they brought to the little doll. The spiders, too, were good company, but they were inclined to be narrow minded, and dwelt too much on their own affairs. The old, old spider, who had his web just over the doll's head, was a philosopher; he had poked into all the old books that lay on the attic floor, and for that he was considered eccentric. When he chose to talk he could be most interesting, but for the most part he was silent; he disliked chatter, and would shake with rage when the young spiders annoyed him. There was a rumor that he had been disappointed in love, but no one really knew the rights of it. On summer days, when the sun shone, a beam of light came through the attic window. Golden dust motes danced in the beam, and it was beautiful to see. Sometimes, then, a bumblebee would blunder in, or a great, spotted butterfly, or sometimes a swallow would perch at the open window, and all these had news to bring of the outside world: of the cornfields and the flowers and the blue sky. And sometimes at night, when the moonlight lay on the attic floor, the mice would give parties, and to these the little wooden doll was always invited. Those were happy evenings. All the baby mice were allowed to sit up late, the crickets brought their fiddles to play the dance music, and even the old, fat spider up in the corner would stretch his legs and nod and become quite cheerful.

Mice and spiders kept the wooden doll company in the attic.

• "Some Day!"
• When the Children Came
• In the Violet Bed
• The Mice Hold a Council
• The Child Who Lived in the Wood
• "The Little Mice Brought Her"

Building Group Interests

       Group studies in school develop very much like family projects at home. Fortunately for some children and youth, revised programs in a growing number of schools make group studies an important part of the whole program. The day-by-day driblet assignment has been found of little use in the development of satisfying interests and therefore a hindrance to growth and thorough mastery of study techniques. An adolescent characterized this piecemeal program as "just getting you interested in something and then yanking you away to study something else." "You don't have time to really learn anything," another student added."

       From twelve through sixteen, boys and girls have reached a degree of maturity which makes long-term interests a more satisfying approach to studying. They have even acquired a desire akin to specialization, which ought to be nurtured, not defeated. We find youngsters of this age following a hobby with true scholarly zeal, not only for several years, but even into adulthood. One girl who at fourteen began experimenting with cross fertilization in her mother's flower garden, persisted in this work and is now planning a career in horticulture. The Permanence of Interests and Their Relation To Abilities by by Thorndike shows that preferences in books for this age group (4th grade through collage) reveals a great interest in stories depicting characters of various professions. This more serious development of interests is greatly aided by a good school and home program. Budding interests are thereby stimulated rather than crowded into an insignificant place in the child's life. 

       "But what," a parent may ask, "can we do, if our family has not had the benefit of such previous fun in reading and enjoying things together?" Merely buying books, magazines, and encyclopedias is not the answer, although a home library obviously becomes a necessity. A reasonable suggestion is to seize upon the first gleam of interest that appears. In fact, arouse interest. How quickly children take up a lead! A father at noonday lunch related a joke he had read in a magazine. That evening at dinner, his two children told jokes which they had read. Humor and nonsense are necessary in most lives. Children respond quickly to joke-telling discussions. From such reading and sharing, other activities quickly spring. Of course, the ever available comic is another excellent and refreshing medium for developing mutual reading experiences. 

       Parents might begin reading children's school texts and reference books and comment upon what they, too, are learning which is new to them. Children love to feel on a par with adult learners. We should give them this pleasure more frequently. In many families, children draw their most precious books from the library to be read aloud by either child or parent. Have you tried this with Alice in Wonderland, for example? Children, full of enthusiasm for some book being read, often insist upon Father and Mother enjoying this favorite volume too. Even if it is not always convenient, some time should be taken for these requests. 

       Reading is an experience interwoven in a varied, colorful, and interesting day-after-day group life in home and school. Its development cannot be assured merely by adults, parents, and teachers giving their young charges something to do. Instead, it involves the adults' interests and their ready activities too. And that makes it fun for adults as well as for the current young generation.

• National PTA Family Reading Experiences Engages Families in Literacy
• 5 powerful strategies for learning to read when you are an adult who hates to read... - For parents who want to get this "reading through modeling" under control before their baby is born...

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Ideas for Family Learning

       A list of worthy family experiences which are made more enjoyable through reading would indeed be lengthy. For example, there is the growing family recipe cabinet, made up of the best recipes found in papers, pamphlets, and magazines; the annual order of seeds and shrubs for the family garden, composed after much reading and rereading of seed catalogs; the model boat built by following diagrams and printed instructions in which several members take turns at working together studying and interpreting; the map corner in which maps depicting family automobile trips are placed, some hanging from the walls, others neatly mounted in a large scrapbook; the herb garden in the window box, the result of much study of herbs in garden books and reference material; the costumed doll collection made by children and parents with the help of wide reading for information and pictures; the growing collection of advertisements, pictures, and figures pertaining to automobiles, made by the whole family in order to select a car which in the family consensus is the best buy. 

       And think of the list of books which a family may enjoy in common. One father said it would be a real loss of opportunity if he did not keep up with the reading of his three children; the books which they brought home from school and public library, he thought, were too good to miss. He reported reading some which he had missed in childhood, and felt doubly grateful that his age and sophistication did not keep him from enjoying them.

• Top ten books I wish I'd read as a child by curlygeek
• Then and Now - Kid to Adult Book Recommendations
• Favorite Children's Books to read as an adult?
• What my 10 kids are currently reading... ... ... .

Father's Read Initiative! Wow!

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Learning in An Adult World

       Learning in an adult world with recognition of the potential and already existing interests of children, this increased use of the radio and newspapers has taken on new significance. After all, children do not live in a world separate from adults; on the contrary, they are responding to the adult-made world and much of its appeal for them lies in the interests which they see adults pursuing. Parents and teachers who attempt to screen out reading and listening materials from children's lives, thinking they are too adult for them, may be stunting or dulling wholesome growth. 

       In a situation in which children and adults read for common purposes, children do not need to be urged to improve their reading skill. They want to read well and make an effort because of the deep satisfaction which they derive from such cooperative ventures.

• Modeling reading habits inspires your children to read...
• 8 Tips for Families on Reading with Their Child
• Literacy: Recipe Reading - from GCSchollsNC
• Creating Young Readers: At the grocery store...
• Teachable Moments: The Grocery Store by Scholastic

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Newspapers In Print or On The Internet

       Newspapers, both in print and on the internet, help to increase group interests, and add to the satisfactions of reading. Entire families follow sports events, especially when their climax is approached. Serial comics have been a boon to family fun; old and young have waited eagerly to find out the latest adventures. Local news has a personal appeal which no material prepared for the general reading public can have. Therefore, the daily local paper has the same special interest value for children who are learning about individuals and the many fascinating events taking place in their own home community as it does for adults. 

       A fourth grade group made a study of a local paper to discover how many of its advertisements appealed to ten and eleven year old readers. The result was as surprising to the newspaper staff as it was to the teacher. Clothing, food, movies, skate sharpening, soda fountain service, jewelry, and many more items and services were advertised which had a special appeal for young children. As a result of the study, newspapers were read with greater eagerness and with a new interest in community life. Every day newspapers were brought to school for discussion, and later on in the year the school subscribed to two papers for the group online for reading in general. 

• Time for Kids - Global news written in age appropriate text
• Articles for Students by Scholastic  - provides articles written in age leveled text appropriate for kids...
• Daily News Lessons from PBS News Hour Classroom - media resources for educators to develop projects for classroom
• DOGO News for Kids - articles about ELA, Science and Social Studies

"Carter Reads the Newspaper" Read Aloud.

Black Press Archive at digital Howard

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Back to radio and fireside...

       Much has been said in protest against excessive use of ready made entertainment, especially movies. Part of the fault lies in the way in which individuals and families have permitted themselves to remain oblivious to family fun getting experiences. Perhaps there is too much readiness to be entertained rather than to develop personal enjoyment. 

       However, increased radio listening may again direct the family back to the fireside. A study of radio programs reveals that many of them are designed to appeal to a wide age range so that they may be appreciated by the entire family. Some of the programs stimulate new interests and others deepen interests already in existence. Therefore, much pleasure for the family as a group can be found in radio. Regular news broadcasts include information on affairs about which preadolescent and adolescent boys and girls are already concerned. Regular listening to selected programs highlights the differences of opinion which exist on practically all topics of any importance. Some children at twelve, fourteen, and sixteen are already able to refer to radio commentators' viewpoints, and compare them with their own opinions. Wider reading of newspapers and magazines is likely to follow. Furthermore, family discussions which are based on programs not only serve to keep us up-to-date, they also strengthen the bonds of common interests and understanding between youth and adults. The radio can thus be of real value, one of the best aids we know in strengthening family life. 

       Many radio programs can and do contribute greatly to recreation and lighter activities while continuing to be of real educational value. The various quiz programs are of this nature. One family reports that, thanks to quiz programs, they have practically worn out the best dictionary, the only encyclopedia, and many hitherto unused history books. Looking up questions, checking answers, and inventing further quiz questions are absorbing indoor recreations. There is something about the puzzle spirit which appeals to young and old, the fun of finding out and sometimes being right. 

       Increased use of radio in relation to school programs, too, should be encouraged. Not only is The American School of the Air a regularly scheduled classroom experience, but so are news broadcasts, sports programs, and broadcasts of special events. Programs heard during out-of-school hours are a regular source of information in connection with some studies. So the radio when wisely used adds to the scholarly growth of school-age children as well as to that of their families.

• OTR Gold - classics from Radio's Golden Age
• Hearth and Home Entertainment Channel at YouTube
• Preserved at the Library of Congress: history recorded

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The Growth of Critics

       The appraisal of material should be a frequent class project. A good example of meeting this need was expressed in a seventh grade where a boy introduced a new history comic magazine. Some class members objected to the magazine as being history material, and said, "A comic magazine is not good history." Others thought an individual should know about the content before he judged it. Each member of the class of thirty-four boys and girls read the booklet. They decided to check it with regular history books to test its accuracy. After considerable time and real study, the comic book was considered true to history as related in other books, interesting, exciting, but brief. The teacher admitted this study was educational for her as well as for the children, because she had assumed all comic books were inaccurate.

       Group study of new magazines, newspapers, pamphlets, and advertisements as well as books is a fine experience. It helps youngsters develop a discerning attitude-finding out not only what they like and do not like, but also reasons for their acceptance or rejection. Unanimous agreement may not always be reached. In fact, continuous unanimity is not a good sign; instead, it is reason for careful investigation by the teacher, because it may mean that too much teacher opinion or arbitrary student opinion is dominating the thinking of the group. 

       Such study and discussion should be considered an important part of teaching reading, and so, of course, should take place during regular school time. In fact, without such discussions and group study children may never become real, comprehending readers. 

       As children in school, and even as college graduates, we may have read what we were told to read, answered questions about what we read, and derived satisfaction from our ability to meet tests based on memory of this reading. We may never have been asked to express an opinion on this material or to test its worth by any set of standards. In plain language, many of us were taught to be gullible, non-discriminating swallowers of ideas gained from books. Criticism of what we read had to be deferred until some literary big name spoke for us. 

       Today, in a modern school and home, children are guided differently. They are learning how to judge and respond to their reading almost as soon as they begin to choose books. They will become foolproof readers, too discerning to need spoon-feeding by critics or protection by censors. 

Creative ways to explore books by The Smithsonian.

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A "Good Neighbor" Policy

       Lending books is a common practice which leads to conflicts between children and adults. Young readers, if normal, are not only sociable but generous. They gladly share a book which they own and enjoy with friends. An easy lending system, however, often results in a loss of books. Therefore, the more careful adults frequently propose "no lending" rules. To children, this attitude may seem not only unreasonable but unfriendly -stingy! A constructive approach to this problem would be to help children work out a regular lending library service, with a card system, and perhaps even a set of rules for book care, fines, and lending privileges. A successful example of this was given when some children in a large city apartment house pooled their books for the summer, elected a librarian, and operated a well-planned library for the entire neighborhood. All this was done under the leadership of an eleven- year-old boy, who took responsibility without the aid of a single adult. Children really enjoy being systematic, and a good opportunity for them to apply their sense of system is in connection with book sharing. 

       In all good school libraries, books can be withdrawn for home use. A few school libraries, probably because they have too few books, deny children the privilege of taking library books home. The imperative need for an adequate supply of books, magazines, and pamphlets in schools is clearly indicated. A plan for purchasing in which pupils participate in making recommendations, evaluating new materials, and keeping them in usable order is also advisable. An unusually serviceable school library was operated in a junior high school where, under the leadership of the librarian, the twelve- to fifteen-year-olds conducted a lending library for shut-ins-adults as well as children. Requests were sent to the school; books or magazines answering the request were selected and taken by a pupil to the person too ill to get out of doors. The knowledge about reading matter, and interest in reading in this school naturally ran high. 

       The finest library, however, can be wasted, if no adequate provision is made for its use. "When you are all through with your assignments you may go to the library and read," formerly was a common promise made to youngsters. And how absurd! The able go-aheads, who could work at top speed and finish everything early got a regular session of enjoyment in the library; while those who plodded with knit brows seldom if ever got there, and finally stopped trying. And these last were the very ones who most needed a new array of books, and a chance to look at more colorful, better written materials than their too difficult textbooks, of which they had so many. Finally, what a peculiar concept of a library, as a place to spend excess time when essential work is completed. This implication, unfortunately, has probably colored the attitude of some children toward the worth of extensive, voluntary reading. How the library is to be used should be planned cooperatively with children. Rules must be sensible, if they are to be followed. Individual use of the library must be planned for. Library periods for a whole class may be valuable for teaching the children how to use the library. Teachers need to understand and establish good library procedures in cataloging, classifying, and housing books. 

       A well-ordered library is usable for even the youngest children. In many schools, kindergarten children go to the library for "a book about trains," or "a picture of a polar bear." Even for five-year-olds, the library can come to be known as the reservoir of a rich supply of material, far too extensive to be kept in the classroom. The child understands that this is the place where extra sets of reference books, films, maps, and pictures are kept for greater accessibility to all children of the school. Such understanding fosters orderly use of the library. Reference reading begins early and is eagerly pursued in a school where challenging interests of children, wise scheduling of time, and a good library all converge in a pro- gram that is an exciting venture in education. 

• Children's Central Library Tour for kids...
• Virtual Field Trip for little people by KidVision Pre-K
• Smithsonian Libraries and Archives

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The "Clutter" Problem

       When and where to discard papers and magazines ought to be a matter which a whole family decides. In general, it has been found wise to keep newspapers several days, for future reference. This is especially essential as children begin to discuss items on the way to school and in school. Past issues should be available to help a child prove a point or share information with others. In one home, Saturday morning was salvage and discard morning, when the children went through newspapers and magazines, and cut out articles, pictures, and sections for their collections or school reference work. Finding convenient space for the growing home library is another problem which children and adults should decide together. Bookshelves in children's rooms become essential, and if made by the children, they are doubly appreciated by them. Above all, frequently used reference books should be placed where they are always easily accessible. 

       A systematic approach toward preserving printed materials may be all that is necessary to guide youngsters into learning how properly to care for and handle their belongings. With the youngest, direct suggestions may be necessary. An infant, looking at a picture, is told, "Pat the dog, pat the baby." This gives the child an opportunity to touch, to do something, other than tear the page. It also avoids the negative, "Don't tear," which often causes this youngster to respond by giving a good rip to see what the adult will do next. Cloth books for infants who persist in tearing-and in eating are fine. Later, at the age of about three to four, when his desire to color and scribble begins, a child should be given old magazines and paper on which he can mark as much as he pleases. 

        As a rule, children take care of the things they like. If a book is a choice possession, it is likely to receive respectful handling, it will be treated carefully according to the child's conception of care. It is neither natural nor desirable for children to be as clean handed as adults. Pressure for too rigid care of books can so annoy a child that he avoids them. If sensible suggestions for care can be worked out with children in home and in school, they will invariably be followed.

Tear proof, lick proof, chew proof, and 

these books can even be washed!

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Reading is A Personal Affair

       Read me this story," said a three-year-old boy to the visitor in the nursery school. The visitor, who was not well acquainted with small children, looked at the book, and answered, "I'll get you a better book. This one is really too old for you." "No," was the determined response, "this is the story I want. It says 'spank.'" And sure enough, as the visitor read, she came to the part that especially appealed to this choosy youngster, the part where the poor little duck was naughty and got spanked by an unfeeling adult.

       Preferences begin at a very early age. Certain words or ideas appeal, others fall flat. Some books can be read and reread, the youngster running eagerly to his parents, "Read to me!" Others are never asked for after the first reading. Although there are some topics and qualities in books which appeal to a large number of young readers, taste cannot be standardized for them any more than it can for adults. Children from the youngest to adolescents have strong individual tastes; that is, they do if they have had a wholesome reading diet. If, on the contrary, their reading material has consisted chiefly of books bought for a whole class-books to be read by everyone, the chances are great that what they have cultivated is a flat taste or distaste for reading. 

       A teacher overheard one of her pupils who had shown no interest in reading say, "If I had my own money, I'd subscribe to Popular Mechanics." What a shock; a disinterested reader yearning to subscribe to a magazine! The teacher's real surprise should have been in the fact that despite a disregard for his reading needs for several years, this boy still wanted to read. 

      The hand-me-down method has been common practice for too long. We adults, out of our inadequate knowledge of both children and reading materials, have planned what youngsters should read and have bought accordingly. Think how children would look if we used the same insight when buying their clothing! 

      Families, too, may have erred in this respect. It is common knowledge in neighborhood life that some children get their newspaper reading, comics, in particular, at a neighbor's home. They do so because their own home doesn't cater to their need for comics. Of course, there are some avid comics readers who tour the neighborhoods on Sunday, reading the comics of all mystery are fascinating papers delivered in each section. This goes on in villages as well as in New York City apartments. If Pat knows that his family buys a Sunday paper partly because it contains a comic section especially for him (the rest of the family, of course, will read it too), he is more happily adjusted within the family reading circle. The same is true of the magazine selection. There should be at least one periodical which is the child's choice. When children tell what books they hope to receive as birthday or holiday gifts, their requests should be honored, if possible. Sharing in the selection of newspapers, magazines, and books is an excellent stimulant to discrimination in reading. It whets the reading appetites of children, and arouses an added personal interest in these materials. 

      As papers, magazines, books, and pamphlets come into a home and grow in quantity, an orderly system of keeping and discarding must be developed. At four a child can learn to be a good "librarian" of his own collection of books; he can even advise adults exactly on which shelf to locate a certain book and where to return it.

• A home schooler's child centered library by Jamie Erickson
• Building a home library could impact a child even beyond their house...
• Homeschool Library Organization System by Ticket to Learning
• See the secret library over a garage...
• Extreme Room Makeover - a closet library

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Print by Ruth Mary Hallock for Your Dollhouse

      Ruth Mary Hallock (1876-1945) illustrated children’s books for half a century. One of her earliest works was, “Little Rhymes for Little Readers” published in 1903. Many of her popular illustrations were republished in 1950 editions of children’s storybooks after her death.

More Links to Ruth Mary Hallock’s Artworks:

• Illustrator Ruth Mary Hallock
• Early Illustrators of a Child’s Garden Verses
• “What they say in Rabbitville, 1935″ by Hallock

Print by Vera Stone Norman for Your Dollhouse

        Vera Stone Norman was born in Garden City in 1888. She studied at the Art Institute of Chicago in 1921. She is best known for the children’s illustrations she produced for magazine and books during the late 1920s and 30s. The majority of those books being Elementary text-books.

Above, Illustration of “brownies” (fairies) by Vera Stone Norman

Illustration of Deep Sea Divers by Vera Stone Norman.

Links to more Vera Stone Norman artworks:

• Illustrations by Vera Stone (Norman)

Grownups Don't Always Help

       Being reasonable in what we expect of children may entail a hardship for adults. If normal, happy, pig-tailed Judy doesn't master the complicated translation of clusters of letters to their correct words during the month, we feel our whole family tree is tottering in a destructive wind. We often feel that we must explain Judy's difficulty to friends and neighbors; we joke about "the beautiful but dumb member of the family"; we may even say how glad we are to have a "problem" child. 

       All this is rather certain evidence of the deep humiliation and disappointment we feel because Judy, rollicking, fun-loving Judy, is not such a success in reading. All of us who observe children, teachers, principals, and parents should know that learning to read with ability to recognize and remember more and more words, begins with some children even before kindergarten age, with others at six, seven, and even later. A careful study made in California discloses that children whose beginning in reading was postponed until after the first grade, caught up with, and in some cases even excelled others, who had started earlier. Some children mature more slowly than others. Why worry? Look at us, relaxed adults, who dare scan the formulas pertaining to atomic energy, but who cannot begin to tell what they mean. However, we feel quite adequate in handling our duties in daily life. Let's give children the same right to be themselves!

• Reading Progress: Too Fast or Too Slow? School Shorts with Melissa Chan-Green
• Why slow reading beats speed reading. by Sean D'Souza
• Overcoming shame as a slow reader

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