OE FORM 6000, 2/69 DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOFFICE OF EDUCATION

ERIC ACC. NO.

ED 034 10 5

t..KIC-. Kt-VC-7K

IS

ERIC

LEVEL

I KL.SUIVIL .

DOCUMENT COPYRIGHTED? YES el NO ilCH ACC. NO.AA 000 46 5

P.A.

64

PUBL. DATE

67

ISSUERIEAPR70

REPRODUCTION RELEASE? YES X N00OF AVAILABILITY I 63 II III 1110

AUTHOROlson, Nancy; And Others

TITLE

Teacher's Guide to Water Play: The MATCH Box Project; Prototype Edition.

SOURCE CODE

MGG14325INSTITUTION SOURCE)

SP. AG. CODE

RMQ66004

SPONSORING AGENCY

EDRS PRICE0.50;3.20

CONTRACT NO.OEC-4-16-019

GRANT NO.

REPORT NO. BUREAU NO.BR-5-0710

AVAILABILITY

JOURNAL CITATION

DESCRIPTIVE NOTE 62p.; Appendix to Kresse, Frederick H.; Materials and Activitiesfor Taarhorc and rhilrlyon: A Project to Develop and vv.nlnate Nillti.-MPdia Kitsfor Elementary Schools

DESCRIPTORS

*Multimedia Instruction; Discovery Learning; *Activity Learning; *InstructionalAids; Preschool Education; Educational Equipment; Elementary School Science;Teaching Guides; Learning Experience; *Creative Activities

I DENTI Ft ER S

*Materials and Activities for Teachers and Children; MATCH Boxes

ABSTRACT .

The multimedia kit on water was designed for use by nursery school and firstgrade children. Water is an intriguing part of a child's world; for thisreason, water was chosen as the medium for this set of instructional materials.The child's natural way of exploring his environment is through play; he isreally learning ways to discover and experience the world first hand. The boxcontains such equipment as aprons, mops, pails, tubing, containers of variousshapes, funnels, water wheels, pumps, and fountains--all to be used as the childsees fit. There are also photographs, a film and a record to help generatediscussion. The teacher's guide consists mainly of large photographs withcomments about the activity pictured, poems and quotes from the children, andsuggestions of ways to focus their attention on an interesting event. Ways tocontinue exploring after the kit is returned are presented. A short descriptionof the MATCH Box Project is included. (JY)

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ied

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ture

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ildre

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ith w

ater

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e ta

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phs

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ords

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ked

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mm

ents

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phs,

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the

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n fr

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is' c

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irac

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ome

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ss m

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ring

the

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phs

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kes:

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mth

e si

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the

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plex

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this

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ind,

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mig

ht b

egin

with

a f

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f th

esi

mpl

er m

ater

ials

suc

h as

cup

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unne

lsan

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e bo

ttles

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tting

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y th

ings

at o

ne ti

me

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t the

child

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her

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enr

ich

his

play

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erm

ater

ials

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ue a

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ompl

icat

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thin

gs, s

uch

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e U

tube

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spi

-ra

l tub

e, th

e se

t of

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d fl

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er s

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ay b

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ded

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fter

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child

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ore

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iliar

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oubt

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d th

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nsiv

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e ch

ild's

exp

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ence

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e, th

e ri

cher

and

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e liv

ely

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orat

ions

will

be

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h ne

wob

ject

.

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r be

st g

uide

for

dec

idin

g se

quen

cew

ill b

e th

e ch

ildre

n. 'W

atch

and

list

ento

eac

h ch

ild. N

eedl

ess

to s

ay, m

any

activ

ities

can

go

on s

imul

tane

ousl

y as

each

chi

ld f

its th

e m

ater

ials

to h

is o

wn

lear

ning

leve

l.

1

2

You

may

won

der

how

muc

h sp

ecif

ic

411

dire

ctio

n th

e ch

ild w

ill n

eed.

We

have

fou

nd th

atve

ry li

ttle

is n

eces

-sa

ry o

r ev

en d

esir

able

. Thi

ngs

happ

en v

e-ry

nat

ural

ly w

hen

child

ren,

wat

er, a

nd m

a-te

rial

s co

me

toge

ther

. You

will

fin

d th

atas

the

child

pla

ys, h

e be

com

es in

crea

sing

lyaw

are

of w

hat i

s ha

ppen

ing.

If h

e ca

n be

-co

me

awar

e of

thin

gs o

n hi

s ow

n, s

omet

hing

very

spe

cial

has

hap

pene

d. H

e w

ill w

ant

to s

hare

his

dis

cove

ries

with

you

or

his

frie

nds.

Don

't be

dis

turb

ed if

the

path

on

whi

ch th

e ch

ild's

ow

n ex

plor

atio

ns ta

ke h

imse

ems

devi

ous

or e

ven

dubi

ous.

You

can

be s

ure

that

wha

teve

r he

is d

oing

with

in-

tens

ity h

as m

eani

ng f

or h

im. S

omet

ime

hem

ay n

eed

your

hel

p: w

ith o

nly

a w

ord

or a

ques

tion

you

can

enco

urag

e hi

m to

look

mor

e de

eply

yet

stil

l allo

w h

im th

e fr

eedo

man

d fl

exib

ility

to e

xplo

re th

e w

orld

of

wa-

ter

crea

tivel

y, a

t his

ow

n pa

ce.

r2 e II

*

1

4

4

.417

.110

411.

:.

W ia

mm

u B

uren

'

wo

apro

nsm

opsp

onge

pail

two

tubs

(cle

ar p

last

ic)

legs

join

ing

shel

f

funn

els

sque

eze

bottl

espu

mps

tetr

ahed

rans

test

tube

scu

pssy

ring

espa

int b

rush

eseg

g ca

rton

sbo

ttles

sphe

res

with

hol

esm

easu

ring

spo

ons

pum

pset

c.

teac

her's

gui

deph

otog

raph

sfi

lmre

cord

tubi

ng

wat

er s

yste

mm

agne

tic b

oard

aInf

orm

atio

n on

0 a

ssem

blin

g tu

bsan

d 0

pack

agin

g is

on

the

flap

sof

the

bags

you

r W

ater

play

Box

com

es in

5

1111

1111

1110

11.1

1111

1111

1101

1101

1111

111

Nes

OM

rea

r ni

aL4

Thr

ough

out t

he W

ater

play

sec

tion

whi

ch f

ollo

ws

are

occa

sion

al a

ster

isks

. The

yre

fer

you

to th

is p

age

of n

otes

.

ME

ASU

RIN

G *

pp. 2

021

Set o

f ST

AN

DA

RD

ME

ASU

RE

S in

clud

ed in

the

Box

:

One

of

seve

ral E

QU

AL

-VO

LU

ME

set

s in

the

Box

:

App

roxi

mat

e U

.S. e

quiv

alen

ts f

or c

onta

iner

sm

arke

d in

mill

ilite

rs.

125

ml.

= 4

oz.

250

ml.

= 8

oz.

6

TU

BIN

G *

pp.

24

26

Tw

o ki

nds

of tu

bing

in th

e B

ox:

1 -

flex

ible

2 -

rigi

d(-

0

To

atta

ch th

e fl

exib

le tu

bing

, pus

h th

een

larg

ed e

nd o

ver

the

smal

l end

of

the

tube

like

this

:

To

conn

ect t

he r

igid

tubi

ng,

use:

1 -

the

larg

e en

ds o

f th

e fl

exib

letu

bing

2 -

stra

ight

fitt

ings

3 -

Y f

ittin

gs

Funn

els

faci

litat

e po

urin

g w

ater

into

tube

s.2

oz. f

unne

ls f

ilter

into

:1

- g

big

ends

of

flex

ible

tubi

ng

2 -

3 -

stra

ight

fitt

ings

Y f

ittin

gs

To

rem

ove

fitti

ngs,

turn

them

as y

ou p

ull.

The

chi

ldre

n w

ill n

eed

help

with

this

.T

heir

natu

ral w

ay to

rem

ove

the

fitti

ng is

to g

ive

a st

raig

ht, h

ard

tug.

Thi

s on

ly m

akes

them

tight

er.

WA

TE

R S

YST

EM

PAR

TS

*pp

. 28

29

1 M

AG

NE

TIC

BO

AR

D: t

o as

sem

ble:

1.Sl

ide

the

two

sect

ions

into

groo

ves

in th

e m

iddl

e of

the

shel

f.(T

he b

oard

then

res

tson

the

shel

f an

d on

the

tank

botto

ms.

)

2. S

win

g le

gs o

ut.

3.C

lip th

e tw

o se

ctio

ns to

geth

er.

Use

bot

h si

des.

The

hol

es e

nabl

eth

e ch

ildre

n to

join

toge

ther

the

syst

ems

on b

oth

side

s of

the

boar

dw

ith th

e tu

bing

.

0 4

TR

OU

GH

S: to

cat

ch a

nd d

irec

t wat

erto

the

next

par

t.

1 R

ESE

RV

OIR

WIT

H O

UT

LE

T: t

o ca

tch

wat

er.

3 W

AT

ER

WH

EE

LS:

to m

ove

wat

er.

2 ov

ersh

ot1

turb

ine

1 FO

UN

TA

IN: t

o m

ake

the

foun

tain

wor

k, th

e re

serv

oir

cup

mus

t be

plac

ed h

ighe

r th

an th

e sp

ray

head

.C

hild

ren

enjo

y di

scov

erin

g th

is.

2 PU

MPS

:to

pro

vide

wat

er p

ower

.1

vacu

um1

syph

on

TU

BE

S: to

con

nect

oth

er p

arts

.1

flex

ible

1 ri

gid

Hol

d th

em to

the

boar

d w

ith c

lam

ps.

8 C

LA

MPS

: to

hold

tube

s.

A

Mos

t chi

ldre

n ar

e de

light

ed w

ith e

ven

the

rout

ine

jobs

, suc

h as

fill

ing

and

empt

ying

the

tank

s. T

here

are

man

y w

ays

to f

ocus

thei

r at

tent

ion

on th

e go

od th

ings

that

hap

pen.

(Sug

gest

ions

of

way

s to

foc

us a

tten-

tion

are

ofte

n w

ritte

n ne

xt to

pho

togr

aphs

, as

here

. Chi

ldre

n's

wor

dsar

e al

way

s w

ithin

quo

tatio

ns m

arks

.)

10

Wat

ch T

omm

y's

face

thro

ugh

the

botto

m a

s I

pour

the

wat

er in

.

Wha

t hap

pens

to th

e bu

bble

s ?

Wha

t col

or a

re th

ey?

Doe

s th

e w

ater

do

anyt

hing

to th

e pe

ncil

I ju

st p

ut in

the

tank

?

Wha

t doe

s yo

ur h

and

feel

like

agai

nst t

he w

ater

?

Wou

ld a

nyon

e el

se li

ke to

fill

the

tank

s ?.

..

"I g

ot g

iant

han

ds."

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e lo

ok a

ll w

rink

led.

""T

he w

ater

's ti

ckly

!

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e th

e ch

ildre

n pl

enty

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time

for

expl

orat

ion

thro

ugh

play

.O

ften

they

get

so

abso

rbed

in w

hat t

hey

are

doin

g th

emse

lves

that

sug

ge s

tions

fro

m th

e te

ache

r on

ly d

rag

them

away

fro

mso

met

hing

impo

rtan

t rat

her

than

lead

them

into

it.

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r

I

t

c d

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ISH

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el drop

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my

head

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nd s

omet

imes

it g

oes;

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ASH

! B

AN

G!

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ASH

!on

my

coco

nut!

Stef

an M

artu

lA

ge 7

New

Zea

land

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INT

he r

ain

scre

ws

up it

s fa

cean

d fa

lls to

bits

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hen

it m

akes

itse

lf a

gain

only

the

rain

can

mak

e its

elf

agai

n.

Adr

ian

Kei

th S

mith

Age

4N

ew Z

eala

nd

Can

you

mak

e th

e w

ater

com

e ou

t in

a th

inst

ream

, dro

p-by

-dro

p ?

Can

you

kee

p it

from

com

ing

out a

t all

?

rt

Wha

t new

col

ors

can

you

mak

e w

ith th

efo

od c

olor

ing

?

r

4

Try

to m

ake

the

suct

ion

disc

fit

tight

ly to

the

side

of

the

tank

. Will

it h

old

the

bottl

e?

Can

you

gue

ss b

efor

e yo

u tr

y w

hich

bottl

e w

ill g

ive

the

thin

nest

str

eam

of

wat

er?

BU

BB

LE

SA

ND

Bub

bles

and

bub

ble

wan

ds c

an b

e fa

scin

atin

gon

a s

unny

day

in th

e sc

hool

yar

d.B

eaut

iful

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BB

LE

thin

gs c

an b

e do

ne in

door

s as

wel

l.W

AN

DS

al F

unne

ls w

ith p

last

icst

raw

s m

ake

gran

d bu

bble

s.

"I'v

e ca

ught

it!

I've

caug

ht it

Can

you

cut

it in

two?

IIII

Tou

ch it

on

one

side

and

see

wha

t hap

pens

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t's a

live!

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ade

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ater

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any

quar

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ke to

fill

this

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let's

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lect

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w f

ar a

way

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lay

Gue

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you

put t

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thin

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the

wat

er,

can

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heth

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ill f

loat

or

sink

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ll?

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ligh

t as

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athe

r...

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, it w

ent t

o th

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m!"

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the

wat

er.

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u

'Thi

s is

gon

na b

e a

wat

ersn

ake!

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got

a n

eckl

ace!

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ey, t

he w

ater

's s

tuck

!"

Can

you

gue

ss w

hy th

ew

ater

goe

s th

roug

h di

f-fe

rent

ly if

you

hol

d th

etu

be u

psid

e do

wn?

How

hig

h is

the

wat

er in

each

sid

e of

the

U tu

be?

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you

cha

nge

the

leve

l?

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chi

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his

ow

n...

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can

you

fill

you

r pa

il fr

omth

e la

rge

tank

with

onl

y th

is tu

be?

...or

you

may

teac

h hi

m.

To

star

t a s

ipho

n fl

owin

g,ho

ld a

pie

ce o

f tu

bing

und

er w

ater

until

it is

fill

ed. M

ake

sure

ther

ear

e no

bub

bles

in it

.Se

al th

e op

en-

ing

at e

ach

end

with

a f

inge

r. H

old

one

end

unde

r w

ater

whi

le th

e ot

her

end

is r

elea

sed

into

an

empt

y co

ntai

ner

outs

ide

and

belo

w th

e ta

nk.

aM

IXIN

G a

ndD

ISSO

LV

ING

Wha

t hap

pens

ifyo

u sq

ueez

e a

drop

of

sala

d oi

lon

to w

ater

?

The

re a

re m

any

diff

eren

t liq

uids

and

pow

ders

you

may

col

lect

for

the

child

ren

to e

xper

imen

t with

:L

iqui

ds: f

ood

colo

ring

sala

d oi

lal

coho

lliq

uid

soap

Pow

ders

: san

dsa

ltco

rnst

arch

soda

suga

r

Rem

embe

r to

was

h aw

ay th

e oi

lw

ith s

oap

and

hot w

ater

.

WA

TE

R *

SYST

EM

ea

4.ow

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ngab

le to

use

the

part

sse

para

tely

or

just

two

of th

emto

geth

er in

a k

ind

of f

ree

play

can

be a

goo

d pr

elim

inar

y to

build

ing

som

ethi

ng m

ore

com

-pl

icat

ed -

and

just

as

satis

-fy

ing.

6

I

* C

oope

ratio

n am

ong

the

child

ren

help

s to

bui

lda

com

plic

ated

wat

er s

yste

m.

Can

you

pum

p w

ater

to th

e sy

stem

?

"Let

's m

ake

it co

nnec

t to

ther

e."

SOU

ND

S

Som

e ch

ildre

n lik

e to

go

off

into

a c

orne

r w

ith a

sm

all

tray

ful

l of

wat

er a

nd e

xpe-

rim

ent w

ith th

e w

ater

sou

nds

mad

e by

spr

ay b

ottle

s, tu

r-ke

y ba

ster

s an

d th

e lik

e.

"Wha

t's m

akin

gth

e so

und?

""T

he g

reen

spr

ayer

thin

g?"

4-

:Lai

r

I "Tha

t sou

nds

like

my

dog

drin

king

."

The

rec

ord

cont

ains

wat

er s

ound

s re

cord

ed b

oth

in th

e ho

use

and

out o

f do

ors.

Allo

w th

e ch

il-dr

en to

pla

y th

e re

cord

by

them

selv

es w

hene

ver

they

wis

h.D

on't

wor

ry to

o m

uch

abou

t scr

atch

es.

Bec

ause

we

feel

that

it's

impo

rtan

t for

the

child

to li

sten

at h

is o

wn

pace

and

in h

is o

wn

time,

we

are

will

ing

to f

urni

sh a

new

rec

ord

whe

neve

ron

e is

nee

ded.

A

PHO

TO

GR

APH

S

The

pho

togr

aphs

can

be

used

in m

any

way

s: just

for

look

ing

for

stor

y te

lling

for

mat

chin

g w

ith th

e so

unds

on s

ide

4f2

"Who

has

a p

ictu

re th

atgo

es w

ith th

is s

ound

?"

400.

----

LT

or

fts-

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I T

FIL

M

32

Thi

s fi

ve m

inut

e fi

lm f

ollo

ws

a fe

w c

hild

ren

thro

ugh

pudd

ly s

tree

ts to

a p

ark.

The

re th

ey s

plas

h an

d pl

ayan

d do

all

the

thin

gs c

hild

ren

do in

a p

ool.

The

cam

era

take

s th

e ey

e cl

ose

to b

eads

of

wat

er, h

ands

ripp

ling

the

wat

er, f

eet s

losh

ing

thro

ugh

pudd

les

,su

nlig

ht g

lintin

g of

f sl

ick

wat

er s

urfa

ces

-- th

ings

you

see

and

feel

onl

y w

hen

you

are

real

ly e

ngro

ssed

in th

e pl

ay.

aC

LE

AN

-UP

TIM

EC

lean

ing

up c

an b

e ju

st a

s m

uch

fun

as g

ettin

g st

arte

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ake

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ntag

e of

the

siph

onin

g te

chni

que

that

has

bee

n le

arne

d an

dof

all

the

able

and

will

ing

wor

kers

that

you

have

aro

und

you!

33

MO

P SO

NG

S

Bac

k an

d fo

rth

and

Bac

k an

d fo

rth

and

Sp lo

p! s

plop

! sq

uish

!

Mrs

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onov

an' s

Kin

derg

arte

nB

rook

line,

Mas

s.

Wip

e it

upan

dD

ry it

up

and

Get

it w

et a

gain

!

And

y H

effe

rman

Age

5B

rook

line,

Mas

s.

CB

Perh

aps

thes

e ph

otog

raph

sm

ay h

elp

sugg

est

sim

ilar

thin

gsyo

ur o

wn

clas

s m

ight

do to

follo

w-u

p th

eir

expl

orat

ions

and

obse

rvat

ions

with

wat

er.

rt

WO

ND

ER

ING

As

I lie

her

e w

onde

ring

I fe

el a

n an

gry

swee

ping

gus

t whi

rl a

roun

dm

y le

gs.

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gra

ss b

ustle

s ab

out l

ike

a gr

een

jung

le.

The

leav

es f

lap

abou

t,A

s pa

per

whi

rls

arou

nd th

e pl

aygr

ound

.T

he s

eagu

lls s

quab

ble

over

scr

aps

And

look

gre

edily

for

mor

e.L

ittle

inse

cts

craw

l thr

ough

the

gras

sju

ngle

Lik

e w

ild a

nim

als

In th

e sm

all w

orld

I k

now

littl

e ab

out.

I lie

her

e w

onde

ring

.

Kel

vin

Win

dsor

Age

10

New

Zea

land

2,

F

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1tt

24-

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RO

R!

MIR

RO

R!

As

I lo

ok in

to th

e m

irro

r I

see

my

face

.T

hen

I ta

lk to

mys

elf.

The

n I

play

like

I a

m in

jail.

I pr

eten

d th

at I

am

bad

.I

pret

end

som

etim

es th

at I

am

on

a st

age.

I si

ng to

mys

elf.

I in

trod

uce

peop

le.

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orah

Ens

ign

Age

7U

nite

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ates

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ayT

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lyin

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er M

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E P

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ises

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hea

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here

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aw s

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hey

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zzin

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coul

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e w

as s

o m

uch

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the

plac

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as f

ull o

f na

ught

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hool

boys

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owev

er, I

did

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ant t

o le

ave.

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d to

be

brav

eB

ecau

se I

was

enj

oyin

g m

ysel

f, lo

okin

g at

the

wav

es.

Soon

I h

ad to

go;

nig

ht h

ad c

ome,

ligh

ts w

ent

on,

The

day

had

bro

ught

me

so m

uch

fun.

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t nig

ht I

cou

ld n

ot s

leep

; I w

ante

d to

sin

g,O

f sh

ips

and

wav

es a

nd b

ells

that

rin

g.

Enr

ique

Loz

ada

Age

10

Phili

ppin

es

RA

IN D

AN

CE

The

pat

teri

ng r

ain

danc

es,

Lik

e a

love

ly m

aide

n,W

altz

ing

in th

e w

ind.

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he b

reez

es s

trok

e th

eir

harp

s,A

s cl

ouds

leap

in s

tep

with

mis

ty p

artn

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Try

ing

to e

mbr

ace

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thir

sty

eart

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bara

Kra

snof

fA

ge 9

Uni

ted

Stat

es

(...w

hile

pla

ying

Deb

ussy

's "

La

Mer

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etan

a's

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Mol

dau,

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any

othe

r"w

ater

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usic

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Lis

ten

to th

e w

aves

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e th

e w

aves

--

swel

ling

and

foam

ing

and

cras

hing

.

A

;14

it

,r01

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Can

you

dra

w a

des

ign

on th

e w

ater

?

Can

you

mak

e yo

ur w

ater

des

ign

into

a p

aint

des

ign?

YO

UR

Wat

erpl

ay d

oesn

't ha

ve to

end

whe

n th

e bo

x is

ret

urne

d.O

WN

It's

eas

y to

col

lect

you

r ow

n m

ater

ials

so

the

child

ren'

sW

AT

ER

PLA

Yex

plor

atio

ns c

an c

ontin

ue. Y

our

sour

ces

of f

ree

or in

ex-

pens

ive

supp

lies

are

hard

war

e st

ores

, dim

e st

ores

,su

-pe

rmar

kets

--

and

pare

nts

who

are

will

ing

to s

end

in th

e"e

mpt

ies"

fro

m a

num

ber

of c

omm

erci

al p

rodu

cts

they

have

use

d. H

ere

are

som

e su

gges

tions

:

plas

tic w

adin

g po

ol

was

h tu

b

baby

bat

h

gard

en h

ose

hollo

w p

last

ic ju

mpi

ng r

ope

coff

ee c

ans

plas

tic b

leac

h bo

ttles

plas

tic m

usta

rd b

ottle

s

TV

din

ner

tins

milk

and

cre

am c

arto

ns

plas

tic s

hoe

boxe

s, b

lous

e bo

xes,

etc

.

*

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L

a.

\

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galia

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Spec

ial t

hank

s go

to th

e fo

llow

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Wat

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The

teac

hers

who

trie

d ou

t our

idea

s an

d m

ade

help

ful

sugg

estio

ns:

Mrs

. Bet

sye

Sarg

ent,

Shad

y H

ill S

choo

l, C

ambr

idge

Mrs

. Mar

y Pe

rson

s,

Com

mun

ity S

choo

l, D

orch

este

rM

rs. P

risc

illa

Ehr

lich,

Sha

dy H

ill S

choo

l, C

ambr

idge

Mrs

. Flo

renc

e D

onov

an, P

ierc

e Sc

hool

, Bro

oklin

eM

rs. H

arri

et G

aetz

, Pie

rce

Scho

ol, B

rook

line

Mis

s L

inda

Ear

le, C

olle

ge W

ork

Stud

y Pr

ogra

m, T

he C

hild

ren'

sM

useu

m

The

art

isan

s w

ho h

elpe

d pr

oduc

e th

e m

ater

ials

:

Mr.

Bru

ce P

erry

- w

ater

sys

tem

pro

duct

ion

Mr.

Dav

id A

ldri

ch -

the

film

Mr.

Wil

Mor

ton

- th

e re

cord

Mr.

Jer

emy

Ber

ndt

- gu

ide

phot

ogra

pher

Mr.

Fre

d B

rink

- p

hoto

grap

hsM

r. D

'Ara

cy M

arsh

- p

hoto

grap

hsM

r. S

kip

Schi

elds

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otog

raph

sM

iss

Nan

cy O

lson

- ph

otog

raph

sM

iss

Lin

da E

arle

- va

riou

s an

d su

ndri

es ,

will

ingl

y an

d w

ell

Mrs

. Sig

ne H

anso

n -

guid

e la

yout

and

gra

phic

art

Prof

. Ric

hard

Cas

tner

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itori

al s

uper

visi

onM

iss

Susa

n Ph

elps

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ver

desi

gnM

rs. B

etsy

e Sa

rgen

t-

apro

n de

sign

Mis

s Sa

lly A

sche

ngra

u, M

iss

Elle

n G

eisl

er, M

rs. F

red

Kre

sse

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ron

sew

ing

Mr.

Bru

ce S

arge

nt-

silk

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eeni

ngM

r. D

unca

n Sm

ith-

desi

gn c

onsu

ltant

Mr.

Rob

ert W

alke

r-

desi

gn te

chni

cian

Mr.

Alla

n C

onra

d-

desi

gn te

chni

cian

Sim

on a

nd S

chus

ter,

Pub

lishe

rs, f

or p

erm

issi

on to

use

poem

s fr

om R

icha

rd L

ewis

'M

irac

les

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pyri

ght 1

966.

Mrs

. Bet

sye

Sarg

ent,

Mr.

Fre

d K

ress

e, a

nd th

e M

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