US1253908A - Educational device. - Google Patents

Description

1. 1.111011111180111. EDUCATIONAL DEVICE.

APPLICATION FILED IULY 191 I9I6.

L., Patented LIan.15,1918.

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EDUCATIONAL DEVICE.

APPLJQATION r1LED1uLY19.191,e.

L Memed 131115,1918.

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APPLICATION FILED .IULY 19 I9I6.

1,253,908.. @Patented Jan.15,1918. r4SHEETS-SHEET 3 School LANGUAGE Sit, Set (Set) itdown .Set HP,

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Patented Jan. 15, 1918.

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APPLICATION FILD JULY I9. 19l6.

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v THOMAS E. THOMPSON, 0F MONROVIA, CALXFORNI.

EDUCATIONAL DEVICE.

Specification of Letters Batent.

yPatelated Jan.. l5', 3l9ll8.

Application filed July 19, 1916.' Serial No. 110,247.

To all whom it may concern:`

Be it known that l', THOMAS E. THOMP- soN, a citizen of the United States, residing at Monrovia, 'in the county of Los Angeles and State of California, have invented a new and useful Educational Device, of which the following is a speciication.

My invention relates to the art of education. ln this art1 it is common practice for the teacher to provide the pupils with various problems, the word problem being used in this sense indiscriminately to apply to anything to which the pupil is to provide a correct solution or answer, whether in the subject `of arithmetic, language, geography, or any other branches of education.

lt is also common practice for the pupil to write down answers to the problems, each of these answers beingY either a symbol, a ligure, a word, or a group of symbols, ligures, or words.

The principal. object of my invention is to provide a primary card which shall contain a series of problems, each problem being associated with a group of incorrect and correct answers and marking spaces in which a pupil may designate those answers which are in his opinion correct.

A further object orn the invention is to provide mechanical marking means by which the pupil may indicate his selection, and a still further object is to provide such mechanical means as will, in a measure, teach manual dexterity and occupy the pupils mind in their application.

A further object of the invention is vto provide a ready means by which the pupil, the teacher, or others, can accurately, and quickly, check the correctness of the pupille work. More speciically the object is to provide a tell-tale sheet, either opaque or v transparent, which shall be marked, cut, perforated, or provided with transparent portions, by which the correctness of the pupils work can be determined by inspection by the application of the tell-tale sheet to the primary card.

A further object is to provide openings in the primary card through which markings may be made on a secondary sheet, the markings being quickly and easily checked as to their correctness by the telltale sheet.

More specifically my invention is designed to provide novel forms of spelling, arithmetic, and correct usage devices, as well as specific forms of tell-tale or correction sheets.

.string through the card.

Q Fig. 3 illustrates a serrated tell-tale sheet for checking the correctness of the pupils workin connection with Figs. l and 2.

Fig. Ll illustrates a primary card similar 4to Figs. l and 2 in combination with a per- .torated tell-tale sheet for indicating the correctness ot the pupils work. l

Fig. 3 illustrates a form of primary card fon very young pupils, in which pictures are used as identifying data, and in which either loops ol string, or buttons, are used for marking purposes.

Fig. 8 illustrates the method of looping the string used as illustrated in Fig. 5.

Fig. 7 illustrates a method ol securing buttons in the primary card tor indicating the answer. y

Fig. 8 illustrates a primary card, this primary card being associated with a tell-tale sheet and suited to teach correct usage.

Fig. 9 illustrates a primary card and a tell-tale sheet adapted to 'teach arithmetic, or more specifically, addition.`

Fig. l0 illustrates a perforated primary cardin combination with a secondary or record sheet.

Fig. ll illustrates a primary card for teaching spelling, in combination with a telltale sheet.

Vln all otl these illustrations the pupil indicates the extent and correctness of his knowledge by either making a: cross, or other mark, or byy mechanically providing an indication by the use of a string, button,

or other means; the correctness of his work being indicated solely by the position of the marking on the sheet.

ln the simplest form of lmy invention, as

illustrated in Fig. l, there is provided a primary card ll on which there is printed a legend l2., this legend running across the top of the card and consisting of a familiar verse reading as follows: Pussy cat, pussy cat, where have you been. Associated with. each word of the legend is a group of words 13, this group consisting of certainelements, each element being a word, and only one of the succeeding columns, so that the legend 12 is reformed successively from the various groups 13, and the position of the markings clearly showing the correctness of the pupils work.

In Fig. 2 perforations 14 lare provided between the words or elements of the various groups 13, and a string 15 is threaded through these perforations, this string forming loops 16 which pass directly under the work of the various groups which the pupil has selected. For the purpose of readily checking the correctness of the pupils marking or indicating, a tell-tale sheet 17 may be provided, this tell-tale sheet being provided with serrations' properly located to register with'the loops 16 when it is applied to the primary card illustrated in Fig. 2. 1t should be noted that the tell-tale sheet operates wholly by position; that is, the correctness of the pupils work is readily determined by the position only on the loops 16.

In the form of primary card 20 shown in Fig. 4 the same arrangement of the legend 12 an the groups 13 is provided, and round perforations 21 are provided beneath each word of each group 13. In this form of my invention a string 22 is used to form loops 23, as illustrated in Fig. 6, each loop 23 being formed by the pupil under what he regards as the `proper word. For the purpose of checking the correctness of the pupils work, a telltale sheet 24 is provided, this sheet being provided with perforations 25 through which the loops 23 will project if the tell-tale sheet 24 is properly registered with relation to the primary card 20 and the pupil has correctly marked the proper words. If desired, a series of buttons 30, having enlarged ends, and a small throat 31, may be used as shown in Fig. 7 these buttons being forced through the perforations 21 and being of such a size that they naturally remaln in the 'perforations 21, thus serving as indicating means for the pupil. By the use of mechanical marking means, such as buttons or strings, a single primary card may be used repeatedly where a permanent record of the pu ils work is not desired. -These buttons will always project throughthe perforations 25 in the tell-tale sheet 24, when it `is properly registered with che primary card 20, if the pupil has per- 1,2ee,eos

formed his work correctly. It will be seen that in the form of invention illustrated in Fig. 4 the position of the loops or buttons determines the correctness of the pupils work.

In the above 'examples the words of the legend 12 have been used as identifying data. Other identifying data, may, however, be employed, as for exam le, the pictures 50 illustrated in Fig. 5. ach of the pictures 50 is accompanied by a group of words 51, and each of the words 52 forming the group is provided with a perforation 53 in which loops 23, or buttons 30, may be inserted. The correctness of the pupils work can be readily checked by means of a tell-tale sheet similar to that shown l,at 24 in Fig. 4.

rlhe work illustrated in Figs. 1 to v5 is designed to teach small children to identify words; it being found that they can be taught to identify words even before they learn to spell or identify letters. 1t is also designed to enable the teacher, by use of the serrated tell-tale sheet 17 or the perforated tell-tale sheet 24, to readily check the pupils work, or in some cases to allow thepupil to check his own work without the interposition of the teacher.

rlhe use of the string, as shown 'in Fig. 2 or Fig. 4 provides an occupation for the pupils hands, this occupation being generally termed busy work and being of especial. value in connection with small children.

The correct usage method illustrated in Fig. 8 is designed for larger pupils, the primary card 80 having a series of exercises 81 from each of which a portion is omitted.

Each of these exercises is associated with y identifying data 82, this identifying data consisting of two or more words or expressions, one of which may be correctly substituted in the exercise 81. As many spaces 83 are provided in the exercise 81y as there are alternate words or expressions in the identikfying data 82 andthe pupil makes his selection from the identifying data by marking a dash or' cross in the space 83 corresponding to the position of what heregards as the correct word in the identifying data 82, or the sheet may be perforated and mechanical marking means employed like the buttons or strings previously explained.

The vcorrectness of the pupils work is readily checked by means of a tell-tale sheet 84, this tell-tale sheet being provided with Laeaeoa ent' sheet serves as both a positive and a negative tell-tale sheet.

ln Fig. 9 a primary card 90 is shown upon which are a plurality of exercises, each exercise consisting of identifying data 91 which is in this case a desired answer to a problem in arithmetic. Located ina column directly below this answer are a group of elements 92, each element being an example in addition, some of these examples adding up to give the desired answer 9i, and the remainder adding up to give other answers. Located below each example 92 is a space 93, and the pupil provides an indication in the spaces under the examples which add up to give the answer 9i. 'llhis indication may consist of a cross, a dash, or the primary card 90 may be perforated 'so that a string, button, or other mechanical means, may be inserted, 4as previously explained. A telltale sheet 9a is provided, this tell-tale sheet being a positive one so that it will indicate at a glance the correctness of the pupils work.

lln Fig. l0 a primary card i0@ is shown, this card being exactly similar in arrangement to thecard 90 shown in Fig. 9, and being provided with perforations lOl. '.lhis card is usedv4 with a secondary or record sheet 102, the secondary or record sheet consisting of a piece of paper of the same size as the primary card Mill, or if of ditferent size of such a size as to register n one direction or the other with the card lill). The pupil marks .the correct examples through the periforations 10i in the card l0@ on the sheet 192. The sheet l0@ may then be cor- ,rected by the use of the tell-tale sheet 9d Gill illustrated in Fig. 9.

ln ledig. il a primary card for teaching spelling is shown, this card consisting of a series of spelling exercises. Each of these exercises consists of one word which is broken up into an obvious syllable and a group of alternate doubtful syllables. For example in exercise lli we find an obvious syllable i12 or fe7 and a group ll of doubtful syllables indi endj iend," eiend @apposite each doubtful syllable is a space ila which the pupil may mark. @loviously a perforation may be substituted for each space llt, and strings or buttons may be `used 'as previously described, or a secondary lor recprd sheet may be used on which a permanent record may be marked.

@bviously also since the correctness of the pupils work depends on position, a tell-tale or overlay sheet may be used to correct this work.

lt will be noted that my invention has many modifications, as illustrated and described above, but that the primary principles upon which they are based are the same.

ln the following claims the words used have the following significance.

rlhe word element signiiles either a word, a gure, a picture, or other symbol, or a combination of words, figures, pictures or symbols.

'.lhe word group means two or more elements, as defined above.

The words identifying data means anything by which the correct answer may be inferred. 'lhis may be the figures forming the correct answer, as in the case of arithmetio; it may be the alternate words or expressions as used in language; it may be the single word at the head of the column as used in the busy work examples above; it may be a syllable of a word; or it may be a picture, or other symbol.

'lhe word markings means a cross, or dash, made by the pupil by means of a pencil or other means on the paper itself, or may mean a string, button, glove fastener, or any other mechanical means by which the pupil may indicate his selection.

ln the same manner the words tell-tale sheet may indicate a sheet which is serrated, perforated, or provided with transparent spaces, through which the correctness of the primary card may be determined. 'lhis tell-tale sheet may be either positive lll@ or ne ative.77 lf ositive the word osii tive means a sheet by which the presence of correct markings may be checked. lt negativa the word negative means a sheet by which the presence of incorrect markings may be checked.

My invention consists in the use of a sheet with problemsy or exercises printed thereon, each problem or exercise being associated -with a group of spaces, one or more of which 'the pupil may mark to indicate what he regards as the correct answer, the position alone of these markings being suicient to indicate their correctness.

My invention also includes the method of l marl-zing by a string as shown in Figs. 2 or 6, and the buttons shown in Fig. 7, or equivalent mechanical means.

My invention further includes the various forms of `tell-tale sheets shown, and their mechanical equivalents, by which the position of markings on the primary cards can be checked.

ll/llvv invention further includes the conception of a secondary or record sheet which can be marked by means of and through vany liti@ ments; and means so shaped that they can bel i uno uoiqai puc space facultad snoiJe/i eq; ;ro be checked by means of any form of telltale sheet shown or described.

My invention. further consists of certain very definite structures as set forth in the following'claims. y

I claim as my invention 1. An educational device comprising a primary cardv on which is printed a series of elements, these elements being arranged in groups; identifying data for each'group by means of which one of said elements may be selected from said group; and a series of.

spaces in any of which a pupil may indicate such a selection, each space being associated with one of said elements.

2. An educational device comprising. a primary card on` which is printed a series of elements, these elements being arranged in groups; identifying data for each group by means of which one of said elements may be selected from said group; and a series of spaces each having a perforation therein and each space being associated with one of said elements.

An educational device comprising a primary card on which is printed a series of elements, these elements being arranged in groups; identifying data for each group by means of which one of said elements may be selected from said group; a series of spaces each having a perforation therein and each space being associated with one of said elesecured in certain of said perforations to indicate a pupils selection.

4f. An educational device comprising a prima-ry card on which is printed a series of elements, these elements being arranged in groups; identifying data for each group by means of which one of said elements may be selected from said group; a series of spaces each having a perforation therein and each space being associated with one of said elements; and a string adapted' to be looped through said perforations to indicate a pupils selection.

5. An educational device comprising a primary card on which is printed a series of elements, these elements being arranged in groups; identifying data for each group by means of which one of said elements may be selected from said group; and a series of spaces in any of which a pupil may indicate such a selection, each space being associated with one of said elements; in combination with a positive tell-tale sheet hav ing perforations so placed that they register with the/*spaces ofthe elements on the primary card which correspond with said identifying data.

6. An educational device comprising a primary card on which is printed a series of elements, these elements being arranged in groups; identifying data for each group by l raeaeoe means of which one o1 said elements may be selected from said group; a series of spaces each having a perforation therein and each space being associated with one of said elements; and means so shaped that they can be secured in certain of said perforations to indica-te a pupils selection; in combination with a positive tell-tale sheet having perforations so placed that said perforations register with each of said means when said sheet is applied to said card but only when said means are properly located.

7 An educational device comprising a primary card on which is printed a series of elements, these elements being arranged in means of which one of said elements may be selected from said group; a series of, spaces each having a perforation therein and each space being associated with one of said elements; and a string adapted to be looped through said perforations to indicate a pupils selection; in combination with a positive tell-tale sheet having perforations therein so ,placed that said perforations register with each of said loops when said sheet is applied-to said card provided 'said loops have been properly placed.

8. An educational device comprising a primary card on which is printed a series of alternates; means by which a pupil may indicate a selection from said series; and means for checking the correctness of said selection.

.9. An educational device comprising a primary card on which is printed a series of alternates; means by which a pupil may indicate a` selection from said series; and a tell-tale sheet adapted to be laid over said primary card and so shaped that the correctness of .said selection can be visually checked.

M10, A primary card having Lspaces in Y which a pupil can indicate his knowledge of Y lsheet so shaped as to indicate the correctness of such knowledge when properly registered with vsaid primary card by the position ofthe markings on the primary card.

11. A primary 'card having spaces in which a pupil can indicate his knowledge of a subject by placing markings thereon in spaces selected by the pupil; and a tell-tale sheet perforated in such a manner as to indicate the correctness of suchv knowledge when properly registered with said primary card by the position of the markings on the primary card.

12. A primary card having spaces in which a, pupil can indicate his knowledge of a subject by placing markings thereon in spaces selected by the pupil; and a tell-tale sheet having perforations so placed as Vto indicate the correctness of such knowledge meaooe when properly registered with said primary of said Words in jumloled order being ascard by the position of the markings on the soeiated With a space in which a pupil may primary card. indicate a selection from said group. 1

13. A primary card comprising a legend In testimony whereof7 l have hereunto 5 composed of Words arranged in their proper set my hand at Los Angeles, Caliornia,

order, each Word having associated with it this 13th day of July, 1916. a group of Words in jumbled order and each THOMAS E.' THOMPSON.

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