k
SEPTEMBER-OCTOBER, 1908
INDEX TO CONTENTS
A Practical Suggestion to Kindergartners
The Kindergarten Program . :
The Use and Abuse of Design
Day By Day With Nature-For the Kinder-
garten and Primary Grades,
Plans for Primary Grades,
The Busy Bee, ....
Suggestions for the Kindergarten and Pri-
mary,
The Doctor's Motor Car
Municipal Playgrounds In Manhattan,
Guatemala Schools, - -
Editorial, -
Folk and Fairy Stories
Drawing, Cutting, Folding and Paper Tear-
ing -
The Swing
Miscellaneous ....
0
Dr. Jenny B. MerrifitfZ^ — 1-
Harriette Melissa Mills, 2
Mae B. Higgons, Ph. B. 10
Mary A. Proud foot, A. M. 14
15
- - - 16
Bertha Johnston,
Bertha Johnston,
Carol Aronovici
- 18
- 19
- 20
25
26
Richard Thomas Wjrche, 27
LileoA Clajcton, - - 23
Robert Lewis Stevenson 29
33
Volume XXI, No. I.
$1.00 per Year/15 cents per Copy
BOSTON
■ Miss Lacvira. Fisher's
W TRAINING SCHOOL
W for K1NDERGARTNERS
W formal Course, 2 years.
■ Post-Graduate Course
J Special Course
For circulars address
292 Marlborough St. Boston Mass
Kindergarten Training
School
82 SI. Stephen Street, Boston
Normal Course, two years
For Circular* dddrett
Miss LUCY HARRIS SYrtONDS
Miss Annie Coolidge Rust's
FROEBEL SCHOOL OF KINDER-
GARTEN NORMAL GLASSES
BOSTON MASS
Regular Two Years' Course.
Post Graduate Course. Special Courses
Sixteenth Year.
Far Circular. a<tdr»*
Miss Rust, Pierce Building
Copley Square
Springfield Kindergarten
LTI
fflVo Y«are" Course. Terms, $100 per year;
Apply lo
HATTIE TWICHELL
SPRINOFIEI.D-LONGMUADOW. MASS.
BOSTON
Perry Kindergarten Normal School
Mrs. ANNIE MOSELEY PERRY
Principal
18 Huntington Ave.. Boston. Mass.
Miss Wheelock's Kindergarten
Training School
134 NEWBURY STREET BOSTON
Regular Two Years' Course
Special One Year Course for graduate students
Students' Home at the Marenholz
For circular address
LUCY WHEELOCK
BOSTON
The Garland
Kindergarten Training School
NORMAL COURSE, 2 YEARS.
HOME-MAKING COURSE, 1 YEAR.
IV*. MARGARET J. STANNARD, Principal
19 Chestnut Street
Milwaukee State Normal School
KINDERGARTEN
Training Department
Two-years' course for graduates of four-
years' high Schools. Faculty of twenty-
five. Special advantages. Tuition free to
residents of Wisconsin; $4oper year to oth-
ers. School opens the first Tuesday In Sep-
tember. Send for catalogue to
NINA C. VANDEWALKER, Director.
OAKLAND KINDERGARTEN
TRAINING CLASS
State Accredited List,
Sixteenth year opens Sept. 3. Iy07«
Address,
Mist Grace Everett Barnard
■374 Franklin Street, Oakland, Cal.
PORT
TRAINING SCHOOL
FOR
KII\DERGARTNERS
IN AFFILIATION WITH
THE NEW YORK FROEBEL ' NORMAL
For circulars, information, etc.. address
MARY C. MILLS, Principal
179 West Avenue Bridgeport, Conn.
TTbeffannfeB.Smitb
ffroebel Ikinbergarten
anfcTTramfng Scbool
Good Kindergarten teachers have
no trouble in securing well- paying-
positions. In fact, we have found the
demand for our graduates greater than
we can supply. One and two years
course. For catalogue, address,
FANNIE A. SMITH. PrindpsL
Lafayette Street.
Bridgeport. Conn.
liss Norton's Training School
FOR KIHDERGARTNERS
Portland, Maine
Two Year's Course
For circulars address
16 Dow Street Portland Me.
Miss Abby N. Norton
The Repton School
Tarrytown-on-the-Hudson, New York
A School for boys from 6 to 16. A school that trains (or manhood.
Send tor catalogue, which tells of full equipment.
Splendid building, $100,000. Fine grounds, 100 Acres.
Tuition, $4.00 to $5.00 for Everything.
Address HEADMASTER.
Missionary
September and October are Mis-
sionary months with this magazine.
Every aubscriber who renew* for one year will hu>e the
privilege of •ending the magazine six month* free to any
person nbt now receiving it. Thu* you can spread kinder-
garten literature without expehae to yourself. Select some
one who can be helped and »end it a*' a gift to a friend.
Volume XXI. SEPTEMBER-OCTOBER, 1908 Number |
Tke Kindergarten-Primary Magazine
MANISTEE, MICHIGAN, and NEW YORK, N. Y.
THE KINDERGARTEN MAGAZINE COMPANY, Publishers
Devoted to the Child and to the Unity of Educational Theory
and Practise from the Kindergarten thru the University
EDITORIAL COMMITTEE .
Jenny B. Merrill, Ph. D., Supervisor Kinder- E. Lyell Earle, Ph. D.,
gartens, Manhattan, The Bronx and Richmond. Managing Editor
Mar i RuEF Hofer Daniel Snedden, Ph. D.
Teachers College Teachers College
Harrietts M. Mills Walter F. Dearborn, Ph. D.
New York Froebel Normal University of Wisconsin
John Hall, A. M. Ernest Farrington, Ph. D.
University of Cincinnati University of California
Ernest N. Henderson.Ph. D., Bertha Johnston
Adelphi College, Brooklyn New York Frcebel Normal
Editorial Rooms, 59 West 96th Street, New York. N. Y.
THE KINDERGARTEN-PRIMARY MAGAZINE is published on the first of each month, ex-
cept JULY and AUGUST, from 278 River Street, Manistee, Mich.
THE SUBSCRIPTION PRICE is $1. 00 per year, payable in advance. Single copies, 15c.
POSTAGE IS PREPAID by the publishers for all subscriptions in the United States, Hawaiian
Islands, Philippine Islands, Guam, Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba,
and Mexico. For Canada add 20c. and for all other countries in the Postal Union add 40c. for postage.
NOTICE OF EXPIRATION is sent, but it is assumed that a continuance of the subscription is
desired until notice of discontinuance is received. When sending notice of change of address,
both the old and new addresses must be given.
REMITTANCES should be sent by draft, Express Order or Money Order, payable to The
Kindergarten Magazine Company. If a local check is sent, it must include 10c. exchange.
Make all remittances for subscriptions and advertising to
Kindergarten Magazine Co., Manistee, Mich.
J. H. SHULTS, Business Manager, Manistee, Mich.
Copyrighted, 190 8, by 'THE KINDERGARTEN MAGAZINE CO. Entered as Second Class Matter
In the Postofnce at Manistee, Michigan.
To the Public.
As per announcement elsewhere I have assumed the business respon-
sibilities of the magazine, and my purpose is to vouch for its regular ap-
pearance on the 27th of each school month so long as I shall be connected
with it in my present capacity. As the April-May and Sept.-Oct. num-
bers were issued as one, subscribers and advertisers will receive credit for
two issues or one-fifth of the school year, hence subscriptions that would
have ended in June will be continued to include the November number,
and advertising contracts will be extended accordingly.
As a means of avoiding errors in payments through our agents or oth-
erwise we shall publish each month a complete list, arranged alphabeti-
;aSly of all persons credited with any sum whatever on the magazine ac-
count. Next month's statement will date back to include August.
Our plan is to publish more kindergarten matter with a little less bul-
<iness and to spend the entire receipts from the magazine and perhaps
nore in its publication. It is not undertaken for profit. J. H. SHULTS.
The Kraus Seminary
for Kinderge^rtners
Regular and Extension
Courses
MRS. MARIA KSAVS-SOELTE v
Hotel San Remo Central Park West
7Sth Street, New York City
THE ELLIlYiAN SCHOOL
KINDERGARTEN NORMAL CUSS
POST GRADUATE CLASSES
Twenty-Fifth Year
167 W. 57th street, New York City
Opposite Carne<r!e Hail
MISS JENNY HUNTER'S
Kindergarten Training School
15 West 127th St., NEW YORK CITY
Two Years* Course, connecting class and
Primary Methods.
Address
2079 Fifth Ave., New York City
Kindergarten Normal Department
Ethical Culture School
For information Address
Miss CAROLINE T. HAVEN, Principal
Central Park West and 63d st„ New York
TRAINING SCHOOL
or THE
Buffalo Kindergarten Association
MISS FXLA C. ELDER
86 Delaware Avenue BUFFALO, N V
Affordbj Kindergarten Normal
School for Day and Resident Pupils
Re-opens Oct. 7, 1907
Junior, Senior and Special Classes
riodel and Practice Kindergartens
JLAURAM. BEATTY ELSABETH S1LKAN
Associate Principals
2218 orth Cl-orlts St., feeltinde, fid.
BALTIMORE TRAINING SCHOOL
FOR KINDERGARTNERS
EMMA GRANT SAULSBURY l„. .
AMANDA DOUGLAS SAULS8URY f "mc,pa,s
Normal course, two years,
Post-Graduate course, one year.
Address, 516 Park Ave.
Baltimore, Maryland
EAST ORANGE,
NEW JERSEY
Miss Cora Webb Peet
kindergarten Normal Training School
September 24. 1907 Two Years' Course.
n!5S CORA WEBB PEET
(« Washing!) Str-«t. EAST ORANGE, N. J.'
874
Kindergarten Normal Institutions
1908
1516 Columbia Road N. W., WASHINGTON. D. C.
The citizenship of the future depends on the children of today
SUSAN PLESSNER P0LL0K, Principal. Teachers' Training Course, two years
Summer Training Classes atMt. Chatauq.ua— Mountain Z,ake Park-
Garrett Co., Maryland.
ADELPHI COLLEGE
Lxfayitte Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Address Prof. Anna E. Harvey, Supt
Established 18Q6
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' Academic. Music
E. LYELL EARL, Ph. D., Principal.
HARR1TTEE MILLS, Head of Department of Kindergarten Training.
MARIE RUEP HOFER, Department of Music.
Eleventh Year opens Wednesday, Sept, 18, 1907
Write for circulars. Address,
59 West 96th Street, New York, N. Y.
THE PHILADELPHIA TRAINING SCHOOL
FOR KINDERGARTNERS
R.E.CPCNS OCTOBER. 2. 1906
lunror Mentor and Sper.al Classes
Model Kindergarten
Address MRS M. L. VAN KIRK. Principal
'333 Pine Street • Philadelphia. Pepna.
Sis Training School
for Kindergartners
under the niiwtinn of Miss Caroline M C" Hart
will re-open September 2d. l'Ji'7. at IMS VVulnut Street.
Philadelphia. The wmk will include Junior, senior
Graduate and Normal Trainers' Courses. Mothers-
Classes, and a .Model Kindergarten, lor ]>ailtrul&ra.
address Miss CAROLINE M. ('. IIAKT,
The Pines, Rtitlcilcr. Pa.
PITTSBURG AND ALLEGHENY
KINDERGARTEN COLLEGE
Mist HARRIET NISL, Director
, Sixteenth Year begins October 2, I9GT
For catalogue address,
Mrs. WILLIAM McCRACKSN, Secretory
3489 Fifth Avenue, PITTSBURGH, PAr
WASHINGTON. D. C.
The Columbia Kindergarten
Training School
*tJ-S California Avenue, corner Connecticut Avenue
CERTIFICATE, DIPLOMA AND
NORMAL COURSE
Principals f |ARA Katharine Lh-i-ikcott
' ISusan Chadick Barfs
SUMMER SCHOOL
OF THE SOUTH
UNIVERSITY OF TENNESSEE
KNOXVILLE
Seventh Session; Six weeks
June 23-July 31, 1908
Best summer school for teachers.
Reorganized and enlarged to
the increasing demands of pro-
gressive teachers.
Consecutive courses of two,
three, and four years, with direc-
tions and outlines for home study
for those who desire it.
Courses in Kindergarten, Pri-
mary Methods, Music, Drawing,
Manual Training, Nature Study
and Biology, including Human
Physiology and Hygiene, Agricul-
ture, Horticulture, Forestry, School
Gardening, Geography, Geology,
Physics, Chemistry, Mathematics,
English, Literature, the Bible,
Latin, Greek, German, French,
Spanish, History, Economics, So-
ciology, Psychology, Education.
From 60 to 75 public lectures,
readings and music recitals of the
highest type.
No charge except registration
fee of $10.
Official announcement ready
about the first of March. Address
P. P. CLAXTON,
Superintendent.
Kindergarten Training School
Resident home for a limited number of students.
Chicago Free Kindergarten Association
H.N. HiBinbotham. Pre. . Mrs. P. D. Armour, V-Pres.
SARAH E. HANSON,, Principal
Credit at the
Northwestern and Chicago Universities
For_p«rticul.rs address Eva B. Whitmore, Supt
6 E. Madison St., cor. nicb. ave,, Chicago
The Richmond Training School
for Kindergartners
Richmond, Va.,
Alice N. Baker, Principal
Two years' course and Post
Graduate course.
For further information apply
to 14 W. Main street.
PESTAL0ZZ1-FR0EBEL
Kindergarten Training School
at CHICAGO COHnONS, 180 Grand Ave.'
firs Bertha Hofer Hegner, Superintendent.!
diss Amelia Hofer, Principal,
TWELFTH YEAR.
•r Regular course two years. Advanced
courses for Graduate Students. A course
in Home flaking. Includes opportunity to
become familiar with the Social Settlement
movement. Fine equipment. For circulars
and information write to 1
MRS BERTHA HOFER-HEGNER
180 GRAND AVE., CHICAGO
CHICAGO FROEBEL ASSOCIATION
Training Class for Kindergartners
Established 1876
Two Years' Course. Special Courses under Pro-
fessors of University of Chicago receive University
credits. For circulars apply to
firs. ALICE H. PUTNAH or 1 /»//««./»
nis. n. l. siieLDON / />--,«,,,«<,
1008 Fine Arts Building , Chicago, III.
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course— Two Years.
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONISE
Mr«. MARY B. PAGE
Mrs. ETHEL ROE L1NDGREN
Miss FRANCES B, NEWTON
Send for Circular*
The Teachers' College
Of Indianapolis
For the Training of Kindergart-
ners and Primary Teachers
Regular Course two years. Preparatory
Course, one year. Post Graduate Course for
Normal Teachers, one year. Primary training
e part of the regular work.
Classes formed in September and February.
90 Free Scholarships granted
Each year. Special Primary CIss£ in nay and
June. Send for Catalogue.
Mrs. Eliza A. 3!aker, Pres.
The William N. Jackson Memorial Institute,
23d end Alabama Streets.
OHIO, Toledo, 2313 Ashland Ave.'
THE MISSES LAW'S
Ftoebel Kindergarten Medical Supervision.
TRAINING SCHOOL Ztr*on^ al""t]?'1;
Thirty ■ five practice
(choots. Certificate and Diploma Courses.
9 MARY E. LAW. M.D., Principal.
Kindergarten Training
Exceptional advantages- daily practice-
Lectures from Professors of Obcrlin College
and privilege of elective courses in tbe
College at special rates— Charges Moderate —
Graduates readily find positions. 15th year
begins September 23d' 1907. For Catalog-
ue adress Secretary
OBERLIN KINDBRGARDEN ASSOCIATION,
Drawer K, Oberlin, Ohio,
THE UNIVERSITY OF CHICAGO
SCHOOL OF EDUCATION
KINDERGARTEN TRAINING
Two Years Course leading to Certificate.
Four Years Course leading to Bachelor's
Degree.
Special Courses for Graduate Kindergar-
tens.
BERTHA PAYNE, Head of Department
For circulars of Information, address
Nathaniel Butler, Dean.
TRAININO SCHOOL?}
-___ __ OF THE
Louisville Free Kindergarten
. Association
Fceatty: 1» g Xoaltvlllt, gy.
Miss Mary Hill. Supervisor * •* •
Mrs. Robert D Allen. Senior Critic and
Training 'feather.
Miss Alexina G Boo'h, History and Phil-
osophy of Education, j
Miss Jane Akin, Primary Sunday Scliool
Methods. '
Miss Allene Seaton, Manual Work r"
Miss Frances Ingram. Nature Study
Miss Anna Moore, Primary Methods.
Miss Margaret Byers. Art work
<ew Classes will be organized September 3. 1007
Try the American Kindergarten
Supply House, Manistee, Mich.
Price List free.
Cleveland Kindergarten Training School
IN AFFILIATION WITH THE
CHICAGO KINDERGARTEN COLLEGE
Corner of Cedar and Watklos Aves., CLEVELAND. 0.
Founded in 1804.
Course of study. und«r direction of Elizabeth Harrison, covers
two yean in Cleveland, loading to senior and normal courses in the
Chicago Kindergarten College
K. Mi
Atlanta Kindergarten Normal
School
Two Years' Course of Study
Chartered 1897.
For particulars address
Willette A. Allen, Principal
6J9 Peachlree Street, . Atlanta, Gl.
OHIO COLUMBUS
Kindergarten Normal Training School
EIGHTEENTH YEAR BEGINS SEPTEHBER 25. 1907
Froebelian Philosophy. Gifts. Occupation. Stories. Games, Music and Drau
Psychology and Nature Work taught at Ohio State University --two years' coi
For information, address Ei izabetm N Samt
I7lb aim Bros*
Streets
Normal Training School
of the KATE BALDWIN FREE
KINDERGARTEN ASSOCIATION
Established 1899
HORTENSE M. ORCUTT, Principal of The
Training School and Supervisor of Kinder-
gartens. Application for entrance to the
Training Schools should be made to Mrs. n .
R. Sasnett. Corresponding Secretary, 117
Bolton Street, EAST SAVANNAH, QA.
THE RICHMOND TRAINING SCHOOL
FOR KiNBEROAHTNEBS
Will Open OCT. 1st at 14 WBST MAIN STREET
DRAWING. SINGING.
PHYSICAL CULTURE
ALICE N. PARKER • • • Principal
Two years course in Froebel's theory
and practice. Also a third year course for
graduates.
Special Lectures
Grand Rapids
Kindergarten Training School
Winter and Summer Terms
September i7, 190?; to June 9, 19'Qtf
July 2 to August 24; 1908
Certificate. Diploma and Normal Courses
CLARA WHEELER, Principai
NELLIE AUSTIN, Secretary
Auditorium Building 23 rountftlrt St.
GRAND RAPIDS, MICH.
mi i , saaaa—
All kinds of Construction Material at
lowest Prices kept in stock by Th
American Kindergarten Supply Hen
Words by Mart A. PROUDrooT.
Moderate
£#
4==*:
SPINNING SONG.
£=*£
njaBESH
Melody by F
3=£
* * J, '
ic James Long.
Si
St
-s —
-3-
3
1 f
Oh, whirr -it - rr, whirr- rr - rr, 'round goes the wheel,
Oh, whirr -rr - rr, whirr- rr - rr, 'round goes the wheel,
My grand -ma is
And off comes the
*E=5i=
Mz
-*?1
-q— s-
»
3=^
f
m
u
-4-S
spin - ning the wool on her
thread from the lit - tie
reel,
reel,
As gen - tly she draws out the
While grand-moth - er twists it to
^$i
h-T*"\ 1*1 pgd=S
mm
m
'-1&&-
s=f
3
I
*
£
fast grow - ing thread, And keeps the wheel turn-ing by man - y a tread,
long, slen - der strands, Then knits us thick mit-tens to warm our cold hands.
•k — J 17& a
' 30 '3 *
m
6zd fed
V?
f
e
±=z±
4 *
■*• fcp- IrS-
I
Z5I)£ IKinfcergarUn-^primar? Mfcagasine
VOL. XXI— SEPTEMBER-OCTOBER 1908— NO. 1,
TO THE SUBSCRIBERS AND FRIENDS OF THE
KINDERGARTEN PRIMARY MAGAZINE-
GREETING.
The Kindergarten Primary Magazine Co. has
been reorganized, and will hereafter have its main
business office in Manistee, Mich., with editorial
and branch offices in New York. The business de-
partment will be in the hands of Mr. J. H. Shults,
and the editorial under Dr. E. Lyell Earle, with
Miss Bertha Johnston, Dr. Jennie B. Merrill and
Prof. Harriette M. Mills as special contributors.
All subscriptions, advertising terms, back pay-
ments and everything pertaining to the business
department of the Magazine should be sent directly
to the Kindergarten Magazine Co., Manistee,
Mich., and all checks, money orders, etc. should be
made payable in the same way.
Many reasons contributed to the effecting of
this change. First of all there is one Kindergar-
ten Magazine already appearing in the East, and
the West seems to be the natural headquarters
of this publication. , .
Secondly: The Kindergarten Magazine pub-
lished apart from a business house must always
be a losing venture, inasmuch as the number of
kindergarten teachers is relatively small, their
salaries not at all proportioned to the excellence
of the work they do, or to the quality of the prep-
aration they receive.
Thirdly: Advertisers, who are the real support
of every paying magazine, are inclined to shun
publications appealing to a relatively small class
such as kindergarten teachers, and consequently
the publishers of the magazine are compelled to
make a pure contribution to the cause of Kinder-
garten Education.
The history of kindergarten publications in
America and elsewhere has been a record of sacri-
fice and devotion on the part of a few noble women
and occasionally a man, a history that might well
appear in pamphlet form and enlighten the Kin-
dergarten World.
We all know what such women as the Misses
Amalie and Marie Ruef Hofer, Miss Vanderwalker,
Miss Bertha Johnston and others have done to
support the cause, not only with time, brains, and
exhausting energy, but also with actual money
spent, a return for which can never be made. The
present publishers of the Kindergarten Primary
Magazine are glad to make this public announce-
ment, because they have investigated the business
methods of the magazine to the present time, and
know as no one else can know the sacrifice made
by these noble women.
To that long list we should add contributors to
the magazine whose name is almost legion, who
have given their articles largely free and have
done their best to sustain the standard of Kinder-
garten Education.
The history of the magazine under Dr. Earle
during the two years has been the same as that
of the past fifteen years. It has been carried in
New York City with a large annual outlay, for
which there can never be any monetary returns.
The sole reason for this contribution on the part
of the publishers was the effort to keep the
magazine alive, to bring it out in accordance with
its high standards when it threatened not to
appear at all or to pass into doubtful hands.
The future of the magazine, however, is
absolutely secured. Mr. Shults is an established
business man; Dr. Earle a successful editor. The
problem of printing and publishing has been
solved. The present reorganized company can
promise that the high standard of excellence sus-
tained in the past will not be lowered, and that
the magazine shall appear promptly before the
first of each month, and be in the hands of every
kindergartner desiring its help.
The magazine still has a mission, namely to
assist in bringing the blessing of kindergarten
training to all the children of America. The work
must be a labor of love and interest in the cause.
The publishers' hands must be sustained first, by
increasing the number of subscriptions, secondly
by recommending the magazine as a strong adver-
tising medium, and thirdly, by sympathy and
good will, as well as by the contribution of help-
ful articles, and suggestions that every live kin-
dergartner is able to produce.
More rural one-room teachers, more principals,
more superintendents, more fathers and mothers
must be brought into sympathy and co-operation
with the cause. In order to accomplish this pur-
pose the magazine must have a far wider circula-
tion than any kindergarten periodical in America
has ever had, especially among primary teachers.
To this end we are willing to do our share, and
every subscriber who will send us one dollar within
the next month can renew her own subscription
and can have the privilege of sending one copy
six months entirely free to any person whose name
is not already on our list.
Now let us have a prompt, quick response from
every kindergarten subscriber. Send us $1.00 by
first mail after reading this, and if you do not
recall now any person to whom you would like to
have the magazine sent, we will credit you for
one and one-half years and you can send the name
in later.
The motto of the magazine is "Onward and
Upward." We earnestly ask every subscriber to
interest two or three others in the magazine, and
she will have a material part in contributing to
this onward and upward progress.
The September and October numbers are issued as one,
but the magazine will hereafter appear each school month.
A Practical Suggestion to Kindergartners
From a Supervisor of Drawing — being an Extract
From a Summer Letter to Dr. Merrill.
*I did so enjoy what Miss A. said about
kindergarten work.
I believe the time is surely coming when
so much paper work must go. If I had
those little children I would have them use
clay and make toy dishes, dolls and animals.
That is what they like best and what they
would prefer to keep. As for the rarest
vase in the world they would cheerfully
trade it off for a lead tea-pot.
Now if they make toy dolls of clay, when
they come to draw they will not be so deter-
mined to put the arms on the neck, nor six
fingers on each hand, nor make the feet of
animals look like rosettes, because they
cannot fashion such details from clay.
Children soon tire even of toys, but I
believe they cling most fondly to dishes and
dolls. Mechanical contrivances are only a
passing joy.
*What Miss A. said: "I intend to experiment
upon some simple durable materials next year."
\ Kindergartners Interested in these suggestions are
urged to experiment and report results to the magazine.
/
KINDERGARTEN-PRIMARY MAGAZINE.
THE KINDERGARTEN PROGRAM
By HARRIETTE MELISSA MILLS.
Method — Theoretical and Practical Con-
sideration.
The principle of unity which determines
the general attitude toward the pupil,
toward the aim of education, the selection
of subject matter and educative materials,
determines, also, method in education.
Difficult and obscure as are the problems of
method, we are constrained to render an
account of them in the administration of
the daily program of the kindergarten ; and
especially are we concerned with method
as regulative of the lesson exercises with
groups of children of various ages.
Whether we look at method from the
viewpoint of the teacher or from that of the
child, we are concerned with plans of action
for the control of experience, but it is the
activity of the child or pupil that constitutes
the fundamental factor in the concept of
method as applied to educative processes.
The endowment of power or capacity to
act, is the pivotal element in human de-
velopment. That this power is psychical
we believe ; yet we cannot image the begin-
ning of psychic manifestations any more
than we can image the beginnings of physi-
cal and intellectual activities. We only
know activity as begun; and further, we
know that through continuous and progres-
sive manifestations of activity under vary-
ing forms, there is revealed an individual
whose uniqueness vindicates the right to be
called a person. Activity reveals that in-
definable characteristic which no other in-
dividual possesses or ever can possess, and
whichbeludes description and baffles inter-
pretation. But we cannot conceive the ele-
ment which reveals a self as sheer activity.
Activity apart from a medium, or the ele-
ment in which to act, is unthinkable ; and
in seeking the coefficient of the power to
act, we predicate environment with its con-
stitutive, many sided forms of experience.
But what do we know of the genesis of
experience? And have we any way of de-
termining how the child's vague continnum
of impressions becomes differentiated from
the total environment into an actual exper-
ience? Here, again, we meet an, as yet,
insurmountable obstacle, since we do not
understand in any adequate manner the
nature of experience, neither can we
imagine the beginning of the experience
process. We can only affirm, that at the
kindergarten stage of development the
worms of experience are fructifying child
life and spirit, wakening "slumbering qual-
ities and capacities (germs heart centres,
and starting points.) in the child, as the
sun's light, the earth's warmth, the
materials of life and nourishment in the air
and water act in spring on the seeds, germs,
and sprouts of the plants;" and that all the
processes of activity which ultimately bring
these worms of experience under reproduc-
tive and productive control, have begun
their functioning. But the method of their
functioning in the initial stages is hidden
within the mystery of the undifferentiated
self.
Yet the problem of method is none other
than this — by what means does a child get
control of a world other than himself, and
in getting control of this "other," gets con-
trol of himself? We answer at once; it is
by activity that these ends are accom-
plished. But activity may be mere mechani-
cal activity which is continuous; e. q., the
governor of an engine is active, and its
activity is continuous. Clearly, this is a
form of activity due to external and me-
chanical causes ; while we are concerned
with the category of self activity, stimu-
lated, indeed, from without, but, to use
Froebel's own words, "actually and finally
determined by the innermost working of
the soul." It is that form of activity whose
strivings are characterized by continuity
and progression. Self-activity has just this
dynamic element — the power of going on ;
but its power is cumulative in both subjec-
tive and objective relationships. By it the
individual secures progressive development
and control of a world other than himself.*
Admitting the dynamic character of this
force which yields progressive development
of child life and objective experience, it is
pertinent here to ask the following ques-
tions : Are there distinct stages to be noted
in this movement? Or, stated in another
form, What are the modes of self activity
by which the purposes of progression and
*This idea of the vital element in education is
by no means a product of recent educational
thought, even though recent years have given the
idea increasing practical application. Charles
Hoole, a school master of the seventeenth century,
translated the "Orbis Pictus" of Comenius; and in
its preface, dated 1659, he advised teachers to
consider this child-contributed factor in education,
"it being the very basis of our profession to search
into the way of children's taking hold by little and
little of what we teach them."
KINDERGARTEN-PRIMARY MAGAZINE.
control are achieved? Do these modes of
activity fall into anything resembling an
ordered series? What are the more impor-
tant measures leading to a many-sided con-
trol of experience? No final answers to
these questions are possible; but the
exigencies of daily practice require at least
tentative answers as a working basis ;
hence, we must give some account of our
attitude towards these primary issues in
practice. In attempting to meet these
issues, many of the stages can be only
noted; and no claim is made that any single
one has, as yet, been worked over into com-
plete harmony with every other issue.
We believe that the modes of self-activity
form a progressive and ascending series,
moving toward the end of many sided con-
trol of self and experience. But the process
cannot be adequately imaged under the
figure of a system of locks in a canal by
means of which one level, rising to re-
pletion, flows into the next higher level.
The processes of the soul's development do
not admit of close material analogic how-
ever helpful they may be when used only
as such. The processes by which the life
of control develops must be conceived in
terms of inter-action and inter-relation —
each mode of activity from its initial move-
ment continuing and reinforcing all its cor-
relative activities.
All that has been said in earlier discus-
sions concerning the three common prob-
lems in education, must now draw to a
focus in our endeavor to understand the
fourth and last of these problems with
which this series deals — method in educa-
tion. From the beginning, the law of or-
ganic unity has been held as the principle
of life and of education, and the ideal goal
none other than an all-sided freedom for
the individual and the race. Now between
the law of unity and the ideal goal of free-
dom, stands method, or the plans of action
by which the law is demonstrated and the
goal approximately won. It must be seen
at once that Ave are not here dealing with
the categories of mechanical activities, but
with the categories of living activities — the
plans of action of a living soul. Freedom
is not predicated of mechanical facts; it be-
longs to life, and hence cannot be won in
slavery. Freedom can be attained only by
a free soul in an environment conditioned
by freedom; and method is nothing less
than the life process seeking its own fulfill-
ment through its own activity.
Here we must grapple with the problem
of method at close range. Leaving aside all
problems of heredity, let us take our stand
with the child before the implicit unity of
its life has been subjected to the conditions
and coersions of its environment, and see
what constitutes its life. Clearly it is con-
stituted by action. Describing the initial
stages of action, we say that it is unregu-
lated and aimless, a persistent doing. In-
terpreting the activity, we find in persist-
ence of this capacity, or power to do in the
child, the germ of the will to do of adult
life. Here, there is will potential, which,
under processes of growth and development
become will actual — the variable factor in
the evolution of the will being difference in
activity. But the life of action includes not
only the capacity, or power to do, which is
will; it includes, also the capacity, or power
to. know, which is intellect. From one
approach, the child's activity is the prime
factor in the gradual emergence of will, and
from another approach, activity is the prime
factor in the development of the intellect.
These — the will to do and the capacity to
know — are, in a sense, terminal aspects of
the soul's activity, which, through inter-
action, inaugurate and extend the life of
control of self and experience.
It is not the purpose of this article to
develop to any extent the method, or plans
of action, by which intellectual control of
experience is accomplished. It must suffice
to indicate briefly that the principle of or-
ganic unity is regulative of the processes of
intellectual development. From this point
of view, no single aspect or stage of the
process by which either the will or the intel-
lect developes is self-interpretive. For
example, sensation as a factor in intellectual
development can give no account of itself
as a thing in itself. Sensation becomes in-
telligible only when seen in its organic re-
lationship to the total intellectual realm;
and since intellectual life, prior to sensation,
is unknowable, sensation and its content
must be viewed as a sign pointing to a high-
er form of the self's activity — the plane of
perceptual consciousness. Yet here is not
a final resting place. Perceptual conscious-
ness with all its immediateness and practi-
cal application, is marked by an increase of
dynamic power. The power of attention,
which, on the plane of sensation is exceed-
ingly intermittent and undefined, becomes
the essential characteristic of perceptual
consciousness; and, since the control of ex-
KINDERGARTEN-PRIMARY MAGAZINE.
perience sought by consciousness on the
plane of perception is mainly the control of
external conditions, it has, as its coefficient,
an increase of bodily movement. And yet,
with all its immediateness, the plane of per-
ceptual consciousness is charged with the
element of "mental prospectiveness," or to
use another term, with "feelings of mean-
ing" that are promonitory of the plane of
conceptual consciousness where mental life,
while retaining all the immediacy and prac-
ticalness of its correlative activity, percep-
tion, passes beyond the mere externals of
experience, and penetrates to the internal
meaning of experience. Conceptual activ-
ity as a method of control of experience has
the capacity to transcend the limitations of
time and space, and to move out into the
world of general and universal truth, into
freedom of thought, and, by the correspond-
ing development of will, into freedom of
action.
However, it is the method of self activity
as will that enlists our interest. Let us now
return to the little child with his manifesta-
tions of persistent physical activity. No
one who has watched an infant can deny
that physical development is one result of
the eager restless activities of the child.
Doing and the consequent feeling of doing
which prompts to the repetition of the
activity, are factors in the method of con-
trol of self and experience. The inarticu-
late sound which the child makes penetrates
the awakening consciousness, and there fol-
lows repetition of the sound — a kind of self-
imitation. Again, the satisfaction with
which the infant continues the sound, or
repeats a movement, clearly reveals play as
fundamentally an attitude of the self toward
its own self initiated activities. This spon-
taneous, aimless activity, and the capacity
for self imitation, albeit unconscious, gives
us the first step in the method of self-activ-
ity, which is will. It will require no forcing
of the imagination to see that the aimless
activity which has an essential office in the
evolution of the power of will to do, tends
to persist, and is turned to account in the
service of more extended control of self.
Every observant kindergartner knows
that the activities of the child of kinder-
garten age are mainly of this aimless type
wherein doing and the repetition of doing
proceed for the mere joy in activity, rather
than for the attainment of a conscious pur-
pose. Yet an adequate evaluation of this
form of activity is necessary to the under-
standing of child life. This activity and its
accompaning repetitions, which, for want
of a better word, may be designated self-
imitation, is a method of achieving freedom
on its lowest plane — the freedom and con-
trol of the physical self. It is comparatively
easy to note that through persistent activ-
ity, the physical powers of the child develop
a^nd pass under relative control; but the
development of the powers of will and intel-
lect are by no means so rapidly or clearly
seen. That a liberating function is at work
here is revealed; but so obscure is our
knowledge of beginnings, it is necessary to
proceed with great care. The great merit
of the Froebel system consists in "regulat-
ing the natural spontaneous activity of the
child according to its own inherent law, in
order that the purpose of its nature may be
fulfilled." To permit the functioning of this
first form of activity too long or too exclu-
sively, is to arrest the child upon this plane
of doing. And again, to force the child in-
to purposeful activities beyond his devel-
oped power to do, is to inflict equal injury
to the life process.
From the development of aimless activity
and its repetitions, or the "unconscious
imitation of one's self by one's self" there
emerges imitation proper — the capacity and
power to do as an "other" doer. The dawn-
ing of this power marks an epoch in the
child's life. A second method of control of
self and experience has emerged. The con-
sciousness of the child is focussed upon the
activities of others. The earlier method of
aimless activity gives place to activities that
are under the propulsion of purpose, albeit
vague and undefined, while the power of
repetition carried to a higher level becomes
the means of perfecting within the child the
activities of his fellows.
The significance of imitation in life and
its function in education is but partially
understood. Yet with better knowledge,
an existing prejudice is passing from edu-
cational thought. Froebel in the "Mother
Play" saw in the child's capacity to imitate
a method by which the child could be led
into the life of control of self and experi-
ence-. He made this the corner-stone of his
system of child development ; and the move-
ment of educational thought since his time
has come to place a truer evaluation upon
this "despised form of action.*"
*For those who still retain a feeling of uncer-
tainty regarding the function of imitation in edu-
cation, the chapter on The Psychology of Infancy
KINDERGARTEN-PRIMARY MAGAZINE.
The method of imitation is inseparably-
bound up with the development of a social
consciousness. Dr. Harris indicates that
through the various modes of imitation the
individual repeats within himself the doing,
feeling., and thinking, of others, and thus en-
riches and defines his own life, by the lives
and experiences of others. We may in this
connection study the law of opposites, since
the social consciousness waits upon the
recognition of this other before any real
consciousness of self can be realized. The
other with its various activities of body —
gesture, language, etc. — is set over against
the self, and imitation becomes the mediat-
ing agency between the self and its other.
Admitting that the other which is
imitated is in a measure formative and
definitive of the self that imitates, the
models that are imitated become matters of
first importance. In free kindergarten days
the child has responded to various models
through imitation; but difficulties have be-
set the way, since the other that he imitates
cannot be adequately reproduced because
of the child's physical and intellectual
limitations. Further, the activities imitated
are mainly adult models. It has become
habitual to say that the plays of childhood
which reproduce adult activities, are pre-
monitory of the serious duties and pursuits
of later life; e. q., the doll play of childhood
is interpreted as premonitory of the cares
which maternity entails; yet who knows
this to be true? May it not be safer to con-
jecture that the doll play arises out of a
dim remembering, or recall, of ones self as
recipient of such care? Be this as it may,
if the given world of infancy and childhood
by any reach of the imagination, could be
conditioned by child companionships, and
its impressions only such as childish pur-
suits suggest, would these so called pre-
monitory activities appear? Surely not;
a/nd herein lies the fallacy of the over-
wrought symbolic interpretation of childish
activities, which is due mainly to a similar
interpretation of Froebel's "Mother Play."
This we know, that in the period of early
childhood, when the other is all abounding
and the processes of physical control are be-
ing established through persistent play
activities, imitation proper enters and faci-
litates the life of control, imitating good and
in Psychologic Foundations of Education by Dr.
William T. Harris will be reassuring; and a care-
ful study of the bibliograph which he suggests may
prove convincing.
ill alike, since discrimination and evaluation
are not attributes of mimetic power.
One point further should be noted. What
this concentration upon the other, the "not
self," means, psychology attempts to ex-
plain. But as yet we do not know how the
self as a person emerges out of this mimetic
life. Certain it is, that very early we may
detect a unique character of response — one
individual's mode of imitation being unlike
that of any other; and it is this factor that
reveals a second and very important func-
tion of imitation; for not only is imitation
a method of conservation and control of
experience, it is also the instrument of pro-
gress. It may, under some circumstances,
degenerate into mere copying; but in the
young child, it is living, spontaneous self
activity. With the development of power
to do as others do, consciousness takes up
the directive, and the child, setting itself
over against the other, seeks to bridge the
gap, or to mediate the difference, by imita-
tion. This result achieved, the newfound
power becomes the object of repetition and
experimentation, revealing that propensity
to variation which is the primary factor in
individual and racial progress.
Imitation from one aspect makes for ad-
justment of the individual to his environ-
ment; while from another aspect it makes
for adaptive processes by which the indi-
vidual may transcend the limitations of en-
vironment. The unity of experience which
is fostered by imitation under the dual
aspects of adjustment and adaptation,
makes for a higher and more comprehensive
physical, intellectual, and volitional free-
dom. Recognizing imitation, then, as a
form of self-activity, and knowing it to be
the young child's method of control of ex-
perience, the teacher selects and arranges
in the program themes or experiences that
belong to the "center rather than the cir-
cumference of life," as models for imitation;
and further, the teacher revises ways and
means of facilitating the life of control
through the use of expressive materials, and
provides for the ideal enrichment of ex-
perience by the presentation of models in
music, art, and literature.
Here again, the teacher, must guard
against arrested development, which will
follow when either phase of imitation is
over emphasized. When stress is laid upon
adjustment processes, there is danger that
activities will be dominated by a collectiv-
istic ideal, the individual being submerged,
/
KINDERGARTEN-PRIMARY MAGAZINE.
and the group reduced to one dead level of
mimetic perfection. On the other hand,
when too great stress is laid upon adaptive
activities the individualistic ideal becomes
dominant, and as a result, the kindergarten
is lacking in social and cooperative spirit.
The possibilities of normal development
here lie in demonstrating the law of balance
between these two aspects of the method
of imitation.
Recalling that no single stage of any in-
wardly initiated process is self-explanatory,
but is rather a sign pointing toward a high-
er form of the self's activity, we must seek
within the mimetic process for the sign
which points to a higher control of self and
experience. This is found in the growing
alertness and increasing sensitiveness to
stimul — a condition wherein the minimum
of external stimulation is met by the maxi-
mum of internal response. There can be
no question but that this inner sensitiveness
is due to a quickening mental imagery
which makes for vividness in picturing a
given situation, and an accompanying alert-
ness in filling in the detail of the experience
to be controlled when once its salient points
have been presented. Thus, the pupil passes
through the various modes of imitation into
a state wherein the quickening capacity of
response to suggestion takes up the burden
of control of experience.
On this plane the acquisitive and repro-
ductive powers and the adaptive and experi-
mental measures of control of experience
function at the maximum rate. The
presence of growing power in the child to
image a situation and give to it many-sided
expression, furnishes opportunities for the
training necessary to child development.
The increase. of intellectual power to grasp
a given situation; an increase of volitional
power as directive of increasing physical
powers, these are factors in the control of
experience by the method of the individual's
own state of suggestability. These are the
existing conditions that make the period of
childhood preeminently one calling for
training which has as its dominant char-
acteristics, first inspiration, and then guid-
ance. These are the years for gaining a
practical control over self and environment.
(See "Pedagogics of the Kindergarten"
page 28). Thus, out of spontaneous activ-
ity, imitation, and suggestion, arises habitu-
ation— the ordered response of the indi-
vidual to the common situations of daily
life. The ability to meet this condition of
sensitiveness to suggestion of the child,
siezing the moment of inner readiness, be-
longs to the artist teacher; while teaching
by suggestion constitutes an art of teaching.
But practical control of experience, with
all its opportunities and attainments cannot
long satisfy the normal developing child.
Will, grown strong in its response to sug-
gestions that impel to action, has also been
acquiring power to withhold action; and
with the growth of inhibitory power, the
child enters upon the plane wherein conven-
tional control of experience becomes pos-
sible and absolutely essential to further de-
velopment. It now becomes the function
of self-activity, to withhold action until in-
tellect and will become consciously in-
formed with the purposes and ideas of an-
other. Thus, training gradually gives place
to instruction ; while the conditions which
render instruction normally possible lie in
the increasing capacity of volitional re-
sponse to stimuli.
The capacity of the individual to receive
and act upon direct instruction was met in
the kindergarten in the earlier days by dic-
tation exercises with gifts and occupations.
This procedure has fallen into disuse since
child study and genetic psychology have
revealed that the capacity to act productive-
ly under the consciousness of direction be-
longs to a stage later than the kindergarten.
Much indirect instruction obtains in the
kindergarten, and towards the close of the
kindergarten period a minimum of instruc-
tion may, very properly, be given, thus pre-
paring the pupil for the work of the first
grade wherein the individual comes into
possession of the conventional modes of ex-
pression. Power to use these elements of
expression in conventional form, developes
in turn the power to adapt them in ways
that bear the stamp of originality and
creativity. Here again, mental initiative
moves out upon the plane of free spontane-
ous activity — the freeplay of an informed
intellect responding to consciously con-
ceived purposes which are sustained by a
developed will.
The terminal aspects of the individual's
method of control of experience are, alike,
spontaneous activity; but how different.
In briefest characterization, one is aimless,
unconscious activity v/herein the physical
element predominates; while the other is
purposeful, conscious activity, utilizing
every developed resource of physical, intel-
lectual, and volitional power in response to
KINDERGARTEN-PRIMARY MAGAZINE.
the allurement of an ideal. The movement
that defines method of control of self and
experience has passed from the unconscious,
implicit unity and freedom of infancy to the
relatively conscious and explicit freedom of
mature years. To unduly retard this move-
ment is to arrest development. To unwise-
ly stimulate and accelerate it is to develop
a precocity which often lapses into medio-
crity from sheer prodigality and wasteful-
ness. The movement of the mind of the
learner with its characteristic modes of
activity constitutes method; and a knowl-
edge of the significance of the various levels
of activity is a prerequisit condition of suc-
cess in teaching.
Method, then, is. consonant with the
nature and needs of the child; and the
media in which it functions, is the experi-
ence content of life in general, and the or-
dered experience content of purposeful edu-
cation in particular. Method is an internally
conditioned process. This point of view is
at issue with popular conceptions of method
which claim that method deals with the pre-
sentation of the subject matter of experi-
ence by means of structural agencies.
Method, from the latter point of view, is an
externally conditioned process arising in the
mind of the instructor. The subject matter
constitutes the major factor in instruction,
and the minor factor is contributed by the
mechanically arranged approach which is
called method. But if the foregoing discus-
sions are valid, then method consists in the
inwardly initiated activities of the child
manifest for the control of experience.
Method is not determined by the teacher
nor by the subject matter of education. It
is revealed primarily by the activities of the
learner. The spontaneous activities of
childhood furnish the clues to methods of
control that are natural and unlearned; and
educational procedure, based upon these
native measures of control consists in utiliz-
ing and accentuating these activities, in-
creasing their efficiency by a wise direction.
Waste is eliminated by wise concentration
upon chose phases of activity most available
for control. Here again the differentiating
agency of selection and the integrating
agency of arrangement may be clearly de-
monstrated, and the learner may find in the
carefully selected and arranged experiences
of the school program, the supplementary
and interpretive elements that define the
rudimentary meanings of its own life.
No hard and fast lines of demarkation
exist between the various modes of self
activity as will or self-activity manifest as
intellect; neither does any phase of the
movement complete its function and then
become quiescent. A single day spent in in-
trospection will prove that the control of
daily experience in adult years, takes place
by means of interrelated mental states
which lead to unconscious aimless activity,
mimitic response, response to suggestion,
volitional response, and conscious creative
response to experience.
What, then, is the teacher's problem ? It
is a problem that can be defined only in
terms of self-activity. The primary self-
activity as method is contributed by the
child, and requires training, guidance, in-
spiration and direction. The secondary self-
activity is that of the teacher manifested in
device in meeting the requirements of the
primary self-activity. The child contributes
the subjective factor, and the teacher repre-
sents the objective factor of the educational
process. Both are essential, since mental
initiative can only become realized through
objective expression which must be guided
to successful issues by the teacher's device.
The central difficulty lies in the fact that
device, masquerading under the name of
method, has been made to serve a dual
capacity, thus usurping the place of true
method and resulting in the teacher planned
and teacher executed exercise. Thus, under
cover of clever device, experiences are pre-
sented that the child cannot appreciate, and
materials used that he cannot control.
Method and device are, alike, induced, or
superimposed upon the child. Device, as
the teacher's plan of action, occupies a large
place in educational procedure ; but it can-
not take the place of method which belongs
to the learner and indicates the plane upon
which activity is most vital. Device is nec-
essary and legitimate, but it must be sub-
servient to the larger issues involved in the
development of child life.
In proof that this point of view of method
can be made the working basis for lesson
plans in primary grades, or for the exercise
plans with the educative materials of the
kindergarten, the following suggestions —
the outgrowth of years of experience with
children — with illustrate.
In thinking about an exercise or lesson
plan, two general points should be clearly
defined at the very beginning; first, the
/
KINDERGARTEN-PRIMARY MAGAZINE.
office, or function of the teacher in relation
to the plan; and second, the function of the
exercise plan itself. Of the first, Dr. Charles
McMurray says :.
"The function of the teacher is to provide
suitable material and to render the condi-
tions as favorable as possible to the child's
exercise of his own mental forces. The pur-
pose of the teacher's plan is to engender
self-activity."
In relation to the second.
The lesson plan must be conceived as a
psychological process in which the self-
activity of the child is to be guided in realiz-
ing one aim, namely the organization of ex-
perience for the purpose of many sided con-
trol— expressive control, motor, manual, and
graphic, language control descriptive and
interpretive, and all with reference to social
ends, since all true education must be rela-
tive to the society in which it is given.
Further may be added a third general
consideration regarding method of which
Dr. Arnold Tompkins writes :
"Method is the movement by which the
mind of the learner identifies itself with the
thought and spirit of the world other than
himself and thus participates in the univer-
sal life of the world which is his inherit-
ance."
In particular, it may be noted that the
exercise plan should have five distinct
divisions:
i. The Children.
2. The subject matter or experience to
be emphasized.
3. The aims and purposes to be realized.
4. The material selected for expressive
activity.
5. The method.
1. The Children.
Think of the group of children with refer-
ence to age — capacities, interests. Think
of these elements in their retrospective, im-
mediate, and prospective references. Think
of the exercise in relation to the time of year
and the length of time the children have
been in kindergarten.
2. Subject Matter.
Select subject matter embodying some
fundamental phase of social experience that
is a direct outcome of previous experience,
or can be shown to be closely related to it.
Indicate the important points to be empha-
sized within the given experience. The
character of the subject matter selected
should be such as will progress naturally
into the next related experience.
3. Aims and purposes.
(a) Determine clearly for yourself the
aim or purpose of the general subject
matter.
(b) Determine the purpose of the im-
mediate exercise.
(c) Determine what the children may
reasonably be expected to gain from the
new thought and activity.
4. Media of Expression.
Determine the medium and gift or occu-
pation— by means of which the child may
express his thought relative to a given situ-
ation.
5. Method.
(a) Indicate the native reaction that will
be the reasonable response of the child to
the proposed subject matter; i. e., the child's
psychologic modes of activity; namely, free
play, imitation, suggestion, dictation, crea-
tive activity.
(b) Indicate how the subject matter
shall be approached in order to establish
the interest as mutual; e. g., through con-
versation, picture or object, play, story, or
song.
(c) Indicate the point in the develop-
ment when the child's purpose in the exer-
cise emerges and is clearly stated.
(d) Having established a motive for play
with the material, present the material to
the children.
(e) Indicate the point in the exercise
when the unity of the exercise is established
through interchange of thought or activity.
In the use of such a plan every exercise
by any method save free play of the first
orders should have three movements; first,
motivation, second, unification, both of
which deal with the group in relation to a
common thought and action content; and
third, individuation, wherein the special
needs of each child are met by the intimate
direct approach of the teacher. In every
exercise, provision is thus made for the
functioning of adjustive and adaptive
activities. Every exercise is a step in the
education by unification which requires that
a balance be kept between collectivistic and
individualistic activities. In providing in
the lesson plan for the exercise of these dual
activities, the primary function of school as
an institution organized for the conserva-
tion, preservation, and transmission of ex-
perience believed to be of value to the de-
veloping human being is honored ; and
through the fostering of individual power
to adapt experience to new ends, the essen-
KINDERGARTEN-PRIMARY MAGAZINE.
tial factor in individual and racial progress
is fostered.
This form of an exercise plan is likely to
meet with at least, two objections; the first
relating to the teacher and the second to the
child. Of the first it may be conceived that
such a carefully planned exercise may prove
a hindrance, and the teacher become the
slave of her device. It may produce this
effect, truly; but, on the other hand, the
teacher who thinks through her plan, stat-
ing its aims and purposes, may make it a
means to an ever broadening freedom.
From the point of view of the kindergarten,
the second objection may be urged that it
is not play but work. Here, let us remem-
ber that kindergarten is the first plane of
purposeful education; and that while it
avails itself of all the characteristic modes
of child activity, its sanction for such use
lies in the fact that they are made to func-
tion for the conscious control of self and
the organization of experience. Aimless
play activities constitute a large part of the
business of early childhood; but out of
these emerges the purposeful play of mid-
dle childhood- — the kindergarten stage of
development. And further, the final test
of play lies not in the mere manifestation of
activity, but in the spirit which prompts to
activity. Work may often assume the
character of play and play, in the common
acceptance of the term, may be work — nay
worse, it may be drudgery. Dr. Home
writes : "Doing and achievement smile
alike on work that is as joyous as play, and
play that is as profitable as work."
The purpose of the foregoing studies re-
garding the kindergarten program has now
been fulfilled; namely, a discussion of four
of the common problems which the kinder-
garten shares with education in general.
The kindergarten can lay claim to no other
principles than those which regulate all
educational endeavor. In closing, let us
dwell for a moment on the main sanctions
for the Humanitarian program.
Its volitional sanctions rest upon a belief
in the primacy of the will. The acting, feel-
ing, desiring, striving, and asserting char-
acteristics of child life are the indices of the
presence of rudimentary will. Upon the
development of the primacy of the will in
the individual, depends the maintenance of
a permanent capacity for progress in the
race, since the whole structure of human
achievement and freedom rests upon the
foundation of will. Hence the emphasis
that is placed upon choice, and upon the
situations which furnish the best media for
volitional activities.
Its intellectual sanctions rest upon the
belief that the necessary correlative of the
will to do is the power to know. Just as
will in the individual develops under the
whet and play of other wills so intellect
develops in the same social media. "Social-
ity has been the great agent in the achieve-
ment of man's intellectual preeminence, and
it has operated by widening and diversify-
ing human experience."* Hence the
*(See "Outlines of Cosmic Philosophy" by John
Piske, Chapter 21.)
emphasis that is laid upon the most funda-
mental of human experiences first those of
the home and the activities which make
home life possible — and second, upon
nature as manifestly related to home life.
Its social sanctions with the emphasis
which is laid upon kindliness, courtesy,
cheerfulness, and good will, are part and
parcel of the philosophy concerning the will
and the intellect. The social media is the
culture ground of all human activities and
virtues.
Its ethical and moral sanctions are based
upon the belief in the brotherhood of man.
The human relationships that the program
emphasizes reflect that unity of purpose
with which ethical culture deals ; and since
everything that is done in the kindergarten
is with reference to humanitarian ends, it
follows that the management and discipline
of the kindergarten are based upon the will-
ingness of its members to interrilate their
activities and interests.
Its religious sanction is based upon the
belief that man, himself is not self explana-
tory; that the aim of all willing and know-
ing, and the relationship of man to man is
found in the relationship of man to an ever
living will and intellect — God. It is not
necessary that there be direct religious in-
struction in kindergarten, since it is the in-
forming spirit that imbues the will and in-
tellect of man with transcending power. It
is the indwelling spirit in nature, which,
speaking through nature's wondrous beauty
bids the listening learning spirit "be still
and adore." If the little child is brought
in the right spirit into the presence of God
in the world of humanity and of nature,
those stirrings of the spirit, which in un-
taught, primitive man gave birth to re-
ligious aspiration and expression, will, I
/"*
IO
KINDERGARTEN-PRIMARY MAGAZINE.
believe, waken in the heart of the little
child.
These are the sanctions which underlie
life and education; and they are the sanc-
tions which entitle the kindergarten to
share in the activities by which even a little
child may enter into his birthright of free-
dom.
The End.
THE USE AND ABUSE OF DESIGN.
MAE B. HIGGONS, PH. B.
Kindergarten Public School No. 68, New York City.
In discussing the use and abuse of design
in the kindergarten, it may be well to note
that there are two phases of the subject, so
distinct as to be quite separate.
First, there are those productions called
in the parlance of the kindergarten, beauty-
forms or forms of symmetry. These are
usually made with the blocks, tablets, rings,
and parquetry papers or, less frequently
now-a-days, with the Froebel system of
paper-cutting.
This is what the word design means to
the kindergartener, who confines herself to
the formal work described by Froebel. To
many other kindergartners, however, the
word has a far different meaning. It means
that form of artistic expression which is
known as design by an artist or an art
teacher; it means the arrangement of units
under the laws of repetition, balance and
harmony; it means the production of bor-
ders, ornaments and sketches calculated to
decorate definite objects; it means the ap-
preciation of the beautiful, begun in the
kindergarten and carried on throughout
life. The first use of the term design is
peculiar to the kindergarten, the second is
familiar in all grades of the school and, in-
deed, in life in general. The chief fault
with the formal design of the kindergarten
is that Froebel's tendency toward the over-
emphasis of geometry has been followed,
while his playful spirit has been forgotten
by many.
Froebel gave as one of the uses of the
gifts the production of symmetrical figures
which he called beauty-forms. We find,
however, that in his description these
beauty-forms are translated in terms of
life-forms, for he says of a form, "It appears
to us something, but we do not know what
is formed by it; we call it a picture, and it
will look now like a flower, now like a star."
Also later in describing the different moves
in a sequence, he speaks in terms of life-
activity, saynig, "Come, child ! We will
dance the cubes" and he gives little rhymes
for the child to sing for the dancing. Surely
this playful changing of shapes is very dif-
ferent from the dictation of sequences of
symmetrical forms which one sees in many
modern kindergartens. Contrast the usual
method of presenting forms of symmetry
with what Froebel says of this kind of
work. He says [in the Pedagogies of the
Kindergarten], "How shall these represen-
tations of forms of beauty be carried on
with the children? [Precisely as has been
already explained in the original delineation
of these plays] : in the same way as mothers
play with their children, of their own ac-
cord, and guided by motherly love and
motherly feeling. Mothers observe some
kind of a thing which they believe will
captivate the child's mind, be it only for an
instant, and they try forthwith to retain
it for the child's observation. Some par-
ticular object which has a symmetric form
has been represented by the mother or the
child or by both together. Through its
symmetry it captivates for an instant the
child's attention. * * *
The watchful mother perceives the fasci-
nation and seeks to heighten and retain it
through words spoken or sung. Notice the
life names in the rhymes he gives
"This is a very pretty play
All our blocks in a wreath to lay."
or,
"Now all our blocks to the middle go
And clearly a beautiful star they show."
or again,
"When the stars and circles meet
Then they look like flowers sweet."
It is hard to see how a kindergartner
who tries to follow Froebel to the letter,
can read these words and still continue to
dictate to children a sequence of forms
which have no meaning to the child.
"What is a sequence to the adult mind may
not be to the child's mind because he does
not see the underlying philosophy."
Recently, as a matter of observation and
experiment, I dictated a long series of
forms with the blocks of the Third and
Fourth Gifts combined. The children
obediently made form after form with little
apparent joy. Finally, I worked in a more
divergent form which I thought too scat-
tered to be seen as a whole by the children.
KINDERGARTEN-PRIMARY MAGAZINE.
ii
I was surprised by a spontaneous burst of
admiration with which it was greeted. "Ah,
isn't that pretty?" "It's a star" and "That's
pretty" came in a chorus from the children
who had been almost silent up to that point.
To my mind this was an indication that
each form is a separate thing to the child
to be approved or not on its own individual
merits, not as part of a larger whole. The
use of a sequence may be ligitimate as a
means to an end but it is certainly not an
end in itself. Easy forms must precede the
more difficult ones but each one must have
a meaning of its own. In free play the fol-
lowing day the children did not attempt to
reproduce the different steps in the series.
These called forth no further activity. But
they did try to make the interesting form
which had attracted their attention and
when their imagination and memory failed,
they called upon the teacher to direct them.
The unity of the sequence made no impres-
sion upon them but interest was the unify-
ing agent in the work. The law of contrast
and sequence has led us to forget the rela-
tion between interest and effort and to
force upon the children many forms which
do not interest them.
I do not believe that sequence work can
be made to any extent the outcome of the
child's own thought and I do believe that
Froebel was right when he said, "All that
does not grow out of one's own inner being,
all that is not one's own original feeling or
thought, or at least awakens that, oppresses
and defaces the individuality of man in-
stead of calling it forth." I believe that to
be educative, design must become the
working out of a problem. The child must
see the need for it and must think out the
best way to fill that need. To be sure, an
able teacher can make any work educative
by the way she presents it but by the same
power she can make a thing which is in-
herently interesting that much the more
educative. Why should we confine our-
selves to blocks, tablets, rings and par-
quetry papers, when there are so many
leaves, grasses, shells, nuts, etc., that could
serve the same purpose and that appeal so
strongly to the child-mind? Primary edu-
cation has long since discarded the type
forms of drawing and other work and has
taken nature material instead.
Perhaps by studying primary methods,
kindergarteners might get a better perspec-
tive of the child's life so as to help him to
realize his highest possibilities in each stage
of his development.
We should recognize the fact that this is
a distinct advance and should plan our work
accordingly. The kindergarten would only
be carrying out Froebel's suggestion if it
did so. If the kindergartner should be-
come acquainted with the work of the first
and second grades, she would gain an in-
sight into the line of work which the child
is expected to follow after he leaves the
kindergarten, and, though we would not
teach anything merely because it will be of
use in the future, we may be able to.
Turning now to the other phase of the
topic, What are the reasons for teaching
design in the kindergarten? To answer
this question we must first answer the
larger question, Why do we teach any-
thing? What is the aim of education?
Looking at the many and varied answers to
this question we find that, right living or
adjustment to environment, natural human
and spiritual, is the ideal sought. Froebel
expresses it "to lead and guide man to
clearness concerning himself and in him-
self, to peace with nature and unity with
God." If this is the aim of education it
must also be of every branch of education.
We teach art not because it may train a few
possible artists but because it affords an
experience which will broaden life.
If we look at education from the cultured
standpoint, we find that the study of artistic
expression gives the aesthetic and artistic
development which increases a hundred
fold the richness of life through the power
of the appreciation of the beautiful. If we
look at it from the utilitarian standpoint,
we find that the study of artistic expression
is the means for gaining control of the
mental image and trains the imagination.
Imagination is at the foundation of all
human activity. The power of imagining
things as they are and as they would be in
different combinations lies at the very root
of production and invention. Imagination
makes possible the sympathy which
governs our relation to those around us. I
have heard it said that lack of the picture
making facvdty was responsible for most of
the criminals of the world; that a person
who could imagine beforehand all the
effects of an act would avoid crime. If the
study of art will train the imagination and
help men to live better lives, it is well worth
while.
Desisrn inculcates the line of order which
12
KINDERGARTEN-PRIMARY MAGAZINE.
is the basis of righteousness. Denman
Ross says there is more ethical value in
manual training than in the study of a
dozen sciences.
For the child of kindergarten age the
first of the laws of design is the all impor-
tant one. Balance and harmony are too
subtle to appeal to him but repetition or
rhythm is the response to a nature instinct.
Life itself is essentially rhythmical. Every
bodily and every mental process shows this.
Respiration, heart beat and the process of
waste and repair are the constant accom-
paniment of life and if their rhythm be dis-
turbed, pain is the result. Day and night
with their alternation of activity and rest
have a definite influence on the mind. We
might multiply examples by showing how
the patter of the raindrops, the ceaseless
ebb and flow of the ocean, the growth and
decay of plant life, the change of seasons
and many other processes of nature are a
part of life and have affected man through-
out the ages.
It is perfectly natural that children
should find satisfaction in rhythmical activi-
ties and forms. Design is rhythm applied
to the picturing activity.
Groos in his "Play of Man" states that
the pleasure which is derived from form is
primordial and universal, and he goes on to
trace the development of design in the
earliest forms of art. In so far as the
Recapitulation Theory is applicable, we
may gain some knowledge of the child's in-
structive attitude from the study of primi-
tive life. In the early development of the
arts man decorated his person, his pottery
and his baskets with representations of the
activities of nature. A series of vertical
lines represented the fall of rain, a broken
line stood for lightning. These show simple
repetition though the latter begins to have
in it the elements of contrast and alterna-
tion shown and in the compound curves for
waves, and the alternation of sun and star
indicating day and night. As the race
progressed there came to be a fuller appre-
ciation of design and mere repetition was
supplemented by symmetrical and bi-sym-
metrical forms arranged with reference to
balance and harmony and studied as to pro-
portion, relation to background, and appro-
priateness to limiting space and object
decorated.
In the kindergarten, we naturally begin
with simple repetition and alternations
which the child happens upon in his play, as
when he places first a tall block, then a
short one and repeats the combination. In
drawing, painting, and other occupations,
the repetition of a unit may be the result of
simple efforts of control. We may wish to
give the child an opportunity to experience
the activity of using a brush and he may
just daub, daub, and if by chance on holding
it off, he sees a system of arrangement he
will try to reproduce it or will vary it for
the satisfaction of his instinct.
Simple arrangements in stringing or
pasting have a wonderful charm for the
child. Even grown people find a certain
fascination in stringing beads and similar
activities.
After such work involving only repeti-
tion, more purposeful design may be intro-
duced and the child may compare different
pieces of work and learn that beauty
depends upon spacing, balance, and tone as
well as upon repetition and alternation.
Every design which a child makes should
have some excuse for being, that is, it
should be made to suit some definite pur-
pose. It must not be a border or ornament
such as we use on objects but must actually
decorate the object itself. The crafts are
the basis and initiative for design. Pottery,
basketry, weaving, book-binding and metal
and wood-working supply the productions
which naturally call for decoration and in a
school where these industries are taught all
the design work would originate in this
way. But what about schools where there
are no facilities for teaching these crafts?
Must design then be unpored upon the
children according to the teacher's ideas?
By no means.
Most of the failures in the teaching of
design result from this very fault. The
object to be decorated and the need for the
design do not grow out of the life of the
children and consequently interest is
lacking.
Subject matter and material are in a large
degree the outgrowth of the environment
and should differ in different localities. For
instance, with children whose homes and
school rooms were destitute of curtains, we
would not attempt to make a border for
a curtain. Similarly, we would not lead
children who had never seen a rabbit to use
this form in a decoration. Of course in
both of these cases the teacher may provide
the conditions to make the lesson of vital
interest. If a window or a closet needs a
curtain, nothing could be a better excuse
KINDERGARTEN-PRIMARY MAGAZINE.
13
for a study of design than the making and
decorating of such a curtain, and if a rabbit
came to visit the kindergarten, it would be
very natural to use that unit in design.
Lacking such incentives, however, there
are always available, articles made of clay,
wall-paper, carpets, and curtains for the
doll's house, borders for the black board,
book-covers, blotters, calendar cards, wall
pockets, picture frames, valentines, May-
baskets, and boxes and other construction
work. All of these objects can be made to
suggest decoration which is perfectly legiti-
mate in the kindergarten and primary
grades.
When the object to be decorated has been
chosen, the kind of design to be used be-
comes the problem. Dr. Haney says "A
design which is to be applied, must primari-
ly consider both the purpose of its applica-
tion and the nature of the form it is to
decorate. The first question must always
be: Is the problem a proper one? Should
this form be decorated?; and if it should,
what shall be the nature of the decoration?
These questions should be answered by
the children after a sufficient study of good
examples. Classic decoration as well as
artistic designs found in the environment
should be presented in order to give the
children a wide range of usual material to
influence them in the selection of designs
for their work. This applies in the higher
grades more than in the kindergarten but
may be begun even with the little ones as
soon as any decoration of objects is under-
taken. The children should learn to select
their designs according to beauty and fit-
ness and the teacher should guide them in
learning why one design is better than
another.
Friezes for the room, made by the com-
bined efforts of the class are very good.
For these the units should be objects of
interest, appropriate to the line of the right
for the season or the day. More or less
natural outlines should be used as conven-
tionalizations come at a later period. At
Thanksgiving a frieze may be made by
alternating corn-stalks and pumpkins on a
background of soft brown. At Christmas
the units may be a Christmas tree and a
Santa Claus, cut from crepe paper decora-
tions. In March a windmill and a boat have
been used effectively. At Easter a chicken
and an egg and, later, in the spring, flowers,
animals, birds, or insects may be used.
When the child begins to abstract the
principle of design from the embodiment of
it, he begins to love art for its own sake. I
believe this comes later than the kindergar-
ten period, but we may help the children
form habits of artistic expression as a foun-
dation upon which the grade teachers may
build.
I leave it to you to decide which of the
two phases of design is the more educative
and which you will use but I would remind
each one that we are not true disciples of
Froebel unless we present to the children
that which serves to awaken self-activity
in its broadest sense. Whatever the form
of the work it must be self-expression.
Only thus can we hope to make the children
truly artistic.
Summary.
There are two distinct phases of design:
1. Making symmetrical figures, borders,
etc., with the traditional kindergarten
material.
2. Decorating definite objects with de-
signs studied from the standpoint of art.
The first form of design was described by
Froebel but it seems that his spirit has not
been imitated by those who use forms of
symmetry in uninteresting sequences.
These are not educative when given in the
usual way. Children do not use sequences
as adults do because they can not under-
stand the underlying philosophy.
The second phase of design may be made
the outgrowth of the children's own experi-
ences, and therefore allows great oppor-
tunity for development.
We teach art to broaden the children's
experience and help them to live. Art
trains the imagination. Imagination is the
basis of all human activity.
Design should teach the laws of repeti-
tion, balance and harmony. Repetition is
natural to the youngest children because
rhythm is fundamental to life. Balance and
harmony can be taught in the grades better
than in the kindergarten.
The crafts are the natural basis for de-
sign. Where these are not taught, objects
made by the children should be decorated
or friezes made for the room, curtains, etc.
Whatever the form of the work, it must
be self-expression. It is the process, not
the product that counts.
14
KINDERGARTEN-PRIMARY MAGAZINE.
DAY BY DAY WITH NATURE— FOR
THE KINDERGARTEN AND
PRIMARY GRADES.*
MARY A. PROUDFOOT, A. M.
Subject: The Bee, with Suggested Occupa-
tions.
A walk in the garden.
i. Observe the bee in a garden to deter-
mine her mission.
Trace one if possible, from flower to hive.
This of course could be done easily if a hive
were in the garden. Allow the children to
taste the nectar from the flowers, and
afterwards honey taken from a hive. In
some mysterious way she changes the
nectar into honey.
II. Observations of the bee's return.
Watch the arrival and alighting, and
observe the entrance into the hive. Pro-
cure a frame of honey to be afterwards used
in the kindergarten.
III. Use of honey.
Let the children prepare a table for a
little spread out under the trees in the kin-
dergarten yard, or at the home of one of
the children, decorating the table with the
blossoms the bees have been seen to visit
most. Through the actual use and contact
with the honey, as with all other things of
their environment, children will uncon-
sciously learn the characteristics of things,
their use, and where they come from. If
the children have no access to bee hives
directly, much can be learned by a visit to
field or park.
IV. The work of the bees as seen in the
observation hives. (See the primary plan
immediately following this program).
It may be difficult for kindergarten, or
even primary children, to detect the queen
bee among several thousand in a colony,
but they can watch the bees busy at their
tasks. They can also examine a section
frame and be shown the honey cells and
learn that some are reserved for the breed-
ing of workers and drones, and perhaps
they may be able to discover those larger
cells, constructed for the rearing of the new
queens.
V. Observe and make a model of an old
fashioned circular bee hive, the kind made
of straw and known as a skep. Each child
can easily make one by twisting straw into
a rope, and then coil it into shape, by sew-
ing each round of straw together. Such a
model might be made of raffia.
Uses of wax for various occupations.
a. To wax thread.
The most simple use of wax is for the
waxing of thread. See the shoemaker wax
his thread, and let the children wax strings
for their kindergarten beads. Mother also
uses bees wax to wax her irons, just like
the laundryman.
b. Furniture polish.
A practical furniture polish can be made
by a mixture of turpentine and bees wax
and the children will be glad to polish the
kindergarten chairs and tables.
c. Dip-candles.
It will be interesting to learn how the
grandmothers of olden times made dip
candles. This can be done by dipping
string into hot melted bees wax, exposing
the string to the air after each dip, until the
wax hardens.
d. Molded candles.
The best candles are made however, by
pouring melted wax into little paste-board
molds. The molds can be made of old
postal cards. Cut the card into the size
desired, and make a hollow cylinder leaving
one end open and one closed. Through
the closed end draw a string which will be
drawn through the center for the wick. In
pouring in the wax, the string will have to
be held in place. When the wax is cool,
pull off the paper mold. These candles can
be saved till Christmas time, when they can
be used on the Christmas tree.
e. Wax modeling.
This is an interesting occupation, but as
bees wax is not plentiful, each child can
only be given a small quantity, and should
only be asked to model a very simple object.
f. Waxed floors.
Some children will have seen wax used
to polish floors, or they themselves may use
it to give a finish to any little wooden boxes
made by children in the primary grades.
Stories :
Emilie Poulsson's In the Child's World.
a. The Rhyme of the Idle Boy — Emilie
Poulsson.
b. Solomon and the Bees — J. G. Saxe.
c. Edith and the Bees — Helen Keller.
E. Wiltse's Kindergarten Stories and
Morning Talks.
a. The Bee Pockets.
b. The Queen Bee.
Songs :
W. H. Neidlinger's Small Songs For
Small Singers.
KINDERGARTEN-PRIMARY MAGAZINE.
*5
The Bee.
Jessie Gaynor's Songs of * the Child
World.
The Bumble Bee.
E. Reinecke's Childen's Songs.
To the Bee.
Poems :
Mary Lovejoy's Nature in Verse.
a. The Song of the Bees — Marion Doug-
lass.
b. The Busy Bee — Isaac Watts.
c. To a Honey Bee — Alice Cary.
Frank Dempster Sherman's Little Folks
Lyrics.
Jester Bee.
PLANS FOR PRIMARY GRADES
Subject:. The Bee with Suggested Occu-
pations.
In the kindergarten, the children became
acquainted with the work of the bee and
grew familiar with the products through
their use. The children of the grades can
more completely enter into the life of the
colony, and appreciate the miniature ideal
community, where there exists a common
interest, each bee contributing to the one
store, a harvest to be shared for the good
and prosperity of all. They can trace the
complete cycle of the bee's experience from
the long summer days of industry, to the
winter's period of rest and luxury.
The only method for this study is that of
direct observation. The W. I. Root Co. of
Medina, Ohio, will ship observation hives
filled with Italian bees, for prices ranging
from one to four dollars, according to the
size of the hive. A description of these
hives may be found in the Nature Study Re-
view for May, 1905, page 112. These con-
structions are provided with glass windows
which enable children to watch closely the
movements of the bees. There is also a
wooden case which fits over the hive, for
bees do not like the light, and when not
being observed, should be covered. If this
is not done, they will cover the glass them-
selves, with beeglue. In placing one of
these hives, it should be set in a second
story window on the quiet side of the house.
The entrance should be turned toward the
window, and the latter raised sufficiently to
allow the bees to pass in and out. Boards
can be inserted beneath the sash on either
side, to exclude the bees from the room.
The Use of Tongue and Antenna.
Those members of the colony which will
first interest the little observer will be the
"busy-bees" or the workers and the first
problem will be to find out what enables
them to sip the nectar. Watch and see how
they unfold a long black tongue from under
the head. It will soon be discovered why
this tongue is of such length, for when the
bee seeks honey from flowers like the slen-
der honey suckle, the tongue can probe
down into the narrow blossoms much
deeper than the bee herself can go. Can
the children find out what seems to guide
the long tongue to its treasure? Notice
the trembling feelers or antenna, which
like so many fingers feel the way. The
antenna are also of use to the bee in help-
ing her to recognize other bees, when
they lock antenna; then, perhaps, that is
their way of greeting one another.
The Honey Sack.
After finding the honey the next question
is how the bee carries her store. If it were
possible to see a bee resting upon a window
pane, the light shining through the body
would reveal the sack, but as this occasion
would be rare, the children would probably
have to be told the fact and also that it
takes several trips even to fill one cell.
The Worker Bee as Collector of Pollen.
Watch the bee draw herself over the
flowers, as if she were searching for some-
thing. Whether it be for nectar or not, she
becomes covered with the dust or pollen
from the flowers. If the opportunity
allows, it will be interesting to see the bee
brush off the pollen with the brushes on her
legs. This pollen she rolls together and
puts into a pocket in each hind leg. Why
does the pollen cling to the bee?
This pollen is saved by her and before it
is put into the cells, a bit of honey is
kneaded with it and thus the bee makes bee
bread. Show some of this to the children;
let them taste it. It is bitter and of a brown
color. This is made for the young bees and
is the first food given to them after they are
hatched.
i6
KINDERGARTEN-PRIMARY MAGAZINE.
The Colony.
Observe the bees in the hive ; the plan
and construction of cells, and the uses of
the same for honey, bee bread, and breed-
ing. How do bees make wax? Wax is an
excretion sweated from the pores between
the abdominal segments of the workers.
This they scrape together with their feet
and convert into comb with their jaws.
These segments or rings can be counted by
the children and it would be interesting to
call their attention to the process of cell
making. The bees' honey is sweeter than
the nectar gathered from flowers, but how
it is thus changed is quite a mystery.
The Queen Bee.
Among so many, it is difficult to single
out the queen, so that possibly it will be
best to study a picture of her, comparing
this, with the real workers and drones that
can be seen. She has no honey sack or
brushes to gather together the pollen. She
has brushes, to be sure, but these she uses
to make her toilet. Her wings are small;
her tongue short. The queen uses her
sting as her egg placer and seldom as a
weapon. The workers are her daughters,
the drones, her sons. Her mission is to lay
eggs and it is always the duty of a crowd
of her daughters to caress and care for her,
for she does no other work and is even fed
by them. They make a special sweet jelly
which they feed her.
Bee Eggs and the Work of the Nurse Bee.
When the queen lays an egg in a cell, a
larva or tiny worm-like creature hatches
out in three days. The little larva is very
hungry then, so the nurse bee makes a kind
of bee milk and fills the cell with it. Soon
the larva grows so large it almost fills the
cell, and when this happens, the nurse stops
feeding it, and covers it with a little wax
coverlet. The larva then spins a cocoon for
itself and changes into a pupa, or beedoll,
(really a chrysalis), but it lies still only for
a few days, then awakes, bites a hole in the
coverlet, and steps out a perfect bee. The
nurse bee feeds it bee bread then, but it is
soon strong enough to wait upon itself, and
if the bee is a worker will begin life at once
by doing the duty of a nurse to a hungry
larva.
The Drones.
These are the brother bees. It will not
be so difficult for one of these to be obtained
for study. They can not work, since they
are not prepared with the proper facilities.
The drone has no honey sack, his tongue,
too, is short and he has no pockets for
gathering the pollen, so that he must be
excused for not being as industrious as his
sisters. His real mission need not be re-
ferred to, till a somewhat later period.
What Bee Swarming Means.
In early summer when the coiony be-
comes uncomfortably large and new queens
are most ready to step forth, the old queen
goes forth from the hive followed by many
workers, to seek a new home. She first
lights on a branch and all of her companions
cling to her in quite a crowd. It is then
that they may be shaken into a new hive,
and thus induced to stay. Read John
Burroughs' "An Idyl of the Honey Bee,"
which tells about how to hunt for the
homes of wild honey bees. When children
can not have an observation hive, they may
be able to visit a bee-keeper.
"THE BUSY BEE."
The following is intended to illustrate
how a nature study story may be used to
present a resume of the facts the children
have observed. The story thus serves as an
ideal review ; containing familiar facts, with
just the new element ot story form to make
it sufficiently impressive.
Children, have you ever heard of a bee's
hive in the hollow of an old tree ? The door
of this house is often only as large as a little
mouse hole.
A dark house it would be for you or me
without a single window; but the bees like
it, after being in the sunshine all day, for
each one has more than a thousand eyes,
and can see just as well in 'the dark as in
the light.
A bee hive is neat, too, for the bees have
a place for everything. If we could go into
their house, we should see neat rows of wax
baskets, some filled with the bee bread and
some with honey, while still others are used
for babies' cradles.
Now, how they get these wax baskets is
a secret. All I know is that when they
need new ones, they have a honey party,
eat all the honey they can, and then taking
hold of hands, hang themselves up and go
to sleep. One might think perhaps a
KINDERGARTEN-PRIMARY MAGAZINE.
dream-fairy brought the wax to them, for
when they wake up they 'find wax enough
in their vest-pockets to make all the wax
baskets they need. In bee language, how-
ever, we must not call them baskets, but
cells.
I must not forget to tell you about the
mother bee, for the bee children love her
far better than anyone else. They take
such good care of her that they do not let
her do any work, and even feed her bee-
jelly, which is far sweeter than honey. But
you will not wonder that they love this
queen bee, when I tell you that almost
every day she lays little bee eggs in some
of the cells and these eggs are always
hatching out new sister and brother bees.
The youngest of the workers watch their
turn to be little nurse bees and take care of
the babies. You would, however, never
guess what a baby bee looks like — not like
a little bee, but like a small, white worm
that is not even called a baby bee, but
Larva. Larva is the baby bee, however,
and as soon as it comes out of the egg, the
little nurse bees feed it from their own
mouths with bee milk. Ah, but that milk is
sweet, sweeter than honey, and in no time
the funny little thing grows so fast it be-
comes almost too large for its cell. That
would never do, so the nurses stop feeding
Larva; and knowing that babies always
sleep a great deal, they make a wax cover-
let and cover little Larva up in a wax cell.
If Larva were like our baby, it might feel
lonesome and cry, but instead it pulls a fine
thread out of its mouth and weaves itself
a tiny silken gown, and goes to sleep for
two or three days. During these days, it
grows to look very much like a doll, but
the little nurse does not know anything
about this. What if she could look into
that covered cell? But the doll is a live one
and wakes up after a while, and tired of
lying so still, bites a hole in the coverlet.
Then it steps out of its doll dress, and finds
itself no longer Larva, but a lovely bee in
a velvet gown of black and gold. The
nurses next quickly feed it bee bread, and
it is not long before the young bee is not
only as large as its sisters, but just as
strong.
Oh, how many workers there are in that
hive ! All day the bees fly in and out, busy
as bees ought to be. There goes a big
sister, Miss Bee, with all of her companions.
Miss Bee is not going out in order to gather
nectar this morning, but to go to the
miller's, to Mr. Dandelion's, who keeps
yellow flour.
"Buzz, buzz," says Miss Bee; "please
give me some of your yellow pollen," (for
that is the name of the bee's flour), "I need
it, for I must make bee bread this morning."
"Take it all, all my pollen," said Mr. Dande-
lion, "but where will you carry it?" "Right
here, in my back pockets, I have one on
each side. Look, here and here," said Miss
Bee, and first with one back foot, and then
with the other, she filled her pockets till
they bulged on either side like any boy's.
Now, the secret of Miss Bee's bread making
is that she mixes honey with her pollen.
This makes sweet dough, and it hardens.
Perhaps some of you know what that
brown bread tastes like.
If I were a bee this very day, the most
fun of all to me, would be to go out for
nectar. Just think of dipping deep down
into a morning-glory cup ! Only see Miss
Bee this moment.
"Buzz, buzz, Mrs. Morning Glory," says
she, "will you give me some of your nec-
tar?" "Aye, aye, my pretty maid, "replies
Mrs. Morning Glory, "come into my blue
house and you will find plenty of nectar,
way back on my pantry shelf. But I am
afraid you cannot reach it, Miss Bee."
"Just watch me, Mrs. Morning Glory," and
she begins to unfold a long but dainty
tongue, which she has tucked under her
chin. Longer and longer it grows, until at
last, it reaches the treasure and sucks in a
tiny drop, which goes into the little honey
sack which every worker bee carries in her
little inside, right under her velvet jacket.
A bit of that drop she swallows for her own
dessert, but most of it she puts safely into
her honey-sack, and when she reaches
home, stores it away in one of the wax cells.
Now if I were a bee, I should visit the
flowers all summer long, and sometimes I
should want to fall fast asleep in a beautiful
lily cup, but then, if I did, my mothej could
not call me a worker, and if I were not busy
the other bees would be sure to call me
"drone ! drone ! drone !" A drone you know
is the brother bee who does not work, but
poor thing how can he, for he has neither
honey-sack nor pockets. He could not
gather nectar if he tried. Who then, would
gather nectar if he tried. Who, then, would
toil of the summer could enjoy a long win-
ter's rest in the hive with the good queen
mother?
i8
KINDERGARTEN-PRIMARY MAGAZINE.
SUGGESTIONS FOR THE KINDER-
GARTEN AND PRIMARY
BERTHA JOHNSTON.
Kindergarten has opened once more and
children and teachers are happy to meet
again after the summer's experiences.
Teachers who have had good training will
prefer to be self dependent in planning
their program — but even those who are
most independent are pleased to gather
suggestions from different sources, which
they will use as occasion demands and
judgment dictates.
The Kindergarten Magazine has fre-
quently published a day by day, or a week
by week program, in response to demands
from many quarters. It has done this, often
under silent, and some times under ex-
pressed protest — lest the young kindergart-
ner be tempted to use the outline as an end
rather than as one of many means to a
desired end. In this article we will attempt
no fixed outline, but rather give a few sug-
gestions some of which may be of value to
teachers in any grade, and which the kin-
dergartener may use or discard according
to her own plans and purposes.
There will be a few ideas given in con-
nection with different gifts for use in the
play circle, appros of various "points of
departure." Many kindergartners will
choose the "home" for the "point of de-
parture," that being the center of things
for the very little people. As many sensi-
tive young children find the first few days
very hard — being unused to so large a fam-
ily, so many unfamiliar faces, it would be
well to help them project themselves by
centering attention in the "baby." There
is likely to be a baby in very many homes,
and if not in their own, in that of a neigh-
bor or a relative.
Talk of the family, in the morning circle
— who help make the home, father, mother,
brothers, sisters and baby. Sing the finger
songs — teaching them of course gradually,
and choosing such as meet your own im-
mediate needs, and if the children appear to
suffer from self consciousness, ask them if
they would like to learn a song to sing to
the baby at home, or learn a finger play to
teach to baby.
It is well to have dolls in the kindergar-
ten. Let the children bring their own
dollies. Sing the finger plays point out the
dollies. Sing the finger plays, pointing out
the dollie's fingers. At some mother's meet-
ing tell the mothers how they may make
dolls out of cotton goods, painting in the
features, etc. Miss Harriette M. Mills of
the New York Froebel Normal has each of
her class of students make and clothe a doll,
and it is interesting and instructive to see
what a variety are forthcoming, and how
each one discloses the character of the
young woman who makes it.
In the play with the dolls, one or two
facts may be impressed upon childish minds
which may save much future pain. For in-
stance, it is said that a large proportion of
blindness in adults is preventable being due
to carelessness with the eyesight of chil-
dren. Therefore, in the circle, let a child
carry a doll-baby, or wheel it in the car-
riage. L,et the teacher ask the play-mother
— Is dollie quite comfortable? Are her
pillows fixed right? Are you sure the sun
is not shining in her eyes? Then, in a
natural, nondictative manner, tell the chil-
dren that we must always be careful that
the sunlight does not shine in baby's eyes.
That, just as baby cannot eat the meat we
do, or lift the heavy things that we can lift
so easily, so baby's eyes will be burnt by
the light which our own strong eyes can
endure very well. Then, see that the
dollies eyes are thus protected, and occa-
sionally through the term, when you see
the children playing with the dolls, ask,
half playfully, are you always careful to
keep dollie's eyes from the bright light?
Such little hygiene talks should be given in
no set manner, lest by making the point too
emphatic you tempt the children to experi-
ment with baby's eyes.
On a circle, or in a corner of the room, a
bed or cradle can be made for dollie, with
the chairs — here again see that dollie's eyes
are shielded from the light.
At the table, plays with the gift balls may
be taught the children so that they may
teach them to baby, although few children
will have the balls at home.
The second gift may be used as a cradle
or a doll carriage, with the ball for the
lively baby, the cylinder and cubes, the
stove where you cook baby's food.
The third gift may be transformed in
succession (starting from baby's house) in-
to baby's high chair, baby's crib, and baby's
carriage. Cut paper dolls of brown paper,
and use little china dolls to fine purpose to
these plays, in the child's eyes. Similar
objects may be made of the other gifts.
Different teachers may work out the series,
KINDERGARTEN-PRIMARY MAGAZINE.
19
each in her own way, either dictate or sug-
gest to the children.
In weaving with the older children,
weave coverlet for baby's carriage, or turn
mat up into baby's basket.
In cardboard modeling make simple box
which mounted on cardboard legs will be
crib for baby — older children can cut and
paste a high chair. By experimenting the
inexperienced teacher will find herself de-
veloping in equal ratio with the children.
From her paper-folding series let the
teacher select one associated with baby and
then give practice to the little ones in the
forms which lead up to it. It is instructive
to the teacher to give, perhaps a week in
which, each day, some one material is used,
and observe how the children learn its pos-
sibilities. For example, give a week, one
period each day, to weaving, or to paper
folding, series could include baby's table
cloth, baby's first book, (teach a song to
sing to baby) ; the window from which
baby sees many pretty, moving things ; the
tunnel, or bridge, under which roll a marble
for baby's amusement, baby's chair, etc., in"
the salt cellar series we have baby's cup and
saucer.
Slimmer Experiences.
Some kindergarteners may wish to begin
the year with a rehearsal of the summer
experiences. The children who have been
in the city all summer may be able to tell
of summer school or playground joys, while
out of town children will tell of travel by
carriage or rail or motor-car or hay rides
and picnics, and sails upon the river or sea.
In the city, the small boy who daringly
or sometimes, alas, maliciously runs in
front of motor-car or trolley, is the despair
of the motorman and the conscientious
chauffeur. Perhaps, we may be able in-
directly to help the children to assume a
different attitude to those who drive these
swiftly moving vehicles.
On the circle, the teacher may tell the
story found at close of this article being
careful not to so emphasize the dangers of
confronting the cars, that the venturesome
or contrary-minded child will forthwith go
out and tempt Providence.
After the children have told of travel by
rail or boat they will be glad, as always to
play "train." L,et some children be the
automobile and mark off with chalk the
dangerous grade crossing, station a child as
flagman or sometimes play that there is no
flagman; as the automobile approaches the
crossing have the careful trustworthy own-
er, get out, walk to crossing, look up and
down tracks and then signal that it is safe
to cross, or, perhaps, that a train is coming.
Emphasize the caution and trustworthiness
of the chauffeur.
Instead of a train, vary by having a trol-
ley, with a very careful motorman who feels
responsible for the lives of the people in his
car.
At the table, with beginning children
who are learning the colors, let the red,
green and yellow balls represent the lights
on the train or trolley. Have them choose
and suspend the ones that indicate the back
or front of a car, or that signify different
street car lines.
Out of second gift blocks build a car
barn, and let the boxes be trolley cars, with
the ball for passenger and the cylinder for
steady motorman. Slide the boxes from
child to child along the table having them
stop at times to let passengers on or off, or
to see if crossing is safe.
Either gifts may be used in same way,
and elevated grade crossings may be built
as well as bridges and tunnels and depots.
THE DOCTOR'S MOTOR-CAR
By BERTHA JOHNSTON.
There was once a Doctor who was very
fond of children and so, nearly all of the
sick people he visited were little folks. He
had so many calls to make one summer,
that he decided to buy an automobile. He
found that he could manage with this to
see a great many people in one day. And
the children were always so glad to see him
because he was always so merry and jolly
that it did one good just to look at him or
hear him speak or laugh.
But one week he had so many calls to
make that when Sunday came he thought
he would take his own wife and little baby
out for a rest and ride in the country for
he was really very tired himself. He told
his chauffeur, therefore, that he might have
Sunday for a day of rest and he would drive
the car himself.
Soon they were in the country having
such a good time, looking at the green
fields and the wild flowers and the beautiful
clouds in the blue sky and the river far, far
away in the distance.
Now it happened, that, not long before,
a careless man had been walking along the
road carrying the box in which were the
remains of his lunch, papers and crumbs
20
KINDERGARTEN-PRIMARY MAGAZINE.
and parings of fruit and strings, and he
tossed these across the road into the bushes
but some fell into the road and among these
was the bottle in which he carried his
coffee. This broke as it fell, and the pieces
of glass fell right into the road, directly
into the way of bicyclists and automobiles.
And now comes our Doctor with the
baby and its mother all so happy, never
dreaming of the glass in the road. On, on
they come, when suddenly "look out,
Mister, calls a voice and down from a tree
swings a boy. "There's glass in the road,"
he said, "and if you don't look out that
pretty cooing baby of yours will have a
tumble or perhaps get home late for supper
and bedtime." "Thank you, my boy," said
the Doctor, in his merry way. "You are
a man and a gentleman and I hope some
day you may have a machine of your own,"
and then he left his car and he and the boy
tossed the glass into the grass by the way-
side where no cars or carriages would be
likely to run over it. Then the Doctor
drove on, thankful indeed that he did not
have to spend long hours in mending his
wheels or any broken bones. Soon after,
they turned homeward and the fresh air
had made the baby so drowsy that when
they reached their house she was sound
asleep and they undressed her and put her
to bed without waking her up.
T-he authorities of the school of St. Cyr,
France, propose to publish a historical
account of the school, and have requested
certain information of the War Department
relative to the parties from the United
States who attended the school at different
times from 1863 to 1893, and as the persons
in question were not connected with the
militarv service at the time the Chief of
Staff is endeavoring to locate the indi-
viduals with a view to obtaining the infor-
mation the school authorities desire.
The names sent Gen. Bell so far concern-
ing whom the requested information is de-
sired are Burthe, 1863-4; Jones, 1864-6;
Slidell, — ; Harden Hickey, 1874-6; J. H.
Baron, 1898; Crosbey, 1879-81; Charde,
1891-3-
Information relative to any of these per-
sons or others from this country who at-
tended the school at St. Cyr at any time
should be sent to Major Gen. J. Franklin
Bell, Chief of Staff, in order that their
biographies may be included in the publi-
cation in question. — The New York Times.
MUNICIPAL PLAYGROUNDS IN
MANHATTAN.
CAROL ARONOVICI.
Freedom and opportunity to play is an
inalienable right of childhood. Slowly
society is awakening to its duty to provide
its children with time and facilities for
wholesome play. This problem becomes
more pressing as population increases and
open breathing and play spaces are replaced
by the crowded tenement or skyscraping
office and factory building. In New York
the records of the Juvenile Courts, the roll
of the penal institutions, the records of
hospitals and schools, the daily list of acci-
dents show the fruits of the crowded tene-
ment and the street playground.
The recent organization of the Play-
ground Association of America shows that
public spirited people are awake to the im-
portance of the problem. Chicago, Boston
and Washington are in a fair way toward
its solution. In Manhattan the congestion
reaches its climax. The question is what is
Manhattan doing for its 80,000 children and
is she doing it economically, progressively,
efficiently? These questions we shall try
to answer in the following paper.
History.
In 1887 a bill (1) was passed by the
legislature, and approved by Mayor Hewitt
authorizing the City of New York to spend
$1,000,000 a year in acquiring small parks,
in each of which a playground was to be
constructed and equipped. This law re-
mained a dead letter until 1895, when new
legislation (2) provided for the purchase of
two small parks within two years from that
date. The sites were purchased and the
houses demolished; but the grounds were
left a heap of ruins. Finally, in 1900, the
Outdoor Recreation League obtained per-
mission to level off the ground and make it
possible for the children to play upon it.
This was the beginning of municipal play-
grounds in Manhattan.
Since 1900 the Borough of Manhattan
has established, and opened in rapid succes-
sion, eleven playgrounds. Some of these
were placed in parks already in use; for
others, new parks were created.
Cost.
The establishment of these parks entailed
a total expenditure of $12,643,991.51, dis-
KINDERGARTEN-PRIMARY MAGAZINE.
21
tributed as follows: (i.) Chapter 676 of the
Laws of 1887 (2) Chapter 293 of the Laws
of 1895.
Hamilton Fish Park $ 1,719,455.00
Thomas Jefferson Park 2,748,122.00
Seward Park 1,811,127.00
Corlears Hook Park 1,370,421.00
Tompkins Square Park 93,358.00
Hudson Park 533,705.04
St. Gabriel's Park 1,034,711.00
DeWitt Clinton Park 1,272,385.00
John Jay Park 388,534.00
East River Park 522,118.88
Chelsea Park 1,200,000.00
Total $12,693,936.92
Adequacy.
That eleven playgrounds are wholly in-
adequate to the needs of the people of Man-
hattan Island there remains no doubt.
With its 2,112,380 people at least 800,000
of whom are between the ages of four and
eighteen, Manhattan has more than 190,-
000 persons (or about 70,000 children to a
playground). The following table shows
not only that Manhattan has fewer play-
grounds in proportion to its population
than other cities considered, but also, what
is perhaps of even more significance, that
Manhattan's density of population is much
greater than any of them.
TABLE.
Number
of peo- Density
Number pie to of
of play- a play- Popu-
Cities Population grounds ground lation
Manhattan, N. Y. 2,112,380 11 192,634 131.8
Chicago, 111. 1,432,315 13 148,640 16.8
Newark, N. J. 272,950 3 90,983 19.3
Boston, Mass. 588,482 16 36,780 23.9
Louisville, Ky. 219,191 6 36,531 16.7
Portland, Me. 53,493 2 26,746 3.9
Washington, D. C. 298,050 20 14,902 7.8
*See New York State Census for 1905.
It is the congestion more than the size of
a city that makes playgrounds necessary.
The table shows that Manhattan Island is
almost six times more crowded than Boston
and over seven times more crowded than.
Chicago. This means that the Manhattan
children must share the scanty space un-
occupied by tenements with a great many
more children than do those of other large
cities. Almost unknown here are the de-
lights of the vacant lot and every year sees
more and more children crowding into the
narrow dangerous streets.
Nor are the playgrounds large and com-
modious spaces. The eleven small parks
containing playgrounds cover a total of
seventy acres, but of this only twenty-four
acres are devoted to the playgrounds. The
following table shows what part of each
small park is occupied by playgrounds:
TABLE II.
Total area of the parks in which there are play-
grounds and the actual area occupied by the play-
grounds proper.
Area of Area of
Park Playground
DeWitt Clinton Park 7.4 acres 3 acres
Thomas Jefferson Park... 15. 5 acres 9 acres
Wm. H. Seward Park 3.3 acres 2 acres
St. Gabriel's Park 2.9 acres 1.5 acres
Corlear's Hook Park 8.3 acres 2 acres
Tompkins Sq. Park 10.5 acres 1.5 acres
East River Park 12.5 acres 1 acres
Hamilton Fish Park 3.7 acres 2 acres
Hudson Park 1.7 acres . 5 acres
John Jay Park 3.0 acres 1.5 acres
Chelsea Park 1.0 acres . 25 acres
Total 69.8 acres 24 . 25 acres
Distribution.
The playgrounds and park kindergartens
must be located within easy reach of every
child. The children of the tenements can-
not afford to ride on street cars and even
the delights of the playground will not in-
duce them to take long journeys on foot.
(See following table). Moreover, they
hesitate to cross busy and crowded streets
and they will not willingly go into the ter-
ritory occupied by people of other national-
ity than their own. All these considera-
tions should be borne in mind in determin-
ing the location of playgrounds.
TABLE I.
Showing the radius of the playground attendance.
Distance of Home from Playground
Playground Less 4 to 6 7 to 10 10 Total
than bl'ks bl'ks bl'ks No. of
4 and children
Bl'ks over question-
ed
Hamil. F. Pk. .85 31 4 120
Tompkins Sq. . 99 29 3 2 133
Seward Park.. 172 36 7 3 218
Thos. Jef. Pk.178 42 8 2 230
Total 534 138 22 7 701
The figures given above show that out of
the 701 children attending the playgrounds
during the investigation 534, or 76 per cent,
live less than four blocks away from the
playgrounds.
It is, therefore, evident that the advant-
ages of the playgrounds are enjoyed only
over a limited area and that with the play-
grounds as few as they are, most of Man-
hattan's eight hundred thousand children
are still dependent upon the dangerous
streets for their free play.
With the increased density of population,
the homes become more and more sunless
and airless and the play space more and
more scanty. It is evident, therefore, that
playgrounds are most needed in the con-
22
KINDERGARTEN-PRIMARY MAGAZINE.
gested districts of the city. Have the Man-
hattan authorities borne this consideration
in mind in determining the location of the
playgrounds ?
In a very general way they have. Figure
i shows that the west side with its popula-
tion of 901,423, but with an average density
of only 93.3 persons per acre has two play-
grounds, while the more crowded east side
has nine. AVithin the east side, however,
the distribution has not been so wise or so
equitable. The east side, south of 14th
street with a population of 602,975 and with
432.9 persons to the acre has four play-
grounds, while the district north of 14th
street with a population of 598,295 and an
average density of only 21 1.2 persons per
acre has five playgrounds. When we con-
sider the smaller divisions of the city the
injustice seems even more marked. For
example, Ward 8 with a population of
727.9 to the acre, the most densely settled
district in the city has no playground,
while in the same region Ward 6 with a
population of only 397.6 persons to the
acre, and with one exception the least
populous district of the lower east side has
a playground, and Ward T2 with 465 per-
sons to the acre has two. While no section
of the city has too many playgrounds,
some districts where they are most needed
have been entirely neglected. The result
is that although Manhattan has spent more
money on playgrounds than any two cities
in the country the benefits have been far
from proportionate.
In Manhattan with its constantly increas-
ing land values the solution must lie in the
acquisition of small but numerous play
spaces distributed with due reference to the
density of the population, and, in so far as
it is possible, within easy walking distance
of every home. (1)
(1) In Germany, as is shown by the map
on page , the play grounds are small and
devoted entirely to the use of the children.
This makes it possible for the state to pro-
vide a larger and better distributed number
of playgrounds. As far back as 1897 there
were in Prussia 1985 playgrounds, almost
all of which were within less than ten
minutes' walk from a school, and, as is well
known, the German schools are well dis-
tributed, according to the distribution of
homes. Germany was not slow to learn
that distance is a very important factor in
playground distribution, and the splendid
results achieved in Germany are undoubt-
edly due to its tendency to sacrifice size to
number.
Management.
In the organization of the department,
the playgrounds fall into the division of
"Playgrounds, Kindergartens, Bathhouses
and Comfort Stations in the Parks." The
official in charge of this division is an As-
sistant Superintendent who is not fitted,
either by training or by interest, for the
supervision of the playgrounds. Moreover,
there is nothing but the most general over-
sight, no plan or system, no responsibility.
As a result the attendants who are people
of various kinds and degrees of training are
permitted to use their own judgment in
conducting playgrounds, and to carry out
their own ideas whether they are good or
bad. Besides, the attendants are frequently
transferred from one playground to another
with all the unpleasant adjustments which
such changes always mean. In short, there
is misunderstanding, confusion, and lack of
co-operation, all because there is no com-
petent and responsible head to the play-
ground system.
In this connection it may be said that the
present method of registering attendance
is misleading. Counts are made twice a
day, once from the time of opening to 1 p.
m. and a second time from 1 to 5 p. m.
This system makes the attendance appear
well distributed throughout the day, and
conceals the fact that during most of the
year it is largely concentrated between
twelve and one and between three and
five. (See Table III).
New York, in the Borough of Manhattan
was the first city in the United States to
provide its playgrounds with paid and
trained teachers. Today the eleven play-
grounds are regularly supervised by seven-
teen women teachers and twelve gym-
nasium instructors. The yearly salary of
the women is $720.00 and that of the men
is $900, making an annual expense of $23,-
040 to the city.
The management of the individual play-
ground is not such as to bring the most
satisfactory results. It is the park foreman
and not the teacher who is really in charge
of the playground. The park foreman has
the custody of the supplies and acts as time
keeper of the teachers' work. He it is who
decides whether the weather is suitable for
opening the playground or whether the
teachers should be sent home. His author-
KINDERGARTEN-PRIMARY MAGAZINE.
23
ity is often carried to a point where the
prestige of the teachers is lowered before
the children and discipline suffers accord-
ingly. Because of the legal objection to the
employment of teachers bv any other muni-
cipal department than the Board of Educa-
tion, the Department of Parks has deprived
the teachers of their rightful titles and sub-
stituted "Attendant," the name by which
the employees about the bath houses and
comfort stations are designated. In fact,
one order from the Department of Parks to
the foreman was found to read "You are
hereby directed to acquaint the playground
and gvmnasium attendants of your gang,
etc." The matter of title is perhaps of little
importance but it is clearly illogical that
persons who are selected to take care of
parks should be made supervisors of work
which is by nature educational. It is as if
the janitor of a school building were put in
charge of the teachers there.
The opening hours of the playgrounds
are a striking examole of bad management
and needless expense. Under the present
arrangement nine of the eleven play-
grounds under the Department of Parks
are open the vear round as follows : Prom
10 a. m. to 5 p. m. during October. Novem-
ber, December. January and February :
from o a. m. to 6 p. m. during March. April
and Mav; and from o a. m. to 7 p. m. in
June, July, August and September.
It is aoparent, from the above schedule,
that during eight months of the vear
October to Mav the hours of the play-
ground conflict with those in the public
schools, ihe natural result of this schedule
is, that between o or io a. m. and 12:11; p.
m. and between 1 and 7, p. m. the nlav-
grounds are practically deserted and the
teachers are idle from four to Ave hours
during a dav, eight months of the vear.
The executions are very often truants and
the attendants are freauentlv called uoon
to cross-examine the children who come
into the playground during" school hours.
An illustration of the distribution of at-
tendance during school hours, as compared
with the hours when the children are out
of school, is given by the following table,
prepared from the attendance in Tompkins
Square Playgrounds during several days in
February and March.
TABLE.
Showing hours of attendance in Thompkins Square
Playground.
Hours
February,
1907
March,
1907.
20th 21st
25th
26th
4 th
5th
9-12*
10 20
None
10
6
5
12-1
133 110
75
80
125
140
1-3
19 27
15
30
20
30
3-6*
310 210
150
200
150
300
Total 472 367 240 320 301 475
*In February the hours were from 10-5, while
in March they were from 4-6.
But if the attendants are occupied only
a small portion of the time during the eight
school months, their work is doubled dur-
ing vacation when they are expected to
look after five or six hundred children in
the course of eight or nine hours. The
1906 report of the Statistician on play-
grounds and kindergartens shows that in
every case the attendance during the sum-
mer was at least double that of the school
term, and in John Jay, DeWitt, Clinton and
Tompkins Square Playgrounds the attend-
ance was trebled.
While the Department of Parks keeps
the playgrounds open throughout the day
regardless of the small attendance during
school hours no effort has been made to
induce the children living near a play-
ground to take advantage of its benefits and
keep off the streets. Within a block or two
of a playground street gangs may often be
observed shooting craps, smoking cigar-
ettes or playing ball, to the peril of passers-
by. The records of schools and reforma-
tories and of the Juvenile Court show that
street gang amusements are responsible for
a great deal of delinquency and crime.
While no boy can, or should be brought to
a playground against his will, the police, by
dispersing these gangs might be the means
of inducing them to go to the playground
where the surroundings are more healthful
and where they would not annoy the neigh-
borhood.
The value of play as an educative in-
fluence is so well known and the importance
of directed systematic play is so generally
accepted that no exposition of these facts
is necessary here. The playground should
be under the supervision of the Board of
Education. To the Board of Education has
been intrusted the work of training the chil-
dren of the city, and it does this according
to a thorough and harmonious system. It
is of the utmost importance that directed
24
KINDERGARTEN-PRIMARY MAGAZINE.
play be so carried on as to strengthen and
emphasize school influence. Unless work
and play are conducted by the same depart-
ment there will be no harmony, no co-
operation. The Board of Education is the
proper, logical agency. To the Depart-
ment of Parks has been delegated the im-
portant but absolutely different function of
taking care of trees and grass.
The Board of Education already con-
ducts a system of playgrounds which quite
dwarfs the park's system in its proportions.
There were 80 such play-places located in
the court yards or on the roofs of the school
buildings, and in a few cases, in vacant
lots. These recreation centers are con-
ducted in a systematic, scientific manner
and in harmony with the other work of the
schools. The city, by appropriating money
for playgrounds to be conducted by the
Board of Education has recognized the
educational importance of play. That the
same Board of Estimate should appro-
priate money for the same purpose and
recognize in one case the Board of Educa-
tion and in another the Department of
Parks as the proper authority to conduct
the work is clearly illogical.
The difference between the school and
the park playgrounds can be seen in the
equipment of the two types of playground.
For purposes of comparison, an inventory
of the equipment in Thomas Jefferson and
Tompkins Square Parks and a list of the
standard equipment used by the Board of
Education, are appended. While there is
as yet no recognized standard of play-
ground equipment, it is apparent that the
word playground is interpreted in widely
different fashion by the two departments.
The park playgrounds are, as a rule,
equipped with the best and most up-to-date
apparatus. It is gynasium apparatus, how-
ever, and of an elaborate and expensive
nature. It shows that the idea of the Park
Department is to provide a place for
gymnasium and athletic sports rather than
an opportunity for guided free play. The
inevitable result is that the playground
attracts the professional or would-be pro-
fessional athlete and becomes a show place,
to the exclusion of the children who have
not attained to proficiency in athletics. On
the other hand, the Board of Education
recreation center playgrounds show a
simpler but more diversified equipment and
one which is fitted to accommodate more
children at a given time and to offer them
a greater variety of amusement. As
evidence of this the figures show that the
attendance at the playgrounds at present
under the Department of Parks is consider-
ably less than it was in the same play-
ground five years ago, when they were
under the jurisdiction of the Board of
Education.
Besides the greater variety of outdoor
amusements the recreation centers offer
many other advantages — libraries, reading
rooms, equipment for quiet games and for
manual training and opportunities for con-
ducting clubs. The Department of Parks
attempts none of these things in the play-
ground. Some of these activities, because
of lack of space, are manifestly impossible.
Others, under a more responsible admini-
stration, might be carried on successfully.
There is no reason why the larger of the
parks should not be equipped with build-
ings for quiet games, baths, and perhaps
small libraries and reading rooms.
Manhattan, with her crowded living con-
ditions and expensive land, cannot hope to
duplicate the splendid playgrounds of Chi-
cago with their athletic fields, open air and
indoor gymnasiums, for men, women and
children, swimming pools, etc. The larger
of our playgrounds might easily be
equipped with wading pools which enter-
tain a great number of children, pleasantly
and healthfully and with little risk of super-
vision. The other features should be kept
constantly in mind when we are construct-
ing playgrounds in what are now less
crowded parts of the city.
Conclusion.
The close relationship that play bears to
education has been recognized by both the
Board of Education and the city financial
authorities. In spite of this recognition,
the playground work is still divided be-
tween the Department of Parks and the
Board of Education. The Department of
Parks has given proof of wastefulness of
methods, and of incompetence to conduct
the playgrounds in a satisfactory manner.
The logical conclusion is that jurisdiction
over the playgrounds should be given over
to the Board of Education.
In the meantime, the following changes
are obviously necessary and possible :
I. That all playgrounds hereafter ac-
quired bv the city under the law of 1887
(1) be located with the aim in view of
accommodating; the most crowded districts.
KINDERGARTEN-PRIMARY MAGAZINE.
25
2. That the playgrounds be situated, as
far as possible from busy thoroughfares,
so that children may have access from all
sides.
3. That in the acquisition of future play-
grounds, size be sacrificed to number.
4. That a general, coherent and har-
monious system of conducting the play-
grounds be adopted.
5. That the playground work be harmon-
ized with the work in the public schools.
6. That the teachers and instructors be
designated by their proper title and not by
some substitute which lowers the prestige
of the persons engaged in the work.
7. That a responsible and competent
person be placed in charge of the system
and of the individual playground.
8. That the co-operation of the police be
secured for the purpose of breaking up
street gangs in the neighborhood of the
playground.
GUATEMALA SCHOOLS.
The new transcontinental railroad which
was opened on January 19 has brought
Guatemala much nearer to the United
States, and American capital and enterprise
are expected to play an important part in
the immediate future of the country.
Already the people, though as yet little
known here, want to be like Americans.
"There isn't a girl in my school who
doesn't want to be like the Americans,"
says Miss Alice Dufour, principal of the
girls' manual training school of Guatemala
and a graduate of Columbia, who is now in
this city. "All of them are eager to learn
the English language," she continued, "and
while the transcontinental railroad was be-
ing built they had a kind of race with the
road, all trying to acquire fluency in the
language before the road was completed."
Miss Dufour's school was established out
of his private funds by President Manual
Estrada Cabrera, along with a similar in-
stitution for boys. Only children whose
parents are loyal to the administration are
admitted, and the president, besides pay-
ing the salaries of the teachers, furnishes
uniforms for the pupils and everything else
required for the successful operation of the
schools.
"All the pupils live at the school," said
Miss Dufour, "and they attend classes six
days a week for ten months of the year.
They visit their homes only on the last
Sunday of each month. The girls rise at
5 o'clock and breakfast off coffee and dry
bread. Then comes another meal at 8, the
regular dinner at 11, fruit at 3 p. m., supper
at 5 p. m. and coffee and bread at 8 o'clock.
The supper is always prepared by the class
in cooking, and the chief object of the
school is to give the girls a knowledge of
how to run a home, a quality sadly lacking
among the women of Guatemala and, in
fact, all Central American countries. Fam-
ilies of even moderate means have from
three to six servants.
"Gardening is also a feature of the school
work. Each girl cares for a plot of ground
4 by 10 feet. Here she raises roses, orchids
and other flowers on one side of a banana
tree, while on the other she grows radishes,
lettuce and like vegetables. Seedlings are
protected by the giant leaves of the royal
palm.
"Cooking, gardening, dressmaking and
housekeeping do not take all their time.
They also study French, English and
Spanish, history, geography, mathematics,
elementary science, music and art."
The public school system of Guatemala
dates only to the rule of President Barrios,
who held the reins of government from
1870 to 1885, and amid the political disturb-,
ances that have afflicted the country it has
not greatly flourished. One of the first acts
of the present president was to revive and
rehabilitate the school system. Among
other things, he established the "Feast of
Minerva" which comes at the close of the
school year. It lasts three days, and pro-
fessors, principals and government officials
join the children in celebrating it. — New
York Tribune.
ARMY EDUCATION.
The conditions confronting officers and
men who have children to educate, are
simply pitiful. Many an officer is at this
moment in debt, and paying interest on bor-
rowed money, so that he may send his son
or his daughter to a good school, or keep
them in some city where their education
will be continuous and uninterrupted. No
matter of domestic economy touches
officers more deeply than this of the chil-
dren's education.
It is true that the public schools of a city,
if the post be near a city, are generous in
taking boys and girls in, and some do so
for a tuition fee; but it is, nevertheless, a
fact that an army officer cannot demand
local school service as a right, because of
26
KINDERGARTEN-PRIMARY MAGAZINE.
his profession and his residence on a mili-
tary reservation. Even when near a city,
the post is outside of it, and the children
spend from two to four hours daily travel-
ing behind army mules to and from the
school house.
Ihe so-called "post schools" now estab-
lished, and to which children are sometimes
sent through absolute necessity because of
isolation, are a farce, for the officer having
the high sounding title of "Superintendent
of Post Schools," is generally so fully
occupied with other engaging military
duties that he can give little or no attention
to the school development and system,
while the man who is teacher has usually
never acted in that capacity before.
Again, officers and men are so changed
about that the education of the children is
subject to sad and costly interruptions, as
they frequently go back one grade in their
transfer from one locality to another.
Is there not a remedy for this ? West
Point represents hundreds of similar,
though smaller cases, and these children
are as lusty, as loyal and as American as
any the nation produces. — Army and Navy
Life.
EDITORIAL.
We are pleased to call attention to an
association of zealous, public-spirited citi-
zens which has recently been organized in
Milwaukee although its scope is national
rather than local as indicated by its name,
viz. : the National New E lucation League.
Its object is, in brief, the self uplifting of
the American nation upon a higher intel-
lectual, ethical, esthetic and universal cul-
tural level by a reorganization of the public
school system along the lines of the new
education.
Some of the means to this end are briefly
outlined as follows :
I. An energetic agitation throughout the
United States are the more consistent ap-
plication of the "new educational" princi-
ples, methods, aims, and practice not only
in the kindergarten, but as the best founda-
tion for the objective, developing, organic
and correlative art of child-culture and
soul-evolution, to be continued in peda-
gogic development through all the stages
of the common school wo*, making of
education one unitary living growth under
the co-operation of the school (teachers),
the home (parents), and the community
(district population), as briefly but compre-
hensively outlined in C. H. Doerflinger's
booklet "synopsis."
2. The publication of a monthly paper
and other literature.
3. The expansion of the league into
every district or parish throughout the
country.
4. The seeking of a private endowment
for a 12 grade "Model New Education Ad-
vanced Common School" in which a
selected faculty of true educators devoted
to this cause shall find an opportunity, un-
trammeled by political or other detrimental
forces, to prove the superiority of the pro-
posed new system over that now in vogue,
by the practical .results it will attain, ap- •
proximating those of the high school in
the quantity of imparted knowledge, but
better as to powers and character.
5. The advocacy of Mr. Doerflinger's
plans for the publication of a series of New
Education Teachers' Manuals and other
needed auxiliaries.
6. The advocacy of a development of the
United States Bureau of Education into a
well equipped Government Department.
Mr. C. H. Doerflinger has had a move-
ment such as this, upon his heart and brain
for many years. Like Froebel, he proved
his patriotism by risking his life for his
country in the civil war (losing a leg in
the great conflict) and like Froebel again,
he proved his patriotism still further and
in more difficult, discouraging ways, by
striving through long years to raise the
educational ideals of his city and state.
He was well trained himself in a fine
school established upon the best educa-
tional principles and has studied thought-
fully the educational systems of Switzer-
land, Germany, France and Mexico at first
hand.
In common with many thoughtful obser-
vers of today he feels dissatisfied with the
results of our schools. For some reason
we are not turning out the children our
country needs, either as to character or
general equipment to fight the battles of
life with honor or success. Our public
schools, our private schools, our colleges
alike fail in establishing high principles or,
disinterested characters in those who
graduate from their beautifully equipped
buildings and perfect organizations.
From time to time men with high educa-
tional ideals have succeeded in establishing
and carrying on schools permeated with
the noblest spirit of consecration on the
KINDERGARTEN-PRIMARY MAGAZINE.
27
part of the teachers; and guided by wise,
courageous and far-sighted leaders much
has been accomplished and even the rank
and file of the public schools have felt their
influence. Notable among these efforts
may be mentioned, the German-American
Acadeirv of Milwaukee founded by Peter
Engelman, the Ethical Culture School of
N. Y., founded by Felix Adler, the Cook
Countv Normal School with which Colonel
Parker carried on his long battle for the
social ideal of the school, the Laboratory
School of the University of Chicago in
which Dr. Dewey has proved many things,
and the Horace Mann School of New York
City. Possibly the Ethical Culture School
is the only one which fulfills the demands
of the present ideal, as for many years it
embodied the highest educational theories
and was free to all students, but of late
years, when the advanced grades of the
high school were added it ceased to be en-
tirely free.
The Laboratory School and Colonel
Parker's School of Education and the
Horace Mann school of New York have
fallen under the restricted control of the
university organizations and so have lent
freedom, and there appears little prob-
ability that the public schools which are
more and more systematized, should ever
secure the freedom called for by the new
education, but we believe with Mr. Doer-
flinger that the times are ripe for an experi-
ment such as he suggests and which has
the indorsement of well-known educators.
If one school such as we have named
above could in time be placed in every lead-
ing city in our country to little by little
make its impress upon the main body of
the school system it would not but result
in vast changes in the tone of modern
society. We ask co-operation of all who
know the defects of our present modern
life, the tragedies enlisted because of the
selfishness, low moral ideals and lack of
reverence of the average child as well as
the children of the very rich and the
extremes to join with us in the effort to
establish first one such school, then others
as rapidly as the necessary funds may be
secured. It requires consecration and
sacrifice but the promise of a new earth, if
not a new heaven, is assuredly worth the
cost.
FOLK AND FAIRY STORIES.
RICHARD THOMAS WYCHE. President Story
Tellers' League.
N the child's estimate the stone
that the builders rejected has
become the chief of the cor-
ner. Many a floating fairy
and folk tale that failed to find
its way in saga and epic, has
because of its inherent worth
lived through the centuries,
and is today the favorite fire-
side story of the younger chil-
dren. The child's interest in "The Three
Bears," "Cinderella," "Little Red Riding
Hood," "Beauty and the Beast," "Santa
Ciaus," and so on, is a better guide to us
than the opinion of the overwise adults in
determining the literature he shall have.
The stories that gave pleasure and inspira-
tion through the centuries lived while oth-
ers were forgotten, and we have today the
winnowed and selected fairy stories of the
world to choose from ; but one should know
the folk tales of his own land before those
of another country. Our children study the
geography and history of America before
that of India.
The North American Indian and the
Negro have furnished us with many charm-
ing folk tales. Longfellow has used and
idealized many of the Indian traditions in
his masterpiece "The Song of Hiawatha,"
while Joel Chandler Harris has collected and
given to us in his faultless dialect many of
the Negro stories. The re-telling of these
traditions are splendid examples to us of
the story teller's art. Longfellow selected
his material partially from "Schoolcraft's
Collection of Indian Traditions," while
Harris gathered his at first hand from the
Negroes, and in idealizing these selected
and gathered stories, they have written
masterpieces that will live forever. Hia-
watha with its sweep of imagination, sus-
tained effort and heroism comes properly
under the head of an epic, and for charm of
meter, out-of-doors life, spiritual and ethical
ideals we have no story superior to it. It
was the first story that revealed to me the
vastness and beauty of storyland, when as
their teacher I looked into the eyes of lis-
tening children.
For humor, relaxation and pure fun we
have no better stories than the deeds of
"Brer Rabbit," in the Uncle Remus books.
28
KINDERGARTEN-PRIMARY MAGAZINE.
These stories told as they were by a gray-
headed, kind-hearted, old Negro to a little
boy who came to his cabin fireside every
evening after supper, reveal a beautiful pic-
ture of a child race, typified in Uncle Remus,
speaking to a child of a more mature race.
They understood each other, a child look-
ing into the face of a child. What a unique
situation that is : the untaught race becom-
ing the teacher of the educated race. If
music, humor, good-natured raillery, skillful
blending of animal traits and human nature
as given in the stories that were told every
day to the children of the South, meant an
educational impress, we must then duly
consider the work of the black mammies and
uncles who told these stories to the chil-
dren by the fireside, in the fields, and under
the shade of trees.
The Negro, bringing some of his stories
from Africa, getting some from his white
master, others from the Indians, and him-
self creating many on the plantation, has
produced a piece of literature that will re-
main for all time a record of what he
thought and felt during his years of servi-
tude in America. An interesting example
it is, too, of the unconscious making of liter-
ature by a primitive race. When we com-
pare the stories of the Negro with those of
other races we see this difference : the In-
dian's hero was Hiawatha, the Norseman's
was Siegfried, the Greek's was Ulysses; but
the Negro's hero is the rabbit. Other races
had men and women as characters in their
stories, but the Negro has only animals.
His hero is the harmless and helpless rabbit,
who outwits the fox, the lion and wolf. Not
by might or power, but by craft he succeeds.
If the hero of a race reveals characteristics
then the Negro's message to the world is
not one of prowess and brute force, but one
of a child-like spirituality, as seen in his
songs and stories.
The Negro's emotional life, his songs, su-
perstitions, stories, and beliefs in haunts
directly by the race that creates its own lit-
erature. And since Uncle Remus stories
have been published, the literature of the
Negro has reached all parts of America, and
extends even into Europe. William Morris
puts Uncle Remus down as one of the Amer-
ican books he enjoys. While these stories
are universally popular, they are because of
the dialect, not suitable for language work
in the schools, yet the dialect and quaint old
English has in itself a charm and educa-
tional value. And for pure humor, Ameri-
can literature has nothing better. The boy
and girl whose sense of humor has not been
developed, who has not been allowed to re-
lax and laugh is not fitted for the world's
work. To the extent that we can let down
and relax, to that extent we can rebound to
higher things.
He who has been giving the child some-
thing all day to teach him, needs occasion-
ally to give him a story not to teach a
blessed thing.
We cannot go all the time keyed up to
the deeds of Hiawatha or King Arthur.
When friction and little misunderstandings
arise, as they usually do in organized effort,
nothing is better for teacher and pupil than
to laugh together at the deeds of some char-
acter such as Brer Rabbit. An immediate
psychic adjustment is made, they have met
on a common plane and are for the moment
comrades. The atmosphere is lightened,
sweetened and purified so that all can
breathe freely again. We have more mus-
cles in our face for laughing than for crying.
How shall we develop those muscles unless
we laugh. To see the point in a story and
know when to laugh means a finer and
higher form of mental development and cul-
ture than understanding a rule in mathe-
matics.
It is rarely that we find stories so preg-
nant with life as the Uncle Remus tales for
they interest both the young and old. The
little child enjoys the animal play and talk:
Most of the humor is lost on him, and for
that reason a simple heroic story is more
popular with him. But the adult sees in the
artistic settings, the post lude and pre
lude, the dialect, the humor and human life,
something extremely interesting and amus-
ing. Measured by some standards these
flowers of the soil may seem common and
unworthy, but those who heard them in
their childhood and those who feel the
fellowship of all literary art, can see with
Wordsworth, in the meanest flower that
blooms thoughts too deep for tears.
Others have crossed the seas, and climbed
the heights of some Mount Olympus to find
literature, but Joel Chandler Harris found
his in the common life on the plantation;
and he has written a piece of literature that
will live. As Theodore Roosevelt says of
him, "Presidents may come and presidents
may go but Uncle Remus stays put."
With the passing of the primative races
and the coming of the printing press, folks
tales have had a tendency to die out. * *
KINDERGARTEN-PRIMARY MAGAZINE.
29
If as Froebel has said, story telling is a
refreshing spirit bath, then the fairy story is
the most popular bath with a little child.
But to attempt to give him all the fairy
stories now published , English, German,
Japanese and Russian, would be worse than
not giving him any. Some one has defined
a fairy story as a heavenly story with an
earthly meaning and in this all good fairy
and ghosts, touching the white child at the
most impressionable period, left a lasting
impress on America and especially on the
South; for the children of no other section
of the country have had such splendid story
tellers and as charming fairy tales told them.
IF.
If I was big I'd have a troop
An' go an' fight the foe,
An' lose my arm or somethin'
Just like my Uncle Joe.
An' when we'd licked 'em good and hard
An' won our spurs, why — then —
I guess you'd see how brave we'd be
If me an' the boys was men.
I wonder how 'twould really seem
To be like Uncle Joe, —
Do you suppose he's kinder scairt
When lights is turned way low?
I think if I was really growed,
So I could beat a drum,
When bedtime came and it was dark,
I'd want my mother some.
THE SWING.
BY ROBERT DOUIS STEVENSON.
How do you like to go up in a swing,
Up in the air so blue
Oh, I do think it the pleasantest thing
Ever a child can do!
Up in the air and over the wall,
Till I can see so wide,
Rivers and trees and cattle and all
Over the countryside.
Till I look down on the garden green,
Down on the roof so brown —
Up in the air I go flying again,
Up in the air and down!
September and October are missionary months
with this magazine, during which time any sub-
scriber who renews for a year can have the
privilage of sending one copy free for six months
to any person not now on our list, the object be-
ing to reach more people and interest them in the
kindergarten cause. Select some young kinder-
gartner or primary teacher and send the magazine
to her as a gift to a friend, or send 25c additional
and secure the magazine for a full year for your
friend. We will begin subscription at any time-
Christmas, if you like.
DRAWING, PAPER CUTTING, FOLD-
ING AND PAPER TEARING
FOR SEPTEMBER.
By liteon CiAXTON.
The plan of the articles that are to follow
on this subject is to find a thought for the
month, some nature interest, some study of
animal life, more or less definitely connected
with that thought, some helper whose work
is especially appropriate during the month;
to not forget to look back into the days that
have gone and even cast the eye forward to
the days that are to come. The particular
objects chosen will only be suggestive and
imply lines of story work and talks, excur-
sions into the world and much self expres-
sion on the part of the child. If the mater-
ials used be considered as means of self ex-
pression rather than materials for illustra-
tion, the real purpose will be attained. The
results will be valuable only as they enable
a child to see and act for himself. Finished
work is not the purpose to be kept in mind.
If the same object be drawn and then cut
free it will help the child greatly to see form
and mass. The results will be very much
more satisfactory than just to perform the
one process with a given object. The draw-
ings, etc., when saved and made up in book
form show at a glance the improvement in
the work, and if the parents are invited to
come each month to see the children's work
and compare with others, and finally to take
it home it will add greatly to the interest.
A design for the book cover would then be
one feature of the month's work.
September.
The month of recall; the time when the
work goes back to the home and summer
joys. This then is a month when home in-
terests appear largely in the drawing, cut-
ting, folding and paper tearing. This also
is the month when the neighborhood is
searched for some beautiful object to be the
subject of conversations, visits and lessons
during the year.
_ The choice of subject-matter depends en-
tirely on the child's environment and devel-
opment. The feeling for the work and
truths presented will be found to some de-
gree in the most benighted districts and in
the crudest home life. To be sure, after the
starting point of the child's experience is
found, the work will lead away from some
homes more quickly than others, but the
child's experience must be the working
3o
KINDERGARTEN-PRIMARY MAGAZINE.
foundation. The mothers and fathers are
the helpers to whom we especially direct
the thought of the children in September.
The following outline will be suggestive
of work along these lines :
Free Drawing.
1. The mother at her daily duties; churn-
ing, milking, feeding chickens, washing,
ironing, sewing, caring for the baby.
2. The father at his daily duties ; driving
milk to town, working in fields, etc., con-
ductor, carpenter, mason.
3. The home.
.4 The school.
5. Representation of some of the plays
of summer time, as fishing, boating, a day
at the beach, gathering flowers, trolley ride.
6. Illustration of stories.
Directed Drawing.
CatfcYViltar
Caterpillar
Cocoon
Animal life.
Some bird that migrates.
G oldte\rrr*xi
Goldenrod
Astors
Seed pods
Pears
Peaches
Bunch of grapes
Book cover — Goldenrou and astors
Flowers, fruits and toys brought in class-room by
the children.
^f^^X.
Gretas §J ?~tfP
Cht-ir
Free Cutting.
1. This is the time for snipping if the
children wish to. But gradually the chil-
dren will be led from this to a line of cut-
ting, suggested by the teacher.
2. Also plan to have pictures cut from
magazines, fashion plates, etc., but the re-
sults will of necessity be very crude.
3. The home (cut doors and windows.)
4. Table-cloth.
5. Napkins.
6. Chairs.
7. Tables.
u ^
f ^
Tub
Tubs, washboard, ironing board
fS A
Washboard
Spool
clothes line full of clothes, clothes horse
with clothes on it, spool of thread, dust pan,
dust brush, broom.
Drawing and Cutting.
1. Draw a window frame; cut out space
KINDERGARTEN-PRIMARY MAGAZINE
for glass; paste a thin, colored paper on ^
31
V^indow-fvante
FSowevpot
2. Free illustrative drawings of father
and mother at work. (These pictures must
be kept free from detail, for instance, the
father holding a hammer, the mother with
a broom, would be good subjects.
3. Drawing a flower ; cutting it out ;
pasting a slat on the back and standing this
in a flower pot made of an empty spool cov-
ered with crepe paper and tied with a
ribbon.
4. A flight of birds on a blue back-
ground ; cut some birds larger than the oth-
ers and arrange the larger ones in the front.
Practice Drawing.
Street — Add objects of interest.
Poles — Add details appropriate, as
clothes lines, vines, etc.
Ball — Add strings to make balloon, etc.
Folding and Cutting.
1. Towels.
2. Shutters — Draw window and paste
the shutters.
3. Bed,
Bureau,
Table,
Piano.
Chair,
The foundation form is described in a
previous article.
/ Esalloons (
Wagon — Farm wagon.
Make barrels by rolling the strips used
for chain paper.
If the wheels of the wagon be fastened
with paper, fastened so that they "walk," it
will add greatly to the charm of the con-
struction.
32
KINDERGARTEN-PRIMARY MAGAZINE.
4. Home and school-house; also based
on descriptions in previous articles.
Paper Tearing.
Oak Leaf — green,
brown.
Strips for chains.
Snips,
Plates,
Saucers,
Bouncing balls,
OCTOBER
This is the month of falling leaves and harvest-
ing; preparation for winter both in the home and
the world of nature. The farmer sees that his
buildings are in repair and the mother begins to
look over the winter clothing. The flowers have
made their seeds. The fruits are ripening theirs.
Jack Frost touches the nuts and the squirrels
gather their winter store. The bees have sufficient
honey for the long winter montns and almost im-
perceptably the insects and creatures of the winds
have disappeared. Winter is coming and all must
be ready. The farmer is the helper to whom our
attention may well be directed and as the thoughts
of the children are drawn to his activities the spirit
of the season may be reflected in the Drawing, Cut-
ting, Folding and Paper Tearing in a variety of
ways. The following outline will be suggestive:
DRAWING
1. Seed pods — to remind us of September and to
suggest November.
Sunflower
seedL-pod
branch
2. Maple Leaf — red.
green,
brown.
Tree betiding in w'mdl
0
0
0
0
0
S00H-
cover Barrel'
//
\ w
\
i
\\\
WW
4. Chestnut branch, including open and shut
burrs and leaves.
5. Hickory branch, including open and shut
burrs and leaves.
6. Different trees in foliage.
7. Bare trees.
8. Tree bending in the wind.
9. Apples — red.
green,
yellow.
10. Branch with deserted nest.
11. Squirrel — The animal life for November.
12. Jack-o-Lantern.
13. Book Cover — Maple leaves in colors.
KINDERGARTEN-PRIMARY MAGAZINE.
33
PRACTICE DRAWING
1. Barrel for apples.
2. Bare tree.
FREE DRAWING
1. Illustration of stories.
2. Representation of conditions in nature as
colored foliage, falling leaves, squirrels gathering
nuts, store houses being repaired, sheep in fields.
CUTTING
1. Apples.
2. Sheep.
3. Sheep fold. (Described In previous article.)
4. Coats.
5. Mittens.
6. Stockings.
8. Illustration of story work.
Mitten
Stochifii
3. Fruits.
4. Chestnut.
5. Acorn in cup.
6. Sheep fold.
7. Hen house on same foundation as sheep fold.
i>raw big windows.
1.
2.
3.
4.
5.
tray.
6.
simple
dog.
DRAWING AND CUTTING
Apple tree filled with ripe fruit.
Chestnut tree.
Mr. Squirrel's family.
Mr. Squirrel's home.
Sheep to paste on back ground or use in sand
Illustration of stories, keeping the pictures
as a squirrel with nut in fore feet or watch
CUTTING
Farmer.
Leaves.
You can do kindergarten missionary work at our
expense. See announcement first page.
A NEW-FOUND SENSE.
If the eyes of one who had never seen were sud-
denly opened, the world would be a strange sight.
We see not only by means of the physical powers
of the eye, but by experience. A blind man whose
sight is restored cannot recognize his own wife
until he touches her face or hears her voice. A
man who had never seen until he was thirty years
old has sent to the Problem, a magazine for the
blind, a remarkable account of his experience when
the bandage was drawn from his eyes in the hos-
pital, and he was, as it were, born again into the
world:
"What I saw frightened me, it was so big and
made such strange motions. I called out in terror
and put out my hand. My fingers touched my
nurse's face. I knew she was there, for she had
just taken the bandage from my eyes, and I knew
what I was touching; but I did not know what it
was I saw.
" 'For mercy's sake, what is it?' I asked.
The nurse answered me soothingly, taking my
fingers in her hand and moving them from her
mouth to her eyes, to her nose, chin, and forehead.
" 'It is my face that you see. Look! You know
this is my mouth — my chin — and these are my
eyes.'
" 'So I knew that I was seeing what was familiar
to the touch of my fingers, — a human face. But
the sensation was still one of terror. I seemed so
small beside that expanse of human features which
was so familiar to my fingers, so unnatural to my
new sense.
"When the nurse moved away from my cot, I
felt a new sensation, which was so agreeable that
I laughed aloud. The nurse came back, but not
so close as before.
" 'What is that?' I asked.
" 'You are looking at the blanket which lies
across your feet,' she said.
" 'Blankets must be very beautiful things,' I
said.
" 'It is a red blanket,' she explained.
"Then I thought I knew why people spoke of
the beauty of the red rose. This was my first
knowledge of colors.
"I saw, and yet did not know that I saw. How
could I know at first that those new and wonder-
ful sensations meant the birth of a sense of which
I knew nothing except in theory? Of course I
was expecting to see; but was this sight — this
jumble of extraordinary sensations?
"The dazzling light first convinced me, for I
had always been able to distinguish between night
and day. But I could not recognize objects with
my new-found sense until I had translated into
its speech the language of the other senses.
"The one lesson of the blanket was sufficient to
34
KINDERGARTEN-PRIMARY MAGAZINE.
teach me the color, red. Yellow was a different
matter. The nurse brought me a cool drink. I
could recognize her by sight now. The thing I
saw in her hands I knew to be a tray after I had
felt of it. Suddenly I felt a thrill of disgust.
" 'What is that thing on the tray?' I asked. 'It
makes me sick.'
" 'It is a lemon. You said you liked lemonade.'
" 'Then it is yellow. It is the color that
nauseates me.'
"Any object close to me looked tremendously
large. I had often romped with children, yet when
I first set eyes on a baby it looked gigantic.
"The first day I sat by the window I put my hand
out to feel the pavement.
" 'That must be the pavement," I said. 'I'm
going to feel of it to make sure.'
" 'My goodness!' laughed the nurse. 'The pave-
ment is two stories below.'
"The first meal I ate was an odd experience.
When I saw that great hand with a huge fork
approaching my mouth, the inclination to dodge
was almost irresistible." — Youth's Companion.
Take advantage of our kindergarten missionary
offer. See announcement first page.
Subscribe now and get the magazine free for a
friend. See announcement first page.
"Play-Drill." A series of useful physical
movements for young children by Annie M. Ben-
nett, with words and music by Alice L. A. Hands.
The primary end of the book is "to teach young
children to breathe deeply both in the inspiratory
and expiratory acts. This is most successfully
done when the children are taught to do it un-
consciously in the form of play. They are in-
structed, for instance, to blow away imaginary
bubbles or kites and to do this with the utmost
vigor. In doing this they are sure to make a
complete exhalation, and nature will see that
there is a complete inhalation, the little ones be-
ing all unconscious of anything but the fun."
There is throughout the plan, insistence upon a
perfect standing position which recalls Ling's in-
sistence upon a frequent return to his funda-
mental position which was also one in correct
standing. In her introduction however the author
makes special concessions to those who for any
physical defect may not be able to assume this
important position. The selections are arranged
with reference to giving all parts of the body their
needed quota of exercises. It is planned with
sound good sense and a thorough understanding of
the child and what he needs and does not need.
There are numerous pictures from photographs to
illustrate the special exercises and the music
compositions are simple, short and expressive.
The directions are clear and brief. One picture
shows the children sitting on a rug placed in an
open court and rowing very vigorously their
imaginary boat. There are flower songs, see-saw
songs; words to accompany horse and butterfly
music, as well as wind songs, swinging, police-
man and soldier songs. The closing one is quite
up-to-date in that it takes for its subject the
"electric cars," as a running exercise. George
Philip & Son, London, England. Price 1 s 6 d.
The book is well bound in serviceable red cloth and
opens easily for piano playing.
"List of Books for the Blind." In 1904 the
Board of Trustees of the Brooklyn Public Library
voted to establish a Library for the Blind. They
found upon investigation, that upon the rolls of
the department of Public Charities were 397 blind
pensioners, and to each of these was sent a notice
of the intention and inquiry as to whether they
were readers and if so the kind of type used. For
a long time, the Church of the Messiah had main-
tained a library for the blind but recognizing the
special fitness and better equipment of the Public
Library for carrying on the work they transferred
to its care its entire collection of 437 volumes.
This formed the nucleus for the present Public
Library for the Blind which was opened April,
1905. The collection since that time has increased
to a total of 1140 volumes, including 125 volumes
of sheet music. Books for the blind are printed in
five different types. These are known as: Line,
English Braille, American Braille, Moon, and New
York point. We are told that the Moon print is
especially adapted to the aged, and to those whose
sense of touch is deficient, while to those whose
touch is normal, New York point offers certain
advantages. Since facilities for learning to read
are beyond the reach of many individuals the
library provides a teacher who gives a regular
course of instruction in the home free of charge.
Pupils up to the age of 7 6 have been taught suc-
cessfully. Oral readings are held three times a
week and in addition to its books the library re-
ceives four periodicals a week in the four different
types. It contains also a number of maps for the
use of the blind. In this connection we would
mention a suggestion made by Dr. Jaral, the
great French physician who became blind some-
what late in life. Out of his own sad experience
he has written a book of suggestions for those who
are facing this dread loss of sight. He has stern
words for those physicians, who knowing that
blindness is inevitable fail, out of mistaken sym-
pathy to give the due warning which will enable
the patient to prepare himself beforehand for
the darkness that is to come. Dr. Jarval gives
many practical ideas that will aid the patient in
training himself for a certain degree of independ-
ence. For himself, being a man of scientific train-
ing and familiar with several languages, he finds
one of his greatest deprivations to be his in-
ability to continue his studies in the foreign
tongues. He therefore highly recommends the
translation of all important books into Esperanto
which will thus place them at the disposal of the
blind of any nation.
Free subscriptions to the magazine. See an-
nouncement first page.
In "School and Home Education" for March we
find what promises to be a paper of revolutionary
tendencies. It is by B. C. Gregor, now of Chelsea,
Mass., and is called "The Foundation of Gram-
mar. In 1902, when superintendent of schools,
Trenton, N. J., Mr. Gregory conducted a practical
investigation to determine what was wrong in
present" methods of teaching grammar. That
something was wrong was certain, according to re-
ports of High School teachers. This study was
made by having all of the children from the
fourth to the eighth grades inclusive, write a
composition on a subject given by the teacher.
Each teacher was to follow her customary plan
in such work. The compositions were then
marked in accordance with a certain detailed
scheme, covering 45 different points, and the
errors were classified. The results were surpris-
ing and seem to indicate that the schools have
right along been pursuing the wrong way to turn
out writers of good, plain English. There has
evidently been much time and energy wasted. A
study of this article will help grade teachers to
a better understanding of just what the gram-
matical weaknesses of the children are likely to
be and how they may best be corrected. Mr.
Gregory believes that the three essential points to
be followed at first are: 1. The insistence upon
very short and simple sentences. 2. The avoid-
KINDERGARTEN-PRIMARY MAGAZINE.
ance of superfluous words. 3. Practice to insure
the agreement of subject and predicate, nouns
and pronouns, etc. Attention to these three mat-
ters would eliminate many common errors which
are not necessary to be dealt with before the High
School period. Mr. Gregory says: "Here are
three propositions which this discussion tends to
put in the light of facts: First, many errors are
so complex that children rarely make them;
second, when the children do make them
they are so immature that they cannot under-
stand the explanation when it is offered; third,
if the errors could be explained, the pupils don't
have practice enough in said errors to enforce
their correction." The article is not concluded in
the March number but the facts already given set
one to thinking at once. There is more than one
way of simplifying the course of study.
We offer to send the magazine as a missionary
free. See conditions on first page.
A COUNTING LESSON.
BT CAROLYN S. BAILEY.
One little nest In the apple tree;
Two fat robins, and blue eggs three;
Four little heifers, meek and brown;
Five little lambkins soft as down;
Six little grass blades new and green —
Seven blue violets peeping between;
Eight nodding blossoms of sweet red clover;
Nine little honey bees circling over;
One little girl come back again
To grandfather's farm,
And she counts ten.
Note.— A little girl should give this recitation. She should
count oft a finger at a time as she recites, pointing to herself
as the last three lines are repeated. Accent the SHE and TEN,
of the last line very strongly and with a "cute" Inflection. It
will be considered a "dear" little thing if the right child gives It.
WORDS FREQUENTLY MISUSED
Rarely ever, incorrectly used for hardly ever.
Libel, incorrectly used for slander.
Learn, incorrectly used for teach.
I says, incorrectly used for I say.
Liable, incorrectly used for likely
Lay, incorrectly used for lie.
Average, incorrectly used for or dinary.
Expect, incorrectly used for suspect.
Farther, incorrectly used for further.
Latest, incorrectly used for last.
Many, incorrectly used for much
Luxuriant, incorrectly used for luxurious.
Plenty, incorrectly used for plentiful.
Propose, incorrectly used for purpose.
Real, incorrectly used for really.
Compliment, incorrectly used for complement.
One by one tky duties wait thee;
Let thy whole strength go to each;
Let no future dream elate thee,
Learn thou first what these can teach.
Then let us learn to help each other
Hoping unto the end :
Who sees in every man a brother,
Shall find in each a friend.
The Acorn.
BY FANNY J. CROSBY.
A little acorn said one day,
As near an aged elm it lay,
"I wonder if I e'er shall be
As strong and tall as that big
tree?"
The little acorn soon was found,
And kindly planted in the ground,
Where after many years it grew,
And to the breeze its branches
threw.
Its leaves were green, and 'neath
their shade
The old reclined, the children
played.
And so we all, if we will try,
Can useful be as time goes by;
And as the acorn, we are told,
Its branches spread o'er young
and old,
Oh, let our greatest joy be found
In doing good to all around.
Tonight — Confession.
I have read the gospel story,
I have listened tc its song;
How the Lord of life and glory
Came to save both old and young.
I have seen bright, eager faces
Glow with rapture and delight.
But — to know His precious promise
Is for me this blessed night!
I have heard it since my childhood,
Heard it at my mother's knee,
But I did not feel the blessing
Could be meant at all for me.
Now I see the gift He offered,
See the wisdom and the might,
So, I come to claim His promise,
And confess my Lord tonight.
Oh, for all those years of waiting!
Can I serve, and thus atone
For the past-dear Lord, forgive me!
I 1 n my heart SSemed turaed to stone?
I would now obey Thy precepts
Conquered by Thy love and might-
Buried, but to rise and serve Thee,
Let me do all this tonight!
Then I'll try to do Thy bidding,
Seek Thy blessed will to know;
Ask Thy guidance and protection,'
All along my path below.
Then, when called to go up yonder,
Join that throng of angels bright,
May I then be counted worthy
Of the choice I've made tonight.
— Mary Sias.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Ev»ry progressive teacher whs dssirss pramotiaa should take up the matter with some wide-awake Ttachers' Agency. Beyand
the scope of a teacher's personal acqtuiataace thsre is aot much hope of advancing unaided. Some agencies have positloas wait-
lag for experienced teachers and all should bt abls to advise ym to your advantage. If you contemplate moving ts a distant aec-
tioa, let soma agency secure you a position before you go. Any of the following will doubtless seal particulars in reply to postaj;
Ina good position this year is the aim of the SUCCESS TEACHERS' AGENCY-
We can make this record if we can get the teachers, but we will need YOU-
Send in your name to-dav. Vacancies everywhere. No registration fee.
Stamp for blanks and circular. SUCCESS TEACHER'S AGENCY,
Established, 1904. Address, Department K, Chicago, 111,.
TEACHERS' AGENCY
D. B. COOK, Maiager
Syracuse, N.Y.
we not help you)
An Agency with agents.
LOCATES KINDERGARTEN TEACHEBS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We alse extend time in payment of com-
mission.
Write Te=day. Sead Pfceto
We have placed hundreds of others. Why may
Empire Teachers' Agency,
Syracuse, N. Y.
OUH 15ft YE&R BOOK jgff ?g%T?,#*fr iTtis- HAZARD TEACHERS1 AGENCY
n"MbuBrU^-^^"V*»onaf^k)3,T KqSOta Bu,ldln9' ' MINNEAPOLIS, H
ted Mera'Darcb.-j)."" '".VrneUto'tiearost 615 Empire State Sulldlng, SPOKANE, W
Westers State
era positie
for a Se!*cte<3
office.
224 Railway Exchange.
MINN.
WASH.
DENVER. COLO.
SARIN'S ^BUGATIOMAL EXCHANGE
HENRY SABIN 1907 14th Season ELBR1DGE H SABIN-
During last y«nr placed teacberslnSo counties In Iowa, and in Minnesota, NorthsndSa-
Dakota, Nebraska, Colorado, Wyoming, Utah, Idaho, Montana, Washington and Ore,
gan. Address, HENRY SABZfS, Manhattan Building, Des Moines, Iowa.
PIONEER TEACHERS' AGENCY, Jklahoma City, Okla.
VTill hslp yoa to get e. new or b<4tor Msitloa, wh*ti«-r yso ar* s Teaeher
Clerfc, Beak- v°*&er, mr St^aegTepher. enroll »»w for fall vaeca<*l«* la triinole
Th» d'T«r>n-l lev eswj t^cefe*?* la sJS ifea Wweterz eaj Bootheca Stetss U far
greater than Hie *nnalr.
Writ* fer spi»l!«»»*»B Wsnke asd fall particslars.
TEACHERS* AGENCY
Teachers wanted for geod positions in all parts of the United States
Registration fee holdg Rood until we secure a position for you.
X. Crsder,
^.©me. New YorK
s
Vs»csm<"!ea E9< Bataoae »f <5<- - Bisad, utter fRESB rp®-f*trsii£e*£ no
ttsose xiW'- sarao Kp»rier»««. V7f.» M. THTJR.STOPS', lSasseer,
THT'RII W*S TEACBRRS' AGEKC7, S7S Wabash Ave.. diSeass*
Admits to membership nnly the better class of t*»C".«<N
registration fee returned to others at oicc
Returns fee if its service is not satisfactory
Makes specialty cf placing menihera in the Middle
States and in the West— largest salaries paid there.
Is conducted by experienced educators an<$ feusiaaas
men.
0 ur 5. Has had phenominal success in placing it« rrwmbeiv dur
Latest ins the past year,
ookl-t ^ow '£ the time to register.
Send for our cor Booklet.
Address, 337-320 Faurteeath Avenue,
Dept. F. MINNEAPOLIS, 1HINJH.
for'
Po$itions--for Teachers
If you want a position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registratiou
blank. Address
B. W, BRINTNALL, Manager,
523 New York Block,
Seattle, Wash,
Teach in the
Sunny South
This section offers better In-
ducements to aspiring teachers
than any other, and teachers are
in great demand. If you want a
good position for next school year
you can secure it in this field. For
full information write
CLAUDE J. BELL,
Nashville, Tena.
Proprietor the Bsil Teachers'
Agency.
any Teachers Wanted
An Agency that
Recommends in 15 Southern States
Ala., Ark., Pla., Ga., Ky., Md.,
Miss., Mo., N. C, S. C, Tenn.,
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
ers of Commercial Branches, Man-
ual Training, Domestic Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
Deals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances come
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY
CHATTANOOGA, TENN.
L) .' ' E VAN B.-RFN.S7 ' , ^ ': ; 17-KH YZ
i TEACHERS' AGENCIES
FOUND
AT
LAST
A suitable medium for model-
ing in all its branches.
Harbutt's
Plasticine
"The perfect modeling ma-
terial."
Five beautiful colors. Always
plastic. No disagreeable odor.
Ask your dealer for particulars
— if he cannot supply you, write
THE EMBOSSING CO., Albany,
N. Y., U. S. A. , General American
Agents.
I SCHEDULE OF PRICES
on
HARBUTT'S PLASTICINE
for
PROFESSIONAL and SCHOOL
USE
Ca&es containing 100 one pound
pieces 1 in. x 20 in., one color
only 25c per lb.
Cases as above with more than
one color ... ...... 27c per lb.
L--s than case lots (10 lbs. or
over) 28c per lb.
Less than 10 lbs. . . . .35c per lb.
TERMS— NET CASH, F. 0. B.
ALBANY, N. Y .
N. B. — On single orders
amounting to 1,000 lbs. or over,
a discount of 5 per cent will be
allowed.
THE
EMBOSSING CO.
Albany, H. Y., U. S. A.
General American Agents.
TEACHERS
We have great difficulty in
supplying the demand for
Wages will please you.
strong Primary Teachers
Write us
Owen Pacific Coast Teacher's Agency
Mcninnvllle, Oregon.
An Agency that Recommends all Over the
Country
Here are examples of 190* changes through this agency In every case by recom-
mendation only. Nova Scotia to N. T. Edith McLeod, Parrsboro to Montour Falls.
Maine to N. J. Anna L. Bard, Presque Isle to Hoboken. Massachusetts to N. T.
Ruth M. Fletcher, Northampton to Watertown. Connecticut to N. T. Clarence O.
Boyd, New Haven to Chateaugay. New York to Vt. Ida Eveland. Franklin to Cas-
tleton Normal; to N. J., Martha Baggs, Ithaca to Fast Orange; to Pa., W. E.
Dlmorler, Montour Falls to Erie: to W. Va., Myra L. Shank, Auburn to Morgan-
town; to Ohio, Elspeth McCreary, Franklin to Geneva; to Mich., Gertrude Miller,
Oswego to Kalamazoo; to Iowa, E. Theodore Manning, Rochester to Storm Lake; to
Mo., John P. Clark, Gowanda to Carthage. New Jersey to N. T., F. W. Reed,
Brldgeton to Dobbs Ferry. Pennsylvania to N. T. Ada M. Perry. Fast Sharon to
Geneva; to N. J., Marietta Meredith, Towanda to Passaic. Michigan to Ohio.
George W. Slevers, Kalamazoo to Cincinnati. Wisconsin to N. T. C. J. Vrooman,
Racine to Utica. California to Ala. Ida M. Cooley, San Francisco to Birmingham.
During 1906 this agency filled 57 places with candidates who did not even write a
letter. They were either called up by long-distance telephone or asked to come here
Without even Writing a Letter
for an interview, and the contract was closed without correspondence. Among these
were the principals at Cardiff, Fast Wllllston, Eastwood. Great Valley, North Rose,
Russell and Sharon Springs, N. T., and Du Bols, Pa. ; such men assistants as Merle
W. Ralph, Amsterdam; E. L. Taylor, Ithaca; F. W. Palmer, Troy Academy; A. C.
Lewis, St. John's School; Richard D. Fish. Milton. Pa.; and Robert H. Stevens,
Towanda, Pa.; such training class teachers as Caroline H. Annable, Jamestown; and
Jessie Mann, Massena; such city teachers as Mae L. Haley and Grace P. Glllett,
Auburn; Margaret M. Allen and Ada M. Perry, Geneva; Alice M. Stack and Edna
C. Fear, Hornell; E. Nellie Barker, Ithaca; Eunice E. Titus, Schenectady; Florence
A. Brooks, Utica; and Dora E. Falrchlld, Tonkers; the preceptress of Cook Academy
(from Nova Scotia); and such high and grade teachers as Katherlne Hayes, Bat* via;
Edith E. King, Bay Shore; Marlon Hodskln, Munnsville; S. Grace Pulford, New
Hartford; Mary F. Fltcpatrlck, Rouse's Point; Mary D. Spencer, Sidney; Wanda
Tompkins, Vernon; Mary E. Campion, Westbury Station; Grace X. Curtis, Lillian B.
Flsk and Anna L. Williams, Whitehall; such out-of-the-state appointments aa
Marietta Meredith, Passaic, N. J.; Helen Hart and Maude F. Deuel, Conneaut, O. ;
Elspeth McCreary and Elizabeth Trayhern, Geneva, O. ; Ethel M. Crandall, Harriet
F. Bird, and Nettle B. Matthews, Warren, O.; and Gertrude T. Miller. Kalamazoo,
Mich. Wouldn't you like to get a good place aa easily aa thlsT Tou can do It only
through a recommendation agency.
School Bulletin Agency, C. W. Bardeen, Syracuse, N. Y.
The South Dakota Teachers' Agency
Is the best medium through which to obtain positions
in the South Dakota Schools. Write for blanks to
The JOURNAL OF EDUCATION, MADISON, S. D.
THE TEXAS TEACHERS' BUREAU, 315 Thomas At., Dallas,
Tex., will secure you a lucrative position in the southwest.
The Western School News
Published at Taloga, Oklahoma, will be enlarged and
greatly improved for 1908. Largest and best advertis-
ing medium of its kind in Western Oklahoma. Contains
special departments for School Boards and School
Officers, Children's Department, General News and
Notes, Teachers' Department, Common School Alumni,
Examination Questions, etc. Best publication in the
state for School Boards. Bright and breezy and should
be read by every teacher and school officer.
WESTERN SCHOOL NEWS,
Taloga, Okla.
R. N. FROST, Publisher and Manager.
The New Kenmore
ALBANY, N. Y.
One of the Best Hotels in the City
EUROPEAN PLAN
$50,000 5PENT IN IMPROVEnENTS
$ 1 .50 and Upwards
150 rooms with Shower and Tub Baths.
175 rooms with hot and cold running
water. Telephone in every room. Spe-
cial attention paid to Tourists. Cuisine
and service unexcelled. Nearest hotel
to Capitol Building, Theatres and Un-
ion Station.
JAMES A. OAKES.
Also LAKESIDE HOTEL, Modern Sum-
mer Resort, with all Improvements.
Situated at Thompson's Lake, Heider-
berg Mountains, N. Y. Altitude 1650
feet. Seventeen miles from Albany.
Write for Descriptive Booklet
HOTEL
RICHMOND
17th and H. Streets
WASHINGTON, D. C.
100 Rooms, SO Private Baths, American Plan
13.00 Per Day, Upwards; with Bath, $1.00
Additional. European Plan, $1.50 Per Day,
Upwards; with Bath, $1.00 Additional.
KINDERGARTEN
SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Con-
struction Material
WE ARE HEADQUARTERS FOR ALL THE ABOVE
Send for Colalogue
Thos. Charles Co., 80=82 Wabash Ave., Chicago, III.
Hints from Squints
By HENRY R. PATTENGILL
144 Pages, Cloth,. 50
CHAPTER I. Hints Comical. Stories — wise aand otherwise. Regulaar
rib ticklers, liver lnvlgorators and diaphragm Jlgglers.
CHAPTER II. Hints QulzzicaL 100 of the best conundrums — old and
new. Enigmas, Mental stunts, etc. Whetstones to the wit and aids to
digestion.
CHAPTER III. Hints Pedagogic Neither exhaustive nor exhausting.
but Just sensible suggestions all along the line.
CHAPTER IV. Hints Ethical. Just be good for something. Pull of
things to read at morning exercises.
CHAPTER V. Hints Miscellaneous.
Games for children. Choice selections,
like "Otto and his Auto," "The Teacher's Creed," "The Irish Recruit,"
"Johnny Schwartz," etc., and the "&" Is the best and the biggest of all.
The book Is good for everybody with red corpuscles and will help red-
den white ones.
Addrccs H. R. PATTENGILL Lansing, Mich.
The Rotary
"UNCLE WILL'S MAGAZINE" FOR THE CHILDREN.
The magazine is carefully graded and contains seasonable i elec-
tions of the highest grade. The children themselves conti Urate
stories and correspond with the editor, who has taught and (super-
vised schools for a quarter of a century. For a dime it will bo sent
on trial three months. NO MAGAZINE LIKE IT IN THE COUN-
TRY. Address
Publisher Westland Educator.
W. G. CROCKER,
Lisbon, N. D.
A high-class hotel, conducted for your
comfort. Remodeled, refurnished through-
out. Directly on car line. Union Station, 20
minutes. Capitol, 20 minutes. Shops and
Theaters, 10 minutes. Two blocks to White
House and Executive Buildings. Opposite
Metropolitan Club.
Summer Season July to October.
Wayside Inn and Cottages, Lake Luserne,
N. T.. In the Adirondack*. Switzerland of
America, it minutes from Saratoga,
Send for Booklet.
CLIFFORD M. LEWIS, Prop'r
Why Pay Freight on Water?
Use Rowles' Ink Essence. Makes a Perfect let
black School Ink. Inklnthlsform Is now used In
Schools of New York, Chicago and leading cities. ,
PINT PACKAGE MAILED FOR 10 CENTS
School Supply Catalog with Wholesale Prices
mailed free on request.
E. W. A. HOWIES. 233-235 Market Street, CHiCACO
smfir^Me
By S. C. Hanson. NINE DIFFERENT I00M for Qraded and
Ungraded Schools. All popular and splendid.
Filled with beautiful words, charming melodies
sweetly harmonized. Thousands of schools capti-
vated by these books. Write for descriptive eiroa-
lars. S. C. HANSON * CO., raslltliirs,
Williftmsporti In<L
WOOSTtff ,
iWMBINATKTjL.
■READING CHiKf.
JST.
-SSL* IV
J.H.SHULT5
7^
^^"^
=r
NOVEMBER, 1908
INDEX TO CONTENTS
The Contribution of the Kindergarten
To Elementary Education
Charles McKenny,
37
The Kindergarten Festival
Jane L. Hoxie,
42
Number In The Kindergarten
Harrietta H. Freeland,
44
Mothers' Meetings And Reading Circles
Jenny B. Merrill,
46
Character In The Raw, a Glimpse of
a City Playground
Mabel E. Macomber,
47
A Kindergarten Terrarrium
Lileon Claxton,
49
Items Of Interest In Connection
With Thanksgiving
New York Kitidergartners,
50
Aim Of Nature Study
Anna I, Wiesenburg,
51
Child Nature In Relation To Kindergarten Teaching,
51
Query Column,
- .
53
Program Previews For November
Jenny B. Merrill, Pd. D.
54
The Mother in the Home
Bertha Johnston,
55
The Clock ....
Bertha Johnston,
58
Drawing, Cutting, Paper Folding And
Paper Tearing For November
Lileon Claxton.
59
A Few Suggestions For November,
-
61
The Folk Game In Education
Marie Ruef Hofer,
64
A Story For Thanksgiving
Bertha Johnston,
66
Thanksgiving Story - -
Elizabeth G. Peene,
67
Book Notes,
.
68
Suggestions For Clay Work And Pro-
per Material In The Kindergarten A
nd Primary,
70
Volume XXI, No. 2.
$1.00 per Year, 15 cents per Copy
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
•><>-2 Marlborousrli St., BOSTON. MASS.
New York Training Schools
The Kraus Seminary for
Kindergartners
REGl EAR AND EXTENSION
COIRSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Remo, Central Park West
75th Street. - NEW YORK CITY
Kindergarten Training School
X-J St. Stephen Street, Boston.
Normal Course, two years.
For circulars acUlrosss
MISS I.I CY HARRIS SYMONDS.
MISS ANNIE COOLIDGK RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON, MASS.
Regular Two Years' Course.
Post-Giaduate Course. Special Courses.
Sivteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELEY PERRY,
Principal,
If Huntington Ave.
BOSTON, MASS
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Stieet. BOSTON, MASS
Regular Two Years' Course.
Special One Year Course for graduate
students.
Students' Home at the Marenholz.
For circulars address
LICY YVHEEEOCK.
BOSTON
The Garland
Kindergarten Training School
MRS. MARGARET .1. STANNARD,
Principal.
1(» Chestnut Street. Bostoi
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADl'ATE CLASSES.
Twenty-tilth Year.
Ifi7 vy. 57th Striet. NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunter s
Kindergarten Training School
15 West 1127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2(>T9 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
inform nti
addi
MISS CAROLINE T. HAVEN. Principal*
Central Pa' '-' We«t ^ml 63(1 St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS EEI.A C. ELDER.
f*fl Delaware Avenue. - Buffalo, N. Y.
Connecticut Training' Schools
BRIDGEPORT
TRAINING SCHOOL
FOB
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year Septem er IS.
For circulars, information, etc.. address
MARY C. MILLS, Principal
179 West Avenue.
BRIDGEPORT, - - CO NX.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten tea. hers have no
trouble in securing well-paying positioi s
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
T.nfnyefte Street. BRIDGEPORT, C"NN.
ADELPHI COLLEGE
Lafayetu Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Mdivss Prof. Anna E. Harvey. Supt
Springfield Kindergarten
Normal Training Schools
(S100 per year.
Two Years' Course. Ten
Apply t
HATTIE TWICHELL,
SPRIXGI iei,i>— i.on<;mea:i .,
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' Academic. Music
E. LYELL EARL. Ph. D.. Principal.
HARRIETTE M. MILLS, Head of Department of Kindergarten Training.
MARIE RUEF hOFEK, Department of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address. ^ ^ ^ ^^ ^ ^ N y
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct 1st, 1908, at 1615
Walnut Street, Philadelphia, The
work will include Junior, Senior,
Graduate and Normal Trainers
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
The Pines, Rutledge, Pa.
The Philadelphia Training
School for Kindergartners
Reopens October 2, 190S.
Junior, Senior and Special Classes.
Model Kindergarten.
Address
MRS. M. L. VAN KIRK, Principal,
1333 Pine Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth yeir begins Sept. 30, 1908
For Catalogue, address
Mrs. William McCracken, Secretary,
3439 Fifth Avi-mie. PITTSBURGH, PA
Training School
for Kindergartners
Under the direction of Miss Caroline M.
C. Hart, will re-open September 26, 1907,'
at 1615 Walnut St., Philadelphia. The
work will include Junior, Senior, Gradu-
ate and Normal Trainers' Courses, Moth-
ers' Classes, and a Model Kindergarten.
For particulars address
MISS CAROLINE M. C. HART,
The Pines, - - - KVTLEDGE, PA.
California Training Schools
Oakland Kindergarten
TRAINING CLASS
ent
State Accredit*
ieth Year opens
List.
spten
ber, 1907
Address
Miss Grace Everett Barnard,
i Franklin Slreet, OAKLAND, C'AL.
Maryland Training Schools
Baltimore Training School
for Kindergartners
EMMA GRANT SAULSBLRY,
AlrlANDA BOlGL.iS SAl LSBl RY,
Principals.
Normal Course, two years.
Post-Graduate Course, one year.
ADDRESS
516 Park Ave.. - BALTIMORE, JID.
EAST ORANGE, - NEW JERSEY
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergarten Training: Department.
Two Years' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the first
Tuesday in September.
Send for Catalog-ue to
NINA C. VANDEWALKER, Director.
Washington Training Schools
WASHINGTON. D. C.
The Columbia Kindergarten
Training School
2115 Caiilarnia Ave., cor. Connecticut Av
Certificate, Diploma and Normal Course
Principals:
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond, Va.
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further information apply to
14 W. Main Street.
Georgia Training Schools
Atlanta Kindergarten Normal
School
Two Years' Coarse of Study.
Chartered 1S37.
For particulars address
WILLETTE A. ALLEN, Principal,
C39 Peachtree Street, ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
(Established 1899)
HORTENSE M. ORCUTT, Principal of
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R.
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH, GA.
If your Training School is not represent-
ed in these columns, kindly send us your
copy, and let us put it among the others,
Aside from the advertising value, both
your pupils and your graduates will be
pleased to see your training school have a
place among the others of America.
1874 — Kindergarten Normal Institutions — 1908
1516 Columbia Road N. W., WASHINGTON, D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Years.
Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
Repton School
Tarrytown=on=Hudson, New York.
A School for young boys between the ages of 7 and 14. A few of
our special advantages are:
Specially designed, modern buildings, costing over $100,000.00. Numbers are limited
to Forty, giving an average of Five boys in a class, thus ensuring every boy, practically in-
dividualtuition
A Physical Instructor, qualified in Europe, attends to the Swedish and other exer-
cises, under the supervision ot the School Physician, who prescribes the exercise for each boy.
A resident nurse, and hospital building.
Fee for the school year $400.00— $500.00.
Apply to THE HEADMASTER.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 190X, to June 1st, 1909.
July 1st to August 21st, 19(19.
CLARA WHEELER, Principal.
MAT L. OGILBY, Registrar.
Shepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND, MAINE.
Two Years' Course.
For circulars address?
15 Dow Street, - PORTLAND, MS.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
FROEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MARY E. LAW, M. D., Principal.
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
lege and privilege of Elective Courses in
the College at special rates. Charges
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERLIN KINDERGARDEN ASSOCIA-
TION,
Drawer K, Oberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
Corner of Cedar and Watkins Aves.,
Cleveland, Ohio.
(Founded in 1894)
Course of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA FARIS, Principal.
MRS. W. R. WARNER, Manager.
Indiana Training Schools
The Teachers' College
of Indianapolis
For the Training of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Year.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. Blaker, Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, SINGING, PHYSICAL CUL-
TURE.
ALICE N. PARKER, Frincipal.
Two years in course. Froebel's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
Louisville Free Kindergarten
Association
Louisville, Ky.
FACULTY:
Miss Mary Hill, Supervisor.
Mrs. Robert D. Allen, Senior Critic and
Training Teacher.
Miss Alexina G. Booth, History and Phil-
osophy of Education.
Miss. Jane Akin, Primary Sunday School
Methods.
Miss Allene Seaton, Manual Work.
Miss Frances Ingram, Nature Study.
Miss Anna Moore, Primary Methods.
Miss Margaret Byers, Art Work.
New Jersey Training Schools
Miss Cora Webb Peet
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
1G Washington St., East Orange, N. J.
OHIO COLUMBUS
Kindergarten Normal Training School "X
d Broad
Streets
-EIGHTEENTH YEAH BEGINS SEPTEHBEK 25, 1007-
Frocl.clian Philosophy. Gifts. Occupation. Stories. Games, Music and Or,
PsyclioloBV and Nature Woi k t.iusht at Ohio State University -two years' <
For information, .nl.licss ICi tznniil it N Sas
Illinois Training Schools
Kindergarten Training School
Resident hor
Chicago Free Kindergarten Association
H. N. Higinbotham, Pies.
Mrs. P. D. Armour. Vice-Pres.
SARAH E. HANSOX, Principal.
Credit at the
No- thwestera and Chicago Universities.
For particulars address Eva B. Whit-
more, Sunt., 6 E. Madison St., cor. Mich
ave., Chicago.
PESTALOZZI-FROEBFL
Kindergarten Training
School
at CHICAGO COMMONS, 10 Gra^dAve.
Mrs Bertha Hofer Hrg-er, S -neri-te-ident
Mis Amelia Hof?r, Principal.
THIRTEENTH YEAS.
Regular course two years. Advanced
cou-ses for Graduate Stroerts, , " 'f '
in Home Miking. Includes opportunity to
become familiar wUh the Pocitl Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNES.
ISO Grand Ave., Chicago.
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1S76.)
Two Years' Course. Special Cou-ses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTXAM: or MISS M.
L. SHELDON. Associate Principals,
1003 Fine Arts Building
Chicago. III.
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course — Two Years.
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making:
Course- — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONISE
Mrs. MARY B. PAGE
Mrs. ETHEL ROE L1NDGREN
Miss FRANCES E. NEWTON
Send for Circulars
This Magazine only 65c a
Year. See following: page.
A Year and a half for one Dollar.
Hints from Squints
By HENRY R. PATTENGILL
144 Pages, Cloth,. 50
Regulaar
CHAPTER 1. Hints Comical. Stories — wise aand otherwise.
rib ticklers, liver invigorators and diaphragm jigglers.
CHAPTER II. Hints Quizzical. 100 of the best conundrums — old and
new. Enigmas, Mental stunts, etc. Whetstones to the wit and aids to
digestion.
CHAPTER III. Hints Pedagogic. Neither exhaustive nor exhausting,
but just sensible suggestions all along the line.
CHAPTER IV. Hints Ethical. Just be good for something. Full of
things to read at morning exercises.
CHAPTER V. Hints Miscellaneous.
Games for children. Choice selections,
like "Otto and his Auto," "The Teacher's Creed," "The Irish Recruit,"
"Johnny Scnwartz," etc., and the "&" is the best and the biggest of all.
The book is good for everybody with red corpuscles and will help red-
den white ones.
Address H. R. PATTENGILL, Lansing, Mich.
The Rotary
"UNCLE WILL'S MAGAZINE" FOB THE CHILDREN.
The magazine is carefully graded and contains seasonable selec-
tions of the highest grade. The children themselves contribute
stories and correspond with the editor, who has taught and super-
vised schools for a quarter of a century. For a dime it will be sent
on trial three months. NO MAGAZINE LIKE IT IN THE COUN-
TRY. Address
Publisher Westland Educator.
W. G. CROCKER,
Lisbon, N. D.
The Western School News
Published at Taloga, Oklahoma, will be enlarged and
greatly improved for 1908. Larg est and best advertis-
ing medium of its kind in Western Oklahoma. Contains
special departments for School Boards and School
Officers, Children's Department, General News and
Notes, Teachers' Department, Common School Alumni,
Examination Questions, etc. Best publication in the
state for School Boards. Bright and breezy and should
be read by every teacher and school officer.
WKSTERN SCHOOL NEWS,
Taloga, Okla.
R. N. FROST, Publisher and Manager.
&0S
c
*
<
u
O
gtt~S
Cl C
to ¥
* h «
wmm ■ to
5 ^
4>
To Friends and Patrons of the Kindergarten-Primary Magaztne
'HIS is indeed the golden age of education.
There is danger, however, of our school sys-
tem becoming heavy at the top. We are liable
to forget the specific needs of tbe child at the
plastic period from four to seven, when growth
cannot be so easily measured as in the later stages of
life. Kindergarten teachers of the world have always
had to contend for the rights of the child at this early
age.
The Kindergarten-Primary Magazine stands for the
child's rights, development, and preparation for the full-
est success in life ,and it stands for these at the age of
the child when he is not able to plead his own case.
The Kindergarten-Primary Magazine has a mission.
Its publishers and editors and contributors are doing a
work of love. It has been brought out -with an annual
loss of thousands, and can never be made a paying propo-
sition on pure educational lines. The purpose never
was or is it at present to make money on the magazine.
It stands for the child, it stands for an ideal, and its
faithful friends are willing to put brains and money and
energy into the realizing of this ideal.
Kindergarten and Primary Teachers, however,
throughout the country and throughout the whole world
should have the same mission as the Kindergarten Maga-
zine. They should be jealous about sharing in the realiz-
ing of this ideal, and are, I am sure, ready with brains
and energy to do so.
There is another way, however in which they may
help. Namely, by supporting tbe subscription list and
the advertising columns of the magazine, by subscribing
for it themselves, and by inducing other teachers to sub-
scribe for it, and increase its circulation up into the ten
thousands, so that every kindergarten-primary teacher
throughout the United States, and in other countries
where the English language is spoken shall be a reader
and supporter of the magazine. If the expenses and re-
sponsibility is divided among such a large body of undi-
vided workers it will be felt but little by each one, and
the possibilities of making the magazine, from the intel-
lectual, artistic and pedagogical sides, far more attrac-
tive and useful than it is to day will be increased im-
measurably.
The duty, therefore, of every friend of the child at
the Kindergarten age is to support the magazine, is to
send in news items that would be of interest to Kinder-
garten-Primary teachers throughout the world, to renew
their own and to secure new subscriptions, to write ad-
vertisers, letting them know that their advertisements
are read and to do everything in their power to make it
the leading journal of child life and child education in
the world today.
Act today and induce some friend to act also. This
is the Xmas time and period of giving, and no better or
more helpful gift can be given to teacher or mother than
a year's subscription to the Kindergarten Magazine.
You should also take the Kindergarten Primary Magazine
Because it contains departments that cannot fail to
interest any kindergartner or primary teacher in the
world. If you contemplate becoming a kindergartner.
a careful study of this magazine previous to attending a
kindergarten training school will help you greatly. If
you are a primary or a rural one-room teacher you -will
find departments that will especially interest you while
the whole contents of the magazine will bring the spirit
of the great kindergarten movement within the range of
your spiritual vision.
The magazine is not published for profit. The fact that
it appeals to a small class excludes it from the large gen-
eral advertisements which are the chief source of profit to
the average magazine. While the Kindergarten-Primary
Magazine is the best possible advertising medium for kin-
dergarten supply houses, training schools, etc., there are
not enough of these to turn a profit. The magazine has
always been appreciated by kindergartners and its circu-
lation has 9pread beyond the United States, until it now
circulates in the following provinces and countries: Bra-
zil, Germany, Austria, China, Japan, Syria, Turkey, New
Zeeland, Mexico, Australia, France, England, Scotland,
Wales, and all the provinces of Canada. But there is no
profit in subscriptions. It costs for printing and postage
alone 6oc per year for each subscription sent out and when
editorial work, bookkeeping, office rent, etc., is added of
course a loss is certain; but the editorial work and office
rent will not be greater for a circulation of 10,000 than for
5000, hence we have decided to push for a big circula-
tion, and thus accomplish more for the kindergarten cause
at but little additional cost. We want you to help us in a
way that will cost you little and accomplish much. For one
dollar we will send you the magazine not for a year but for a
year and a half. However, we do not want you to accept that;
but to have the magazine sent to your address for one year,
and we'll tell you what we would like to have you do with the
remaining six months' subscription; Do you know some kin-
dergartner teaching in a small city or village, Isolated from
kindergarten influences and in danger of dry rot; or some pri-
mary or rural teacher who can be helped by the magazine? if
so make her a Christmas present We will send It beginning
with the Christmas number and ending with the school year,
June, 1909, without extra charge and if you send us 25c. addi-
tional we will extend it to one full year of ten numbers. Thus
you will help the cause which every true kindergartner
holds dear and help yourself as well. We want to help bring
tbe blessings of kindergarten training to all the children of
America.
These offers are all special and will be withdrawn
December 25th, 1908, after which the straight rate of $1.00
will be made for the balance of the season.
Send all subscriptions and business communications to J. H. Shults, Manistee, Mich. All
matter pertaining to the editorial department, to the Kindergarten Magazine Co., 59 W
96th St.. New York.
VOL XXI— NOVEMBER, 1908— NO. 2
The Kindergarten- Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
Editorial Rooms, 59 West 96th Street, New York, N. Y.
EDITORIAL COMMITTEE.
Jenny B. Merrill, Ph. D., Supervisor Kindergartens,
Manhattan, The Bronx and Richmond
E. Lyell Earle, Ph. D Managing Editor
Harriette M. Mills New York Proebel Normal
Mari Ruef Hofer Teachers' College
Daniel Sneddon, Ph. D Te.aehers' College
Bertha Johnston New York Froebel Normal
Ernest N. Henderson, Ph. D. ..••Adelphi College, Brooklyn
John Hall, A. M University of Cincinnati
Walter F. Dearborn, Ph. D University of Wisconsin
Ernest Farrington, Ph. D University of California
Ray V. Strickler, Illustrator, Hillsdale, Mich.
The Kindergarten-Primary Magazine is published on the
first of each month, except July and August, from 27S River
Street, Manistee, Mich.
The Subscription price is $1.00 per year, payable in advance.
Single copies, 15c.
Postage is Prepaid by the publishers for all subscriptions in
the United States, Hawaiian Islands, Philippine Islands, Guam,
Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba,
and Mexico. For Canada add 20c and for all other countries
in the Postal Union add 40c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of discon-
tinuance is received. When sending notice of change of ad-
dress, both the old and new addresses must be given.
Remittances should be sent by draft, Express Order or
Money Order, payable to The Kindergarten Magazine Com-
pany. If a local check is sent, it must include 10c exchange.
All Communications should be addressed to the Manistee
Office.
J. H. SHULTS, Business Manager, Manistee.
Copyrighted, 1908, by The Kindergarten Magazine Co. En-
tered as Second Class Matter in the Postofflce at Manistee,
Michigan.
THE CONTRIBUTION OF THE KINDER-
GARTEN TO ELEMENTARY
EDUCATION.*
(Charles McKenny, Principal State Normal School,
Milwaukee.)
THE law of adjustment is a fundamental
law of life. It is interesting to note
how easily and almost automatically
we settle into new environments. Like the
chambered nautilus we stretch ourselves in
our new found homes and know the old no
more.
These remarks are pertinent to the present
occasion. The modern school is such a promi-
nent fact in the life of today, educational litera-
ture is so abundant, educational gatherings
like the present are so frequent and modern
views of the child are so generally accepted
that we are prone to forget how recent they
all are.
To us, impatient to s'ee our ideals actual-
ized, reform seems to move at a snail's pace,
*Address delivered at the I. K. U. convention in
New Orleans, 1908.
but to the historian who shall write the story
of the present age she will seem to have sped
on with the fleetness of a hare. How recent
are notable educational events. The first city
superintendency dates' from 1837. Today there
are more than ten thousand such officials.
The first American normal school was estab-
lished in 1839 and in x852 there were but six.
Today there are one hundred eighty. So far
as we have records, there were one hundred
and seventy-eight high schools in 1850.
Today there are more than seven thousand.
The first kindergarten was established in the
United States in 1855. At the present time
the grand total, including both public and
private kindergartens, is at least five thou-
sand. Today one-fifth of our entire" popula-
tion is enrolled in our schools.
The unprecedented advancement implied
in these facts has taken place during the life-
time of a man who still vigorous and efficient,
is the present speaker of the National House
of Representatives and a candidate for the
highest office in the gift of the American
people. Now, what has caused this remark-
able progress in so brief a period as the life of
a single man?
As we stand by the lower Mississippi
sweeping on in its majestic course to the sea,
we reflect that this mighty flood of water is
the united currents of many rivers, small and
great, that have their sources in widely sepa-
rated sections' of the central basin. Analogous-
ly this noble stream of human thought and
endeavor which we call modern education is
the composite of numerous movements and
tendencies having their origin in many in-
stances in widely separated causes, yet so
uniting their influences that it is often impos-
sible to measure the dynamic re.sults of any
particular one.
First of all, educational progress has been
due to the marvelous development of the re-
sources of the country, the consequent in-
crease of wealth and the elevation of the
standard of living. The growth of our factory
system has built up our cities till nearly fifty
per cent of our population are living under
practically urban conditions. Generally speak-
ing, the children of the cities have not been
needed nor allowed in the industries and have
crowded into the schools, lengthening the
school year and increasing the number of
years of school life.
Another primary factor has been the Amer-
ican doctrine of individuality. It is impossible
to overestimate the potency of this doctrine in
the expanding life of America. Religion, poli-
tics, industry, education, each and all have
38
KINDERGARTEN-PRIMARY MAGAZINE.
been profoundly modified by it. The theory
that so far as public education is concerned
every child should have an equal chance with
every other child has played a large part in
diversifying our schools and building up our
elective courses, and has made the public hos-
pitable to any proposition that enlarges the
possibilities of the oncoming generations.
We must also take into account as a vital
influence the successive waves of academic
enthusiasm which during the last century
passed over the country and which led to a
renaissance of interest in now this and now
that realm of human thought. Literature,
science, history and sociology, drawing, music,
have all occupied the center of the stage at
different times and have left their impress
upon the courses of study from the kinder-
garten to the graduate school, and we are now
in the midst of another season of awakening
which seems destined to modify our educa-
tional courses in the direction of vocational
subjects.
I have sketched this general background of
educational progress that we may have a
clearer perspective and a surer standard of
judgment as we pass on to consider the con-
tribution the kindergarten has made to the
grand result.
Without question, the greatest contribu-
tion to human progress is the discovery of a
fundamental principle which will illuminate
and regulate conduct. Through such prin-
ciples man secures' control of nature and turns
her energy to his advancement. Who can
measure the blessings which have come to the
race from such discoveries as the laws of
chemistry, the germ theory of disease and the
application of anesthetics and antis'ceptics to
surgery? The greatest good fortune that can
befall any age or country is the possession of
men of genius who by the discovery of such
laws shall strike out new pathways for human
progress.
Such a genius was Frederick Froebel, the
last and greatest of that splendid quartette of
educational reformers, Rousseau, Pestal ozzi,
Herbart and Froebel who discovered child-
hood, dynamited the old educational ideals and
methods, created schools for the children of
the common people, elevated the study of edu-
cation to a science, established the kinder-
garten and it seems to me laid down for all
time the general principles along which educa-
tion must proceed.
My theme tonight is the contribution that
the kindergarten has made to elementary edu-
cation and this leads of necessity to a discus-
sion of the principles underlying the kinder-
garten procedure, — in short to Froebel's edu-
cational philosophy. In discussing Froebel's
educational principles I shall avoid the more
abstract elements of his philosophy as not
suited to this occasion. I shall have nothing
to say of unity, symbolism, or the ultimate
constitution of the universe. I shall speak of
those principles only which have won recog-
nition and acceptance from educators of all
shades of philosophic creeds.
Froebel might well have chosen as his cen-
tral text or principle, that beautiful line from
the prophesy of isaiah, "A little child shall
lead them," for the center of his whole educa-
tional system is the nature of the child. Like
Jesus, he set a little child in the midst.
From his profound and sympathetic study
of the child, Froebel conceived his first great
principle, namely, that education, on the part
of the child, is a process of unfolding of his
native powers and capabilities. In other words,
the education of man is the evolution of the
child. i i
This ought not to sound strange to twen-
tieth century teachers. Evolution is a familiar
word to our ears. We may not know its
methods, but we believe in the principle.
But in Froebel's day evolution was not a
household word, although it was advocated
by leading scientists and philosophers of his
day. Darwin's' epoch marking origin of species
was given to the world nearly a generation
later than Froebel's Education of Man. The
honor of first suggesting the general principle
of evolution does not belong to Froebel, but
his is the glory of having first applied it to
education.
Although at first Froebel's conception of
the child does not seem of startling import, a
little reflection and some acquaintance with
the history of education will make it stand
out as one of the most far reaching and revo-
lutionary principles ever introduced into edu-
cation.
To begin with, it places upon the organizer
of schools and courses of study and upon the
teacher of every grade the supreme obligation
of knowing the child. To know the child one
must see him in relation to the past ; must con-
ceive of him as the culmination so far, of
creative activity, the heir of all the ages, sum-
ming up in himself the results of the long line
of life struggles on this planet ; must see him
in relation to the present, a self-active being
with contrary and antagonistic impulses, en-
deavoring to adjust himself to his complex
environment ; must see him in relation to the
future; a being who one day is to take a place
in human society and by his life to add or sub-
tract from the sum total of virtue, truth, mercy
and love in the world ; must see him in relation
to the three great environing influences which
shape his life, nature, man and God.
Now, what practical application has such
fine philosophy upon the daily school routine?
Much every way. In the first place a concep-
tion of the forces which have shaped human
nature will help to a right understanding of
the child of today. It makes a vast difference
KINDERGARTEN-PRIMARY MAGAZINE.
39
whether a teacher looks upon fighting, Selfish-
ness, laziness and deceit among her children
as evidence of total moral depravity, or as
inherited tendencies passed on from ages when
they were advantageous in adapting their pos-
sessors to their primitive environment. In-
spiration will come to the teacher who can
project herself into the future and see her boys
and girls, men and women, makers of homes
and factors in the great human struggles of
their day. Only by so viewing them will she
be able to feel the sobering responsibility and
the glory of her work. Only by so doing will
she rightly estimate the import of the drifts' of
character and tendencies of disposition which
begin to reveal themselves even in infancy.
The forward and the backward look give us
perspective to rightly view the present.
Not only does knowing the child imply
seeing him in all these various relationships,
but it follows naturally that if education is*
an unfolding of the inherent powers of the
child that the teacher must have an intimate
knowledge day by day and month by month of
the development of the child. She must catch
the tendencies and powers at their flood. She
must realize that there are times and seasons
in the unfolding of human nature. There are
periods of full tide and also periods when the
tide is at ebb. If there is one thing above
another that modern psyschology has empha-
sized which is of vital interest to education it
is this, — that inherent tendencies if they are
not fed and nourished when they awaken in
the child, will die from lack of nutrition. One
of the saddest facts in human life is that of
arrested and one sided development. Men
and women who might have been sweet-
spirited, large minded and generous, are sour
and narrow, unloving and unlovable, simply
because their better impulses were not nour-
ished into strength.
The love of beauty, virtue, sympathy, in-
dustry, service, love, religion are to be found
in every normal child. So also are the nascent
abilities that make for the intellectual life. It
is the function of home, church and school to
nourish these nascent powers into strength and
permanence and the school curriculum and
school procedure should be such as to minister
to every worthy tendency of the unfolding
nature. How sadly has education failed. O,
Education, Education, what crimes have been
committed in thy name.
The one-sided, inefficient, unlovable and
unloving lives about us, the hatred of school,
the dislike of school studies, the dislike for
teachers', the numbers who leave school at
tender years, all testify to the lack of adjust-
ment of the schools to the needs of many
children.
In saying this I am not pronouncing
against the school nor declaring public educa-
tion a failure. I am simply saying that we
have not yet attained though we have been
pressing toward the goal.
If man is to be complete and symmetrical
the evolution of the child must be complete.
You can never get more into manhood than
you develop out of childhood. This' means
that from his infancy the full circle of the
child's powers shall be educated, nourished,
developed. To use a current phrase, "the
whole child must go to school.'' How trite
this sounds. How commonplace. Yet this
ideal was never stated in a vital manner nor
worked out in a practical way till stated by
Froebei and worked out in the kindergarten.
How far from this ideal was the school of our
childhood. How little was there to develop
the appreciation of art, music, nature; how
little to cultivate self expression through
drawing, manual arts or dramatics. In the
school of that day the thre^ R's were crowned
and all bowed to their sceptre.
We have made progress in fifty years. In
the best schools of today, the Song, the story,
manual arts, nature excursions and games
have their place, not as recreation, not simply
to lighten the program, but as educative
agencies essential to the full development of
the expanding life of children. And progress
must continue till what is true of the best
schools will be true of all schools.
Froebel's conception of evolution of the
child's powers as the end of education is in
direct contrast with the two ideas that con-
trolled the school of the olden time. So far
as psychology influenced the practice of the
old school, its aim was discipline. The old
school taught that the mind was an aggrega-
tion of more or less independent faculties; that
there was such a thing as general perception
and memory and reason. It held that it was
possible to so train a man to think, that he
could think equally well on all problems; that
his memory could be equally accurate in re-
membering all classes of facts. Mathematics
were exalted as studies which trained the
faculty of reasoning. Classical languages
were held in high esteem because they were
supposed to train the power of memory, of
attention and of discrimination. It was even
held that the powers of mind, acquired in the
mastering of Greek and Latin ace ents were
the best possible equipment that a man could
receive for studying the natural sciences. Al-
though the new psychology has demon-
strated the unsoundness of such views they
still linger in the popular mind and sorry am
I to say, in the minds of many within the pro-
fession. There are hundreds today who be-
lieve that arithmetic is the most serviceable of
all subjects' in the school as a means of train-
ing reason.
Modern psychology declares that there is
not reason but reasonings ; that a man may
reason well in mathematics and be a dunce in
40
KINDERGARTEN-PRIMARY MAGAZINE.
history; that a man may be able to generalize
on scientific data and be stupid in mathematics.
It maintains also that there are, in the words
of James, not memory, but memories. A
memory for names, a memory for historical
facts and dates, a memory for mathematics, a
memory for science and so on through the
category. On the basis of modern psychology
there is no justification for a narrow and in-
tensive course of study in the elementary
schools, but every warrant for the broad and
rich curriculum which shall appeal to and
nourish the many sided nature of the child.
The second ideal of the olden school was
knowledge. "Knowledge is power." How
often one hears that quoted even today. It
was a favorite copy of the writing books of the
olden time. At best it is but a half truth.
Mere knowledge is not power. Knowledge in
encyclopedias, knowledge in libraries, knowl-
edge in lexicons, knowledge in text books,
knowledge in the head of an inert, inefficient
individual, is not power. A fact never is
power. It may be a weapon, a tool, a means
to an end in the brain and hand of some man
or woman. Power is an attribute of mind, it
is not an attribute of facts. The Froebelian
idea of education is never discipline or infor-
mation, but power, — power in every worthy
direction, — power to think, to feel, to appre-
ciate, to do. How limiting and deadening was
the old conception of education, which was so
largely merely storing knowledge in the human
mind, or sharpening to keenness the mental
powers in limited directions. How broaden-
ing and stimulating is the Froebelian idea of
education, which stands for the expanding of
the human being in every worthy direction. It
is life to the teacher; it is life to her pupil. It
is salvation to the race.
The second fundamental principle of Froe-
bel's educational philosophy is this : — The
evolution of the powers of a child is through
self activity. This is the basic principle of the
kindergarten. Now self-activity is a catching
phrase. It has a distinguished sound, but what
does it mean in the plain terms of practical
home and school life. If education were or-
ganized and administered according to this
doctrine what would result?
On one occasion, Jesus, to teach a great
religious truth, pointed to the lilies and said,
"Behold the lilies how they grow." But how
do the lilies grow? What is the process of
their unfolding? They grow through the oper-
ations of forces resident in the lilies them-
selves. Through root and leaf elements of
food are taken and within the cells of the plant
by a subtle chemistry which we can explain
but not understand, these food elements are
transformed into stalk and bud and flower.
And what may the gardner do to assist the
growth of the lily? Simply furnish the proper
environment, soil, food, temperature. Having
done this he may rest, — he can do nothing
more.
As grows the lily, so grows the child
through activities resident within him. What
can the teacher do to assist the unfolding child
nature? Furnish the proper environment, no
more. But that is much, very much indeed,
for environment includes all the surroundings
of the child, intellectual, aesthetic, ethical,
social and religious which are needful to nour-
ish his many sided nature.
There are many implications in this law of
self activity which are worth our consideration.
First, it means that the child's mental develop-
ment is through the activity of his own powers.
Through no vicarious effort can a child's
powers unfold, and this applies to all of the
three prime processes involved in mental de-
velopment,— acquisition, assimilation and ex-
pression.
In acquisition, the child's own experiences
are the ground of all his' knowledge. The
teachers' experience will not suffice. The child
must see and hear and handle. Probably no
more fundamental mistake is made in educa-
tion today than the failure to base teaching
upon the actual experiences of the. child. How
many a girl is shedding tears tonight over
problems in arithmetic of which she has no
comprehension. How many children are learn-
ing facts in history and geography which have
no basis in their own experience. Who cannot
recall definitions in geography the meaning of
which came only with years of life? There
comes to my mind now the definition of
plateau learned in the grades so long ago. "A
plateau is an elevated plane or the flat top of a
mountain". I remember reciting it, but I just
as distinctly remember that it had no meaning
to me. A flat top of a mountain. I had never
seen a mountain. I had never seen large hills.
1 had absolutely nothing out of which unaided
I could construct a picture of a mountain with
a flat top. In a school in a noted American
city a geography class was discussing the char-
acteristics of the Mississippi valley and a vis-
itor asked a member of the class if she had
ever seen a valley, large or small. The child
replied that she had not. Yet her home was in
a conspicuous river valley. This is a type of
what may be found today in too many schools.
The remedy lies in recognizing the absolute
necessity of experience as the basis of acquisi-
tion.
The process of acquisition implies a per-
sonal acquaintance with the elements by means
of which new data may be interpreted. A
great step is made in any school when the
children are taken to visit neighboring groves,
parks, hills, ravines ; when they are asked to
note the action of water upon the soil ; when
they are taught to observe the weather, phases
of the moon ; the position of the sun at differ-
ent, seasons of the year; when the flowers and
KINDERGARTEN-PRIMARY MAGAZINE.
4i
birds are brought into true relation with one
another and with their environment, and when
clouds? and steam and dew have meaning to the
child, because he has not only seen them, but
understands them ; when children go to fac-
tories, stores, power houses and docks that
they may see the meaning of commerce and
the source of the food supply which appears
on their tables from day to day. It was a great
lesson in social life when an educator took his
son to the hold of a ship to see the stokers
stripped to the waists heaving coal under trie
great boilers which generated steam to propel
the vessel through the water at eighteen miles
an hour. How different seemed the beauties
on deck in their relation to the stokers below.
I fear that the kindergartners themselves
are not always careful to base their teaching
upon concrete experiences. I have sometimes
thought that they expected the child to gen-
eralize from too limited data. I fear they
often overwork symbolism and creative self-
activity.
Content is of more value than form. Ra-
experience is better than the over refining r
limited data. The best kindergartens and the
best elementary schools represent today the
nearest approach to the realization of Froebel's
law of self-activity. Between them and much
of our kindergarten and elementary school
work there is yawning a wide abyss.
But I must hasten on to say that self-
activity is the basis of the assimilative process
by which new knowledge is related to the old
and old knowledge is seen in new relation. It
seems almost unnecessary to discuss this phase
of the subject, the truth is so evident. The
difficulty is not in believing that assimilation
is wholly an individual matter due to the self-
activity of the child, but in not being certain
that assimilation really does occur. Verbal
memory is so active in childhood and yields
such explicit statements as to deceive the very-
elect. Often cautious and painstaking teachers
are prone to take the deliverances' of memory
as evidence that the assimilative process has
taken place. So long as the only test of assim-
ilation is oral or written language, the possi-
bilities for such misunderstanding are very
great. It is" only by the use of other modes of
expression as drawing, manual arts and dra-
matics that the teachers can secure a check on
the possibilities of taking memory for assimila-
tion.
The third phase of the educative process is
expression. The end of all life is adaptability
and adaptability means conduct. All the
powers of the mind from perception through
volition have but one end and that end is
action. We see this clearly illustrated in the
life of the lower animals. Here sensation and
action are one. In childhood there is little
intervening reflection between perception and
action. In the words of Uncle Remus it is
"Tetch and go."
When we look at it aright every idea has a
motor tendency wrapped up in it. If we should
ask children to define a hundred articles' we
should be struck by the fact that they were
defined in terms of what is to be done to them
or done with them. The whole attitude of the
child's mind is a motor attitude. Froebel
seized upon this great truth and made it the
center of his system,- — education through self-
activity. To him expression, that is, self-
activity, was the means by which the child's
nature could be read and understood. It was
the means by which he came in contact with
the outside world and became acquainted with
its facts. It was the means by which the
powers of his mind developed strength and
definitness. As a consequence, the kindergar-
ten which he instituted places emphasis upon
and gives scope to the child's tendency to self-
activity.
Froebel saw that the most complete expres-
sion of the child's inner self and the method
by which he conquered the outside world and
made it his, was through play and kinder-
garten procedure may be defined as regulated
play. The joy, the spontaneous self-direction,
the co-operative spirit by which children edu-
cate themselves outside of school are given a
place in the true kindergarten. The song,
rhythm and music, dramatics, drawing, manual
arts, while championed by other educational
forces, have been consistently advocated and
successfully practiced in the kindergarten from
the first as a means through which the play
impulse of the child may find adequate expres-
sion.
I have taken for our consideration tonight
two of Froebel's educational principles which
seem to me the most far-reaching and practi-
cal. Time will not allow me to speak of others.
The contribution which the kindergarten
has made to elementary education has been
through its exemplification of Froebelian prin-
ciples of education. With all its shortcomings
it has been the one institution that has kept
the lamp before the shrine of its ideal trimmed
and burning. It has believed in its mission and
with the faith and zeal of a propagandist it has
sowed the seed of its gospel. Directly and in-
directly it has been a factor in the educational
progress of the last fifty years, the modi-
fication of the elementary course of study
by which it has become broader and
richer with material which appeals to child
life has been in no small part due to the kinder-
garten, which through its stories and songs, its
drawing and constructive work, its games and
dramatics has shown that the education of the
child may be furthered by other agencies than
the alphabet and the multiplication table and
that the road to knowledge for the child need
not be steep and thorny.
42
KINDERGARTEN-PRIMARY MAGAZINE.
THE KINDERGARTEN FESTIVAL.
By Jane L. Hoxie.
FOUR important festivals are held in our
child garden during the year. On
Thanksgiving Day we commemorate
our heroic forefathers. At Christmas Tide we
celebrate the birth of the Savior of mankind.
On Washington's birthday we do honor to our
heroes and our patriots, and on May Day we
celebrate the birth of new life, the revival of
all nature in the spring. Aside from these
four great festivals, others of minor import-
ance are commemorated, but with less atten-
tion to detail and with less effort to make last-
ing impression upon the plastic minds and
hearts of the little ones.
In the early fall, in preparation for the
first of these great events, if we are country
bred, we hie away into the woods and fields.
Here we revel in all nature ; in the growth and
development of plants and trees, in the ripen-
ing processes of seeds, in the maturing of
fruits and vegetables. We watch the south-
ward flight of birds, who leave their empty
nests deserted in the trees. We learn how all
the animals prepare to meet the coming win-
ter with thick new coats of feathers or of fur,
with stores of hidden food, with snug warm
beds in burrows, caves and hollow trees. We
watch the little buds for next year's growth
form on the twigs and branches. We learn
how nature paints the leaves, disseminates the
seeds, puts all the flowers to sleep. We joy
in all the odors, sights and sounds that make
the autumn time the crown and glory of
the year.
If we are city born we cannot go thus hap-
pily away among the birds and blossoms, but
must content ourselves with buds and flowers,
Avith fruits and seeds culled from their native
setting, with visits to the parks and markets,
with glimpses from our windows of the migraJ
tory flight of birds, with observations of the
autumn habits of animals as seen in pets and
dwellers of the zoo.
We learn that not only flowers and trees,
insects, birds and animals make ready for the
winter, but that man also has a work to do.
He gathers in the fruit. He stores away the^
vegetables. He husks the corn. He threshes:
and he grinds the grain. He toils and moils
that we may all be fed when, wrapped in
ermine robes, old earth dreams through her
winter night.
Then we tell the story of those dauntless
heroes, the Pilgrims and the Puritans, who
breasted the unknown waves and faced the
hazards of an untried land for conscience sake.
A little Pilgrim maid, a miniature Priscilla,
walks in our fancy sedately amid the strange
vicissitudes of this new life. We see her leave
her English home. We go with her to Hol-
land. With her we board the Mayflower and
set sail across the deep. With her we wonder
at the ocean's winds and waves and watch the
antics of the unknown monsters of the sea.
With her we laugh and dance and clap our
hands when little Oceanus, sea born infant of
a hardy Pilgrim dame, looks up and smiles.
We land at last with her upon old Plymouth
Rock, and through her eyes we gaze upon the
great unbroken forest, the savage beasts and
dusky natives of this strange new world.
Then comes the story of the first Thanks-
giving Day. That day on which our staunch
progenitors poured forth their gratitude for
lives that had been spared, new friends that
had been granted them, a harvest that was
plentiful. They knew that God would keep
them safe through all the winter's night. They
wished to give him thanks for life, for health,
for food, for shelter and for friends.
We, too, have thanks to give. This very
fall the harvest has been plentiful. Already
are the barns stacked high, cellars o'erflow
with fruit and vegetables, and lavish hoards
crowd every nook and corner of the granaries.
None need go hungry, but every creature may
be fed. All through the year we have been
housed and fed, clothed, warmed and loved.
How shall we tell our gratitude for autumn's
gifts, how show our awe, our reverence — and
our trust in Autumn's God? How, but to give
from out our lavish store to those less happy
and less fortunate than ourselves? We have
listened to Dame Nature's tale. We have pon-
dered well the story of our Pilgrim Fathers,
but this is not all. There is yet another story,
■ — a story of little children like ourselves and
yet not like ourselves ; for we have happy
homes, a mother's love and care. Our limbs
are straight. Our backs are strong. We have
clear eyes and ready hands. We can run and
dance and skip all day long in the sunlight
and the air. Not so with these poor waifs,
huddled in orphan homes or stretched on beds
of pain in children's hospitals. With shining
eyes we hear this storv to the very end. Then,
oh ! how eagerly, we rummage out our most
capacious baskets. With what joy we fill
them to the very brim with treasured books
and toys, with dainties that would otherwise
have crowned our own Thanksgiving feast.
Here we place the big fat turke}r, bought with
the hoarded pennies from our banks. Here we
stow the cups of jelly, made with our own
hands, looking like rubies shining in the sun.
Here Ave put the golden oranges, the rosy-
cheeked apples, the glossy nuts, the red and
white candies that Ave, ourseh^es, haATe pur-
chased Avith such anxious care. Hoav merry
we are Avhen at last our baskets OArerfloAV. We
clap our hands. We whirl about in an ecstacy
of happy anticipation at the thought of the joy
those other little ones will feel AAdien they re-
ceive our bounty. But our croAvning happi-
ness is not reached until we don our caps and
KINDERGARTEN-PRIMARY MAGAZINE.
43
hoods and sally forth to bestow, ourselves,
these tokens of our gratitude, these messages
of good cheer upon those unfortunate little
ones, so like ourselves and vet how different.
Back to the kindergarten we come at last, with
full hearts but with empty hands. We dance,
we laugh, we sing, for have we not made
others happy?
Now for our own merry making in the
kindergarten itself. This is celebrated in end-
less ways. Favorite among these is the visit
to grandmother's. The old lady, herself, in
the person of a sedate six-year-old miss, at-
tired in a white kerchief, cap and apron, re-
ceives her guests, who come all together in an
enormous sleigh, drawn by prancing steeds
caparisoned in glittering harness and many
tinkling bells. Needless to say, this fiery team
is composed of lively youngsters selected
from our midst. The members of this sleigh-
ing party sing lustily as the1*' glide along, —
"Over the river and through the wood to
grandmother's house we go." This visit to
grandmother's culminates in the serving of a
Thanksgiving luncheon, dispensed by some of
our own number, which consists of tiny pump-
kin pies made and baked in the school kitchen
by members of the class. The morning closes
with a story of long ago told while sitting
around the fireplace as corn is popped >or
apples and nuts are roasted in the ashes of
our wood fire. Sometimes, however, a grand
frolic with the pumpkin man, as the children
delight to call our Jack-o'-lantern, is preferred
to the story and the open fire. And then with
full hearts, conscious of the blessings of food
and warmth and shelter, of health and happi-
ness, of mother love and care, the little ones
scatter to their homes.
Echoes of our Thanksgiving frolic have
scarcely died away in the distance ere a new
motif is sounded. Faintly, at first, but rapidly
gathering volume, it bursts at last into a joy-
ous rollicking chorus. Santa Claus is abroad
in the land. The season of loving and giving
is here.
Early in December we make excursions
into the northland where, all the year through,
jolly old St. Nicholas works with a will upon
Christmas toys. We investigate his pack and
his pockets. We ride over the housetops be-
hind his eight fleet reindeer. We peer with
him down the flues of sooty chimneys. We
never tire of gazing into his twinkling eves or
wondering at his ruddy cheeks and at his
hoary beard. We write long letters to this
jolly saint, filled with our urgent needs and
dearest wishes, which we trustingly post in
stove or fireplace. We take our fill of the old,
old legend, ever new. Gradually it dawns
upon us that this dear old saint must have
other helpers besides the brownies ; that per-
haps the world is filled with his helpers ; that
everyone may be a Santa Claus to somebody;
that John and Polly and Fred and Helen may
all be Santa Clauses ; that each one of us may
be a Santa Claus. Then the spirit of getting,
getting, always getting is metamorphosed into
the spirit of giving, loving and giving, doing
something for others. The ecstatic shivers of
delight with which we have been wont to greet
the thought of this mysterious Santa Claus
are intensified tenfold as the spirit of unselfish
love crowds out the anticipation of our own
gain and pleasure. Our brain teems with ideas
and our fingers fly to execute its bidding that
father and mother, grandfather and uncle,
brother and sister may each and all be glad-
dened and surprised by what a wee Santa
Claus of five or six can do to make them
happy.
As time goes on and the day of the Christ-
mas Festival approaches the thoughts of the
children are gradually led to the spiritual
meaning of this season. The legend of the
Christ Child, in all its beauty, is recounted and
the sweet old story of the Babe in the manger
is told again and again, until finally the true
significance of this day of days lies revealed
and its commemoration assumes a new and
solemn meaning.
Our home people are bidden to this festival.
The invitations are written upon pretty holly-
decked Christmas bells which we have made
all by ourselves. Our great forest-giant of a
tree, decked out with shining wreaths and
chains of our own construction and hung with
the gifts we have fashioned so lovinglv, stands
with outstretched branches to receive our dear
ones. When all have arrived, gathering round
our tree, we sing to these best loved friends
our joyous Christmas Carols. For them we
play our merriest games. To them we tell
our favorite Christmas stories. The crowning
moment of our happiness arrives when we take
from our tree that which our own hands have
fashioned and place it ourselves in the out-
stretched palm of a loved one. Neither do we
forget, upon this day, those less fortunate
than ourselves, and many of our toys arad
goodies find their way to homes whose occu-
pants, but for us, would dream of Santa Claus
in vain.
Anon a sterner note is sounded and the
toilers of the world appear. The workers who
sweat in field and factorv, who labor upon the
mountain top and in the bowels of the earth,
become our dailv companions. We learn to
see that each individual has a task to perform,
which he, and he alone, can accomplish ; that
the honest labor of each one of us is needed
to make up the perfect whole of our civiliza-
tion. The occupations of the carpenter, the
mason, the blacksmith, the shoemaker, the
farmer and the miller all take on new signifi-
cance as we become conscious, for the first
44
KINDERGARTEN-PRIMARY MAGAZINE.
time, of the true dignity of work. Our muni-
cipal servants, the postman, the policeman and
the fireman, now become objects of more vital
interest than ever before, as we talk of their
duties and imitate their labors. Our great
public servants, the mayor, the governor, the
president, assume paternal significance. Last
of all comes into view our heroes (our patriots
and our soldiers). The colossal figure of
Washington, the preserver of our liberties, the
father of our country, looms above all the rest,
and the spirit of our patriot's day festival is
due to his inspiration. We wish to celebrate
his birthday because he was a great and good
patriot, willing, like manv others, to give his
life, if need be, for a just cause. The early
truthfulness, bravery and obedience of Wash-
ington are brought especially to the notice of
our little ones, and some of the thrilling ad-
ventures of his pioneer and soldier life are
recounted in simple, unaffected language.
In preparation for this celebration we make
garlands and badges of red, white and blue ;
we manufacture miniature flags, we adorn pic-
tures of Washington with the national colors,
we fold soldier caps, we learn to keep step to
martial music. On patriot's day, attired in
our badges, wreaths and caps of red, white and
blue, holding flags in our hands, with beating
drums and flying colors, we tramp to the mar-
tial strain of "Soldier Boy," "When Johnnie
Comes Marching Home," and "Dixie Land."
We sing the few strains of "My Country" that
we have been able to learn. We march into
camp for the night. We rise with the reveille
in the morning and march with quick step far
away where our country and our duty call.
We shout with enthusiasm at the names of our
heroes, our country and our flag. We listen with
interest ever new to child-like tales of bravery
and heroism. At last we gather round our flag
and, as we give three lusty cheers for the red,
white and blue, our hearts are stirred with the
germ thoughts of a patriotism which shall
later inspire us, if need be, to perform true
deeds of valor.
The tramp, tramp, tramp of our martial
host has scarcely died away in the distance ere
a new theme is sounded, for lo ! the winter is
past and gone ! The water of unfettered
brooks now sparkles on its way, the notes of
feathered friends now echo in the tree tops,
the sap leaps anew in the branches, bud and
flower burst into bloom. All nature awakens
from her dream. May is at hand. Our May
Day festival approaches. We have watched
the springing of the grass, the opening of the
buds, the return of the birds, the coming of
that new verdure with which old Earth vearly
covers her wrinkled bosom. We have planted
our gardens. We have set free our captive
bees "and butterflies. We have beheld the
revival of those creatures, big and little, to
whom the winter is but one long, drowsy
night. We have hailed with rapture each bud
and leaf and blossom, each springing grass
blade, the flutter of each pair of wings, the
hum and whir of insects, the leaping of new
life in pond and stream, the shy movement of
each timid creature 01 the wood and field.
How shall we give voice to the ecstacy that
fills us, that ecstacy with which all nature
thrills and pulsates? That joy which says
more life ! more life ! and yet more life ! How,
but to sing with the birds, to skip with the
lambs, to dance with the sunbeams over the
earth's fresh carpet of green. So we sally
forth decked out in many colored garlands,
carrying our May pole with us, singing as we
go. Upon a broad expanse of green, in park
or country, we take our stand. All day long
we frolic in the sunshine, a happy band of
children doing homage to the spring.
Thus it is our purpose that these four
chief festivals shall stand as culminating
points, as climaxes toward which we bend our
energies, as special days that shall radiate the
spirit of gratitude, of good will, of patriotism
and of joyous new life and strength with
which we endeavor to infuse the entire work
of the year in this, our garden of happy chil-
dren.
NUMBER IN THE KINDERGARTEN.
Harrlette H. Freeland.
PESTALOZZI says : "It is my opinion
that if school teaching does not take into
consideration the circumstances of
family life, and everything else that bears on
man's general education, it can only lead to
an artificial and methodical dwarfing of hu-
manity."
Another prominent writer states the follow-
ing : "The general problem of the kindergarten
is not radically different from that of other
schools." If schools fit for citizenship in the
broadest sense then the problem presented to
the kindergartner as she considers the essen-
tials and non-essentials in the training of the
young citizens so early entrusted to her is not
one to be lightly set aside.
Froebel studied Architecture, Surveying,
Forestry, Crystallography. We see the mature
man when he deals with mathematical sub-
jects, and in many instances he seems a math-
ematical enthusiast.
Again and again we read, "no formal in-
struction for children of the kindergarten age"
and then we find exercises amounting to little
short of problems planned for these same chil-
dren. Froebel truly had keenest love and in-
sight into childish lives or it would never have
been possible to use these exercises success-
fully.
The all-important promotion day comes for
KINDERGARTEN-PRIMARY MAGAZINE.
45
the kindergarten child and we step across the
hall with him.
Is it a wholly new realm he enters? Let us
cheerfully prophesy that the good work begun
in the kindergarten is continued in the grades
and much of the subject matter already
familiar gives keener zest and appreciation for
the stories he now begins to make truly his
own and for the new work to which he is' in-
troduced. In the good old school days so often
praised in song and story to have omitted
"Number Work" in the first school years
would have caused unbounded wonder.
Today the educationalists agree with
psychologists that reason plays a s'mall part in
the first years when perception, memory and
imagination hold fullest sway. Close your
eyes and at once you can picture diagram
after diagram illustrating this. You might
question if some of these were not exaggerated
if it were not for your practical knowledge
gained from actual living with little children.
In the final analysis' there is nothing like
"illustrating by an example."
The four year old child is delighted to
count; fond parents have encouraged, often-
times taught him this accomplishment, and,
by the American and foreign parent alike, it is
considered a credential for entrance to that
school life which is to make or mar the man
to be. Older brothers and sisters many times
furnish what they consider a liberal education
before the child enters kindergarten. Then
proudly introduce the younger member of the
family and among the accomplishments re-
hearsed invariablv counting and the fact that
he can "make his numbers" hold prominent
place.
Give your class papers to draw some defi-
nite objects and after the attempt you are
often surprised at the success with which he
acids' a straggling line of figures.
Our small people also count in the games
they are constantly playing at home and in the
street.
The youngest children and the foreigners,
coming directly from "the ship," who have in
no sense found themselves, some kindergart-
ners claim know nothing of numbers. If this'
is true, they learn most rapidly simply from
association with the children using it in every
day fashion at their work and play.
Refer to the first quotation in this paper.
We will do nothing to stunt any child's
growth. When the latent power becomes
active we will do all we can to assist the de-
velopment.
Since number work is not recognized as a
part of the curriculum until so late in the
grades and because we believe the time can be
better spent in work and play dealing with
subjects better adapted to children from four
to six, we have n» specific work in number in
the kindergartea course.
On the other hand number is by no means
omitted. Concretely we are constantly using
it, and it would be impossible to plan one
period of our day without it if the child is
allowed to express in the circle the material
given out and collected, his blocks, the num-
ber of times his ball is rolled, tossed or
bounced. This without suggestion or direc-
tion. Games are played involving the use of
the number sense such as:
The baker delivers his orders as requested,
the children go to various shops on errands
bringing a specific number of things, often
they count to see if change is correct. Play-
ing store has an added charm in the game
period with a "grown up" friend to help out
when one is not quite sure what comes next.
Each child is entitled to so many pushes when
swinging.
Some of our Newark kindergartners are
doing especially good work in rhythm as
shown bv the children's ability to take entire
charge of the marches. The independence with
which many children "clap" the song they
desire to sing and promptly recognize it when
some one plays for them. The response in ball
games when they count as the piano plays, and
the pleasure derived from the rhymes and
songs giving definite number direction.
Number is certainly the foundation of
rhvthm, and the noises made by very young,
children often take rhythmical form so that we
are able to say this is the beginning of music.
Some kindergartners require the children
when recommended for promotion to count to
twenty. In many instances they count to one
hundred with little assistance, and there is a
rhythm in counting together that reminds
one of the "five times five are twenty-five,"
sune in the days of old.
Simple problem work if used wisely is a
delieht to the child who begs for "hard1 things"
for his portion. Make a walk so many inches
long. A wall so many inches high. Build a
platform four inches long and two inches wide.
"What shall I build for you?"
This work is recommended only where it
can be introduced to advantage. Some classes
would not be ready for it during their kinder-
garten career, but when the number sense is
more developed and the child keenly alert,
work of this character is beneficial if used as a
treat rather than for steady diet.
Whether we will or not, children both in
school and out are learning number, using it
correctly, and this comes from no abstract
teaching but from the natural development of
the number sense in the child's mind.
In conclusion do not understand me to ad-
vocate anv method formal teaching of number
in the Hnderfrarten. Only incideatal number
reeosTutiom aad use. The number s»as« «r
faculty awakens early ia life. Way a©t reseg-
46
KINDERGARTEN-PRIMARY MAGAZINE.
nize and develop it as soon as the child mind
seems to appreciate its power?
In answer to those who condemn number
teaching earlier than the third year grade, we
say, we only argue for incidental teaching and
are quite content to leave some things for the
High School and College Curriculum.
MOTHERS' MEETINGS AND READING
CIRCLES.
By Jennie B. Merrill, Pd. D.
Note. — Kindergartners will find a list of simple
topics for Mothers' meetings in the Kindergarten
Magazine for March, 1908. Among these topics is
the one selected for this month's article.
RUNNING ERRANDS.
Mothers may be surprised to hear that such
a simple matter as running errands has been
commended upon by great writers upon educa-
tion, as Rousseau, Pestolozzi, Froebel and
others.
It is certainly an eminently practical sub-
ject for consideration at a mothers' meeting.
The following questions may be sent to several
mothers known to be actively interested in the
meetings for report :
i. How young a child have you ever asked
to do an errand for you?
Will you tell us what the errand was and
whether the child was pleased to do it for you?
2. What are some of the advantages to
the child in running errands for mother?
3. What care should a mother exercise in
selecting errands for very young children?
4. What training of the child's mind is
secured in
(a) Listening to the directions for an
errand.
(b) In carrying these directions out.
(c) In reporting back to mother.
5. Should a child always report back con-
cerning the accomplishment of an errand even
when no direct answer is sent? Why?
The following quotation from Mrs. Borlis'
excellent chapter on "Ethical Training" in
her book entitled "Preparation of the Child for
Science," may be read to the mothers :
There comes a stage in every child's life when
he is anxious to he sent on messages, and this phase
can be taken advantage of to train him in one or
two habits which it is difficult to acquire at a later
age, and the lack of which hampers the development
of the scientific faculty.
When a child is two Or three years old, you ask
him, "Would baby like to take a message for moth-
er?" When you find him willing, you say: "Put
down that toy (or whatever he may have in his
hand) and come and stand in front of me; put your
hands straight down, head up, look me right in the
face and say: 'Please, Anne, a spoon.' Say it again. I
am going to send you to Anne to get a spoon. What
are you going to say to Anne? Now, say nothing
else; don't talk, don't play on the way, for fear you
forget. Now tell me once more what you are going
to say to Anne." When the child comes back with
the spoon, you say to him, "Now, go back and say,
'Thank you, Anne.' What are you going to say to
Anne? Well, now, go and say it." When he comes
back the second time, you ask him what he said to
Anne. If he cannot remember, or is not clear
whether he said it properly, you send him back to
try again. As soon as he brings a clear and crisp
report of having given his message properly, you at
once restore whatever he may have had in his hands
before you began.
This habit of withdrawing all possible sources of
distraction before business begins, and restoring
whatever you deprived him of directly the business
is completed, is of importance. All these precau-
tions help to induce the habit of knowing when a
duty is fulfilled, an incident closed.
Next day the message may be, "Please, father,
a pencil," or "Please, nurse, a pinafore, but it is
well while varying the object, to keep the routine
exactly until it becomes quite easy and mechanical,
until the mere fact of being called for a message
throws the child bodily and mentally into the atti-
tude of attention. After that you may tell the child
that whenever you send him he may say, "Thank
you" to the person who gives it to him before bring-
ing it to you; but he is still not to talk of anything
else when on his way. Just at first you will have to
explain to the household that they are not to tempt
the child to dawdle or talk when sent on a message,
but as soon as he is old enough you may tell him
that if any one speaks to him when he is on his
way, he should say, "I am on a message for mother;
I will come back to you when I have done what
she told me."
In discussion the kindergartner will readily
lead the mothers to see the value of this early
work which not only amuses the child but
trains him to accuracy in listening, in execut-
ing and in reporting. It indirectly helps in
training to obedience and promptness. It
creates a feeling of responsibility and taxes
the memory just enough.
It is not the wise mother who laughs at
these little beginnings. They represent "the
ounce of prevention," prevention of inatten-
tion, carelessness, and forgetfulness in doing
errands or in assuming responsibility which
make so much discord later on.
Ask mothers to test this method and report
on the results at another meeting.
Caution them not to overdo the matter.
It should be a pleasure, not a burden. Drop
it if it is not until a favorable moment.
There should be no tears over such a mat-
ter with so young a child.
KINDERGARTEN-PRIMARY MAGAZINE.
47
for a
scup,
CHARACTER IN THE RAW, A GLIMPSE
OF A CITY PLAYGROUND.
MABEL E. MACOMBER, BROOKLYN
JUST come in the Park, been
waitin' two hours for a swing."
"Miss Jar-r-vis, a boy's throwin'
sand on my baby."
"Teacher, I had a scup and it
was a girl's, and a girl asked me
and I gave her twenty-five, and
she won't get off."
"Good morning, Miss Jarvis; how do you
like my baby? Ain't he sweet? Can't you
get him a swing?"
An injured knee having been duly washed
and plastered, the teacher had just returned to
the playground. It was a busy day, without
the usual helpers, so that all drill or class
work was suspended. A group of children
with raised hands pressed about her. Listen-
ing to all, she decided that the sand throwing
was the only serious trouble, and immediately
went to the scene of disorder. Boys were
allowed to build castles and ramparts only on
condition of unquestionably good behavior.
The little toddlers' eyes must not be endan-
gered by careless monsters, even if their
guardians, the big sisters, should snatch a few
moments of absolute enjoyment on a swing.
The questioners dispersed by the visit to
the sand-box, the teacher was no sooner
seated on a portion of the space devoted to
"cake baking" where she thought to watch
undisturbed, a special group of troublesome
girls who seemed only to enjoy teasing other
players, and breaking rules, when a new
group formed around her, each with upraised
hand. There being no necessary complaint, a
little lesson was given them on the value of
patience and self-control, and the "pie-board"
was quiet for perhaps fifteen minutes. The
group of girls in question now took advantage
of her interest in the evolution of a sand bake-
shop, so that when Miss Jarvis again turned in
their direction, each had secured a swing and
were having a royal good time. But the in-
evitable tale bearer was on her way, and a
tearful story of kicks, and summary jerks, by
which the rapid change in swing ownership
was effected, was poured into the ears of the
children's friend. The teacher's rising and
advancing a few steps had the desired effect,
as a row of empty swings, and a rear view of
skirted forms climbing over partition benches,
plainly testified to the delighted tattler. She
did not deserve a swing, however, and by a
series of motions, understood only between
teachers and children, the next joyful pos-
sessors were indicated.
"Miss Jar-r-vis, can you play in succes-
sion? Sadie's playin' tennis in succession."
"Miss Jarvis, the bean-bag's up on the
roof."
"Miss Jarvis, Jimmie won't let us play
Crokette; he takes the hatchets and knocks
the balls around." But the teacher could not
wait to hear more, for while taking mental
note of the transgression of the tether ball
rules, the uplifted bean bag, and the small boy
in the croquet inclosure, she had seen a more
important evil brooding in a corner where
Katy sat exchanging coarse jests with a group
of youths outside. How to save Katy was the
great problem. She used to revel in the inno-
cent pleasures of the playground, only giving
trouble through a certain rudeness of manner
and occasional quarrels with her playmates.
Now she had the "boy craze" and was not
content unless surrounded by a group of ad-
mirers, whose rough companionship had
coarsened the girl. Even the policeman of
the neighborhood felt the need of keeping a
fatherly watch over her.
"Skidoo ! 23 for yous'e ; there's the cop,"
the teacher heard as she approached, having
asked the officer to walk in that direction.
Katy seized a swing and jumped on, not notic-
ing the teacher's approach from the other side,
as she tried in this way to escape the attention
of the patrolman. This was one of the times
for the teacher to be blind if she wanted to
retain her influence over the child ; so Katy
was ignored while some of the owners of the
upraised hands were satisfactorily answered
and matters generally set straight till Katy of
her own accord came to Miss Jarvis to ask
her advice as to some way of earning money.
In return for a promise to give all the aid
possible, Katy offered to help in keeping the
playground in order. "You must be very sure
to speak politely and not to strike any one,"
was the parting injunction as a group of girls
approached.
"Good-morning, Miss Jarvis ; won't you
play a set of tennis with us? Janet and I
want to play against you and Francis."
"Why! Isn't Francis the very best player
we have? How can you two succeed against
us?" replied the teacher.
"Oh ! of course we can't, but Janet and I
are going to play in Central Park to-morrow
with our brothers, and we want to practice
hard," so Miss Jarvis agreed, but with the
necessary admonitions, and answers to ques-
tions, and even short excursions to the teeter
ladders, and to any spot needing investigation,
also keeping an eye on Katy as much as pos-
sible, while playing, it was no wonder that
Janet and Sophy had succeeded in keeping a
deuce game going for an unusually long time
Avhen a sound of excited voices behind her
attracted the teacher's attention. She turned
to see Katy engaged in a hair-pulling contest,
and approaching heard all talking at once.
"She took my little sister off the swing." "She
wouldn't give no-body a ride." "She don't
48
KINDERGARTEN-PRIMARY MAGAZINE.
own the swings." "This is a free country."
Placing a disinterested child in possession of
the swing, the teacher moving away, drew the
crowd from the dangerous proximity of neigh-
boring swings, the disputants still exchanging
excited words, and threats. Katy, on careful
inquiry, it was proved had acted only in self-
defense ; so Rosie was ordered to cease hostili-
ties or else leave the playground. She
haughtily chose the latter course, while her
adversary was admonished to be more careful
in the future.
Katy having "got the satisfaction" now
ruled with a high hand, so that frequent
complaints reached Miss Jarvis, as she stood
watching two curly-headed enthusiasts play
their entrancing though all but forbidden
bounce ball-game —
"I lost my ribbon, one game ;
I lost my ribbon, two games ;
I lost my ribbon, three games ;" etc.,
each downward pat of the ball with its suc-
cessful turn to another pat constituting a
"game" ; the words often most elaborate, are
repeated sing-song fashion, to test compara-
tive skill in "keeping up".
When one small maid had convincingly
demonstrated her superiority, the ball was
turned over to a sly miss of six years, who had
been patiently waiting for a chance at the
treasure, and a small girl sent to bring Katy.
But the messenger returned Katyless. "She
won't come over ; she says you to come over."
The teacher went and found Katy busily
punishing a refractory child by a series of
slaps on her face. "They won't mind me," she
apologized ; but as she had broken one of the
conditions of her monitorship, this had to be
taken from her. Now the trouble began and
things happened so quickly, the teacher could
not quite remember afterward just what did
occur. Katy, no longer a high potentate, and
maddened by the loss of "satisfaction", had
immediately, by sheer physical strength, ob-
tained a swing, and wishing to show her utter
disdain of all authority, had stood and
"pumped" with skirts flying high in the air,
while her masculine friends again collected on
the outside and delighted her with their re-
marks. Feeling completely out of the pale of
the teacher's control, and fairly drunk with
rage, all the dare-deviltry in her nature came
tothe front, so that a reproving look from the
teacher met with the response: "You can't
make me get off, I'll stand if I like." This
showed a spirit dangerous to the playground,
as nothing: is more contagious than insubordi-
nation. No officer or other helper in sight, the
teacher seized the swing and brought it to a
standstill so suddenly that even the invincible
Katy was surprised into temporary submis-
sion, and before she e©uld csllect herself had
obediently hastened outside the playground at
the teacher's order. Once outside, however,
the realization of her defeat swept over her,
stirring the already roused temper into a blaze
of fury. Standing on a bench, all the coarse-
ness and toughness of her very fiber was re-
vealed, in a series of exclamations, insulting
names, and even curses for the poor teacher.
As the defender of law and order was spied
walking in her direction, Katy sent a parting
shot : "May you drop dead before you leave
this Park!" — at the same time threw a stone,
which, however, was badly aimed, and fled up
the street.
"'Ah !" sighed the teacher, "now I under-
stand. He was reviled, yet reviled not again."
A bad outlook for Katy's redemption !
A more reliable monitor, Mary Stein, was
fortunately found, so that the circle of raised
hands about the teacher was soon materially
lessened and the game of lawn tennis con-
tinued. It seemed a hopelessly deuce game,
but the excitement of the little scene just over
had told on the teacher's nerves, and she
finally lost.
"Oh, we won Miss Jarvis and Francis,"
said the pleased players as they departed for
dinner, "and now perhaps we can win Harry
and George."
Katy did not come into the playground for
a whole month, but could be seen on the out-
skirts at her old pastime of flirting. The case
seemed hopeless ; she had apparently out-
grown any feeling of attraction toward more
innocent amusements.
Finally, one Saturday afternoon, Katy
appeared, and patiently stood till the teacher
had replied to :
"My baby's crying; I been waitin' all day
for some blocks."
"Have you got a needle? A girl tore my
dress and I'm afraid to go home."
"Can't I play tennis ball? A girl's played
two hours and hasn't got a point."
"That's a lie. She only just got the stick."
"Teacher, I got a rope on the pin-wheel
and a girl took it out of me."
Then very humbly Katy asked if she
"could come in and take charge of something."
Very hesitatingly she was placed in charge
of a garden swing, and the rules explained to
her. Love of authority had gotten the better
of her pride, and now she tried to maintain
her position by really faithful work.
Convinced by watching that Katy had
really reformed, Miss Jarvis hastened to weed
out some of the small boys who could not be
allowed to invade the overcrowded girls' do-
main on Saturday, replaced a battered tether
ball, supplied colored papers to a girl who was
anxious to play kindergartner, and was busily
adjusting the order of succession to the cro-
quet field, when she was summoned to the
len swing. There were Katie and Rosie
KINDERGARTEN-PRIMARY MAGAZINE.
49
seated calmly monopolizing the swing to the
exclusion of its diminutive rightful possessors.
"There was no one to get on," she ex-
claimed, jumping up and pointing to the clear
space usually crowded with small and big
sisters. That the children had been frightened
away, the teacher well knew, but pretending
not to see through the ruse, a more trust-
worthy girl was placed in charge, while Katy
was asked to look for the owner of a lost baby.
Instantly the teacher discovered the clue to
Katy's character. "What a shame !" ex-
claimed Katy, gathering the child in her arms.
"No, don't cry ; see, we will go find mamee !"
But though her walks among the crowded
benches were unsuccessful in locating any
protector, so eager was Katy to please the
child that happy smiles had quite chased away
the tears, before the search was finally given
up and Katy with her charge rested on a
bench. That afternoon must have been long
remembered by the little one, for never could
she have more devoted or varied attention.
When the anxious mother at length appeared,
excitedly inquiring for her "darling", Katy
was loth to give her up. "You don't deserve
to find her already ; and I've a good mind not
to let you have her." But the mother was too
delighted to notice the scolding and hugged
her baby ecstatically.
This proved to be a happy ending to any
anxiety about Katy on the part of the teacher
for the mutual attraction between Katy, the
baby, and the lady, resulted in a permanent
arrangement whereby every moment of Katy's
time was not only profitably, but pleasantly
employed.
By sports like these are all their cares beguiled.
The sports of children satisfy the child.
— Oliver Goldsmith.
A KINDERGARTEN TERRARRIUM.
LIXEON CIvAXTON
NE of the common feelings in re-
gard to introducing beasts, and
bugs and crawling things into the
kindergarten is that they are unde-
sirable because of their natural
propensities to creep under things
and either disappear altogether or reappear in
such an unexpected place and manner that
they frighten the teacher or some timid child
with the suddenness of it. Then, too, the cru-
elty of depriving these helpless things of their
natural environment and proper food must not
be lost sight of.
Still keeping these objections in mind, a
kindergarten may be the permanent and suit-
able home of many creeping things if a terrar-
rium large enough be provided. The teacher
will find that it is with a terrarrium as it is
with many other things. She does not know
what she can do until she has tried.
The larger boys of the school are generally
most willing and helpful in this matter. In
some schools they construct the whole box
either in the manual training class or after
school. Then they take great pleasure in
stocking it and caring for the animals. The
size of the room must, of course, regulate the
size of the box, but it should be as large as
the space in the room will permit. If the box
is small, it must be the home of fewer animals.
Five feet by three feet by three feet is none
too large if the room is big enough for it.
The bottom of the box should be lined with
tin or zinc. A hole in the zinc is necessary for
drainage. Around the bottom are nailed
boards from 6 to 8 inches wide to support the
earth. A frame work of narrow, strips is
erected on this. Cover the frame over the top
and sides with wire net fine enough to prevent
the things from escaping. A door should be
made in a convenient place. If instead of net
a pane of glass be used in the door, the chil-
dren can see better, but a net will answer
every purpose. It is better to provide the door
with a lock as the children from the upper
grades take a real interest in the terrarrium,
which should be encouraged, but for the
safety of the animals the children should not
be permitted to handle them at will. Dark
green paint finishes the box.
The bottom of the terrarrium must be cov-
ered with small stones to permit the water to
drain off. Then filled with good soil to a
growing depth. The terrarrium must be
placed where it will get both sunshine and
light, but is protected from draughts. It will
add to the beauty as well as the utility of the
box to have it well provided with plants.
Ferns, ivy, geraniums, inch vines, umbrella
plants all grow easily and so are fitting for
this puroose. Wild flowers found in walks
or used for nature lessons will take root if suf-
ficient earth be left on the roots. These in
many cases have thrived in the terrarrium and
have even produced seeds to the delight of the
children. i
Scatter shells and large stones about the
box. The animals enjoy hiding under the
stones. In one corner sink a deep pan for
water. The animals will use this for drink-
ink, bathing, and swimming. The water must
be kept sweet. Putting too much food in it
is a common cause of sour water. Water
plants and snails help to purify it. Still, occa-
sionally, the water should all be removed and
the rocks from the bottom washed thoroughly.
An aurium perched on the rocks so that the
sun shines through it, is an attractive addition,
but should not be used unless space is plen-
tiful.
Now that the box is ready for tenants what
50
KINDERGARTEN-PRIMARY MAGAZINE.
living things will stay in it? The aquiri-ist
will tell you of many wonderful creatures and
will provide you with them, too, but first see
what the walks in the neighborhood will do.
The big boys will know where to find the
natives of the soil. Certain it is that tads,
frogs, toads, turtles, caterpillars and bettles
can be secured in many districts. It is well to
take a box on every walk, for some of the
greatest treasures are found when least ex-
pected. Frogs' eggs in the spring are possi-
ble. These have developed into frogs in the
class room and have then been taken to some
body of water by the children, who enjoyed
letting them hop away to bigger waters than
they had provided. In the fall the cocoons
found may be tied to the plants and twigs in
the box. If the moths or butterflies appear in
the spring they may be kept happily for their
few days of life, during which time they may
even lay eggs where the children can see them.
If they live for some time they may possibly
be of the longer lived species and can be
allowed to fly "far, far away," while the chil-
dren watch them and sing a happy good-bye.
If a few caterpillars are placed in a glass bottle
with leaves it is quite certain to result in one
or more "soft cocoons" being spun. Those
that are allowed to wander almost freely may
take longer to settle down, but possibly some
of them will make their nests in a spot where
the children can see them. A tiny chick was
introduced into one of these small farms one
spring day and was allowed to wander freely
for about a week. In one corner a box filled
with cotton served for his bed. About five
o'clock he was tucked away for the night.
As for the attractions to be found in the
shops, there are many varieties of turtles rang-
ing from the size of a penny to the size of a
plate. A turtle as large as one's hand is not
too large for the box, but anything larger de-
stroys the plants in crawling around. Then
there are the brown camillians that actually
change to green while resting on the green
leaves. The children never tire of watching
this marvel. The fire-salamander is fascinat-
ing with his brilliant coat of black and orange,
the ants and lizards of different colors, with
their funny antics, add greatly to the pleasure
of the children. A small alligator may be of
the collection.
There are a few things to be guarded
against. Animals that will bite are not desir-
able, because they must be handled more or
less for the children to be personally acquaint-
ed with them. Such animals as would eat any
animal that you already possess must be omit-
ted from the collection, no matter how inter-
esting their ways. Too many animals must
not be secured for the space in the box. The
aquiri-ists tell us more animals die of over-
feeding when in confinement than from too
little food. But a few conferences with the
people who make a business of this sort of
thing will teach all that is necessary to know,
ihey have the foods required at very reason-
able prices. The animals are surprisingly in-
expensive. Some of these shop keepers are
pleased to visit the school and suggest in the
constructing and stocking of the box. Others
will rent at low prices such animals as would
be desirable visitors, but not permanent resi-
dents.
It is well known that during the winter
months many of these creatures burrow into
the earth, there to remain till old Sol warms
up again. But experience will show that at
any time an animal may disappear for weeks
at a time and then reappear glistening and fat.
The salamander took such a trip late in Au-
gust one season and returned about the middle
of September, prettier than ever.
A kindergartner, or any teacher for that
matter, will see after once trying, that the
time, trouble and expense of fitting up such a
box are more than equalled by the interest of
the children. The lines of work that natur-
ally connect themselves with the animals,
plants, shells, etc., of the terrarrium are num-
berless. The considerate control on the part
of the children so as to not frighten the crea-
tures when they are placed in the circle for
observations is well worth securing. More
cordial relationships between the younger and
older children of the school are established.
Then, too, who can tell but that a second
"Sonny" may be the result of your efforts to
bring these things closer to the children's
lives ?
ITEMS OF INTEREST IN CONNECTION
WITH THANKSGIVING.
(Reported by public kindergartners of Manhattan,
The Bronx and Richmond.)
During November we went to the grocery
store, buying fruit and vegetables for our
Thanksgiving work. Another day we made
biscuits and took them to the bakers, waiting
until they were baked. The baker was very
good to me, showing everything that was to
be seen, and when we asked the price of the
baking, said that he would not let us pay for it,
as he did not often have as much pleasure as
our visit has given him.
The central object of interest was the farm
yard scene in the sand tray. The fruit, grain
and vegetables have been gathered in, and on
Thanksgiving Dav the dolls of the doll house
dined with the prandmother at the farm house.
— E. B. C.
Objects of interest in the kindergarten dur-
ing November : A growing sand tray scene of
the barn yard and barn yard animals. Also
dolls, large and small, to represent farmers,
helpers and family. A toy mill, in which real
wheat was ground to flour. A dramatic play
KINDERGARTEN-PRIMARY MAGAZINE.
51
of "Pedro and the Pumpkin", with Indian cos- ;
tumes and accessories. A little party follow- 0
ing the making of real butter in the kinder- H
garten room, and a Thanksgiving party and
entertainment for the children's parents and
little friends.— R. A.
Thanksgiving party on Wednesday, No-
vember 29th, for which the children popped
corn on the gas ranges at school. The chil-
dren were so delighted with the process that I
have heard of several mothers buying corn-
poppers for the children to use at home. We
opened a can of pear preserves, prepared and
cooked at school by the kindergarten children,
and greatly enjoyed tasting our own preserves.
-M. J. H.
At our Thanksgiving celebration we each
brought a piece of fruit which we wrapped
separately in colored tissue and packed into a
large peach basket, decorated with yellow and
green tissue paper. This basket we sent to the
little children in a nearby hospital, and were
delighted on our return to receive such an
appreciative letter of thanks for it, telling us
of the pleasure our offering gave the little
ones.— A. M. M.
On Wednesday, November 27, the A. M.
kindergarten children invited the P. M. kin-
dergarten children to a Thanksgiving party.
There were 55 children present and a festive
spirit prevailed. Our two Jack-o'-lanterns
smiled a broad welcome to all. The tables
were covered with autumn leaf table cloths
and napkins, and our paper plates were tinted
green at the edge and decorated with a Jack-
o'-lantern in the center. The children had
made these and each one tok home one as a
souvenir of the close of the festivities. We
sent a box of fruit to the hospital children.
— E. M. W.
AIM OF NATURE STUDY.
Anna I. Weisenburg.
a. To encourage careful observation.
b. To encourage moral truths.
1. Nature's orderly ways.
2. Nature's protection of life.
IN placing emphasis on nature and its study,
the first question to the teacher is, how
to obtain the materials for its study. The
first means toward this end is the school
garden. Here can be had by means of some
care and attention, leaves and plants sufficient
for many a lesson which wil lencourage the
child's observation of form, size, etc., and
encourage the love of beauty by means of
botany. Neighboring rocks and defts will pro-
vide mineral specimens and the transparency
of the mica, the glitter of the quartz, the vari-
ous colors will be an unending source of in-
terest. In this connection can be emphasized
manual training by making a cabinet to hold
•*all specimens, the pupils doing the work.
I Brooks and streams will provide larvae, snails,
j worms and dragon-flies and many other living
specimens for the study of animate nature and
an occasional hour can be spent in dissecting
these or mounting insects for the cabinet. The
excursion provides means of capturing butter-
flies and material not to be had in the vicinity
of the school. Then, too, the seasons bring
their store of material. In the winter the snow
crystals can be observed and drawn ; the spring
brings the birds on the trees and we can see
how carefully nature protects them from cold
by observing their coverings, folding and posi-
tion ; the autumn has its racoons and with the
microscope can be observed seed-vessels and
their designs.
In its teaching, it is well for each pupil to
keep a note-book and once a month these
should be read aloud and questions from all
the pupils encouraged, with stories from the
teacher. The practical value of this study can
be emphasized by the reading to the children
of newspaper items and agricultural reports,
with accounts of experiments such as the cul-
tivation of clover by means of bees as ferti-
lizers. After observation, drawing from
memory should be cultivated, always encour-
aging questions for the seasons of positions,
etc. Give brief accounts of the lives of famous
naturalists and their achievements, so as to
awaken desire for investigation and experi-
mentation.
The aim of nature work is, then, to awaken
in children the idea of close observation and
encourage experimentation and investigation.
The children soon notice the economy of na-
ture and her orderly ways, each bud and flower
coming at the right time and in the right place.
In the study of birds and small animals can be
encouraged the idea of studying them alive, so
developing respect for the sacredness of all
life. To study nature to its best advantage,
therefore, object teaching is more benefit than
books, and exery teacher can easily find ma-
terial if she, herself, will be as observant as the
children.
CHILD NATURE EN RELATION TO
KINDERGARTEN TEACHING.
THE study of child nature is essential
to all true Kindergarten teachers, and
to be wholly successful they must un-
derstand the principles which underlie the
work of the great educational reformer of
Germany. Froebel studied children closely
to find out their tendencies. He watched them
at play and at work, and the more he watched
them, the more sure he felt, that the develop-
ment of human beings' is governed by law,
just as the growth of the plants and the crys-
tallization of minerals is so governed. After
studying children for fifty years, he came to
52
KINDERGARTEN-PRIMARY MAGAZINE.
the conclusion that the most important period
of human education is before the child is seven
years old. Hence the work that teachers' have
to do in educating little children is more im-
portant, not less important, than the work of
the teachers who educate older boys and girls.
Froebel's chief idea was that a child should
develop naturally, just as a plant does. He
believed that little children are like young
plants. If a seed is planted in good earth and
watered, it germinates and a young plant ap-
pears. If the plant receives sunshine and mois-
ture it puts forth leaves, flowers, and fruit,
and grows into a strong and beautiful shrub
or tree. But if the seed fall on stony ground
or is left without moisture or light, it either
dies or the plant grows up stunted and un-
healthy. Froebel declared that the same is
true of infants and little children. They must
be placed in such surroundings and be treated
in such a way that they can develop in ac-
cordance with their nature. Now, therefore, it
becomes our duty to consider what is the
nature of a child.
1. Love of Pjiay. — In the first place a
healthy child is almost always at joyous play.
Play is to children what work is to grown-up
people.
2. Bodily Activity. — A healthy child de-
lights in bodily activity. During almost all
his waking hours he kicks, crawls, runs', jumps,
climbs, pushes, pulls and handles. By this
means his body becomes strong and he gains
control over his muscles', and his limbs.
3. Mental Activity. — The child's mind is
constantly at work. This wonderful world is
new to him. The sights and sounds about him
fill him with wonder and curiosity, and he is
never tired of finding out about them, by
means of looking, listening, smelling, tasting
and handling. As he grows older he constant-
ly questions his elders about his surroundings.
4. Love of Doing. — The child has a great
love of doing and making. He is constantly
busy, collecting bits of wood, sand, stones,
cloth, paper, etc. With these he will make
what he calls a hous'e, or a doll or a fire.
5. Imitation and Representation. — He
takes a great pleasure in imitating and repre-
senting what he sees and hears. In his games
and songs he acts little plays, in which he rep-
resents the words, actions' and sounds of people
and of animals. He will also try to draw pic-
tures of people, animals and things.
6. Character and Conduct. — A child has
capabilities for good and evil at an early age.
He soon shows tendencies which must be
checked, such as anger, selfishness, untruth-
fulness, and also capabilities which must be
carefully encouraged, such as love, candor,
courage and reverence.
7. Sociability. — The child loves the society
of other children. If a lonely child is brought
into the company of other children he imme-
diately brightens up and becomes happier,
just as little Froebel did when his uncle Sent
him to the day-school. .Children also love the
society of animals, such as dogs, cats and par-
rots, and animals seem to like to be with chil-
dren.
In' a well-conducted Kindergarten all these
natural characteristics of children are satisfied
and developed. The purpose in a Kindergar-
ten is not to cram the verbal memory, but to
develop all the powers of a child ; to ensure for
him a strong, healthy, capable body, mind and
character.
T is reported that the Governor of one
of the central states had received
$25.00 for delivering an address to the
graduating class of a Manual Training
High School. The bill presented by the
Governor was accompanied by a voucher
showing that the money had been drawn
on a warrant of the School Board. Ad-
dressing the young people in the public
educational institutions of a state may not
necessarily be regarded as one of the
essential functions of a Governor. But an
address given in the capital city precludes
the need of traveling expenses, and if such
a speech were given by the state's chief
magistrate it would seem that a man of
genuine patriotism and generous feeling
would be fair to regard the price of such an
address as included in his annual salary
from the state he serves. We trust that
the School Board and the citizens and the
children felt that they received their
money's worth in inspiration received.
The stealing of a school house would
seem to be a task of large proportions but
the people of Bay Ridge, Brooklyn, com-
plain that the four portable buildings which
they were promised have disappeared and
they claim that the four now being used
by a school in another section of the city
are those which are due them. Hundreds
of children are on half time for lack of
school space.
A POSTAL GAUD DEVICE
An ordinary window shade and a package of
gummed "stickers," together with your post cards,
makes the required material. When 3rou wish to
display a series of cards relating to the History,
Reading, Language or Geography lesson fasten the
required cards to the shade by means of the
stickers, in the order you wish to have them. The
cards can easily be removed and others put in
their place. G. W. So. Kaukauna, Wis.
KINDERGARTEN-PRIMARY MAGAZINE.
53
T the Playground Congress
in New York City Dr.
Myron T. Scudder advo-
cated the need of outdoor
play grounds in the country
as one means of keeping rural young peo-
ple at home. He believes that one reason
why young people migrate from the coun-
try to the city is because they seek in the
one place the social enjoyments lacking in
the other. He suggests the establishment
of athletic fields and playgrounds in the
farming regions and the formation of
country school athletic leagues.
In response to this plea, some people
claim that the country boy obtains suf-
ficient athletic exercise in the performance
of his daily "chores" around house and
barn and in the hayfield. Also, that he is
two fatigued after his daily work to engage
with any great spirit in athletic sports.
It may be said in reply to these state-
ments, that in athletic games different sets
of muscles are employed and in such dif-
ferent ways and with such a different spirit
that the reaction is quite different.
In the old days, before the Shakers dis-
carded their so-called "dance," the men
would come up from their work in the fields
fatigued to the utmost degree, as were the
women from their household tasks. They
would sink into their seats as though fur-
ther action were impossible. But the
Elder would give out a hymn and all the
Brothers and Sisters would join in the
singing, gaining in spirit with each inspir-
ing stanza. Little by little the hands, arms
and head would begin to sway and beat in
time, and soon, simultaneously, all would
rise to their feet and begin a light, tripping,
tiptoe step around the room. The tiptoe
movement would soon grow into more
rapid time till it became a skip and before
the exercise was over, body, mind and
spirit were thoroughly relaxed.
We are not advocating the introduction
of a Shaker dance into the playground
movement but simply cite the above in-
stance to show that fatigue of body and
dullness of mind due to routine work does
not preclude much relaxation, joy and
physical good to be gained from active ex-
ercise of another kind.
Will not the teachers in the rural schools
give us some light upon this topic? Ask
the parents of your children. Discuss it
with each other and write to the
editor. B. J.
QUERY COLUMN
Any teacher, whether she be a subscriber or
not, may send to the editor of this department,
(Miss Bertha Johnston, 1054 Bergen St., Brooklyn,
N. Y.) such questions relating to child psychology,
school management, discipline, use of kindergarten
materials, etc., as smuggest themselves in daily
practice. These questions will be printed one
month and readers are urgently requested to send
such answers and counter-questions as their own
daily experience and observation dictate. The
editor will also from time to time propound such
questions as circumstances appear to warrant.
i. Kindergarten has not yet opened for
the day and two youthful kindergartners
are in conversation, while a few of the chil-
dren cluster around them. When, "Isn't
Flossie a dear!" says one director to the
other. "What pretty curls she has ! and
such sweet blue eyes. She is positively the
cutest child I ever saw!" The entire group
of children, including Flossie, are attentive
listeners when this exclamation is made.
Query:
a. Does the child deserve praise for
mere prettiness or winsomeness?
b. What does the teacher lack who thus
openly criticises a child or indiscriminately
praises it or expresses admiration?
c. What is the probable effect upon
Flossie of such criticism?
d. What is the natural effect upon the
listening children who may be neither
pretty nor attractive but long none the less
for love and appreciation?
e. What Mother Play has a bearing
upon this topic?
2. In cutting an Italian lemon in half, so
green were some of the seeds that, al-
though the lemon was large and firm, it
was at first supposed that the fruit must be
moldy inside. Closer observation showed
that the seeds were sprouting and the green
was the green of the plumules which were
splitting open the cotyledons. How can
this be accounted for?
The new education must stimulate the
development of the individual and still
keep that which was good in the old social
order. If too large emphasis is placed with
the student upon adjustment to present
customs, progress is likely to be very slow;
if, on the other hand, the development of
the individual is probed to the extreme, the
social order itself is endangered by the lack
of co-operation between the individuals
composing the state, as for example the
Greek nation.
D. A. Sargent in American Physical Edu-
cation Review.
KINDERGARTEN-PRIMARY MAGAZINE.
PROGRAM PREVIEWS FOR NOVEM-
BER.
Selected by Jenny B. Merrill, Ph. D.
NOTE. — It has been my ambition as a super-
visor of kindergartens to preserve the individuality
of kindergartners wnile securing, at the same time,
a growing unity of purpose and action.
Too much direction in details will of necessity
cramp originality.
THE note of unity in the outline programs
presented below is very apparent, while
the method of presentation preserves
the soul of the writer.
I call attention to one or two prominent
features illustrated by these programs :
1. Miss Elder's preview illustrates the
power of a careful analysis of a subject. It
probably covers more ground than possible,
but is very suggestive on this account to pri-
mary teachers as well as to kindergartners.
2. Miss Franke's paper gives a short, run-
ning account covering similar matter with
charming glimpses of practical work.
3. Miss Van Atta does not forget the
great value of continuity and hen-ce shows us
the relation of the November program to that
of the previous month. She furnishes a fine
list of stories and games.
4. Miss West's preview helps the spirit-
ual note uppermost and further illustrates the
principle of continuity by looking ahead and
indicating the relation of the November work
to that of December.
No one preview is superior to the other in
my estimation, but each one is delightfully
characteristic of its author.
PREVIEW FOR NOVEMBER.
Sibyl Elder.
Keynote for the month's work — Thanksgiving.
1. For the Bounties of the earth.
a. What the Baker has.
He makes his bread from flour — from wheat —
from the earth.
b. What the Grocer sells.
Butter made from milk — from cows that live
on grass or grain — from the earth.
Eggs laid by hens — that feed on corn — from
the earth.
Vegetables all grow in the earth.
II.
What the Butcher provides.
Beef from cattle — grain — earth.
Mutton from sheep — grass — earth.
Pork from hogs— corn — earth.
Turkeys )
Chickens) from corn — earth.
Ducks )
What the Clothing store furnishes.
Wool garments from sheep — grass — earth.
Cotton garments from cotton plant — earth.
But earth to produce all these things requires:
) plow.
a. The Farmer to) sow.
) reap.
) care for live stock.
b. Rain to moisten the earth.
c. Sunshine to make things grow.
God sends the rain and the sunshine, so we
must thank God for all.
For our Homes.
works to provide food,
3.
For the father who
clothes, and shelter.
For the mother who cares for the children's
needs.
For loving brothers and sisters who help each
other.
For the kindergarten that helps the children to
make the home brighter.
For what the City gives us.
Police to protect us.
School doctors to look after our health.
Firemen to keep our homes from being burned.
Schools to give us an education.
Lights for our dark streets.
Parks in which to play.
Notes.
Shall teach them verses from some of the
Psalms of Thanksgiving.
Shall bring in specimens of fruits, vegeta-
bles, etc.
Shall pop corn on the Kindergarten stove and
make a jack-o'-lantern from a pumpkin.
Shall give each child a little flag.
Shall have sCme toy animals as well as pictures
when we talk about the sheep, turkeys, etc.
Shall show specimens of raw cotton and wool.
Shall not go into the manufacturing of anything.
Shall not talk about the history of Thanksgiving
Day.
Central object of interest for November — a doll's
house to be furnished by the children.
KINDERGARTEN-PRIMARY MAGAZINE.
PLAN FOR NOVEMBER.
Lydia B. Franke.
During November one underlying thought will
be thankfulness — our many blessings. We will take
up "For the fruit upon the tree" very simply, line
by line, devoting to it just a very few minutes
each day.
We have planned to lay out a farm with house,
barn, chicken-coop, pigeon house, dog kennel and
duck pond, and hope to have a horse, cow, dog,
flock of sheep, chickens and ducks.
After speaking of the farmer and his tools and
work, the farm and its products and creatures, we
will take up the miller and baker. We will finish
with "The First Thanksgiving," told as a story, and
a little Thanksgiving feast of which a special feature
will be apple sauce or some little thing cooked on
the gas stove by the children.
Our fingers will be busy making barn, chicken-
coop, kennel, etc., of stiff paper or cardboard, cutting
out fences, modeling fruit and vegetables, fringing
doilies and cutting out plates for our little feast.
We will paint our barns and some of the vegetables,
draw and cut out tools, etc.
Gifts — Fifth (principally) building farm house,
barn, etc.
Sticks — To represent fences, tools, etc.
Occupation — Folding, cutting and paintings —
(fruits and vegetables).
Our special object of interest will be' our farm
and the inside of a barn (an old soap box) with bins
and bags for corn and grain, clay barrels of apples
and vegetables, stall for horse, tools In a corner, etc.
PREVIEW OF NOVEMBER'S PROGRAM.
Helen Van Atta.
After considering the preparation for winter
made by the family in the home, and the pet ani-
mals (the dog, the cat, and the canary), we talked
about the migration of the summer birds, learned
the song and talked of the birds that do not go.
Following this we took walks to the Park to observe
the deserted nests, the condition of the trees in their
preparation for their winter sleep, the ripened and
falling leaves and the formation of buds for next
year's growth. The talks were based on observa-
tions and further impressed by songs, stories, games,
pictures and occupations.
This month we will continue our talks on the
general subject of "Preparation for the Coming Cold
Weather" by beginning with the preparation as seen
in the storing up of resources by plants, animals, and
man. The squirrel will be the central object of in-
terest for some little time. His home, his store of
nuts gathered and hidden away for the long, cold
winter; his difficulty in finding food when snow is
on the ground, his heavy fur coat which protects
him, etc., will be some of the topics of interest to
the children. A stuffed squirrel will be enjoyed if
a live one cannot be obtained.
The farmer and his harvest time will follow.
The gathering and storing of fruits, grains and veg-
etables. The transportation in boxes, barrels, etc.,
by means of wagons, boats, and railroads.
The farmer's share in our Thanksgiving dinner.
Thanksgiving, the holiday when lather is at
home, and all dine together. Have the children
express feeling of gratitude by giving them an oppor-
tunity to make some one else happy by giving or
making something for some one.
I. A few of the stories will be:
"A Nutting Party" Child World Magazine
"A Thanksgiving Story" Kgn. Mag., Nov., '92
Anecdotes or true stories observed and re-told.
II. Songs and Games:
1. The Squirrel Poulsson, Smith II
2. How the Corn Grew
3. The Orchard
4. The Train
5. The Wind
6. The Pony
7. Over the River
8. Thanksgiving Song
9. Sense Games
III. Nature Materials:
55
Poulsson
Manuscript
Manuscript
Dozen and Two
Song Echoes
iv.Ua.:
etc.
pump-
iruits, vegetables, grains, nuts,
i>ox aeilt wotu country contiximi
lull, coin auu oliier vegeia.ui.eo.
11 possible, a reui squirrel or rabbit will be
gotten.
IV. Constructive work in audition to progressive
v/oiK. vvitn gilts auu occupations:
Wont witn paper auu paste-board illustrating
tne preparation ior TnanKSgiviug amner.
V. Thanksgiving Party:
x-iates, napkins and rings made by tne chil-
dren, corn popped, JacK-o -lanterns ior real
lun at close or party.
PREVIEW FOR NOVEMBER.
Inez W. West.
This month we are going to try to feel the spirit
of "Thank you," to snow we nave it Dy actions as
well as by words. We are going to know wny we
siiould feel '"Thank you-' lor tne farmer, miller,
baker, carpenter, blacksmith, cobbler, miner, and
tnus to ail others who are "working together" day by
aay for us all. "No man liveth to nimseif alone. "
Vv e each have our place. Children have eacn a place
in the home, in the kindergarten. We are glad of
our country, our great big home. We will sing
"Thank you to God many times for his goodness.
The first Thanksgiving was a "Thank you ' day to
God for a plentiful harvest. The people at the first
Thanksgiving remembered their neignbors, the In-
dians. Many people like to remember others at this
time now. "Be ye kind to one another." Perhaps
we know of some one to heip to make a glad day for
them, with fruit, vegetables, even a flower does
much good. Cultivate the spirit of giving. Scatter
kind words, smiles, do helpful errands. Give our-
selves in many little ways to make some one else
happy. Thus we will lead on to the December
thoughts of toys, Santa Claus, the Christ Child — the
results of labor, care, thought, and love for the chil-
dren. "Freely ye have received, freely give."
THE MOTHER IN THE HOME.
Bertha Johnston.
THE ideas suggested for the last number
centered in part around the baby. We
will next think of the other members,
which are important parts of the family whole,
beginning with the mother, for "many make
the household, but only one the home." We
want to think not only of the many things that
mother does for us, but also of some of the
things which we may do for her.
In many households, mother must share in
all of the home tasks — in others she does less
of the actual work, but her maternal care is
shown, none the less, in the wise nurture she
gives to her children.
Suppose we follow a sequence with the
gifts, with the mother-of-all work in mind.
With the third, fourth, fifth or sixth gift
depending upon the experience and skill of the
56
KINDERGARTEN-PRIMARY MAGAZINE.
group, start off, with home which shelters the
family, i. e., the gift as a whole. 2. Transform
this into the stove at which mother cooks the
breakfast and on which she heats her irons.
3. Make the table which she sets ready for
breakfast for her hungry family. 4. After
breakfast, mother may need to wash the chil-
dren's clothes — make, then from the table, 4,
the two tubs of the city house, or the wash-
bench of the country house. 5. Is the sewing-
machine with which mother makes the clothes
for her active little ones.
Let the kindergartners make these forms
with the blocks, and then she can, at the table,
dictate or suggest according to the special
needs of her children. But whatever the
method employed, be sure that the spirit of
quiet pleasure in the work is not absent.
THE MOTHER AS BUYER.
The Consumers' League holds that one of
the most important functions exercised by the
modern woman is that exhibited by her in the
capacity of consumer or purchaser. The dis-
penser of the family funds should know how
to buy and where to buy with true economy.
She should know good quality in meat, veget-
ables, fruits, and in the fabric she buys, as in
the ready-made garments. The League insists
also, upon the Consumer's responsibility as to
the conditions under which garments are made.
She should buy, as far as is possible, those
articles made by firms which pay their em-
ployees at reasonable rates; treat them fairly,
and afford sanitary shop conditions as to light,
ventilation, etc. The facts unearthed by the
Consumers' League strikingly exemplify Froe-
bel's principle of interdependence. More than
one case of scarlet fever in the homes of the
wealthy has been traced to the handsome cloak
or gown, which, in the making in a tenement
home, was used to cover for a while a little
tenement house patient.
The aims of the Consumers' League and
what it has thus far accomplished would form
a suitable topic for discussion at a mothers'
meeting. With the children, however, who
love to play store, it will be sufficient to accom-
pany mother in imagination, to the shop, the
grocery, the clothing store, etc. — and think of
how thoughtful she is in buying the pretty
suits for Nellie or Max, or the good oatmeal
or potatoes for the daily meal. Nearly all chil-
dren of six and over have the actual experi-
ence of being sent to the store on errands.
Two of Froebel's Mother Plays are rich in
suggestion for the kindergartner in regard to
the educational opportunities offered in the
shops. See the "Target" and the "Toy-Shop."
But in carrying out the present line of thought
it is the mother as purchaser which is to re-
ceive most emphasis.
First Gift-
Mother is going to put up some plums,
some green apples, etc., for winter use.
Which of the balls will best represent the
plums? Let one child be the mother and take
another child to the end of the table where the
balls are held in a basket, and go through the
form of buying. With the youngest children
this will be a good test of color knowledge.
Let the children match the balls with their
dresses or shirt-waists. Mother goes shopping
and takes a green or a yellow car. Make cars
of chairs and attach different balls. She buys
a balloon for the baby. Which color?
Second Gift —
Build a grocery store (group-work) of the
second Gift boxes, and arrange the cubes and
cylinders as barrels, kegs, boxes, etc. Let the
children tell which shape represents best the
flour and apple barrel, the keg of white grapes,
butter, cheese, etc. Which will do to repre-
sent the box of crackers, tea, etc. ? What shall
we play the balls represent? The apples and
other fruits, potatoes, etc., on account of gen-
eral resemblance in size, shape, etc., although
somewhat disproportionate to size of flour bar-
rel. On account of activity of balls, several
could be hitched to boxes as grocer's horses,
or could represent grocer's lively cat.
Another day, the Second Gift Box can be
turned into kitchen furnishings — the stove, the
flour-roller, etc. Play that we cook the good
things mother buys at the grocer's. The ball
can represent the tea- ball with which she
makes a good cup of tea. Use Second Gift
beads for dishes.
Tablets — ■
1. With tablets make the oil-cloth that
mother buys for kitchen floor. 2. Arrange
triangles, etc., in form of square or oblong,
and then play cut out as cookies. Let circles
reoresent pancakes or cookies, and have a fine
time baking them on play stove.
Sticks —
Outline table, stove, etc.
Beads —
String beads to represent the cranberries,
etc., with which mother decorates the house
at Thanksgiving time, or the peppers, etc.,
hung up in the country attic to dry.
Let the cylinders represent the jelly and
canned goods mother puts up for winter use.
Play putting up fruit with stove made of sec-
ond, third or fourth Gift.
If the children live in the country or the
city; if they dwell in a mill district, or a can-
ning or a farming or a dairy region, the given
environment will suggest modifications of the
above, and new lines of thought, all of which
may center around the mother in the home.
KINDERGARTEN-PRIMARY MAGAZINE.
57
With chairs, mark off a play-house corner
where, with dollies, the home life may be dra-
matized. If the kindergarten possesses a doll-
house screen, so much the better.
OCCUPATIONS.
Clay.
Model vegetables mother prepares for the
immediate meal or uses in preserving.
Model dishes, plates, cups, saucers, used in
the home. Set the third or fourth Gift table
with such little dishes.
Card-board.
Cut out, fold and paste a box measuring
about 3x2x1 inches. Turn upside down and
make into a stove, by cutting a hole in the
top for a stove pipe, into which insert a roll
of paper, as the pipe itself. Cut openings for
oven door and grate. Color black and paste
black parquetry circles on for lids.
Take an oblong 4x2 inches. Let the chil-
dren experiment, cutting into it from the nar-
row ends, two slits, leaving narrow pieces
which may be bent down into legs. The pro-
jecting ends may be called the leaves of the
table. It may take several attempts to get
them to approximate in length, but therein lies
the value of the lesson. After a table is made,
let the children play with it, or they may
make chairs to place around it. Make the
chairs by slightly modifying the proportions
of the table, and cutting off one leaf, while
turning up the other for a back.
As many mothers must wash and iron the
children's clothes, the wash-tub may be made
of the stiff paper cut into shape and pasted to
a circle as a base. If you have not made such
a little tub when in training, it may require a
little experimentation to make the part repre-
senting the staves, of just the right curve, so
that it will incline from top to bottom as wash-
tubs do. Little children may not be able to do
this, so that the teacher may need to make a
model outline. After the strip for the upper
part is cut out, bend it up from the bottom
edge about % inch. Cut this bent edge into
many narrow slits, bend them up so that they
may overlap, if necessary, and paste to the
circle which is to form the bottom of the tub.
Make the little tub more realistic by cutting
handles into it.
Wash-board —
Take a small piece of corrugated card-
board for the zinc part, and paste it upon a
cardboard frame. Get a real washboard for a
model and let the children work out their own
little toy copies.
Cutting, I. —
1. Cut out paper dolls.
2. Cut out the clothes that mother washes
and irons-r-st«ekings, skirts, etc. ; attach to
line which may be fastened t© four-inch sticks
and inserted in sa»d box.
3. Take tissue paper, cut into oblongs
about the size of a lace collar, fold this piece
several times and cut from it tiny oblongs,
triangles, etc., to give a lacy effect. Open out
and take home to mother for a play collar.
Some unsympathetic or un-understanding pa-
rents may be inclined to treat with scorn such
an offering from tiny fingers — hence it may be
wise, in mothers' meetings, to suggest that
when a child does take home such a piece of
his handiwork, some words of appreciation arc
in order for the effort implied. If, in this case,
the mothers are likely to be unimaginative, let
the children speak of the result as a pattern
for a collar, and in playing house or visiting
thev can don them. Compare results and lead
the children to see the effect of repetition and
symmetry and balance in design.
Fold and cut out a square of one color,
and paste the result, if pleasing, upon one of
a harmonious tone for a rug for the doll-house ;
or an oblong can be made, as a stenciled effect
for the wall of. the doll-house sewing-room,
where the mother spends so many hours.
Play going to store to look at different
rugs, stockings, shirts, etc. (cut out by chil-
dren) which we may wish to buy.
Cutting, II. —
Make other rug designs for mothers' in-
spection by folding squares of paper, cutting
off angles, etc., and then re-arranging the cut-
off corners around the central body, pasting
them thus when a pleasing effect has been
obtained.
Weaving —
Rugs can be made for doll-house of the
paper weaving, as well as the oilcloth weav-
ing. Also a coverlet, to put over mother when
she takes a nap.
Folding —
Fold shawl, table cloth, cup and saucer,
etc., chair, sofa, wash bench, etc.
Fold and paste several little books, for doll-
house, emphasizing how mother tells stories
and reads to children.
Songs —
In the Hubbard Song Book is a song which
although it really describes how the children
help in the home, is appropriate here. The
refrain runs, "We little children are busy, yes,
there is work for us all."
The Patty Hill book has a good sewing
machine song.
Games and Plays —
Some table plays have been suggested. On
the circle, part of the kindergarten room can
be arranged with chairs as the store, and
mother can take a long, weary trolley ride to
buy necessaries for the home. On her arrival
home let one child offer a chair, while another
58
KINDERGARTEN-PRIMARY MAGAZINE.
gets an imaginary cup of tea, to refresh her.
Such little plays will help the child to realize
a little the desirable reaction between parent
and child. He will probably not remember to
always do the thoughtful things at home, but
by dramatizing it thus simply, some impres-
sion is made upon the child heart.
THE CLOCK.
Bertha Johnston.
At this beginning session of the school year
many kindergartners find it advisable to devote a
little time to the Clock, the Tick-Tack Mother Play,
to give the little ones some slight appreciation of the
importance of punctuality, of being in kindergarten
promptly in order that no time be wasted, but every-
thing be done at the right moment, here, as at home.
In the circle talk the children can be helped to
see that health, and happiness and efficiency depend
largely upon the regularity of the hours for sleeping,
eating, working, playing. How does a child feel the
day after he has been up very late? If he eats candy
and cakes, or even much good bread and butter be-
tween meals, does he have a good appetite for the
wholesome meat and potatoes of the regular meal?
If he plays when he should be working or studying,
what are the results upon himself and others; or if
he postpones the errand upon which mother sent
him and doesn't bring back the yeast or the flour
or the eggs at the right time? If he is late at
kindergarten, does it affect only himself?
THE CLOCK.
How do the birds and animals know when to go
to bed or get up? Sunrise and sunset. How does
the farmer know when to plant or reap? Signs of
the seasons.
Is there, in kindergarten or home, anything
which helps us know when is the time to do cer-
tain things?
Talk about the kindergarten clock. The im-
portant features are, of course, the face, with the
dial figures and the hands; and, with many clocks
the visible, swinging pendulum, which charms the
child, as does the regular "tick, tock" of the clock's
voice.
What does the kindergarten clock tell us? When
to go to the circle, when to go to the table, etc.
In order to give special help for special needs,
many different kinds of clocks have been invented.
Talk over the particular characteristics of the alarm
clock, the cuckoo clock, the great church clock, or
that of the town hall; the large, stately hall clock,
the serviceable kitchen clock, the dainty parlor clock,
and the little pocket clock called a watch.
Do we always need to look at the clock to tell
the time? No. many or most clocks have a bell at-
tachment which every hour, or at even more frequent
intervals, will strike and tell the time. Indeed, the
name "clock" comes from a word which means
"bell." Some clocks will have chimes and others
call out "cuckoo, cuckoo," to please the little chil-
dren.
PLAYS.
We can play go to the store to buy a clock and
let the children represent in their own way the
various kinds. See if we can guess the kind intend-
ed. Some may not be going, others are, the pendu-
lums swinging with great regularity. Ask the store-
keeper to wind up the striking part and let a child
guess the time by counting the strokes. Many ex-
ercises in counting may properly be given at this
time.
out the morning. Let him sit by the teacher and
when the time comes to go to, or leave the circle,
to march to the tables, etc., let the teacher whisper
to the clock, who will stand up and call "cuckoo,
cuckoo," the children obeying the call.
Or, make on the circle, on tough paper, the face
of a clock, fasten it to the triangle, give in charge of
one child, and at the special hour or half hour let
him move the hands at a whispered suggestion, and
then strike the triangle the required number of
times.
See Vol. XIX, page 13 (1906-7) Kindergarten
Magazine for little poem-play, the cuckoo clock.
Play elevator-starter in big office building or
department store who times elevator boys.
GIFTS.
First—
1. Have a rhythmic game, the children all
swinging the balls in time, like pendulums.
2. Play the balls are hopping, flying birds; if
there is sunshine in the room let one child draw
down the shade gradually, to represent sunset, and
then let the birds nestle in the hands for a long
night's sleep and rise again when the shade goes up.
3. Play the balls are babies and sing them to
sleep with some lullaby when sleepy time comes.
4. Play train, and let one child stand at a giren
place and hold up the green or the red ball to let
the engineer know whether it is safe to pass, which
will depend upon whether another train has been
on time.
Second Gift-
Turn one box into a clock with the cubes and
cylinder for frame and face, and the sphere for pen-
dulum. Let the boxes of the other children be turned
into train or trolley and one or two may be auto-
mobiles. At a given time and place, the train has
right of way and the other vehicles must wait till it
passes. We will look at our watches to see if they
agree with the clock, for we do not wish to miss
a train.
The Second Gift may also represent a boat which
will leave dock just when the clock tells it to do so.
Building Gifts. — These may be made into the town
hall with its large clock that can be seen a long
distance off. To the main building attach a tower
upon which may be pasted a circle to represent the
face. A sequence may be made of the third and
fourth gifts, as follows, using the one on which the
group of children are best qualified:
1. The Gift as a whole is the home where
dwells the family.
2. Then, in turn, may be made the shelf and
resting on it the alarm clock which awakens Father
in the morning, so that he will not be late to busi-
ness. Or the stove upon which mother cooks break-
fact, looking at the clock as she puts on the oatmeal
or potatoes.
3. The tables around which sit the family at
breakfast while the children keep a lookout on the
clock as they wish to be early to kindergarten.
4. Tne blocks may represent the children on
the kindergarten circle.
5. Transform them into the baby's bath-tub or
cr.o, for while the older children are at kindergarten,
at just the right time, mother gives baby its nap.
6. The table at which the boys and girls study
when study-hour comes; or the fence of the garden
in which they rake or pick up leaves at the right
time.
8. The home again.
Sticks — Outline the Roman figures of the clock
face.
NATURE.
Speak of morning-glories and other flowers that
have regular times for opening and closing; also of
Let one child represent a cuckoo clock through- marvelous routine of day and seasons.
KINDERGARTEN-PRIMARY MAGAZINE.
59
OCCUPATIONS.
Cut from advertisements, pictures of clocks and
watches. Let each child make a booklet illustrated
with such pictures.
Let each child have such a watch face and then
paste it to a circle of cardboard to stiffen, and let
him carry it and refer to it in play through the day.
If a child is unnecessarily slow or unpunctual, re-
mind him by referring him to his watch.
Make a clock for doll-house by pasting a kinder-
garten circle upon a fourth block. Stand upon doll-
house mantel.
Cut a circle of paper, and let the teacher draw
upon it the dial figures in strong lines, which the
children can prick in. Attach hands which are mov-
able and suspend in window so that light will shine
through pricking.
Drawing —
Draw pictures of clocks, of trains, etc.
Folding —
Looking up the geometric series, fold the irreg-
ular pentagon which will give a form resembling a
clock frame with a triangular top. Paste a circle
here for clock face. Use in doll-house. The clock
form may be made by folding tunnel and then fold-
ing square into sixteen small squares; then, keeping
two sides folded in, turn down upper corners so as
to make apex at top. We will not give space for
detailed dictation as kindergartner should know
how to give that clearly and briefly.
Having made folded square into sixteen smaller
ones, by cutting away some of the squares the facade
of a town-hall with its tower for clock will appear.
This can be pasted on a card with a calendar be-
neath, or doors can be cut into it and calendar
placed inside.
A Time sequence can be followed with life form
series thus: (1) Salt-cellar used three time a day
at meals. (2) Tadpole which we see usually at
spring-time. (3) and (4) Birds which know by some
mysterious way when it is time to fly away to other
climes. (5) Table cloth all nicely folded ready for
mother to use when she gives her five o'clock tea
at which she uses, (6) her pretty tea-cup and saucer.
1 1 ) Windmill which has no set time for working,
but does so when the wind dictates and so can not
be depended on. (8) Double boat which leaves dock
just on time.
Miscellaneous —
Take any small cardboard box or make one.
Paste on it face of clock. Just beneath face, cut
out a sauare through which the pendulum should
show. Make the pendulum by attaching second gift
bead or a pea to a string and fastening inside of box.
.An alarm clock form for bedroom mantel can be
made by pasting against a stiff circle a straight,
narrow piece to serve as a grace. Put on mantel
piece made when using sequence of fourth gift.
Story-
Let the kindergartner read the beautiful story by
Thomas K. Beecher called "Keeping Time with the
Stars." It is published in a miscellaneous collection
of stories which he wrote for his Sunday school.
He had in charge the windinsr and setting of the
town clock of Elmira, N. Y., for many years.
See "True Story of a Family Clock" in back
number of Kindergarten Magazine.
DRAWING, CUTTING. PAPER FOLD-
ING AND PAPER TEARING FOR
NOVEMBER
LILEON CLAXTON.
This is the month that Is full of historic connec-
tions for the grades and local interests for the
younger children; a month when we stop to think
of the gift and the Giver; a time when we realize
to whom our gratitude is due. Any formal ex-
pression of thankfulness will not bring about the
desired feelings. It is by bringing before the minds
of the children their possessions and helpers that
thankfulness springs up. This is a time when not
only the farmer may be made an object of interest
but the city children have helpers in the police-
men, etc. Any such helper may be appropriately
Pilgrim hub
Indian
■a-nd.
pottevy
TurHey
""^P* Goose
introduced into the November program. The post-
man, however, is so naturally connected with val-
entines that he may easily be kept till February.
There is a great temptation to crowd the his-
toric interests down into the kindergarten and
lower grades because of the historic associations of
this month. This, however, must be avoided. The
month presents sufficient topics to the beginners
without infringing on the work of later years and
the oft-repeated complaint that the children are
tired of Hiawatha and the May flower long before
they reach the age of understanding, much of that
work will not continue to be heard from the teach-
ers of more advanced work. The little children
are quite content to talk about the turkey and the
pumpkin pies and leave the Pilgrim Fathers to
their own devices and the grown ups.
The animal life around which our interest cen-
ters this month is the turkey primarily — incident-
ally, the duck and goose. Some suggestions for the
work in different lines follow:
DRAWING
1. Pilgrim huts.
2. Pilgrim church.
3. Pilgrim furniture.
4. May flower.
5. Indian wigwam.
6. Bows and arrows.
60 KINDERGARTEN-PRIMARY MAGAZINE.
Vegetables _ C-a-noe
Cavot
7. Indian pottery.
8. Turkey.
9. Duck.
10. Goose.
11. Book Cover — Basket of vegetables .
FREE DRAWING
1. Farm animals in their houses.
2. Barnyard scenes.
3. Bins full of vegetables.
4. Barrels of apples.
5. Policemen at daily duties, such as helping
folks across the street, taking lost child home,
stopping a fast horse.
6. Mayflower leaving England.
7. Mayflower landing at Plymouth rock.
8. Building of village.
9. Indian life.
PRACTICE DRAWING
Cornfield with pumpkins in it.
Vegetables.
CUTTING
1. May flower.
2. Small boats.
3. Wigwams.
4. Canoes.
5. Policeman's hat, gloves, stick.
6. Vegetables — onion.
potato,
carrot.
7. Illustrate stories.
8. Cutting to the line as in previous month.
Magazine pictures should be greatly improved by
this time. The children should be able to cut
straight-edge pictures true.
9. Some simple combination of objects on one
base might be attempted toward the end of this
month.
DRAWING AND CUTTING
1.
Pumpkin pie
2.
Ear of corn.
3.
Onion.
4.
Radish.
5.
Carrot.
6.
Turnip.
7.
Potato.
8.
Policeman.
FOLDING AND CUTTING
(Box
1. Bins to store things for the winter.
form).
3. Poultry house; same foundation as de-
scribed in previous article. Draw large windows.
4. Folding and cutting for flower patterns of
unique design might be introduced in November to
prepare for snow flake work of the winter months.
The work could be done by simply folding the book
form and then folding the bottom of the closed
book to the top of book and cutting off the open
corners.
5. Cutting strips for chains should have
reached a pretty good standard. Some of the best
might be saved for Christmas tree decorations.
Mats and fringe.
Simple vegetables — potato, onion.
For tearing a mat a good size sheet of manilla
paper should be selected; fold through one diame-
ter; tear through the middle beginning at the fold.
This leaves two portions held together only by a
border, which is proportionate to the size of the
mat. Tear each half as before. Tear each quarter.
This will probably give the desired width. Care
should be taken in tearing the strips to be woven
into this mat that they are the same width as the
strips in the mat. Colored strips are more desirable
than manilla.
KINDERGARTEN-PRIMARY MAGAZINE.
A FEW SUGGESTIONS FOR NO?
VEMBER.
N kindergarten, the central
thought for November is that
of a Thanksgiving, and the
work of the preceding months
has led little by little to Thanksgiving Day
as a climax.
It is to be doubted if the children of kin-
dergarten age gather any very definite im-
pressions when the story of the Puritans
is told to them. And, indeed, the appoint-
ment of a uniform day of Thanksgiving
thoroughout our country is of recent origin.
Until comparatively recently each state had
its own particular day of harvest celebra-
tion.
But the children of all grades, especially
those in the rural districts, can be led to see
that, after the hay and corn and buckwheat
and barley; the apples, and pumpkins and
potatoes have been safely harvested by the
farmer, and the peas and beans and fruits
preserved by the housewife, it is quite
natural for those who have toiled all sum-
mer in field and orchard to be happy and
grateful when the fruits of their labors are
stored in barn and bin and they are certain
of food during the winter.
The city people may not at first thought
be able to appreciate all of the bounties of
Nature which man's labor has developed,
but if the children try to think of the condi-
tion of things during the terrible blizzard in
New York many years ago, when for three
days no trains could reach the city and even
the stores of condensed milk ran low, they
may be helped to realize that we have many
things for which to be grateful.
Let the children be told that all people in
all countries have been accustomed to
gather at the season of the ingathering of
the crops to celebrate the harvest with song
and dance and hymn of praise.
The children in the grades may be told
stories of the Puritans, their high purpose
in seeking a new land, their hard winter,
their sufferings, and their deep gratitude
for what to us today may seem very meagre
blessings. School histories will supply the
details. The story told at the end of this
article may be related to any grade.
The kindergartner believes that, however
unattractive in appearance or conduct, how-
ever contrary or mischievous or malicious,
a child may be, for a time, each one, never-
theless, has in him the seeds of the Divine
and it is her privilege to search for and dis-
cover all of the sweet and natural and
wholesome qualities of childhood, to elimin-
ate the bad and to overcome evil with good.
She is the Luther Burbank of the child-gar-
den who can develop from the thistles
of child-nature most unexpected fruits of
lovableness, goodwill and self-control.
Practical Suggestions.
The rural teacher may be obliged to leave
some of the little folks to their own devices
while she is engaged with other classes.
Perhaps she may make use of the following
little plays:
First Gift Ball.
A circle game which the children love is
called the quiet game. One child stands in
the center of a circle of children and
beckons to a little playmate who softly tip-
toes to the center without saying a word
and in her turn beckons silently to another,
and so on until a change of play is desired.
The children of the country schools might
be trained to play such a game quietly, thus
learning self-control, consideration for
others, etc. It could be modified by having
one child in the center hold up a ball, and
then the child in the circle who holds one
of corresponding color goes up to match it
and if correct, takes the center place. She
in turn holds up in dumb show another ball.
The corresponding one is held up by the
child who has it in his hands. If a child
makes a mistake in matching, the other
children must indicate it by shaking their
heads vigorously. Before letting the chil-
dren play such a game by themselves it
might be necessary to play it several times
under the teacher's direction. It could be
varied as the children gain in knowledge of
color by exhibiting the ball and letting the
children hold up fruit or pieces of silk or
cotton fabric which resembles the ball most
in color.
Second Gift.
In country schools and kindergartens the
Second Gift may be turned to account as
the hay wagon, with the spheres for horses
or the cubes for lumbering but useful oxen.
Or the cubes of all of the children may be
taken to build the large general barn into
which the fruits of field and orchard are to
be kept. In those parts of the country
where machinery is used in harvesting a
62
KINDERGARTEN-PRIMARY MAGAZINE.
derrick crane or a threshing machine may
be formed by an ingenious teacher. Some
mechanical genius amongst the older boys
may be called upon to help.
If there is a sandbox in the room let the
children talk over the need of good roads
and some of the important things necessary
in the making of good roads. The farmer
needs smooth, well-graded roads in order
to carry his product to market. A really
good road is higher in the middle than on
the sides to allow for drainage. The prob-
lem of road-making is different in different
localities. Rocky soil, sandy soil, clay soil,
stony soil, each presents its own problem.
Let the children make good roads in the
sandbox, and try to solve different prob-
lems. In some cases the ingenious ones
may wish to try to rig up stone-breaking
machinery with the Second Gift.
Third and Fourth Gifts.
Build the barns in which the grain and
hay are stored. Make the hay wagon of a
few of the blocks using others for the
horses. Make the fences around the
meadows which keep the cows in and the
savage creatures out. See the "Mother
Plays" of the "Garden Gate." Make also
the watering trough. Do the animals feel
glad and grateful for the cooling water thus
provided? Perhaps a pump can be built or
a well by such children as are familiar with
them.
With the Fifth and Sixth Gifts.
Build the house which shelters the family.
See the Mother Plays of the Carpenter.
Are we grateful for our comfortable homes?
Build the church to which we go to express
our gratitude. Build the schoolhouse for
which also we are grateful.
Make the railway station and the trains
which bear the produce, the hay and the
milk and the potatoes to the cities and
which carry the people who wish to revisit
on Thanksgiving Day their old homes.
Tablets.
With the tablets form designs for stained
glass windows or for the oilcloth or wall-
paper with which the home is to be deco-
rated.
Tell how in the old days very often the
clean white floor of the kitchen would be
covered with sand and then a design made
upon this with the broom.
Make the sidewalk on either side of the
road. Be sure that the paving-stones are
placed closely together. Ask the children
how the stones look in their own streets.
Do they think that the men who laid them
did it well? Did they take pains with their
work, or was the foundation so poorly laid
that the stones have sunk irregularly and
have cracked. Children enjoy trying to
step from one crack in a pavement to the
other so after the stones are laid upon the
table let them step from crack to crack with
their fingers, making a little play of it.
There can be a little counting lesson, count-
ing both the stones laid and the number of
cracks. Sometimes sidewalks are made of
stones placed in a pattern. Let the children
make such, of the tablets.
Sticks.
Let the children outline the house, barn,
etc. Select all the sticks of one size and lay
at the side of an imaginary railroad ready
to be laid as ties.
If the rural school teacher has no kin-
dergarten sticks she may be able to prevail
upon some of the older boys to cut burnt
matches into one-inch and two-inch lengths
for the use of the little people, or twigs can
be taken from trees and cut into one-inch,
two-inch, three-inch and four-inch lengths.
Kindergarten Occupations.
Clay.
Model the various kinds of fruits and
vegetables which are of simple form. The
rural teacher can put a potato, carrot, onion,
etc., before the child for busy work and let
him form them, and set aside to show to
her when she has finished with the par-
ticular class she may have in hand.
Give the child a squash seed, and a
cucumber seed. Let him model several of
each. Then let him make an oblong
placque measuring y2 inch high and 2x3
inches in length and place upon this a series
of the seed models }4 inch apart, as a
design.
Model the horse and oxen that have help-
ed the farmer with his ploughing and reap-
ing and the dog that has helped the shep-
herd guard his sheep.
Cardboard Modeling.
Make small boxes to hold various kinds
of seeds which may be gathered in the fall
days. Save the seeds for spring planting.
Make the boxes by cutting out of thin card-
board or stiff paper an oblong measuring
KINDERGARTEN-PRIMARY MAGAZINE.
63
4x4 inches. Fold this square into 16
smaller squares, thus : Fold the front edge
to the back edge and crease. Open out and
a crease will be seen bisecting the square
from left to right. Fold the front edge till
it coincides with this crease. Open. Fold
the back edge so that it coincides with the
middle crease. Open. Fold the left edge
over till it exactly meets the right edge.
Open. A crease will be seen bisecting the
paper from back to front. Fold the left and
the right edges respectively so that each
coincides with the central crease. Open
and the square will be found divided into
16 small squares thus:
1 ~\ !
i ! i
; 1 — .—-v
, •» ; t 1
From two opposite sides of the square
cut two slits one inch long, one inch from
the sides. See plain lines. This will make
four flaps. Bend up four sides one inch
deep to form the sides of the box and bend
and paste the flaps to make the sides firm.
With such a box as a basis, but longer in
proportion to the width wagons may be
made for the carrying of the hay of the toy
farm. Seeds also may form a part of the
miniature load. Wheels may be of milk-
bottle tops, or may be cut from stiff card-
board. Fasten to body of the wagon with
paste. Let the children play with these in
the sand box.
Nature.
Gather seeds of small fruits of different
kinds, melon, apple, rose-haws, cran-
berries, etc., and string for decorations for
room. Save till Thanksgiving Day and take
home. Alternate the seeds, one kind with
another, and also with straws, cut into one
inch lengths. Dried corn alternates prettily
with straws or cranberries. This gives
practice in counting and in design.
Collect leaves and let the children press
and mount them on cards which can after-
wards be made into booklets.
Copy the leaves in pencil, in water color
and in clay. Notice how those on one tree
will vary in form and color, and get in what
particulars those of one tree resemble each
other.
Give each of a circle of children, a dif-
ferent kind of leaf. Let one child stand in
the center of the circle and hold up one leaf
in plain view; then the child in the circle
who holds the companion leaf must hold it
up and give its name. Modify this game by
substituting nuts, fruit, seeds, etc., for the
leaf.
A Lemon, Apple, Orange, Pear, etc.
Place a row of fruit, a lemon, apple,
orange, pear, etc., on the table or floor.
Let a child observe the row and then cover
his eyes while another child removes one
piece of fruit. The first child looks again
and tells which kind of fruit is missing.
In the sand of the sand box stick a num-
ber of twigs, letting them appear about Yi
inch above the sand. Hide also an apple
and a pear letting the stems stick out half
an inch. Let the children try to find the
fruit from what they see of the stems.
Paper-Cutting.
Place a row of different kinds of fruit
where it is in plain view and let each child
cut free-hand a copy of one piece and see
if the other children can tell what it is.
These may afterwards be colored in chalk
or water-color and used for place cards for
Thanksgiving dinner.
Cut turkey, cow, horse, every animal
that helps make Thanksgiving. These may
be used in playing with the gifts or with
the sand box.
Postal Cards.
Souvenir postal cards, can be used with much
profit by kindergarteners, primary and rural
teachers. To illustrate: where local views have
been issued, make a collection with the aid of the
pupils and arrange on sheets of mounting board
in groups; for instance, place the views of
churches, public buildings, factories, stores, resi-
dences, business streets, etc., each together. Let
the pupils talk or write about the pictures, short
sentences such as, "we go to this church;" "that is
the library where I get my books;" "my father
works in that factory;" "we buy our groceries at
this store;" "our house is on this street," etc.
Then tell short stories about, for instance, what
churches, libraries, factories, stores, etc., are for,
and tell about the use of court houses, jails, etc.;
ask pupils to observe if the picture looks like the
object represented. If any views are not recog-
nized explain location, etc., and ask pupils when
passing to observe whether the picture looks like
the object intended to be represented.
GAMES, PLAYS, STORIES
RECITATIONS, MEMORY GEMS, ETC.
THE FOLK GAME IN EDUCATION.
MARIE RUEF HOFER, Columbia University.
HE recent congress of the
Playground Association of
; :£j(£ America held in New York
City revealed not only a
substantial interest in the municipal and
constructive features of the playground, of
securing and equipping the same for city
and country, but a very lively interest in
what and how children shall play. This
was shown in all the papers read and in the
serious work of all the committees. Par-
ticularly was the dramatic element of play,
in folk games and dances and festivals, em-
phasized. This was climaxed in the various
exhibitions of games given for the benefit
for those who attended the Congress.
These exhibitions given on the green back
of the Metropolitan Museum, the Van
Cortland Park festival, and in a festival of
free play and simple village games and
dances given under the forbidding arches
of the Brooklyn bridge. In each instance
was the new tendency to freer dramatic ex-
pression in folk games and dances shown,
often carrying out the picturesque national
effect by touches of characteristic color and
costume. In the rendering of these games
and dances by the representative children
of all nations, such as can only be seen on
our American shores was extremely sug-
gestive material for reflection. Has the
folk game come to stay? Is it an intrinsic
element in our future educational life?
What is its significance and place.
The folk game in the kindergarten has
thus far been viewed with considerable sus-
picion, as a possible disturbing element to
Froebelian principles. While all material
of this kind requires explanation and ad-
justment to the needs of little children, the
more liberal worker would enter a protest
against this continual fear of rudely jostling
the Froebelian ideal from its pedestal.
As read without prejudice Froebel's
world was preemently God's world, with
the emphasis laid on God. The earth, the
air, the sea and all that in them is of life,
and significance to the child, was his motto.
The equal, happy, philosophical distribu-
tion of these elements plus human spiritual
vision, over the kindergarten program is
surely the aim of every well trained kin-
dergartner. The view point, it is, that
brings the curse or approval of the gods.
If the enthusiastic kindergartner be strong-
ly inclined to Nature, or to rhythm or to
art, her program will surely veer that way,
and her children will best do that which
is backed by this same enthusiasm. Cir-
cumstances and environment may also
point her sails. If the factory be the life
pulse of her neighborhood, industrial in-
terpretations must result, and her ingenuity
will be taxed in breaking wholesome paths
into the outer world of nature and art. If
she be in love with the potato to the extent
of seeing world relationships in the tuber,
(this, it seems, was Froebel's peculiar
talent, to read deeply into common things)
she is to be congratulated instead of criti-
cized on having "truly caught the spirit."
There may be gross errors in judgment in
this converting world forces into pedagogi-
cal pabulum, but we are convinced from
previous observation that our earth ball
will not be jarred off its axis thereby, but
will roll calmly onward in its course with-
out material disturbance.
In following the evolution of plays and
games for a decade and more the writer
wishes to put herself on record, that in the
active experience of investigating and test-
ing phase after phase of this evolution of
play material, from the formal, prosaic
representative game of the past, through
Delsaritan bird flight, rhythmic mazes,
often dangerously exaggerated, no more
wholesome heresy has penetrated kinder-
gartenism than the folk game and dance.
In the first place it proves Froebel's his-
toric attitude, both as regards play as a
racial product and his games to be not a
mere fantasy of the brain, but a funda-
mental life product. All the so called
original Froebelian games were those of the
folk about him, as lie frankly tells us, and
their subjects are old in the world order of
events. Self activity inducing self-evolution
through playful movements, social games
drawn from world courtesies and ameni-
ties; industrial episodes, racial experiences
re-enacted; civic and national events
KINDERGARTEN-PRIMARY MAGAZINE.
«5
dramatized, social eminations crystalized
in holidays and festivals.
Contrary to popular belief Froebel did
not invent the Knights. They lived in
every castle and stronghold of his country-
side, and their histories were scattered
plentifully about in the plays of the German
children. The magic ring made sacred by
centuries of religious and festal traditions
of the Germans found its rightful reincar-
nation in the Kindergarten circle. "Would
you know how doth the Farmer" has its
familiar counterpart in every country, in-
trinsically dear because wrought from the
texture of native custom.
Whether we stamp the harvest dance of
the Russians or gracefully pantomine the
"Avoine" of the French matters little.
What a tribute to the fundamental qualities
of Froebel's educational interpretations
that he strikes not a shallow vein but a deep
seam of genuine ore that makes real kinder-
garten principles a binding unity in the
world. Why should an Americanized kin-
dergarten interpretation set the pattern for
the whole world? Is not the next step in
our national evolution the recognition of a
common unity and the life of all countries
and peoples its best illustration. Is not the
present inundation of folk love of all kinds
a significant pointing finger to a racial unifi-
cation iminent in history and not a passing
fad. The coming to our shores of the
European peasant is not in vain if in con-
tributing his traditions he reinforces this
unity. The native gaiety and joyousness
of his festivals may serve us for pasttime
and recreation, but there is a deeper lesson
to be learned which we gladly accept at his
hands. If our next advance in education be
a "progress backward" it is merely a
straightening of girders, a tightning of bars
and beams, a settling of foundations for the
grander oncoming march of human
progress.
Educationally, the folk game represents
to us the happy means by which we can
study simple evolutionary processes, for
which the kindergarten in the best sense
stands. Whether this be in relation to
physical development in the homely hop,
stamp, spring, clap, by which we moderns
can shake off nervous and eneamic tend-
encies, or its outworking into group activi-
ties of subject matter which makes up the
bulk of kindergarten programs ; or an em-
phasis of the dramatic element, shown in
simple, forceful action in the expression of
common human motives; or as the concrete
representing of these in simple unities of
time and space — form — it is all good. The
only difficulty for the kindergartner will be
where the dancing teacher and physical
trainer, unacquainted with the thought
connections of the kindergarten will use
these plays and dramas as mere devices and
fancy steps, with which to embellish the
graces of their art.
The following somewhat free interpreta-
tion with additional experiences are offered
in English. The first part of the game is
played in a circle, the children joining hands
and skipping first to the right and then to
the left, acting out "clap their hands and
sing." At "Who wants to know," children
turn from side to side to their neighbors,
bowing and asking question, once to each
measure. Then marching forward they
gesture with the right hand outward in
sowing around the circle. Then all join
hands and repeat, each time giving new
activity. Mowing, grasp sythe and sweep
inward. Binding, stoop and gather, twist,
throw toward center. Flailing, grasp flail,
throw backward over shoulder and front
and down. Sifting, shake rapidly to and
fro. Grinding, twisting of hands or arms.
Stand with arms folded.
The oats in the oat field the happy season
brings.
The farmer, the farmer he claps his hands
and sings.
Who wants to know, who wants to see,
How we sow the grain so free.
'Tis thus the farmer sows, as through the
field he goes. Repeat.
'Tis thus the farmer mows as through the
field he goes.
'Tis thus the farmer binds, as round and
round he twines.
'Tis thus the farmer beats his oats and rye
and wheat.
'Tis thus the farmer sifts as to and fro he
shifts.
'Tis thus the oats are ground as the wheels
go round and round,
'Tis thus the farmer rests when he has done
his best.
I hold in my memory bits of poetry learned in
childhood, which have stood me in good stead
through life in the struggle to keep true to just
ideals of love and duty. — President Eliot.
Everything that tends to develop the boy or
girl into a desirable citizen is as much a part of
the teacher's duties as to see that his problems in
mathematics are correctly solved.
66
KINDERGARTEN-PRIMARY MAGAZINE.
A STORY FOR THANKSGIVING.
How John Henry Borrowed Coals to Light the Fire.
BERTHA JOHNSTON.
Suppose you have been out at play till it
grows very late and the rooms are quite
dark as you go into your home, so that
you cannot see to read in your favorite
story-book what can be done to make the
room bright and cheery? Yes, mama will
perhaps take a match, scratch it upon the
sand of the match-scratcher and — then
what? Yes, she will possibly light the
lamp or the gas and perhaps she may turn
on the electricity.
Perhaps again, it is a cold winter's day
and you come into the room shivering from
your last cold walk home from school. You
come into the house and go straight to the
open wood fire or to the radiator or to the
large hospitable-looking stove. If the fire
in the stove should go out during the night
how would father, mama or the cook make
a new one? Yes, she would place paper in
the stove, then kindling-wood on top of
that, and coals upon the sticks of wood and
then — she would scratch a match, touch it
to the paper and in a few moments the
wood would be blazing and the coals also
would catch fire. But suppose there were
no matches in the house, or the neighbors
had none, or the grocery store had run out
or there were none to be had anywhere?
I am going to tell you the story of a little
boy and what he had to do one cold win-
ter's day before men had ever thought of
making the friction matches which we use
now every day and think we could not get
along without.
It was the day before Thanksgiving and
he had been thinking how good all the
delicious meats and fruits and vegetables
would taste which were to make the fine
Thanksgiving dinner. Turkeys were to be
roasted, and potatoes baked and squash
boiled; the pumpkin and apple pies had
been already made and the jellies and pre-
served fruits were on the shelves in a fine
array — and he and his brothers and sisters
and the cousins who were to come in the
morning, were to crack some of the nuts
he had gathered in the bracing October
days. And then they would gather round
the large wood-fire and roast apples and
chestnuts while uncle and auntie or grand-
father would tell some splendid story of
the Indians or sing some jolly song. Or
some old-fashioned game would be played
by the: young people while the old folk
talked over times long past and good times
to come.
John Henry had been thinking for many,
many days of the delightful holiday com-
ing, and now — tomorrow it would really be
here with all its fun and frolic.
It was hard to go to sleep, thinking of
all the fun of the morrow, but at last his
eyes did close, and no sooner was he asleep
than it seemed he heard his mother's voice
calling to awaken him. "John Henry! .Oh,
John Henry!" He sprang to his feet,
although his room was cold, for there
would be no long staying in bed on
Thanksgiving Day. And then — what was
it his mother was saying? — The fire had
gone out? What, the fire out on Thanks-
giving Day. No fire with which to roast
the turkey, or bake the pudding, or boil
the sweet potatoes ! No fire on Thanks-
giving Day!
John Henry was shivering with cold, but
he was not thinking of that.
What was that his mother was saying?
He must dress quickly and go to neighbor
Brownnell's half a mile away and borrow
some coals. Thus only could the fire be
re-lighted, for friction matches were little
known at that time, and people who lived
far from others were usually very careful
to so fix the fire at night that it would keep
until morning when it could easily be made
to blaze, if desired.
But the "hired girl" had been careless
and the fire was out, and no flint or tinder
box in the house to light another.
So John Henry didn't spend much time
in dressing. He took some cold breakfast,
put on his high boots, and wrapped his
muffler around his neck; put on the warm
mittens his mother had knitted for him and
started off to walk through the deep snow,
half a mile to the neighbor's. He carried
a kettle for holding the coals.
It was a cold walk and the half mile
seemed a long one, but at last he reached
Mr. Brownnell's while the family were at
breakfast.
Mrs. Brownnell and the small boys and
girls bustled around and made a place for
John Henry at the table and he found that
he was quite ready to eat a second break-
fast of hot pancakes and maple syrup.
Then Mr. Brownnell took some hot, live
coals from the fire, put them in the kettle,
covered them with just enough ashes to
keep them from burning up before John
Henry reached home, and showed the boy
KINDERGARTEN-PRIMARY MAGAZINE.
6?
just how to hold and swing the kettle so
that the fire should not go out.
Then John Henry started for home and
the walk seemed even longer than before
for the ten-year-old boy. Suppose the fire
in the kettle should go out ! How care-
fully he held it! How carefully he tried to
swing so that there should be just enough
draught to keep the coals alive.
But at last the home on the hillside was
reached and the coals were still glowing a
deep, clear red when they were taken out,
and carefully placed in the fireplace be-
neath the huge log. Then they were care-
fully fanned, and soon the log was blazing
and fire could be carried from it into the
kitchen by means of a long pine splinter
split from a log in the wood pile. And soon
the turkey was roasting and the potatoes
baking and cauliflower boiling and the
prospects of a good dinner were all that
could be wished for, and John Henry and
his family were thankful not only for food
and shelter and clothing, but for fire as
well — the fire that kept them warm, and
cooked their meals and helped them in so
many, many ways.
THANKSGIVING STORY.
Elizabeth G. Peene.
ONCE upon a time, not very long ago,
there lived down on Chriplie street, a
little boy named Nathan. He went to
kindergarten every day. He liked to work
and play, but he remembers two days he liked
better than all the rest. One was the day the
children took their chairs out in the garden and
had a party with chestnuts, and th eother was
when the kindergarten had a Thanksgiving
party with apples and white tissue paper table
napkins, and sang their new Thanksgiving
song:
Oh, come, dear little children, come,
Your grateful thanks to sing,
For all the warm coats, mits and shoes
Ere winter's storms begin.
Nathan told his mama all about the fun
when he went home and asked her if he
could have a party in his house. He wanted
to ask Hymen to come, and Rachel and Baby
Mary. His mother said she would see. So
early on Thanksgiving morning, Nathan
jumped out of bed, dressed himself and ran in
to ask his mother again if he could have the
party. She said that when he had taken the
peelings down to the garbage can, she would
give him two pennies to buy apples for a party.
You should have seen Nathan hurry. The
dish of peelings was heavy, so he couldn't go
downstairs very fast, but he ran all the way
up again, — then ran to the back flat on the
third floor and asked Hymen, Mary and
Jxachel. lie ran to tne pusn cart and uougut
lour apples, ran home again as last as lie
could and began to get ready tor the party.
j.i.e took a ciiair and stood it in tiie center ui
tiie kitchen tor a table ; he took blocks ol wood
and put them for chairs. He wanted a table
clotb, but didn't know what to use, so his
mother gave him clean wrapping paper. He
covered the table and patted it nice and
smooth. He was just going to cut the apples
when a Knock was heard at the door. Natiian
gave one jump, opened the door, and there
stood Hymen, Kache and Mary, hand in hand,
Uieir hair all wet and brushed so smooth, their
faces clean, and baby Marv had a bright blue
new dress. Nathan thought they looked so
fine that he stood there saying, "Ah ! Ah I"
instead of saying, "Come in. His mama in-
vited them in and when thev saw all the little
table ready for the party, they all said, "Ah!
Ah!" and stood quite still. Nathan wanted
them to have lots of fun, so he got his paper
doll out for Mary, and she hugged it and didn't
want to do anything but nurse it all the time.
Hymen rolled his wagon up and down the
kitchen, and Rachel took the picture book, but
didn't say "Thank you." Nathan told her to
say "Thank you." Soon everything was ready
for the party. They sat up nice and straight
on their stools, and Nathan showed them how
to fold their hands, and he sang his kinder-
garten Thanksgiving song for them. He
passed them the apples and they smiled and
laughed and giggled and talked and had such
a fine time ! Baby Mary kept saying, "Thank
you, thank you." They gave mama a piece of
apple, and they gave Poll a piece, too, and
they laughed at Polly, for she said, "Thank
you." They gave doggie a piece, and he said,
"Bow wow," which is "Thank you" for a dog.
When they finished the party, they didn't want
to go home. Mary hugged her dolly and kept
whispering, "Thank you, thank you, thank
you. Nathan and Hymen played lots of dif-
ferent things, and Rachel looked at the boys
and nursed babv Mary until their big sister
came for them. When baby Mary was going
to bed that night she was sleepily saying —
"party — dollie — thank you — thank you."
How One New York Kiudergartner Observed Thanksgiving.
The day before Thanksgiving we had both
classes together and we had a very pleasant
morning with our songs, stories, games, and
many of the children told Mother Goose
rhymes. Nearly each child contributed some-
thing toward a basket of fruits for the little
people in St. Vincent's hospital. We had two
large peach baskets filled with apples, oranges,
nuts, etc. The children were much delighted
to see the beautiful baskets that they were
sending away. — M. E. P.
68
KINDERGARTEN-PRIMARY MAGAZINE.
BOOK NOTES.
The Brooklyn Public Library publishes a very
excellent list of books for boys and girls approved
bv it for use in the children's rooms. It does not
pretend to be either a finding list or to be complete
as to the books found in the children s rooms but it
gives the branch librarians a "definite idea of what
books they may freely order for the shelves of their
children's rooms." The compiler, Miss Hunt, super-
intendent of the Children's Department, includes
such titles as she believes will help "in carrying out
the purpose of the children's library, namely, that
of being a nursery for good citizenship".- The need
of attracting all classes of children, those from a
cultured home and environment and those of limited
vocabulary and experience, has been kept in mind.
Some of the selections may therefore be lacking
in literary quality, but all have some distinct merit
which entitles them to a place here. Such a list
should prove serviceable to librarians in other cities,
and parents, also, may well find them useful. The
Brooklyn system includes twenty-three libraries.
Frank P. Hill is Chief Librarian.
CORNELL RURAL SCHOOL, LEAFLET HOME
STUDY COURSE. How many New York teachers
are aware of their privileges in regard to these two
helpful monthly journals, published by the N. Y.
State College of Agriculture, and to be obtained
gratis by all teachers in New York state? The
former is in two installments, one for children and
one a supplement for the teacher. The spring num-
bers of 1908 for the children tells how to organize a
farm boys' club, and the May issue describes the
organizing of a girls' club. The teachers supplement
for April is a garden number and is practical in its
many suggestions. Alice G. McCloskey is editor,
with Professors G. F. Warren and Charles H. Tuck
as advisers.
The Home Nature Study Course is edited by
Anna Botsford Comstock and John W. Spencer. In
the April-May number are directions for tree plant-
ing, with much information as well concerning
frogs and toads with their wonderful transforma-
tions. Directions are given for making an aquarium
and there is a lesson also upon the strawberry, and
one upon the blackbird. These valuable leaflets are
published at Ithaca, N. Y., under the auspices of
Cornell University.
GRASSHOPPER LAND, by Margaret W. Mor-
ley. The brief foreword states that this book is
written not for children, but for their grandfathers
and grandmothers, who were once boys and girls in
the country and may be in danger after all these
years of forgetting about grasshoppers. It is quite
safe to say, however, that children will read the
book with great delight. Miss Morley has a style
all her own, and in her merry, familiar talk she
carries one straight into the heart of nature. By
the clever use of simile and metaphor she puts her
scientific statements into picturesque language
which captivates the reader's attention, and intensi-
fies his interest in the lively little insect that is so
alluring to all children. We give a few sentences
to indicate the general literary quality.
"No doubt the sense of smell was originally
developed to enable animals to smell out their food,
to find their friends, and to detect their enemies.
Man has found other ways of meeting these needs,
so his sense of smell is on the wane, though it still
continues to be, as just said, the most acute faculty
that he has. . . . Although the grasshopper's feelers
were not designed as mere ornaments, yet, like our
noses, they add immensely to the personal appear-
ance of the family, and it could easily be imagined
that vanity dictated the graceful way in which they
are waved about if one did not know the very prac-
tical nature of those delicate append-ages."
Then follows a description of the antennae as
seen under the microscope. As the title suggests,
the study is not confined to the grasshopper alone,
but to grasshopper land, hence comparisons are
frequent between the grasshopper and relatives more
or less times removed, as, for instance, the chapter
upon "harmless frauds," which tells about the walk-
ing stick and walking leaf. One chapter "the Diary
of a Locust," tells the history of the locust from his
viewpoint. But as interesting as any are those pages
devoted to the migratory locust of the East and
his ravages, and the different methods by which man
has in ancient and modern times fought against the
terrible scourge. An extract from Pliny tells how,
in the Granaicke region with Barbarie, ordained is
it by law, every three years to wage war against
them, and so to conquer them. In China and in
Africa, emperor and sultan have organized men to
fight them. The story of the Island of Cyprus shows
how interdependent are the lives of men and of even
the apparently insignificant insect world. Cyprus
was a "happy, thriving and beautiful land" until
1571, when it fell under the rule of the Turks. For
two hundred and fifty years thereafter it was a
wilderness, because under a corrupt government no
effort was made to destroy the locusts that freely
ravaged the land of every growing thing. But when
Cyprus was ceded to England, a simple device, dis-
covered by a certain Count Mattei, which had never
been used by the Turks, was put into operation in
1883, and in one season, by the means of a system of
55,000 pits and fences, 195,000,000,000 locusts were
destroyed in one season. The device consisted of
walls and the plague has never again become
unmanageable in the lovely island. The chapter
upon locusts as food is another side to the question,
and we learn that in some parts of the world the
locust is eagerly welcomed as a source of food, and
is regarded as a tidbit. In Oriental countries they
are highly regarded as food even when not a neces-
sity, and in others they are the staff of life of the
people. There are various ways of preparing them
for food as described. The volume is copiously illus-
trated with delightful pen and ink pictures showing
the insects in all kinds of pistre. We close with a
few words of the author which take one directly into
the country fields:
"Think of crossing a close-cut New England
meadow late in August without stirring up a com-
motion of whirring wings and hopping legs. Think
of walking over the fields without hearing those odd
little pattering sounds, like drops of rain, made by
the hoppers as they spring up on all sides of us. To
the fortunate dweller in locust-free lands summer
would not be quite summer without the shrill and
pleasant hubbub of the grasshopper folk."
This book should be in every school library and
will be a good companion for the summer vacation,
both for young and for those who wish to renew the
happy memories of youthful days. A. C. McClurg
Co., Chicago.
There is also a drawing from an Assyrian relief
in the British Museum showing attendant bringing
locusts and pomegranates into the King.
THE BOY GEOLOGIST, by E. J. Houston, Ph.
D. A story centering around the experiences at
boarding school of two boys, one of whom has a
strong interest in anything geological, and the other
an equally decided leaning toward chemistry. Vari-
ous incidents in school, boy-like, are described; and
a good many interesting facts about geology and
chemistry are given in describing the experiments
and adventures of the boys and their friends. But
the literary style is not particularly interesting. The
boys address each other in stilted, formal language,
and in this respect the story is forced and artificial.
KINDERGARTEN-PRIMARY MAGAZINE.
69
We would be interested in knowing whether boys
who have a natural inclination toward geology and
chemistry would read the story for the sake of the
information to be gained or whether they would pre-
fer to get their facts directly from somci scientific
book. Henry Altemus Co., Philadelphia, Pa.
The recent earthquakes at San Francisco and
Valparaiso, and the eruption of Vesuvius are made
the basis for a discussion of such phenomena and
the fetish which an ev-slave negro had brought with
him from Africa and which he uses to injure his
enemies is found to contain radium, thus offering
opportunity for a discourse upon that rare element.
Incidentally information as to the course of action
under certain emergencies, such as sunstroke, is
given.
PROSE EVERY CHILD SHOULD KNOW. Edi-
tion by Mary E. Burt. The title to this volume at
first thought sounds somewhat presumptuous, but a
study of the contents justifies the editor in most of
her selections. There are few, if any, that one would
wish to omit, especially when, after reading the in-
troduction, we understand the basis of that selec-
tion. "It is a reading book for home culture, and a
collection of recitations for school use". The book
begins with a paragraph from Talmage which a
three-year-old loved to recite, on "The Influence of
a Clean Face", and it closes with several pages
from William M. Salter on "Morality the Essence of
Life." The greater number of the selections are less
than two pages in length, and are thus short enough
to be memorized. The authors represent fairly well
the Academy of Immortals of all time. George
Washington, and Aristotle, Fenelon, Lincoln, Mrs.
Custer and Victor Hugo, De Amicis, Desmothenes,
William Pitt, De Mirabeau, Marcus Aurelius and Ed-
mund Burke, Plato and Sallust, George Eliott and
Edwin Markham, etc., etc., are a few names from
this galaxy of prophets. The extracts from the great
speeches which have helped on the world's progress
as they stirred men's hearts to righteousness and
effort may well be learned by our growing children.
The Declaration of Independence and the entire
Constitution of the United States are given in full.
Miss Burt rejoices that with the children who were
her schoolmates she committed to memory these
great documents. Crisp arguments for debate upon
the leading questions of the day — money, labor, suf-
frage, etc., may be found. Exactly why the extract
from concerning the life of the father bee is given
we do not understand.
An unusual but interesting feature of the book
is the little personal note introducing each selection,
and often addressed to- some particular child whom
the author has in mind when deciding to use the ex-
tract. The volume will help the children to appre-
ciate what are the real things in life — the things
worth while. Doubleday, Page & Co., N. Y. $0.90 net.
THE YOUNGSTERS OF CENTERVILLE, by
Etta Anthony Baker. These are youngsters whose
acquaintance any child, boy or girl, will be glad to
make. The children are normal, wholesome real
girls and boys. Their doings and their adventures
are told in a breezy, jolly, sympathetic manner that
is irresistible, and the manliness of the boys and
the womanliness of the girls are brought out in a
delightful manner by one who seems to have a thor-
ough understanding of boy and girl nature. Illus-
trated by Francis Day. Henry Holy & Co.
SUGGESTIONS FOR CLAY WORK AND
PROPER MATERIAL IN THE KIN-
DERGARTEN AND PRIMARY.
EkVERY one is familiar with the native in-
i stinct of the child for handling plastic
material. It is an instinct that persists
practically throughout life, although its period
of greatest intensity is during the plastic age
of childhood. It is a culture epoch in the de-
velopment of the race.
There are, however, difficulties connected
with the use of the same material by a num-
ber of children. Hygienic difficulties, partic-
ularly that in all probability have been very
much exaggerated.
In a recent visit to the Albany schools, the
writer noticed the splendid results that were
obtained by the use of a specially prepared
material called Plasticine, that seemed to sat-
isfy all conditions necessary for preserving
plasticity of the material and for avoiding un-
sanitary dangers. On investigation it was
found that the material is vised very largely
throughout the country in many Kindergarten
and Primary grades.
KINDERGARTEN-PRIMARY MAGAZINE.
As a result of a series of tests conducted by
a noted English chemist it was proved that
germs could not live in this material. On
being handled it was found to possess a de-
cidedly pleasing, although very mild odor, en-
tirely unlike the usual modelling materials,
which, as every Kindergartner knows, pos-
sesses a very unpleasing fishy-like smell.
primitive colors without compelling him to
"prepare them, which is really beyond his abil-
ity at that age. Another great difficulty of
the ordinary clay material we found was obvi-
ated by simply taking a large piece of the ma-
terial and rubbing it against the small particles
that adhere to the hands. The small surfaces
of the pieces immediately attach themselves to
~\
It is always ready for use and is not affect-
ed by changes in temperature, difficulties ac-
companying the ordinary clay material. The
color effect secured by the Albany schools was
really marvellous. The material itself comes
in five colors, which make possible the various
blending of color necessary to teach more
clearly the effect of color as well as of form.
the larger, thereby cleaning the hands per-
fectly.
Some of the work of the children in the
Albany schools took the form of permanent
designs of plaster casts, the material lending
itself very readily to this fixed form.
We recommend this material to the schools,
and any plea of false economy is onlv robbing
the child of his right to a truly sanitary ex-
pressive plastic material at the most plastic
age in the child's career.
What have I done today, and what am I going
to do tomorrow for the moral and spiritual uplift
of my pupils?
Let us not forget that soul culture of the little
ones in our charge is always the dominant duty we
have before us.
Large possibilities of self-activity and ad-
antages were offered to the pupil by these
"CRA Y 0 L A"
Arlists' and School Crayon
CRAYOLA COLORS are per.
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expeni-ive outfit is required
in their ust! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soil
the hands and clothes! Try
■ Crajola" for Stenciling and
all educational color work.
We shall be pleased to furu-
ish samplts and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
A BAKER'S DOZEN FOR
CITY CHILDREN
New Book of Kindergarten Songs
By ISABEL VALENTINE and LILEON CLAXTON
1 wo Practical Kindergartners of the New York City Public School System
With introduction by JENNY B. MERRIL, Supervisor of Kinder=
gartens, New York City Public Schools.
THIRTEEN SONGS written AS A RESULT OF YEARS of teaching
THIRTFFN SONCiS that have been thoroughly tried and
I I IU\I LLM ^»W v\J^> PROVEN IMMENSELY SUCCESSFUL.
THIRTEEN SONGS EXPRESSIVE OF THE CHILD'S OWN EVERYDAY
THIRTEEN SONGS READILY DRAMATIZED FROM THE CHILDREN'S
. SUGGESTIONS
THTRTFFN <sONf,S that city kindergartners must have and
iniiM EjLiU ownvjo OTHER kindergartners should have
THTRTFFN SONCS bright, cheery, new. with smooth flowing
1 nilVlEjLilV JWI^VJJ HARMONIES AND SIMPLICITY OF RYTHYMA.
The thirteen songs are clearly printed on good paper and bound with strong linen mak-
ing a very attractive and durable book, just the thing for an EASTER GII<T.
Add 5c extra for Postage
If ordered sent by mail.
We will send the KINDERGARTEN-PRIMARY MAGAZINE for one
yearandacopy of "A BAKER'S DOZEN FOR CITY CHILDREN,"
$ 1 .55 prepaid, to any address in the United States on receipt of $1.10
(Canadian or Foriegn subscribers add 20 cents or 40 cents respec-
tively, for postage.) You may use this offer to renew your sub-
Price 50 Cents ,*
NOTE:
for
<fcl 1Q scription if you like.
This offerrmay not appear again, so attend to it today. Address
The Kindergarten -Magazine Co
59 West 96th. Street, NEW YORK.
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenue., Chicago, III.
THE
WORLD
RENOWNED
The many points
ofs uperi ority
were never better
emphasized than
intheSOHMER
PIANO of today.
It is built to sat-
isfy I he most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
uating intelli-
gence of t h <_•
leading: artists.
SOHMER & CO,
WARER00Y1S-C0R. 5th AVE. AND 22nd St.
NEW YORK
Summer School
OF THE SOUTH
UNIVERSITY OF TENNESSEE
KNOXVILLE
Seventh Session; Six weeks
June 23-July 31, 1908
Best summer school for teachers.
Reorganized and enlarged to
the increasing demands of pro-
gressive teachers.
Consecutive courses of two,
three, and four years, with direc-
tions and outlines for home study
for those who desire it.
Courses in Kindergarten, Pri-
mary Methods, Music, Drawing,
Manual Training, Nature Study
and Biology, including Human
Physiology and Hygiene, Agricul-
ture, Horticulture, Forestry, School
Gardening, Geography, Geology,
Physics, Chemistry, Mathematics,
English, Literature, the Bible,
Latin, Greek, German, French,
Spanish, History. Economics, So-
ciology, Psychology, Education.
From- 60 to 75 public lectures,
readings and aiusic recitals of the
highest type.
No charge except registration
fee of $10.
Official announcement ready
about the first of March. Address
P. P. CLAXTON,
Superintendent.
Try the American Kindergarten
Supply House, Manistee, Mich.
Price List free.
See Announcement of our Christmas Gift, p. 70
CHRISTMAS NUMBER
Evan^ , -tent
EVASION, iu„
DECEMBER, 1908
INDEX TO CONTENTS
The Right of the Child to a Proper
Life Equipment - - E. Lyell Earle,
The Kindergarten and Social Service Nettie P. Sehiverin,
The Kindergarten a Culture Period in - *
Life
Editorial Notes - - -
The I. K. U, at Buffalo
A Christmas Symposium
Suggestions on Christmas Month
Suggestions for Occupation Work for
Christmas Month
Teaching History by Puppets
Drawing, Cutting, Paper Folding and
Tearing for December
Kindergarten Gifts
Two December Visitors
A December Program
Kindergarten Grand Opera,
Julia A. Balback,
Jenny B Merrill, Pd.
Bertha Johnston,
Bertha Johnston,
D.
Lileon Clapton,
Bertha Johnston,
Sibyl Elder,
Helen D Denfigh
("Mrs. E. Lyell")
Auguste S. Earle B. M.
Mari Ruef Hofer,
Old Christmas Plays and Carols
A Dialogue
Verse from an old Bavarian Christmas Play
Shepherd Song - -
Santa Claus Magical Gift - , Bertha Johnston,
Books For Holiday Gifts -
71
79
80
81
81
64
87
89
91
92
94
97
98
99
103
103
104
104
104
Volume XXI, No. 3.
$1.00 per Year, 15 cents per Copy
, Iff Iff
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenue., Chicago, 111.
THE
WORLD
RENOWNED
The many points
ofs uperiority
were never better
emphasized thap
intheSOHMER
PIANO of today.
It is built to sat-
isfy the most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
n a t i n g intelli-
gence of the
leading artists.
SOHMER & CO.
WAREROOMS--COR. Sth AVE. AND 22nd St. NEW YORK
Lakeside Classics
AND
Books for Supplementary
Reading
Please send for descriptive list of Selec-
tions from English and American au-
thors and for stories prepared for all
grades from third to last year in High
School. 132 numbers In Lakeside
series at prices from a cents to 35 cents,
depending on amount of material and
style of binding;— any book sent post-
paid on receipt of price.
Ainsworth & Company
377-388 Wabash venue
CHICAGO, ILL
Louisiana School Review
Is the only educational paper pub-
lished in Louisiana. It shows the
movement which is now sweeping
over the state. That advertisers
and readers appreciate its worth is
shown by its steadily growing
patronage. If you would reach
Louisiana teachers or know what
they are doing, patronize the Re-
view.
Business correspondence should
be addressed to W. C. ROATEN,
Bus. Mgr., Bernice, La., and edi-
torial correspondence to E. F.
Gayle. Lafayette, La.
Educational Exchange & Realty Co.
Educational journals and other
periodicals bought and sold. Pub-
lishers desiring to dispose of same
will be put in touch with the right
parties to effect a deal. Corre-
spondence confidential.
FOR SALE. — A well-established
Normal School and College in
prosperous condition. Worth fully
$ou,000.00. Present owners will
open books for inspection. Those
interested must give satisfactory
references as to having the neces-
sary capital for so large an invest-
ment.
We have for sale also a business
college upon most r easonable
terms. Address
EDUCATIONAL EXCHANGE AND
UEALTY CO.,
Lock Box 195,
Indianapolis, Ind.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addrrsss
292 Marlborough St., BOSTON, MASS.
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS Ll'CY HARRIS STMONDS.
MISS ANNIE COOLIDUE BEST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON, MASS.
Kejrular Two Years' Course.
Post-Graduate Course. Special Courses.
Sixteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELEY FERRY,
Principal,
IK Huntington Ave., BOSTON, MASS.
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street, BOSTON, MASS.
Regular Two Years' Course.
Special One Year Course for graduate
students.
Students' Home, at the Marenholz.
For circulars address
LICY WHEELCCK.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARET 3. STANNARD,
Principal.
19 Chestnut Street, Boston.
Springfield Kindergarten
Normal Training Schools
Two Years' Course. Terms, §100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONGMEADOAV, MASS.
New York Training Schools
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Renio, Central Park West
75th Street, - NEW YORK CITY
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Year.
1C7 W. 57th Street, NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunter's
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2079 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER,
8C Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September IS
For circulars, information, etc., address
MARY C. MILLS, Principal
17U West Avenue,
BRIDGEPORT, - - CONN.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
Lafayette Street, BRIDGEPORT, CONN.
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Address Prof. Anna E. Harvey, Supt
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' Academic. Music
E. LYELL EARL, Ph. D., Principal.
HARRIETTS M. MILLS, Head of Department of Kindergarten Training.
MARIE RUEP H0FEK, Department of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address,
59 West 96th Street, New York, N. Y.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 1U0K, to June 1st, 1909.
July 1st to August 21st, 1909.
CERTIFICATE, DIPLOMA AND
NORMAL, COURSES.
CLARA "WHEELER, Principal.
MAT L. OGILBT, Registrar.
Shepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND, MAINE.
Two Years' Course.
For circulars addresss
15 Dow Street, - PORTLAND, ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
FROEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MARY E. LAW, M. D., Principal.
Kindergarten Training
Exceptional advantages — daily practice,
lectures from Professors of Oberlin Col-
lege and privilege of Elective Courses In
the College at special rates. Charges
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERLIN KINDERGARDEN ASSOCIA-
TION,
Drawer K, Oberlin, Ohio.
Indiana Training Schools
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CIHCAGO KINDERGARTEN COLLEGE
Corner of Cedar and Watkins Aves.,
Cleveland, Ohio.
(Founded in 1S94)
Course of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA FARIS, Principal.
MRS. W. R. WARNER, Manager.
The Teachers' College
of Indianapolis
For the Training of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Year.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. Blaker, Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, SINGING, PHYSICAL CUL-
TURE.
ALICE N. PARKER, Frincipat.
Two years in course. Froebei's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
Louisville Free Kindergarten
Association
Louisville, Ky.
FACULTY:
Miss Mary Hill, Supervisor.
Mrs. Robert D. Allen, Senior Critic and
Training Teacher.
Miss Alexina G. Booth, History and Phil-
osophy of Education.
Miss Jane Akin, Primary Sunday School
Methods.
Miss Allene Seaton, Manual Work.
Miss Frances Ingram, Nature Study.
Miss Anna Moore, Primary Methods.
Miss Margaret Byers, Art Work.
New Jersey Training Schools
Illinois Training Schools
Kindergarten Training School
Resident home for a limited number of
students.
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities,
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Making. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNER,
180 Grand Ave., Chicago.
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1876.)
Two Years' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals,
1008 Fine Arts Building,
Chicago, 111.
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO
COLUMBUS
Kindergarten Normal Training School
EK1HTEENTH YEAR BEOINS SEPTEnBEit 25, 1907
Frochelian Philosophy. (Jilts. Occupation. Stones, Games. Music and Dra
Psychology and Nature Work taught at Ohio State University-two years' c<
17th and Broad
Si recta
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course— Two Years.
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONISE
Mrs. MARY B. PAGE
Mrs. ETHEL ROE LINDGREN
Miss FRANCES E, NEwTON
Send for Circulars
RELIABLE KlNDERGAfcTENGTRAlNlNQ SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct. 1st, 1908, at 1615
Walnut Street, Philadelphia, The
work will include Junior, Senic*
Graduate and Normal Trainers'
Courses, and a Mo Kin < n gar-
ten. For particulars address
Miss Caroline M. C. Hart,
The Pines/ Rut ledge. Pa.
The Philadelphia Training
School for Kindergartners
Reopens October 2, 1908.
Junior, Senior and Special Classes.
Model Kindergarten.
Address
MRS. M. L. VAN KIRK, Principal,
1333 Pine Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908
For Catalogue, address
Mrs. William McCracken, Secretary,
3439 Fifth Avenue, PITTSBURGH, PA
Training School
for Kindergartners
Under the direction of Miss Caroline M.
C. Hart, will re-open September 26, 1907,
at 1615 "Walnut St., Philadelphia. The
work will include Junior, Senior, Gradu-
ate and Normal Trainers' Courses, Moth-
ers' Classes, and a Model Kindergarten.
For particulars address
MISS CAROLINE M. C. HART,
The Pines, - - - RUTLEDGE, PA.
California Training Schools
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Year opens September, 1907.
Address
Miss Grace Everett Barnard,
1374 Franklin Street, OAKLAND, CAL.
See Our Free
Christmas offer
on following
Page
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergarten Training Department.
Two Tears' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the first
Tuesday in September.
Send for Catalogue to
NINA C. VANDEVVALKER, Director.
Washington Training Schools
WASHINGTON, D. C.
The Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut A v.
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT,
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond. Va.
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further information apply to
14 W. Main Street.
Georgia Training Schools
Atlanta Kindergarten Normal
School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
639 Peachtree Street, ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
(Established 1899)
HORTENSE M. ORCUTT, Principal of
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R.
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH, GA.
If your Training School is not represent-
ed in these columns, kindly send us your
copy, and let us put It among the others.
Aside rom the advertising value, both
your pupils and your graduates will be
pleased to see your training school have a
place among the others of America.
1874 — Kindergarten Normal Instituti is — 308
1516 Columbia Road N. W., WASHINGTON D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal. >j|r**P**
Teachers' Training Course — Two Years.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
Repton School
Tarrytown=on=Hudson, New York.
A School for young boys between the ages of 7 and 14. A few of
our special advantages are:
Specially designed, modern buildings, costing over $ 100.000.00. Numbers are limited
to Forty, giving an average of Five boys in a class, thus ensuring every boy, practically in-
dividualtuition
A Physica Instructor, qualified in Europe, attends to the Swedish and other exer-
cises, under the supervision ot the School Physician, who prescribes the exercise for each boy.
A resident nurse, and hospital building.
Fee for the school year $400.00—8500.00.
Apply to THE HEADMASTER.
A CHRISTMAS PRESENT FREE
To Every Subscriber! Read carefully
This is a straightforward, clean cut proposition: Every persons who sends
us one dollar, the price of the magazine for one year, will receive the magazine for the
time subscribed for, a full year of ten issues, and in addition six months entirely
free of Charge: You can have this free subscription go to yourself and thus receive the
magazine for a year and a half, or fifteen issues, or, what is better, have it sent to a
friend, and in such case we will let the free subscription begin with this number and end
with the school year, June, 1 909.
This is the season of giving, of self-sacrifice and of good cheer. The above is our
gift to the kindergarten cause and your opportunity to help bring the blessings of
kindergarten training to all the children of America without material expense
to yourself, for this magazine goes forth as a missionary and pleads for the child who
cannot plead for himself. To extend its circulation means to increase the interest in all
things pertaining to the kindergarten. If you would prefer to have the entire amount go
to extend the circulation of this magazine we will send it to three new names for six
months each. Three Christmas presents for one dollar, presents that will be ap-
preciated, that will help the recipient to do better work, will help the kinder-
garten cause, will bring you to the memory of your friends at least once each month.
Surely every kindergartner has one or more friends who will appreciate such a gift.
This offer will be withdrawn Dec. 25, 1908. We suggest you send in your
subscription now, to=day, lest you overlook it.
This magazine is edited not by theorists, but by practical kindergartners, supervis-
ors and training school teachers who are actually engaged in the work; who are meeting
and solving the problems that you as a kindergartner or primary teacher are meeting;
The magazine will be more practically helpful than ever. Can you afford
to be without it? Did you ever know a really progressive and successful kindergart-
ner who did not improve every opportunity to gain knowledge pertaining to her pro-
fession? Can you hope to really succeed if you neglect such an opportuni=
ty? Is it not a fact that if you do not read a kindergarten magazine regularly you can
not keep abreast of the times? Will you not go on unconsciously but none the less
certainly missing information and inspiration so easily obtained that you will soon be one
of the few not to possess it? Can this mean success for you? It certainly means
under ordinary conditions failure sooner or later. You must keep alive or you cannot
do the work as the world must have it done to=day. And if you cannot suc-
ceed in that way neither can your friend.
Our offer enables you to help her practically with little expense to yourself. Are
you not willing to do SO at this glad Christmas season?
Address, J. H. SHULTS, Business Manager Kindergarten=Primary Magazine, Manistee, Mich.
Outline of U. S. History
SUITABLE FOR THE GRADES. SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
Gentlemen: — During the passing term, I have used the Kingsley's Outline of United States History with
my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say
that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the
aid of a large text-book.
Brooklyn, N. Y. Yours truly, T. J, McEVOY.
The above-named book will be sent postpaid on receipt of 35 cents.
THE PALMER COMPANY
50 Bromfield Street, Boston, Mass.
Ofye 3iin6ero(arten- Jprimar? Mtaga^ine
VOL. XXI— DECEMBER, 1908— NO. 3
The Kindergarten- Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice frcm the Kindergarten
Through the University.
Editorial Booms, 59 West OGtli Street, New York, N. Y.
EDITORIAL COMMITTEE.
J«nny B. Merrill, Ph. D., Supervisor Kindergartens,
Manhattan, The Bronx and Richmond
E. Lyell Earle, Ph. D Managing Editor
Harriette Al. Mills New York Proebel Normal
Mari Kuef Hot'er Teachers' College
itaiiiel Snedden, Ph. I) Te.aehers' Collese
Bertha Johnston New York Froebel Normal
Ernest N. Henderson, Ph. D. . . • -Adolphi College, Brooklyn
John Hall, A. M University of Cincinnati
Walter E. Dearborn, Ph. D University of Wisconsin
Ernest Farrington, Pli. D -...University of California
Ray V. Strickler, Illustrator, Hillsdale, Mich
All Communications shoald be addressed to tile
Manistee Office.
J. H. SHL'LTS, Business Manager, Manistee.
The Kindergarten-Primary Magazine is published oh the
first of each month, except July and August, from 278 River
Street, Manistee, Mich.
The Subscription price is $1.00 per year, payable in advance.
Single copies, 15c.
Postage is Prepaid by the publishers for all subscriptions in
the United States, Hawaiian Islands, Philippine Islands, Guam,
Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba,
and Mexico. Eor Canada add 2Co and for all ether countries
in the Postal Union add 40c l'or postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of discon-
tinuance is received. When sending notice of change of ad-
dress, both the old and new addresses must be given.
Remittances should be sent by draft, Express Order or
Money Order, payable to The Kindergarten Magazine Com-
pany. If a local check is sent, it must include 10c exchange.
Copyrighted, 1908, by The Kindergarten Magazine Co. En-
tered as Second Class Matter in the Postoffice at Manistee,
Michigan.
THE RIGHT OF THE CHILD TO A
PROPER LIFE EQUIPMENT.
E. LYELL EARLE,
President New York Froebel Normal.*
As I sat here this morning listening to
the addresses of the President of the Rhode
Island Institute of Instruction and to the
remarks of His Excellency, the governor of
the state, who touched so clearly on the
vital topics of education today and watched
the impressions made on this large body of
representative teachers, I was compelled to
appreciate the importance of such matters
as this for the betterment of education
throughout the entire state. Rhode Island
is one of the few states in which such a
gathering is possible. Whether the
teachers are realizing their full strength in
such an assemblage, whether they are get-
ting out of it the full value of their strength
in forming and sustaining public opinion, is
a question that must be answered by those
of you who are on the ground all the time.
Such a body of teachers represents the
largest amount of organized intelligence in
the state and when such intelligence is
*Address delivered at Rhode Island State In-
stitute.
directed through united efforts toward
definite results, there is scarcely anything
within justice that you may not obtain by
constant well directed effort.
The topic that has been assigned me for
a discussion this morning is one that must
appeal to every true teacher and one that
contains, in germ at least, almost all the
problems of education that are demanding
solution today.
We are living truly in the golden age of
education. Never in the history of the
world has there been such wide spread in-
terest in the subject of the education of the
child. Never have nations expended such
vast sums of money for the realization of
this end. Throughout the world statesmen
are giving the question of education the
profoundest consideration. Philosophers
are revising their theories of knowledge
and their standards of worth. Scientists
are investigating with the most fearless
hand problems of physical and mental con-
ditions for the purpose of furthering the
well being of the child during the period
of his formal education. The United States
today is contributing for school purposes
almost as much money as the rest of the
world is expending in public instruction.
Buildings that rival in splendor the palaces
of the ancient world and surpass in
academic equipment the dreams of the
most enthusiastic pedagogues welcome the
child as he leaves the home for his first
formal step into education and impress him
with the vastness and importance of the
course upon which he is about to enter.
Normal schools and city training schools
are centering their attention on the practi-
cal aspect of education, and colleges and
universities are revising their faculties and
planning their courses, to a very conscious
extent, for the furtherance of the educa-
tional equipment of its graduates.
But while we are, indeed, living in the
golden age of education, which does not
necessarily mean that the pedagogue is re-
ceiving a large or adequate share of the
golden shekles, while all of this activity,
interest and expenditure are manifest
around about us, we cannot deny that there
is a great deal of unrest in the educational
world, that there is a great deal of dissatis-
faction with the results of school education,
at least among men who are meeting the
72
Kindergarten-primary magazine.
hard facts of life in the commercial and in-
dustrial enterprises of the clay.
Men in business, who are accustomed to
figure out to the fraction of a per cent the
results of every penny of expenditure, are
inquiring whether the large amount of
money put annually into our great school
systems is declaring an adequate and en-
couraging dividend. For many years past
the college graduate and the university
man have been the butt of industrial ridi-
cule. It had come to be almost a by-word
that the success of a college man in busi-
ness was an exception emphasized by the
fact of its rare occurence. The longer a
boy remained in school beyond the period
of late infancy the worse he seemed to be
equipped for doing things in the shop, or
in the store, or in the office ; the longer it
seemed to take him to find himself in any
particular industrial activity, as if his ability
to get along in life was inversely propor-
tional to the length of time he spent in
school, and to the relative success he at-
tained therein.
As a result of investigations made in
shops and offices and department stores in
New York State it was found that boys
and girls leaving the elementary school
after the legal age, and after having passed
the so-called educational test were practi-
cally helpless in specific knowledge that
might help them in the particular work
they were undertaking. Boys and girls
who can do formal' decimals out of arith-
metics when presented according to school
method, would not know how to write a
bill where applied decimals was an absolute
necessity. In the making out of reports,
the most unusual errors in spelling and
sentence form were made by boys and girls
who had a fair amount of accuracy in for-
mal grammar and formal composition. In
the shop and factory where manual skill or
a working knowledge of tools was desir-
able, it was found that the process had to
begin and that the ordinary things that
boys knew from their mere home life 15 or
20 years ago, were entirely unheard of,
were entirely lost to the public school boy
of the present generation. When it came
to the knowledge and application of ele-
mentary principles of hygiene, sanitation,
ventilation, etc., these boys and girls were
entirely oblivious of the existence of such
problems and had to be taught and directed
in the most elementary lines of health. It
was found, in a word, without going into
more detail, that the school subjects were
not functioning out in life, were not finding
an expression or continuation in the
activities of most boys and girls who go
into business offices, factories, shops or
other commercial work.
The same complaint is raised as to the
equipment for citizenship, as to the
knowledge of the practical needs that go
to make government an expression of the
people's will, a corporation carried on along
economic lines for the best interest and
profit of its every member.
I have often stood in the City Hall or
Countv Building in New York City and
watched the helplessness of men and
women who came there for the ordinary
purpose of paying taxes, witnessed the sigh
of relief with which they placed their
money into the hands of some astute poli-
tician who had cleverness enough to study
out the practical workings of government,
illustrating how absolutely helpless most
men are when it comes to even the ordinary
functions of citizenship. I will not here go
into the question of civic co-operation in
the department of cities and state govern-
ment such as a working knowledge of
police and fire department, street cleaning,
sanitation and drainage, where the millions
of dollars of annual taxation go to and the
thousand and one other questions that are
vital to life and that I am sorry to say are
so seldom touched on in our courses of his-
tory, civics and economics even in the best
schools of the country.
Furthermore, women have not escaped
the accusation that higher education has
made them less fit for their true place in
life as many of their supreme self-con-
stituted lords and masters conceive this
true place to be. The high school and
college were blamed- for having established
standards that were artificial, for having
cultivated tastes that could not be satisfied,
for having neglected courses that made for
proper domestic economy and bliss, which,
with many people, seem to be synonomous,
and which left them practically unfit for the
higher functions of life, of motherhood and
mother nurture in the conduct of the home,
and in the rearing of the family for the
realization of the noblest and best ideas of
life.
On several occasions, I have been
tempted to test the accuracy of the young
mother's knowledge as to the properties of
food stuffs and especial methods of caring
KINDERGARTEN-PRIMARY MAGAZINE.
n
for the young child that love and nature
have placed in her keeping. I recall par-
ticularly one instance a few years ago,
while sitting on the beach at the seashore
and watching two beautiful children play-
ing in the sand and the proud young mother
sitting near. She might well be a repre-
sentative American mother of today and I
thought I would test some of my notions
as to the accuracy of some mothers'
knowledge as to what they are doing daily
for their children. I began with the chil-
dren as a path to the mother's attention and
in a few minutes was engaged in conver-
sation with her, praising her lovely boy and
girl and leading her on to reveal to me some
of her special methods in their training. I
found her a graduate of one of our best
women's colleges and a sane, modest
mother truly devoted to her home and to
her children. When we came to the ques-
tion of food stuffs, she told me that she fed
them "Force" mornings and other staple
articles and I asked her if she did not know
that "Force" was said to contain a chemical
poisoning that in a short time acted on the
nerves of the children, worse even than
excessive use of coffee or alcohol. She
seemed to be horrified at the thought and
immediately vowed she would never again
feed her children with "Force." I found
that after lunch, at the hotel, she warned
all the other mothers against this poisonous
food and the result was that if I had not
stopped the little scheme I had been test-
ing, I might have found myself a fit subject
for criminal prosecution by one of the food
trusts that had originated or industrialized
the preparation of what the child should
eat. This is a simple case, but it illustrates
the point that as a matter of fact none of
us, and I am not reflecting here upon the
devoted open hearted, earnest mother, that
none of us is getting out of his course
work the things that should be gotten
therefrom, to make his work less a process
of learning and more a process of applica-
tion and result.
In a word there is a feeling abroad, not
only among business men and statesmen,
but also among educators, that the schools
today are not giving the child his best life
equipment. That there is much to be done
before the mere conferring of the gradua-
tion diploma, whether it be of the grammar
school or of the high school, or of the col-
lege or professional school, will be at least
a probable assurance that the graduate is
properly equipped for some real life pur-
pose.
If then as educators, we are the first to
admit that the child has a right to a proper
life equipment, and that as a matter of fact
he is not getting this equipment, we must
determine where the responsibility lies
and what particular agencies are not ful-
filling their duty in the matter.
People are, it seems to me, all too prone
to place all the blame for all failures on the
school. They seem to forget that there are
other institutions whose duty it is to edu-
cate in a large sense, they seem to forget
that the home, and the church and the state
even outside of its formal expression in the
school are also necessary partners to this
proper life equipment of the child. They
seem to forget that the child, too often
comes to school, physically unfit and moral-
ly depraved, and in possession of a set of
habits that have a strong start in wrong
directions because of influences from the
home and in the street, which influences
are pretty sure to be working constantly
against the onward and upward tendencies
of the school.
The school has the child only a certain
number of hours of the day and cannot con-
trol, to any extent, the conditions that pre-
vail in the home or in the neighborhood,
and does not always have the intelligent
co-operation of the church or the civic de-
partments of city or state that might and
should be marshalled into sustaining the
standards that the true school must set in
every locality where it has become a proper
life center.
The school, therefore, is only partially
responsible for the proper equipment of the
child for life. But is it discharging fully
even this partial responsibility? The ques-
tion arises, how far should the school be
merely a medium for transmitting and in-
terpretating experience, or to what extent
should it forecast the future and organize
the child's powers toward meeting the very
probable conditions he may have to face.
As a matter of fact what has been the
conception of the school history? Has
it, perhaps, been the most traditional of all
the great institutions that educate, with the
exception possibly of the church in some
places, and at some periods of its history?
Has it not followed tradition rather than
been a leader? Has it been concerned
more with fossils than with life? Has it
been over-weighted with books and the
74
KINDERGARTEN-PRIMARY MAGAZINE.
past, rather than busy with real things and
the needs of the present? Has it been, can
it be, or should it be, an originator rather
than an imitator? An inspirer rather than
an informer? A leader rather than a fol-
lower? A pioneer in every great field of
activity, rather than a late comer of the
second and third generation, who can enjoy
only the remnants of the great live things
that have been, and of the great successes
already achieved, and an admirer of great
deeds that have been witnessed by the
original delver in the virgin style of life?
What is the conception of the true func-
tion of the school today? What is the prac-
tice? Let us see. There are those who tell
us that it is the purpose of the school to
develop harmoniously all the powers of the
individual, so that when he goes out into
life he will be equally equipped to face any
condition that may arise, and embrace the
first opportunities that present themselves,
and be equally capable and successful in
every possible walk of life. The followers
of this theorv of harmonious development
have erected institutions devoted to a
classical literature and art, and to tradi-
tional mathematics and history, to gradu-
ate men and women who at least have de-
veloped the power to appreciate the things
that have happened, if they have not the
power to see the things that are happening
now and are really worth while, or the
power to originate things that shall become
the standard of excellence on the morrow.
These leaders of harmonious develop-
ment forget the great fact that biology
teaches us that the very cellular structure
of man renders him potentially incapable
of doing all things or of learning all things
to an equal degree of excellence; that his
physical basis of activity is conditioned by
the evolution of his original nature, which
gives him capabilities that are strong in
certain lines and weak in others in which
it is physically impossible for him to attain
to any great degree of excellence. But,
even if it were physically possible, it would
be socially useless, even if it were possible
physically to attain this harmonic excel-
lence to show that our students would be
equally well equipped in all subjects,
equally strong in mathematics, or litera-
ture, history and science, the question
arises here how has the race grown? How
has it advanced from the primitive simple
condition of life to the present higher com-
plex state of man's social development.
What is the difference between a pioneer
settlement in the Klondike, and a great
civilized city? In the Klondike, everybody
is doing everything for himself. He is
building his own house, hewing his own
wood, . gathering his own harvest, making
his own shoes, and cooking his own meals.
While in a great center of civilization no-
body is doing anything for himself. Every-
body is doing something for somebody else.
One man makes shoes for other people,
another makes ties or builds houses, or
makes matches or shoe strings, and in the
making of this particular object in which
he has specialized he secures enough to hire
somebody else to do the other things for
him and to give him a better product for
less money and a larger amount of comfort
and leisure than would be possible in primi-
tive conditions. The race has grown, there-
fore, not by harmonious development of
every possible power of man, but by a pro-
cess of fine specialization, by a selective
process based on native instinct, and native
tendency, and individual ability to excel
along certain given lines.
^ requently, I am sorry to say in our
school work we start out on the old prin-
ciple that true education consists in finding
out what the child likes to do, and in mak-
ing him do the opposite, that, after all, life
must be considered, not being able to do
what we would like to do, but being com-
pelled to do what we hate.
The child cannot be properly equipped
for his true place in life by any such con-
ception of education or by the more har-
monious development of all the possible
powers of body and mind that the in-
dividual possesses.
There are others who tell us that we are
to look for our standard of life equipment to
life itself. The solution is not to be found
in more philosophy or an individual specu-
lation. It is not to be found in the easier
abstractions of philosophical sociology, but
that we must go to biology as illustrated in
the evolution of organic life for the true
meaning and aim of education and for the
true means and the methods for realizing
this aim. The first great truth that they
urge upon is that life has grown and per-
sists, and reaches its highest development
b"r a process of adjustment, by a process of
selective adaptation. They show us incon-
testably that adaption to life environment
is a biological law. That unless the indi-
vidual or the organism, whether it be the
KINDERGARTEN-PRIMARY MAGAZINE.
snail that creeps along the sea rock, and
takes on the hue and tint of the very sea
and rock to deceive its hungry neighbors,
or the young Russian bear that learns to
stand for days hugging the leeward side of
the tree to escape the overwhelming storm,
or the human child which needs years and
years of care to help it in the slow process
of adjustment, that, unless the individual
becomes quickly and properly fitted for the
physical and other conditions that surround
him he shall pay the inevitable penalty of
death. From this law there is no escape.
On this law rests the biologic sanction of
compulsory education namely, that unless
the child becomes quickly and properly
equipped, fitted into the world, to life con-
ditions about him, failure and relative
death are the penalties.
Most teachers are convinced of the im-
portance of this great truth that education
is essentially a process of adjustment to
real life, but they seem to forget that there
is a two-fold aspect of adjustment to be
considered. That not every form of ad-
justment is a selective adaption ; that the
real vital adiustment must come from with-
in, must have within it the element of per-
sonality, of individuality, of self activity
and choice on the part of the individual to
any given situation that confronts him.
The Navaho Indian who packs up his
tent in the winter and goes from the Rocky
to the Pacific Coast to enjoy the warm
winter breezes of the Pacific and escape the
bleak winds of the plains is adjusting him-
self to his native environment. But in this
case environment itself is the master. The
white man who stakes his claim and builds
his hut, and chops his wood and gathers
in his small supplies, and faces alike the sun
of summer, and the storm of winter, and
rises master above the conditions, becomes
a center of civilization and is illustrating in
himself the true form of adjustment, the
self active processes that go on in life and
the self active processes that must go on in
the school if the child is to be properly
equipped for his real life work.
I recall going into Fjord of Molde in
Norway one beautiful summer morning, as
we rowed into the crescent town that lies
one-half encircled by the mountains. I
was impressed with the quietness of the
place. Big men, big women, and big chil-
dren all looked around as if awed. They
looked at us with quiet indifference and
possible doubt and showed absolutely no
signs of enthusiasm and very little interest.
When I asked them what was up in the
mountains, they said, "Nobody ever goes
up there." One man even went so far as
to tell us there were lions and tigers in the
snow clad tops of the Norwegian Hills, a
sad application of his geography as to local
conditions. On reflecting as to the cause
of this awe and almost terror in the attitude
of this people, I was impressed with the
yastness of nature, the tremendous import
of environment which awe them into a
most passive submission. Behind them was
the avalanche which some of them may
have seen sweep down the mountain side
and crush their little huts and almost hurl
them into the sea. Before them lay the
ocean, that in an hour would often times
become mighty in storm and swallow up
from their sight their husbands and
brothers who were out seeking from the
deep a scant livelihood. Here was a case of
passive adjustment to environment. Here
was a case where nature was the master
and man the conquered.
The Russian slave whom I saw in the
mines of Siberia was another example of
this passive adjustment. The light came
through a shaft about five feet square and
the eyes of the condemned were turned
permanently toward the column so that after
vears of working in the mines their eyes
become permanently crossed so that no
matter how they faced their eyes always
turned in the direction of that shaft of light.
I learned from investigation that even after
these exiles were liberated from the mines
it took years and years before the eyes re-
turned to their normal direction. Here is
a case again of passive adjustment where
nature and environment are the masters ;
an illustration of the reason, perhaps, why
so many fail when leaving school they go
out into a new environment and are not
able either to meet it or rise superior to it.
You have all read the story of the Battle
of the Giants, of how the pigmies of the
rival states boasted of the prowess of their
respective giants and how to settle their
relative strength a contest was arranged
between them. The legend goes, one of
the giants proved himself mightier in
wrestling than the other. He would seize
his adversary in his arms, raise him high
above his head and hurl him with terrific
force to the earth. But, by a strange mar-
vel, every time the apparently conquered
giant touched the earth, he rebounded back
76
KINDERGARTEN-PRIMARY MAGAZINE.
with renewed strength and vigor so that
the first giant began to tire of the constant
effort of mastering his opponent and was
about to abandon the conflict. Then a wise
little pigmy came to him and whispered
how he might conquer his foe and the next
time he seized him in his arms, he raised
him above the earth and with his terrific
strength crushed him, bone and muscle in
his arms and held him there mangled until
he died. This legend illustrates what I
mean by the importance of education, in
having the child touch life, touch his en-
vironment and to get strength from the
contact instead of failure and death, as so
many of us do.
These all illustrate what I mean by a
self active process of adjustment, they all
show what I mean by touchnig life and
getting strength from the contact. They
illustrate the great saying of Spenser "To
give the net product without showing the
processes by which nature realizes that
product is to invert the order of learning,
is to deprive the child of the ability to touch
life as it is, to imitate in his own profes-
sional, industrial, commercial or other en-
terprises, the life processes themselves
which produce this successful net product.
The child, therefore, will have a true life
equipment, when the school has established
within him the habit of self active mastery
over his environment, has brought him into
possession of the true inheritance of the
race, and made it possible for him to use
that inheritance to its fullest, and to trans-
mit it improved to posterity.
When we turn from this self active pro-
cess of individual mastery over conditions,
to the conditions themselves, we are met by
another important consideration which
may enable us to measure again the extent
of proper life equipment. The school as
a matter of fact seems to have been con-
cerned more with the traditional aspect of
environment rather than with the actual
life about it, and the very probable life,
that is already beginning to be for the stu-
dents, who are soon to leave its protecting
walls. The course of studies in most of our
schools has been made up of the logical or-
ganization of man's deeds in the past. It
has taken their language, and literature
and science and history, has glorified the
best in these, and has called the child in to
worship at the shrine of these past suc-
cesses, and under entirely different condi-
tions, has tried to force him to imitate them
or to attain the same degree of excellence.
It has wearied his little brain with language
and mathematical symbols that have no
content for him and for which he found no
use in life. It has driven out the present
and killed the living before admitting them
within its walls for study, and has been so
concerned with mastering a resurrection of
the dead that it has little time for the quick
or the needs that are even now quickening
for the future. Is it not possible for the
school to abstract from the traditional en-
vironment of the race all that is of ex-
cellence therein and find the expression of
the excellence in terms of actual activity
around about the child today.
Is it not possible for the school to see in
the flying machine the complex summary
of every device that man has used to mas-
ter his environment for locomotion and to
subjugate the forces and energies of nature
for his own welfare and happiness? Is it
not possible in a course in chemistry to
forecast a combination of sapolio and
ammonia which will give a product of in-
dustrial value that will be of more worth to
the students and to the hqusewife, than the
mere study of the actual sapolio or
ammonia as they exist without any look
forward into the possibilities of a combina-
tion of these for their amplified use?
Is it not possible in our courses of
physiography, nature and science work, to
take the class out into actual life to study
the meandering stream, the pone plain, the
talus slope, the evidences of glacial deposit
and illustrate the great truth of causal rela-
tion, of social dependence on physiograpic
conditions, as illustrated in our railroad
routes, in the great trade centers and in the
possibility of commercial and industrial ad-
vantages resulting from an accurate knowl-
edge of actual geographic conditions round
about us ?
Is it not possible in our history, civics
and economics courses to study the actual
city and state departments, to visit them
even for days at a time, if necessary under
city supervision and the city expense ; in our
course of manual training to go into the
box factory, the jewelry shop, the gas
house, the electrical works and cotton mills,
and to studv first hand conditions with
with which the boys and girls are to con-
tend or modify for their individual comfort
and the success of the community?
All of these things must result in a
proper attitude toward life ; in an industrial
KINDERGARTEN-PRIMARY MAGAZINE.
77
and commercial appreciation and will en-
able our boys and girls to realize the de-
pendence of every member of society upon
every other member and to preserve the
proper relative values among the great in-
dustries that make for human betterment.
How few of us stop to reflect on the most
common place facts of life that are
pregnant with meaning when properly con-
sidered. The breakfast roll and the milk
that are on our own tables in the early
morning here called for hours of labor and
industry and organized effort that deserve
proper appreciation. There has been an
economic saving in the process that makes
for individual leisure and saves the family
wear and tear and includes the possibility
of home comforts. . In the cleaning of our
streets, the patrol of our city, fire and police
protection, in the social work done by or-
ganized charity, by settlement workers and
by generous men and women, in all of
these can be found legitimate matters for
effectual study in the public schools to get
the pupils in the habit of seeing life as it
is and of appreciating and estimating the
values of the real things about them, rather
than fostering a blind admiration for the
things that are dead and past.
Is it entirely beyond the province of the
school to safely forecast the essential ele-
ments of activities that will make for future
success and to impress these in the actual
activities of the school daily so that the
child will be doing here and now in elemen-
tal form, perhaps, what he must be doing
soon? That he will be fitted by the school
to continue living and not be compelled to
unlearn or neglect all that he has been
forced to do in the school? That he shall
not be compelled to succeed in spite of a
set of useless or harmless habits that arti-
ficial school methods have forced upon him
during the most valuable formative period
of his life?
What then are we doing toward this real
equipment of our students for the real
needs that they are to face. Let us take
an example from the physical aspect of our
education today.
All of us have read of the fact that the
Secretary of State, Elihu Root has been
compelled twice recently to retire to a
sanitorium for physical recuperation. Per-
haps we did not pay much attention to the
fact that this sanitorium is conducted by a
retired prize-fighter and wrestler called
Muldoon with whom Secretary Root would
not have condescended to associate in any
way, when he was in his intellectual prime
or when Muldoon was the champion Greco-
Roman wrestler of the world. And, yet,
after 20 years intellectual service to his
country, this man of wisdom and affairs
is forced to give himself into the hands of
a man uneducated, at least in the ordinary
school sense, to build up according to prize
fighting methods his physical strength, so
that he mav be able to use his brain a little
longer.
Does it not seem a sad commentary on
our physical education in the schools and
universities, and on our way of living, that
the Secretary of State is compelled to go
to a retired prize-fighter to recuperate
physically so that he may be able to do
mentally the things that may still be of ser-
vice to our country?
Are we, particularly in our crowded
cities, paying proper attention to the
hygienic conditions of our school rooms, to
lighting, heating and ventilation? Are we
having proper medical inspection and
supervision? Are we providing play
grounds and recreation centers for children
of the school age and beyond? Are we
realizing the close dependence of intellec-
tual and moral excellence on physical
health and well being, and are we seeing
the importance of the eye and the ear as
avenues of entrance for the stimuli that are
to arouse the brain to proper activity, with-
out which true intellectual and moral
growth cannot be emphasized? Are we
sending our boys and girls out of school
with body erect, chest expanded, muscles
developed, with a physical character that is
stamped on their very walk and posture
just as truly as their intellectual character
is stamped upon their expressions of truth
and their moral character is impressed in
their attitude toward right? The school
owes indeed the child a proper physical, in-
tellectual and moral equipment for life ; at
least, it is its duty to see that it does not
injure him during the times that he is con-
fined to it, and that all the knowledge of
modern science of hygiene, sanitation,
drainage, the qualities of food stuffs and
the interdependence of physical and mental
conditions should be marshaled to the pro-
tection of the child to the proper fitting him
for his life work. It may not be possible
for the school to forecast every con-
tingency. It may not be possible to fit
every individual for the actual work he will
78
KINDERGARTEN-PRIMARY MAGAZINE.
undertake and succeed in in life, but it is
possible to make education a vital process
of selective adaption, an imitation of the
steps by which nature reaches her net
product. It is possible to imbue the child
with a consciousness of his mastery over
conditions. It is possible for him to learn
to touch life and to get joy and strength
from the contact.
To do all this, however, the teacher him-
self must be thus equipped and must be
concerned more with the needs that are,
and the needs that are to be, than with
those that have been. He must be con-
cerned more with the living now, and that
which shall soon be than with the dead
past. He must neglect fossils and not over-
weight himself with the products of the
past which being dead and inert will only
serve to weight him down, but must look
to the living now, for life and energy and
be a prophet rather than an orator, a
doer and a builder, rather than a dreamer
or a destroyer.
When I was invited to speak to this great
body of teachers of the state of Rhode
Island, I decided that I would come here
several days in advance and look over con-
ditions in city and state so that whatever
I might say might not be amiss for local
application. I am happy to report that the
state and city have a representative body
of devoted teachers who are doing their
best under present conditions in many ways
to realize the ideas that I have been plead-
ing. But while there is much they still
could do, there is also much that could be
done for them. They are in many cases
over-worked, under-paid and unappre-
ciated. The city and state committees fre-
quently dole out to them every dollar with
a begrudging hand and when boys and girls
do not come up to the standard of commer-
cial and industrial excellence, the blame is
placed on the schools, the leaders of which
have long been pleading for proper
academic and financial freedom in the
carrying on of the work necessary to real-
ize this commercial and industrial excel-
lence.
Ten years ago, in a hysteria of reform,
Providence threatened to deprive the little
children of the most valuable of all their
training — the kindergarten — and when
noble women of the Public Educational
Committee cried down the injustice, a sop
and in this case a most harmful one was
given the resenters, when the beginning
of domestic sciences and economy in the
cooking courses and the chemistry of foods,
etc., were beginning to be studied, were
ordered taken out of the schools and
Providence was thrown back ten years, at
least in its educational advance.
Time was in New England, when all of
these industrial activities were performed
in the home, when the stockings were
knitted, the food stuffs canned, the bread
baked and the clothing to a large extent
made in the very homes. Woman, the ever
devoted toiler of the race, performed all
these duties with a saving that man did not
always appreciate. Now, however, when
organized industry and commerce have in-
dustrialized these home activities and put
the knitting and the weaving into the mills
and the canning into the factory and the
baking into the biscuit trust, the schools
have clone little to supply these lost activi-
ties which boys and girls formerly learned
in the home. The great economic law of
industrialism is working out to an infallible
consequence, but the schools have not sup-
plied the growing generation with the same
or equivelant activities. When the young
man or woman goes out in to real life, they
have not lived through those culture epochs
and are retarded in the rapidity of their ad-
justment to economic and commercial con-
ditions about them. It is the duty of the
schools to place these activities in every
course of stuclv. It is the duty of the school
committee to appropriate adequate funds
for the carrying out of these activities and
to leave the Superintendent and Principal a
sufficient amount of academic freedom to
realize the values of these necessary steps
in human development.
I am happy to say that throughout the
country today, teachers are realizing this
great need. I am proud to be a teacher in
this golden age of education which has
reached the highest rank of professional
excellence because of the dig'nity of the
work itself, because of the high standard
of the preparation it requires and because
of the sanctity of the responsibility it puts
upon us. Our universities today through-
out the country are organizing courses
that are alive. It has been our great honor
today to listen to the President of the
Brown University who has told us of the
great things that that institution has done
for the teacher of this and of nearby states,
and of the still greater things that it is
to do.
Psychology is beginning to be studied on
KINDERGARTEN-PRIMARY MAGAZINE.
79
the living lines of organic development
rather than on the old former descriptive,
theoretical lines, is emphasizing the_life
processes, is using material from the actual
environment of the child, material which
must be made over into his future success.
Subject matter of the course of study is
being drawn not merely from the growth
of tlie past but from the actual living
present, not merely from the book and the
picture and the traditional learning of the
race, but from the shop and the mart, from
the business office, and the factory, and the
bridge and the subway, and the Hying
macliine and the kitchen, from the need of
home decoration and of free services in the
playground, in the settlement, in the
recreation center.
Teachers trained in the knowledge of
these things and in a use of them as school
material will send out children truly
equipped for the great needs of life, and i
am happy to see that the teachers of this
state are not entirely deprived of the best
possibilities in these lines.
God and humanity, and the state have
given us the most sacred responsibility,
have given us the product of the ages and
of every organism that has been from
the beginning to the present time.
The little child is ours with his trust, and
his confidence and his hope and his pos-
sibilities. Helpless, he is placed in our
hands surrounded by nature, surrounded
by physical and moral environment against
which he must often contend and over
which he must always secure the mastery
if that mead of happiness is to be his which
is the birthright of every child of humanity,
'the ages and the ages have been con-
cerned in his making, and woe be unto us
if we undo or retard the sacred process.
Woe be to us if we neglect in ourselves this
necessary law of adjustment to the living
now.
Let us take the child as he comes to us,
and let us fit him into life through his self
active response. Let us fit him into such
a way of life that he will touch it, that he
will get strength and happiness from the
contact, that he will enter upon his inherit-
ance to the fullest extent fully equipped to
transmit it to posterity, not merely as he
received it but improved by the possession,
and a new source of happiness, for every
child of humanity that is to follow him.
THE KINDERGARTEN AND SOCIAL
SERVICE.
NETTIE P. SCHWERIN,
Head Worker, Bloomingdale, Guild, N. Y.
During the last ten years a new era
seems to have dawned in education. The
democratic tendencies that had already
developed so strong in politics, in literature
and in art are now making themselves felt,
in education. A new ideal, the social one
is emphasized.
This social ideal, however, is working
out but slowly, owing to the orthodox
traditions that control many departments
of school room practice. In the settlement,
however, many of the traditions have been
set aside, and a freerer type of education is
in development. Here, too, democracy is
not realized as yet, but is in process of
development. It seems to me that it is
through the settlement, in co-operation
with the school and school room practice
that the best results may be looked for in
the future. The reaction of this co-opera-
tion should be felt both in the school and
in the settlement, as each of these organi-
zations need the help of the other. In our
own settlement, the Bloomingdale Guild,
146 W. rooth street, the desirability for this
co-operation with the New York Froebel
Normal, which is in such close proximity
to this settlement, is now being worked
out.
In our story telling classes, the hand
work classes, festival work and in the club
organization we are providing special train-
ing for the students of the New York
Froebel Normal. Those students come to
us prepared with the special training. In
return the student receives from the settle-
ment the power to react quickly in the situ-
ations, and the benefit of freer work which
they would be obliged to give in order to
hold their classes and clubs intact.
This broader kind of work has its place
in education just as much as the program
has its place in the Kindergarten. The
futility of attempting to force a definite pro-
gram on a club for instance of boys from
eight to ten years old who have been in
school all day and who are under the in-
fluence of the fascinating street life of our
crowded city, is most obvious to even a
casual observer.
I believe the work must be prepared and
prepared carefully. But quick adjustment
must be made to a situation and perhaps a
So
KINDERGARTEN-PRIMARY MAGAZINE.
new program will have to be arranged at a
moment's notice. This naturally requires
a club leader to have initiative, and initiative
is therefore, an important element in the
make-up of a club worker. Besides this
sympathy and a belief of human nature is
necessary. With these three qualifications,
training, initiative and sympathy, to start
with a club leader may hope to develop into
a capable worker.
Another important qualification is spon-
taneity. Nothing is more pitiful than to see
the songs and games so sterilized that all
joy has been taken from them. The club
leader herself must have the qualifications
she wishes to develop in her club groups.
No one is so quick as a street child to detect
insincerity or the lack of interest on the
part of the leader. The failure of many
club leaders is due to their lack of faith and
insight in children. We hope to be able to
take groups of students from the New York
Froebel Normal, bringing with them the
splendid training that they have received,
and ready to react to tiie new situations
that they will meet in the club work with
the children of our tenement population,
and thus strike the right balance in out-
work, both on the educational and the
social side.
THE KINDERGARTEN A CULTURE
PERIOD IN LIFE.
JULIA A. BALBACK.
The kindergarten is our planting ground
for the morals, maimers, patriotism, clean-
liness of body and mind, justice toward
man and beast, and a realization of human
worth and responsibility of the future. We
have run the gamut of self-indulgence, self-
will and selfishness and we are none the
better for the experience. We have been
charitable also in a formless, unthinking
way, but the charities performed have
shown us that a greater charity is needed ;
a charity which does not only give for to-
day j.nd tomorrow, but a charity which
gives for all time, a charity as broad and
long as this glorious land of ours we live in,
a charity which means the health, wealth
and welfare of our country, and which will
make a nation of absolutely independent
individuals, although as absolute inter-
dependent commonwealths. I mean we
need ? nation's charity of thought and rea-
soning on the subject of people training,
which can only be reached through the
kindergarten. The well-to-do children re-
ceive good training, also aid to rind then-
place in this world, but the poor children
whose parents have many little ones have
no show on earth unless thinking humanity
will give them one. There is no way to
help people out of poverty but by training
them to know what they must know to be
able to help themselves and to realize their
possibilities. Every child that is born is
entitled to a fair training and education in
order to make a good and useful citizen.
If this noble human charity could suddenly
be realized, in eighteen years from today
the prison walls would begin to crumble
and benevolent institutions of learning and
training be common in their stead, and the
land would bloom in all its glory from
Alaska to Cape Horn. The good sense, in-
telligence and practical knowledge gained
by the then youth throughout the land
would make sordid poverty unthinkable,
for with knowledge comes strength, power
and contentment, for no one who can read
good books and write, who can keep a clean
home, who can work at a trade, or do com-
mon work bravely, and be honored there-
for, can possibly be called poor.
By the time when the public kinder-
garten is fully underway we will have
learned how not to have poor people among
us. We will find ways and means that all
may be employed, housed and fed, and none
but those who want to be wicked need
be so. Cities and states will find ways and
means to provide a more economical house-
hold so that the funds wasted or purloined
by grafters today will in future be used in-
stead to help the people help themselves
through their better training, and coming
generations brought up by the best of
citizens, especially the best of women, will
in future permit neither graft nor mis-
management.
For the persons who can realize the
power for good of the vote will know how
to appreciate it and use it. The vote of
farmers and mechanics can not be bought,
but the ignorant vote can. Right living
and right thinking can only be gained by
the multitude if inculcated during child-
hood, and with good precepts and fine ex-
ample the vast multitude will gladly take
up what is best in their reach, and once
rightly started — strive on.
May God permit this great philanthropy,
a philanthropy in which every citizen may
help, to come true, and the kindergarten
KINDERGARTEN-PRIMARY MAGAZINE.
flourish everywhere together with the
parks, and play-grounds where while learn-
ing useful things at play our children may
at the same time imbibe health and
strength.
THE I. K. U. AT BUFFALO
Buffalo has been selected as the next
place of meeting of the International Kin-
dergarten Union. The invitation comes
from the Mayor, the Superintendent of
Education, the Buffalo Kindergarten Asso-
ciation, the Buffalo Kindergarten Union,
and the Alumnae of the Training School of
the Buffalo Kindergarten Association.
With the growth of the Union the selec-
tion of a place of meeting becomes increas-
ingly difficult. Buffalo seems to meet all
the requirements. It is a center of kinder-
garten interest, it is midway between the
East and the West, and is convenient of
access from all points of country. The
local committee has selected the week be-
ginning April as the most convenient time
for holding the meeting.
Authorised by MISS NINA C. VANDEWALKKR.
Chairman Committee on Time and Place.
In order to ascertain the general opinion of
Kindergartners, concerning the value of an exhibit
at the I. K. TJ. convention, the Buffalo Kinder-
gartners are asking kindergartners to reply to the follow-
ing questions at once:
I. Do you consider an exhibit of sufficient
value to compensate for the time and labor spent
by the exhibitors?
II. Do you recommend a general or a special
exhibit?
III. If a special exhibit, along what lines? For
instance, Art, Giftwork, etc.
IV. Kindly suggest any special Kindergarten
work which has been brought to your attention
and which would be desirable for use as an
exhibit.
V. Along what line would you be willing to
exhibit?
VI. If at the head of a Training School would
you be interested in a Training School Exhibit?
What would your school be willing to con-
tribute?
If impossible to call a meeting of your branch
please send your personal answer.
MARY B. WATKINS,
Chairman of the Committee on Exhibit.
86 Delaware Avenue, Buffalo, N. Y.
Rhode Island is keenly alive to the vital
problems in education today.
Providence has features of special in-
terest— its open air school, and its close co-
operation among settlement libraries and
public education committees being im-
portant.
EDITORIAL NOTES.
The National New Education League to
which reference was made in the Septem-
ber number of the Kindergarten-Primary
Magazine has been fairly launched together
with the initial number of the organ which
represents the cause for which the organi-
zation stands. We recommend thoughtful
teachers to send to the headquarters of the
League, 414 Merrill Building, Milwaukee,
Wisconsin, for copies of this journal,
"National New Education" and for the
"Prospectus" which tells in detail the aims
and also the methods proposed to accom-
plish these aims.
The present and ultimate success of the
American Republic depends upon the Com-
mon School System of the country. The
Common schools should be so numerous,
the classes so restricted as regards num-
bers, the teachers so skilled and con-
secrated and the methods so excellent that
all citizens should take a pride in sending,
as does our patriotic President, their chil-
dren to the public schools. At present, in
many of our congested city centers that is
practically impossible. Many a public-
spirited mother would be glad to send her
child to the public schools, feeling that
there is obtained there a certain democratic
training which no private school provides;
but she is deterred from so doing by the
feeling that she may be thereby depriving
some needy child of the privileges for
which she herself can afford to pay. Again,
in centers of foreign population many feel
uneasy at thought of their children having
only foreign-born children for playmates
and companions. Both of these considera-
tions are important, but were classes small
so that the children could have the in-
dividual attention of the teacher many ob-
jections would be answered.
The N. N. E. L. wishes to accomplish
for the entire school system what the spirit
of Froebel has accomplished for the kinder-
garten. We quote: "Their (German Com-
missioners sent over to study the American
school system) reports show a friendly dis-
position to appreciate to its full value what
the American school accomplishes, but they
are practically unanimous in their opinion
that while our primary and lower elemen-
tary grades often present surprisingly good
results, the upper elementary and advanced
(high school) work is unsatisfactory.
"The explanation for the above is very
simple. In consequence of the constant
8a
KINDERGARTEN-PRIMARY MAGAZINE.
agitadon of individual and associated
friends of childhood since the Froebelian
ideals dawned upon widely different
regions of the United States ; by the largely
self-sacrificial work of the pioneers of
rational education in many private and
society schools and kindergartens ; through
the educational press, the discussions at
educational conventions, the activity of
women's federations and particularly of the
10,000 devoted members of the I. K. U. and
kindred associations, an irresistible in-
fluence has been exerted upon the primary
departments of our schools — with or with-
out kindergarten attached — in thousands
of localities wherever that activity was
felt."
All kindergartners who wish that the
consecrated work and methods of the kin-
dergarten should be carried forward
throughout the grades of the school can-
not fail to be interested in this movement.
Business men, manufacturers, parents,
patriots, faithful teachers, all feel that
although in many respects our schools do
bring forth good fruit, nevertheless, the re-
sults are not adequate to the time and
money spent upon them. Will not those
who criticise, unite in an attempt to elimin-
ate faults, to rectify mistakes, and to per-
fect the good. One step in this direction
will be the passing of the bill introduced on
May 26, 1908 by Senator Isaac Stephenson
of Wisconsin in the United States Senate ;
a bill numbered S. 7228, having for its ob-
ject the creation of a new executive depart-
ment of the national government to be
named Department of Education and repre-
sented by a secretary in the presidential
cabinet.
The new department would invest the
pedagogic profession with greater dignity
and influence. It would make the people
feel that education is one of the most im-
portant functions of government, because
upon the intelligence and civic virtues of
the citizens will depend the sane develop-
ment, the future welfare and the very exist-
ence of our Republic.
The 500,000 teachers and members of
school boards, and in fact the friends of
educational advancement in all parts of the
United States should now send petitions in
support of the bill to the friend of their
cause, Isaac Stephenson, and to the sena-
tors and representatives of their respective
states, without regard to political or other
differences.
If the Stephenson bill becomes a law, it
will bring powerful aid and encouragement
to the educational interests of all states,
similar to that rendered to the agricultural
and other interests now represented by
executive departments.
Mrs. Ogden Mills of New York was the
principal backer of a vacation school pro-
ject to have the children of the poor taught
to make their own toys. This idea is not
entirely new to kindergartners who in the
line of occupation work frequently have
their children make substantial objects with
which the children may afterwards play.
Wagons of cardboard, dolls' furniture, doll-
houses, paper dolls and paper animals are
some of the things that have been made by
little hands. Certainly the making of toys
should not be restricted to the children of
the poor. Country boys in the old days had
many a good game with balls made of the
leather taken from worn out boots or
shoes and the school that helps the child of
wealth to enjoy making playthings out of
raw material found at home will be adding
to both the happiness of the child and his
capacitv for present and future usefulness.
At Christmas time it might be well to ask
a classroom of children how many toys
they have ever made and to have a discus-
sion as to which might be made for younger
children at home.
This is the time also to have the kinder-
garten toys repaired and put in condition.
Surgical operations may be needed by some
of the dolls or toy animals ; gift-boxes may
need to have the covers glued; the building
gifts may be improved by a good washing,
chairs may require paint and perhaps the
doll house may need a new coat. Discuss
with the children the toys at home and
such as need repair. Give suggestions as
to how this may he done. Perhaps some
old toy may be put into good repair for
giving away. Try also to let the children
feel the joy of giving away some gift which
is new from the shops.
The following extract from a contem-
porary may give a hint to older children of
experiments to be made, which may evolve
into a simple Christmas gift :
The First Moving Pictures.
Moving pictures originated in an experiment to
snow both sides of a shilling at once. In 1S26,
according to the Chicago Tribune, Sir John
Herschel asked his friend, Charles Babbage, how
he would show both sides of a shilling at once.
KINDERGARTEN-PRIMARY MAGAZINE.
83
Babbage replied by taking a shilling from his
pocket and holding it before a mirror.
This did not satisfy Sir John, who set the
shilling spinning on a large table, at the same
time pointing out that if the eye is placed on a
level with a rotating coin, both sides can be seen
at once.
Babbage was so struck by the experiment that
the next day he described it to a friend, Doctor
Fitton, who immediately made a working model.
On one side of a disk was drawn a bird, on the
other side an empty bird cage. When the card
was revolved on a silk thread the bird appeared
to be in the cage. This model showed the per-
sistence of vision upon which all moving pictures
depend for their effect.
The eye retains the image of the object seen for
a fraction of a second after the object has been
removed. This model was called the thaumatrope.
Next came the zeotrope, or "wheel of life." A
cylinder was perforated with a series of slots, and
within the cylinder was placed a band of drawings
of dancing men. On the apparatus being slowly
rotated, the figures seen through the slots appeared
to be in motion.
The first systematic photographs of men and
animals taken at regular intervals were made by
Edward Maybridge in 1877.
This season when the doll is so much in
evidence it is of interest to note that in
September at the meeting of the Colored
National Baptist Association composed of
negro leaders from all over the country,
resolutions were passed calling upon
colored mothers to hereafter buy only
colored dolls for their children, with a view
to increasing respect for their own race,
and encouraging the manufacturer of these
dolls by the Association.
Mrs. Julia A. Fletcher Carney, author of
"Little Drops of Water," that nursery
classic, died November First in Galesburg,
Illinois. She was a primary school teacher
in Boston at the time (1845) sne wrote the
verses.
This number of the Magazine brings us
around to the most joyous period of the
year, Christmas tide. We take this occa-
sion to extend to our subscribers, to our
friends, to all members of the great human
family the greetings of a truly Happy
Christmas.
No idea, perhaps, has so taken hold of
the human fancy or has exerted a greater
influence on the true advance of the race
than the idea of the Christ Child. This
stands at once for the sum total of all that
the race had been in the past, typified in the
infancy and the hope of this race Savior, as
well as the aspiration of humanity toward
its ultimate deification.
The idea is particularly true to the Kin-
dergartner who takes every Christ child of
humanity that comes to her, and tries to
mould and advance him according to this
race ideal and race aspiration.
It is this unification of the noblest in
human hope, and the highest in spiritual
aspiration that makes the Kindergarten a
perennial source of freshness and aspira-
tion.
May this ideal extend out into every
child mind and take possession of every
child soul and lift him up to participate in
true race salvation by his co-operation to
the fullest in the spiritual life of the race,
and in the vital duty of the individual,
home, and civic responsibilities.
May the joy of Christmas tide be the un-
failing fountain of strength and joy to
every child of humanity.
Dr. Jennie B. Merrill, Supervisor of Kin-
dergartens in Manhattan and the Bronx of
New York City was the special guest of
the Maine Teachers' Association in Novem-
ber. The topic she discussed was the rela-
tion of the Kindergarten to the Primary,
and incidentally to Education in the larger
sense.
It would be very helpful to both the Kin-
dergarten and Primary if supervisors and
superintendents of schools could meet
oftener for an impartial discussion for the
real relation that should exist among the
various departments of education, particu-
larly the Kindergarten and the lowest
Primary grades.
Dr. Merrill is doing a large work in New
York City to make this relation as close
as possible, and we will welcome from
supervisors and superintendents through-
out the country all suggestions and results
obtained in trying to make this relation
closer.
At the Rhode Island Institute of Teach-
ers, Dr. E. Lyell Earle, the editor of the
Kindergarten Primary Magazine, and
President of the New York Froebel Nor-
mal was the special lecturer during the first
week of November. There were two
thousand teachers in attendance and the
sincerest co-operation was manifest among
the various departments of church and
State and school, all working for the better-
ment of the child, and advancement of edu-
cation. One of Dr. Earle's addresses is
found in this number of the Magazine.
KINDERGARTEN-PRIMARY MAGAZINE.
A CHRISTMAS SYMPOSIUM.
JENNY B. MERRILL, Pd D.
IT has occurred to me that selections
from the reports of Christmas month, 1907,
in our public kindergartens, would be an
inspiration for 1908.
A glimpse here and a glimpse there will
serve to show how we preserve unity in
diversity at this happy season.
The query concerning differing creeds
which one thoughtful kindergartner raises
is answered by the happy dance around an
''evergreen tree." In practice we find it
possible to find some common note of joy,
and little by little are we not teaching every
child not merely to tolerate but to love
those who keep different holidays, but are
all children of one Father.
Life shakes us together in a great city
and we must needs learn to endure each
others' creeds.
I have thought well to introduce this
seemingly discordant note because it indi-
cates a sociological problem and because
the kindergartner handled it with real tact
and sympathy.
A QUERY AND AN ANSWER.
The last three weeks of the month were devoted
to the preparation for and celebration of the
Christmas festival, entirely without religious
reference. Every child made a gift for the one
he loved most at home and for a child in the
kindergarten.
The Christmas tree was dressed by the children
Tuesday morning and there was no doubt that
they were pleased with the result.
After the holidays there was a marked change
in the feeling for Christmas. The Jewish children
would not sing the Santa Claus songs. They said,
they were just as good as Christian children even
if Santa Claus didn't visit them and that "Santa
Claus is a lie." WE DID NOT TALK ABOUT IT
AFTER THAT.
The tree and its life in the forest interested
them. We called it "the evergreen tree," and the
Jewish children danced around it as gaily as the
Christian children.
Is it right to tell Jewish children even
the Santa Claus legend? Is it good for
Christian children to celebrate Christmas as
a pagan festival ?
Answer— The children of all creeds must
meet these differences in literature and do
they not need to "play them out" in happy
childhood as the best kind of preparation
for an understanding of history?
The case cited is unusual and simply re-
flects an agitation in the community in
which the children live. It is an interesting
and faithful report and illustrates how chil-
dren feel the atmosphere about them. How
imitative they are and how much more they
absorb than we realize of home talk. How
quickly too they drop a grievance under
wise, tactful management as is shown in
dropping the subject and uniting on the
nature side by calling the tree "an ever-
green tree."
"Overcome evil with good."
"A soft answer turneth away wrath."
"If meat cause my brother to offend I
will eat no more meat."
Let us not forget the Christian spirit in
our zeal for the historic Christmas story.
(See Kindergarten Magazine , December, 1907,
article entitled "Difficulties of Celebrating Christ-
mas," Mary F. Schaeffer.
THE TOYMAN.
Holiday Thoughts — :Loving and giving; Happy
New Year coming.
TOYS IN CONNECTION WITH HOLIDAY.
Toy Shop played — Our toys arranged on chairs
(counters). Other children come to buy them.
Dolls — girls. Trumpets, drums — boys. Children
reproduce them in drawing, cutting, folding. R. K
We started the month by a visit to a toy shop on
Grand street. The children were delighted and
talked of this visit for weeks. They drew pictures
of what they saw and played the game of "Toy-
man" with a great deal of life and spirit. E. D. D.
During December the children had a happy
time making toys such as rocking horses, Teddy
bears, dolls, etc. The toyman meant a great deal
to the children and a visit to the Grand street toy
push carts and scanty window shows made the
little children happy. R. D.
During the month of December we have talked
about the toyshop and have made as many toys as
KINDERGARTEN-PRIMARY MAGAZINE.
85
possible in kindergarten materials. The children
brought in all the toys they have at home and
they asked their mothers to take them on Grand
street to see all the toys in the windows. E. L.
Just before Christmas we all had a delightful
visit to Schwarz's toy shop. We were conducted
through every department. All the mechanical
toys were v/ound up and set going for us. We
peeped into four doll houses and our hearts were
made glad by a beautiful illustrated letter each of
us received to take home and mail to Santa Claus.
A. M. M.
A doll's house was made for our kindergarten
and Santa Claus we hoped would see it and send
furniture for it. Needless to say the furniture had
arrived upon our return and a tiny Christmas
tree stood in the parlor.
THE TREE.
Our Christinas tree was one of the prettiest and
largest ones which we ever had. We started very
early this year to get ready so we didn't get in
such a rush at the end.
This year we put the mothers' presents and the
fathers' presents in a box and wrapped each box
up nicely and put a picture of Santa Claus on the
outside. I found it much better than trying to
put the presents on the tree at noon time after
the morning class had had their party. A. M. D.
I took all my children up on a hill where Christ-
mas trees grew and cut down one! The children
carried it home. The tree was made very beautiful
by things which the children had made. Some
German parents sent some quaint ornaments for
the tree. At the tree celebration there were 2 3
mothers, six babies and one grandfather. There
were GO children altogether. B. C. F.
A forest of pine trees was represented in our
sand table by using twigs kept during the year
from our last tree.
We went to this forest, selected a tree, played
cut it down and transported it to a toy wagon and
a toy train to the city.
The Christmas tree arrived Monday and we had
a beautiful time with it before it was dressed for
the Christmas party. Every child helped to dress
it. Fifteen mothers visited us and they were very
much pleased with the tree, the gifts the children
had made and the songs they sang. The primary
classes came in to see the tree. They sang their
carols and we caroled back to them. S. L.
The Christmas tree, our central object of interest
this month, was purchased by the children who
carried it to the kindergarten on their shoulders.
This is one of the events of the year. The mothers
were invited to enjoy it when trimmed. H. V.
The Christmas tree was the central object for
the month, first in preparation for the festival, then
the tree itself and last the great holiday. Our
friends were with us, we sang and played games
and told stories and then received our gifts for
the parents and ourselves and said good- bye with
hearts full of thankfulness and joy. S. E. G.
GIFTS AMD DECORATIONS.
Children made rose calendars, red cardboard
blotters with holly pasters and red ribbon, pussy-
cat match scratchers on gray card with edges
sewed and colored red. The tree was decorated
with cornucopias, baskets, lanterns and chains
made by children. Room hung with red and green
chains and holly. M. G. C.
The children brought quantities of greens to
trim the room, every available space being filled
with spruce, pine and hemlock. K. D.
Our Christmas tree was a great success and
never looked so pretty. The little things which
the children made were simple and gave great
pleasure. A little picture of the class was taken
as a present for each mother. The mothers came,
and, I think, especially enjoyed the game "Christ-
mas Toys." The children dramatized the toys they
desired Santa Claus to bring, and entered into the
fun with great spirit. C. T. R.
In decorating the room for the Xmas exercises,
the children cut out white bells and painted them
led and green, and strung three straws between
each bell. They placed their own presents on the
tree. E. G.
I tried a new experiment for the children's
Christmas gifts. We had pretty red cards 3x6 on
which were mounted tiny calendars and the child's
own photograph. The pictures turned out rather
unsatisfactorily and they all were not particularly
clear; they were good in as much as they were
suggestive of the child's most characteristic atti-
tude. Those mothers who were here seemed much
pleased. We had our tree as usual which was
festooned with gifts and hangings made by the
children. The tree was placed* on a table which
was laden with little baskets made by the children
of the afternoon class for my children and vice
versa. The baskets were filled with crackers and
prettily arranged with red crepe paper and white
tissue paper. F. A.
The children made raffia needle books for the
mothers, calendars for the fathers and the trim-
mings for the tree. The colors were restricted to
red and green, but gold and silver lamp lighters
lightened it a little. On Monday we had the
children make "sugar plums" (cream walnuts)
and the triangular candy boxes decorated with
fancy seals. Before making the candy we had
the hands washed in hot water and soap, which
we hoped would have some value in the future.
It has had some effect.
STORIES.
I told the following stories during December:
"Little Red Riding Hood."
"The Story of the First Christmas."
"The First Christmas Presents."
"The Night Before Christmas."
"Santa Claus and the Mouse."
"The Wooden Shoe."
"The Discontented Pine Tree." E. R.
Five stories told during December:
■ "Letter to Santa" — Gaynor Song Book.
"Santa and the Mouse" — Child's World.
"Christmas in the Barn" — Child's World.
"First Christmas Presents" — Kindergarten
Stories, Miss Wiltse.
"The Three Wishes" — Fairy Tales. S. K.
Other stories told:
"Golden Cobwebs" — In "How to Tell Stories."
"Lambs and the Bramble."
"Piccola."
"Christmas in Germany."
"Little Jack Horner."
"Mrs. Santa and the Dolls."
"Mother Hubbard's Christmas Cupboard."
"The Cat's Christmas Party."
"The Raggedy Boy."
HOW MOTHERS HELPED.
In the beginning of December we had a Mothers'
Meeting for the purpose of making scrap books for
hospital children. The mothers furnished the
pictures and cloth for books, the children helped
cut out pictures from magazines. The mothers
stayed until 5:30 to help finish and even took
work home. We made thirty cloth scrap books
in all. I- R.
A Mothers' Meeting was held on Dec. 13, at
which the mothers helped to make the Christmas
stockings for the tree. We also planned to
solicit clothes, bedding, etc., for a poor family,
very worthy and very destitute, and to contribute
86
KINDERGARTEN-PRIMARY MAGAZINE.
toys and a Christmas dinner for them, to make
their holiday season as cheerful as possible.
M. J. H.
THE CHIIISTMAS PARTY.
I must speak of our Christmas party as it was
such a treat. Our principal made it possible for
us to have our tree in the school yard, the two
kindergartens uniting and fully one hundred
parents attending. There were sixty-six children
in the circle. We had an opening circle, a march,
played games, and formed circle again just in
time to receive a visit from Santa Claus. Not one
child was afraid. The prettiest thing to us was
an impromtu dance around the tree, inspired by
playing of waltz on the piano. Each child chose
partner and danced. G. B. R.
Our Christmas party was a great success. We
had a tree, simple toys for the boys and dolls for
the girls. A class of High school girls dressed the
dolls and eleven of the girls came to our exer-
cises. They were so interested in the children,
that each girl has decided to become a kinder-
gartner, their teacher tells me. E. G. S.
We had our Christmas party Thursday after-
noon, Dec. 22nd. Between thirty-five and forty
mothers came. Many of the mothers come often
to the kindergarten but a few were here for the
first time that day.
In this section of the town where so many of
the parents have difficulty both in speaking and
in understanding English they get a better com-
prehension of the kindergarten by seeing its prac-
tical working than they do by being told about
the work. Fifteen minutes in the kindergarten
brings about a better understanding than an
hour's talk. H. M. O.
At Christmas time we had our Christmas tree
party and the mothers were invited again. I had
ten mothers and one father present. I told the
children a Christmas story, "The Brown Sparrow's
Christmas;" we sang our Xmas songs, played a
few games, and then distributed the presents to
mothers and to the children. The children had
hung their stockings — tarlton stockings — the
night before and when they came found them filled
with candies. A very delightful Christmas party
and every one seemed happy. G. I. T.
We enjoyed our Christmas work very much this
year. We purchased the tree early, and per-
mitted each child to decorate it in some way.
Prom time to time a little toy or bright ball would
appear and we let the child who had brought it
hang the article wherever he wished.
The children would walk around the tree and
point to the little gift, and take such satisfaction
in saying, "There's mine." The whole tree was
theirs. Then their gifts pleased them so much,
and we closed Friday with the two classes meet-
ing in the morning. It really was a perfect
picture. Our principal came to see us and she
thought it so inviting that she permitted the other
classes to call for a few moments. Their faces
beamed with happiness and the true Christmas
spirit was certainly felt. It sweetened my entire
vacation. Their joy was so abundant and con-
tagious.
Our principal retires February 1st., and
although it saddens us to think of it, still we
realize the great privilege we have had in being
associated with such a true and beautiful womanly
woman. M. B.
Center of interest — Our Christmas Tree. Two
large trees and two small trees, the gift of our
janitor.
Never before have I experienced such a joyous
time in the kindergarten in preparation for
Christmas as this year.
The children caught the spirit of "loving and
giving." It was carried to their homes. Mother
and father, brothers and sisters, all helped.
For two weeks before our party, the little ones
came bringing mysterious looking packages.
Things they had made at home for the Christmas
tree. When asked "What is this?" they would
say rougishly, "I am Santa Claus."
The work done at home and in the kindergarten
was well done, showing independence and origin-
ality in the use of material. We not only worked
to make the parents happy but used our little
tree to take to sick, poor and crippled little ones
who would not have had a tree but for us.
Stories told were "Piccola," "The Legend of the
Christmas Tree," "Santa Claus and the Mouse,"
"The Little Boy's Dream," "The Forest," "The
Bird's Christmas."
Songs: "Ring, Ring Happy Bells," "This Tree
Was Grown on Christmas Day," "Oh This Wonder-
ful Tree," "We Send a Merry Christmas," etc.
Our Christmas Festival was a grand success.
Almost every mother was present. The children
presented the head of our department with a min-
iature tree, decorated with all their own handi-
work.
They made and filled tarleton stockings for visit-
ing babies. M. F. S.
A SUGGESTION
In making gifts for adults, choose colors
that are likely to please them rather than
the child, namely tints and shades.
Worsted is pretty for tying and is less
expensive than ribbon.
Make simple gifts and let them be the
child's work as much as possible.
Last year kindergartners found the crepe
paper with holly and Santa Claus designs
very useful in decorating and in making
gifts. Translucent paper was also used
with good effects.
In places where nature material is scarce,
efforts should be made to retain the Christ-
mas tree or several of its lower branches
for use after Christmas. If it seems best to
give the tree to some institution or to a
needy family for use on Christmas day, ask
to have several branches returned or
secure them from your own home tree.
Suggestions will be given next month for
the use of the material.
Christmas Songs of Sky and Earth.
"Twinkle, twinkle little star."
"Little star that shines so bright."
"Lady Moon."
"Tiny Snownakes."
"Tiny tracks in the snow."
"Who comes this way."
"O, clap, clap your hands."
"Old Santa Claus."
"Up on the house-top."
"Oh, this wonderful tree."
"This tree was grown on Christmas
Day."
"Jingle bells."
KINDERGARTEN-PRIMARY MAGAZINE.
87
"Ring happy beils."
" Baby's boat."
"Sleep little baby mine."
"Once in royal David's city."
"Holy night."
"We three kings."
AN INCIDENT.
If any child should be frightened, this
incident might be told as a story or it might
be told before the celebration if Santa
Clans is expected.
Personally I regard it better not to have
a visible Santa for the little ones.
There may be pictures of the good saint
but they should not be large or too
grotesque and should not remain after
Christmas. Fairies come and go quickly.
A little five-year-old girl was at our home on
Christmas Day. Someone dressed up as Santa
Claus, and after a great jingling of bells outside,
came into the parlor. The little girl's eyes grew
big and round, and she clung to her father. In
a few moments this fear disappeared and she
called out: "Santa Claus, I wrote you a letter!"
NOTE — Great care should be exercised not to
frighten children nor unduly excite them dur-
ing this season.
PREPARING INVITATIONS.
In many kindergartens the invitations to
the Christmas party are prepared at least
in part by the children.
The children may cut out and paint a red
or green bell, a stocking or fire place, a
yellow star, and the invitation may be
written inside if double or on the reverse
side.
A picture of Santa Claus or a simple
holly seal may be mounted upon a card
of invitation.
A chimney may be used or a tree drawn
in green with colored dots here and there
to suggest lighted candles.
An envelope may be folded of green
paper and fastened with a small red circle
or holly seal.
On one bell used as an invitation card,
the following verse appeared :
"This little bell
Bears a message you see.
It asks you to come
To our Christmas tree."
It is a training in good taste to prepare
cards of invitation with care. It is a mark
of refinement to the credit of the kinder-
gartner and will be appreciated in the home
by the cultured mother and will be treas-
ured as well by a mother who may not even
be able to read the written words.
The color and the symbol will carry the
message. J. B. M.
Scenes Suggested For Sand Table.
1. The woods where fir trees grow.
Introduce toy men and wagons, toy axe,
etc.
2. Transporting trees to the city.
Introduce wagons, trains, boats, using
either toys or building blocks.
3. The city. Unloading at the railroad
station.
Wagons to carry trees to stores. Stores
built of blocks.
4. A country scene, ground covered
with snow — the night before Christmas.
Introduce Santa Claus driving over a
bridge. Have a house built with a chimney
in the distance.
SUGGESTIONS ON CHRISTMAS
MONTH.
BERTHA JOHNSTON.
The point of departure for November has
been "benefits received," and the many
things for which we have cause to be grate-
ful. This naturally leads to the spirit of
the Christmas giving for
"... .if at any time we cease
Such channels to provide
The very founts of love for us
Will soon be parched and dried.
For we must share, if we would keep,
That blessing from above;
Ceasing to give, we cease to have; —
Such is the law of love."
For busy work at the desk the children
in the rural schools may be given the kin-
dergarten blocks to work out a sequence as
follows: (The kindergarten teacher may
dictate or merely give a suggested play.
The grade teacher could give a definite
dictation lesson or merely write upon the
board the names of the objects to be built,
or, if the children are very young, she could
tell the story and let the children work out
the different objects as they choose to
represent them.)
Tell of the little children who lived in a
Wall to be Ladder
Decorated
Chimney
comfortable house in the country (1).
88
KINDERGARTEN-PRIMARY MAGAZINE.
Their father planned to go out into the
woods to cut down some hemlock trees,
one for the church and one for his home.
(The ruthless way in which the forest trees
have been cut down in past years and the
recent terrible devastation of the forests by
the fires would make timely here a brief
dissertation upon the importance of select-
ing with discrimination the trees to be cut.
None should be wasted and those who own
timber lands should learn how to thin out
the woods properly, leaving some trees to
grow for future use and to protect the
undergrowth from drying out and being
washed away by rains leaving the rocky
foundation bare of soil. (See Roth's " First
book of Forestry" published by Ginn and
Co.) Tell the children that in some Euro-
pean countries, where the people have
learned by sad experience the value of the
forests, no man may cut a tree unless he
plants another. Our own arbor day exer-
cises are of great value for thus repairing
the loss of trees occasioned by fires, lum-
bering interests and human needs.
But after this brief digression we must
return to our story. Father takes out the
large sleigh and the two strong horses (2)
and drives to the woods possibly taking
Tommy and Helen, well wrapped up in
their warm coats, boots and mufflers.
They bring home the trees (imaginary),
and then father makes two wooden stand-
ards, one for each tree (3).
In the fall the family had gathered the
long trailing ground-pine and other vines,
and hollv had been sent to them from
friends in the South and now they must put
the tree in the front room and decorate the
rooms with the green vines. So here is' the
high wall of the front room and here the
step-ladder (4).
At night the children took their stockings
and hung them up before the fireplace f O
and then went to bed to dream of St. Nick
coming clown the chimney.
Let the children illustrate with their
blocks "'Twas the Night Before Christ-
mas."
A sequence parallel to the above may be
worked out with the Fourth Gift but in-
stead of the tree-boxes the church may be
built and then the church-wall which is to
be decorated.
In localities where Christmas trees may
not grow or if for any reason it may not
seem best to make use of the tree incident,
play that father is driving to the station to
meet the expected guests.
Directions For Dictated Play.
1. Place the boxes evenly in front of
you. Here is the house where Tommy
lived.
2. Now we will make the sleigh with
two horses. Take the two front top blocks
and place them on the table to the right of
the lower layer, just touching them evenly.
Take the remaining two top blocks and
place them to the left of the lower blocks
about one inch away. These represent the
horses. (Let the children play a little with
them, moving the sleigh with the right
hand and the horses with the left. Tiny
dolls cut out of paper may help in the play.
Play cut down trees and load on sleigh.
Burnt matches may be used or twigs if
obtainable. Leave sleigh and horses
intact.
3. We will now make two standards to
hold the Christmas trees upright. Look
at the sleigh. Take the two left-hand
blocks of the sleigh and slide them along
till they just meet the other two blocks.
This gives two two-inch standards. Stick
a match in the center where the blocks
meet, to show how the tree would be held.
4. Now we will build the high wail of
the parlor and the tall step-ladder. Take
the two front blocks of the left-hand stand-
ard and place them on the two back blocks.
Take the two front blocks of the remain-
ing standard and place them on top of the
wall. Take one of the remaining blocks
and place it on the other to make a step-
ladder.
5. After helping the grown folks make
the rooms beautiful and fragrant we are
ready to go to bed and dream of Santa
Claus, so we hang up our stockings before
the fireplace. Build thus : Slide the top
step of the ladder so that it rests exactly on
top of lower step — making a pillar. Re-
move the two top cubes from the wall and
stand one on top of the other making a
pillar. Place a little to one side. Now
slide the next two top cubes of the wall a
little forward so that they overlap the
lower ones. This gives the hollow of the
fireplace and the mantelpiece. Move the
two pillars, one to the right and one to the
left of the fireplace to complete it.
Now cut some tiny stockings out of
paper and if a narrow strip of paper about
two inches long is cut at top of stocking
KINDERGARTEN-PRIMARY MAGAZINE.
89
it can be bent so as to be hung upon the
mantelpiece.
6. Cay the stockings to one side, to be
ready to make the chimney. Slide the over-
lapping cubes of the mantel back so that
they rest exactly upon the lower ones.
Place the right-hand pillar of two blocks
so that its back left vertical edge exactly
meets the front right vertical edge of the
left-hand pillar. A three-sided hollow be-
comes visible. Close this up with the two
blocks that will best close it up. This gives
the' chimney down which St. Nick will
come.
7. We will now make a cubical box
like the one Tommy found in his stocking.
Push the two front cubes back till they
meet the two back cubes. Complete the
large cube in the best possible way. (Leave
this to the children's judgment.) Have
them tell what Tommy found in his Christ-
mas box.
Suggestions For Occupation Work For Christmas
Month. !
CLAY — Let the children model a num-
ber of snowballs. Then pile several on top
of one another to build a small snow fort.
Fill up the interstices with clay and smooth
over. Tell them that when men go far
north where there is snow all the time they
build real houses of snow and ice which do
not melt. Let them model a snow man of
clay.
Make a sphere or ball of clay, and then
cut it in half with a piece of string. Take
each half sphere, and by pressure and
molding with the fingers, hollow it out into
a bowl or cup for baby's oatmeal.
Take small piece of clay and roll it out
into the shape of a Christmas candle. Re-
member to insert the wick. Jewish and
Roman Catholic children will be able to
tell of the large candles that are used in
cathedral and synagogue. A lesson in pro-
portion can be given by asking that some
be made one inch long and others twice
that length and others three times that
length. Have the little children count how
many they make.
Mold nuts to hang on the tree. Give
good-sized walnuts as models.
The \ older children may model holly
leaves and berries, resting upon a founda-
tion of firm clay in the shape of a placque.
CARDBOARD TWINE-BOX— Take a
cubical box in which comes shredded cod-
fish. Paste over each side some pretty
paper (wall-paper of a small pattern would
be suitable as would any plain color of
dainty tint. Punch a hole in the center of
the bottom and make two other holes, in
opposite sides about one-half inch from the
top. Place a ball of pretty twine inside,
first running the end through the hole in
the bottom so that it can be gently pulled.
Run ribbon through the two other holes
bv which to suspend the box; glue down
the top and the little gift is finished. Hang
in some place convenient of access when
string for wrapping is needed in a hurry.
Let the older children make the entire box.
(See November number of the Kindergar-
ten Primary Magazine.)
MATCH-SCRATCHER— 1. Cut a cir-
cle of dainty-colored cardboard and upon
it paste a star cut from sandpaper. White
cardboard may be painted a dainty color
in water-color paints.
2. Upon a square of cardboard draw a
star and let the children prick the outline
with a kindergarten pricking needle or a
hat-pin or shawl-pin. In center of star,
paste a piece of sandpaper.
3. Cut a cardboard oblong measuring
6?l7 inches. Take sandpaper measuring
4x/2x6 or 7 inches. Cut from upper right-
hand corner clown to lower left-hand cor-
ner in a curved line to give the slope of a
hill. Paste this upon the background of
cardboard close to the bottom. Then cut
from dark-green paper a line of evergreen
trees, curving so that they will appear just
above the line of the hill. It may be better
to cut the curving line, of trees first, out of
a large piece of paper and then paste the
sandpaper upon this. (Is it more or less
pleasing to ha\re the trunks of the trees
show? See that they are placed in pleasing
relation to each other.) Tell the children
this is a hill covered with sparkling snow.
Play that the match scratching- over it is
the sled rushing down the hill. If thev
know the story of the "Little Fir Tree"
thev may be interested in cutting out the
rabbit scampering over the snow.
PARQUETRY BOOK-COVER DE-
SIGN— That is a prettv custom of the
Germans, which trains the children who
are old enough to write, to practice until
they can write neatly some sentiment of
love and gratitude for all that the parents
do for them. On the occasion of birthday
or Christmas these sentiments are written
by the children upon engraved forms and
presented to the father and mother. As
they represent the child's fidelity to school
go
KINDERGARTEN-PRIMARY MAGAZINE.
duties, and much of patience and pains-
taking, they more truly are a gift from the
child than are the beautiful presents which
so often the child buys with money given
to him by the parent himself. In the kin-
dergarten or the grades some such expres-
sion of love can be made by the child. The
older children can make the booklets of
sheets of paper with holes punched at the
top or at the sides through which ribbon
or worsted may be run. These sheets
should previously have been inscribed or
decorated. The older children can write
upon them the appropriate sentiment in
their best handwriting. Practice through
the term with this end in view. The kin-
dergarten children may save and cut appro-
priate pictures or may save some good
examples of kindergarten occupation work.
The book-covers may be decorated with
the original drawings of the older children
or with a parquetry design, i. Take kin-
dergarten circles of red and white, the
white representing snow balls and the red
holly berries, ranged alternately ; or make
a simple design as a border in one corner.
2. From dark-green paper cut holly leaves,
and arrange in a border with an occasional
red berry or cluster of berries showing.
They may practice cutting such leaves and
clusters for busy work. Give a real leaf
when possible or a picture or old Christ-
mas card may give a hint. Children living
near Northern woods will find that the
wintergreen and the partridge berry offer
charming units for design. 3. Cut a simple
fir tree from dark green paper and let it
alternate with a white rabbit as a border.
CUTTING— The making of units for
the borders mentioned above affords oppor-
tunity for paper-cutting. In addition to
this, children who are studying geography
may be led to speak of the Noah's Ark
which so many children receive at Christ-
mas time and talk of the different countries
from which different animals come. Let
the older boys and girls cut out pairs of the
animals, cows, horses, cats, lions, tigers,
either free-hand or from models obtainable
at kindergarten supply stores and mount
them upon spools or make cardboard sup-
ports at the back and give to a younger
brother or sister or cousin.
Illustrate with paper-cutting the beauti-
ful old English ballad "The Robin's Christ-
mas Eve." The robin, the church, the sex-
ton with his lantern, the singing children,
etc., may be cut out.
DRAWING AND PAINTING— Illu-
strate the various Christmas poems and
stories told. The attempts of the younger
and more inexperienced children will
necessarily be more or less crude. As an
opportunity for practice in securing good,
clean washes, let the children cut out card-
board stars about four or five inches in
diameter (white bristol-board) and then
color these with blue or red, pink, gold or
silver. Punch a hole in each, insert a bit of
ribbon and use for decoration of wall or
tree. A scrap picture of an angel might be
pasted in the corner of each. Make a chain
of such stars.
WEAVING— Have the children make
the usual kindergarten weaving mats and
paste two together with a bit of scented
cotton between. 2. Make several such
mats, about two inches square (necessarily
they will have few strips) and fasten them
together so as to make a little scented
cluster.
CHAINS— 1. Cut gold, silver, red and
green paper into lengths measuring ^4x4
inches. Paste the end of one length so that
it overlaps the other, making one link.
Put another strip through this, making a
second link and continue to lengthen in the
same way. The red and green will inter-
link prettily, but the gold and silver chains
are better .if of one color only. Use to
decorate tree or chandelier. Let the chil-
dren occupy themselves thus in "busy time"
and take the chains home. 2. Make chains
of red and green circles, symbolic of holly,
alternating with straws. 3. Let older chil-
dren cut the green in shape of holly leaves,
and alternate with the red circles.
PEG-BOARD— 1. Let the children plant
the pegs irregularly, as trees — the green
ones. Then play selecting the right ones as
Christmas trees, talking over why some are
chosen and others left — we choose often
from a crowded spot so as to leave the re-
maining trees more light and air and space.
Put the trees in a "third" or "fourth" gift
sledge to draw to the station whence they
will be taken to the big, far-away city.
Some of the green sticks may be used also,
to give trees of different heights. 2. Ar-
range the sticks prettily, as if they were
flowers in a florist's window. What is this
red flower? This blue one? Shall we buy
one for grandmother? How many yellow
ones are there in Nellie's window? Do
flowers cost more or less at Christmas
time?
KINDERGARTEN-PRIMARY MAGAZINE.
9i
HOW TO MAKE A DUPLICATOR.
Every kindergartner and primary teacher re-
quires a duplicator. Obtain an oblong pie tin the
size you wish the duplicator. 'Purchase 12 ounces
of glycerine and 2 ounces of gelatine, and place in
a stew kettle with two ounces of granulated sugar
and exactly a half pint of water; let stand a day
or two, then heat until gelatine dissolves. Pour
into pie tin and puncture all the bubbles with a
pin. The writing or drawing you wish to copy
should be freshly made with hectograph ink. Place
writing side down upon the surface of the dupli-
cator, pressing down smoothly with the hand. Re-
move, and from 15 to 50 copies can be taken off.
When through wash the copy off carefully with
tipid water. Occasionally place the pan on a
stove and remelt the contents which will secure
a new smooth surface.
HOW TEACHERS OFTEN WASTE TIME.
By repeating questions and answers.
By making too much of trifles.
By giving inexplicit directions.
By unskillful an illogical questioning.
By prompting pupils too soon and thus confus-
ing them.
By illogical arrangement and development of
lessons.
By tardiness in beginning work after an inter-
mission.
By allowing tardy responses to questions and
commands.
By poor assignment of lessons.
By failing to have all pupils at work.
By attempting to teach before attention is
secured.
By doing the mechanical work rather than have
the pupil do it.
By nagging and scolding.
By talking too loud and too much, thus bury-
ing the lesson.
By explaining what the pupils already know.
By explaining what pupils may work out for
themselves.
By not using signs.
By correcting the language of pupils when they
should be correcting their own.
By not recognizing the law of ethics.
I know a teacher who is dishonest and yet
precious little children are entrusted to her care.
Is it fair?
TEACHING HISTORY BY PUPPETS
For some years a Sicilian named Antonio Parisi
has been giving historical "puppet-shows" in the
Sicilian quarter of New York city. His plays deal
chiefly with events in the life and times of Charle-
magne. The drama committee of the People's In-
stitute has now taken notice of Signor Parisi and
his puppets and is to test the puppet-show as an
aid to education in history. The show, moved to
a retreat near Washington Square, is to be acces-
sible to 600,000 school children and their teachers.
The school authorities in New York are said to be
greatly interested in the experiment. The Sicilian
children, according to the enthusiastic advocates
of the plan, know the history of Charlemagne
"like a book," wholly through these shows. — Cur-
rent Events.
The above extract was sent us with the
suggestion that the story of the Pilgrim
Fathers might be thus worked out with
educational benefit, but it reached us too
late in November.
The interesting item recalls a visit we
made several years ago to a puppet theater
in Chicago. It was in the Italian quarter
and to reach it we must pass through a
room where natives of sunny Italy were
playing billiards. Passing beyond this
"foyer" we found ourselves in a small room
furnished with ordinary wooden chairs.
Our group of five or six made the only
women present but in the gallery, crowded
under the low ceiling were a number of at-
tentive boys and girls.
Little by little, more and more men came
in; the billiard players gave up their cues
to become a part of the audience and soon
the place was full, and the proprietor
passed around the hat for the ten cents
which constituted the admission price.
Some of the men began to smoke and
although all were well-behaved, the general
strangeness of the place, and by the looks of
appearance of the men and their queer
speech accompanied by the looks of curi-
osity cast in the direction of the strange
American women almost brought tears of
homesickness to the eyes of one of the
young students.
But soon the orchestra ( ?) began to play
and this brought smiles to the eyes because
the music was afforded by the turning of a
hand-organ — which seemed quite Italian.
Meanwhile we had been studying the
small but complete little stage with its
drop-curtain decorated with medieval
heroic figures; and soon the curtain rolled
up and the play began. The puppets were
larger than we had pictured them in imagi-
nation. They were from two and a half to
three feet high and were garbed to suit the
parts, in very picturesque garments. The
play, we learned, was from Ariosto's
Orlando Furioso. It had been running one
year with two more to run before all of the
tale was told. So far as we could tell, the
scene lay outside the walls of Paris or some
other important city at the time of the
Crusades.
The parts were read by a man behind the
scenes. His voice was at once musical and
very flexible, expressing every shade of
meaning. The puppets were manipulated
by strings attached to head, body and
limbs and carried behind the scenes. From
the distance at which they were viewed and
the perfect natural relation of scenery to
the little actors they seemed to be quite
92
KINDERGARTEN-PRIMARY MAGAZINE.
life-sized. The movements were neces-
sarily somewhat stiff and woodeny but
nevertheless were expressive of various
moods and differences of feeling, bearing
perhaps, much the same relation to the
motions of living actors as the blocked-out
or angular drawings bear to those in which
all the soft roundnesses of muscle and skin
are depicted. Although the words might
not be understood, the action was. At one
time there were as many as ten knights
upon the stage — all in beautifully-made
armor. There was one scene in which the
king occupied the stage alone and seemed
to be vexed with some important affair.
He walked up and down the stage one
moment, in great distress of mind. Anon,
he almost wept, and then he beat his breast
in woe. But a moment later, he strode up
and down, stamped his foot and seemed to
gather himself together to strike some blow
that would bring his enemies to terms. We
did not remain until the evening's close nor
did we return to continue the story the next
night but we can very well understand that
history and patriotism and good literature
might well be brought to the people, espec-
ially to the unlettered, in these puppet
shows. The audience of men listened with
closest attention to every word.
The only manikin-show that is familiar
to the average child in America is Punch
and Judy, which also had its origin in Italy.
But the comedy enacted on the tiny travel-
ing stage conveys no lesson of value to the
children and it would be a praise-worthy
effort to supersede Punch with something
equally entertaining but more edifying. A
jumping-jack is probably the simplest form
of puppet.
Many boys have their own little toy
theaters and a few years ago a book was
published
giving directions for building a puppet
theater, and for making the dolls; several
plays were given for acting. We commend
this interesting little volume to our readers.
The teacher, with help of her older children
might be able to work out some very in-
teresting scenes from history and litera-
ture, in accordance with the suggestions
given, with value especially for children of
foreign birth who are little acquainted with
American history. The drawing and cut-
ting out of the figures, the searching after
pictures showing costumes, the making of
the scenery — would furnish opportunity
for busy work that would have genuine
educational content. The Kindergarten-
Primarv Magazine will have more definite
suggestions to make early in the next year.
Drawing, Cutting, Paper Folding and
Tearing For December
During the last three months the children have
been led to feel how much is provided for them,
how carefully their needs are looked after and how
many helpers are constantly busy, so that they may
be happy. Now comes December, the month when
the children may make something to express their
gratitude for all this loving care.
To be sure they have before tnis entered into the
spirit of helpfulness by dusting chairs, putting
things in their proper places, and running errands
to partly repay for all these things, but now a gift
is to be made, something that can pass from hand to
hand and finally be presented to the loved one. A
real Christmas gift mingled with love and patience.
Ced^r
unLh
ranch
u/ith
cones
Trie.
During the month the thought of the children
will be directed to the toyman, the securing of the
Christmas tree, Santa, and at lust the day on which
the gifts of love are bestowed. In all the prepara-
tion for that climax, if the work be over-exemplified
and the joy of giving be lessened, the purpose of the
work will be lost. Christmas is the time of loving
gifts. Each preceding month has presented some
form of animal life that naturally connected itself
with the work. Santa's reindeer will be the ani-
mal to which the ihoughi of the children will be
directed during December and he will figure more
or less in the drawings of the month and possibly
in the cutting.
KINDERGARTEN-PRIMARY MAGAZINE.
93
This is a season when so much gay coloring may
be indulged in and free invention be greatly en-
couraged. The work that follows is not intended
to be suggestive for gifts necessarily, but many of
the things may ei^ter into the presents if the
teacher and children desire them. When decora-
tions for the tree are being made the cnildren will
enjoy making the same things for the tree at home
/f^ Candaj-ba/bftet P"
TreftUkT JUL
tmmm
lllfiill
TVee
E-E-fit^^^^ of s'dvev
avid.
that they make for the tree in school. This will
also permit many children to have pretty decora-
tions on their home trees wno otherwise would have
very' little. This will be one way to add to the
Christmas joy.
Drawing.
Cedar tree, Cedar branch and berries; pine tree,
pine tree and cones; hemlock tree, hemlock branch
and cones; lighted candle, drum and sticks, horn,
Santa and sleigh, chimney, reindeer; Christmas
tree with decorations for book cover.
Free Drawing.
Illustrate story work; home of Christmas tree;
securing the tree; transporting tree to city; window
in toy shop; visit witi. mother to toy shop.
Practice Drawing.
Candle stick, chimney, (high) sleigh.
Cutting
Pictures from magazines to be pasted in picture
books for gifts: Christmas tree, mantle piece,
stockings, Christmas toys, candy baskets, candy
cones; strips for chains for tree; silver strips to be
rolled for circles for tree; boy with sleigh.
Cut mantle piece and stockings separate. Paste
on a mounting paper.
Drawing and Cutting.
Colored stockings for tree, dollies, toys, Santa,
reindeer. Pictures of tne tree decorations that are
bought in the shops, as balls, stars, etc.; rocking
horse; illustration of stories.
To r ike the rocking horse let the children draw
a good-sized picture of the horse; tnen cut same.
Use this picture as a stencil for the other horse. If
the children cannot uraw well enough to make their
own stencil the teacher may give them a stencil at
first. Use colored pencils to decorate. Paste a slat
in between tae two horses' bodies to make them
stand up. Any such realistic object gives the great-
est pleasure to the children.
Folding and Cutting.
Lanterns for tree. Mats and strips for gifts (cut
double.) Open grate fireplace. Snowflakes (fold
and cut per described before.)
To make the lanterns for the trees take a square
paper 4x4 or larger; cut off one edge for the handle;
fold one diameter; cut on this fold to within one-
half inch of the edges and not too close together.
Open paper and paste together, so that the fold
runs through the middle between the top and bot-
tom of the lantern. Paste handle; add a chain.
These lanterns are very effective if made of colored
paper, but for the older children they may be made
much more elaborate by using a plain paper and
drawing or painting to represent Japanese lanterns.
This is done by making a black band at the top and
bottom and painting some simple design, as seen
on lanterns in shops.
Designs for Japanese lanterns:
This is a very good time to introduce transpar-
encies and it may be done in connection with the
lanterns and the ^nristmas star. To mak? the lan-
tern take a good-sized piece of ">aper, black pre-
94
KINDERGARTEN-PRIMARY MAGAZINE.
ferred, and fold one diameter. Cut the outline of a
Japanese lantern on the open edges thus:
Then cutting from the fold follow the outside of
the paper and an outline of the lantern is the re-
sult thus:
Open this and paste it on a piece of brightly
colored tissue paper larger than the outline of the
lantern, so as to give strengta while pasting. After
the paste is tnoroughly dried cut away the tissue
outside the black edge of lantern. Support with a
string the color of tne tissue paper ani hang in
window or before a candle.
To make the outline for the star transparency
take a four-inch square, fold sixteen squares and
diameters and diagonals. To secure the points of
tne star fold on diagonals and cut from corners to
line running one inch from edge of the paper
where it crosses the diameter.
Open and fold on the other diagonal and cut as
before. A four-pointed solid star is the result. Be-
ginning on the diagonal cut parallel to the outer
edge leaving an open star one-half inch wide.
Paste this on a yellow square of tissue paper 4x4.
When dry cut away tissue outside of star and hang
in window.
To make the open grate fireplace, take a piece of
either red or black paper 4x4, or larger, fold the
sixteen squares; cut out a piece in the middle two
squares by three squares, leaving the mantle piece.
Paste the mantle on a piece of manilla paper. Cut
blue and white plates for mantle. Draw and cut
clock. Represent fire with red and yellow pencils
and use black paper strips to represent grate. These
strips should only be pasted at the ends and should
stand out from the mounting sheet to look like a
half round grate.
PAPER TEARING.— JDollie Clothes: (a) Parasol; (b) Hood
(c) Shoes; (d) Mittens: (e) Dress.
iRochmg horse
CKatn
■made, otsilvev
ax^d, gold.
«S*s
pee/P
Jr
L^x\tevn,opev»
1111111)1
Cmi*Y\e
•V>gvAfr ft* Japevi£fr£ \acnwn\9*
%4
w31
Kindergarten Gilts
(Continued)
By BERTHA JOHNSTON.
First Gift Ball— Color and Number.
Play that the balls are church bells ring-
ing on Christmas day. Sing "Bell So High
Up In the Steeple," or some other church-
bell song, as if the chimes were ringing.
Swing in good rhythm.
Play that it is Christmas Eve and that
the children are to go to bed at eight
o'clock. Let one child stand at one end of
the table with the ball and suddenly be-
gin to swing it, but very evenly. Let the
children count the number of swings to see
if bedtime has come. Then let them play
go to sleep. While they sleep let the
teacher place a ball before each child and
when they wake up let each child tell what
kind of fruit he found at his place Christ-
mas morning, or what kind of a toy, (most
resembling the sphere). A toy balloon, a
ball, a top, etc. Let a child bounce or spin
or make his ball hop, and then have other
children guess that he received a ball, a
top or a canary bird.
Play that we go to the store to buy a
balloon for baby. What color shall we
buy? Place several balls in a row as
balloons. Close eyes. (Teacher conceals
one). Tell that one balloon flew away
through the window in the night time.
Which one is missing?
Sticks
Outline a star; the church; a sled; the
toy store, etc. Have the children tell how
many sticks they have used; if they are all
of the same length, etc. Give some children
four, some five, some six sticks. Ask how
many candy-sticks did you receive ?
Tablets
Let the little children make a simple
stained-glass window design as follows:
Place a square before the child. Take four
other squares of a contrasting tone and
place at the four sides of the first square,
one straight edge touching another (plac-
ing in the order front, back, right-hand,
left-hand). Talk a little about the design
and then ask if the children can make one
even more pleasing by placing the outside
squares in just a little different relation.
If each is placed cornerwise a pretty effect
is obtained. See how many designs can be
KINDERGARTEN-PRIMARY MAGAZINE.
95
made of these few squares. Then give four
more tablets and obtain as many effects as
the children can create.
Show the older children pictures of
snowflake crystals in a dictionary or
encylcopedia. Ask how many main lines
all of the snow crystals seem to be formed
upon. It will be found that the underlying
number is always six. Give the children
isosceles triangles and let them form them
in a hexagon. Then give six equilateral
triangles and let them arrange these with
reference to the first six. Upon these place
six squares and then six more triangles.
The accompanying drawing gives one sug-
gested form which may be varied ad lib.
When we realize that more than r,ooo
varieties of crystal have been found it will
be seen that the possibilities of the child's
creative instinct may be given full play with
these snowflakes as a unit — if the number
six be taken as the basis.
Most children have at one time or an-
other had a kaleidoscope. Let the children
make a kaleidoscopic design with the
tablets.
Peas.
Snowflakes — Give the children a pea into
which they may insert six sticks or wires.
At the end of each stick insert another pea,
and then another stick at the end of each
pea. From the last pea let three small
sticks radiate. Let the children vary as
imagination dictates but always keeping
true to the law of symmetry based upon
sixes.
Toys for doll — Give a pea and a stick and
let the child make a toy for dollie's Christ-
mas ; a cane or pencil with rubber, etc. Of
three peas and sticks make a toy triangle
with another stick and pea to strike it. Of
four peas and stick a tiny picture-frame
may be made or a clock case. Make a toy
Ald-fclrtfl
doll for dollie of two peas and five sticks
stiff toy animals may be made also, as well
as toy furniture in outline; also a sled.
Make a tiny box into which to put
dollie's toys or hang them on tiny tree.
Parquetry.
After making a window-design in the
tablets reproduce it with the parquetry
papers letting the children, choose their
own colors, under a little suggestion, if
necessary. The grade teacher might draw
upon the board a pattern . after one de-
signed by a child. Then let the children
observe it, and tell how many tablets of
each kind is required to reproduce it and
give these out so that each child may make
one.
Let the children reproduce in white
papers a snowflake design. Paste these
upon white paper and cut out around the
edges making an ornament for Christmas
tree.
Slats
With six kindergarten slats make a star,
sewing together the ends so as to stay
them. Use for tree decoration. A number
might be strung together to decorate
room. Interlace four or eight slats into a
picture frame. Gild.
Perry Pictures.
If the story of the shepherds has been
told the small Perry pictures may be given
the children to frame. Pictures of the
Nativity may be used also. These may be
framed with the slats, or cardboard frames
of dainty color may be made. Cut four
small cardboard squares and in the center
of each paste a Christmas picture. Punch
holes in top and bottom and tie together
with silk or worsted into a series that
mother may hang in her room.
Cut four oblongs of dainty color and
upon each paste three months of the
calendar. Fasten together into tiny book-
let.
Games.
Several games with the gift balls have
been already suggested. These may be
played also upon the circle.
Let several children of different heights
stand together in the center of the circle
back to back and with arms stretched out,
thus forming a Chirstmas tree. Upon this
hang first gift balls, letting one child give
directions by calling out the color next to
be suspended. Let the little children hang
96
KINDERGARTEN-PRIMARY MAGAZINE.
as many as they can, selecting the colors as
directed. This gives practice in learning
the colors. Then let another child direct
that an orange shall be hung upon the
branches and let a child choose the orange-
colored ball. On the outstretched palms
place several second gift beads as candles
letting the children choose the color and
name it at the same time. Suspend other
gifts as toys letting the children name
them.
A game loved by the children is the
showing by dumb show the toys received
or desired. One child goes to the center,
squats down and suddenly springs up to
represent a jumping-jack or jack-in-the-
box. Another jumps up and down to sug-
gest a bouncing ball. Another skips the
rope ; another slides on skates or a sled.
Let the children dramatize "The Night
Before Christmas." While some sleep,
others may represent the good Saint and
softly enter the room to fill with imaginary
toys the imaginary stockings.
As in Christendom the essence of the
Christmas-tide is joy over the birth of a
little child so it has come to be a time de-
voted especially to the happiness of the
little ones and the spirit of joy should
radiate from teacher and kindergartner in
and out of the school-room. This is not at
all incompatible with genuine hard but
happy work if the teacher sees to it that the
work is within the child's capacity and that
nervousness and hurry are banished from
the child's Paradise. Do not undertake
more than can be easily carried through
before the joyous day arrives.
At Mother's Meetings it would be well to
discuss the advisability of taking the chil-
dren down town to see the shops if that
necessitates getting worn-out, nervous and
excited through the seeing of so many
varied sights and the jostling of the crowds.
Let the kindergartner review once more
the Mother-Play of the "Toy-shop" and
read the chapter on shop-windows in Eliza-
beth Harrison's "Some Silent Teachers,"
in order to gain an insight into the educa-
tional possibilities of the stores. Talk this
over with the mothers and then suggest
that in the immediate neighborhood of the
home there would be little toy-stores where
toys in enough variety could be seen to sat-
isfy the little child without over-fatiguing
and overwhelming him. In many cases the
parent cannot leave home without taking
the child — it is then wise to accomplish as
much as possible of the Christmas shopping
several weeks before the holidays begin,
thus adding to the good cheer of the child,
the mother and the shopkeeper's employe.
Train the child, especially at holiday time,
to take home as many parcels as he can in
order to relieve drivers and horses as much
as possible. Thoughtfulness taught thus
in childhood will be reflected in innumer-
able ways throughout life.
Whether or not the story of the Christ
child shall be told as the eventful day
approaches depends upon various contin-
gencies. If, little by little, the children
have been led up to an appreciation of that
most beautiful legend, nothing is more
appropriate or effective than the story as
told in St. Luke. But unless the mood of
the children, the atmosphere of the kinder-
garten, is just right, the story had better be
omitted. If the little folks are in a hilarious
or boisterous mood it would be worse than
useless to spoil the wonderful story by
speaking to ears that do not hear. If, how-
ever, by their previous work with gifts and
occupations, and the preparation of their
minds by means of other tales which they
have heard, the children seem readv for the
story of the Nativitv, tell it by all means.
In neighborhoods, however, where the tell-
ing of the story might arouse unChristlike
antagonisms then it may be omitted. Only
a short time ago and those of strict Puritan
fajth forbade merrymaking at this time as
savoring too much of paganism. The De-
cember festival is not peculiar to Christ-
ianity. Long before the Christian era.
Egyptians, and Assyrians, Persians and
Hindoos celebrated with joyous rite the
period of the winter solstices, when the sun
returned upon his course to bring once
more to earth warmth and light and re-
newed life. There are many stories which
will appeal to all races and creeds without
creating unhappiness or misunderstanding.
"The Night Before Christmas" is, of
course a perennial favorite and should be a
part of the heritage of every child. An-
other charming old English ballad is "The
Robin's Christmas Eve" which has been
published for many, many years by Mc-
Loughlin Brothers, N. Y. The same
bright-colored pictures recur with each
edition but they tell their story well and
although the robin is an English robin and
the atmosphere essentially English, the
KINDERGARTEN-PRIMARY MAGAZINE.
97
story is universal in its appeal to young
and old alike. Children could dramatize it
effectively although doubtless all would
clamor to play the role of robin. The price
is 25 cents.
A story that has held its own for many
years is "Whv the Chimes Rang," by
Alden. Formerly it could be obtained in
pamphlet form but it is now published by
the Bobbs-Merrill Co., of Indianapolis in a
volume. "The Knight of the Silver Shield"
which contains another Christmas story
"The Great Walled City," besides others
of charming fancy.
"Child's Christ Tales," by Mrs. Proud-
foot contains many legends centering
around the Child. Flanagan & Co., Chica-
go, now publish it in an inexpensive edition.
"Christmas in Many Times and in Many
Dands," by Evelyn Walker contains many
stories of the Christmas time from pagan
and Christian periods arranged for a
Christmas school entertainment. The illu-
strations are distinct enough to serve as
models for costumes. Price 50 cents. Pub-
lished by Welch & Co., Chicago.
"Christmas-Tide," by Elizabeth Harri-
son contains stories and also wise and help-
ful suggestions for parents as to how to
celebrate this happy time.
The "Children's Messiah," by Ma'ri Ruef
Hofer is a compilation of songs which
gives a complete program to carry through
the day in home or school. Suggestions
are also included for stereoptican pictures
to accompany the songs.
"Christmas Time Songs and Carols," by
Mrs. Crosby Adams, Chicago, also gives a
choice selection of songs, the music by Mrs.
Adams.
"The Cup of Loving Service," by Eliza-
beth D. Taylor (James Pott & Co.). is a
beautiful story for the Christmas time.
Any teacher who is making the stars a
point of departure should read "In Time
with the Stars," by Thomas K. Beecher,
published by Hosmer H. Billings, Elmira,
N. Y. It is the storv of a discussion be-
tween the parts of his watch. Another
story in the same volume "Quit Crowding"
has the right Christmas spirit although not
strictly a Christmas story.
"The Frozen Heart" is the dramatization
of Hans Andersen's story of the "Snow
Queen," by an English composer Mary
Carmichael, who has written a kindergar-
ten song book also.
"Christmas Every Day," by William
Dean Howells (Harper & Brothers), is a
capital story to read to those children who
are likely to have a surfeit of good things
on Christmas Day.
NOTE — By mistake "A Few Suggestions For No-
vember" by Bertha Johnston, in the November
number of the Kindergarten-Primary Magazine,
page 61, were separated from her story "A Story
For Thanksgiving," page 66.
Dec. 5-
Dec. 6-
Dec.
Dec.
TWO DECEMBER VISITORS.
BY SIBYL ELDER.
(A) Jack Frost.
(B) Santa Claus.
Dec. 4— Jack Frost's Home. The cold
north. Ice and snow always
there. Keeps at home all
summer. Goes abroad in the
winter.
-What he does. Beautiful frost
work on the ground and win-
dows.
-Forms shining icicles and makes
the tree branches glitter.
-Freezes the rivers and ponds.
Makes good skating.
-Review.
Dec. 11 — Turns the rain into snow and
hail. Snow-balling, forts,
sleds, sleighing.
Dec. 12 — Makes our fingers and noses red.
Need warm mittens and cloth-
ing.
Dec. 13 — Santa Claus. Comes from Jack
Frost's country. His sleigh
and reindeer.
Dec. 14 — His pack — filled with toys and
games — visits our homes the
night before Xmas.
Dec. 15 — Review.
Dec. 18 — Getting ready for Santa Claus.
Xmas tree put up — where it
comes from.
Dec. 19 — -Trimming the tree — c a n d 1 e s,
popcorn, etc. Holly in win-
dows, etc.
Dec. 20 — Hanging up stockings at home.
Santa Claus going down chim-
ney and filling them.
Dec. 21 — Waking up on Xmas morning.
Fun opening the stockings.
Presents on Xmas tree. Makes
us happy to give something to
others.
98
KINDERGARTEN-PRIMARY MAGAZINE.
Dec. 22 — Review. Visits of the mothers
to kindergarten.
Games.
Skating Game — (Reed).
The Toyman's Shop — The Toyman —
(Holiday Songs) — Miss Poulsson.
The Three Bears — Dramatized.
Pretty Little Popcorns.
Old Santa Claus Came to Our House.
Snowballing.
Feather Game — (Gaynor II).
Snowman — (Neidlinger).
A DECEMBER PROGRAM.
BY HELEN D. DENFIGH.
Points of connection — The Harvest, or
'gathering-in time' is over; Christmas, the
'giving-out time' is close at hand; winter is
beginning in earnest.
Thoughts For the Month.
(I) To have the children realize the
love and care of father and mother, and to
think lovingly of other children through-
out the city who are poor or sick, that they
may want to express themselves in glad,
free giving; — each one may be a little
'Santa' if he will.
(II) To welcome the winter, by observ-
ing nature so wonderfully preparing the
earth for rest, and by enjoying the fun and
frolic of this merry season.
I.. Home Life.
The Child's Home — Mother's kindness,
and love, and work. Father's care in pro-
viding; his strength and cheer.
Other Homes — Sometimes no dear
father or mother. Scanty clothing or food.
Few toys. Even pain to bear, too.
II.. Nature.
The snow, and ice. The cold, brisk wind.
Leafless trees ; protected birds. Frost on
window pane. Sleeping plants. Birds with
us now. Holly. Our Christmas tree.
Morning Talks.
Materials.
Snow ; Ice ; Leafless twigs ; Frost on
pane; Bread (for birds); Linen (for gift);
Picture books ; Flolly ; Christmas Tree.
Pictures.
Sir Galahad.
'Toyman and Boy' Mother-Play.
'Twas the night before Christmas.
Subjects.
Our warm, bright room; comfortable
homes, and clothing. Mother's care for all
at home. The things she does. Father's
hard work all day. His glad home-coming.
Other children who have no father or
mother; where and how they live. Sick
children. What can we do to make them
happy? Sir Galahad; and King Arthur,
who stayed to help his people, whilst his
knights went searching for 'the best thing
in the world.' The shops; the toys. The
snow and ice. Tree buds. Hungry birds.
Our Christmas tree.
Songs.
The Family (Gilchrist music) Blow
Book.
Santa Claus. Poulsson Finger Plays.
Christinas Bells. Hubbard book.
Rhymes
"The North-wind doth blow"
"Old King Cole."
Read — " 'Twas the night before Christ-
mas."
Stories.
^ Little Jolliby's Christmas (Chapter II)
Cheever.
The Bird's Christmas Carol (adapted)
K. D. Wiggin.
Games.
Santa Claus (song dramatized).
Skating game.
Sleigh-races. ' (Children wear bells while
racing).
Tov-shop. (Children to be the toys, as
"Tack-in-the-box," "Dancing bear," "Walk-
ing doll," "Woolly lamb," toyman and pur-
chaser).
Children to work out a "snow-man
game," with Frost, Sun, and Wind per-
sonified.
Rhythms.
Snow-balls ; making and tossing. Page
121, music for Child World, Vol. II Hofer.
Mother out shopping, walking, looking
in windows. Page 10, music for Child
World, Vol. II Hofer.
Father hurrying home with parcels.
Page 120, music for Child World, Vol. II
Hofer.
Children dancing around the Christmas
Tree. Page 65, music for Child World,
Vol. II Hofer.
KINDERGARTEN-PRIMARY MAGAZINE.
99
GAMES, PL A YS, STORIES
RECITATIONS, MEMORY GEMS, ETC.
KINDERGARTEN GRAND OPERA.
(Mrs. E. Lyell) AUGUbTE S. EARLE, B. M.
On Christmas Day, 1907, a notable
musical performance was given at the
Metropolitan Opera House, New York
City, under the direction of Heinrich
Conried. It was a children's matinee of
Humperdinck's "Hansel und Gretel."
When Mr. Conried announced his inten-
tion of giving this Christmas matinee, a
burst of protest followed — but he could
not be swerved from his idea, pleading
"Does not Mr. Frohman give "Peter Pan"
as a Christmas offering with the most
flattering response from a mighty audience
of children, young and old, — why not ex-
tend the fairy story into music?" The per-
formance justified his confidence and an-
other great epoch in a great city was be-
gun— the introduction of the Child's Grand
Opera, "Hansel und Gretel."
Who could resist it? Were not we,
teachers, parents, and big brothers and
sisters happy with the children in our re-
turn to the "Never, never land" in Peter
Pan — just so was that great audience
entranced in "Hansel und Gretel," which
opened up the "Never, never land" of
music ?
In Peter Pan we lived again the fairy
life of childhood told in classic diction and
style; in "Hansel und Gretel," the same
universal Fairy Brotherhood pulsed in
majestic tone of liquid melody and sonor-
ous harmony, while with fascinated eye and
enraptured ear we were borne into the
Fairy Wood and Grove of the classic realm
of childhood.
Is not this the true Kindergarten of
humanity that reaches up from the child
life that is and touches alike the child's soul
that never dies in mother and father, — in
grandsire and grandma, making a universal
Kindergarten of all humanity? Does not
this grand opera, a classic in form and ex-
pression combine and illustrate the true
activities of life which should be combined
and illustrated in the Kindergarten, a true
mirror of life as it should be? Do we not
find in this master piece the Home Circle,
the Nature Gift, the true Occupation, the
Song and Game and Story and the ultimate
realization of the ethical ends all these aim
at realizing?
Let us see from a brief presentation of
the story itself and from a few excerpts
from the text — the truth of what we are
saying.
The Story.
Hansel and Gretel is an opera in three
acts, the music by Engelbert Humperdinck
and the libretto by Adelheid Wette. It is
the German version of the old nursery
legend — Babes in the Wood.
The first scene discloses a wretched
homestead. The two children, Hansel and
Gretel, are at work — the boy making
brooms and the girl knitting stockings.
They both complain of feeling very
hungry, and there isn't a thing in the
house. Yes, there's a jug of milk that will
make nice blanc-mange when mother
comes home. Hansel tastes it and Gretel
raps his fingers. ,He says he won't work
any more and proposes they dance instead.
Gretel is delighted. He is very awkward
at first but she teaches him the steps and
they are getting along so famously that
they whirl around the room and fall
exhausted on the floor. At this moment
the mother enters and she is so angry at
seeing them do no work that she boxes
their ears for it. In her excitement she
gives the milk pitcher a push. It falls off
the table, breaks in pieces, and spills all the
milk. At this she is beside herself and
seizes a basket and tells the children to go
to the wood and pick strawberries. They
must not come home till the basket is full.
They run off while she, weary of life, sits
sobbing herself to sleep.
The father is heard in the distance with
a joyous song and enters in a joyful mood.
He wakes up his unhappy wife to tell that
he has sold all his brooms at the fair for
splendid prices and he shows his basket
full of provisions. Both are thus in fine
humor when he asks where the children
are. She says she sent them away in dis-
grace to the Ilsenstein. The Ilsenstein ! he
exclaims, where the witches ride on broom-
ioo
KINDERGARTEN-PRIMARY MAGAZINE.
sticks and devour little children. Exclaim-
ing "Oh horror!", she runs out of the
house, he after her, to lind Hansel and
Gretel.
The second act shows a forest. Gretel is
making a garland of wild roses while
Hansel is looking for strawberries. In the
background is the Ilsenstein. It is sunset.
Hansel crowns Gretel queen of the wood
and she allows him to taste a strawberry.
He gives her one in return and little by
little they devour them all. Then they are
frightened. They want to pick more but
it is getting too dark. They want to leave
but cannot find the way. Gretel fears be-
ing in the dark but Hansel is very brave.
She sees faces in trees and stumps and he
calls out to reassure her. Echo answers
and he grows frightened too. They huddle
together as a thick mist arises which hides
the background. Gretel, terror-stricken,
falls on her knees and hides behind Hansel.
At this moment a little man appears, as
the mist rises, and quiets them. It is the
Sandman and he sings them to slumber.
Half awake they say their evening prayer
and sink. down on the moss in each other's
arms. A dazzling light then appears, the
mist rolls itself into a staircase and angels
pass down and group themselves about the
i wo sleeping children.
In the third act the scene is the same,
the mist still hiding the background. The
Dawn Fairy shakes dewdrops on the chil-
dren. They wake, but Hansel very lazily,
r hey both have had dreams of angels com-
ing to see them with shining wings. The
mist now clears away and in the back-
ground is seen the witches' house with a
tence of gingerbread figures. There are
also seen an oven and a cage. Hansel
wants to go inside and Gretel draws him
back. But Hansel says the angels beguiled
their footsteps and why shouldn't they
nibble a bit at the cottage ? They tiptoe to
the fence and break off a bit of the cake
cautiously. The witch voice from within
tells them to go on nibbling. They like the
gingerbread. It suits them famously and
apparently suits her too as she watches
them from her window.
But she comes out of the house as they
are joyously laughing and throws a rope
about Hansel's neck and caresses them.
Hansel tries to get away and calls her
names, while she goes on saying how she
loves them both — they are such dainty
morsels. Hansel tries to run away and
takes Gretel with him. But the witch
casts a spell on them and they stand stock-
still. Then she leads Hansel to the cage
and shuts him in and gives him almonds
and raisins to fatten him up. She loosens
Gretel with the magic stick and says how
nice and plump she'll be when she's
roasted brown. She opens the oven and
puts more fagots under it and says the fire
will soon be ripe to push Gretel in. In her
joy she rides wildly round on a broomstick
while Gretel watches from the house.
The witch calls Gretel out and opens the
oven door. Hansel tells Gretel to beware
and the witch tells her to peep in the oven.
Gretel pretends she does not understand.
She secretly disenchants Hansel so that
when the witch bends over and peers into
the oven they give her a push and in she
goes. Then they dance wildly about.
Hansel throws sweetmeats out of the win-
dow. The oven cracks open and falls into
bits, while groups of children suddenly sur-
round Hansel and Gretel. Then they dis-
enchant the gingerbread children who are
very grateful. As they are all dragging
the gingerbread witch about, the Father
and Mother come in and are overjoyed at
finding their children again.
DRAMATIS PERSONAE.
Peter, Broom-maker.
Gertrude, his wife.
Hansel,
Gretel, their children.
The Witch who eats children.
Sandman, the Sleep Fairy.
Dewman, the Dawn Fairy.
Children.
The Fourteen Angels.
Note home occupation with Nature
Gift Material in Scene I, Act I.
ACT I.
AT HOME.
Scene I.
(Small, poorly furnished room. In the
background a door, a small window near
it with a view into the forest. On the
left a fireplace, with chimney above it.
On the walls many brooms of various
sizes. Hansel sits near the door, making
brooms, and Gretel opposite him by the
fireplace, knitting a stocking.)
Likewise in same act, Song and Dancr
and Game of children serves as climax of
scene.
(Claps her hands.)
KINDERGARTEN-PRIMARY MAGAZINE.
101
Brother, come and dance with me,
both my hands I offer thee;
right foot first,
left foot then,
round about and back again!
Hansel (tries to do it, but awakwardly).
I would dance, but don't know how,
when to jump, and when to bow;
show me what I ought to do,
so that I may dance like you.
Gretel.
With your foot you tap, tap, tap;
with your hands you clap, clap, clap ;
right foot first,
left foot then, .
round about and back again !
Hansel.
With your hands you clap, clap, clap;
with your foot you tap, tap, tap;
right foot first,
left foot then,
round about and back again !
Gretel.
That was very good indeed,
O, I'm sure you'll soon succeed !
Try again, and I can see
Hansel soon will dance like me !
(Claps her hands.)
With your head you nick, nick, nick;
with your fingers you click, click, click ;
right foot first,
left foot then,
round about and back again.
Hansel.
With your head you nick, nick, nick ;
with your fingers you click, click, click ;
right foot first,
left foot then,
round about and back again !
Brother, watch what next I do,
you must do it with me too.
You to me your arm must proffer,
I shall not refuse your offer !
Come !
Both.
What I enjoy is dance and jollity,
love to have my fling;
in fact, I like frivolity,
and all that kind of thing.
Gretel.
Tralala, tralala, tralala!
Come and have a twirl, my dearest Hansel,
come and have a turn with me, I pray.
Sing lustily hurrah ! hurrah !
while I dance with you;
and if the stockings are in holes,
why, mother'll knit some new !
Hansel.
Tralala, tralala, tralala !
Sing lustily hurrah ! hurrah !
while I dance with you ;
and if the shoes are all in holes,
why mother'll buy some new!
Tralala, tralala, tralala !
(They dance round each other as before.
'Ihey then seize each other's hands and
go round in a circle, quicker and quicker,
until at length they lose their balance
and tumble over one another on the
floor.)
In Act II, note crowning of Gretel as
Queen of the Wood and the abandon of
the children under the natural influence of
the forest wild and as terror, is about tc
seize them the traditional Sandman or
Sleep Fairy approaches the children with
friendly gestures and sprinkles the mystic
grains on their wearied eyes.
Scene II.
Sandman (the Sleep Fairy).
(The little man approaches the children
with friendly gestures, and the children
gradually calm down. He is strewing
sand in the children's eyes.
I shut the children's peepers, sh !
and guard the little sleepers, sh !
for dearly do I love them, sh !
and gladly watch above them, sh !
And with my little bag of sand,
By every child's bedside I stand;
then little tired eyelids close,
and little limbs have sweet repose.
And if they're good and quickly go to sleep,
then from the starry sphere above
the angels come with peace and love,
and send the children happy dreams,
while watch they keep !
Then slumber, children, slumber,
for happy dreams are sent you
through the hours you sleep.
(Disappears. Darkness.)
Hansel (half asleep).
Sandman was there !
Gretel (ditto).
Let us first say our evening prayer.
(They cower down and fold their hands.)
Both.
When at night I go to sleep,
162
KINDERGARTEN-PRIMARY MAGAZINE.
fourteen angels watch do keep :
two my head are guarding,
two my feet are guiding,
two are on my right hand,
two are on my left hand,
two who warmly cover,
two who o'er me hover,
two to whom 'tis given
to guide my steps to Heaven.
(They sink down on to the moss, and go
to sleep with their arms twined round
each other. Complete darkness.)
Scene III.
(Here a bright light suddenly breaks
through the mist which forthwith rolls
itself together into the form of a stair-
case, vanishing in perspective, in the
middle of the stage. Fourteen angels, in
light floating garments, pass down the
staircase, two and two, at intervals, while
it is getting gradually lighter. The
angels place themselves, according to
the order mentioned in the evening
hymn, around the sleeping children ; the
first couple at their heads, the second at
their feet, the third on the right, the
fourth on the left, the fifth and sixth
couples distribute themselves amongst
the other couples, so that the circle of
the angels is completed. Lastly the
seventh couple comes into the circle and
takes its place as "guardian angels" on
each side of the children. The remain-
ing angels now join hands and dance a
stately step around the group. The
whole stage is filled with an intense light.
Whilst the angels arrange themselves in
a picturesque tableau, the curtain slowly
falls.)
Act III emphasizes element of the story
when the dawn fairy sprinkles clew drops
on sleeping children ; the story element be-
ing elaborated through gingerbread figures
and the witch's voice bidding the lost
children to nibble to satisfy their hunger.
The story element of suspense reaches its
climax when the witch seizes Hansel and
Gretel and attempts to bake them into
gingerbread figures.
The ethical ends are attained by the
over-throw of the witch and the dis-
enchanting of the gingerbread children and
the hapnv father and mother come in and
join the true Home Kindergarten Circle in
the joyous finale of the opera.
Father.
Children, see the wonder wrought,
how the Witch herself was caught
unaware
in the snare
laid for you with cunning rare !
All the Rest.
See, O see the wonder wrought,
how the Witch herself was caught
unaware
in the snare
laid for us with cunning rare !
(The two boys drag the Witch in the
cottage.)
Father.
Such is Heaven's chastisement;
evil works will have an end.
"When past bearing is our grief,
Then 'tis Heaven will send us sure relief!"
All.
"When past bearing is our grief,
Then 'tis Heaven will send relief!"
The End.
I cannot dismiss this beautiful Kinder-
garten opera without a reference to the
special adaptation of classical themes to
the child aspect of story. It illustrates the
truth that Kindergartners are not always
realizing — namely, that as the highest art
and literature have in them elements of
classical simplicity that appeal permanently
to child growth, so even classical music
rightly adapted to its theme may begin to
introduce the child to his true musical in-
heritance.
It illustrates furthermore the truth that
the real Kindergartn.er must, motherlike,
have an insight into not merely hand
material and child processes but a fuller
equipment of literary artistic and musical
appreciation.
In a later article I may return to the
musical themes themselves as excerpts for
actual use in the Kindergarten.
A CORRECTION— Owing to an error the article
"Number in the Kindergarten'' written by Harrietta H.
Freeland, and published in the November number, was
not duly credited to the School Exchange of Newark, N.
J., from which it was taken. This lack of credit was due
entirely to the misplacing of a slug and was wholly un-
intentional.
Free for six months. See our great offer on
page 69.
Our great offer will be withdrawn December 25,
1908. If you wish to take advantage of it, do not
delay.
KINDERGARTEN-PRIMARY MAGAZINE.
103
OLD CHRISTMAS PLAYS AND
CAROLS.
BY MARI RUEP HOFER.
There is no more beautiful contribution
to the literature of Christmas than that of
the old half-forgotten nativity plays of the
Middle Ages. In those childlike days,
when the mystery and marvel of the
wondrous birth had not yet faded from the
ken of man, were produced those sacredly
human people's dramas whose simple and
naive character ranks them among the
classics of the world.
The mystical element of the Christian
faith was always warmly cherished by the
simple people whose spiritual need it ful-
filled. Simultaneously with the greater
Passion Plays and Miracle Plays of Europe
sprang up in every village and hamlet these
lesser and humbler dramas of the Christ
birth. So plentiful were these that every
province in France and Germany, every
country in England could boast its own
original "Mystery" or Sacred play with a
group of peasants for playwrights and
actors.
The subjects most frequently chosen,
were the Story of Bethlehem, Vision of the
Shepherds, The Three Kings, The Star
Carol, The Journey of Joseph and Mary,
or supposed .scenes from the Childhood of
Jesus. The element of personal relation-
ship which is almost lost in modern
Nativity interpretations is well retained in
these bits of translated and untranslated
verse here offered. This makes them akin
to the childhood of all times and suggests
their suitability for children's Christmas
plays, or for presentation by Kindergarten
Training Classes. A touch of simple
costume and Ben Greet stage setting
makes them available anywhere.
A DIALOGUE.
The Shepherd.
Ye shepherds, leave we here our
flocks,
Upon the young grass pasturing;
Already should we be away
To Bethlehem now journeying,
For on that sod
The son of God
Chose from a human stem to spring.
The Shepherdess.
Well said, 0 gentle shepherd mine,
And with such lovely light for view,
Let us to Bethlehem, swift of foot,
There to behold this marvel new,
Of which did tell
Great Gabriel,
Who gives to us a witness true.
The Shepherd.
That high discourse which I have
learned,
The which the angel bade us hear,
Has so rejoiced my heart in full
That I no more may linger here,
But bend the knee
My God to see
Who for my sake comes lowly near.
The Shepherdess.
Through that sweet song of graei-
ousness,
My soul is so entranced and filled,
That heavenward lifting up mine
eyes
As by an exstacy I'm willed,
And still in thought
The chords seem wrought
Of harmony divine that thrilled.
The Shepherd.
Yet it is needful that we take
Some new gift excellently- planned;
For he that unto God will turn
Must ne'er appear with empty hand;
God builds our joys
And He destroys,
He waters and He plants the land.
The Shepherdess.
I have a great bowl of new milk.
Just freshly taken from the cow.
The Shepherd.
And I will carry a young lamb,
That hath no spot or stain, I trow.
The Shepherdess.
A treasure fine
Is likewise mine,
But I would fain that none should
know.
The Shepherd.
What wouldst thou give Him, sister,
say?
Tell me, what should thy present be?
The Shepherdess.
I make him present of my heart.
The Shepherd.
My will, my life, I give him free.
The Shepherdess.
Let us begone,
And haste we on.
The Shepherd.
Not to be there is grief to me.
— From The French by Lady
Lindsay.
104
KINDERGARTEN-PRIMARY MAGAZINE.
SHEPHERD'S SONG.
Now we will go, now we will go,
The way we know to Bethlehem;
That they may show and we may
know,
'Tis even so as we proclaim.
And we will take the bread we bake,
The wine we make as gifts to
them,
And milk and cheese, and on our
knees
Will offer these at Bethlehem.
And He shall know we love Him so,
But cannot show a better way
Of service dear and loving cheer,
Than we do here on Christmas
day.
— Housman's Nativity Play.
VERSE FROM AN OLD BAVARIAN
CHRISTMAS PLAY.
O Jesulein zart,
Dein kripplein ist hart!
O Jesulein zart,
Wie liegst du so hart!
Schlaff Kindlein, du deine Augelein
zue,
Schlaff und gib uns die ewige Rhue,
O Jesulein zart,
SANTA GLAUS' MAGICAL GIFTS.
BERTHA JOHNSTON.
Listen, the sleigh-bells! Oh, sister I hear
Them coming now surely, each moment more near!
Yes, skimming a-gallop, o'er snowdrifts so white,
The reindeers of Santa are speeding tonight.
Straight through the moon's rainbow ring now
they dash, '
Next, 'twixt soft cloud-banks they leap like a flash
Each laughing star holds high a gay, twinkling
light;
Each reindeer nods "thank you" for roadway made
bright.
Pictures and go-carts, pianos, are stowed
With dolls, balls and skates in the magical load
That Santa has crowded so tight in his sleigh
To bring down the chimney when dawns Christmas
day.
Now, a wonderful charm has each playtoy and
game
By which you may tell which from Santa Claus
came.
The magic I'll tell you and then when you know
Just tell the glad secret wherever you go.
A share in the giving has jolly St. Nick
His loving charm spreads with a magic most quick
And children receiving HIS presents so rare
vVith all of their playmates each joy long to
SHARE.
A straight forward, clean cut proposition. This
Magazine 6 months free. See our great offer on
page 69.
BOOKS FOR HOLIDAY GIFTS.
"DRIFTED IN" by Will Carleton. In this
volume, Will Carleton, America's versatile poet
tells in rhyme the story of a train that is "drifted
in" by a snow storm. Upon the thread of this
story are interwoven thirty or more poems the
majority being the stories told by the different
passengers as a means of forgetting their un-
pleasant predicament. This gives occasion for a
great variety of thought, philosophy and senti-
ment. "The Old Front Gate" with its story of
the drifting apart of a wedded pair and the recon-
ciliation, radiates both humor and a sweet senti-
ment peculiarly appropriate to the spirit of the
Christmas time.
"Swingin' back and swingin' forward, I am very
glad to state
That that pair re-entered Heaven through the
Old Front Gate."
There are several different poems inspired
directly by the Christmas thought. "The Ghost
Walk" is of special interest just now when the '
matter of college hazing is being so much dis-
cussed. College students past and present will
enjoy the unexpected turn the story takes. "The
Coming of the King" and the "Messenger Out of
the Sky" are very different in style of expression
but they alike record the joy occasioned by the
entrance of an infant into the home where he has
been long desired. "The Captain's Story" is the
semi-ironical tale wherewith the old sea captain
cleverly subdues an incipient insurrection as he
speaks
" In a voice with velvet sheath ( .
Enclosing claws that were just beneath."
We have cited enough to give a faint idea of
the variety to be found between the pages of this
handsome book on whose cover is depicted the
roving hamlet
"....with its one long swaying street
On which the tribes of the nations meet,"
sunk in the depths of the impassable drift. Pub-
lished by the Every Where Publishing Co., New
York. Price $1.50.
"Tommy Trot's Visit to Santa Claus" by Thomas
Nelson Page. This is a truly delightful story for
boys but to the kindergartner, and indeed to any
teacher it brings a welcome note of encouragement
for it depicts incidentally, in a few words here and
there an ideal father who is more than the mere
provider of the material needs of his child. The
description of the making of the sled by Tommy
under the sympathetic guidance of his father who
knows when to wisely suggest and when to lend
a helping hand, is one to be read at parent's meet-
ings as a lesson in parental pedagogy. The ex-
periences of Tommy and his friend in the Polar
regions of Dreamland will make their natural
appeal to the child. Published by Charles
Scribner's Sons.
"Princess Wisla," by Sophie Swett. Princess
Wisla is little Peggy Piper who lives near Bar
Harbor and is stolen for awhile by an old Indian
squaw who loves her dearly and eventually re-
stores her to her heart-broken parents. The
friendship between a brother and sister and be-
tween the two little girl playmates is charmingly
portrayed and despite its fairylike incidents each
one is within the range of possibility. The chil-
dren who are passing beyond the fairy story
period to that in which they ask "is it true?" will
be just the ones to most enjoy this tale. The love
of the old squaw for the child she thus forcibly
KINDERGARTEN-PRIMARY MAGAZINE.
105
adopts and the generous manner in which she
later comes to the rescue of Peggy's father will
help the children to feel a kinship with those of
the' less advanced races. We welcome a story that
helps to dissipate racial distrust and hatreds.
Published by Little, Brown &' Co., Boston.
"Easy German Stories," by Hedwig Levi. Some
of Miss Levi's stories have from time to time
appeared in the pages of the Kindergarten-
Primary Magazine. This little volume includes
stories originally written for two German juvenile
periodicals. They are arranged now with refer-
ence to English children who are learning Ger-
man. Several of the pretty little tales are purely
fanciful while others will appeal to the child who
wants to hear a true story. The language is sim-
ple and idiomatic so that the little child who reads
will be learning German as it is spoken by the
Germans. It is edited with notes and vocabulary
by Mrs. Luise' Delp, senior German Mistress at the
Sydenham High School, England. Published by
Geo. G. Harrap >&' Co., London, England.
"The Spring Cleaning," by Mrs. Frances Hodg-
son Burnett. This is another of the Queen Cross-
patch booklets gotten up in the same attractive
style as was the Cozy Lion of last year. The fairy
Queen tells how, with help of her Green Workers
she accomplishes her spring housecleaning, wakens
the plants and manages to get them up in time
to give joy to a little city flower-girl who is to
see the primroses growing for the first time. The
colored illustrations are by Harrison Cady. Pub-
lished by the Century Co.
"Home Occupations for Boys and Girls," by
Bertha Johnston assisted by Fanny Chapin. This
is a little volume written with special reference
to the mother who knows little, practically, of
kindergarten principles or methods and hence
needs to have detailed directions for making use
of the many odds and ends to be found in every
household. The market-basket, the sewing-
basket, the paint-box, and papers saved from the
scrap-basket, each yield suggestions for happy
employment. There is a chapter devoted to holi-
day occasions, others describe plays and games,
dolls and doll-houses, household duties, etc., and
there is a chapter each devoted to kindergarten
gifts and kindergarten occupations. Although
written with the mother primarily in mind, grade
teachers as well as kindergartners will find many
suggestions of use in school hours. Published by
George W. Jacobs •&' Co., Philadelphia, Pa. Price
fifty cents.
IF I WEKE YOU
If I were you and went to school
I'd never break the smallest rule;
And it should be my teacher's joy
To say she had no better boy;
And 'twould be true
If I were you.
Go to bed late — cross girl or boy.
Go to bed early — ready for play;
Go to bed late — moping all day.
Go to bed early — no pains or ills;
Go to bed late — doctors and pills.
— St. Nicholas.
"CR A Y O L A"
Artists' and School Crayon
CRAYOLA COLORS are per-
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expensive outfit is required
in their use! No waiting for
colors to dry, No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-S3 Fulton St.,
New York.
cn^P^rgxl^>iGiui>GS
FOR CHRISTMAS
AWARDED FOUR /^irTC
GOLD MEDALS VJ1.T 1 O
Re produ ciionj^the
Worlds Great
EACH FOR 25 OR MORE S/zxQ
SEND TODAY 3 TWO CENT
STAMPS FOR CATALOGUE
OF 10 00 MINIATURE
ILLUSTRATIONS
THREE PICTURES
AND A COLORED
CIRD PICTURED
AWARDED FOUR GOLD flEDALS.
SEND TODAY
25 Cents for
25 Art Subjects or
25 Madonnas or
25 for Children or
25 Kittens, Dogs, etc. or
25 on Life of Christ or
$1.00 for any four
sets or for Art Set
No. 10 of 100
Choice pictures.
Send 50 cents for 10
Extra Size pictures,
■0x12
Madonna Booklet. 25c.
The one cent pictures are 4 to 6 times the size of this
Madonna.
THE PERRY PICTURES CO.
80x630 rialden, Mass.
ORDER TO=DAY
A Few Valuable Books for Kindergartners and Primary Teachers
We keep in stock many books not found in this list, and supply ANY book on the market at lowest prices.
Put right in your order the book you want, give us the name of publisher if you can, and we will send it.
Kindergarten Hand Books Especially for Primary Teachers
Price, 25 Cents
These books give just the
information desired by pri-
mary-kindergarten teachers
The works are all amply ill-
ustrated and are bound in
limp cloth.
The First Gift in Primary
Schools. By J. H. Shults. With
several illustrations, songs
and games, price 15c.
A Second Gift Story or Miss
Arden'sWay. By Violet Lynn.
This volume tells in attract-
ive story form how teachers
can use the second gift in
correlation with the regular
primary work. Price 25 cents.
Illustrated.
The Third Gift in Primary
Schools. — Building with
Cubes. By J. H. Shults.
Written especially for Pri-
mary teachers, containing
lesson suggestions and hints
relative to correlation with
primary school work. Fully
illustrated. Limp cloth.
Price 20c.
The Fourth Gift in Primary
School S. — -Building with
Bricks. By J. H. Shults. AJhandbook for the primary teacher
on the use of this gift in correlation with primary school
work. The only work of this kind written especially for pri-
mary teachers. Fully illustrated. Limp cloth, price 20c.
The Seventh Gift in Primary Schools. — Tablet Laying and
Parquetry Work. By J. H. Shults. With many illustrations
hints and suggestions, enabling primary teachers to use the
gift in correlation with their primary school work. Limp
cloth. Price 20c.
The Tenth Gift — Stick laying— In Primary Schools.-- By
Alice Buckingham. The only book of its kind published in
America. Contains nearly 200 illustrations with complete
instructions for the use of the gift in primary schools; price
25c.
Eleventh Gift— King Laying in Primary Schools—With many
illustrations for both ring-laying and ring and stick-laying
combined. Limp cloth, price 20c.
The Thirteenth Gift- The Point— In Primary Work. By J.
H. Shults. Illustrating the work with lentils, corn, peas and
other seeds. Limp cloth, price 15c.
Peas and Cork Work in Primary Schools. By J. H. Shults.
Illustrated. Limp cloth, price 15c.
Reed and Raffia Construction Work in Primary
Schools. By Mary A. Shults. Fully illustrated. It teaches
how to use both reeds and raffia in primary schools, with
children of every grade. Complete instructions for making
mats, baskets, and many other articles, both from reeds and
raffia alone, and with a combination of both; price 25c.
Stories, Games, flusic, Etc.
All books sent prepaid on receipt of price
unless the postage is indicated.
One Hundred New Kindergarten Songs, $1.00
Cloth. The latest and best.
Graded Memory Selections 10
A Christmas Festival Service, paper. . . .25
By Nora Smith.
Instrumental Characteristic Rhythms.
Part I, boards, $1.50; Part II, paper, 1.00
By Clara I* Anderson.
Boston Collection
Stories, cloth . .
of Kindergarten
Songs and Games for Little Ones, net. 1.50
Postage, 16c.
By Harriet S. Jenks and Gertrude Walker.
Song Stories for the Kindergarten,
boards 1.00
By Mildred J. and Patty S. HilL
St. Nieholas Songs, boards, net, 1.25
Postage, 24c.
The Songs and Music of Froebel's
Mother Play, cloth 1.50
FINGER
A VLftVS
w
Send to us for
any book pub-
lished and we'll
supply it at low-
est prices. Give
name of pub-
lisher, if possi-
ble and price.
Timely Games and Songs for the Kin-
dergarten, paper 60
By Clare Sawyer Reed.
In the Child's World, cloth 2.00
By Emllie Poulsson.
Half Hundred Stories (207 pages), cloth .lb
Dozen and Two Kindergarten Songs.
Paper $ .so
Louis Pauline Warner.
Folk and Other Songs for Children.... 1.50
Jane Bird Radcllffe-Whitehead.
Kindergarten Chimes, paper 1.00
" boards 1.25
" " cloth 1.50
Kate D. Wlggin.
Uttle Songs for Little Singers 25
W. T. Glffe.
Motion Songs 25
Mrs. Boardman.
Posies from a Child's Garden of Verses. 1.00
Wm. Arms Fisher.
Sixty Songs from Mother Goose's Jubilee 1.00
L. E. Orth.
Song Echoes from Child Land 2.00
Miss Harriet S. Jenks and Mrs. Mabel Rust-
Songs of Nature 30
E. U. Emerson and K. L. Brown.
Songs of Sunshine 1.00
Stories In Song . . . .r 75
Thirty Songs for Children 50
Master St. Elmo 1.00
Postage, 12 cents.
Mrs. C. S. Senour.
Musical Poems 1.50
Mrs. C. S. Senour.
Flower Ballads, cloth 1.00
" " paper 50
Mrs. C. S. Senour.
Callsthenlc Songs, cloth . ■ .35
By Flora Parsons.
Finger Plays, cloth • 1.25
By Emllie Poulsson.
The Story Hour, cloth 1.00
By Kate Douglas Wlggln.
Myths and Mother Plays, cloth 1.00
By Sara Wiltse.
Flower Ballads, paper, .50; cloth 1.00
By Caro S. Senour.
niscellaneons
Commentary on Froebel's Mother Play.. $1.25
By J. Denton Snider.
The Psychology of Froebel's Play Gifts, 1.25
By J. Denton Snider.
Mottoes and Commentaries of Froebel's
Mother Play l.oO
Translated by Susan E. Blow.
Outline of a Tear's Work In the Kin-
dergarten 60
By Anna Deveraux.
Blackboard Designs, paper .50
By Margaret E. Webb.
Education by Plays and Games .50
By G. E. Johnson.
The Study of Children, cloth 1.00
By Frances Warner.
Nursery Ethics, cloth l.Oo
By Florence Wlnterburn.
The Color Primer. Price, Teachers' Edi-
tion. .10; Pupils' Edition 05
The Color Primer Is issued in a paper
cover. The teachers' edition, including as a
part of itself the pupils' edition, has 8fl
pages and the pupils' edition alone 24
pages.
Water Colors in the Schoolroom. Price,
boards 25
By Milton Bradley.
This Is a practical handbook on the use
of Water Colors.
An artistic book. Illustrated with twelve
colored plates.
Address all orders to
American Kindergarten Supply House
276-278-280 Hirer Street, Manistee, Mich.
A BAKER'S DOZEN FOR
CITY CHILDREN
New Book of Kindergarten Songs
By ISABEL VALENTINE and LILEON CLAXTON
1 wo Practical Kindergartners of the New York City Public School System
With introduction by JENNY B. MERRIL, Supervisor of Kinder
gartens, New York City Public Schools.
THIRTEEN SONGS WRITTEN as a result of yeaes of teaching
EXFERI ENCE
THIRTFFN SO NHS that have been thoroughly tried and
I I lll\ I LLI ti ^>Wi TIVJ^> PROVEN IM MENSELY SUCCESSFUL.
THIRTEEN SONGS EXPRESSIVE OF THE CHILD'S OWN EVERYDAY
THIRTEEN SONGS READILY DRAMATIZED FROM THE CHILDREN'S
SUGGESTIONS
THTRTFFN SONPxS that city kindergartners must have and
liiirvi LiLii> ownuo other kindergartners should have
THTRTFFM SONflS bright, cheery, new. with smooth flowing
1 1 llJA. 1 LiLiH >JwnVJ>J HARMONIES AND SIMPLICITY OF RYTHYMA.
The thirteen songs are clearlv printed °n good paper and bound with strong linen mak-
ing a very attractive and durable book, just the thing for an EASTER GIFT.
Price 50 Cents i
Add 5c extra for Postage
ordered sent by mail.
We will send the KINDERGARTEN-PRIMARY MAGAZINE for one
year and acopy of 'A BAKER'S DOZEN FOR CITY CHILDREN,"
$ 1 .55 prepaid, to any address in the United States on receipt of $1.10
* (Canadian or Foriegn subscribers add 20 cents or 40 cents respec-
*^' tively, for postage.) You may use this offer to renew your sub-
Si 10 scriptionif you like.
NOTE:
This offer may not appear again, so attend to it today. Address
The Kindergarten -Magazine Co
59 West 96th. Street, NEW YORK.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take np the matter with some wide-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait*
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec-
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
TEACHERS
We have great difficulty in
supplying the demand for
Wages will please you.
strong Primary Teachers.
Write us
Owen Pacific Coast Teacher's Agency
McHlnnville, Oregon.
THE EMPIRE
TEACHERS' AGENCY
D. H. COOK, Manager
Syracuse, N.iY.
we not help you?
An Agency with agents.
LOCATES KINDERGARTEN TEACHERS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We also extend time in payment of com-
mission.
Write Today. Send Photo
We have placed hundreds of others. Why may
Empire Teachers' Agency,
Syracuse, N. Y.
BJFBgmmn-jTIiB HAZARD TEACHERS' AGENCY
JoraStlected Membership. Wrila the nearest 615 Empire State Building,. SPOKANE. WASH.
office. I 224 Railway Exchange. - DENVER. COLO.
SABIN'S EDUCATIONAL EXCHANGE-
HENRY SABIN 1907 «4th Season ELBRIDGE H. SABIN
During last year placed teachers In 80 counties in Iowa, and in Minnesota, NorthandSo
Dakota, Nebraska, Colorado, Wyoming, Utah, Idaho, Montana, Washington and Ore
gan. Address, HENRY SABIN, Manhattan Building, Des Moines, !owa.
Pioneer Teachers' Agency, Oklahoma City, Okla.
Will help you get a new or better position, whether you are a Teacher, Clerk,
Book-keeper, or Stenographer. Enroll now for fall vacancies in schools.
The demand for good teachers in all the Western and Southern States Is far
greater than the supply.
Write for application blanks and full particulars.
ROME
TEACHERS' AGENCY
Teachers wanted for good positions in all parts of the United States
Registration fee holds good until we secure a position for you.
W. X. Crider, Rome, New YorK
Primary Teachers Wanted
Vacancies not Because •( 4*-- mand, offer FREE] registration to
those with some Kperlcnce. VMA M. THURSTON, Hunger,
THURS1 ITS TEACHERS' AGENCY, 878 Wabash Ave, Chicago,
Minneapolis
Teachers'
Agency
Scad
for"4
Our 5
Latest
Booklet
Admit* to membership only the better class of teachers
registration fee returned to others at once.
Returns fee if its service is not satisf acrory .
Mokes specialty of placing members in the HldiUs
States and in the West — largest salaries paid there.
Is conducted by experienced educators and busiasas
men.
Has had phenomlnal success in placing its members din-
ing: the past year.
Now is the time to register.
Send for our our Booklet.
Address, 337-329 Fourteenth Avenue,
Dapt. F. MINEAPOLIS. MINM.
Positions==for Teachers
If you want a position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
523 New York Block,
Seattle, Wash,
Teach in the
Sunny South
This section offers better In-
ducements to aspiring teachers
than any other, and teachers are
in great demand. If yon want a
good position for next school year
you can secure it in this field. For
full information write
CLAUDE J. BELL,
Nashville, Tenn.
Proprietor the Bell Teachers'
Agency.
GO SOUTH
Many Teachers Wanted
An Agency that
Recommends in 15 Southern States
Ala., Ark., Fla., Ga., Ky., Md.,
Miss., Mo., N. C, S. C, Tenn.,
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
ers of Commercial Branches, Man-
ual Training, Domestic Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
Deals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances come
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY.
CHATTANOOGA, TENN.
CHICAGO, 17 E. Van Buren St
THE CLARK TEACHERS' AGENCIES
NEW YORK, 156 FIFTH AVE.
BOISE, IDAHO
Send for OIK PLATFORM, giving full information and five hundred letters from
teachers and school officers.
INDEX TO CONTENTS
Reminiscenses of Froebel E. Hess
The Short Story— Its Place in the Kinder-
garten and Grades
Scientific Basis upon which Kindergarten
is Founded
Letters to a Young Kindergartner
Mothers' Meetings and Reading Circles
After Christmas -
Program Suggestions for January
Tony and his Fruit Stand
Kindergarten Light Opera
Social Celebrations in New York
New Years Day
The Cultivation of Beauty Perception
The City Street -
Query Column,
Book Notices ...
Copyright, 1909, by J. H. Shults.
E. Lyell Earle,
Hortense M. Orcutt,
Harrietta Melissa Mills,
Jenny B. Merrill, Pd. D.
Bertha Johnston,
Augusti S. Earle,
Mari Ruef Hofer,
107
115
121
124
125
126
127
132
132
134
135
136
137
139
140
Volume XXI, No. 4.
$1.00 per Year, 15 cents per Copy
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenue., Chicago, 111.
THE
SOBMEB
PIANO
THE
WORLD
RENOWNED
The many points
ofs uperiority
were never better
emphasized than
intheSOHMER
PIANO of today.
It is built to sat-
isfy the most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
n a t i n g intelli-
gence of the
leading artists.
SOHMER & CO.
WARER00MS--C0R. 5th AVE. AND 22ud St.
NEW YORK
Lakeside Classics
AND
Books for Supplementary
Reading
Please send for descriptive list of Selec-
tions from English and American au-
thors and for stories prepared for all
grades from third to last year in High
School. 132 numbers in Lakeside
series at prices from a cents to 35 cents,
depending on amount of material and
style of binding;— any book sent post-
paid on receipt of price.
Ainsworth & Company
377-388 Wabash Arenae
CHICAGO, H.L
An Unusual and Extraordinary Opportunity!
FREE
SAMPLE OFFER
18 DAT* ONLY 9
Beiutlful Bright SpvUlac Funou
$5 Barnatto Diamond Ring ur,r
Approximates genuine in brilliancy, detection
almost bafflos experts, fills every requirement-^
otthe most exacting, pleases the meat fastid-~fl|
lous, at only one-thirtieth the cost of the real
mond. As a means of introducing thin
rveloux and wonderful xa'ntil latino Q*mt
and securing as many new friends as quickly
possible, we a're making a special induce-
ment for the newyear. We want you to wear
this beautiful Ring, thin nwnt«rpi*Cm of man's
handicraft, this simulation that sparkles with
•11 the beauty, and flashes with all the fire of
^A GENUINE DIAMOND
of the first water. We want yon to show it to
rour friends and take orders for us, as it sells
itself— sells at sight— and makes 100% Froflt
(or you, absolutely without effort on your part.
We want good, honest representatives everywhere, i
llty, city or oouatry. In faot, la s»«ry country tbroufbout the wi
id wodm, who will not itll or' para tat Baroatto Simulation Diamonds
under tht prcUas* that thoy as* Gsnulno C«mi. If you wnat to wear a slma*
diamond, to tba ordlaary vbiarrer almoit Ilk* unto a («» of taa pur* It
rmt.i llitltjf tubstltuw for th« genuine.; or If you want ta Bake Booty,
eVa'l wait— ACT TODAY, as this edTcrtlscmtat may Dot appear.eor tbli uaus-
»1 and •xtraordlnary opportunity occur, again. Fill out tot ooupoa b*tov
id ssnd at ones— nrst corns, first strrad.
The Barnatto Diamond Co. Wrtto B*~ »«« °*W !» **uh
yea saw tkls ad.
Glrard Bldg., Chicago. -
Natru ♦. • „.
R.F.D.R.tf* Strttt
TowH^rCity
& f>
P.O. B*x.... Stat*
PRIMARY TEACHERS
will be Interested to know
that we put up
p
I Kindergarten Material
Especially for primary school* and will
Mild with our catalogue FREE Instruction*
tor usinf the material In primary school*.
Addre** J. jj. »HULT«, ITanUtee. Mich.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
>,;] TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addresss
292 Marlborougrh St., BOSTON, MASS.
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS LUCY HARRIS SYMONDS.
MISS ANNIE CQOLIDGE RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON. MASS.
Regular Two Years' Course.
Post-Graduate Course. Special Courses.
Sixteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELEY PERRY,
Principal,
18 Huntington Ave., BOSTON, MASS.
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street. BOSTON, MASS.
Regular Two Years' Course.
Special One Year Course for graduate
students.
Students' Home at the Marenholz.
For circulars address
LICY WHEELOCK.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARET 3. STANNARD,
Princisal.
19 Chestnut Street, Boston.
New York Training Schools
Springfield Kindergarten
Normal Training Schools
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONGiMEADOW, MASS.
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Renio, Central Park West
75th Street, - NEW YORK CITY
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Year.
167 W. 57th Street, NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunter's
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2079 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and C3d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
FOR
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September IS.
For circulars, information, etc., address
MARY C. MILLS, Principal
179 West Avenue,
BRIDGEPORT, - - CONN.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
Lafayette Street, BRIDGEPORT, CONN.
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Norma! School for Kindergartners
Two Years' Course. Address Prof. Anna E. Harvey, Supt
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers'! Academic. Music
E. LYELL EARL, Ph. D., Principal.
HARRIETTS M. MILLS, Head of Department of Kindergarten Training.
MARIE RUEF HOFEK, Department'of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address,
59 West 96th Street, New York, N. Y.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 1908, to June 1st, 1909.
July 1st to August 21st, 1909.
CERTIFICATE, DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal.
MAT L. OG1LBT, Registrar.
Shepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND MAINE.
Two Years' Course.
For circulars addresss
15 Dow Street, - PORTLAND, ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
FROEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MART E. LAW, M. D., Principal.
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
lege and privilege of Elective Courses in
the College at special rates. Charges
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERLIN KINDERGARDEN ASSOCIA-
TION,
Drawer K, Oberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
Corner of Cedar and Watkins Aves.,
Cleveland, Ohio.
(Founded in 1894)
bourse of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA FARIS. Principal
MRS. W. R. WARNER, Manager.
Indiana Training Schools
The Teachers' College
of Indianapolis
For the Training; of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Year.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. Blaker, Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alahama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, SINGING, PHYSICAL CUL-
TURE.
ALICE N. PARKER, Frincipal.
Two years in course. Froebei's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
Illinois Training Schools
Kindergarten Training School
Resident home for a limited number of
students.
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities.
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich,
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Making. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNER,
180 Grand Ave., Chicago.
TRAINING SCHOOL OF THE
Louisville Free Kindergarten
Association
Louisville, Ky,
FACULTY:
Miss Mary Hill, Supervisor.
Mrs. Robert D. Allen, Senior Critic and
Training Teacher.
Miss Alexina G. Booth. History and Phil-
osophy of Education.
Miss Jane Akin. Primary Sunday School
Methods.
Miss Allene Seaton, Manual Work.
Miss Frances Ingram, Nature Study.
Miss Anna Moore, Primary Methods.
Miss Margaret Byers, Art Work.
New Jersey Training Schools
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO COLUMBUS
Kindergarten Normal Training School
EIGHTEENTH YEAR BEGINS SEPTEnBBR 2S, 1007 *
Froehelian Philosophy. Gifts. Occupation. Stories. Gaines, Music and Orawin
Psychology and Nature Work taught at Ohio State University-two years' cours
17th and Broad
Streets
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1S76.)
Two Tears' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals,
1008 Fine Arts Building, Chicago, 111.
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course— Two Years.
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONISE
Mrs. MARY B. PAGE
Mrs. ETHEL ROE LINDGREN
Miss FRANCES E, NEWTON
Send for Circulars
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re- opened Oct. 1st, 1908, at 1615
Walnut Street, Philadelphia, The
work will include Junior, Senio^
Graduate and Normal Trainers'
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
Model Kindergarten
The Pines, Rutiedge, Pa.
The Philadelphia Training
School for Kindergartners
Keopens October 2, 1908.
Junior, Senior and Special Classes.
Model Kindergarten.
Address
MRS. M. L. VAN KIRK, Principal,
1333 Pine Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908
For Catalogue, address
Mrs. William McCraoken, Secretary,
3439 Fifth Avenue, PITTSBURGH, PA
California Training Schools
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Year opens September, 1907.
Address
Miss Grace Everett Barnard,
1374 Franklin Street. OAKLAND, CAL.
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergarten Training: Department.
Two Years' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the first
Tuesday in September.
Send for Catalogue to
NINA C. VANDEWALKER, Director.
Washington Training Schools
WASHINGTON. D. C.
The Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut At,
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT,
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond. Va.
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further information apply to
14 W. Main Street.
Georgia Training Schools
Atlanta Kindergarten Normal
School
Two Tears' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
639 Peachtree Street, ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
(Established 1899)
HORTENSE M. ORCUTT, Principal of
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R.
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH, GA.
If your Training School is not represent
ed in these columns, kindly send us you
copy, and] let us put it among the others
Aside rom the advertising- value, both
your pupils and your graduates will be
pleased to see your training school have a
place among the others of America.
1874 — Kindergarten Normal Instituti is — I 908
1516 Columbia Road N. W., WASHINGTON D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Years.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
Repton School
Tarry tow n=on=Hudson, New York.
A School for young boys between the ages of 7 and 14. A few of
our special advantages are:
Specially designed, modern buildings, costing over $ 100.000.00. Numbers are limiteo
to Forty, giving an average of Five boys in a class, thus ensuring every boy, practicaily in
dividualtuition
A Physica Instructor, qualified in Europe, attends to the Swedish and other exer-
icses, under the supervision ot the School Physician, who prescribes the exercise for each boy
A resident nurse, and hospital building.
Fee for the school year $400.00— $500.00.
Apply to THE HEADMASTER.
Reeds, Raffia, Splints, Braided Straw, Matting and Ceneral Construction Material
Postage at the rate of 16c per pound must
In all cases be added to these prices when
goods are to be sent by mail.
COLORED RAFFIA (Florist Fiber).
Colors: Red, Orange, Yellow, Green, Blue,
Violet, Brown and Black.
Per pound Net, $0.40
Per %-pound Net, .25
Per %-pound Net, .15
%-lb. bunch, assorted colors 15
PLAIN RAFFIA (Florist Fiber).
Per 2 ounces 06
Per %-pound 10
Per %-pound 15
Per pound 20
Per pound, 5-pound lots 15 ^^S'ZEPHYR "*"
REEDS.
Our reed Is all put up in POUND PACK-
AGES OF EACH SIZE, and we do not sell
part of a package except ?X an advance
of Be per package.
No. 1, fine, per pound 1.00
No. 2 , medium, per pound 95
No. 3, medium coarse, per pound 75
No. 4, coarse, per pound 75
No. 5, coarser, per pound 50
No. 6, coarser, per pound 50
LOOMS.
Todd Adjustable— No. Al, no needle. . . .15
Postage, 18c.
Xodd Adjustable— Perfection $0.30
Postage, 23c.
Todd Adjustable — No. 2 75
Little Gem— No. 1, 9x12 25
Little Gem— No. 2, 7x9% 25
Faribault, hammock attachment 35
Other Looms Furnished.
Above should be ordered by express.
MOUNTING BOARD.
Good quality, 8-ply mounting; board, colors,
dark green, steel blue, black, per sheet, .08
Kodack Mounts, colors as above, per slit.. .04
Both above are 32x28 inches, but will be cut
in J4 or 'A sheets at lc per sheet extra, or free
in lots of 12 sheets at a time.
Bristol, in colors, 22x28, per sheet $0.05
Heavy Manila, ZZy2x.ZSYz 02
Straw Board, 22x28 02
Postage on a single sheet of above, 4c, to
which must be added postage on the packing for
same, as follows: If cut in quarters and rolled,
lc per sheet, 4c per doz. sheets. If sent full
size and rolled, 5c per sheet, 8c per doz. sheets.
Full sheets, packed flat, per sheet, 30c. Per
dozen sheets, 35c. State how preferred.
Japanese Manila, 20x30 01
Leatherette, 20x25 05
Cardboard Modeling: Paper, 18x24 02
Postage on above, 1 sheet, 2c; per doz., 17c
Coated Paper, 20x24 04
Engrine Colored Paper, 20x24 03
Gilt and Silver Paper, 20x24 05
Postage on above, 1 sheet, 2c; 1 doz., 8c
Oak Tag: for Construction Work, 0x12,
dozen sheets .06
Postage, 10 cents.
Oak Tag: for Construction Work, 8%x
10%, per dozen 0*
Postage, 9 cents.
Oak Tag: for Construction Work, 7%x
»V4. per dozen .OS
Postage, 9 cents.
Colors — Dark Green. Yellow, Turquoise-
Carpet Warp, per skein 15
Add 12c for postage.
TodcL
I
Faribault. Loom
far'iloaultVoaVi
Macreme Cord, per ball Net, .12
Add 4c for postage.
Bnbber Balls, 2-inch, plain, per doz 60
Postage, each, 4c, per doz., 37c.
Rubber Balls, 2-Inch, plain, per doz.. . .60
Postage, each, 4c; per doz., 37c
Rubber Balls, 3-inch, plain, each .15
Add 6c for postage.
Rubber Balls, 4%-inch, plain, each.... .25
Rubber Balls, 4%-inch, red, each 85
Add 7c for postage for either above.
Brass Paper Fasteners, per 100 SO
Conductor's Punch .80
Add 4c for postage on either above.
Copper Wire, per spool .20
iron Wire, per spool .10
Add 7c for postage on either above.
Following sent postpaid on receipt of price :
Germantown Yarn, skein 12
Single Zephyr, per lap 08
Seine Needles, wood, each 15c; doz.... 1.50
Toy Knitter, per dozen 50
Brown's Pictures, each..%c, lc, So and .05
Silver and Gilt Stars, gummed, rer 100 .10
Order the following by freight or express.
Scbute Weaving Discs, 4-lnch, doz 15
Sctaute Weaving Discs, 6-inch, doz 25
Schute Weaving Discs, 12-lnch, doz 50
The Multiple Perforator 3.00
Orwig Punch 2.50
Modeling Clay — 5Jb. bricks 25
Modeling Clay Flour — 5-lb boxes 25
Modeling Clay — by the barrel 8.00
WikW-»*
WHITE BRAIDED STRAW.
Per yard $0.02
Postage, lc.
Per piece, 120 yards 50
Postage, per piece, 15c.
COLORED BRAIDED STRAW.
Half-Inch wide, In colors, as follows: Nile
Green, Red, Pink, Yale Blue, Bright Green
and Ecru.
Per yard O3
Per piece, 120 yards 60
Postage, same as for white braided straw
Indian Ash Splints and Fillers.
15c. per ounce; $1.20 per pound. Assorted
colors. Postage, on ribbon and packing
2c. per ounce. 20c per pound,
We also keep in stock Wood Ribbon, Sweet
Grass, T. K. Matting, Ash Splints for basket
handles, Basket Bottoms, etc. Send for sam-
ples or circulars and prices.
We furnish everything on the market in
the line of construction material at lowest
pricAs.
Germantown
Orwig Perforator
RAPHIA FRAMES
B •
» 0
a *C
..
7. a
00
1 «
-5 *
a
a
►. 0
u U
U -"
3 u
0 ***
> CJ
i> ~
V
>> "C
2 0.
0, »
B, a
2 a
I s
>> CO
0 S
« .2
■a
a
0 -
«
Address all orders to
American Kindergarten Supply House
276=278=280 River Street, Manistee, Mich.
VOL. XXI— JANUARY, 1909— NO. 4
The Kindergarten-Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
Editorial Booms, 59 West 9Gth Street, New York, N. Y.
EDITORIAL COMMITTEE.
E. Eyell Earle, Ph. D Managing Editor
Junny IS. Merrill, Ph. I)., Supervisor Kindergartens,
Manhattan, The Bronx and Richmond
Harriette M. Mills New York Froebel Normal
Mari Ruef llofer Teachers' College
andN. Y. F. N.
Bertha Johnston New York Froebel Normal
Special Articles
Ray V. Strickler, Illustrator, Hillsdale, Mich.
All communications pertaining to subscriptions and advertising
or other business relating to the magazine should be addressed
to the flichigan office, J, H. Shults, Business Hanager, Manistee,
riichigan. All other communications to E. Lyell Earle, Managing
Editor, 59 W. 96th St., New York City.
The Kindergarten-Primary Magazine is published on the
first of each month, except July and August, from 27S River
Street, Manistee, Mich.
The Subscription price is $1.00 per year, payable in advance.
Single copies, 15c.
Postage is Prepaid by the publishers for all subscriptions in
the United States, Hawaiian Islands, Philippine Islands, Guam,
Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba,
and Mexico. 1' or Canada add 20e and for all other countries
in the Postal Union add 40c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of discon-
tinuance is received. When sending notice of change of ad-
dress, both the old and new addi esses must be given.
Remittances should be sent by draft, Express Order or
Money Order, payable to The Kindergarten Magazine Com-
pany. If a local check is sent, it must include 10c exchange.
REMINISCENSES OF FROEBEL.
In September, 1844, when a spoiled
youngster of 9 years, my parents placed me
at the Institute of Keilhau, then in charge
of President John Barop. Prior to that
time, for some 15 years, Froebel had been
at the head of that institution, but on
account of some financial difficulties and a
misunderstanding with Barop, Froebel was
no longer connected with that school, and
had transferred his kindergarten work to
Blankenburg on the other side of a high
wooded ridge a few miles distant from
Keilhau. Both high endeavors at a new
system of education were still in their in-
fancy. I was only the thirty-fifth pupil at
Keilhau, and Froebel had hardly half a
dozen lady pupils. In government circles
he was looked upon as a suspicious and
dangerous character, instilling revolu-
tionary notions into the minds of the rising
generation, and at Keilhau he was consid-
ered to be an impractical dreamer, who had
spent a fortune without accomplishing any-
thing. In his own Fatherland, which he
had helped to deliver from the yoke of the
great conqueror Napoleon, the kindergar-
ten was proscribed and it was not until
some years after his death when Bismark
was at the head of affairs in Prussia, and
Otto von Beust, one of my classmates at
Keilhau, had become Prime Minister of
Saxony, that the kindergarten was tolerated
at Berlin and Dresden.
The first time I ever heard of Froebel
was in September, 1844. According to his
system of object lessons then still prevail-
ing at Keilhau, the month of September
each year was devoted to pedestrian ex-
cursions, for which purpose the school was
divided into three classes, not so much with
regard to school work as to physical endur-
ance. The first class had to march 30
miles a day whenever necessary, the second
class 20, and the third class 10 to 15. But
these were exceptional tests only, and rail-
ways, river steamers and farm wagons were
also occasionally used on these excursions.
Being the youngest, though not the small-
est boy of unknown powers of endurance,
I was assigned to the third class, the objec-
tive point of whose excursion was the old
castle ruins of the Kiffhauser, where Fred-
erick Barbarossa, first German Emperor of
the old Roman Empire, once dwelled, and
was now sitting according to legend, in a
subteranean chamber of his old castle, his
elbow resting on a table with his head on
his hand and his long red beard grown all
around the table (as we could see by look-
ing through a lens over a hole in a wall)
dreaming of a new German Empire, "grand
as Hermann on the Weser meadows,
strong as Luther from the AVartburg saw
it!"
The idea of a United Fatherland, which
Napoleon had cut up into numerous petty
principalities sowing local discords and
jealousies among the people to keep them
apart and in subjection, was the first object
lesson impressed upon my young mind by
this visit to the Keffhauser, but not the
only one, for on our home journey we
visited also the toy factories at Sonneberg,
a paper mill and several other industrial
establishments. On this trip I heard much
talk about Froebel and I soon discovered
that the whole school at Keilhau was
divided into a Froebel and a Barop faction.
Froebel's nickname was "Wolf" and
Barop's "Zerberus," among the boys. All
highly respected and feared Barop, but did
io8
KINDERGARTEN-PRIMARY MAGAZINE.
not love him as well as Froebel, who was
a boy among boys. Some of them told me
grewsome Red Riding Hood stories about
the "wolf," and cautioned me to beware of
his wiles should be ever come to Keilhau
again. Others laughed at such stories in
derision, shouting: "Ich kann nicht
Fuersten-diener sein!" (I cannot be a ser-
vant of princes) and bet Froebel would
come to Keilhau again on the next iSth of
October, to dance and sing with them
around a big bonfire upon the Steiger, and
let them fire the big rifle he carried all
through the war against Napoleon, who
was finally routed on the historic battle
field of Luetzen on Oct. 18, 1813, and would
then rehearse again also the story of the
foundation of Keilhau. I did not then
understand the significance of the above
quotation from one of Schiller's great
dramas, but afterwards learned that this
characteristic phrase, as it had once caused
an estrangement between Schiller and the
other great poet Goethe, so it had also
caused a break in the friendship between
Froebel and Barop. Froebel while still at
Keilhau once was invited by a certain
sovereign family to become a tutor of their
children, and Barop had strongly urged
him to accept that call in the interest of a
more liberal education of the children of
the rich and government class, but Froebel's
heart was with the poorest of the poor
children whose mothers had to work all
day in field or factory to create more wealth
for the rich who would do nothing for the
utterly neglected poor people's children,
and his final answer to Barop's arguments
had been the above phrase : "Ich kann
nicht Fuersten-diener sein." It was not in-
tended by Froebel but mistaken by Barop
as a criticism of his character and aims.
Froebel had simply meant to say that his
nature unfitted him for the duties of the
proposed higher education of the rich,
which was Barop's special mission, while
his call was to the poor.
Afterwards when they better understood
each other they became better friends than
ever, but at that time in 1844 they were
not on speaking terms.
On our last day's journey home from the
Kiffhauser, along a lonely trail over wooded
foothills of the Thuringian mountains, on
which both Schiller and Goethe had left
their foot prints in their day, we rested
awhile under the wide spread branches of
a magnificant old oak, bearing a tablet in-
scribed with a few lines composed by
Goethe under that same centuries-old tree.
I will not attempt to translate them into
English but quote them here in their
original German, as they played a prom-
inent part in the final reconcilation between
Barop and Froebel a year later:
"Ueber alien Gipfeln ist Run,
In alien Wlpfeln spuerest Du
Kaum einen Hauch.
Die Voegelein schweigen im vValde,
Warte nur!-Balde!
Ruhest du auch!"
OCT. 18, 1844.
At Keilhau the 18th of October there
was, and I presume still is, a holiday,
though not a legal one as the 4th of July
is in this country. The whole school then
had a picnic upon the Steiger, a high ridge,
commanding the most extensive view of
the surrounding country for many miles in
every direction. On my first visit there
before reaching the summit I was blind-
folded and two strong arms led me to the
brink of a precipice. When the handker-
chief was removed from my eyes a start-
ling, most magnificent view of a varicolored
landscape suddenly burst upon my aston-
ished gaze. Away below ■me numerous
orchards and patches of various trees in
their most gorgeous autumn attire of
glossy red, yellow, brown, pink and purple
foliage, to the right a pine-crowned moun-
tain range with now and then a barren
rocky ledge, in the far distance earth and
sky melting together in a blue haze, and a
few miles to the left an isolated hill in a
broad valley bearing an extensive old
castle ruin at the foot of which nestled the
village of Blankenburg, then Froebel's
domicil. During the day a huge funeral
pyre was built around a stately young pine
representing Napoleon, a cannon mounted
on a ship carriage recently presented to
Keilhau by the foundry at Essen in ^'est-
phalia (then owned by Madam von Born,
a sister of Barop, but now the greatly en-
larged and world renowned works of the
late cannon king Grup) had been lugged
up by some of the teachers and larger boys,
and a lot of sky rockets were also at hand.
As the day advanced all eyes watched the
road to Blankenburg anxiously for the
familiar figure of Froebel, and some of the
boys started to meet him going as far as
Blankenburg, where they were told that
Froebel was up at the old castle, preparing
a bon-fire of his own and was not coming-
KINDERGARTEN-PRIMARY MAGAZINE.
109
to us. In the absence of Barop, Mittendorf
then took charge of the ceremonies and
ordered a sunset salute to Froebel. I being
the youngest and latest arrival at Keilhau
was accorded the honor of firing the first
shot out of the first cannon ever cast at the
works of Essen. I should have been glad
to let any other boy take my place, but
screwed up courage enough to promptly
respond to the command "Fire !" And it
was a whopper, the shot reverberating
again and again from the near and distant
hillsides ten or a dozen times. I know of
no other spot than the Lovely Rock on
the river Rhine that can produce such
echoes. All the other boys then clam-
mered for a chance to touch off the cannon,
but there was not ammunition enough to
accommodate every one, and when the
echoes of the last shot had died away, and
night was settling down upon the hills,
Froebel's response to our salute came in
the shape of skyrockets, which we an-
swered rocket for rocket, and then the
torch was applied to our funeral pyre, and
soon another flame shot up -from the old
castle. Blankenburg where Froebel was
celebrating the anniversary of the great
battle of nations upon the historic plains of
Luetzen and Leipzig, where the great
Napoleon's armies were utterly routed Oct.
18, 1813, and where during the devastating
30 years war Gustavus Adolphus of Sweden
defeated the imperial Austrian forces under
Tilly in September, 1631, and in November,
1642, those under Wallenstein. In that
battle Gustavus Adolphus was killed and a
great monument now marks the spot where
he fell, and which was visited each year by
one or the other classes of Keilhau on their
September pilgrimages. When the young
pine tree representing Napoleon had been
consumed by our bon fire amid shouts and
patriotic songs, Mittendorf rehearsed the
story of the foundation of Keilhau. He
told us how Froebel, Barop, Laugethal and
himself, who had served in different regi-
ments, while in pursuit of one of Napoleon's
shattered columns, had unexpectedly met
at the foot of the Colen, where the road
divides and in commemoration of that
meeting had planted an oak tree, and
agreed to start a school there to secure by
education the liberty their swords had
gained upon the battle field. He also spoke
of the many difficulties they had to over-
come before they could realize their plans
and greatly deplored the existing estrange-
ment between Froebel and Barop, hoping
that they would soon become reconciled
and be friends again as they had been for
many years.
CHRISTMAS AT KEILHAU.
In 1844 the main school building at
Keilhau was a plain stone structure about
60x80 feet, two and a half stories high,
covered with a large mansard roof of slate.
The whole was built upon and partly into
the last gentle slopes of the Colm, a round
wooded hill behind the Institute. Some
eight or ten broad stone steps led up to the
main front entrance into a spacious hall.
Another narrow hall divided the whole
building lengthwise into a front and rear
part. On. the first floor to the right of the
main entrance was a large reception room
and several guest chambers. To the left
were three school rooms, the last one
forming an L with the first two. All three
could be thrown into one by large folding
doors and each also had a smaller door
leading into the rear hallway. From the
large front hall a broad staircase, with a
square platform and turn between each
story, led up to the third floor occupied by
dormitories. On the first floor along-side
the staircase, was a passageway to a rear
door opening on another narrow passage
between the rear wall of the main building
and a retaining wall. A few stone steps
led from the rear door up to the higher
level of the back yard. This was flanked
on the right by a one story annex, the
colonaded entrance to which made some
pretentions to architectural beauty, and led
into a large ball room with several guest
chambers on one end and a vestibule on
the other, from which stairways led up to
the second and down to the first floor of
the main building. The rear part of the
first floor was occupied by the culinary de-
partment, a store room, the janitor's quar-
ters and an armory. The front part of the
second story was occupied by three school-
rooms like those below, a vestibule above
the lower hall divided the school rooms
from Barop's quarters and the rear part of
the second floor was divided up into teach-
ers' rooms. Froebel's and Mittendorf's
quarters were in another building known
as the lower house, the upper part of which
was a spacious gymnasium for athletic ex-
ercises in the winter.
The first time I ever met Froebel face to
face was the day before Christmas, 1844.
no
KINDERGARTEN-PRIMARY MAGAZINE.
Barop with his wife and his sister, Madam
von Born, were locked up in the upper
school rooms, preparing them for the holi-
days. Elise Froebel and Unger, our draw-
ing teacher, who was quite an artist with
scissors and paste brush as well as with
pencil and paint brush, were engaged copy-
ing pictures of the life of Christ with vari-
colored tissue paper for transparencies for
the decoration of the windows. Some of
the teachers and the larger boys were out
in the woods cutting young pine trees and
gathering evergreens for garlands and
wreaths, and we smaller boys were left to
ourselves in care of old "Sap," the janitor.
He had gathered us in the comfortably
heated third school room of the lower floor
at the south end of the narrow hall. This
room had three windows, one looking east-
ward and the other two southward com-
manding a full view of the backyard, the
annex to the right, a Jessamine bower, be-
tween two stately lime trees straight ahead
along the rear fence, very cosy in summer
time and the usual place of morning devo-
tions, but now dreary and abandoned
covered with deep snow. I had not yet be-
come accustomed to the atmosphere of
Keilhau and sat moping in a corner of that
room feeling quite homesick among these
boisterous, playing, laughing and singing
boys. One of them had caught a couple
of little wrens and imprisoned them be-
tween the inner and outer panes of one of
the windows. There they were comfortably
sheltered, had plenty of food and some pine
twigs to perch upon, but it was not their
own nest and they seemed to be homesick
too, and tried hard to escape. Outside was
grim winter and deep snow but they evi-
dently preferred the vicissitudes of liberty
to their crystal prison house. While
watching these little birds flying against
and picking the window panes, I saw two
figures enter the rear gate on the Steiger
road to Blankenburg. One, a stalward
man in a long fur coat held together around
the waist by a band of straw such as the
peasants used to bind sheaves of grain with,
a large fur cap was drawn over his eyes
and ears, leaving nothing of the face visible
but a pointed nose, prolonged by an icicle,
his feet encased in a pair of large wooden
overshoes, stuffed with hay to keep them
on, and evidently borrowed from some
peasant on the other side of the Steiger
ridge. The other figure was that of a slen-
der young man in the twentier years, well
dressed but with utter indifference to the
cold. The former soon proved to be
Froebel and the latter W. C. Baehring,
whom Froebel had chosen as his successor
and who had come all the way from Berlin
to spend Christmas at Keilhau, his Alma
Mater. He soon returned to Berlin, where
he was Froebel's agent, and where in 1848
he became mixed up with the Revolution.
Because of this he had to leave the country
or be shot if caught. Years afterwards I
met him again as General Freight Agent
of the C, H. & D. R. R. at Cincinnati,
where his sister Augusta had a small kin-
dergarten for her brothers and some of the
neighbors' children. Later on we went to
Iowa together where he became my father-
in-law.
When I first saw these two figures enter
the rear gate I called the other boys' atten-
tion to them excla'iming: "There comes
Santa Claus." Then others shouted : "It
is the "Wolf" and all rushed pell mell out
of the door to intercept him in the front
yard. Directly the Wolf became Napoleon,
and a fierce battle commenced. Snow balls
were flying thick and fast, some of the boys
charged Froebel's legs capturing his wood-
en overshoes and trying hard but in vain,
to throw him down into the snow. While
wrestling thus a snowball knocked off his
fur cap revealing a merry, kindly face, with
two large blue eyes, an oval forehead from
which long hair parted in the middle and
brushed back behind the ears flowed down
to his shoulders, a long straight nose,
smooth shaven lips and a pointed chin.
Surrendering to the allied forces he com-
manded a halt, and shook hands with the
boys thronging around him. When he
espied me standing one side he asked :
"Whom have j^ou there ? A new comer ?"
Two of the boys then dragged me over to
him and presented me. He lifted me up
like a feather, asked me some questions,
kissed me on both cheeks and forehead and
then threw me down into the snow and
rolled me over several times, then all the
other boys fell upon me, stuffed me all full
of snow and hauled me all over the yard
shouting the college cry. This was my
hazing and I now was a full fledged
"Froebel boy" as the pupils at Keilhau
were generally known.
The next morning, instead of the usual
hideous "hoop-hoop" at six o'clock a beau-
tiful anthem, accompanied by a flute, violin
and guitar awoke the pupils at Keilhau
KINDERGARTEN-PRIMARY MAGAZINE.
in
from their slumbers as early as 4 o'clock.
The whole school, duly washed and
combed, was soon assembled in the lower
large hall for roll call and the usual inspec-
tion bv one or the other of the teachers,
being the officer in command for the week.
At his word all closed ranks, faced about
and marched upstairs. The folding doors
at the head of the second landing opened
and in the vestibule, between Barop's
apartments and the school rooms on the
second floor stood Barop with the ladies of
his household, bidding us good morning
and a merry Christmas. Then the subdued
voices of an invisible far off choir an-
nounced to the ear "Glad tidings of great
joy; glory to God in the highest and peace
on earth to men of good will," this was also
revealed to the eye by a beautiful trans-
parent before the only window of that
profusely decorated vestibule, but only
dimly lighted by the few tapers behind the
transparency and a solitary star over the
closed doors to the school rooms. After
a brief contemplation of this transparency,
artistically formed of various layers of
colored tissue paper, bringing out the
lights and shades of lifelike figures of
angels, men and sheep in bas relief, and for
which a celebrated painting by one of the
old masters had served as a model, the
folding doors of the school rooms flew open
and a flood of light from seven large Christ-
mas trees dazzled our eyes and the delicious
fragrance of fir and pine, festoons, numer-
ous garlands and wreaths filled the air.
Greeted bv a joyful carol of the still in-
visible choir, we marched into the flood of
light, fragrance and melody led by Barop.
Near and clearer came the words of the
carol :
O du froehliche,
O, clu Selige
Gnaden bring-ende
WeihnaeMs Zeit
Welt gins verlorer
Christ ward geboren
Freuedich! Freuedioh
Christenheit, etc., etc.,
The first window in the school rooms
next to the annunciation, represented in
like masterly manner the three magi from
the East on their way to Bethlehem, fol-
lowing a bright star with a long luminous
trail; the next, the flight into Egypt, then
came the presentation in the temple at
Jerusalem with Simon and the child as
principal figures. The transparencv over
the window near the corner of the last
room at right angles with the first two
rooms represented a harvest field and kin-
dergarten with Christ as the central figure,
saying: "Suffer little children to come
unto me and forbid them not, for of such
is the kingdom of Heaven." Here Froebel
and Mittendorf had taken their stand. As
we filed by them each silently shook hands
with both except Barop, who shook hands
with Mittendorf alone and only bowed to
Froebel while rapidly passing on. The sub-
jects of the last three transparencies were :
Christ teaching humility to his disciples;
Christ reproving the Pharasees accusing a
woman of sin, saying: "Who of you is
without sin let him cast the first stone ; and
last, Mary of Magdala, the last at the cross
and the first at the empty sepulcher in the
resurrection morning.
After leisurely marching all around the
long continuous tables, fringed with gar-
lands and wreaths, bearing seven gaily
decorated and profusely lighted Christmas
trees, and having a plate set for each pupil
with his name, some apples and nuts on
each plate and a box of presents from his
parents underneath the table, Mittendorf
offered up a fervent prayer and thanks-
giving and then Froebel spoke apparently
greatly depressed. I wish now that I could
correctly reproduce every word he then
spoke but we boys were then more inter-
ested in the contents of the boxes beneath
the tables than in Froebel's speech, yet I
distinctly remember some disjointed frag-
ments. He spoke of his efforts and his
failures at Berlin, Dresden, Leipzig and
other German cities and his only slight suc-
cess in the slums of Paris, where he was
more gladly received than in his own
Fatherland. He reminded the Rulers of
Germany of their promises made in 1813
but which remained still unfulfilled in 1844.
He warned the "Holy Alliance" formed at
Paris in 1815; not to attempt to transplant
their autocratic institution into the free soil
of America, which he considered the most
promising field for the free development of
the kindergarten idea. He then admonished
us bovs to forget and forgive all offenses
and ill feelings that might exist between
any of us, and then bade us to find our
places. Several of the boys who had not
spoken to each other for months, before
looking: for their plates upon the tables,
shook hands and became friends again, but
Froebel sought Barop in vain who im-
mediately after the conclusion of Froebel's
speech, had slipped away into his own
112
KINDERGARTEN-PRIMARY MAGAZINE.
private quarters. An hour later, as the lazy
December sun was rising over the eastern
hills Froebel with deeply bowed head
wended his way back to Blankenburg all
alone.
At a social gathering in the evening of
the same clay, Llise Froebel who was
always in great demand on such occasions,
being full of comic stories and popular
songs, was called upon for one of her amus-
ing songs, to which she responded in a most
expressive, solemn and pathetic manner
with a selection from Handel's Messiah be-
ginning: "He was rejected and persecuted
by men." This seemed to touch Barop
deeply, with tears in his eyes he silently
pressed Flise's hand and whispered a mes-
sage to Froebel in her ear.
THE RECONCILIATION.
Whatever that message was, it remained
a secret, never mentioned by either Barop
or Flsie Froebel. New Year's day passed
and the school settled down to its regular
routine. Mardi gras came with its usual
elaborate masquerade ball under the direc-
tion of our dancing master, who was quite
an artist in his line, and had made Mardi-
gras at Keilhau quite popular among the
court circles at Rudolstadt, from where we
then drew many visitors. Lent passed and
Palm Sunday came with its usual confirma-
tions. The Easter vacation passed and
Pentecost came with its excursions into
rejuvinated Nature, its picnics and "Wald-
meister" punch bowls, but no Froebel,
who theretofore had never failed to be
present on such occasions.
At last in the latter part of August, 1845,
Barop one day with a merry twinkle in his
dark eyes, gave us half a holiday and in-
vited the whole school to meet him at 5
p. m. in the Pavillion on top of the Colm.
We boys were all agog wondering what
surprise Barop migh have in store for us,
and right after dinner we repaired in dif-
ferent groups to the Colm, the slopes of
which were a perfect labyrinth of paths,
gardenspots, hearths, rustic benches and
beds of moss, of which each boy had one
o f his own, and where we were occasional-
ly allowed to bivouac all night. Each of
the bovs was also permitted to have a pet
animal of some kind and there was a whole
menagerie of them at Keilhau. One of the
boys, a special chum of mine, named
Richard Heidenreich, whose nick-name was
the "Bockmann," owned a splendid Billy
goat, standing on his hind legs over six feet
high with a long patriarchal beard and two
powerful horns. He was well broken to
the harness and trained to perform some
amusing tricks. He was the favorite of all
and the special delight of small children
when allowed to ride in his cart. He had
the free range of all Keilhau and was a
very intelligent, dignified and good natured
beast, but ever ready to fight anyone who
dared to challenge him. As usual on our
after dinner rambles, Billy was with us on
that memorable afternoon, cutting up all
sorts of capers. Long before the appointed
hour the whole school was assembled in
the pavilion on the top of the Colm, enjoy-
ing the beautiful view that point com-
manded. Below the school building the old
church and the village of Keilhau amid
orchards and ripening harvest fields, the
silver thread of the Schala, a little moun-
tain stream, winding its tortuous length
through green meadows, fringed with
stately willows. Lindin and Walnut trees.
Further on the villages of Eichfeld, Schala
and a part of the residence city of Rudol-
stadt, the "Schloss" being hidden behind
a hill. Still further on the river Saale and
Schiller's Height on a rocky cliff. To right
and left wooded hills, the swimming pond
at the foot of the precipitous, Uhu ridge
with the old "Goethe Oak" on one of its
slopes, along which a bridle path led to
Blankenburg as already mentioned. The
front of the pavillion was open, the rear
and sides boarded up with an open entrance
on each side, the whole covered with a roof
slanting from high posts in front down to
the ground in the rear. A bench ran along
the sides and rear of the floor, the front
of which was several feet above the sloping'
ground without any steps up to it. Teach-
ers and most of the pupils were seated on
the benches, while some of the boys were
standbier on the ground below near the
right hand entrance and Heidinreich and I
with Billy between us, each holding one of
his big horns, stood below the left entrance
in front of the floor or platform. At pre-
ciselv 5 o'clock Barop with the ladies of
his household anpeared through the right
door, and directly afterwards, from out of
a nearby thicket under a cluster of pines,
Froebel and his sister 'EHse emerged and"
came hand in hand through the left side
door, taking their stand opposite Barop on
the other -side of the floor. After a
moment's pause of utter surprise they were
KINDERGARTEN-PRIMARY MAGAZINE.
Ir3
greeted by tremendous applause, as soon
as silence had been restored Barop in his
happiest humorous vein bade Froebel a
most hearty welcome back to Keilhau, he
reminded him of some of their youthful
escapades while fellow students at
Gottingen, of their talks at camp fires while
comrades at arms during the war, of their
mutual aspirations in the cause of higher
education, of their disputes about Schiller
and Goethe and the respective educational
value of their great works, and the differ-
ence of their characters and natures. He
then asked Froebehs pardon for any sor-
row and pain he might have unintentional-
ly caused him.
Froebel then answered Barop in the
same vein reminding him of the differences
in their own natures, and of the difference
in their rhissions in life. That his (Barop's)
was to the institutions of hig'her learning,
while his own was to the submerged classes
of society and small children. That the
first few years of a child's life were the
most important ones in determining its
destiny, and that out of their disputes and
conflicts of opinion new truths and higher
ideals had been evolved and that each one
should be true to his own nature and best
convictions. Then turning to us boys he
said that each of us had had some special
mission in life, of which we would become
conscious sooner or later, and that we
should always heed the still small voice of
conscience within us. Whenever that bade
us to say or do a thing we should not
hesitate to act at once without regard to
consequences. Then turning to Barop
again he pointed toward the "Goethe Oak,"
and reminded him of their declining years
and the folly of ever allowing any petty
prejudices to 'come between them, impair-
ing the usefulness of the few remaining
years of their old age. He then asked
Barop's pardon for anything that he might
have unwillingly said or done that had
caused him grief, then he spread out his
arms and entreated Barop to come back to
his heart. Barop promptly advanced
toward Froebel and just as he got in front
of him he held out his hand to Froebel say-
ing something in an undertone which no
one and probably Froebel himself did not
hear, for he remained in the same attitude
with unturned eyes and out stretched arms.
A painful pause ensued, when all at once
Billy, who had listened and taken in the
proceedings as attentively as any one of
us, seemed to have an inner call to perform
a special mission. Suddenly, he jerked
himself loose from our hold and with a
single bound he was on the platform direct-
W behind Barop, and standing upon his
hind legs he gently pushed Barop into
Froebel's arms, who tightly embraced
Barop, hugging and kissing him to his
heart's content. This unexpected denou-
ment threw the whole audience into con-
vulsive laughter and merriment. It surely
was a single step from the sublime to the
ridiculous. As soon as Barop had freed
himself from Froebel's embrace, he looked
around to see what had happened. There
• stood Billy meekly bleating as if to ask
Barop's pardon for his rudeness. Froebel
took in the ridiculous situation at a glance
and pointing to the Schiller Height he said
to Barop: "Billy wants to" say to both of
us :
"Ich sei, gewarht mir
die Bitte
In Etiren Bunae
Der-Dritte."
(A quotation from one of Schiller's fam-
ous balads which both admired much.)
Billy .was at once admitted as the third
in their new bond of friendship. Both
stroked and petted his shaggy neck and
the ladies voted him a red ribbon. Thus
happik- ended the long estrangement be-
tween these two great educators — Froebel
and Barop.
After this Froebel visited Kielhau more
frequently and on such occasions Barop as
well as Froebel would join us boys on our
outdoor sports and after dinner rambles.
Occasionally such visits would give us an
extra holiday for an excursion up the
idyllic valley of the Schwarza, a clear
mountain stream, up to Schwarzburg with
its extensive game preserves abounding
with deer, wild boars and other smaller
game, or down the valley, stopping for din-
ner at the "Chrysobras," a famous Inn,
noted for its juicy wild boar roasts and
potato dumplings, then further down the
valley to the River Saale and up that river
to a point opposite Schiller's Height. Anv
"Froebel boy" who could swim across the
river there, climb up the steep rocky bank
to the little pavilion on Schiller's Height
and swim back again through a strong cur-
rent (the river at that point being about
120 yards wide) was entitled to wear a
bathing suit of his own design and any
color he might choose, instead of the com-
II4
KINDERGARTEN-PRIMARY MAGAZINE.
mon white trunks of the other boys. I
accomplished this feat several times in
company with other teachers and other
boys, and once with Froebel on one side
and Barop on the other side of me. They
"Were both excellent swimmers but I could
keep up with them and in fact reached the
other shore first. After this and another
more strenuous endurance test, I was ac-
corded the privilege not only of selecting
any kind of bathing suit, but also of joining
any of the three classes on their annual
September journeys I preferred.
One summer afternoon I and a few other
boys accompanied Froebel from one of his
visits, back to his home at Blankenburg.
We took the short cut past the Goethe Oak,
where we rested in its shade for quite
awhile. He seemed to be in a serious and
comtemplative mood. Speaking of the in-
congruities and perplexities of this life, and
the general unrest then prevailing all over
Germany and France. Again he pointed
to America as the land of promise and of
his hope, where he thought the highest
ideals of mankind would eventually be
realized. He reiterated and elaborated the
advice he had given us at the reconciliation
meeting upon the Colm, that in all perplex-
ities we should follow the dictates of our
own consciences regardless of con-
sequences. On arising he stood awhile be-
fore the tablet on that oak, silently reading
to himself the inscription I have already
quoted and then bade us to go back to
Keilhau as it was getting late and he could
give us no supper at Blankenburg. Re-
luctantly we said good bye. This was not
the last time I saw Froebel, but somehow
he made the deepest impression upon me on
that occasion. In later life here in this
country when I had diverse chances to "get
rich quick" I have often thought of it and
acted according to his advice, but generally
with disastrous consequences. And now in
my old age when I no longer have such
chances, and am still dependent on my daily
labor for my daily bread, I sometimes
doubt the wisdom of that advice, believing
that I would be better off had I sub-
ordinated my individual conscience to that
of my superiors and carried out their orders
regardless of right or wrong, saying: "Thy
will not mine be done" and throwing all
responsibility upon their shoulders. But I
have never as yet regretted of ever having
acted on Froebel's advice. And while I
might be better off financially had I done
otherwise I might not be able to sleep as
well as I now can.
1 he last time I saw Froebel was between
Christmas and New Year in 1848, at one of
our usual evening entertainments at
Keilhau. On that occasion I was called
upon by our French teacher to recite for
Froebel a little piece of French poetry he
had taught me. It is about the only French
which has stuck to me to the present time
and it describes my own present condition
and perhaps also that of Froebel in 1848,
but a few years before his death in 1852,
so that in conclusion I will quote it here:
"De ta tige detachee,
Pauvre feuille desechee,
Ou vas tu? Je n en say rien,
L'orage a frappe le chene
Oui seul etait mon soutien.
De sou inconstante haleine,
Le Lephyr ou l'aguilou
Depuisce jour me promene
De la forest a' la plaine,
De la montagse au vallou,
Saus me plaindre ou ni effrayer,
Je vais ou va toute chose,
Ou va la feuille de rose
Et la feiulle de laurier.
With a most cordial I. K. U. Chatauqua
salute, I remain
Sincerely yours,
F. HESS.
WHAT IS WORTH WHILE?
E. LYELL EARLE.
What is worth while? Ah, nothing
That soon must cease to be,
For ne'er may the heart's true longings rest
But in eternity.
What is worth while? Not falseness!
For a lie doth live hut a day.
What is worth while? Not worry!
It eats the heart's life away.
What is worth while? Complaining?
Nay! for it bringeth but gloom.
What is worth while? Self-seeking?
It taketh from life its bloom.
What is worth while? 'Tis grasping
The hope of the present hour.
What is worth while? 'Tis toiling
To perfect each wakening power.
What is worth while? 'Tis gladness,
That lightens the pressing load.
What is worth while? 'Tis loving
Each toiler we meet on the road.
What is worth while? 'Tis duty,
That strengthens the doubting heart.
What is worth while? 'Tis friendship,
That bears of life's wrongs a part.
What is worth while? Ah, sorrow,
That purgeth life's dross away.
What is worth while? Resurrection!
From sorrow, to Hope's joyous day!
KINDERGARTEN-PRIMARY MAGAZINE.
US
THE SHORT STORY.
ITS PLACE IN THE KINDERGARTEN AND THE
GRADES.
E. LYELL EARLE.
EVER since man first felt the need of
turning actual or imagined happen-
ings into words, short narratives
have had a place in literature.
Their development has been that
of narratives in general, and in each
literary period before the 19th century the
short story differs from the long chiefly
in matter of length, although in the shorter
stories may be found occasionally a differ-
ence in the selection and use of incidence
due to a didactic purpose.
The story that is short found its expres-
sion in the Tales of the Bible, as for in-
stance that of Ruth and in the Cupid and
Psyche of the Golden Art of Apuleius.
During the great Italian revival of letters
in the 13th century Boccacio used this form
with great effect. Chaucer also in England
made it popular after his return from Italy.
From Chaucer and Boccacio we must
spring across the centuries until we come
to Hawthorne and Poe, without finding
another name really worthy of note. In
these 500 years there were great novelists
but no writer of short stories.
Generally speaking there would seem to
be no generic distinction in narratives be-
fore the 19th century other than narratives
short and narratives long, tales of many
episode and tales of one.
To discover then any originality in a
short story it is necessary to find a real dif-
ference between a tale like Ruth, and the
Pit and the Pendulum by Poe. The differ-
ence is easily felt by the reader but the
question remains, is it merely mechanical
or is it of' deeper origin. Irving's tales are
considered to have served as a bridge be-
tween the papers of Addison and the
specific short stories of Hawthorne and
Poe. The legend of Sleepy Hollow like
Ruth is a story of simple episode but be-
trays much more conscious art. > The White
Old Maid by Hawthorne, and The Gold
Bug bv Poe are narratives for a purpose,
and this purpose is to suggest an impres-
sion, and to leave us with a single vivid con-
viction rather than a number of remem-
bered facts. The spell of the end is on
every word and in every choice of incident.
It is this, which, for want of a less abused
word, may be called Impressionism, that is
characteristic to some extent of all typical
short stories and serves as the most funda-
mental distinction between them and the
earlier tales.
As to question of source it is possible to
hazard an hypothesis. The line of influence
from the Spectator papers through Irving's
tales will account for well modelled, care-
fully written, thoroughly artistic stories —
forms such as are found in Hawthorne and
Poe. It is probable that both of these
writers, however, were influenced by the
romantic school of Germany represented at
that time by Tieck, and Hoffmann. It has
been declared that Poe derived his source
from Hoffmann, Hawthorne from Tieck.
The truth is, however, that romanticism
was in the air of this period, and is found
in the best writers of America, England,
France and Germany.
The American short story is superior to
the English, at least in a delicacy of fantasy
which the English could not attain. Both
Poe and Hawthorne are as American as any
one can be. Hawthorne is considered by
some a finer genius than Poe. He had at
all times a wholesome simplicity and never
showed any trace of the morbid taint which
characterizes nearly all Poe's work. Haw-
thorne's effects are moral while Poe's are
merely physical. Ethical consequences are
always worrying Hawthorne's soul, but
Poe did not know that there were any
ethics. Poe had a faculty which one may
call imaginative reasoning to a degree be-
yond all other writers of fiction. Lowell
asserts that Poe had two of the prime qual-
ities of genius, vigorous minute analysis,
and wonderful fecundity of imagination.
The essential characteristics of a short
story are that it deals with a single char-
acter, a single event, a single emotion or a
series of emotions called forth by a single
situation. The short story is not a chapter
of a novel, but it impresses the reader with
the belief that it would be spoiled if it were
enlarged. Another difference between the
novel and the short story is that the former
with a few exceptions has a love theme that
is not necessary to the latter. The writer
must have a sense of form. The construc-
tion must be logical, adequate and har-
monious. A sketch or tale may have still-
life, in a story something must happen.
There are form requisites essential to
good short story writing. They are com-
pression, originality, ingenuity and fantasy.
In a drama every line, every word is
n6
KINDERGARTEN-PRIMARY MAGAZINE.
Great Stone Face,
stories, Stevenson's
written for its full effect — but the dramatist
has the help of living personalities to carry
out his scheme, whereas the short story
writer must make every word, sure, telling,
and necessary to the story. He must have
a sense of compression, or as Frederick
Wedmox felicitiously styles it, "Pregnant
brevity." The "Pregnant brevity," every-
where apparent in the analysis of a good
story is absolutely essential to the maker
of a good story. This sense is marvellously
displayed in Poe's detective stories, par-
ticularly "The murders in the Rue Morgue"
and "The Purloined Setter." Poe knew the
value of psychological processes in the
reader's mind.
Originality is of course, as important to
the short story as to the other forms of
literature. It, particularly today sets the
seal of success on manuscripts of fiction
submitted for publication. The author's
personality is reflected to a great extent, in
his employment of this requisite, "The
all of Poe's short
Dr. Jekle and Mr.
Hyde," (which is a short story in spirit)
and Kipling's "The Man that Was" all have
the impress of the author's originality of
treatment.
The quality of fantasy is also necessary.
Ethetical greatness as a result of moral
effects to be sought is a characteristic of
Hawthorne's style in this branch of liter-
ature. The fantasy of the "Great Stone
Face" with its allegorical significance and
the underlying meaning of true worth is
exquisitely wrought into the fabric of that
master-piece.
Again some of Kipling's short stories are
conceived in a vein of fantasy, or rather are
fantastical in themselves. They are a fine
example of the not-undue-prominence of
this characteristic, a proper comprehension
of which, however, is absolutely essential
to the moral of the story.
It is evident therefore, that the short
story, the true short story, properly con-
ceived and written out requires the quali-
ties of a great author and that its literary
•alue particularly today as a type form is
of great importance.
THE KINDERGARTEN STORY.
The Program of the Race-Child along
the road toward Wisdom and Power is
marked by myths, legends, fables and won-
ler tales. By means of them the race began
to understand different types of human ex-
perience, to comprehend the forces of
Nature and the workings of Her laws, to
understand and apply moral truths. The
types of experience, and the elemental
truths garbed as images in the myth legend,
fable and wonder tale are mental and
spiritual nourishment for the developing
child even as they were for the race. The
child may not at first recognize the truth
which is the life of the image, but it enters
with the image, nevertheless and becomes
a part of his own experience, so increasing
his power and understanding. In this
guise it is eagerly received and enjoyed by
the child. Therefore the story for the
young child, the kindergarten story, takes
the form of myth, legend, fable, wonder
tale, having the element of personification.
We found in tracing the development of
the short story that its natural ancestors
were myths, fables, legends, hero tales and
wonder tales; therefore it must bear some
resemblance to them.
First, the test of a good short story is
interest. The myths, fables, legends, and
hero tales that have been handed down to
us, must meet this test, else they could not
have survived through the ages. The
Wonder Tales and Fairy tales of more re-
cent origin have to be interesting else chil-
dren would not even listen to them.
The necessary elements of a good kinder-
garten story are much the same as those of
a short story. There must be a close co-
herence even to logical sequence of parts,
there should be color enough to make it
ring true; the plot or central thought must
stand out with the subordinate incidents
grouped naturally; the plot should be sim-
ple and the story free from digression so
that the mind may easily follow the
thought-thread. The element of mystery
or suspense inhances the plot and increases
the interest, but there can not be much of
this in a child's story, and simple allusions
to things close to the child's life make a
good apperceptive basis.
The story of "The Three Bears" or
"Little Goldilocks" is a story that children
love, because of its very combination of
mystery and simplicity of allusion. In the
first place bears are not of a child's daily
life and there is an element of mystery
about them, but the child following "Goldi-
locks" finds familiar common-place things,
a house, a table, chairs, food and beds.
The climax of this story is particularly
good, there being no anti-climax to spoil
KINDERGARTEN-PRIMARY MAGAZINE.
117
the impression. An element found in "The
Story of the Three Bears" and in many-
other stories which delight children, is
rarely found in a good story for the adult-
mind — the element of repetition. This is
a form of gymnastics for the child's mind,
and he loves it ; the enjoyment is greater
when the repetition is cumulative, as in
"The House that Jack Built."
So much for the technique of the Kin-
dergarten Story, now we come to its pur-
pose. The purpose of every good story is
primarily to give enjoyment, therefore in
kindergarten the story is told, not read. It
gains interest through the personality of
the narrator, just as a humorous incident is
twice as funny from the lips of a friend, as
the same thing in the paper. The story to
the child like the study of literature to the
more mature individual, increases his power
and culture, and enriches his experience;
for the story, Froebel says, is like a mirror
to the child reflecting his own possibilities.
It opens a new path for the imagination and
gives form and color to the ideals. The
general purpose of the kindergarten story,
is to give enjoyment and to furnish nour-
ishment for the developing mind and spirit.
Of course there are many kinds of kin-
dergarten stories, as there are kinds of
short stories, all having the general pur-
pose but each its specific aim.
For instance, there is the Nature story,
in which scientific facts are put in such at-
tractive form as to engage the interest of
little children. The method used is usually
personification.
There is also the Historical story, which
appeals to the instinct of Hero worship,
and arousing patriotism furnishes an ideal.
There is also the pure nonsense tale
which is "just for fun," but furnishes need-
ed relaxation and establishes good feeling
between those who have laughed together.
We cannot immediately discern the in-
fluence of the story on the child, yet all
literature testified to the influences of
children's stories upon mankind, by its
allusions to them.
The images of myths, fables, and fairy
tales remain with us, we use them in com-
mon conversation. One ofter hears the ex-
planation "sour grapes" or the expression
"He is a varitable Ugly Duckling."
Many of our first inferences are drawn
from the experience and knowledge gained
from the myths, fables and fairy tales of
our childhood.
THE PLACE OF THE STORY IN THE GRADES.
"The prime object of reading," says
Stanley Hall, "should be the development
of a living appreciation of good literature,
and the habit of reading it rather than bad,
for with this end all others are secured."
In the telling or reading of stories, four
aims have been suggested for the teacher
to bear in mind, (1) To develop an interest
in reading; (2) to cultivate the imagina-
tion; (3) to present a model of expression;
(4) to create ideals of right living. Of
primary importance is the development of
an interest in reading — not only reading,
but the best reading. Outside the influence
exerted by those with whom we come in
contact, nothing has a more powerful in-
fluence in shaping out lives than the printed
page; for as has been truly said, "It is a
silent, constant, powerful factor in the
creation of the ideals after which our lives
are modeled or by which they are
wrecked."
The portal to the enchanted land of
literature is rich in meshes of fairy tales,
myths, and other short stories which by
their poetical fancy, humor, or appeal to
some other phase of child nature create in
the boy or girl a burning thirst for more
of the same delectable nectar. If his palate
is pleased with the first taste, he is likely
to return again and again for a fresh
draught.
Some children enter school with a
knowledge of the beautiful land inhabitated
by fairies and elves. Others have had only
a peep at its riches, while the majority are
standing tip-toe trying to catch a glimpse
of the promised country which they know
is theirs by right. How careful then should
the teacher be to select stories that will
stimulate the proper kind of imagination !
Nothing but the best should be read to or
put into the hands of the child, for being
imitative, he will model his own actions
after those of the characters in the story.
He has crossed the border into another and
larger world — school, and simply needs the
touch of a fairy's wand, in the shape of a
story, to carry him to Elysian fields there
to roam forever.
What ends does story-telling serve?
First, there is the joy — the pleasure it
gives. Then there is relaxation in listening
to the doing of other people instead of do-
ing something ourselves. The establish-
ment, of a friendly relation between the
teacher and the pupil is an end to be de-
II{
KINDERGARTEN-PRIMARY MAGAZINE.
sired ; but greater than all is the enriching
of the child's spiritual experience — the
arousing of his emotional nature, thus ex-
tending his sympathies.
Where can be found the child whose eyes
do not brighten, whose pulse does not beat
faster at the mere mention of story? His
imagination, always on the alert, will re-
spond at the slightest touch, for childhood
is preeminently the Garden of Imagination.
What kind of story shall be selected?
Percival Chubb in "The Teaching of Eng-
lish" says, "For Primary children the in-
teresting thing cannot be the long thing.
The long story or poem peddled out in
small installments is an artistic and peda-
gogical absurdity." Such writers as Scud-
der, Kipling, Stockton, Howells, Seton,
and Macdonald are sug'gested by the same
author as fields from which to glean.
The first and most important point in
the selection of the story. It should include
variety from the start. The race in its
evolution has passed through various
stages. So will the child. Different kinds
of short stories should be introduced to fit
the proper need of the child in the various
stages of its development. By many people
who have had much to do with little chil-
dren, the fairy tale is thought the best story
for the child that has just come from home.
The fairy tale is moral in its tone. It deals
with the punishment of wickedness and the
reward of goodness in a summary fashion,
and this appeals to the child at this period.
How wrath and indignation are aroused by
the wicked witches and orges and joy by
the good fairies, who finaUv triumph in
spite of almost insurmountable difficulites.
The fable is deemed more suitable for a
later period, while the myth and legend,
being more difficult of comprehension are
reserved for the third and fourth years.
If we allow folk and fairy stories, fables
and myths to be part of the work from the
first year, of course we must grade them
according to difficulty in both language and
thought. Nature stories, parables from
nature and Bible stories should be included
in the work from the start. In the fourth
vear, stories in history and science should
be introduced to inculcate such ethical les-
sons as patriotism, industry, self-respect,
honesty, patience, reverence, and justice.
Since reading to the pupils is a necessary
part of the teacher's work it behooves her
to perform this part of her work faithfully,
conscientiously, and thus foster the
emotional development of the child's
nature. The imagination must be allowed
full play — must not be suppressed, for with-
out it there is very little comprehension of
other subjects.
If nothing but the best written stories,
(best in thought and best in expression)
are read or told to children from the begin-
ning of their school life, a subtle influence
will be at work that will unconsciously re-
act upon their spoken and later their writ-
ten language and also be a powerful force
in character building. A prominent eduT
cator has said, "The English language is
not taught best by formal drill or enforced
and uninteresting written theses or treat-
ises on style but by first securing subject
matter that so deeply interests that style
is left to form itself unconsciously in re-
action upon content."
The element of humor has been sadly
missing in school literature, but the future
will remedy this defect by utilizing the
stories of Garrell, Lear, Herford, Ruth Mc-
Enery Stuart and Kate Douglas Wiggin
among others.
By no means should the moral be so
prominent as to waken a dislike for the
story in the heart of the child. Neither
should the story be too instructive in its
character. The moral should be felt rather
than expressed and instruction in nature,
for the sake of instruction, might better be
reserved for the nature period.
To create an interest in the Bible so that
the pupil will wish to read for himself that
most classic of literature would be an ex-
cellent reason for the introduction of
Biblical literature; but there are other
reasons. Why should the Bible be reserved
for the Sunday-school? It should become
part of the daily instruction, for is not
every day life six times as long as Sunday
existence, and does it not therefore need
six times as much emphasis? We have
daily need of the lessons of truth, wisdom,
faith, patience, duty, filial love and sacrifice
that the Good Book teaches. The stories
will in many cases need to be adapted,
especially for young children ; but as one
authority has said, "It should not be for-
gotten that there is no literature too sacred
to be cut or mutilated in any way, if it can
really be made more effective with
children."
Language a little in advance of the
pupil's resources should be indulged in, as
it is stimulating- and tends to increase the
KINDERGARTEN-PRIMARY MAGAZINE.
119
vocabulary of the child. Relative to writ-
ing for children, Hawthorne said, "The
author has not always thought it necessary
to write downward in order to meet the
comprehension of children. He has gen-
erally suffered the theme to sear whenever
such was its tendency."
Scarcely less important than the kind of
story is the teacher as a story-teller. Too
little importance has been attached to this
side of the question. It is certainly an art
to be able to tell a story graphically and
although all are not gifted naturally in this
line, yet each may cultivate the power that
will pay for the time spent in the acquire-
ment. The facial expression and the
gesticulations that will accompany the tell-
ing will hold the attention of little children
much more readily than the readings from
a book; and the glow of satisfaction that
results from knowing that the mind is a
rich store-house of facts and fancies will
give a poise, a self possession to the nar-
rator that nothing else can. Good story
tellers deal very little in abstractions and
are very liberal in the use of figures of
speech that make more vivid the meaning
by rousing the imagination and fancy.
What is the aim of English teaching?
Correctness in speech? Knowledge? No,
culture, and that in its broadest sense. Not
merely refinement in speech and manners
but a larger heart, with deeper sympathies,
a broader view, a kindlier spirit.
Folk stories are the recorded traditions
of the common people. They are poetical
fancies that have been handed down from
mother to child. Some authorities claim
that a fairy story is a form of folk story
and different compilers contradict each
other in their classification. "The fairy
story," says Hamilton Wright Mabie, "is
an instinctive endeavor to shape the facts
of the world to meet the needs of the
imagination, the cravings of the heart."
"In the fairy story, men are not entirely
free from their limitations, but by the aid
of faries, giants, and demons they are put
in command of unusual powers and make
themselves masters of the forces of nature."
What is the educational value of fairy
tales? Primarily, they arouse the emotional
nature, which at the present time needs
arousing in order to counteract the
materalistic tendency of the times. They
are the stepping stones to the child's
spiritual independence. As life progresses
and he is hedged in by circumstances over
which he has no control, (like the people in
the fairy tale,) he will rise superior to these
forces by the aid of the giant will and assert
his mastery over them at least in spirit.
McMurry says, "The moral ideas incul-
cated by the fables are usually of a practi-
cal, worldly wisdom sort, not high ideals of
moral quality, not virtue for its own sake,
but varied examples of the results of rash-
ness and folly. This is, perhaps, one rea-
son why they are so well suited to the im-
mature moral judgments of children."
Injustice, pride, greed, selfishness, boast-
fulness, etc., are illustrated clearly with the
result that must inevitably follow. Refer-
ences to the fable are so frequent in liter-
ature that its value extends far beyond
childhood. The truth it embodies is ex-
pressed clearly and forcibly and for that
reason leaves an indelible impression upon
the child's mind.
"The myth differs from other stories and
legends because it is an explanation of
something that happened in earth, sea, or
sky." Stanley Hall says, "They are pro-
foundly true, not to the external world as
the child knows and may be freely told,
but to the heart and the world within.
With the good as the pretty and the bad
as always ugly and the ethical judgment
freely exercised where it is sure to go right,
myth forms are about as near pure object
teaching as ethics can get."
"The legend belongs to a later period and
often reflects the large meaning of the
myth and the free fancy of the fairy tale.
The legend differs from the myth in hav-
ing some basis of fact. As a guide to his-
torical truth it is worthless although stimu-
lating to historical imagination.
Historical stories are best introduced by
anecdotes of people famous in history.
Eggleston says that some of these stories
have become a kind of national folklore and
should be familiar to every child. Not only
warriors and patriots but statesmen, dis-
coverers, inventors, and men of letters
should be included in the list.
"With the great, one's thoughts and
manners easily become great — what this
country longs for is personalities, grand
persons, to counteract its materialities,"
says Emerson.
FIRST YEAR.
FOLK STORIES.
The Elves and the Shoemaker.
The Moon in the Mill Pond.
The Man in the moon.
The Old Woman and Her Pig.
120
KINDERGARTEN-PRIMARY MAGAZINE.
The Story of Chicken Little.
The Three Bears.
The House that Jack Built.
Jack and the Bean Stalk.
Little Red Riding Hood.
FAIRY TALES.
The Four Musicians.
The Buffalo Leather Boots.
The Four Winds.
The Good Little Mouse.
Hensel and Grethel.
The Hut in the Wood.
The Magic Mirror.
Snowdrop.
One Bye, Two Eyes, Three Eyes.
The Ugly Duckling.
The Pine Tree.
SECOND YEAR.
FOLKS STORIES.
Dick Whittington and His Cat.
Belling the Cat.
The Sheep and the Pig.
Cindrella.
Puss in Boots.
Tom Thumb.
The Sleeping Beauty in the Wood.
FAIRY TALES.
The Bronse Ring.
The Golden Goose.
The Princess and the Pea.
The Fir Tree.
The Flax.
Little Snow White.
The Valiant Little Tailor.
Little Golden Head.
Why the Sea is Salt.
The Wishing Ring.
The Wonderful Musician.
The Little Match Girl.
THIRD YEAR.
FOLK STORIES.
The Fisherman and His Wife.
The Golden Bird.
The White Cat.
Beauty and the Beast.
FAIRY TALES.
Aladdin or the Wonderful Lamp.
Ali Baba.
The Conceited Apple Branch.
The Enchanted Stag.
A Drop of Water.
The Little Mermaid.
Princess May Blossom.
The Princess on the Glass Hill.
The Snow Man.
Hare and the Turtle (Japanese).
FOURTH YEAR.
FOLK STORIES.
A Country Fellow and the River.
The Star Gazer.
Hans in Luck.
FAIRY TALES.
Bluebeard.
The Light Princess.
The Twelve Brothers.
Last Dress of the Old Oak.
The Old Street Lamp.
The Wonderful Sheep.
The Fair One With Golden Locks.
FIRST YEAR.
MYTHS.
Aeolus and His Children.
Apollo and Clytic.
Arachae.
Echo and Nareissus.
Hermes' Cattle.
Iris.
Penelope's Web.
FABLES.
The Ant and the Grasshopper.
The Dog and His Shadow.
The Lion and the Mouse.
The Mice in Council.
The Wolf and the Shepherd.
The Fox and the Grapes.
MYTHS.
SECOND YEAR.
The Flocks of Apollo.
The Golden Fleece.
Hyacinthus.
Phileson and Baueis.
Orpheus.
FABLES.
The Ant and the Dove.
The Donkey and the Salt.
The Lark and Her Young Ones.
The Shepherd's Boy.
The Wind and the Sun.
THIRD YEAR.
MYTHS.
Apollo and Pan.
The Labors of Hercules.
Latena and the Rustics.
Perseus and Audremeda.
Ulysses and the Bag of Winds.
Venus and Adonis.
The Dragon's Teeth.
Psyche.
FABLES.
The Country Mouse and the City Mouse.
The Crow and the Pitcher.
The Fox and the Goat.
The Hare and the Tortoise.
The Peasant and the Apple Tree.
The Wolk in Sheep's Clothing.
FOURTH YEAR.
MYTHS.
Jupiter and Io.
The Three Golden Apples.
The Golden Touch.
The Gorden's Head. .
How Odin Lost His Eye.
The Guest of the Hammer.
The Apple of Idua.
The Star and the Lily.
Prometheus.
The Do-as-you-likes. (Kingsley).
FABLES.
Union Gives Strength.
Tne Wolf and the Lamb.
The Fox That Lost His Tail.
Hercules and the Wagoner.
The Fox and the Crow.
The Arab and His Camel.
The Stag and the Lion.
THIRD AND FOURTH YEARS.
BIBLE STORIES.
Abraham, Isaac, Jacob, Joseph, Moses, Johsua,
Samson, David.
KINDERGARTEN-PRIMARY MAGAZINE.
121
LEGENDS.
Legend of Arthur.
Legends of Alfred.
Siegfried.
William Tell.
Stories of Robin Hood.
Historical Anecdotes — Eggleston.
BIBLIOGRAPHY.
How to Tell Stories to Children — Sara Cone
Bryant. (Houghton, Mifflin & Co).
The Place of the Story in Early Education. —
Sara E. Wiltse. (Ginn & Co.)
The Story Hour. — Kate Douglas Wiggin.
(Houghton, Mifflin & Co).
Special Method in Primary Reading. — Charles
A. McMurry. (The Macmillan Co.)
Special Method in the Reading of English
Classics. — Charles A. McMurry. (The Macmillan
Co.)
Monographs on Education. How to Teach Read-
ing.— G. Stanley Hall. (Heath <&) Co.)
National Education Association Report 1905;
pp. .~4, 868, 871.
Method in Education. — Reark. Chap. II. Char-
acter Building. (American Book Co.)
The Teaching of English. — Percival Chubb.
(The Macmillan Co.)
Books and Culture. — H. W. Mabie. (Dodd,
Mead •& Co.)
Old Stories of the East. — James Baldwin.
(American Book Co.)
Myths Every Child Should Know.- — H. W. Mabie.
(Doubleday, Page & Co.)
Graded Literature Readers. — Third Book. (May-
nard, Merrill ■& Co.)
Stories of Old Greece. — Emma M. Firth. (D. C.
Heath ■& Co.)
Stories of Heroic Deeds. — James Johnmet.
(American Book Co.)
Parables from Nature. — Margaret Gatty.
(Thomas Y. Crowell ■& Co.)
In the Child's World. — Emilie Poulsson. (Mil-
ton, Bradley Co.)
Boston Collection of Kindergarten Stories. (J.
L. Hammett Co.)
A Graded List of Poems and Stories. — Gilbert
& Harris. (Silver, Burdett &i Co.)
Folklore Stories and Proverbs. — Sara E. Wiltse.
(Ginn & Co.)
Fables and Folk Stories. — Horace E. Scudder.
(Houghton, Mifflin ■& Co.)
Children's Rights. — Kate Douglas Wiggin.
What Shall Children Read?
Children's Stories. (Houghton, Mifflin •&> Co.)
Stories or Great Americans. — Edward Eggleston.
(American Book Co.)
MISCELLANEOUS STORIES.
Kate Douglas Wiggin.
Sara Wiltse.
Elizabeth Harrison.
H. B. Stowe.
Margaret Gatty.
Ouida.
Louisa Alcott.
Dinah M. Craik.
Josephine Jarvis.
Emilie Poulsson.
T. B. Aldrich.
SCIENTIFIC BASIS UPON WHICH
KINDERGARTEN IS FOUNDED.
BY HORTENSE M. ORCUTT, Supervisor, Savannah,
Georgia.
COMMON objection to the
Kindergarten is that it is a
place where children do
nothing but play.
The truth of the matter is
that the Kindergarten is a
place where children's play
is directed and utilized for educational ends.
If we stop for a moment to think about it,
this fact constitutes the strongest scientific
argument in favor of the Kindergarten.
State it scientifically and see how it reads.
Children are tremendously active. The
natural expression of that activity is play.
Here we have a great natural force. Shall
we utilize it for wise ends, or shall we sub-
stitute an artificial power alien to the
nature of the object upon which it is sup-
posed to work? The answer is obvious.
"The miller looks to his mill race, the
engineer replenishes his coal bin, the
motorman sees to his current, the sailor re-
gards the quarter of the wind." And we as
educators, if we are wise, will work with
nature and not against it.
OUTLINE FOE OBSERVING KINDERGARTEN.
TO FEEL OF THE PLACE.
A Kindergarten should feel happy. You
should be conscious of this from the first
moment that you step into the room.
Happiness is a moral quality and comes
only through the right ordering of our re-
lations with others.
The Kindergarten age is from 4 to 6.
Children of this age easily cry and quarrel.
To have forty or fifty little children
working and playing together and happy is
a great moral achievement.
A KINDERGARTEN SHOULD BE A BUSY PLACE.
Children learn to do through doing.
Directed activity, not suppressed activity,
is what we want. The normal child is very
active. The wise educator utilizes this
natural force in directions that will train
and develop the child.
THE KINDERGARTNER SHOULD BE ABLE TO
SHOW YOU A WRITTEN PLAN OF WORK.
While all that goes on in a good Kinder-
garten seems perfectly simple and spon-
taneous, it is really the product of that true
art that conceals all art. Nothing the Kin-
dergartner does is accidental.
122
KINDERGARTEN-PRIMARY MAGAZINE.
Each bit of the day's plan has been made
for a special purpose ; namely, to meet some
need in the child's growth.
To this end is planned:
(i) The subject of thought suitable to
the season of the year or to the line of
activity and ideals that we wish to bring
before the child. This selected line of
thought is illustrated and reinforced by
appropriate,
Talks,
Stories,
Poems,
Songs, etc.
(2) An opportunity is given the children
to get this thought into action through con-
duct, through the hand work and the
games.
THE KINDERGARTEN SHOULD BE ORDERLY.
By orderly, we do not mean military
discipline and silence. We mean, rather,
the order that comes naturally through
absorption in what one is doing, through
interest and through care not to interfere
with the rights of others.
OBSERVE THE CHILDREN.
The children should be unconscious,
spontaneous, all alive — paying no attention
to visitors.
Notice the quality of attention that the
children give to their work and play.
It should be involuntary attention, atten-
tion born of genuine interest. Notice the
quality of control or self direction possessed
by the children and remember that six
years is the age of the oldest child.
Notice the discipline. If no discipline is
needed, be sure you see the product of wise
guidance in the beginning. If discipline is
used, notice its character — not an arbitrary
or personal infliction, but the natural
penalty of a broken law.
MORNING CIRCLE. 9:00-9:30.
OBSERVE.
Reverence during devotion.
Glad morning greeting.
Expressions of good comradship — happy
living together.
The thought for the day given to the
children by the Kindergartner, either in
talk, poem or story.
Singing of the songs (preceded by exer-
cises for good tone production.)
During the morning circle opportunity
is given the children to relate individual ex-
periences to the Kindergartner. This
means growth in individuality, personality
and in the power of expression.
RHYTHMIC EXERCISES, 9:30-9:45.
OBSERVE.
The movements of the children should
be strong, graceful, free; not mechanical
and cramped.
With children of kindergarten age, we
use large, bodily movements, and the rea-
son is physiological. The large muscles
come into play first in the order of the
child's development. The development of
the small muscles does not come until after
the kindergarten age.
These exercises, though carefully planned
to help the child's physical development,
are conducted in the spirit of play. Joyous
activity is always of 'the most physical bene-
fit. With little children we seek always
to avoid formality, drill, the merely
mechanical — because these methods do not
educate and develop; they eradicate and
suppress.
HAND WORK. 9:45-10:10.
OBSERVE.
The child's conquest of materials; the
training he is getting in the power to do,
to produce; the control of hand and eye —
which means control of the brain centers
that lie back of the hand and eye.
All good educational hand work gives the
child an opportunity to develop his own
powers, to express his self activity.
In the child's ability to apply his own
simple ideas lies the test of his growth and
our success or failures as educators.
THE GAMES, 10:10-10:50.
OBSERVE.
The social side of the games; the right
and happy ordering of the child's relation
with other children in play.
If the game is a success, all must help.
This is as truly good training and good
discipline as the "team work" so much com-
mended for the moral qualities it develops
in the college student.
Game time gives the Kindergartner the
best of opportunities for getting close to
her children. This close companionship,
being a good comrade with the children,
gives great opportunity to help the chil-
dren's moral development. Notice how
often the children choose the Kindergart-
ner to take part in the games.
Through the representative and dramatic
games the children come better to under-
stand the life about them.
From 10:50 to 11:05 we have another
Hand Work period.
KINDERGARTEN-PRIMARY MAGAZINE.
123
RECESS. 11:05 to 11:15.
OBSERVE.
A period in which the children do what
they like.
If the morning's programme has been
successful recess will not be a period of
wild license; it will not seem as if the chil-
dren had escaped from prison. It will be
a period of free yet well directed, self-
activity. It will show that the children are
really learning how to play.
LUNCHEON, 11:15-11:30.
OBSERVE.
Training in service, in courtesy, good
form and the ability to conduct simple con-
versation.
STORIES, 11:30-11:50.
OBSERVE.
Shining eyes, absorbed attention.
Training of the emotions, the imagina-
tion and the building of ideals.
Preparation for dismissal and good-bye.
ii :5o-i2:oo.
"There are doubtless many ways in
which men may make a new heaven and a
new earth of their dwelling places, but the
simplest of all ways is through a fond, dis-
cerning and individual care of each child."
EDITORIAL.
In looking back over the year just ended
we have many reasons to rejoice for results
accomplished. While the country at large
has passed through a financial crisis, edu-
cation has proven itself capable of a healthy
adjustment even to the most trying situa-
tions, j
Its manifest determination to educate
boys and girls for life and to make the pro-
cess as vital as possible is one of the most
• hopeful things that have been prominent in
the educational world during the past year.
The school has proved itself ready to modify
its methods as the needs of life are modified,
and has apparently gotten beyond the stage
when it considered itself the supreme and
ultimate repository of the wisdom of the
ages which the child was merely to imbibe
and as a result become possessed of all he
needed to make an immediate success of
life.
This tolerance in general of life, as it is
found here and now, is going over, we are
glad to say, into the special departments
of school activities, not least among which
are the kindergarten and primary.
It is hopeful to record the fact that there
seems to be less dogmatism and more of a
tendency to bear with the views of others
as containing" possibly something of real
value rather than limiting the educational
horizon to the traditions or prescience of a
few. This tolerance has probably resulted
from the larger spirit of tolerance that is
manifest in the scientific world of today.
The editorial committee of the Kinder-
garten Magazine wishes to invite the co-
operation of training teachers and training
classes throughout the country. What it
wants in particular are the reports of de-
vices used daily in the kindergarten in the
working out of special program matter
with a careful record of the results
obtained. It wants, furthermore, brief
abstracts on the Mother Plays, on the
Stories, and Nature Collections, as well as
Essays on General Educational Theory and
Practice and Program Method and Ma-
terial.
Consequently it makes this offer to all
training schools. It will give one year's
subscription free to the Kindergarten
Primary Magazine to any student whose
work has been selected and approved by
the training teacher under any of these
heads. Some suggestive titles follow:
The Place and Value of My Nature Col-
lection.
How I Made Up My Picture Folio.
The Best Pists of Kindergarten Stories
Suited to the Periods and Activities of the
Year.
The Relation of the Materials of the
Kindergarten To Those of the Early
Primary.
Illustrations and Suggestions for Hand
Work.
To graduate kindergartners the same
offer is made for the above, or any other
articles that the Magazine accepts and
prints. We urge training teachers to in-
terest their classes in these matters and
ask kindergartners throughout the country
to send us in their contributions. This is
one of the ways all may co-operate in sus-
taining the standard of the Magazine and
keeping it in touch with the actual needs
of the child today. Above all we want
practice articles and suggestions.
^LETTERS TO A YOUNG KINDER-
GARTNER.
My Dear Young Kindergartner :
You can scarce understand how deeply
your letter appealed to me, nor how swift-
ly it carried me back to the time when I,
too, faced the full responsibility of caring
for a group of kindergarten children, and
felt the same deep need for guidance and
inspiration which you express.
Your letter reveals to me more, perhaps,
than you are aware. Your evident con-
sciousness of your limitations as a beginner
in kindergarten teaching argues well for
your possibilities of growth; and the very
definiteness with which you have stated
your problems indicates the earnestness of
your purpose to solve them. It will be a
pleasure to take up correspondence with
you; indeed it will be a privilege to follow
your endeavor to find yourself in the ser-
vice of childhood.
You write in your letter "I am weak in
organization;" and then what follows be-
trays you. Your very nearness to your
training is a hindrance to you. It leads you
to think of your problems in terms of train-
ing-class philosophy, psychology, and
pedagogy; hence your approach to the
problems you would solve is that of the
class room rather than that of the kinder-
garten itself. Now do not take this state-
ment too seriously, for it marks a very
legitimate stage in your development. The
class room approach is, at present, the only
one you can make, since you lack the actual
basis of practical experience. Many of the
cherished theories of training-class days
will not seem to bear the test of practice;
and here you must guard against judging
too hastily. These theories will work —
they must if they are based upon the prin-
ciples of education as applied to the kinder-
*A11 rights reserved.
garten. When you have tested these
theories in the crucible of practice, enlight-
enment will come to you, gradually, surely,
inspiringly; for, theoretically and practi-
cally the principles underlying the kinder-
garten are safe and sound.
Let us, then, adopt the practical and
common-place approach to every problem,
and I will ask you to trust me to point out
to you at the end of each consideration, the
philosophy involved therein. That this
philosophy will be according to Froebel,
goes without saying; yet, lest you fall into
the too common error of thinking him the
repository of all educational wisdom, I
shall sometimes direct you to other masters
in education.
Since the problems we would solve con-
cern organization, let us sieze our dilemma
by the horns and make it serve us as we
now proceed to organize our problems;
and since we must have order in this, I
will submit a plan of action for your con-
sideration. Will you study it carefully, and
when you write do not hesitate to suggest
changes. You should discard points in
which you are reasonably certain of your
position, and you may feel at liberty to sub-
stitute other points in which you need as-
sistance.
Shall we not, then, let the order sug-
gested by the daily routine of the kinder-
garten direct our efforts? If so, the order
may be somewhat as follows :
I. The Organization of the Morning
Circle.
II. The Organization of Marching and
Rhythms.
III. The Organization of Table Exer-
cises.
IV. The Organization of the Play
Circle.
V. Organization as Involved in the
General Management of the Kindergarten.
And now, that we may lose no time, I
KINDERGARTEN-PRIMARY MAGAZINE.
125
will outline somewhat minutely the points
involved in the first of these problems. If
this plan commends itself to you, will you
write your views very fully, keeping strict-
ly to the outline which I now suggest.
I. The Organization of the Morning
Circle.
(1) Before kindergarten — what?
(2 The office of prayers and hymns.
(3) The function of instrumental music.
(4) The legitimate activities of the
morning circle.
(5) The function of imitation.
(6) The law of repetition and its appli-
cation.
(7) The Sanctions of the Morning
Circle.
(8) The principles and processes in-
volved.
And now, my dear young teacher (I use
the word "teacher" because it signifies so
much that is humble and lowly, so much
that is high and beautiful), you must re-
member that in order to receive you must
give; so when you find the way growing
clear, I hope you will write to me; thus
you will inspire me to greater zeal in help-
fulness. When you doubt, you must state
your doubts clearly. When you disagree,
you must disagree courageously and open-
ly, else the result of our correspondence
will not be as we wish. So, too, if I some-
times seem to criticise some cherished form
or exercise gathered in training-class days,
do not let partisanship blind you to the fact
that the ways are indeed many; and that
the purpose of our seeking is that we may
together find a better way, knowing that
the best way is the ideal goal that lures us
to enter upon this course of Self-culture. I
shall watch for your response with interest.
It is the privilege of your chosen profes-
sion to "make the plays of childhood a
round in that ladder of experience over
which the soul climbs toward self-realiza-
tion and self-knowledge ;" while the com-
pensation it offers to you is also self-reali-
zation and self-knowledge.
Faithfully your friend,
HARRIETTE MELISSA MILLS.
MOTHERS' MEETINGS AND READ-
ING CIRCLES.
DR. JENNY B. MERRILL.
Note I. Kindergartners will find a list
of simple topics for Mother's Meetings in
the Kindergarten Magazine March, 1908.
2. The author of the paragraph on
errands quoted last month is Mrs. M. E.
Boole. The name was misprinted. Several
kindergartners have reported the success-
ful issue of a discussion on "children's
errands;" we will quote further from Mrs.
Boole upon another practical subject, viz:
Carrying Out Orders.
"As early as possible you choose some
little function, which the child has learned
to perform, such as washing his own hands,
as a means of training him further into the
sense of responsibility in carrying out
orders. For instance, when you see that
he is able to wash his hands properly, you
explain to him that it is not safe for him to
touch the hot water tap, as the water is
sometimes hot enough to scald him. You
tell him that he is not to touch the hot
water tap unless you are there to give him
leave. If you intend that any other person
shall have authority to give leave, mention
that person fondly at once; say 'Unless
nurse or I, or father gives you leave,' and
having said so, let it be understood that any
other grown up person may draw hot water
for the child, but may not give leave for
him to touch the tap.
At that point there will probably come
little difficulties with servants and relatives.
'As if I didn't know as well as his mother.'
You must explain to the complainer that
Jacky is just now getting a lesson about
what he is responsible for and to whom,
and that no confusion should be introduced
into his mind. A little tact and a little
firmness are needed to soothe affectionate
jealousies in regard to authority, but the
results of this method are so satisfactory
to the whole household, that people soon
begin to say that after all the mother seems
to have known what she was about. Well
you send Master Jacky up to wash his
hands, giving him minute directions as to
his order of procedure, which you make
him repeat each day until you find that he
no longer needs to be reminded.
Every day he comes back with his report
which may be as follows : Cook was up-
stairs; I asked her to draw me some hot
126
KINDERGARTEN-PRIMARY MAGAZINE.
water; I washed my hands; I used soap;
I rinsed the soap off; I used my own towel;
I think I wiped my hands quite dry; I did
not touch any one's else towel; I put my
own towel back on the proper ring. The
report must include all the details upon
which you cautioned him. Amongst its
other advantages this has a tendency to
check a child's natural inclination to occupy
the conversation with details of his own
affairs and performances at the wrong time.
He understands that reporting the details
of what he has been doing is a piece of busi-
ness to be done at a certain time and heard
no more of."
Questions For Discussion.
i. How often during a day should a
child under six be required to give such an
accurate report? (Mrs. Boole says "not
more than once or twice, for the rest of
the time he should be allowed to be his
natural, careless, impish self; and other
people, not himself, should guard him from
mischief and danger.")
2. What would be the result of over-
doing such a lesson in exactness? It would
make the child either peevish or priggish.
3. What other examples of similar acts
can you suggest as appropriate for these
early lessons in responsibility?
4. How could such lessons be applied in
visiting in a friend's house in order to pre-
vent accident ?
5. What good reaction upon the mother
would such a daily report bring about ?
It would tend to make her more accurate
in giving directions to a child. It would
lead to a habit — respectful attention to a
child's report. It would develop a simple
dignity in dealing with household affairs.
The mother would realize that she is truly
the child's first and best teacher.
6. Would such careful daily reports
have any effect upon the habit of truth
telling?
7. Ask mothers to test this method and
report several months hence.
Note — Kindergartners will render practical ser-
vice if they will send reports to the writer of this
article if any mothers try the method suggested.
AFTER CHRISTMAS.
January.
We are enjoying our Christmas tree so
much. Fortunately it was not thrown out
as happened last year. The children have
been sawing off branches and today we
made a table and started a bed which we
hope to finish tomorrow. F. B. B.
During December the Christmas Tree
was the central object of interest. We
talked of where it grew, drew and painted
pictures of it and decorated it for the
mothers to see at the Christmas party.
While talking of the woodman and carpen-
ter this month, January, we have used it
for illustration, sawing off branches, chop-
ing, etc. We are now using it for a pole
for a game with a string and ball. R. B. H.
We had a very interesting time with the
carpenter. The children responded well
and had many things to tell about him and
his work. We had some very good clay
reproductions of tools, also did some free
cutting. The stories of trees, saw-mills and
logging camp were much appreciated. This
work was all remembered and spoken of
again and again during our study of holly,
fir, pine and mistletoe sprays. We had a
great deal of fun with the pine needles and
the prickles of the holly. J. J. E. A.
The central object of interest for January
will be the Christmas tree. Each child has
already climbed it, and had a swing in its
branches. They have played they were in
the woods and picked a branch they liked
the best calling it a tree. We have taken
the needles off the twigs and had stick
lessons with the twigs. By and bye we will
play carpenter and wood-chopper and saw
off the branches and then make dolls' fur-
niture. The trunk that is left will be our
flag pole and later our may-pole. G. H.
"Whoso to dull and narrow lives
Doth ope the sky's wide blue,
The gold of sunset, rose of dawn,
The diamond gleam of dew,
Vast space on space of free, fresh air,
Green hilltop, outlook new,
And forest path but seldom trod, —
Whoso doth this doth work with God."
Annual welcome of N. Y. P. S. Kinder-
garten Association Nov. 20, 1908.
Father in Heaven, we thank Thee,
We thank Thee.
For mother love and father care,
For brothers strong and sisters fair,
For love at home and here each day,
For guidance lest we go astray,
Father in heaven, we thank Thee,
We thank Thee.
KINDERGARTEN-PRIMARY MAGAZINE.
127
PROGRAM SUGGESTIONS FOR
JANUARY.
BERTHA JOHNSTON.
"f N JANUARY a variety of topics present
-*- themselves as suggestive points of de-
parture for a kindergarten program. In
many public schools the older children are
about to leave the Paradise of Childhood
for the sterner realities of the First Grade,
and new children enter to fill the vacancies
thus made. This, with the fact that Janu-
ary is the beginning month of the New
Year makes the subject of "Time" par-
ticularly timely. We give below a few
parallel suggestions along this line. A talk
about the grades above, and visits of the
kindergarten children to the first grade and
vice versa for an early morning song or
talk, are quite in order. This has been
done in several schools in Chicago. Now,
too, if it has not already been taken up at
the beginning of the school year, the
"clock" may be made the center of attrac-
tion. See November number of Kinder-
garten-Primary Magazine.
The "trades" are made the center of in-
terest in many kindergartens in January,
and in the city, as preliminary to this, the
street and its manifold interests present
opportunity for helping the child to see and
feel and act rightly. This is' especially true
in the crowded tenement sections where
the abnormal conditions make it imperative
to so nurture the best in the child that the
evil is overcome by good.
We will give first a few suggestions in
connection with the city streets.
Can the child, on the morning circle,
show, without words, some of the things he
saw or did on the street this morning?
Act out street car, horse and wagon, slid-
ing on ice, throwing snowballs, policeman
helping someone across the street, baby
wheeled in carriage, etc. Speak of grocery
stores, florists, and other kinds of business.
The country child sees trees, shrubs, barns,
sleighs, icicles, horses, cows, sheep in fold,
etc., school-house, library, etc.) This leads
naturally up to the trades from one direc-
tion and to the important Froebelian prin-
ciple of interdependence so well expressed
in Emerson's noble poem "Each and All."
The entire poem is well worth committing
to memory by the kindergartner. We give
but two lines :
"All are needed by each one
Nothing is fair or good alone."
If the thoughtful kindergartner has
saved the kindergarten Christmas tree, the
various ways of disposing of its needles,
tings and trunk leads naturally to the trade
from another direction — to the woodsman
and the carpenter. But to return to the
Street with our program ideas.
FIRST GIFT.
Let the balls represent fruit in shops or
on fruit stands. Pile upon a table in
pyramidal form and let children count how
many apples, etc., there are. Buy two or
three; how many are left? Emphasize im-
portance of giving fair pay.
Errands — This is a good time to practice
suggestions given last month by Dr. Mer-
rill in her paper on "Running Errands."
Send child to buy three green cooking
apples. See that he returns with three
green balls.
Let balls represent flowers in window or
street cars that take mother to the shops
when she goes shopping. Does she take a
red or a green car? Do we wait patiently
in the store for our turn to be served?
Let balls represent bells of churches that
we hear on the streets on New Year's
night. Which is pleasanter to hear, the
rich, deep tones of the church bells or the
harsh clanging of the factory horns and
whistles? What can we do with the green
apples. We can make an apple pie or
pudding. If we do not care to make pies
or cake at home, what can we do? We can
go to the baker whose enticing window we
see from the street.
THE STREET-CLEANER.
The "street-cleaner" opens up a far-
reaching topic. How does he help? How
can we help? We need not throw papers
or banana-skins in the street. We want to
help keep our city beautiful and clean. Let
the child act out a little plav. Plav buy
fruit at a stand, eat the imaginary fruit-
look about for a receptacle in which to place
skins and paper bag. Failing in the search.
roll up the skins in the paper and put in
hand-bag or pocket. The fact that the
street-cleaner, however humble his office, is
a city employe, working for the civic wel-
fare gives him a dignity that does not
inhere in the organ-grinder or scissors-
grinder. There is a chapter in that beau-
tiful classic translated from the French,
"The Attic Philosopher," which tells how
a patriot served his country in many ways,
128
KINDERGARTEN-PRIMARY MAGAZINE.
including fighting in the wars and when dis-
abled, he finds service on the street clean-
ing force. It was retold in simple form in
the Kindergarten-Primary Magazine a few
years ago.
THIRD AND FOURTH GIFTS.
Lay the oblongs as straight, level, even
pavements in the street. (Group work)
Arrange the cubes as houses. Let the
cylinders of the Second Gift. Beads be the
ash cans and refuse receptacles.
PAPER CUTTING.
Cut dolls (street-cleaners) of paper and
also brooms- — observe kind used by street-
cleaners.
CARDBOARD MODELING.
i. Make wagon-bodies, and attach
wheels made by button-molds. These are
the wagons for carrying away the city
trash and refuse.
In winter the snow must be carried away
— make shovels of cardboard attached to
small wooden handle, (burnt match).
3. Make refuse-receptacles by cutting
oblong 3x5 inches. Paste one short edge
to overlap the other. Cut many slits into
the lower end about J/\ inch up, bend, and
to the surface thus made paste a circle to
form the bottom.
Bent surface to which
to attach circle.
^-Vvv\A/V^
This can be used as trash-basket for doll-
house or to hold tooth-picks or burnt
matches.
Speak of the many things found in the
receptacles and of how they are sorted and
classified and men have learned to make
use of everything; old tin cans, bones,
papers, rags, etc. How does the city dis-
pose of garbage ? When we grow up are
we going to help work out plans so that
there shall be no waste at all, and that
rivers and bays shall not be polluted with
city waste?
THE BAKER.
In Germany and England the baker plays
a more important role than in America.
Very often the people prepare the meat and
dough and depend upon the baker to roast
or bake them. He therefore serves as a
good illustration of the principle of inter-
dependence. But city life even in the United
States could ill afford to spare the man who
gives us good bread and breakfast rolls,
and cakes and pies of all kinds.
Speak of clock by which we know when
the goodies have been cooking long
enough.
GIFTS— SECOND GIFT.
Let the box represent the baker's wagon
on its rounds, with the ball for the spirited
horse. Or it may be the oven into which
are popped the good loaves of bread and
cake, or it may be the grocery store from
which the baker gets his barrels (cylinder)
of flour or baking apples, and boxes (cubes)
into which the wholesale baker puts many
of the crackers and fancy biscuit he makes.
The lid of the box may be used as the in-
clined plane up which the barrels are rolled.
The sphere may stand for the lively cat
which helps the baker by keeping the place
free of rats and mice.
The cylinder suggests the barrel, baking-
powder box, flour-roller, etc. The cubes
may represent loaves or separate biscuit.
Make a stove oi the oblong box with the
cylinder for the pipe. The tables will serve
as cookies of various shapes. Let the chil-
dren play at buying and selling; counting
the dozen of cookies, etc. Telling what
shapes of cookies they want — circles,
triangles, etc.
THIRD GIFT.
With this may be built, (1) the bakery, (2)
counter (3) glass cases for holding fine
cakes. Tell what kinds of cake are made.
(4) Range with smoke-pipe and at one side
1
/ / ZZ-
Bakery
Glass Case
./~7
Shelves for loaves, Range with
pies, etc. oven door open
y^M.
Kneading Flour bar-
table rel or basket
in which are
loaves
Desk Counter Tables
the kneading-table and also the flour-bar-
KINDERGARTEN-PRIMARY MAGAZINE.
129
rel. (5) After leaving the kitchen where
we see the cooking done we return to the
room, above where, before we leave, we sit
at one of the two tables in the rear and
eat some cookies and milk, then pass in
front of the counter and pay at the desk for
our pleasant treat.
NUMBER PLAY.
(a) A man bought some boxes of
crackers. How many?
(b) Two men carried them into the
grocery — each carrying half? How many?
(c) He had to put them in a long narrow
space, carrying two at a time ; count them
by twos — 2, 4, 6, 8.
He sold one half the first day. How
many left?
(e) Sold one of these. How many left?
(f) Gave two away. How many left?
FOURTH. FIFTH. SIXTH GIFTS.
Build bakery, or street with bakery, and
also build fine, beautiful wedding cake.
TABLETS.
Make fine floor for bakery. Also give
geometrical names and let children buy and
sell cookies of various shapes. Play you
have a large cake and wish to make a
design with colors to decorate it. Give
practice in counting, in recognizing angles,
(sides, corners, etc.) in placing with regard
to balance and symmetry.
LENTILS.
Play they are caraway seed candies and,
giving the children large circles of paper to
represent cakes let them arrange the lentils
in various line designs. Circles, crosses,
fylfot, etc.
OCCUPATIONS— CLAY.
Mould of the clay, all kinds of cakes,
patty-cakes, crullers, jumbles, etc. Also
some of the things mother and the baker
use in cooking; the big mixing bowl, the
measuring-cup, etc.
Sand.
SAND.
With the little tin moulds, make a num-
ber of cakes, count them, buy and sell, etc.
CUTTING.
Cut pictures of utensils used in cooking
by mother or baker — the spoons for stir-
ring, the knives, forks, chopping-knife.
Paste these on cardboard.
Illustrate by cutting "Little Jack Hor-
ner."
Illustrate rhymes found in "Mother Play
Book."
CARDBOARD MODELING.
Make deep head pan and shallow baking
pan. Also measuring-cup. Use tablets or
parquetry circles for cookies and play at
baking. Make stove (See November num-
ber.) but make oven especially prominent.
Make clock by which baker knows the
time for putting in and taking out his
cakes and pies. (See November issue.)
Make bakery window. Cut oblong of
7x8 inches. Cut two slits in one long side
about one inch long, one inch from and
parallel to each short edge. One and one-
half inches from same long side and on line
with each slit put a dot. Two inches from
each dot make a second one. Unite these
dots by three lines as shown in drawing
and cut along these lines. Bend along
dotted lines and you have a bakery window
with shelf on which to place the things the
baker makes.
Bakery Window Working Drawing
from inside.
PAPER FOLDING.
1. The clean top of kneading table.
The clean top of
kneading table
2. Recipe-book.
Receipt Book
Bakery window
Oven into which the pans
are shoved
3. Bakery window.
C
Pan Another oven
4. Oven into which the pans are shoved.
5. Pan.
In the "life-form" series of paper folding
the so-called "box" makes a good baker's
cap. The "wind-mill" is appropriate here
also as representing the mill that grinds the
130
KINDERGARTEN-PRIMARY MAGAZINE.
flour. The intervening forms may repre-
sent :
i. The salt-cellar used by baker; 2
(Tadpole) the baker's skimmer with short
handle; 3 (bird) cuckoo in cuckoo-clock,
that "cuckoos" and flaps its wings ; 4
(Duck) swims on pond of wind-mill; 5
table cloth folded; 6 cup and saucer; 7
windmill ; 8 Double boat that carries grain
to mill ; 9 pocket book from which we pay
for what we get at baker's; 10 box or
baker's cap.
THE CARPENTER.
The carpenter is an important factor in
both country and city life. To his skill and
integrity we owe the comfort and safety of
our homes. Can we show on the game
circle some of the tools he uses, and how he
uses them? We will suggest in just a few
words some of the ways in which the gifts
and occupations may be used with refer-
ence to this subject.
First Gift — Give a color lesson, letting
the balls represent the paint to be used
both inside and outside the house. Which
can of paint shall we chose? Speak of the
colors used inside the rooms. Which color
is pleasantest if the room is on the shady
side of the street? Which color is pleasant-
est in cold winter weather on the sunny
side?
Now is a good time to begin to make a
doll house of soap boxes or other boxes.
Place it so that the little rooms get the sun-
light and the shadow at different times.
Second Gift — Make a derrick crane of
the cylinder, sticks, etc., with such tacks
and hairpins as may be needed. If building
is going on near the school the older chil-
dren may be able to give ideas after watch-
ing the cranes. The principles of the lever,
the pulley and the inclined plane may be
illustrated with this Gift. Play that the
cover of the box is the long board up which
the workmen walk with their hods. Let
the Second Gift Bead cylinders be the
workmen. How steadily they walk. Let
them make a high wall of Second Gift
cubes. Play that the Second Gift Bead
cylinders are barrels of lime for mortar.
Show how easily they are rolled up the
inclined plane.
Turn Second Gift cylinder into wheel-
barrow by running a stick through it and
then placing two sticks as handles beneath
the ends. It will roll along nicely with
care.
Third, Fourth, Fifth, Sixth Gifts give
opportunity for a great variety of expres-
sion. Build houses, school-houses, churches,
railway stations, monuments, shops, etc.
Why do frame country houses have
such sloping roofs? What becomes of
snow that melts on top of city houses?
Second Gift Beads — Make fences of
various sorts.
Sticks — Outline buildings of various
kinds.
Outline ladder used by workmen.
CLAY.
Make small bricks, let dry and next day
build into wall of house. Let children see
need of making them of exact size. Why
do we arrange them so that one rests upon
two beneath? *
CARDBOARD MODELING.
Cut and bend into houses, barns, sheep-
folds, etc. Also make watering-troughs.
Give practice in cutting straight lines in
making boards ( ?) of different lengths.
Pile these up in imaginary woodyard on
table and play buy and sell, thus making
counting and measuring lesson.
Make cardboard wheelbarrow. See
rougfh drawing:. Fold on dotted lines and
cut where indicated to make legs. Bend
down small front flaps and through these
run slender axle upon which rolls a card-
board wheel.
Paper cutting — Cut pictures of various
tools used by carpenter.
Peas and sticks — Make ladder used by
carpenter. Also make pictures of tools.
Make framework of house.
WOOD.
Let older children have genuine experi-
KINDERGARTEN-PRIMARY MAGAZINE.
131
ence with saw, hammer and nails. Give
them blocks of various sizes and shapes
and let them see what they can do — chairs,
tables, etc., can be made. Boxes can be
made into houses. Let them paint these
with real paint.
Tell of the need of doing work perfectly.
Once a carpenter built a fine, expensive
house, but when finished the roof, as it
seemed, leaked in every rain storm. One
carpenter after another tried but could not
find the trouble. At last one came who
tried something else. He played the hose
on a window frame and showed that the
trouble was not with the roof but with the
window. When we build we want to build
perfect shelters for the fathers and mothers
and children who will live in our houses.
LEARNING TO READ.
SO CLOSELY associated with the kin-
dergarten is the name of Froebel that
it is necessary to remind ourselves
occasionally as well as our co-workers in
the elementary school, that no other
writer has given us a more valuable outline
of the "chief groups of the subjects of in-
struction. We know well that it was
Froebel who taught us to keep school with-
out books, and who urged educators to re-
member that "the A, B, C of things must
preceed the A, B, C of words."
Less familiar are we with his apprecia-
tion of what it is to learn the alphabet. It
was Froebel who wrote these strong
words : "Writing and reading, which
necessarily imply a living knowledge of
language to a certain extent, lift man be-
yond every other known creature and bring
him nearer the realization of his destiny.
Through the practice of these arts he
attains personality."
The endeavor to learn these arts makes
the scholar and the school.
The possession of the alphabet places the
possibility of self-consciousness within his
reach, for it alone renders true self-knowdedge
possible by enabling him to place his iron
nature objectively before himself, as it were;
it connects him clearly and definitely with the
past and future, brings him into universal
relationship with the nearest things, and
gives him certainty concerning the most
remote.
The alphabet thus places man within
reach of the highest and fullest earthly per-
fection. Writing is the first chief act of
free and self-active consciousness.
If every young teacher who begins to
teach a child to read and to write would
occasionally . read these inspiring words,
the great task would be lightened.
Froebel also wrote a charming little
story entitled "How Lena learned to read,"
in which he describes a child who having
passed through the kindergarten, has be-
come exceedingly anxious to learn to write
and to read.
Froebel makes the desire to learn to read
the initiatory step.
I claim that the good kindergartner
always puts the child in this attitude
towards the work of the first school year.
While there is no reading taught in the
kindergarten proper, the children often
play " read a story" from a little folded
book.
They learn to love picture books, story
books and song books and should be
trained to handle them with care. The
illustrated song books have often been very
attractive to the children of our kindergar-
tens. Many little ones can find the songs
by the pictures or general "look" of the
page.
In a similar way stories and nursery
rhymes are sometimes recognized by very
young children in the home.
Mrs. Ellen Kenyon Warner calls this
"The Natural Method of learning to read,"
and has written a primer arranged so as to
take advantage of this power of the child
to recognize a whole story, rhyme or song.
Her method is embodied in "The Culture
Readers"* and as teachers are becoming
more and more interested in this "natural
way" of introducing a child to reading, we
have secured permission to present Mrs.
Warner's recently published manual in the
Kindergarten Magazine.
We hope also to have a special article on
primary reading from the pen of this
gifted writer who is so well known all over
the country. No one has given more
thought to the phonic work connected with
all good methods of reading and full atten-
tion is paid to phonics in connection with
the natural method.
*The Culture Readers. Ellen Kenyon Warner,
Dd. D. Books 1 and 2 edited by Jenny B. Merrill,
Pd. D., published by D. Appleton Co., N. Y.
Personal — Will the mother wbo subscribed for the
Kindergarten-Primary Magazine for her daughter Daisy
without giving us postoffice address, kindly send address
to J. H. Shults, Manistee, Mich.?
TONY AND HIS FRUIT STAND.
BERTHA JOHNSTON.
OLD TONY kept a little fruit stand on
the crowded corner of a big city.
There, every day, he arranged in at-
tractive pyramids, his store of red apples
and russet pears from faraway orchards;
long, yellow bananas from Cuba, round
oranges from Italy and heavy clusters of
purple grapes from California. So beauti-
ful did they appear that people passing by
would often turn to take a second look at
them, and sometimes would turn back and
buy. Little children would often stop, too.
on their way to school, to buy an apple or
a plum for lunch.
But there was one group of boys, led by
a large, thoughtless boy who liked to tease
Tony; they would call him names, laugh at
his way of talking, and then, when he grew
angry and stamped his foot and shook his
fist at them, they thought that was great
fun. They did not stop to think that he
was old and gray, and stiff with rheuma-
tism; they did not think of all the pains he
took to make his little stand look beautiful ;
they did not know of the little grandson
who lived with Tony and went to kinder-
garten every day and that it took all of
Tony's pennies to feed the little boy and
himself and pay for rent and clothes. Thev
only thought it was a big joke to make
Tony lose his temper and then race away
from him as hard as they could go.
One day Tony was feeling very anxious
about the little grand son. He was sick
that morning and could not go to kinder-
garten; and Tony felt very down-hearted
indeed.
As he stood there in the cold, alone came
a runaway horse. He dashed bv Tonv's
corner, the wagon was dragged against
Tony's stand so that the stand was over-
turned and away rolled apples, pears and
grapes into the sidewalk and even far into
the gutter and the road.
The big boy leader (whose name I do not
like to give you) was standing near with a
small soap-box wagon, and the moment he
saw that fruit-stand overturned he made a
dash for it, with his little wagon, calling to
his boy and girl followers to take a chance
too. Then there was a scramble and soon
the little wagon was filling up with the
fruit while Tony ran hither and thither like
one distracted and stamped his foot and
called in vain for the boys to stop.
But help was at hand for now Jack came
upon the scene. Jack was also a big boy.
He lived in the same house that Tonv
and knew of the good care he gave little
Pietro, and how hard it was for him to get
out to his stand in all kinds of weather — ■
when the streets were slippery with ice and
when they were slushy with melted snow.
Jack had no patience with a coward. "Get
out of that," he cried. "Drop those apples."
And he started toward the other big boy.
"You mean sneak," he called. "You're a
coward too. One big boy and eight little
ones against one poor old man. Put up
that stand and place the apples back where
they belong." The other children stood
still for a moment. They had never thought
of their fun in just that way before. Then,
as big Jack began to pick up some of the
bananas they all began to help and soon it
was a race to see who could do it most
quickly. They washed the mud off at a
faucet in a bi g building near by and soon
the apple-stand looked just as fine as ever,
and Tony gave big Jack three apples to
divide amongst the children. And one fine,
large apple Jack cut open in such a way
that a beautiful star could be seen in the
center and that apple tasted the best of all.
KINDERGARTEN LIGHT OPERA.
AUGUSTI S EARLE
' I ^HE child is here and he reigns, he com-
-*- mands, and oh how happy are we to
follow his commands, for does he not reign
in the land of joy, happiness and love? In-
deed then are we happy to be subjects in
this beautiful Fairyland.
The child moreover reigns not only in
the home, and the school and church but
also in the theater; for did not the greatest
individual theatrical manager of the world.
Charles Frohman, see three years ago the
needs of introducing the adult to the child's"
Fairyland, and thus the exquisite "Peter
Pan" took us with delirious abandon into
KINDERGARTEN-PRIMARY MAGAZINE.
the "Never never Land." Last year,
Heinrich Conr'ied, then the American
Impressario, led us tunefully into the Kin-
dergarten grand opera with "Hansel and
Gretel," and this year we are carried into
another psychological experience — "Little
Nemo in Slumberland," a child musical
comedy, sum of the two previous.
Little Nemo is the work of Windsor Mc-
Cay, a staff artist of the New York Herald.
For several years, several thousands of
children have been gladdened by the Sun-
day Herald's Nemo experiences.
Little Nemo is a dear little chap with
dark brown ringlets, a perfect little darling,
who dreams wonderful dreams, which Mr.
McCay illustrates. Klaw and Erlanger,
giants in staging musical comedy, are re-
sponsible for the production, and a more
gorgeous production were hard to con-
ceive; Herbert Grecham, the greatest stage
manager of the age; Victor Herbert, king
American composer of high opera ; Harry
Smith, the most popular of librettists, with
New York's best scenic artists, all these
have been called upon to sing and live
through the dreams of childhood again, to
become a Nemo, the "Nowhere Child."
The story may be placed under four
headings. First, the loneliness of the only
child for a real playmate, which is laden
with every device known for childish en-
tertainment. Second, a city playground is
shown, emphasizing the thought and' atten-
tion a great public is paying a great move-
ment. Third, the patriotic side so graphic-
ally illustrated in the Fourth of July dream.
Fourth, the ethical side illustrated in all the
characteristics, and particularly when Little
Nemo turns to the Little Princess, and to
the vast audience, saying, "If you will still
be my playmate I will give you all my toys,
all my money and all my love."
SCENE ONE, ACT 1.
Shows Slumberland as a vast place of
beauty reigned over by King Morpheus.
The king's daughter, the Little Princess,
begs for a new diversion — a real playmate.
Sweets in the form of the Candy Kid are
declined by her, and then the large story
book opens to admit the characters every
child has learned to love — Little Red Rid-
ing Hood, Puss in Boots, Jack the Giant
Killer, Cindrella, Simple Simon, etc., etc.
For an instant the Little Princess is
pleased and rightly so for the charm of this
human story book is irresistible. Ennui soon
appears however and her ever plea for a
really truly playmate provokes the services
of the Candy Kid and several attendants,
among them Flip, an ugly child who is the
nephew of the god of Dawn, to come to
find little Nemo, who has been described
as a real boy, living on earth, and who has
been suggested as a playmate for the little
princess.
SCENE II. A CITY PLAYGROUND.
Its charm is its simplicity. For any who
may doubt the consideration the people are
paying the vital question of public play-
grounds for the child's physical welfare, he
will quickly see that even theatrical mana-
gers are cognizant of the needs of the chil-
dren, for the second scene is a public play-
ground. The simple activities of the child
are shown, and the joyousness of the May
parties and the swings, and the delight of
the open space are cheerfully guarded by
that happy benefactor so often abused, the
policeman. The policeman, a joyous whole-
some father when about to lock the play-
ground for the night, discovers sleeping
, within the shade of a huge tree a little bit
of humanity, and a sense of protection
asserting itself he takes up the child, wraps
the only available article of warmth about
it (which happens to be a table cloth left
by picnicers) and with a surprised expres-
sion exclaims "Oh this is little Nemo," the
curtain lowers with the audience satisfac-
tion of little Nemo being safely carried by
the big jolly policeman to his home and
mother. We are now introduced to the
main characters and as the story centers in
Slumberland we are ready to accept our in-
troduction to Fairyland for Nemo is safely
tucked in bed, and his beautiful dreams
about to begin.
The first dream leads Nemo, the little
Princess, and the accompanying party into
the beautiful land of St. Valentine. The
Little Princess and Nemo are seen wan-
dering about, singing and calling, happy
and longing, finally meeting in a joyous
embrace with tuneful burst into the alluring
little song, "Won't you be my Playmate?"
The next scene shows a distressing
dream, for due to Flip's interference the
mystic ship on wdiich Nemo and the Little
Princess are sailing through the mysterious
Slumberland, is wrecked on Cannibal
Island, called the Isle of Table D'hote.
The ethical element again is manifest here
when the hungry Cannibals are converted
from their savage purpose by the sweet
134
KINDERGARTEN-PRIMARY MAGAZINE.
"songs and games" of the Little Princess,
and her dreamed of Knight, Nemo.
Nemo's next dream is a magnificent
pageant and a splendid lesson in patriotism.
Nemo falls asleep and dreams of the
Fourth of July. In a vision he sees the
Palace of Patriotism in Slumberland. He
joins the dream-children in a joyous cele-
bration of Independence Day. The never-
to-be-forgotten heroes of his country's past
appear and thrill the little dreamer's heart.
The Liberty bells ring out amid a sudden
burst of glory.
Song — "Remember the Old Continen-
tals"— A.
The final dream brings them back to the
Palace of King Morpheus in Slumberland
where little Nemo is surrounded by all the
beautiful subjects of royalty. A splendid
vision of reality is shown of the future of
every little Nemo, by a future little Slum-
berland Princess in the dream of love, and
the dream of service, and the celestial
dream of reward. The curtain goes down
on the mystic land in which we have lived
our entire life in a few hours, and as we
prepare to leave the Country of Slumber-
land for the realities outside, Little Nemo
steps to the foot lights, his little playmate
the Princess at his side, both surrounded
by the joyous subjects of the country of
dreams, and says, "To all children from
seven to seventy, may all have dreams like
mine in Slumberland," repeating as a
climax the ethical purpose so manifest
throughout the play, namely his beautiful
sweet unselfishness.
I could wish with all my beart that every
child from "seven to seventy" could wit-
ness this performance, which words are in-
adequate to describe, for it is a memory
and a pleasure it were hard to estimate.
Figures mean but little when they run into
thousands, but when a great theatrical
syndicate sees the justice of expending $80,-
000 on a child's performance we realize in-
deed that the child is here and that he
reigns and he commands. Happy child!
We are printing in this month's issue of
the Magazine an outline for intelligent lay-
observation of the work of the kindergar-
ten. This outline was written some months
ago by Miss Hortense M. Orcutt, Super-
visor of the Kate Baldwin Free Kindergar-
tens of Savannah, Ga., and privately printed
by Mr. George J. Baldwin, President of the
Kate Baldwin Free Kindergarten Asso-
ciation for public distribution in Savannah.
A few copies of this outline found their
way to New Orleans at the time of the I.
K. U. and since then so many requests for
the outline have come to Miss Orcutt from
kindergartners, supervisors and school
superintendents that the Savannah edition
has been exhausted. Since it is ever the
aim and purpose of the Magazine to meet
the needs of kindergartners and teachers
all over the country, we take pleasure in
putting this strong, practical and sugges-
tive outline in their hands through the
columns of this Magazine.
We recommend it for discussion at a
Mothers' meeting to assist parents in
observing more thoughtfully the various
phases of a kindergarten day.
SOCIAL CELEBRATIONS IN NEW
YORK.
MARI RUEF HOFER.
'HpO the outlander and stranger in New
■*- York many of the local happenings
and customs taken as a mere matter of
course by the native habitant are a con-
stant source of amazing wonder. When
asked "what it is all about" the old New
Yorker gravely shakes his head and rever-
ently expounds "no one knows why, we just
do it — it is the custom," and proudly adds,
"it is done nowhere else in the world — New
York is different you know."
Awakening on Thanksgiving day morn-
ing in New York City, one is greeted by the
blare of trumpets and strange festal noises
mingled with the usual roar of city traffic
and tramping pedestrians. A strange sense
of the unusual is in the air. Windows are
thrown open. Your excited head in com-
pany with many other excited heads are
questioningly protruded to be answered by
the animated scene below.
A streaming Mardigra of quaintly garbed
and bedizzened crowds mingle, with cheer-
ing or jeering onlookers — as the case may
be — and sober the plodding citizens push-
ing their way through to the New England
Thanksgiving sermon. In the masquerad-
ing throng are fools in motley, bands of
ragamuffin children begging from door to
door, Uncle Sam leading gay Columbias,
in stars and stripes, bands of ragged sol-
diery brave in tarnished cap and gilt bands,
Red-coats besmeared and spattered, bear-
ing old fashioned hauberks and battle axes.
Indian braves in beaded buckskins and
feathers, men in women's skirts and alack
KINDERGARTEN-PRIMARY MAGAZINE.
135
occasionally women making brave in jer-
kin and breeches. Old revolutionary fire
arms down to water pistols serve for arms ;
fifes, drums, rattles, flags, mysterious
insignia, make the scene wild and gay with
color and sound. In vain the onlooker
seeks for some solution of the scene, in vain
ask questions, no one knows, everybody is
good natured and participative in the fun,
even to a liberal spattering from one of the
irresponsible water pistols. The beggars
are fed and feed liberally in a universal
sense of irresponsible gaity.
Shades of tradition and history assist in
untangling this medley of suggestion.
THE DUTCH CONTRIBUTION.
To begin at the beginning of today's
masquerading as far as New York's Dutch
ancestors are concerned, away back in the
fifteenth century, so story hath it, Holland
had a famous band of Rag-a-muffins
destined to leave a historic laud mark no
less than that the great Netherland wars
necessary to establish a Dutch Republic.
Suffering under insult and repression from
a foreign court the Nobles of old Holland
went to the King to sue for their rights and
to demand greater freedom for the people.
The King and his courtiers scorned their
request with a royal scorn and call them
beggars and ragg-a-muffins for the pains.
The disappointed nobles retorted to the
taunt, declaring as they left the presence of
royalty that they would hence forth be-
come beggars until they had gained what
the King had refused them. Then followed
the famous beggars' banquet where clothed
in rags and beggar's wallets they bound
themselves with solemn oath to Prince
William of Orange for the cause of Hol-
land's freedom. This thrilling story can
be read in Motley's Dutch Republic and
other authentic histories.
THE ENGLISH CONTRIBUTION.
Another element which has undoubtedly
contributed to New York's masquerading
is the equally famous, or infamous guy
Faukes Gun Power episode. This occured
in November, 1605, and its suppression was
thereafter celebrated for many years in a
Jubilee of great fervor and noise, with
masquerading and blowing of horns and
carrying simulated traitor's heads on pikes
in procession through the streets in Don-
don. It is easy to be seen how both these
interesting historic occasions must have
been handed over as traditions to the New
World by the early English and Dutch
settlers and helped to make gay early
Colonial and New York life.
EVACUATION BAY.
Greatest and most recent of all is New
York's own contribution, the commemora-
tion of America's throwing off British rule
when November 25, 1783, our own tat-
tereddemalion soldiers drummed the Red
Coats out of New York Harbor. So recent
and notable is this great event that it is
almost incredible to believe that it has
already fallen into decay and its celebration
left to the chance revivals of children and
the mass of the people wholly ignorant of
the significance of the occasion. As a re-
sult we hear a great deal of complaint
about the rag-a-muffin nuisance and a con-
demnation ot the general noise and lawless-
ness of this annual event. In view of the
Hendrick Hudson celebration proposed for
September of next year serious reflection
is brought to bear on local and city history
of New York and the possibilities of in-
corporating this in suitable pagents and
public exercises. Since the educational
condemnation of the use of the worn-out
George Washington myth we are reminded
that if there is one place where the George
Washington story can be properly vitalized
possibly minus his hatchet, this place
should be New York City, where every
turn and corner is marked with his
memory. Is here no opportunity for
teachers and social workers ? To revitalize
things worthy of place in historic memory,
also to make good to the children the
shreds and snatches of once great public
enthusiasms by proper interpretations of
remaining local customs. Until this is done
play on ye merry revellers your mad med-
ley of facts and fiction which preserve to us
these things until moralist and pedagogue
rightly instal ye in the temple of world's
great events.
NOTE — An interpretation of the above historic
events in a series ot tableaux and pictures with an
illustrated talk was given at Asacoy Boys' Club,
Brooklyn, with great success on the eve before
Thanksgiving this year. The begging and license
in that particular neighborhood was greatly
mitigated by the fact that the children under-
stood the situation better.
New Years Day.
The New Year can mean very little to
a young child. But he will hear his elders
136
KINDERGARTEN-PRIMARY MAGAZINE.
speaking of it and a little time may be
given in kindergarten to telling of the
twelve months which come in succession
and in reviewing the special days in each
of which the kindergarten takes note.
Ask the children if they know of any par-
ticular clay in January which we celebrate.
Perhaps some child will of his own accord
step out and say "I wish you a Happy New
Year." Then, for February, some child,
big or little, may represent a scene in the
story of Washington. This year comes in-
auguration day in March. Speak of how
the President is installed in office. April
is the month of rain, etc. As each month is
named let a child stand up to represent it
and when all twelve are up, count and see
how many months there are. What kind
of weather does each month bring? Each
one brings many pleasures. Even stormy
March does his part to freshen the earth
with his winds and prepare for the rains of
April and flowers of May and June. Sing
"I am the Little New Year" found in the
Jenks and Walker book.
THE CULTIVATION OF BEAUTY PERCEPTION.
I shall say nothing new — I but echo
what has been said by Ruskin and others.
If new it might be questioned. An ideal for
our children — good, useful, beautiful. The
moral alone is not sufficient. The useful
alone is not sufficient. The beautiful alone
is not sufficient. We want a full life. Do
these three form an impossible ideal?
What could we substitute for them? —
Respectable? Rich? Fashionable? Do
not fear high ideals or distrust the man who
says "Utopian!"
The brain is a highly sensitive receptacle
— hundredth of a second photographic
plate is not so quick. The five senses are
our means of contact with the world out-
side us. Small inlets, for light waves,
sound waves, they are all touch in a way.
Each of the senses supplies what the other
four are deficient in. But by the combina-
tion of the five we. get a broad idea of what
things are. The eye supplies most of our
information. Two of these have great arts
dependent upon them — the ear art, music.
The art of the eye — the resemblant arts,
painting, sculpture, architecture, and all
the lesser arts.
These arts have taken a prodigious time
to evolve, and are closely interwoven with
human ideals, and must not be lightly
thought of, as for amusement only. Each
has played a great part in life. The art
dependent on the eye, the greater part, I
think; music being a more abstract, less
definite art, though, perhaps none the less
potent, we must not forget the fable of the
Trumpeter, who though he did not himself
fight, roused the fighting spirit in others by
his music. We give a good deal of the edu-
cational period of a child's life to learning
something of music.
Music is not my subject however — I only
introduce it to help in illustrating my sub-
ject. What I am anxious about is the
training of the eye to see things truthfully
— fully. By learning first to see things
truthfully we acquire the language which
will help us to understand artists who will
teach us to see things beautifully.
Mediaeval artists painted with very limited
eye vision. Turner with the very fullest.
Think of the abundance of beautiful
things which nature has laid before us. I
have often stood in the street to look at a
fine sky, and felt inclined to cry out "Dook !"
Can we see them without training? So far
as the organ of sight goes yes ! But we do
not see them consciously, so as to get full
pleasure from them. Compare the average
person's attempt to paint a leaf, with the
trained person's attempt. The average per-
son is easily satisfied. Not so the trained
person who sees more than he can give.
Considering not only what nature has
given us to look at, but also the energy
and money man spends in making things
look nice, should we not spend a good deal
of time in learning to appreciate them?
If you take the general subjects in school
you will find sight training is given a very
poor place — reading, spelling, writing,
arithmetic, history, languages, geography,
music, science — most of these are a burden
of words to children. At the end may come
drawing for one hour a week, and very
often taught by a teacher who does not
know the value of it — or who takes the value
commonly set upon it, and who teaches it
in quite the wrong way. Of course other
subjects may be contributory to sight.
Take botany for instance. Drawing and
painting are the best ways of getting the
knowledge of a thing into the brain. We
have done too much word-teaching, and
should do more sight-teaching. Children
usually like drawing and painting and it can
be made a pleasant aid to teaching many
subjects. Memory drawing is the best way
of teaching" children drawing. And it is
KINDERGARTEN-PRIMARY MAGAZINE.
m
the way they draw by nature. Know first,
and draw after. The ordinary teacher who
shows them how by doing, but instead
should lead them on by exciting their ob-
servation. Show them how a little. Of
course teachers should be able to do.
Children ought not to be encouraged in
cleverness, so as to shine. Children are
very fond of conventions, or clever tricks.
They should be discouraged, as they hinder
accurate observation. If a child is clever
in a showy sense, that cleverness will not
forsake it, should it later on become com-
mercially valuable. But restraint is better
than cleverness. Truth is what should be
sought. It is the grown-ups who divert the
child's vision from the truth to untruth — or
prejudiced vision. People like convention
as a rule, often because they don't know
what truth is.
- I have been speaking up to this of the
getting of the knowledge of the appearance
of things. While children are learning
that, they may also be coming in contact
with Art — i. e., learning to see things
beautifully. But it should not be too ad-
vanced for them. What does learning to
see things beautifully mean? The percep-
tion of unity and perfect types. The sub-
ject or story of a picture may not mean
much — the unity or harmony of it is of
greater value — Abraham and Isaac may
teach unquestioning obedience to a higher
power, but the value of such a picture by a
great painter will depend on its unity more
than upon its moral.
Looking at these unities continually,
unity enters into the habit of our thought,
and we have the key to all the arts, and to
the greatest of all arts, the art of life, the
blending of all the complexities into one
great unity. A hatred of muddle, a desire
to have beautiful homes, and beautiful
cities, a dislike to change and fashion, a
liking for modest and beautiful clothing.
The beautiful art of embroidery has been
almost killed by the changes of fashion.
Without a live and understanding of art,
we shall never have beautiful life. Much
effort as all know is now being made to im-
prove the look of things, but it is not a
general effort. Now to get this under-
standing time must be given, if you don't
insist upon it you will not get it, for science
of some sort, or some other subject will be
pushed in front of your children, with the
idea of making them more practical
citizens.
It may be thought science should hold a
higher place compared with art. But few
of us can indulge in science. While every
one of us have eyes and cannot help seeing.
But we want instructed seeing. E .E.
THE CITY STREET.
DR. JENNY B. MERRILL.
A kindergartner in Man-
hattan invited a little girl
who was playing in the street
to come to kindergarten.
The child replied "Is there
a sidewalk in the kindergar-
8" ten?" "No." "Is there a mud-
gutter?" "No, but there is a big table full
of sand like Coney Island."
I think we can make a side walk and a
gutter. The child was partly convinced.
So few realize the joy of the city child in
his playground — the side walk, the street.
It means the great out-of-door world. This
great joy showed itself quite unexpectedly
when a kindergartner proposed taking a
walk to the children in an orphan asylum.
"What," exclaimed one, "on the side walk?
are you going to take us out on the side
walk? The children had not been out for a
month. Upon reaching the street, one little
child stooped down and touched the side
walk with his hand.
The street gives to the city child a sense
of space, of freedom, of people, of activity.
This is all felt, not realized consciously.
Many kindergartners who cannot reach
parks or the river, will not miss it by taking
a walk round the block, a walk to the cor-
ner even, a run across the street to look up
at the big school or the flag, a walk to the
nearest tree, or at the different seasons to
market to discover what new fruit or vege-
table has arrived. Even in the city street
the sky is overhead. The clouds and birds,
the sunshine and shadows give glimpses of
nature. Even the mud-gutter is not to be
dispised. It has given many a child his
first unconscious lessons in geography. He
finds a river in it, even dams and water
falls. He watches a paper boat on a chip
on its journey in the gutter and forgets or
rather fails to see the lurking evil that
troubles his elders.
"In the mud and scum of things
There's something, something always sings."
I never pass a little child playing in the
mud gutter that I do not stop and watch
and try to think his little thoughts.
138
KINDERGARTEN-PRIMARY MAGAZINE.
THE FORTY-SEVENTH ANNUAL CONVENTION
N. E. A.
The Executive Committee of the National Edu-
cation Association announce that the next annual
convention will he held in Denver, Colorado, July
5 to 9, 1909.
THE DEPARTMENT OE SUPERINTENDENCE.
Owing' to the destruction hy fire of the leading
hotel of Oklahoma City, in accordance with
previous announcement, the next meeting of the
Department of Superintendence will be held in
Chicago February 23 to 25, 1909. The Audi-
torium hotel will be the headquarters. The rail-
way rates for this meeting Avill be one and one-
half fare on the certificate plan from all territory
east and south of Chicago and St. Louis, and there
is a fair prospect that a similar rate will be
granted from the territory of the Western Pas-
senger Association. In any case, the rate will not
be more than 2c per mile each way, which is the
same as the one and one-third fare on the cer-
tificate plan which was formerly granted for this
meeting on the basis of 3c per mile.
It is expected that the Chicago meeting of the
Department of Sunperintendence will be the
largest in the history of the Department.
A special Bulletin containing a preliminary pro-
gram will be issued about January 15.
For the Executive Committee,
IRWIN SHEPARD.
Secretary.
Helena, Mont., Oct. 17th, 1908.
To the Editor of the Kindergarten Magazine and
Pedagogical Digest:
Dear Sir: We would like to announce that the
Council held its opening meeting Oct. 13th. The
subjects discussed this year will be anything help-
ful or suggestive that the different committees
may choose, as we will have a committee for each
meeting.
At the first meeting Miss Alice Neill, one of the
Helena Kindergartners, who has recently returned
from a year abroad, told of her observation and
study in Germany and England. Last winter from
a long article in a German paper we learned of a
work Miss Neill accomplished while there. Miss
Neill was informed that she would be among the
last to visit Froebel's birthplace as the house was
to be destroyed. But Miss Neill determined this
would not be the case and although there were
many difficulties succeeded in interesting the
citizens of Oberweissbach to the extent that a
large petition was sent and money guaranteed to
preserve Froebel's first home, that others may
visit the scenes of his childhood which will be
transformed into a kindergarten and museum.
Sincerely yours,
FLORENCE GAGE,
Sec'y Helena Kindergarten Council.
MY COUNTRY SCHOOL.
I have 40 scholars and seven grades in my room;
one boy is 19 years old and the youngest just 5
years; there are five in the chart class, and until
I began to use kindergarten material I found it
much more difficult to interest them. I did not
then like to ask the board for kindergarten
material, and took $2.00 from my slender purse
and sent it to a kindergarten supply house. I
should now go to the board and ask for necessary
material. I purchased with other things some
small rubber balls with zephyr of the true standard
colors, and with the aid of two older girls knit a
covering for one of each of the standard colors.
The next day I gave each one a ball, and they
were greatly delighted. I told them they could
play with the balls if they were careful not to
drop them on the floor, or be noisy. A half hour
was spent bouncing the balls about on the desks,
whirling them around by the string, squeezing the
balls and watching them return to original shape,
etc. I then snatched a few minutes to ask them
something about the balls. All could give the
name ball, and could tell that they were round,
but none could name all the colors, though each
could give the names red and blue. I said now I
will show you how the name of the ball looks on
tne blackboard. I wrote "BALL" and afterwards
"RED" and held up the red ball so that all could
see it. I asked each child to hold up their balls,
and gave them the colors which they represented
two or three times, red, orange, yellow, green,
blue, violet. I gave each one a pencil and paper,
and asked them to write the word ball very large
as I had written it. A little later I asked them
all to write the word "red," as I had written it on
the board.
A little later I gave the little ones a few
moments' time, and I hung the red ball against the
wall telling each one to look at it very often dur-
ing the day, and try to bring me something to-
morrow the color of the ball, a bit of ribbon, paper,
cloth, etc. I then gave each child a shoe string
and six of the half inch kindergarten beads, which
I had previously prepared. They were told to
place them on the string. I resumed my work with
the older classes. A few let them drop on the floor,
but this was soon overcome, and the forenoon was
spent pleasantly in this way.
In the afternoon I gave each pupil more kinder-
garten beads and asked them to string first all
the red, then the orange, then the yellow; not
many could remember the yellow color, and I gave
them a sample and most of them did very well.
After a while I gave each a handful of 3 inch
colored sticks, (which pleased them very much),
and told them to play quietly with them. After a
while I went around and found each child trying
to make something with the sticks; some build-
ing corn cribs, houses, barns, etc. All were very
crude, but each child had attempted to build some-
thing. I drew a rectangle on the board and told
them to make something like it with their sticks
which they did, calling it a box. I asked them to
make a deeper box, and they did this by building
up with the sticks. Then I wrote the word
BOX on the board in large letters, permitted them
to play with the sticks a little longer, and then
required each one to write the word box in large
letters on paper.
For the last exercise of the day we had a little
game with the balls singing a little song.
Just before dismissal I asked them all to look at
the red ball carefully and see if they could bring
me something like it in the morning. Then the
next morning I took a piece of cardboard about a
foot square, placed it on the board near the red
ball, and pasted all the bits of ribbon, paper, cloth,
etc., on it, and asked them to decide which looked
the nearest in color like the red ball; which they
did correctly. I announced that Mary brought the
bit of ribbon that looked most like the ball, and
would be entitled to play with the red ball that
day. I found that all the children could recognize
and spell the words ball, red and box.
I fear this letter is too long, and I will close, but
may write again for next month.
KINDERGARTEN-PRIMARY MAGAZINE.
139
QUERY COLUMN.
To the Editor of the Kindergarten Primary
Magazine:
"May I ask you where to find a story called
'The Little Gray Spider?' It is I believe par-
ticularly suited to the Christmas thought of work-
ing for others, but I have not been able to find it."
Canada. A. H. C.
The story asked for is undoubtedly that
called "The Golden Cobwebs," which will
be found in "How to Tell Stones to Chil-
dren" by Sarah Cone Bryant, published by
Houghton, Mifflin & Co.
In the November number a question was
asked concerning the sprouting of the
lemon seeds inside the lemon. The ques-
tion was submitted to the Nature Study
Department of Cornell University, and
Professor Herbert J. Webber of the De-
partment of Experimental Plant Breeding
kindly replied at length, as follows :
"With reference to the germination of lemon
seeds in the fruit, I beg to state that while this
phenomenon is not very common, nevertheless it
cannot be said to be uncommon, as I have per-
sonally seen quite a number of instances of this
kind in lemons, oranges and grape-fruits. The
germination of the seeds in the fruit is liable to
occur when the fruit is held beyond a certain
length of time especially on the tree so that the
juice in the interior of the fruit is absorbed,
leaving the seed to some extent dry or partially
dry. I am not certain that this could be con-
sidered to be the true cause of the germination, it
is only a suggestion relative to it.
The surprising thing about this development is
that the leaves become green in the fruit. It would
seem that sufficient light penetrated the coats so
that the chlorophyll assumes the green color. This
is not so surprising, after all, when we remember
that the cotyledons of certain citrus fruits such
as the kid glove variety of orange, are commonly
green in the seeds. We must conclude that either
sufficient light reaches the interior of the fruit to
stimulate this chlorophyll development, or that the
green color can be assumed in this limited way
without the action of light."
"Is it true, as hinted at in some of the daily
papers, with reference to Roosevelt's hunting trip,
that tigers are not found in Africa? I had always
thought that they were common to both Asia and
Africa." J. B.
Primary teachers are requested to ask
their children to look this question up in
geographies or encyclopedies, and send in
replies.
"In the use of the Gifts should we always insist
on the children employing every block belonging
to the Gift used?" S. T. W.
Kindergartners please reply.
The latest word concerning the Froebel
House in Oberweissbach is, that it is not
to be pulled down but to be put in thorough
repair as the Pastor's House. Fraulein
Heerwart rejoices over this as it indicates
that her petitions have impressed the Gov-
ernment. Her committee would have liked
to have bought the House which would
have necessitated the building of a more
modern one in another place. Now, the
Church Party, the committee and the
community have to joim expenses. Fraulein
Heerwart says that the more money the
committee puts into the fund the more
voice it will have in the matter as to what
is to be done. The committee, will there-
fore, be very thankful for contributions.
The British Foreign and School Society
in London has promised to help, and Miss
Knighton, Miss Lister and Fraulein
Froebel have collected some money al-
ready. Those in this country who are in-
terested are asked to contribute also.
Money may be sent directly to Fraulein
Heerwart or to the Treasurer of the I.
K. U.
A REFORMATION
THE OLD KING COLE
Old King Cole was a jolly old soul,
And a jolly old soul was he.
He called for his pipe and he called
for his bowl ,
And he called for his fiddlers three.
THE NEW KING COLE
Kind friends, I want you all to know
That verse was written long ago,
I've changed my life since then;
Although I'm still a jolly soul,
I never touch my toddy bowl ,
Nor drink what injures men.
My pipe is laid upon the shelf,
I never smoke cigars myself,
Nor do my fiddlers three;
Just come and visit at my court,
You'll find us living as we ought,
And none so gay as we.
"Whatever you are, be that;
Whatever you say, be true;
Straightforward act, be honest;
In short, be nobody else but you."
GOOD MORNING
By L. R. S.
Good morning, good morning,
Our work has begun!
The little stars faded one by one;
They faded away, at dawn of day,
Wee little stars quite tired of play.
So gladly we greet you,
We greet you, bright sun,
Good morning, good morning,
Our work has begun!
140
KINDERGARTEN-PRIMARY MAGAZINE.
BOOK NOTICES.
A new book of Alphabets by H. W. Sliaylor
(Ginn ■&' Co.) aims at giving assistance to students
who desire proficiency in lettering. It may be
used in special classes in lettering or by the in-
dividual who desires skill and variety in the vari-
ous style of alphabets.
It should be of special service to teachers in
the Kindergarten and Primary grades who may
make their blackboard work and exhibitions par-
ticularly attractive by a pleasing variety of letters.
Little, Brown >&' Co. have just brought out a new
edition of the works of Louisa M .Alcott, so well
and profitably known as the Spinning Wheel
Stories. The binding, paper and illustrations are
pleasing. The books are always a profitable
adjunct to every library whether in the school or
the home. Miss Alcott's contribution to literature
and education has been a true up-lift in the noblest
sense of that word.
Kindergarten Primary teachers would always
find in these books suggestive and ready material
to aid them in their daily work.
The Little Women or Meg, Joe, Beth and Amy
will always be a storehouse of interest and infor-
mation. Miss Alcott's books will always serve to
keep us close to the simpler and truer things of
life.
Prom the same publishers conies Rover the Farm
Dog by Lilly P. Wesselhoeft who is already
familiarly known by her Animal stories. Rover
the Farm Dog combines all the elements of excel-
lence found in her other dog stories with a sure
application to the tests and knowledge of matters
of our present day children. It may be profitably
read entire in any school or may be used for
excerpts where inducing interest is aimed at. One
of the chief elements of the book is that it pre-
serves the element of true story telling and holds
the interest to the end.
The Quest Flower — Houghton Mifflin Co. Pub-
lishers will prove a rival to Mrs. Burnham's pre-
vious success. Hazel Wright is a girl of winning
personality and freshness combined with a rare
amount of confidence in a child. The title of the
books suggests where the emphasis is placed, as
the child's love of flowers used as a true human
appeal is one of the great means used in winning
over an opposing Aunt and Uncle to a public re-
union. The book furnishes an excellent help for
children. Paper is excellent, the type clear, large
and firm, and the illustrations of an equal excel-
lence. The religious element of Christian Science
in it is properly subordinated.
"The Happy Chaps," by Carolyn Wells. This
cheerful jingling fairy tale tells in clever, spark-
ling verse all about the doings of the Happy Chaps
who are a quaint little people akin to gnomes and
elves; always happy, always busy at work or play.
The narrative of their doings and those of the
Skiddoodles upon the national holidays and at the
County Fair ending with the Christmas festivities,
carries us well through the year. In the main the
verse, although varied is smooth, but there is an
occasional unnecessary jar that vexes the ear and
that could have been rectified, often by the mere
transportation of a word. The clever illustrations
are by Harrison Cady. Published by the Century
Co., N. Y., $1.50.
"Fresh Posies — Rhymes to Read and Pieces to
Speak," by Abbie Farwell Brown. This handsome
volume is beautifully illustrated with a few full-
page pictures in color by Anna Milo Upjohn. It
contains a variety of subject matter which inter-
prets, in most cases with success, the child's point
of view, touching child-nature upon many sides
as indicated by the chapter headings of which a
few are: Heart's Desire, A Country Child in the
City, City Romp, Out of Doors, Little Thoughts,
Story Rhymes, Nonsense, Songs Made for • Music.
As is perhaps unavoidable in such collections, a
few poems are included that add nothing to its
value. Time passes so quickly and the child of
today has so much to read that it is a question
whether it is best to give a child a volume con-
sisting entirely of poems by one author, however
gifted, and these all written with childish interest
in mind, rather than a carefully edited compilation
of many poets suited to all ages which thus leads
the child from childish imaginings to higher
flights of poetic insight and expression. Published
by Houghton, Mifflin & Co., Boston. $1.50.
TRADE SCHOOLS, OUR CHILDREN, OUR
SCHOOLS AND OUR INDUSTRIES, by Andrew
Sloan Draper, Commissioner of Education of New
York State. This is the address given before the
State Educational Association at Syracuse, Decem-
ber, 1907, and educators may well be pleased to be
able to have recourse to it in this permanent and
accessible form. The writer shows conclusively the
need of such schools, not only as a means of culture,
but as leading to a life work. He shows the rela-
tionship of good citizenship to the good workman.
"The good workman, successful workman, is a hap-
pier man and a more reliable citizen, a much larger
factor in giving strength and balance to his country
than the unsuccessful or the only half successful
professional man". He, while not advocating a
strict copying of Germany's system or methods,
points out much that we may learn from her and
tells as well of certain experiments in our own
country, notably in Cleveland, Cincinnati and Mil-
waukee, that will give light upon this subject. Dr.
Draper believes that the public "snould supply to
the children of the wage earners something equiva-
lent to the literary and professional instruction pro-
vided for the children of the better-to-do classes in
the high schools and colleges". He has viewed the
subject from the standpoint of the taxpayer, the em-
ployer, the Federation of Labor, the nation at large.
We have often asked ourselves and others, What
can be done to bring into being the leaders, the
great inspired captains who will be the Armstrongs,
the Howes, the Jane Addams of tomorrow, the Lin-
colns? Has Dr. Draper given the clue when he says:
"Have no fear for the future of the higher learning in
the United States. Its only danger is in the inade-
quacy of the elementary and fundamental training. . .
There need be no fear of any lack of generals. If
we train and guide the crowd, the leadership will
then take care of itself. If we undertake to favor
only or mainly the materials of which leaders are
made, we are likely to be fooled about it — for it is
generally the unexpected that happens in the matter
of leadership; and we then surely withhold from the
masses what is theirs and the country's due. All
experience shows that the real captains in all lines
of human activity have come out of the crowd that
worked with their hands. The love and the capacity
for drudging work are the fundamental basis of
leadership in all employments, whether of the head
or of hand, and any educational system which fails
to recognize the fact, which does not honor the
blouse shirt and the clean smut of honest labor, is
at once misleading the innocents and moving direct-
ly towards the defeat of its own ends. The address
is a plea for the development of the workmen rather
than of professional. It is a frank demand for the
teaching of dates, and the argument closes with a
number of recommendations. Among these we men-
KINDERGARTEN-PRIMARY MAGAZINE.
141
tion: Require eight years instead of seven in the
public schools.
Require attendance at seven years of age in-
stead of eight and let it continue in the elementary
or trade school to seventeen. (Exceptions are sug-
gested to this main regulation).
Trade schools to be open both day and night.
Establishment of continuation schools.
Shorten the time in the elementary schools to
seven years. Take out what is not vital to the child.
Ask him that he will learn and do things on his own
account, if he has the power, and give him the power
and expect that through it he will gain knowledge.
Then push him along to have him finish the ele-
mentary school in his fourteenth year, and if he has
finished it or not when he is fifteen, send him to the
trades school. Put into the elementary schools from
the beginning some form of industrial work.
Expect the schools to keep track of him until he
is seventeen. Let the teaching be done by real
artisans who are intellectually balanced and can
teach, rather than by teachers who can only use
tools indifferently.
Modify the child labor laws so they will articu-
late with the plan and enforce them. Require em-
ployers to regulate their affairs so that employees
may attend continuation or trades schools four or
five hours a week.
Let these schools be supported by the town.
Make it possible lor one in a trades school to
go to a manual training school, and vice versa, but
avoid the inference that one is to prepare for the
other. The volume is a splendid plea for democ-
racy and the truth.
"C R A Y 0 L A"
Artists' and School Crayon
CRAYOLA COLORS are per-
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expensive outfit is required
in their use! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
J
Outline of U. S. History
SUITABLE FOR THE GRADES. SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
Gentlemen; — During the passing term, I have used the Kingsley's Outline of United States History with
my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say
that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the
aid of a large text- book.
Brooklyn, N. Y. Yours truly, T. J, McEVOY.
The above-named book will be sent postpaid on receipt of 35 cents.
THE PALMER COMPANY
50 Bromfield Street, Boston, Mass
FOR CHRISTMAS
AWARDED FOUR jfirTC
GOLD MEDALS OUT 10.
Reproduciionj^the
Worlds Great
EACH FOR 25 OR MORE 5/i*8
SEND TODAY 3 TWO CENT
STAMPS FOR CATALOGUE
OF IO OO MINIATURE
ILLUSTRATIONS
THREE PICTURES
AND A COLORED
BIRD PICTURED
s
AWARDED FOUR GOLD HEDALS.
SEND TODAY
25 Cents for
25 Art Subjects or
25 Madonnas or
25 for Children or
25 Kittens, Does, etc. or
25 onSLife of Christ or
$1.00 for any four
sets or for Art Set
No. 10 of loo
Choice pictures
Send 50 cents for 10
•■ Extra Size pictures,
10x12
Madonna Booklet. 25c.
The one-cent' pictures are 4 to 6 times the size of this
Madonna.
THE PERRY PICTURES CO.
Box 630 rialden.Mass.
1
ii
' |
i*i
''.>
5,
|
jSPS*""
ORDER T0=DAY
A Few Valuable Books for Kindergartners and Primary Teachers
We keep in stock many books not found in this list, and supply ANY book on the market at lowest prices.
Put right in your order the book you want, give us the name of publisher if you can, and we will send it.
Kindergarten Hand Books Especially for Primary Teachers
Price, 25 Cents
These books give just the
information desired by pri-
mary-kindergarten teachers
The works are all amply ill-
ustrated and are bound in
limp cloth.
The First Gift in Primary
Schools. By J. H.Shults. With
several illustrations, songs
and games, price 15c.
A Second Gift Story or Miss
Arden'sWay. By Violet Lynn.
This volume tells in attract-
ive story form how teachers
can use the second gift in
correlation with the regular
primary work. Price 25 cents.
Illustrated.
The Third Gift in Primary
Schools. — Bu ild i ng with
Cubes. By J. H. Shults.
Written especially for Pri-
mary teachers, containing
lesson suggestions and hints
relative to correlation with
primary school work. Fully
illustrated. Limp cloth.
Price 20c.
The Fourth Gift in Primary
School s. — Building with
Bricks. By J. H. Shults. AJhandbook for the primary teacher
on the use of this gift in correlation with primary school
work. The only work of this kind written especially for pri-
mary teachers. Fully illustrated. Limp cloth, price 20c.
The Seventh Gift in Primary Schools. — Tablet Laying and
Parquetry Work. By J. H. Shults. With many illustrations
hints and suggestions, enabling primary teachers to use the
gift in correlation with their primary school work. Limp
cloth. Price 20c.
The Tenth Gift — Stick Laying— In Primary Schools.-- By
Alice Buckingham. The only book of its kind published in
America. Contains nearly 200 illustrations with complete
instructions for the use of the gift in primary schools; price
25c.
Eleventh Gift— Ring Laying in Primary Schools—With many
illustrations for both ring-laying and ring and stick-laying
combined. Limp cloth, price 20c.
The Thirteenth Gift- The Point-In Primary Work. By J.
H. Shults. Illustrating the work with lentils, corn, peas and
other seeds. Limp cloth, price 15c.
Peas and Cork Work in Primary Schools. By J. H. Shults.
Illustrated. Limp cloth, price 15c.
Reed and Raffia Construction Work in Primary
Schools. By Mary A. Shults. Fully illustrated. It teaches
how to use both reeds and raffia in primary schools, with
children of every grade. Complete instructions for making
mats, baskets, and many other articles, both from reeds and
raffia alone, and with a combination of both; price 25c.
Stories, Games, flusic, Etc.
All books sent prepaid on receipt of price
unless the postage is iudicated.
One Hundred New Kindergarten Songs, $1.00
Cloth. The latest and best.
Graded Memory Selections 10
A Christmas Festival Service, paper. . . .25
By Nora Smith.
Instrumental Characteristic Rhythms.
Part I, boards, $1.50; Part II, paper, 1.00
By Clara L. Anderson.
Boston Collection of Kindergarten
Stories, cloth 60
0
Songs and G;i.
Postage. 15
By Harriet S
ties for Little Ones, net. 1.50
Jenks and Gertrude Walker.
Song Stories for the Kindergarten,
boards 1.00
By Mildred J. and Patty S. Hill.
St. Nicholas Songs, boards, net 1.25
Postage, 24c.
The Songs and
Mother Play,
Mnsic of Froebel's
cloth 1.50
ffc II
llfe^f
101
|S[, %0NGS
Send to us for
any book pub-
lished and we'll
supply it at low-
est prices. Give
name of pub-
lisher, if possi-
ble and price.
Timely Games and Songs for the Kin-
dergarten, paper 60
By Clare Sawyer Reed.
In the Child's World, cloth 2.00
By Emllle Poulsson.
Half Hundred Stories (207 pages), cloth ,1b
Dozen and Two Kindergarten Songs.
Paper | .JO
Louis Pauline Warner.
Folk and Other Songs for Children 1 50
Jane Bird RadcllfCe-Wkltehead.
Kindergarten Chimes, paper 1.00
" boards 1.25
" cloth 1.50
Kate D. Wlggln.
Little Songs for Little Singers 25
W. T. Glffe.
Motion Songs 25
Mrs. Boardman.
Posies from a Child's Garden of Verses. 1.00
Wm. Arms Fisher.
Sixty Songs from Mother Goose's Jubilee 1.00
L. E. Orth.
Song Echoes from Child Land 2.00
Miss Harriet S. Jenks and Mrs. Mabel Rust.
Songs of Nature 30
E. U. Emerson and K. L. Brown.
Songs of Sunshine 1.00
Stories in Song 75
Thirty Songs for Children .50
Master St. Elmo 1.00
Postage, 12 cents.
Mrs. C. S. Senour.
Musical Poems 1.50
Mrs. C. S. Senour.
Flower Ballads, cloth 1.00
" " paper 50
Mrs. C. S. Senour.
Calisthenic Songs, cloth. ■ 35
By Flora Parsons.
Finger Plays, cloth • 1.25
By Emllle Poulsson.
The Story nour, cloth 1.00
By Kate Douglas Wlggln.
Myths and Mother Plays, cloth 1.00
By Sara Wlltse.
Flower Ballads, paper, .50; cloth 1.00
By Caro S. Senour.
riiscellaneons
Commentary on Froebel's Mother Play. .$1.25
By J. Denton Snider.
The Psychology of Froebel's Play Gifts, 1,25
By J. Denton Snider.
Mottoes and Commentaries of Froebel's
Mother Play l.oO
Translated by Susan E. Blow.
Outline of a Year's Work In the Kin-
dergarten 60
By Anna Deveraux.
Blackboard Designs, paper .50
J3y Margaret E. Webb.
Education by Plays and Games JSO
By G. E. Johnson.
The Study of Children, cloth 1.00
By Frances Warner.
Nursery Ethics, cloth l.Oo
By Florence Winterburn.
The Color Primer. Price, Teachers' Edi-
tion. .10; Pupils' Edition 05
The Color Primer is Issued in a paper
cover. The teachers' edition, including as a
part of Itself the pupils' edition, has 80
pages and the pupils' edition alone 24
pa ges.
Water Colors in the Schoolroom. Price,
boards 25
By Milton Bradley.
This Is a practical handbook on the us*
of Water Colors.
An artistic book, illustrated with twelve
colored plates.
Address all orders to
American Kindergarten Supply House
276-278-280 River Street. Manistee, Mich.
A BAKER'S DOZEN FOR
CITY CHILDREN
New Book of Kindergarten Songs
By ISABEL VALENTINE and LILEON CLAXTON
Two Practical Kindergartners of the New York City Public School System
With introduction by JENNY B. MERRIL, Supervisor of Kinder-
gartens, New York City Public Schools.
THIRTEEN SONGS w|I|lfI||r^ERESTJLT 0F YBAM 0F teaching
7HIRTEFN SONGS THAT HAVE BEEN THOROUGHLY TRIED AND
i i iiim ll-i ti ^>yyi ^viu PROVEN IMMENSELY SUCCESSFUL.
THIRTEEN SONGS EXPRESSIVE OF THE CHILD'S OWN EVERYDAY
— LIFE.
THIRTEEN SONGS READILY DRAMATIZED FROM THE CHILDREN'S
■ mm lli ^wi tvj^> SUGGESTIONS
THIRTF.FN SONCS THAT CITY KINDERGARTNERS MUST HAVE AND
XilllYl L.J-IH \Q\JV\\jvJ OTHER KINDERGARTNERS SHOULD HAVE
THIRTEEN SO NC»S BRIGHT. CHEERY. NEW. WITH SMOOTH FLOWING
xi hi vi j^un ^unu>j HARMONIES AND SIMPLICITY OF RYTHYMA.
The thirteen songs are clearly printed °n good paper and bound with strong linen mak-
ing a very attractive and durable book, just the thing for an EASTER GIFT.
Prir a 5ft f Atitc Add 5c extra for Postage
1 1 1WC dV V^llld if ordered sent by mail.
NOTE- We wil1 send the KINDERGARTEN- PRIMARY MAGAZINE for one
year and a copy of "A BAKER'S DOZEN FOR CITY CHILDREN,"
%pl.«5«5 prepaid, to any address in the United States on receipt of $1.10
* (Canadian or Foriegn subscribers add 20 cents or 40 cents respec-
tively, for postage.) You may use this offer to renew your sub-
^| fif\ scription if you like.
This offer may not appear again, so attend to it today. Address
The Kindergarten-Magazine Co
59 West 96th. Street, NEW YORK.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take up the matter with some wide-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait-
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec-
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
TEACHERS
We have great difficulty in
supplying the demand for
Wages will please you.
strong Primary Teachers.
Write us
Owen Pacific Coast Teacher's Agency
Mcninnville, Oregon
LOCATES KINDERGARTEN TEACHERS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We also extend time in payment of com-
mission .
Write To=day. Send Photo
Syracuse, N..Y. We have placed hundreds of others, Wbymay
we not help you?
Empire Teachers' Agency,
An Agency with agents. Syracuse, N. Y.
THE EMPIRE
TEACHERS' AGENCY
D. H. COOK, Manager
OUR 15th YEAR BOOK j^^Kv^jThe HAZARD TEACHERS' AGENCY
Western States, and what we are doingr if west- 3]7 Kasota Building. - MINNEAPOLIS, MINN.
?£.«£ £fiirwS2e,5Wre State Buiidin, SPOKANE. WASH,
office 224 Railwgy Exchange. - DENVER. COLO.
SABIN'S EDUCATIONAL EXCHANGE
HENRY SABIN 1907 14th Season ELBRIDGE H. SABIN
During last year placed teachers in 80 counties in Iowa, and in Minnesota, North and So
Dakota, Nebraska. Colorado, Wyoming, Utah, Idaho, Montana, Washington and Ore
gan. Address, HENRY SABIN, flanhattan Building, Des Moines, Iowa.
Pioneer Teachers' Agency, Oklahoma City, Okla.
Will help you get a new or better position, whether you are a Teacher, Clerk,
Book-keeper, or Stenographer. Enroll now for fall vacancies in schools.
The demand for good teachers in all the Western and Southern States is far
greater than the supply.
Write for application blanks and full particulars.
ROME
TEACHERS' AGENCY
Teachers wanted for good positions in all parts of the United States
Registration fee holds good until we secure a position for you.
W. X. Crider, Rome, New YorK
Primary Teachers Wanted
Vacancies not
taoae frith lomr
THURS1
Because of &r . mind, offer FREE retrUtratlos to
xperlenrr. VIVA M. THURSTON, Manager,
W'S TEACHERS' AGENCY, 378 Wabaiih Ave.. Chlcaaro.
Minneapolis
Teachers'
Agency
1. Admits to membership only the better class of teachers
registration fee returned to others at once.
2. Returns fee if its service is not satisf acrory .
3. Makes specialty of placing members in the Middle
States and in the West — largest Salaries paid there.
Is conducted by experienced educators and business
men.
Has had phenominal success in placing its members dur
ing the past year.
_ j. . Now is the time to register.
Send for our our Booklet.
Address, 337-339 Fourteenth Avenue,
Dapt, F. MINEAPOLIS, jniNJH-
Sand
fori*4"
Our 5,
Latest
Positions==for Teachers
If you want a position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
523 New York Block,
Seattle, Wash.
Teach in the
Sunny South
This section offers better in-
ducements to aspiring teachers
than any other, and teachers are
in great demand. If you want a
good position for next school year
you can secure it in this field. For
full information write
CLAUDE J. BELL,
Nashville, Tenn.
Proprietor the Bell Teachers'
Agency,
GO SOUTH
Many Teachers Wanted
An Agency that
Recommends in 15 Southern States
Ala., Ark., Fla., Ga., Ky., Md.,
Miss., Mo., N. C, S. C, Tenn.,
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
ers of Commercial Branches, Man-
ual Training, Domestic Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
Deals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances come
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY
CHATTANOOGA, TENN.
CHICAGO, 17 E. VAN BUREN ST
THE CLARK TEACHERS' AGENCIES
NEW YORK, 156 FIFTH AVE.
Send for OUR PLATFORM, giving full infoEmation and nve nunui
teachers and school officers.
BOISE, IDAHO
FEBRUARY, 1909
sSaPSK
INDEX TO CONTENTS
Stories, and Games, vs. Five Cent Theaters
and the Sunday Supplement - Jennjr B. Merrill, Pd. D.
143
The I. K. U. at Buffalo ......
144
The I. K. U. and the N. E. A. - - ...
145
Comic Supplements Again, ......
146
A Policeman Father at School, .....
146
Mother's Reading Circles -
147
A Practical Suggestion to Mothers, M. E. Boole,
147
The Significance of the Recent National
Festivals in Chicago - - Amalie Hofer,
148
Letters to a Kindergartner - Harrietta Melissa Mills,
153
Nature Study in the Home - Rev. Thorn ley, M. A.
160
The Natural Method in Reading - Ellen E. K. Warner,
164
Suggestions for Singing Time - Edyth J. Turner,
168
Story ..... Florence Tristram,
173
Whale School ..-.-..,
174
Nya-gwa-ih, How the Bear Lost its Tail, Harriet M. Converse,
175
The Wise Man and the Ink Well - Doris Webb,
176
Copyright, 1938, by J. H. Shults.
Volume XXI, No. 5.
$1.00 per Year, 15 cents per Copy
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avemie.,Chicago, 111.
THE
SOEMEB
PIANO
THE
WORLD
RENOWNED
The many points
ofs uperi o rity
were never better
emphasized than
in the SOHMER
PIANO of today.
It is built to sat-
isfy i he most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
natiug intelli-
gence of the
leading artists.
SOHMER & CO
WAREROOHS-COR. 5th AVE. AND 22nd St.
NEW YORK
Lakeside Classics
AND
Books for Supplementary
Reading
Please send for descriptive list of Selec-
tions from English and American au-
thors and for -tories prepared for all
grades f r. m third to last year in High
School. 132 numbers In Lakeside
series at prices from 2 cents to 35 cents,
depending on amount of material and
style of binding;— any book sent post-
paid on receipt of price.
Ainsworth & Company
377 =388 Wabash Avenue
CHICAGO, HL
An Unusual
FREE
and Extraordinary Opportunity I
SAMPLE OFFER
IS DAY* ONLY ®
Beutlfol Bright Sparkling Funou
$5 Barnatto Diamond Ring
Approximates genuine in brilliancy, detection ,\
almost baffles experts, fills every requirement-^^
of. the most exacting, ploases the most fastid- ~~
ious, at only one-thirtieth the cost of the real
diamond. As a means of introducing thi*
marvelous and wonderful fdntiUalinff g*m,
and securing as many new friends at quickly
at possible, we are making a special induce-
ment for the new year. We want you to wear
this beautiful Ring, thin maxt«rpiec* of man's
handicraft, this simulation that sparkles with
all the beauty, and Hashes with all the fire of
>A GENUINE DIAMOND
Of the first 1
it to
We want you to sh'
your friends and Use orders for uf . at it sells
Itself— sells at sight— and makes 100% ?roflt
lor you, absolutely without effort on your part.
We want good, honest representatives everywhere
eallty, city or country . In foot, la arerj eountrj ihroujoout tba
and woman, who will sot mII or pawn tat Buranto Staul
undar tht pratanrt that they iti Ganulna Gtmi. If you want I
latlon diamond, to the ordinary obitrrer almost Ilka usto a fai
ray aerena, a fitting substitute for tbtfenulct; or If yon
•on't wait— ACT TODAY, at tfali advartliemaat may not appear,
sal and aitraordlnarj opportunity occur, again. Fill out thi
and land at odo«— flrit coma, ftrit ■ tried.
The Barnatto Diamond Co. Wrtu *"■ ***** of v*v '» *hUh
yea sav thli ad.
Olrard Blag., Chicago. -..
8lr»:— Plaaia sand Free, Simple Offer, Bine, Earrings, Stud m i#arf
(Stick) Pin, oatalorue.
Name ....••*•«••..•••.... _,,.„,-,
R.F.D.R.No Street
Towner City....*.. • —.*....
P. O. Box.... State
PRIMARY TEACHERS
will be Interested to know
that we put up
Kindergarten Material
! Especially for primary schools and will
send with our catalogue FREE instructloas
for using the material In primary schools.
Address J. H. SHULTS, flanlstee, Mich.
EREE!
iKinde
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addresss
292 Marlborough St., BOSTON, MASS.
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS LUCY BARKIS SYMONDS.
MISS ANNIE COOLIDGE RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON, MASS.
Regular Two Years' Course.
Post-Graduate Course. Special Courses.
Sixteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELEY PERRY,
Principal,
18 Huntington Ave.,
BOSTON, MASS.
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street, BOSTON, MASS.
Regular Two Years' Course.
Special One Year Course' for graduate
students.
Students' Home at the Marenholz.
For circulars address
IXCY WHEELOCK.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARET 3. STANNARD,
Principal.
19 Chestnut Street, Boston.
Springfield Kindergarten
Normal Training Schools
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONGMEADOW, MASS.
New York Training Schools
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Remo, Central Park West
75th Street, - NEW YORK CITY
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Year.
167 W. 57th Street, NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunter's
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2079 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
FOR
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September IS.
For circulars, information, etc., address
MARY C. MILLS, Principal
179 West Avenue,
BRIDGEPORT, - - CONN.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
Lafayette Street, BRIDGEPORT, CONN.
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Address Prop. Anna E. Harvey, Supt
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' I Academic. Music
E. LYELL EARL, Ph. D., Principal,
HARRIETTS M. MILLS, Head of Department of Kindergarten Training.
MARIE RUEF HOFEK, Department of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address,
59 West 96th Street, New York, N. Y.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 1908, to June 1st, 1909.
July 1st to August 31st, 1909.
CERTIFICATE, DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal.
MAT L. OG1LBT, Registrar.
Shepard Building:, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND MAINE.
Two Tears' Course.
For circulars addresss
15 Dow Street, - PORTLAND, ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 231:4 AsMand Ave.
THE MISSES LAW'S
FROEBEL KINDBRG IRTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools
Certificate and Diploma Courses.
MART E. LAW, M. '».. Principal.
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
lege and privilege of Elective Courses ii
the College at special rates. Charges
moderate. Graduates readily find posi
tions.
For Catalogue address Secretary
OBERLIN KTNDERGARDEN ASSOCIA-
TION.
Drawer K, Oberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGF
Corner of Cdar and Watkins Apes.,
Cleveland, Ohio.
(Founded in 1S94)
Course of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA PARIS, Principal.
MRS. W. R. WARNER, Manager.
Indiana Training Schools
The Teachers' College
of Indianapolis
For the Training: of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Year.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. Blaker. Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
ALICE N. PARKER, Frinclpal.
Two years in course. Froebei's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
T .ouisville Free Kindergarten
Association
Louisville, Ky,
FACULTY:
'Tiss Mary Hill, Supervisor
Mrs. Robert D. Allen. Senior Critic anc1
Training Teacher.
Miss Alexina G. Booth. History and Phil-
osophy of Education.
Miss Jane Akin, Primary Sunday School
Methods.
Miss Aliene Seaton, Manual Work.
Miss Frances Ingram, Nature Study.
Miss Anna Moore, Primary Methods.
Miss Margaret Byers, Art Work.
New Jersey Training Schools
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING-
SCHOOL
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO COLUMBUS
Kindergarten Normal Training School
17th and Brood
Streets
-E1QMTEENTH YEAR BEGINS SEPTEnBER 25, 1907-
Illinois Training Schools
Kindergarten Training School
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities.
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich,
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Mailing. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNER,
ISO Grand Ave., Chicago.
Chicago Froebel Association
Trainiug Class for Kindergartners.
(Established 1S76.)
Two Years' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals,
1008 Fine Arts Building, Chicago, 111.
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course — Two Years.
Post-gfraduate Course — One Year.
Supplementary Course— One Year.
Non-professional Home Making:
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONISE
Mrs, MARY B. PAGE
Mrs. ETHEL ROE LiNDGREN
Miss FRANCES E, NEWTON
Send for Circulars
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct. 1st, 1908, at 1615
Walnut Street, Philadelphia, The
work will include Junior, Senior
Graduate and Normal Trainers'
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
Model Kindergarten
The Pines, Rutledge, Pa.
The Philadelphia Training
School for Kindergartners
Reopens October 2, 1908.
Junior, Senior and Special Classes.
Model Kindergarten.
Address
MRS. M. L. VAN KIRK, Principal,
1333 Fine Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908
For Catalogue, address
Mrs. William McCracken, Secretary,
3439 Fifth Avenue, PITTSBURGH, PA
California Training Schools
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Tear opens September, 1907.
Address
Miss Grace Everett Barnard,
1374 Franklin Street, OAKLAND, CAL.
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergarten Training Department.
Two Tears' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the first
Tuesday in September.
Send for Catalogue to
NINA C. VANDEWALKER, Director.
Washington Training Schools
WASHINGTON, D. C.
The Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut Av.
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT,
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond. Va.
Alice N. Baker, Principal.
Two years' course and Poat
Graduate course.
For further information apply to
14 W. Main Street.
Georgia Training Schools
Atlanta Kindergarten Normal
School
For particulars address
WHXETTE A. ALLEN, Principal,
?39 Peaehtrec- Sireet, ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
( Established 1899)
HORTENSE M. ORCUTT, Principal of
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R.
Sasnett, Corresponding Secretary,
117 Rolton St., EAST SAVANNAH, GA.
If your Training School Is not represent
ed in these columns, kindly send us you
copy, and let us put it among the others
Aside rom the advertising value, both
your pupils and your graduates will be
pleased to see your training school have a
place among the others of America.
1874 — Kindergarten Normal Instituti is — i 908
1516 Columbia Road N. W., WASHINGTON D. 0.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Years.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
Repton School
Tarry tow n=on=Hudson, New York
A School for young boys between the ages of 7 and 14. A few of
o ur special advantages are:
Specially designed, modern buildings, costing over $ 100.000.00. Numbers are limiteo
to Forty, giving an average of Five boys in a class, thus ensuring every boy, practicaihy in
dividualtuition
A Physica Instructor, qualified in Europe, attends to the Swedish and other exer-
icses, under the supervision ot the School Physician, who prescribes the exercise for each boy
A resident nurse, and hospital building.
Fee for the school year $400.00— $500.00.
Apply to THE HEADMASTER.
Reeds, Raffia, Splints, Braided Straw, Matting and General Construction Material
Postage at the rate of 16c per pound must
In all cases be added to these prices when
goods are to be sect by mail.
COLORED RAFFIA (Florist Fiber).
Colors: Red, Orange, Yellow, Greou, Blue,
Violet, Brown and Black.
Per pound Net, (0.40
Per Mi-pound Net, .25
Per 14 -pound Net, .15
%-lb. bunch, assorted colors Iff
PLAIN RAFFIA (Florist Fiber).
Per 2 ounces 06
Per ^4-pound ....._, 10
Per %-pound 15
Per pound 20
Per pound, 5-pound lots 15
REEDS.
Our reed Is all put up In POUND PACK-
AGES OF EACH SIZE, and we do not sell
part of a package except at an advance
or Be per package.
No. 1, fine, per pound 1.00
No. 2, medium, per pound 95
No. S, medium coarse, per pound 75
No. 4, coarse, per pound 75
No. 5, coarser, per pound .50
No. 6, coarser, per pound 50
LOOMS.
Todd Adjustable— No. Al, no needle... .15
Postage, 18c.
Todd Adjustable — Perfection $0.30
Postage, 23c.
Xodd Adjustable— No. 2 75
Little Gem— No. 1, 9x12 25
Little Gem— No. 2, 7xaya 25
Faribault, hammock attachment 85
Other Looms Furnished.
Above should be ordered by express.
MOUNTING BOARD.
Good quality, 8-pIy mounting board, colors,
dark green, steel blue, black, per sheet, .08
Kodack Mounts, colors as above, per sht.. .04
Both above are 22x28 inches, but will be cut
in J4 or '/& sheets at lc per sheet extra, or free
in lots of 12 sheets at a time.
Bristol, in colors, 22x28, per sheet $0.05
Heavy Manila, SZy2xZSya 02
Straw Board, 22x28 02
Postage on a single sheet of above, 4c, to
which must be added postage on the packing for
same, as follows: If cut in quarters and rolled,
lc per sheet, 4c per doz. sheets. If sent full
size and rolled, 5c per sheet, 8c per doz. sheets.
Full sheets, packed flat, per sheet, 30c. Per
dozen sheets, 35c. State how preferred.
Japanese Manila, 20x30 .01
Leatherette, 20x25 05
Cardboard Modeling Paper, 18x24 02
Postage on above, 1 sheet, 2c; per doz., 17c
Coated Paper, 20x24 04
Engine Colored Paper, 20x24 .03
Gilt and SUver Paper, 20x24 .00
Postage on above, 1 sheet, 2c; 1 doz., 8c
Oak Tag for Construction Work, 9x12,
dozen sheets 00
Postage, 10 cents.
Oak Tag for Construction Work, 8V&X
10%, per dozen 0}
Postage, 9 cents.
Oak Tag for Construction Work, 7V4x
9%, per dozen .00
Postage, 9 cents.
Colors — Dark Green. Yellow, Turquoise-
Carpet Warp, per skein 15
Add 12c for postage.
ZEPHYR.
Faribault Uoom.
MM
!■
T
faribaalt-looVft
With"""*
Hawmo«* ftttach-
Macreme Cord, per ball Net, .12
Add 4c for postage.
Rubber Balls, 2-inch, plain, per doz 60
Postage, each, 4c, per doz., 37c.
Rubber Balls, 2-inch, plain, per doz. . . .60
Postage, each, 4c; per doz., 37c.
Rubber Balls, 3-Inch, plain, each 10
Add 6c for postage.
Rubber Balls, 4 '/i-tnch, plain, each 25
Rubber Balls, 4%-inch, red, each 85
Add 7c for postage for either above.
Brass Paper Fasteners, per 100 20
Conductor's Punch .80
Add 4c for postage on either above.
Copper Wire, per spool .20
iron Wire, per spool 10
Add 7c for postage on either above.
Following sent postpaidjon receipt of price :
Gormantown Yarn, skein 12
Single Zephyr, per lap 08
Seine Needles, wood, each 15c; doz.... 1.50
Toy Knitter, per dozen 50
Brown's Pictures, each..%o, lc, So and .05
Silver and Gilt Stars, gummed, rer 100 .10
Order the following by freight or express.
Schute Weaving Discs, 4-inch, doz 16
Schute Weaving Discs, 6-inch, doz 25
Schute Weaving Discs, 12-lnch, doz 50
The Multiple Perforator 3.00
Orwig Punch 2.50
Modeling Clay — 5Jb. bricks 25
Modeling Clay Flour — 5-Ib boxes 25
Modeling Clay — by the barrel 8.00
WHITE BRAIDED STRAW.
Per yard $0.02
Postage, lc.
Per piece, 120 yards 60
Postage, per piece, 15c.
COLORED BRAIDED STRAW.
Half-inch wide, In colors, as follows: Nile
Green, Red, Pink, Yale Blue, Bright Green
and Ecru.
Per yard O3
Per piece, 120 yards 60
Postage, same as for white braided straw
Indian Ash Splints and Fillers.
15c. per ounce; $1.20 per pound. Assorted
colors. Postage, on ribbon and packing
2c. per ounce. 20c per pound,
We also keep In stock Wood Ribbon, Sweet
Grass, T. K. Matting, Ash Splints for basket
handles, Basket Bottoms, ete. Send for sam-
ples or circulars and prices.
We furnish everything on the market In
the line of construction material at lowest
prions.
Address all orders to
Germantown
Multiple Perforator
Orwig Perforator
RAPHIA FRAMES
a
.
0
0
a
.
"■*
a
a
e
j3
a
*>
0
t-
M
3
s
0
►>
a
09
V
■ft
s
0,
a
a
9
e
!►> as
a
0
0
a
.0
•a
a
2
P
3
a
0>
i
I
American Kindergarten Supply House
276-278=280 River Street, Manistee, Mich.
Ol)£ TJiin6erosarten- jprimatT ^tlaga^ine
VOL. XXI—FEBUARY, 1909— NO. 5
The Kindergarten- Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
Editorial Rooms, 59 West 9fth Street, New York, N. Y.
EDITORIAL COMMITTEE.
E T,yell Earle. Ph. D Managing Editor
J.^nn'y B. Merrill, Ph. D., Supervisor Kindergartens.
Manhattan. The Bronx and Richmond
Harriette M. Mills New York Froebel Normal
Mari Rutf Hofer Teachers' College
and N. Y.F.N.
Bertha Johnston New York Froebel Normal
Special A r tides
Ray V. Strickler, Illustrator, Hillsdale, Mich.
All communications pertainingto subscriptions andadvertising
or other business relating 10 the magazine should be addressed
to the Michigan office, J. H. Shults, Business Manager, Manistee,
Hichigan. All other communications to E. Lyell Earle, Managing
Editor, 59 W. 96th St., New York City.
The Kindergarten-Primary Magazine is published on the
first of each month, except July and August, from 27S River
Street. Manistee. Mich.
The Subscription price is $1.00 per year, payable in advance.
Single copies. 15c.
Postage is Prepaid by the publishers for all subscriptions In
the United States. Hawaiian Tslands, Philippine Islands. Guam,
Porto Rico. Tutuila (Samoa). Shanghai, Canal Zone. Cuba,
and Mexico. For Canada add 20c and for all other countries
in the Postal Union add 4Cc for postage.
Notice of Expiration is sent, hut it is assumed that a con-
tinuance of the subscription is desired nntil notice of discon-
tinuance is received. When pending notice of change of ad-
dress, both the old and new addresses must be given.
Remittances should be sent by draft. Express Order or
Money Order, payable to The Kindergarten Magazine Com-
pany. If a local check is sent, it must Include 10c exchange.
STORIES AND GAMES VS. FIVE-
CENT THEATERS AND THE SUN-
DAY SUPPLEMENT.
JENNY B. MERRILL, Pd. D.
I have never entered a five-cent theater,
and my mother who still rules in the home
will not have a Sunday newspaper around.
Hence you may judge that I am badly pre-
pared upon at least one-half of my subject.
But if there are those who having found
evil in these two amusements seek a
method of substitution they are certainly
wise for the best way to chase darkness is
to let in light when lo the spectre is no
more.
The fact that our good chairman has sug-
gested stories and games as two possible
substitutes for the five-cent shows and the
funny stories of the supplements has led me
to seek a point of connection between them.
I find it in what an English writer has
called "The Instinct of Pursuit."
If I raise a ball to throw it, you are at
once interested to follow its course and to
see where it will strike. So a story begins,
proceeds and ends. So likewise a game
begins, proceeds, ends and so does a show
and a series of funny pictures. In this then
they are all alike.
The mind of a child, yet of an adult, loves
to follow a course, to start — to go — to
arrive, it has in other words an instinct of
pursuit. The question is "Do we provide
well for the natural instinct in our educa-
tional schemes and in our amusements?
If not by pushing the story and the game to
the front, will we not be able to let in more
light which will help to drive out the dark-
ness?
Notwithstanding my confessed ignorance
of two elements in my topic I must admit
that I have seen Sunday supplements and
that I have catechised quite vigorously a
young friend who patronized five cent
shows.
I hope I will not shock you by saying I
have found good elements in both. It is an
old question, is there positive good and
positive evil or are they comparative terms?
We need not solve the mystery today, for
if we decide that we want our children to
have as near the best as we can give them
that is all that is necessary. I can conceive
a five cent show to be better than no show
at all, and a funny supplement better than
no pictures and no nonsense. I can con-
ceive some games to be worse than some
shows for some children.
I remember well years ago that a remark
of Dr. Lyman Abbott in regard to theaters
made a great impression upon mv mind. I
had been brought up to condemn the
theater as inimical but said Dr. Abbott "We
should not condemn all theaters because
there are bad ones any more than we con-
demn all books because there are bad books.
We must train our young folk to feel and
know the difference between the good and
the bad in theaters as in books.
A child will know good food from bad if
he has been served well from childhood in
a good home. He will almost instinctively
reiect injurious food as he grows in years
but his vouth must be protected until his
judgment is formed, otherwise he will have
no high ideals, no correct standards.
Standards and ideals are the products of
experience and we must furnish them to the
young.
Annie M. Allen, in her excellent book,
"Home. School and Vacation," calls atten-
tion in the chapter on Amusements to the
i44
KINDERGARTEN-PRIMARY MAGAZINE.
fact that we have erred in permitting over-
stimulation and "under regulation."
Mrs. Allen says, "Congestion and stag-
nation are both gross errors, easy to avoid
when once they are recognized." She fur-
ther says "To judge of the probable value
of any occupation or amusement to any
special child, we must have a lively concep-
tion of what the child is in his best estate
and what sort of creature he is to grow to
be. Our success must depend upon our
own sense of proportion, upon the fineness
of our feeling for balance and adjustment."
But others are to report upon a wish
selection of stories and games. That they
have elements capable of crowding out less
worthy amusements, I am certain.
The child cannot be in two places at the
same time and if we furnish well equipped
playgrounds in the home, in the school, in
the park, the five cent show will have less
chance. Furthermore if we have story
tellers in all our branch libraries, if we have
story hours in the home, story tellirtg upon
the door-steps on summer evenings, if we
have story hours in our church houses and
in our schools, again the children will be too
full of happy thoughts to wander far afield.
To be very practical it has even occurred
to me that there might be a story hour in
every school house to which good children
would have access after school hours in-
stead of a room for the detention of trouble-
some boys and girls. The school house
must be so homed that it cannot be a
punishment to remain an extra hour with-
in its walls. Teachers will volunteer to con-
duct these story homes in turn and the
teachers will be the best story tellers.
Dr. Thomas Hunter, the President of the
Normal College, was a famous story-teller.
In teaching classes of rough boys in night
schools in his younger days he would say
"Now if we get through our work in time,
I will tell you a story." And there were no
bad boys to prevent the work from moving
rapidly along.
It has also occurred to me that the five
cent shows may be encouraged to improve-
ment if teachers will visit them and kindly
point out the most objectionable features
and suggest stories, pictures and song that
will please without vulgarizing children.
The boy whom I interrogated had seen
good old fairy tales illustrated, he had seen
sports of foreign countries ; he had seen the
naval review at San Francisco and other
present day history. I have faith to believe
such shows could be extended and possibly
even good evolved where evil now exists.
At least I mean when opportunity offers to
see what is being shown the children in my
own neighborhood. Again the schools
must help in improving the funny picture
page. Why not? We can surely raise
artists who can be funny without being low
and vulgar.
The art work now being accomplished in
our schools will in time raise the taste of
the whole community.
In his last annual report to Dr. Maxwell,
our distinguished supervisor of the Manual
Arts, Dr. James P. Haney, said". "It is to
be noted that the long time restriction for-
bidding pupils to sketch in the museum was
removed by Sir Purdon Clarke immediately
after his acceptance of the directorship.
A large number of teachers have since
availed themselves of the opportunity to
send their pupils or to visit the museum
with them for the sake of studying the in-
valuable collections and of making notes
and sketches useful in classwork."
Dr. Haney speaks further in his report of
"the study of pictures both in the form of
canvases, photographs — -and reproductions
of visits of pupils to the galleries of the Fine
Arts Building, of loan exhibitions etc.
THE I. K. U. AT BUFFALO.
The local committee in conference with
the Executive Board of the I. K. U. an-
nounces the following plan for the exhibit
in connection with the meeting in Buffalo
April 26~30th:
I An exhibit giving suggestions for the
Architecture and Furniture of a Kinder-
garten room, along hygienic and artistic
lines. This will include material, photo-
graphs, and lantern slides.
II An exhibit of the Jessie Davis' Genetic
Construction Work.
III Nature Work — including material,
photographs and students' note-books.
IV Work with Mothers' Clubs.
Contributions or suggestions along anv
of these lines will be welcome.
Applications for space should be made by
March first. Address Miss Marry E. Wat-
kins, 86 Delaware Ave., Buffalo.
KINDERGARTEN-PRIMARY MAGAZINE.
»4'5
The I. K. U. and the N. E. A.
Dr. Earle,
Editor of the Kindergarten Magazine,
59 West 96th St., N. Y.
My dear Dr. Earle : The Board of the
I. K. U. has appointed a committee to in-
vestigate the problem of some sort of future
relationship with the N. E. A. in response
to the request from the N. E. A. to con-
sider seriously the necessity for uniting the
kindergartners to some larger body of
education. The committee appointed is as
follows :
Miss Caroline T. Haven of New York, Chairman.
Miss Bertha Payne of Chicago.
Miss Lucy Wheelock of Boston.
Miss Anna Williams of Philadelphia.
Professor Forbes of Rochester.
Superintendent Elson of Cleveland.
Dr. Nicholas Murray Butler.
This committee has been in consultation
with prominent educators for advice with
regard to some future relationship to the
N. E. A. The enclosed letter from Dr.
Butler I will be glad to have published in
the next number of your magazine, and I
hope it will be followed by letters from
Professor Eorbes and Superintendent
Elson, giving their points of view.
A circular will go out to all branches of
the I. K. U. in January, and I have asked
Miss Haven to send one of these circulars
to your magazine as soon as possible, so
that it may be printed before the different
branches take action upon it.
Will you publish Dr. Butler's letter as
early as possible, so that everything can be
done to make all of the branches intelligent
as to what is being considered before they
vote upon the subject.
Thanking you in advance for your co-
operation, I am
Sincerely yours,
PATTY S. HILL.
December 18, 1908.
Miss Patty S. Hill,
President, International Kindergarten Union,
Teachers College.
My dear Miss Hill: The question which you put
to me today as to a possible formal relationship
between the International Kindergarten Union and
the National Education Association, is both im-
portant and interesting. That some relationship
between the two organizations would be mutually
advantageous seems to me obvious. The papers
and discussions of the International Kindergarten
Union would, if included in the Proceedings of the
National Educational Association, go to a large, a
widely distributed, and a highly sympathetic body
of readers who do not now see them. The personal
association of those primarily interested in kinder-
garten teaching with students of education and
teachers in other fields of activity would be broad- .
ening and helpful in many ways.
It so happens that as a member of the Executive
Committee of the National Education Association,
I am much interested in this matter from another
point of view. It has seemed to many members of
the National Education Association that the time
has come when we cannot longer postpone consid-
eration of questions touching the readjustment and
possible consolidation of some of the existing de-
partments of the association. The number of de-
partments has been increased of late until the de-
partments have lost all relation to any fixed prin-
ciple of orderly classification, and to such an extent
that the printing of their proceedings in the an-
nual volume has become a serious and very ex-
pensive matter.
Have you thought of some such plan as the fol-
lowing, which I think would be advantageous both
to the International Kindergarten Union and to the
National Education Association?
Suppose the members of the International Kin-
dergarten Union were all to qualify as active mem-
bers of the National Education Association —
which many of them now are — and continue to
hold their annual meetings in the spring, as has
been customary for some time past, under the title
of International Kindergarten Union: Department
of Kindergarten Education of the National Educa-
tion Association.
Suppose that the existing Department of Kinder-
garten Education was consolidated with the De-
partment of Elementary Education, and that those
kindergartners who attended the summer meeting
of the National Education Association would
either take part in the Department of Elementary
Education for the purpose of studying and discuss-
ing questions and problems that are on the border
line between the kindergarten and the elementary
school, or would take this opportunity to hear
papers and discussions, either at the general ses-
sions or in other departments, which appeal to
them individually as interesting and instructive.
In this way, the International Kindergarten
Union, while composed entirely — at least so far as
voting members were concerned — of active mem-
bers of the National Education Associaton, would
preserve its identity and the advantages of its
existing form of organization, while gaining the
benefits of membership in the larger body.
Perhaps you will observe that the Department
of Superintendence as now conducted stands in
just this relation to the general association. This
department holds its meetings in mid-winter and
they are very successful and largely attended. The
Superintendents, or very many of them, also attend
the summer meeting and distribute themselves
among those departments and sessions that promise
most usefulness and interest. In this way, the
Superintendents get the advantage of a meeting de-
voted to their own special concerns, and also of
membership in a body which takes the whole of
education for its province. It has seemed to me
that the International Kindergarten Union might
like to follow this precedent.
Of course, I am writing only as an individual
member of the National Education Association.
The Board of Directors of that body could, how-
ever, if they so wished, by vote consolidate the
existing departments of Kindergarten and Ele-
mentary Education, and could give authority to
the International Kindergarten Union, provided the
terms of its membership were made to conform to
those of membership in the National Education
Association, to meet at a time other than that
fixed for the general summer meeting, in accord-
ance with the plan which I have outlined .
If the officers and members of the International
146
KINDERGARTEN-PRIMARY MAGAZINE.
Kindergarten Union should think it worth while
to take action to put this plan into effect, it would
be well for them to be represented at Denver next
July by a committee whose members should present
the question in all its phases . to the Board of
Directors of the National Education Association.
It would be helpful, too, if the matter might find
discussion in the educational publications of the
country between now and next July, in order that
the largest possible number of persons interested
might be informed as to the proposal, and that any
criticisms which it may call forth might receive
due consideration.
Commending this plan, or something on similar
lines, to your consideration, I am,
Faithfully yours,
NICHOLAS MURRAY BUTLER.
COMIC SUPPLEMENTS AGAIN.
From time to time the Kindergarten-
Primary Magazine has called attention to
the mischief "that lies hid" in the usual
comic supplements of the daily and Sunday
papers. The matter has been subject for
discussion in the I. K. U. It should be
brought up in parents' meetings at least
once a year, until some impress has been
made upon the collective parent of the
country. Someone has said that a man
can be judged by what he laughs at — by
what he considers funny. All children need
to laugh — what would a world be without
childish laughter? But we must give the
environment which will provide fun that is
pure, uplifting, not degrading, kindly and
not cruel. We would recommend that a
kindergartner save, for a time, the comic
pictures as they appear in many papers — ■
classify, study them, then judge what is
their several tendencies. What is likely to
be the effect upon a sensitive mind of week-
ly impressions of the kind. One such
picture may soon be obliterated by others
of a higher type — but innumerable impres-
sions of the kind cannot fail to deaden the
appreciation for more delicate, kindly
humor ; cannot fail to harden, to coarsen,
and so to deprive of the power to enjoy the
genial humor, the delicate wit, the pene-
trating satire of the masters of literature ;
cannot fail to develop the cruel, dishonest
side of the child nature. We subjoin two
letters reprinted from The New York
Times, whose testimony may prove useful
in mothers' meetings :
"MISCHIEF IN COMIC PICTURES
A small boy of my acquaintance became highly
'nterested not long ago in the adventures of a
naughty youth, presented in the comic supplement
of a well-known newspaper. The youth in the
newspaper shampooed his sister's hair, and anointed
Hie poodle with a mixture of ink, glue, and the
Tamily hair tonic, leaving the remainder of the
compound in the bottle for the use of his father
and mother. The results as pictorially set forth
were so intensely amusing that the small observer
immediately took steps to repeat them in real life.
Much mischief is suggested in such ways as this,
and the suggestions come from artists who have
little sympathy with children."
"COMIC SUPPLEMENTS NOT PROPERLY A PART
OF THE LITERATURE OF CHILDHOOD.
I beg the attention of your readers to your report
of the session of the American Playground Congress
on Sept. 9, with Miss Maud Summers' attack upon
the comic supplements of the Sunday newspapers.
That is a straightforward thrust at a crying evil,
and demands earnest consideration from all who
are responsible for the children of our day. And
who of us is free from that responsibility?
I indorse every statement that Miss Summers
makes so clearly and pithily. It is true that in
these papers "emphasis is placed on deceit, on cun-
ning, and on disrespect for gray hairs;" upon these
qualities hinges the smartness of the young per-
sons therein depicted, which amuses impression-
able little souls and often allures them to emula-
tion. Humor has indeed "its place in the litera-
ture of childhood," and a prominent place. But
"genuine fun from gifted writers," to substitute
for "the coarse, vulgar type now so prominent," is
not lacking, and new supplies only await demand.
I call upon those who have charge of these mat-
ters and upon all whose influence goes to form en-
lightened public opinion to make this demand per-
sistently— that writers and limners for childhood
keep to "the most vital purpose of the story * * *
to give high ideals which are reproduced in char-
acter." Otherwise the malicious, sordid, and law-
less ideals will be reproduced in our rising genera-
tion.
My personal gratitude to Miss Summers is
strengthened by the fact that only once before have
I found in print any serious, comprehensive protest
against this careless sin.
Will not right-minded men and women add their
voices to hers?"
A POLICEMAN FATHER AT SCHOOL
An exchange recently gave a column to
an ex-police lieutenant forty-eight years
old, of New York, who for three years has
been studying at the New York Free Even-
ing School. As this furnishes an example
of a rarely thoughtful father we call it to
the attention of our readers, noting espec-
ially his recognition of the fact so seldom
realized by the paternal parent that the
memory of a father's companionship, his
intelligent interest in his child's doings
means far more to children and community
than leaving them mere money. This
father said to the inquiring reporter: "I
found that if I asked one of my children
about his or her grammar lessons I could
be fooled easily because I knew nothing
about it myself. They could talk to me
about verbs and nouns — perhaps they knew
the difference — I was not quite sure that I
did. This was three years ago. I retired
from the police force on a pension sufficient
KINDERGARTEN-PRIMARY MAGAZINE.
HI
to support my family with the help of the
older children. I thought it all out and
made up my mind that it was better for my
children to help them personally in getting
an education tnat would help them through
lite than to continue to work and leave them
out a small fortune at best which they
might run through and become a burden
on the community." Among the subjects
studied by him are algebra, geometry,
advanced arithmetic, chemistry, English,
European history, economics, American
history and civics.
A new invention will make books for the
blind less expensive than heretofore. Up
to the present time, in preparing the em-
bossed pages for those who must read with
their fingers, it has been possible to use
only one side of the paper. This nivention
allows the embossing on one side of a page
between the embossed lines on the other,
making thus a great saving in the amount
of the expensive paper required. Those
who have worked out this new process are
William B. Wait, Principal Emeritus of the
New York Institute for the Blind, and B.
B. Huntoon, Superintendent of the Ameri-
can Printing House for the Blind, Louis-
ville.
MOTHERS' READING CIRCLES.
JENNY B. MERRILL, PD D.
The American School of Household
Economics has published a series of help-
ful books for mothers. One of these books
is entitled "Study of Childlife," by Marian
Foster Washburne.
Kindergartners will find in Part I of this
excellent work a chapter on "Children's
Faults' and Their Remedies," which will not
fail to arouse interest and discussion in a
Mothers' meeting.
We recommend discussion and illustra-
tion of the following quotations taken from
this chapter.
i. "Many so-called faults of children are
no more than inconvenient crossings of an
immature will with an adult will." Ex-
amples : Quiet, order, cleanliness.
2. Richter says : "The faults that are real
faults are those that increase with age."
Mrs. Washburne says, "This rule ought to
be put in large letters, that every one who
has to train children may be daily reminded
by it, and not spend his force in trying to
overcome little things, which may perhaps
be objectionable, but which will vanish to-
morrow. Concentrate your energies on the
overcoming of such tendencies as may in
time develop into permanent evils."
3. " 1 lie chief object of all training is to
lead the child to prefer right doing to
wrong doing; to make right doing a per-
manent desire. Therefore in all the pro-
cedures about to be suggested an effort is
made to convince the child of the ugliness
and painfulness of wrong doing.
The object is not to make the child bend
his will to the will of another but to make
him see the fault itself as an undesirable
thing.
4. "A broken will is a worse misfortune
than a broken back."
5 "Where obedience is seldom required,
it is seldom refused."
6 "Prohibitions are almost useless. A
prohibition acts like a suggestion."
Froebel meets this difficulty by substitut-
ing positive commands for prohibitions,
that is, he tells the child to do instead of
telling him not to do.
NOTE — The mothers should be encouraged to
give illustrations from home life and the kinder-
gartner should add others from her every day note
book. The serious faults considered in the chap-
ter are as follows: Quick temper, sullenness,
lying, jealousy, selfishness, laziness, untidiness,
and impudence. Remedies are suggested.
A PRACTICAL SUGGESTION TO
MOTHERS.
If we suspect that a child is giving a
garbled version of some transaction to
screen himself from blame, it is well, before
asking any other person concerned what
were the facts, to ask the child himself
what version he thinks that other person
would give; for example: When he says,
"I didn't break the plate; I fell up against
the table and the plate fell and broke itself;'
if you ask, "What do you think nurse will
tell me about it?' the child will perhaps
answer "I think nurse will tell you that
she had told me not to go near that table
at all while the crockery was on it." A
chil 1 who has thus corrected his own one-
sided statement has had a very good lesson,
and been helped to become clear-headed
and truthful.
M. E. BOOLE.
148
KINDERGARTEN-PRIMARY MAGAZINE.
THE SIGNIFICANCE OF RECENT
NATIONAL FESTIVALS IN
CHICAGO.
AMALIE HOFER, Chicago.
The national festival has to do with the
heart history of a people, and ever centers
about such experiences and events as lift
the deeper passions of a race into united,
heroic action. Groups thus stirred by some
valid human exigent, are brought into co-
herency, which in time assumes the form of
picturesque provincialism, or of involuner-
able nationalism. The traditional festival
is a recurrent manifesto of these deeper
feelings, and promotes and develops group
co-hesion, in other words the patriotic and
the national spirit. In the course of time
the festival and its ceremonies may even
become the symbol of unitedness, quite
apart from the human and historic incident
which furnished the original incitement.
The most time-honored festivals such as
the solstice carnivals are the outcome of
folk experience and feeling as old and
perennial as life itself. They are tap-
rooted by instincts which reach further than
historic circumstance, deeper far than
religious creed, down into the very sources
of being.
The commemoration of different times
and different peoples are found to have
counterpart features, the same character-
istics re-emerging at different periods. This
fact indicates a probable substrate of feel-
ing, common to, therefore significant to all
men.
For 300 years America has been the
Bethel for groups that become alien and
emigrant because of loyalty to some deep-
ly grained human principle, or groups that
seek to recover a sense of coherency which
has been shaken by the altering conditions
attending evolution. Twenty or thirty dif-
ferent national groups have been bringing
to this harbor their household gods of per-
sonal feeling, local custom, historic tradi-
tion and national traits. In the new co-
herence which is bound to be established,
what portion of these birthrights will sur-
vive, or be eliminated or merged ?
The transplanting of an old custom or an
older race festival maybe attended by as
serious dangers as the moving of an aged
tree or person. The destiny of some of
these foreign ceremonies is a matter of
genuine concern to such as believe that the
ultimate composit which we designate
American, may even now be in the making.
It is with some such theories in mind,
that I have been observing the national
festivals as preserved in our country, and
have noted the adjustments and trasitions
occasioned by the new conditions. In pro-
portion to the length and the propitious-
ness of stay in America have certain groups
revived the old time customs. The new
comers, like those first immigrants, the
Puritans, do not immediately set up the old
festival land marks, but self consciously
wait for what will happen next, sometimes
rigid under the sense of being different,
otten reminded of this by the ridicule of
those longer on the new field, — always
watching out of the corner of the eye. Only
when the present good makes the old
wrongs fade into the past, and when the
sense of belonging, when the home feeling
emerges, and when its roots begin to go
down into the new soil, only then are the
old stories told again, the old days recalled
and the good of the old times remembered.
Then arises the desire for kinship and home-
geniety, the necessity to be once again with
those who understand and belong. It is
then that groups of their own kind get to-
gether, in Turner Hall or lodge or union,
forming societies for mutual aid, or recrea-
tion, or national self-preservation. An open
air place is christened Waldheim, or Vogel-
song or Edelweiss, where men may come
together the way one used to come, when
there was only one kind, and all of the
same custom. Many of these life saving
societies were crude and grotesque even
vulgar in their methods and were con-
sidered as Dutch or Irish picnics, by the
Puritan who also preferred his own kind.
The children of the earlier settlers called
the later comers foreigners and nick-named
them out of all national existence, as Dutch,
or Micks, or Dagoes. • But the later comers
in turn also won their spurs, and today the
boys and girls of our schools are being
taught the stories, songs, games and the
poetic merry-making ways which have been
preserved in our country by means of these
same picturesque festivals of the foreigners.
The embers of folk feeling are being in-
vited to blaze up again, and folk song and
folk dance are embraced by professional
and amateur alike, to the credit of the in-
diginous democracy of our American
national spirit.
If Thanksgiving had come at some other
season of the year, say in the budding time
KINDERGARTEN-PRIMARY MAGAZINE.
m
or the time of the harvest moon, who knows
what out-of-door characteristics may not
have been developed as appropriate to this
our greatest national festival. There are
signs that point to a warming of the somber
northern social coloring: for instance the
sober hundreds who are drawn in the win-
ter months to sport on sunny shores, to
witness the Marde Gras frivolities or to
participate in the rose battles and flower
testa of the Pacific coast. There is no
mistaking the return of our younger gen-
eration to the delights of color, song,
gaiety, even Pagan extravagances. Dur-
ing the past season there have been pre-
sented to the public in the name of charity
many forms of riotous Kirmess, fancy
dressing and stepping, theatrical posing and
beauty competitions, which but yesterday
would have been censured by the church-
building fathers. The privileges of foreign
travel abroad and the unavoidable foreign
contacts at home have modified our provin-
cialism, until many are turning to revalue
the customs and celebrations and recrea-
tions of the European American.
The great Norwegian national day,
Frihedsdag, is May 17th and is celebrated
wherever Norwegians are settled. Out-
side of 1000-year-old Norway, the most
extensive festival is held in Chicago, and
is participated in by the best of 70,000 Nor-
wegian Americans who on that day, are
again descendants of viking and explorer,
as well as "immigrants in a foreign
country." On that day for twenty years
there has been singing and dancing and
merry making because Norway secured a
constitution and government of her own.
This independence day which was once an
end in itself, now becomes the day for Nor-
wegian tradition, and the renewing of the
characteristic folk nature which made of
Norsemen a nation. On this day it is re-
called that the first occupants of Ireland
were Norwegians, and that good English
blood of today is of Norman, Norse,
descent, and that Liev Erikson was the first
discoverer of America.
At day break of May 17th the Norwegian
colony of Chicago was awakened by the
music of national hymn and choral as the
band wagon carried the musicians from
street to street. In the fatherland this
same custom prevails, however with the
far more stirring music of the ringing
chimes and the Maennerchor and instru-
ments sounding from the high towers from
six to eight o'clock in the morning.
At once preparations are made for the
chief event of Frihedsdag, the morning pro-
cession of children. Ten thousand Nor-
wegian boys and girls assembled at Hum-
bolt Park, costumed to represent the vari-
ous provinces of Norway, children from
six to youths of seventeen join in this his-
torical procession, each carrying the flag
of his choice. In the recent May 17th par-
ade, it was found that 80 per cent, chose
the Norwegian, the rest the American flag,
or both. This assembling of the youth was
witnessed by representative citizens whose
care it now is to keep the younger genera-
tion from becoming less and less Nor-
wegian. In the Fiordland each school has
its banner or pennant and the entire young-
er generation (for education is compul-
sory) marches, school by school, after the
respective flag. When the national hymn
was sounded by the band, and the song,
Ja, vi elsker deete laudet, the entire assem-
blage arose, and every head was uncovered
to the sun. The afternoon was given to
patriotic speaking, national games, athletic
sports, folk singing and dancing. Three
Norse Maennerchor assisted the singing,
carrying the anthems and folk songs
with a timbre and artistic power worthy the
Grieg fatherland. I asked a young Nor-
wegian whether any special proclamation
ordered the day to be celebrated. He said
with great warmth of feeling "Every child
and every adult looks for this day to come
as you do your 4th of July. It is like the
sun coming up, — just so, — like the sun it
can never be kept back any more."
There is no American provision that I
know of, by which this holiday is secured
to the Norwegians. Some have questioned
whether the foreign born should be en-
couraged to keep these days, holding that
it is unAmerican and may even block the
way to Americanization. Others consider
that some compromise may be desirable,
for purposes picturesque as well as poetic.
One of the oldest festivals of the present
time is the midsummer national merry
making of the Swedish people, set for June
24th. Again no gathering outside the
native country on this day is so large as
that held in some one of the Chicago parks.
Owing to the unavoidable thrift of the hard
working middle class making up our 175,-
000 Chicago Swedes, St. John's day is cele-
brated on the Sunday nearest to the 24th.
In the old country, where industrial inter-
[50
KINDERGARTEN-PRIMARY MAGAZINE.
ests are homogenius, the entire population
is set free for whatever day of the week this
date may fall. In this country no united
recognition has as yet been secured for the
date, and while Sunday is free, many Amer-
ican and Swedish Methodists withhold
their co-operation. Nevertheless the Euro-
pean out-of-door Sunday custom prevails
to draw the thirty or more thousands to this
most completely reproduced of old world
festivals. Family groups are every where
conspicious, and intoxicants and vulgarities
are entirely prohibited.
The fifteenth annual midsummer day
celebration in Chicago was held last June
2 ist, and promptly at one o'clock the cus-
tomary raising of the majestic May pole
took place. The pole was seventy foot high
bound with garlands and dressed in
streamers, great wreaths decorating the
upper end.
In the old country each province has a
different arrangement of the pole decora-
tions, with various local emblems. The
Chicago audience being representative of
many different provinces, has adopted a
decorative scheme of its own. One great
wreath is bound toward the top of the
pole and two others like the arms of
the cross, on either side. These are inter-
twined with the Swedish and American
colors.
As the pole is raised into place the
Star Spangled Banner was played in with
the Potpourri of Swedish national and folk
songs. Then followed a carefully planned
program of athletics, singing and dancing
by various organizations, occupying dif-
ferent platforms, that the eager thousands
might be accommodated. Sixteen folk
dances, representing the traditional dances
and costumes of the different provinces ot
Sweden were a highly applauded feature
of the program. Some of the dancers are
from the old country, some are now Chi-
cago business men and their wives, notably
members of the Philochorus Society, or-
ganized fifteen years ago in Chicago for the
definite purpose of preserving in full detail
the folk games and dances of the old time.
There was a wonderful exactness of move-
ment and yet freedom of fine physiques
which elicited continuous applause. Many
of the dances were pantomine figures, tell-
ing of courting, attracting and repelling,
winning and losing, and competing against
odds and carrying off the bride. In it all
there was a clearness of good story telling
and a purity of natural feeling and straight
forward exhibition of the old law that the
fittest shall be victor. It was on a level
with epic poetry and bold saga, and as such
was a delight to the lover ot the classic, of
whatever nationality. The Viking band
vied with the Iduna and the North Star.
Midsommabrud was carried out in all
the traditional detail, and proved to be
not merely a pretty affair, but one that had
a uniquely democratic fair-play purpose.
Out of the great assembly six men were
named, men of family, each of whom was
responsible to nominate two married
women who selected two of the most beau-
tiful young women present, making twenty-
four, probably all strangers to each other,
possibly never having met until the after-
noon of the festival. (How impossible this
in the old country). These selected from
their own number the loveliest of all and
proclaimed her the "Midsommabrud."
Standing tall and calm, surrounded by her
twenty-three generous peers, all wreathed
and decorated, she was crowned and gar-
landed and formally presented with the
customary gold medal. This medal is of
handsome and elaborate workmanship,
having from time immemorial the same de-
sign of the Swedish arms, — the Chicago
medal having added the stars and stripes.
This annual crowning of the queen took
place at four o'clock and thousands in his-
torical as well as modern holiday costume
gathered to witness the brilliant spectacle.
There is a coherence in the audience of
these national groups, a spirit of fellowship
and patriotism which is substantial and
solid and staid, almost devout, that differs
much from the firecracker enthusiasm of
young America. Recollections of the old
home, regrets for the impulse which broke
the old ties, disillusionment, hard, pioneer
days and deferred hopes, — are all mingled
in the revival of the national day on the
far western prairie. And it is not unusual
that a telegram of greeting is forwarded to
the King of the fatherland and an answer
returned by his majesty to the people wait-
ing in the Chicago park.
During the past three years the Hun-
garian population of Chicago has grown
from three to thirty thousand, chiefly from
so-called working class to our day labor
class. These are in solid earnest to acquire
the language, the wage and the rights of
American citizenship. The Hungarian's
birthright is a demand for political freedom,
KINDERGARTEN-PRIMARY MAGAZINE.
15*
and every day laborer is more or less of a
political agitator for this higher idea, —
Hungarian National life. March 15th was
celebrated in Chicago by thousands of Hun-
garians, many of them for the first time
away from their beautiful home country.
This is the national day, to commemorate
the high demands of the committee of '48
for constitutional liberty, and is held in
honor with that iooo year old St. Stephen's
day, which marks the anniversary of relig-
ious liberty. Two large celebrations were
held in Chicago last March, by these sturdy
patriots, one for the factory hands and the
laborers of the outlying districts, and one
in the heart of the city. The latter was
conducted by the Hungarian Singing and
Titerary Society, a group of young people
who are pledged to preserve in tact and
enjoy their mother tongue, national music
and literature.
How often it is the singing society of
the foreign peoples which carries the ark of
their covenant safely through the wilder-
ness.
The Hungarian national spirit has a
cumulative intensity, unparalled by that of
any other living race today. It broke out
into ardent applause and continuous cheers
as the Hungarian speaker outlined the pur-
pose of the celebration. At the naming of
Tois Kossuth, and the American sympathy
extended to him in the fifties, patriotism
flamed high, the audience shouting and
cheering and stamping in one great burst
of feeling. One of the leading dramatic
members then read Talpra Madgar, the re-
sponse of the audience reminding one of
the excited Amens and gesticulations of a
revival meeting. Prayer, home longings
and stubborn determinations were all ex-
pressed in the rendering of the national
hymn, a composition which a young Hun-
garian said is "so sad, you see, because it
stands for all the history of our people."
Then came folk dancing, the inevitable
climax of the folk festival. The Hungarian
Czardas, which has seldom been seen in
our country, is the wildest and most tor-
nado-like of all folk dances. It well repre-
sents the letting loose from bonds a once
free and irresistibly powerful spirit. The
unbridled fury of rhythm and movement
are accompanied by violins which pour out
in one harmony defiance and tears and
heart touching tenderness as only Hun-
garian raphsodies may do. It is doubtful
whether the Czardas may ever be repro-
duced by imitation folk dancers.
It exhibits a cumulative force of feeling
and motor accompaniment scarcely to be
acquired in a single generation. There
would be as great a difference in power as
that which exists between the epic com-
posers and the amateur performers of the
great raphsodies, which we Americans have
long since loved. That such a native
dance is a matter of deep reality is made
plain by the profound reaction upon all who
behold. A folk dance is far from a thing to
amuse or to entertain, or to make graceful
those who crave novelty. A significant in-
stinct keeps those who have the primal gift
of the dance reluctant to come before
strange companies. L,et the imitation folk
dancer try stepping the sod instead of the
dancing floor, and discover what a vastly
different set of co-ordinations are required
and then he or she will gain a little notion
of the heroic muscling of the Morris
dancers who without losing step passed
from village to village along the high road.
Over three thousand Hungarians cele-
brated Midsummer day, Aug. 2nd, which
date is arranged entirely to suit American
climate and conditions, and again there was
play and sport, and games, which combine
pantomine with dance. It is a heroic and
over-whelming fact, that so many thous-
ands, over-worked, numbed with livelihood
getting and gnarled with physical and
political burdens, still play, or seek the
appearance of leisure and recreation, — on
one or barely two holidays which even an
American industrialism may not take away
from them. Play is indeed freedom from
economic pressure, — and it is in his play
that the soul of the immigrant grows to the
more stately purposes of the land of the
free, — the house of the brave.
And during our interviews in Chicago the
groups have each in turn reminded the
writer, that certain of their national athletes
won honors at the London Olympian games.
It is also noteworthy that the so-called
American delegation alone comprised
Anglo-Saxon, Teuton, Slav, Celt, Black
Ethiopian and red Indian, while Finnish
atheletes refused to be classed as Russians
and the Irish regretted having to be listed as
British, upon an occasion which placed na-
tional prowess on record before all the
world.
Again Aug. 15th, less than a month ago,
the Irish Americans of Chicago celebrated
the 300th anniversary of Yellow Ford,
*52
KINDERGARTEN-PRIMARY MAGAZINE.
when Hugh O'Neill, the Prince of Ulster,
routed the English in 1598. Just to hear an
older Irishman tell the romantic story of
this folk hero stirs to the uttermost ones
vascular system, how must those feel who
have inherited the patriotic fire and admira-
tion for a dozen generations when they keep
this holiday. Hugh O'Neill was held as a
captive at the English court but was raised
to high honor and titles by the queen, and
counted as a subject. At last his heart
answers to his own and he returns to his
Ulster tribesmen and led them on to victory
against the English invaders Aug. 10th,
1598, and the following year Ballaghby was
won. The commemoration of these two
victories, together with Blessed Virgin
Eady Day in Harvest, drew the United Irish
Societies, the Irish Nationalists and the
Clana-Gael to the green wood of Brands
and other Chicago parks. The speeches
were greeted with old Gaellic as well as
United States, English shouts, and over-
whelming enthusiasm streamed from the
multitudes, — not because the particular
words were so stirring, but because this
fervor of patriotism and nationalism had
been conserved for the great and appro-
priate day. One of these gatherings was
presided over by a brother of an Irish
Parliament member, another was addressed
by Hugh O'Neill, a direct descendant of the
Ulster hero. Brands park was the scene of
one of the greatest jig and step-dancing
contests ever held in this country. The
competitors were James Coleman and John
Ryan, masters of old country step dancing
from Ireland, they held the boards until
every drop of Gaellic blood rose up and
joined in the rhythm. Now indeed the bed
rock of national sentiment was reached.
The fineness of poise, the muscular preci-
sion, the purity and deftness of movement
of these experts can scarcely be described.
Another program offered the Irish horn-
pipe, danced by two young girls, where
again was to be noted as conspicuous the
exactitude and yet abandoned of the whole
body the rapid rhythm, and again the
accompanying nodding, stepping and clap-
ping of hundreds throughout the audience.
Nor was this enough, but there must be
competitions between the dancing teams,
of St. Eouis and Chicago, an athletic sport
just being re-discovered by the teachers of
men gymnastics.
These are but brief glimpses of the festi-
vals of the larger foreign groups which
make up our international American city,
merely indicating the historic or nature in-
cident winch lies tathoms deep in their
group lite. If there were time it would be
interesting to witness the crude pageant of
tne Sicilian colony, when the side streets
and alleys blossom out with lanterns and
decorations, the venders of useless and gay
novelties make their way through the holi-
day dressed crowds, all excited to tiie
higliest pitch of patois talk and gesture,
— or to go down Clark street wiien the
Chinese JNew Year's celebration is in full
and picturesque swing, when every store-
iront may be mistaken for a Joss temple,
wiien all debts are cancelled and every-
body's birthday is celebrated in one glori-
ous natal day. Or walk the endless
lauarynth of the Jewish market into which
rassover turns the streets and curbs off the
gnetto, when every household must be
punned and burnished; or the Eithuanian
music festival, when a complete opera in
the native language and music is rendered,
in which hundreds of these high minded
exsiavs participate, when, forgetting the
Polish, Russian and Prussian reins tor a
moment, revive their folk life in the heart
of Chicago; or come out on Scotland's day
in August, when the Chicago Caledonians
go witn their families to the forests and fill
whole long midsummer day with folk games
and dances and cricket, and merry dronings
of the old old bag pipe. Or to Elliott s
park with the Svitmod Singing Society, to
witness the initial out-door performance of
an historical drama of the period of 1435
and 36 of Swedish history.
Then there are the Welsh folk to be
noted, who with Chicago, as a center have
held their great national Estedfod in our
country. These are some of the higher
pleasure forms growing out of the once
crude and often unseemly picnic.
It is the annual Play Festival of Chicago
which brings together on one city green,
as it were into one great concert program
all these variously significant national
games, dances, sports, physical and athletic
accomplishments of her people without
money and without price. The participa-
tion is all voluntary and noncompetitive and
group after group contributes its event with
a democratic zest which bids fair to produce
the most cosmopolitan festival ever held in
any time.
And so these unique freedom festivals
with their enduring significance to great
KINDERGARTEN-PRIMARY MAGAZINE.
*53
peoples, are being transplanted one by one,
to American Commons, and may they con-
tinue to be celebrated by the tests of
prowess, of physical freedom and the
developing emulations of song, oratory,
dance, and patriotic loyalty, for these are
the credits which admit a people to the
great battle royal of all times and tides,
tne contest for the survival of the iittest.
L,ike Chicago our entire nation may
never reach homogeneity but we have
today the opportunity to preserve some of
the nnest traits of international life and to
develop a higher variety of cosmopolitan-
ism which would seem to be America's
destiny.
LETTERS TO A KINDERGARTNER.
THE ORGANIZATION OF THE
MORNING (JlKCLE.
My dear young Teacher: Your enthu-
siastic response to my proposed plan to
concentrate our efforts upon problems of
organization in the kindergarten is encour-
aging; so we will at once consider the or-
ganization of the morning circle.
From the moment when the children be-
gin to assemble in kindergarten, the im-
mediate conditions must be controlled with
a view to establishing that atmosphere of
mutual good will which is a primary condi-
tion of success. The personal greeting
between child and teacher; the timely re-
quests for assistance in the care of the
room and preparation of work; the pro-
vision for play with toys; free blackboard
space for drawing; a miscellaneous collec-
tion of blocks for building; a doll house —
which is an ever new means of contented,
co-operative play, — all these tend to create
an atmosphere of harmony, so that the
kindly voice of the teacher or a familiar
strain from the piano will suffice to bring
the children happily to the morning circle.
A moment spent in seeing that each child
is comfortably seated, that the light is ad-
justed, that hands are free from trinkets,
is time well spent.
If the children assemble in a rollicking
spirit, do not enter at once upon hymn and
prayer, but lead them carefully until
thought and feeling are consonant with the
true spirit of prayer; otherwise the exer-
cise will degenerate into a formal habit
that has not even the grace of reverence to
condone its lack of spirituality. Prayer
and hymn should express the related feed-
ing and emotion, even though understand-
ing be limited. Here, music, speaking a
language more subtle than words, may
come to your aid. You may play for the
children some such measure as Men-
delssohn's Spring Song, moving from this
into music of a more quiet nature — such
as some of the shorter pieces of Schumann
— until the spirit is attuned to prayer. Or,
beginning with the greeting songs and
plays, you may lead through song, activity,
and conversation, toward a thoughtful
appreciation of the good and pleasant
things we share, until that moment of
readiness comes when thought and feeling
find true expression in prayer and hymn.
The former course is the easier; but the
latter is a higher form of the teacher's
power and art.
It is in the early morning period that the
child's mind is most susceptible; hence it
is the time for story telling and the pre-
sentation of songs and poems. The morn-
ing circle should never degenerate into a
mere rehearsal of songs, the result of
capricious choices of individual children.
Because a song or game is chosen by a
child, it need not necessarily be made the
center of collective interest or expression.
Again, the teacher may be too prominent.
Imbued with the largeness or beauty of
the experience she would present, she is
unmindful that the elements of the selec-
tion are within the collective experience of
the group, and that she should draw out
these fragments of experience and gather
them into the whole which she would
present. Too often the morning circle is
made up of listening children only, recep-
tive, and happy in their receptivity; but
such a condition deprives the child of his
right to be a contributing agent in an ex-
ercise that should be essentially social.
The morning circle should give oppor-
tunities for the development of language
power through its descriptive and expres-
sive forms, and for the experiencing with
others of the child's own age the situations
and interests that belong to his own world.
Watch, then, that the balance of self-activ-
ity be contributed by the children rather
than the teacher.
A constant appeal should be made to
activity. The morning circle may, very
properly, become the arena for developing
and perfecting models of activity to be
used again under the freer conditions of the
play circle. There is a tendency to encour-
age the use of inferior models, due to the
154
KINDERGARTEN-PRIMARY MAGAZINE.
belief that the initiative of the children
should be utilized. I believe this also; but
to be satisfied with this, is to remain upon
a low plane of expression. It is imperative
that each model set for the child shall con-
form to the highest standards ; since,
"Beginning with life, but knowing not as yet
Even the letters of its alphabet
He imitates each pattern set."
No teacher can afford to trust to chance
that her own activities, under the inspira-
tion of the moment, will exemplify either*
truth or beauty. Each new thought pre-
sented is sure to call forth motor responses
from the children. It is incumbent on
the teacher to know what the rational re-
sponses will be, and to practice and perfect
these activities as a part of her preparatory
work, since she must sometimes set the
model. Again, some child will represent
an activity with a grace and fidelity that
are the very embodiment of truth and art.
Here imitation enters, enabling each child
to repeat the activity and grace of another,
while through repetition and variation the
developmental possibilities of each play
may be realized. The fact that the children
are comfortably seated makes the morning
circle an ideal place for the dramatization of
stories and rhymes. It may also be the
place for delightful picture study or a close
observation of objects, expressive or illus-
trative of interests emphasized in the gen-
eral program. Not all these interests and
activities may be present in a single morn-
ing. They are so many and varied that
each morning circle may be fresh, delight-
ful and unique.
I have indicated the external aspects of
the morning circle; but underneath its joy-
ousness and play are fundamental prin-
ciples of great dignity which the kinder-
garten shares with all educational en-
deavor. These principles are gathered
from philosophy, psychology, physiology,
sociology, aesthetics, and religion. This
may seem a formidable array of large
words, but nevertheless you must know
that these are sources which furnish the
sanctions for the morning circle, and
should not only direct the selection of in-
terests, but suggest the manner of conduct-
ing the exercise. Let me indicate briefly
some very simple ways in which each
element is present in your work.
Philosophy seeks to unify life in all its
manifestations and meanings. The little
child is a seeker after truth. His every
thought and act is to unify his own life with
that of the world in which he lives. The
very form of your 'circle and the blending,
umiymg agencies which you use are so
many aids to the child's quest. The intel-
lectual nurture that the morning circle
affords through the presentation and repre-
sentation of experience, has back of it the
psychological reasons and activities which
lilted humanity above the plane of animal
life. When you make the conditions of
your circle compatible with physical well-
uemg; when you give free opportunity for
physical activity; when you aid the young
child in securing control of his body as the
instrument of his mind and will, — you have
back of your efforts the physiological
sanctions which demand a sound body as
the temple for the indwelling of a sound
mind and an immortal soul. The sociologi-
cal influences are present in the morning
circle when you recognize the essentially
social nature of the child, and that his life
can unfold in none other than a social
medium. When you provide opportunities
for the exercise of social intelligence, social
good will, and social efficiency, you are or-
ganizing the child's world of the kinder-
garten on the basis of that spirit, which in
the world of human affairs we now name
Universal Brotherhood. The aesthetic
sanctions are an outgrowth of the social
spirit which demand graciousness, cour-
tesy, kindliness and beauty of expression,
and action one toward another. And
finally, through all the morning circle
should run that thread of spirituality which
lifts the exercise above mere material
things, and nurtures the spirit none the less
truly because unconsciously.
Y our morning circle may be the most
beautiful demonstration of the law of unity
which the Froebel system affords. It is
but a step from this law to the process of
its realization, which is self-activity. It
is the blending of the conscious self-activity
of the teacher with the naive, unconscious
self-activity of the little children, that gives
to the morning circle its greatest value.
It is because I believe that the morning circle
affords the highest opportunities for growth, that
I urge you to give to it your best thought. I be-
lieve that it should give the point of departure for
the entire morning by suggesting the common
thought and action content for subsequent exer-
cises; but, more than this, I believe that by means
of the morning circle there should be created that
psychic climate which makes the kindergarten a
veritable child garden.
Faithfully yours,
HARRIETTE MELISSA MILLS.
KINDERGARTEN-PRIMARY MAGAZINE.
155
Olive Oil. — The finest olive oil in the world
is grown in Tuscany — the garden of Italy.
The trees blossom in Tuscany in the
month of May. The fruit begins to ripen
in November and is generally in full
maturity by January.
It is a risky crop, maturing as it does dur-
ing winter weather. A cold snap with frost
may cause great damage to the fruit.
Sometimes the fruit remains on the trees
till May, yielding a pale, very thin oil,
appreciated in some quarters, but which
speedily develops rancidity.
The process of extracting the oil is
simple in the extreme ; the fruit is first
crushed in a mill to a uniform paste, then
the paste is transferred to circular bags or
receptacles made of vegetable fibre. A pile
of these are placed in a press and the
exuding oil flows into a tank below.
Essential conditoins are that the mill
should not revolve too fast, or it will over-
heat the olive paste and give a bad flavor to
the oil ; that the bed of the mill should not
be of metal for the same reason.
Also the degree of pressure, when the
object is to get the finest quality of oil —
"oil from the pulp" as the term runs — must
not be excessive. The finest olive oil is
essentially a cold drawn oil. Heat is
prejudicial to quality.
However, when all possible care has been
taken in the process the fact remains that
olive oil can be made only from freshly
gathered, perfectly sound, ripe olives of
the proner kind. The big fat olives of hot,
subtropical climates can never yield a deli-
cately flavored oil.
The newly made oil must be allowed to
settle. It is then clarified simply by passing
it through purified cotton wool in a suitable
filter. Really fine olive oil calls for no
other treatment whatever, chemical or
otherwise, to render it fit for the table. On
this point it is as well to be clear, as refer-
ence has been made before now to pro-
cesses of refining olive oil so as to obtain
a specially fine quality — one might as well
try to "paint the lily or adorn the rose !"
After being brought to America, the
clarified oil is preserved in warehouses in
large slate lined tanks, holding up to 20,-
000 gallons each, wherein the oil is main-
tained at an equable temperature. For
bottling and can filling purposes it is trans-
ferred bv pipes from these large tanks to
other smaller tanks in the packing rooms. —
Exchange.
PROGRAM IDEAS FOR FEBRUARY.
BERTHA JOHNSTON.
February brings the birthdays of Ameri-
ca's two most eminent presidents and also
the day that brings valentines to the little
people — offering thus several points of de-
parture for the kindergarten program.
From the home as a center, at the begin-
ning of the school year, the subject-matter
has widened out to include the workers in
field and forest; and those who serve in
doing faithful work in the various neces-
sary occupations under the general caption
"trades;" several festivals have been cele-
brated and this month we may naturally
consider those who serve us as employees
of the State, the postman, the fireman, etc.,
leading up to higher and higher forms of
service to the soldier, the knight, symbolic
of the "hero" who gives his life, if need be,
for his country — his flag — that symbol of
all that is great and good and worthy our
deepest love and reverence — embracing
home, state, church.
In the kindegarten the work of the post-
man, the fireman, the policeman are among
the subjects taken up — their service to us
and our obligations to them. The "post-
man" co-ordinates naturally with St. Val-
entine's Day in the early part of the month.
The study of the "knights" finds a natural
climax in America's great heroic figure of
Washington, whose birthday comes late in
the month. But this year the thought of
the nation is centering around Lincoln, the
centenary of whose birth falls on February
12. As he will be very much talked about
in all homes and as the spirit of the cele-
bration should be contagious, let us help
the little children to catch something of the
glow of love and gratitude all feel for the
great, wise, merciful President.
ABRAHAM LINCOLN CENTENARY.
Lincoln's character, life and achieve-
ments form such a noble heritage that we
must guard against making it commonplace
or an "old story" by too frequent repetition
in the schools. A study of his life belongs
best to the High School, the hero-worship-
ing age. But this year being the centennial
of his birth we may well choose such inci-
dents in that life as make their appeal to
childhood and seek to have them become
a part of the little child's life. We will
mention a few such. The teacher may seek
out others in any good biography — and of
156
KINDERGARTEN-PRIMARY MAGAZINE.
these incidents may select such as will best
meet the needs of her particular group of
children. We refer especially to "The
Boy's Life of Lincoln," by Helen Nicolay;
Ida Tarbell's notable biography, and "The
True Story of Abraham Lincoln," by
Elbridge S. Brooks. It is pleasant to
record that the later biographers find that
Thomas Lincoln, the father, was not the
lazy, shiftless man that he has been so
often painted.
Tell something of Lincoln's boyhood.
The simple cabin in which he was born;
one-roomed, one-windowed, having only
one door, and a big chimney outside. When
Abraham was four years of age, the family
moved ; a few years later moved still far-
ther away. They lived in the mysterious
forest where wolves, catamounts, part-
ridges, coons and deer might frequentlv be
shot.
In all his life the boy had, all told, but
one year of school, learning only to read,
write and cipher. But he knew by heart
many parts of the Bible, i^Esops Fables,
and the Pilgrim's Progress.
Tell of the good mother who died when
the boy was ten years old and of the good
stepmother that loved and helped him so
much.
How was this boy of the wilderness
clothed? He dressed in linsey-woolsev
shirt, buckskin breeches, coon-skin cap with
a tail behind and heavy shoes — though
often barefoot.
He read all books that he could borrow.
One time he borrowed a famous book
"Weem's Life of Washington." He put it
on a shelf in the cabin, and from this it
slipped to a crack between the logs and was
soaked by the rain. To pay for it. Abra-
ham Lincoln worked three days for the
farmer who owned it. Thus he bought his
first book. (This story might be good to
reserve for some occasion when a child
mav be seen using a book carelessly).
Lincoln grew to be very tall — six feet
four, when only eighteen years old. He
could outrun, outwalk, outwrestle all com-
oetitors. He could split rails, mow the fields
and do all kinds of chores. He was
awkward, thin, homely, but A^erv popular
because always ready to do a kind act, and
fo tell a jolly story — always good-natured,
brave, honest.
He read, read, read whenever he could
?et a chance. He had no fairy-tales, or
story books, but each book read seemed to
help him to make a man of himself. He
tried to remember what he read. His
"slate" was a wooden shingle or the back
of the wooden fire-shovel on which he
would write, practicing sums and then
shaving them off, or saving those shingles
on which something precious had been
written.
Two books of the imagination, Young
Lincoln did read, viz. : "^Esop's Fables" and
the "Arabian Nights." How much they
must have meant to this mind that so often
expressed itself in parables !
Lincoln was very kind-hearted, and
gentle toward any weak or helpless
creature. Once, when riding dressed in his
best, ready to make a call, he heard a pig
squealing, caught in the mire. He rode on.
but looking back, the wee bright eyes of the
pig looked at him so despairingly that he
jumped from his horse and got it out.
When a boy he tried to make some boys
stop tormenting some terrapins and wrote
a composition on cruelty to animals which
made his companions ashamed.
Another time he was traveling with sev-
eral others on important business and
passed two birds that had fallen from the
nest. He looked a long time for the nest
and put the little ones safely back with the
mother, despite the laughter of his friends.
Another time he saw a poor old man chop-
ping up an old hut that was to be split into
kindling wood. He was to get a dollar for
this work, with which he meant to buy
shoes, for he was barefoot although the dav
was cold. Lincoln told the man to go in
and warm himself and he swung the axe
and soon had the hut down and chopped
into kindling, so that the man had his dol-
lar and shoes.
He found two law books once in the bot-
tom of a barrel of trash and when he began
to read these he determined to become a
lawver.
Once when a clerk in a grocery store he
found, after he had sold a woman some tea
that the scales had not worked right and
so he walked a long distance after her to
g"ive her what was due. Another time he
found he had not given a purchaser the full
amount of change — about six cents — and
so he took the trouble to take it to her. He
never was verv rich but always rejoiced in
knowing that the people called him
"Honest Abe." He hated swearing and
bad language. Once, when he was Presi-
dent, a man was highly recommended for
KINDERGARTEN-PRIMARY MAGAZINE.
157
a certain office, but he swore twice in the
course of an interview. The President
then opened the door. "I thought the sen-
ator had sent me a gentleman. I find I am
mistaken. There is the door, sir. Good-
evening!" he said. (Tell this story to boys
who think it manly to swear, at the same
time telling them the story of the "Glen
Clary Boys." See any biography, to show
how brave Lincoln was).
He became famous in time as a man who
would never try to defend a guilty man, but
was always ready to help the weak and un-
popular if he felt that he was right. He
would tell the truth even if it kept him from
being elected to positions he would like.
Finally he became President of the United
States, because the people trusted him.
Then an awful war broke out but he was
wise and patient and just and gentle,
though stern if necessary, and at last the
war ended and then an insane man shot the
eood President and even his enemies wept
bitter tears feeling that their best friend
was gone. Tell of the long funeral train
from Washington to Springfield. The mil-
lions of weeping people. Tell how from
year to year more and more books are
written, tellinsf of the good President.
"Honest Abe," "Father Abraham," and
how this year manv memorials of him have
been suggested. Some suggest a monu-
ment, some a public building, some a splen-
did road that will last for ages and always
be of use to men. What do you think
would be a p"ood way to show love for him ?
He lived and died to make our country bet-
ter and safer ; our cities better and safer.
Shall we show with our blocks a beautiful
monument? Shall we construct with them
a beautiful library or park or public hall?
Shall we make a fine road in miniature in
the sand-box. first with foundation of
pebbles, then sand, then blocks laid firmlv
and evenly? Shall we try to keep our city
beautiful by not throwing paper and skins
in the street? Shall we work hard in
school: shall we be quiet and helpful in
the public libraries, never annoying the
librarian, but thinking of how Abraham
Lincoln would have rejoiced to use the
books that are free to us. Shall we always
try to keep the laws of library, school, city
and country, the country that Abraham
Lincoln loved and worked and died for?
This erives opportunity for loving work
with Gifts.
Read Tom Taylor's poem on Lincoln
originally published in 1865 in London
Punch. It can be found in "Literary of
Poetry and Song."
POSTMAN.
If father or mother leaves us to go on a
long journey how may we know if they
reach their destination safely? How may
we let them know that all is going well at
home? We can write a letter. How send
it? Country children may take it in person
to the village post-office and there also re-
ceive the letter sent by mother. Or they
may give it to the rural delivery postman
who will also put the return letter in the
rural delivery box.
The city child may put it in the post-box,
whence it will be taken by the postman to
the big branch postoffice where it is classi-
fied, state by state, city by city, and thence
taken to the main office whence it goes by
big safe wagons to the train.
In the central postoffice where the second
class matter (magazines, etc.) is dis-
tributed, huge sacks representing the dif-
ferent States stand on end and a man tosses
into these the bundles meant for them.
They are supposed to have had a prelimin-
ary classification at the publishers', who
must send them to the postoffice duly
labelled.
Speak of the various means of transport-
ing the mails in different parts of the world.
In Berlin is a museum, the "Post Museum,"
which shows models of hundreds of vehicles
and other means used to carry messages.
Here may be seen models of those who run
on foot : of two-wheeled and four-wheeled
carriages; of sledges, etc., camels, mules,
elephants and other animals, also carrier-
pigeons. Tell of the pigeons which fly
hundreds of miles back to their homes and
because of this "homing instinct" can be
used to carry messages tied to them. Often
seen on valentines.
Inquire of the children some of the im-
portant qualities needed by the mail-carrier
— courage, fidelity, punctuality, etc.
What are our obligations to him? How
can we help him? By prompt attendance
at sound of his bell: by patience if mistakes
are made: bv writing the address clearly
and fullv on envelope or wrapper. (Here
is. a point for primary teachers to consider.
Train your class to write addresses fullv
and distinctly, both on writing paper and
envelope. Business people are greatly an-
158
KINDERGARTEN-PRIMARY MAGAZINE.
noyed and delayed by careless correspon-
dents wh ) write without giving address and
then complain because no reply is given.
It is never safe to write any letter without
the address as it saves your friend the
trouble of looking it up in an address book.
Also, train, your children to always enclose
a stamp when writing a letter requiring a
reply) If wrapping up a package to go
through the mails we will make it neat and
compact so as to be easily handled.
Tell that Abraham Lincoln was once
postman in the scattered village in which
he lived — New Salem.
Apropos of the subject of the "Postman"
let all teachers read the following extract
from Postmaster General Meyer's circular
letter to all United States postmasters sent
with a view to secure co-operation of the
public school teachers in instructing chil-
dren as to the operation of the postal
service.
"These instructions should cover such features
of the service as the delivery of the mails, the
classification of mail matter, the registry and
money order system, and particularly the proper
addressing of letters and the importance of plac-
ing return cards on envelopes. Postmasters
should arrange, if possible, to deliver personal talks
to the pupils on these subjects and should give the
teachers access to the Postal Guide and the Postal
Laws and Regulations and render them every
assistance in securing necessary information."
GAME.
i. Draw six ellipses on the floor, thus,
and Little Folks. How disappointing if
the man should toss a Pennsylvania bundle
into a California bag.
FIRST GIFT.
1. Place in a row the six colored balls.
Have ready some postage stamps of dif-
ferent denominations and let the children
match the colors. Speak of the value
represented — one, two, three cents, etc.
2. Put baskets or boxes on the table and
toss the balls (magazines) into these.
SECOND GIFT.
Let the children choose which part of
the mail service their box, with its contents,
will represent — the city mail wagon ; the
country stage ; the mail train. If the train,
the box may be the engine ; the cylinder the
smoke stack, the cubes the mail cars. The
sphere may be the express-rider's post
horse that gallops down to meet the train
and carry the mail through the mountains.
The sphere, cylinder and cube may also
be transformed into lamp posts with the
letter box attachment, while the additional
cube represents the box for packages and
magazines.
THIRD AND FOURTH GIFTS.
Build mail wagons, trains, postoffice, etc.
We give pictorial suggestions for series
with chalk, measuring 1x2 feet and about
three inches apart. Play these are the
openings of the mail bags and let the chil-
dren toss the magazines (bean-bags) into
them. Label the ellipses New York,
Chicago, Buffalo, etc.
2. Let several children stand in a line,
each extending his arms and clasping his
hands so as to form with them a circle.
This represents the mail bag. Let another
child toss the bean-bags into the circle.
(The bags will of course fall to the floor).
Think of all the children in all the different
cities who are eagerly awaiting St. Nicholas
3
3 3-Wagon
with Fourth Gift, representing (1) Child's
home; (2) postoffice, with stamp and
money order windows, of five blocks, and
mail box of three blocks. (3) Postoffice of
seven blocks showing especially the plat-
KINDERGARTEN-PRIMARY MAGAZINE.
159
form in the rear where all the wagons draw
up to receive and deposit their loads.
genes of "Beauty Forms " with Fourth Gift as suggestion for
memorial in form of fountain, with benches, or music stand.
FIFTH AND SIXTH GIFTS.
Build beautiful postoffice structures. An
essential part of the exterior is the platform
for the use of the mail brought by the
wagons. When the fine main postoffice of
a large city was to be built, its designing
was put into the hands, we are told, of a
man who had never before planned a post-
office. He did not make himself familiar
with the needed details and did not allow
for the platform referred to. This neglect
spoiled the efficiency of the costly structure
and an inclined roadway had to be made
to run beneath the building at great incon-
venience to all concerned. Let the children
feel that patriotism demands that all such
public work should be put into the hands
of competent, honest, faithful people.
CLAY.
Mold horses, camels, elephants and other
animals employed in transporting the mails.
CARDBOARD MODELING.
Letter Boxes of Cardboard
Let each child cut out several oblongs
measuring 1x4^ inches. Bend at the inch
lines at right angles and it will be found
that l/2 inch -overlaps. Paste this down.
side, to make a row of letter boxes at the
postoffice. Upon this row glue another
row, until enough have been made so that
each child has a box. Play sending dif-
ferent ones to get their imaginary letters.
Were they all distinctly addressed? Tell
the children about the Dead-letter Office
at Washington and the great cost to the
country because people are ignorant or
careless about the addresses. Only one
kind of living animal mav be sent through
the United States mails, and that is a
Queen Bee.
Old stamps may be used to represent
letters and put into the tiny boxes. The
children may be thus given a color lesson
and one in recognizing figures.
The glued together letter boxes may
afterwards be glued to a common founda-
tion and used as seed boxes.
PAPER-CUTTING AND FOLDING.
Out of ordinary brown paper, cut a piece
on plan of diagram here shown. Fold on
Diagram for mail-carrier's knapsack,
the dotted lines and paste together the
three straight-edged flaps. The curved one
forms the top of mail carrier's bag. Attach
a cord and let the child dramatize the post-
man who goes through rain and hail and
snow to bring to us our letters and valen-
tines. , J'! ■ ! J'
VALENTINES.
1. A simple valentine can be made by
cutting a heart of red paper and attaching
to the center of this a scrap picture of a
flower, a dove, etc., by a narrow piece of
paper folded back and forth several times
to make a spring, thus :
Letter Boxes of Cardboard.
Glue a number of these together, side by
2. Take a small square of gold or silver
i6o
KINDERGARTEN-PRIMARY MAGAZINE.
paper. Make a fold of
opposite sides, thus:
inch from two open envelope; (7) closed envelope; (8)
sailboat. (See illustrations). To the
primary grade teacher we would say that
each of these objects is based upon the folds
of the one preceding. The envelope can
be fastened with scrap picture after valen-
tine is inside.
This gives an oblong, with two flaps. Upon
the flaps paste lace paper saved from toilet
soap boxes or paper doilies. This gives
two lacy doors. Beneath these paste some
dainty, appropriate scrap picture. If no
lace paper is at hand let the children make
their own of tissue paper. Fold the tissue
paper several times upon itself and then
cut tiny holes, triangles, circles, etc. Open
out, and the effect should be very pretty
after some skill has been attained.
Let the children fold envelopes into
which to put their valentines. The kinder-
garten "beauty forms" of paper folding
may be turned into valentines by pasting
appropriate pictures at center and corners.
The triangular series II of paper-folding
co-ordinates well with the postofflc'e sub-
ject matter. It starts off with the (1)
square, foundation of postoffice ; (2) the
Foundation of P. O.
Shawl or plaid.
shawl (plaid) worn by the Scotch mail
carrier; (3) sail made by the sailmaker to
send the mail boat over the waters ; (4)
the sailboat; (5) the snow-shoe which helps
Snowshoe Envelope Envelope Sailboat
the Canadian speed over the snow; (6) the
NATURE STUDY IN THE HOME.
BY THE REV. THORNLEY, M. A.
Nature Study the Children's Study.
Nature study is par excellence the chil-
dren's study. Miss Mason, the founder of
the Parents' National Educational Union,
in her book on Home Education (page 58)
says :
"Every child has a natural interest in the
living things about him, which it is the
business of his parents to encourage; for,
but few children are equal to holding their
own in the face of public opinion, and if
they see that the things which interest them
are indifferent or disgusting to you their
pleasure in them vanishes and that chapter
in the book of Nature is closed to them."
Parents are beginning to realize this,
and are anxious to encourage their children
in these studies. Unfortunately in the days
of their childhood such knowledge was
despised, and any attempt to acquire it was
looked upon as a waste of time. But we
have now changed all this. We have found
in Nature Study a most potent instrument
for the education of our children. For it
develops the seeing eye, and the hearing
ear; it satisfied the insatiable curiosity of
childhood; lays the foundation of Art. in
an early appreciation of Beauty; and of
Science in a gradual perception of law, and
last, but not least, of Religion, in that it
increases the sense of reverence, wonder,
and awe. In a beautiful passage our poet
Browning has well summed up the true
worth of Nature Study. It occurs in his
poem of "Kra Lippo Lippi." where the
cloistered monk, rebelling against that
false law which bade him shut his eyes
against the beauties of the outward world,
after which, with a poet's and painter's
instinct, he vearned, tells how he both felt
and saw,
"The beauty and the wonder and the Power
The shapes of things, their colours, lights and
shades
Changes and surprises,. . . .and, God made it all!"
I take it then, that there is a great desire
KINDERGARTEN-PRIMARY MAGAZINE.
161
to teach children about Nature in all
classes, from parents, the architypal
teachers to Education Committees their
poor substitutes. Each is anxious to do
something better than has been done in the
past.
The Parent's Difficulty.
I am not unmindful that this generation
of parents experiences a difficulty which
will most probably be removed from the
next. I know that many parents feel handi-
capped at present by their own defective
education in Nature knowledge. It is such
as these whom I am anxious to help in this
paper. But before I can do this, they must
dismiss from their minds any idea that it
is the quantity of knowledge acquired that
makes a Nature student. It is rather the
particular habit of mind induced in the act
of acquiring such knowledge which is of
the most value to us and our children. For
this reason it is that the mere reading about
Nature is of but little value; to watch an
insect pollinating a flower ; to study the
arrangement of the buds on the common
trees; to rear caterpillars into butterflies;
to watch the little seed growing into the
perfect plant ; such studies as these have a
real educational value, they teach to SEE ;
and seeing is a faculty which this genera-
tion has shamefully neglected.
Feeble at the beginning, this faculty of
"seeing," mav be wonderfully educated,
and a bountiful harvest of the quiet eye
reaped at last. Moreover, the power to see
correctly is one of the most valuable assets
in our everyday life.
When children come in from their walk
they should be asked what they have seen,
what has excited their interest and curi-
osity. What made such men as Gilbert
White, of Selbourne, and Charles Darwin
so notable was their wonderful power of
seeing. So Nature Study may be shortly
defined as the "science of seeing." Its
great instrument is the EYE.
A Heresy.
There is a peculiar heresy abroad that
some children and some persons are not
gifted with powers of observation, and so
Nature Studv is not for such. Surely this
is absurd. We all know persons who are
born color blind, or music blind, but did
anybody ever hear of a normal person who
was unable to observe? This valuable
faculty may be shamefully neglected, but
it cannot be done away with. Anyhow
children are born observers, and born
naturalists, and these great and natural
powers in them only require discreet guid-
ance and encouragement from you to be-
come to them a valuable possession and a
joy forever.
Books.
But now to get to work. Let me sav at
first a few words about "books." And in
particular about books for parents. The
right kind of books will help you ; but they
are not easy to hit upon. I have brought
with me for distribution a list of books
which we have to some extent found use-
ful to both parent and teachers. Some of
them are not ideal Nature Students' books,
but they are the best I can find. The list
is annotated so that parents or teacher can
the more readily select a suitable book.
Books are onlv useful for the purpose we
have in mind when they send us back ag"ain
to Nature, hungering to know more of her
wonderful ways and works ; more keen to
observe and more patient to learn. Books
are useless when they give us poor sub-
stitutes for this power of observation or
tend to stifle it.
Of course, books of a purely technical
character, helping us to find out something
more about the interesting things which
we have seen in our walks abroad, will
always have a proper use and value. But
it is books like dear old Gilbert White's
Natural Historv of Selborne, or Kingsley's
Town Geologv, or Warde Fowler's, A
Year with the Birds, which beget in us a
powerfid yearning to see for ourselves the
wonderful and beautiful things they point
out for us.
Hosts of books on Nature Study are be-
ing issued almost everv month; they are
too often failures as being either mere com-
pilations, bv those who know but little first-
hand of their subject; or else thev are filled
with descriptions of thines which the true
Nature Student is better left to find out for
himself.
Poetry and Songs For Children.
I should like now to sav a few words
about suitable poetry and songs for little
children, in connection with the study of
Nature.
Nature Study is of great value in edu-
cating the imaginative and poetical side of
l62
KINDERGARTEN-PRIMARY MAGAZINE.
the child's nature. Beautiful descriptions
of scenery, of the "habits and activities of
animals; of the beauties of flowers and in-
sects abound on every side. In this
pleasant and easy way children may be
helped to associate right and beautiful
feeling with what they see in Nature ; and
will at length discover for themselves that
much of the best poetry has been inspired
by the sight of natural phenomena.
I have not as yet been able to put my
hands on any one suitable book containing
selected passages from the best poets
illustrative of the varied phenomena of
Nature. But any parent would, I am sure,
find most interesting employment in study-
ing poetry with this object ; marking down
any pieces which she thinks would be help-
ful to her child in realizing (to use rather
a trite phrase) the poetic beauties of
Nature. Fine descriptions of natural
scenerv, and phenomena, sympathetic
references to bird and beast, insect and
flower, and to all the varied moods of
Nature. One might very easily make a
truly valuable poetry book for one's child
in this simple way. It may however be
helpful to some parents to suggest the
titles and oublishers of two or three little
books of songs and poetrv, much used by
kindergarten teachers with very little chil-
dren. Here they are: Son^s for Little
Children. Vols. I and II, bv Eleanor Smith
(Curwen). The Child's Song and Game
Book, Parts I and II. by Keatley Moore
(Sonnenschein). Kindergarten Songs and
Games by Berry and Michaels. Also
rhythms and games by Mari Ruef Hofer,
and the rhymes and songs in the Kinder-
garten Magazine.
The Note Book. The Drawing Book.
A powerful adjunct to the cultivation of
the seeing faculty in the child is the draw-
ing book. All children, even little children,
should be encouraged to draw natural ob-
jects with brush or pencil. Some children
will display considerable ability in model-
ling in clav or plasticine. It is, however,
important that this exercise should be re-
garded as a test to find out if the child is
seeing correctly rather than as an art
exercise.
Of equal importance with the drawing
book is the Diary and Nature Calendar
which the child should be encouraged to
make. In the diary the first appearance of
things will be carefully noted ; the first
flower seen, the first buds opened, the first
swallow, the first butterfly, etc., and in
addition to this anything that has caught
the interest of the child should find a place
in it. Brush-work pictures, and selected
pieces of poetry may also be added until a
quite facinating little volume is produced.
I have seen excellent calendars done by
children in small schools which could be
made at home under the proper direction of
the parent.
Children's Walks.
From note books and diarys I pass on to
children's walks. The value to a child of
a couple of hours spent in the fresh air
every day is well known to parents. It is
customary to send the children out in
charge of a governess or nurse. I would,
however, advise mother's who are in
earnest about nature studying to accom-
pany their children oftener in order to call
the child's attention to things interesting
and beautiful; to encourage them to bring
suitable objects home. They should be pre-
pared to provide liberally bottles, boxes,
jars, and other suitable vessels for the pur-
pose of keeping under observation for a
short time any of the interesting living
finds. But these when done with should
be given their liberty and when possible re-
stored to a similar place to that in which
they were found, for in this way the child
will readily learn reverence and respect for
life.
Before the walk commences it is better
to plan to have some definite aim to pro-
pose to the children ; for example, that they
should note how many different kinds of
flowers they will find in their walk, how
many different kinds of birds they will see.
etc., then on the next occasion when lessons
are resumed 'the note book should be
brought out and the children encouraged
to make some notes, or little drawings of
what they have seen.
The subject of making collections of any-
thing that requires killing is fraught with
many difficulties. I find myself almost in
two minds about it. Collecting natural
objects with the necessary mounting and
labeling has undoubtedly some educational
value. The difficulty is largely connected
with the question whether young children
should be encouraged to put any living
thing to death. Very young children
should certainly never be allowed to do
this. I think we are all quite at one on
this. Moreover, numerous collections can
KINDERGARTEN-PRIMARY MAGAZINE.
163
be made of objects that do not require kill-
ing: seeds, minerals, empty shells, even
plants, and many other things.
With older children more may be
allowed, but the parent would be wise to
see that the killing is done under proper
circumstances. Collections made for pure-
ly scientilic purposes stand on somewhat
different grounds, and it is unnecessary to
enter upon a discussion of these here.
There are, however, a few habits of chil-
dren connected with this matter of collect-
ing natural objects which require watching
and correcting. They will gather great
bunches of flowers, and then after a short
time, wearying of carrying them will fling
them away by the roadside to wither and
die in the sun. They will also pluck up
plants by the roots and do many other im-
pulsive and careless things. Parents must
be very watchful to rebuke these faults.
It is most important that at the beginning
of a child's life it should be taught the
utmost reverence in these matters; who can
say how much of its after life would be in-
fluenced for good by it.
Therefore, if your children bring flowers
home see that they put them in water at
once; or if it is living catipilars see that
they are as soon as possible provided with
proper housing, food and air.
Museums.
Parents living in towns, can sometimes
get a certain amount of help from the local
museums. The creatures read about in the
books may be seen as it were in their
"proper person" in the museums; and
something of their relative as well as real
size revealed to children. In my own hum-
ble opinion, and speaking generally
museums are disappointing. 1 do not think
we make the most or the best use of them.
And children are always more interested
in living animals than dead ones, for a live
dog is always better than a dead lion.
Nevertheless, it would be profitable to take
a child to the museum for an hour or so
one morning in the week particularly to see
something which has been recently a sub-
ject of interest to the child.
Keeping Pace.
And parents must keep pace with the
children; must try to interest themselves
in all that properly interests the child. I
know that many would reply, "We have
not time for it." But it is well worth mak-
ing time for. To see our children growing
up intelligent, keen, and reverential is worth
the expenditure of any amount of time and
trouble. Is it not true that too many of
the young people of these days appear to
have run through the whole circle of their
interests before they are properly grown
up. Blase with satiety; suffering from
ennui, to them life seems scarcely worth
living. Nature Study will supply fresh in-
terests, undying, always fresh, for Nature
is full of surprises, and has the energy of
eternal youth.
The study of Nature too is recreative, it
is good for the parents, it is antidotal to the
worry and fret of housekeeping or business.
It kindles in us the growth of a loftier ideal,
the outward expression of which will be the
simpler life and the Garden City, and the
end Paradise regained. And all this,
through the little child in our midst.
Mothers should propose to themselves cer-
tain courses of readings such as books of
an elementary character treating of plant
and animal life. The weekly consumption
of novels is prodigious, surely a little book
on Natural History might be intercalated
now and again. But if not this, mothers
should be keen to look out for anything
that will help the children. Good pictures
from the magazines, suitable poetry. There
are several weekly and monthly magazines
almost or entirely devoted to the interest
of natural history e. g., The Country Side,
Mr. si,. K. Robinson's little paper, published
weekly.
They would also do well to study some
book drawn up by an expert in teaching
Nature knowledge to children, like Miss
Jeanie Mackenzie's, A Nature Programme
and its Connections, published by Charles
& Didle.
But the Parent's National Educational
Union, will at any time advise its members
on the best books and methods to attain the
desired results.
Children's Pets.
No address on the subject of Nature
study in the home would be complete with-
out a few words about children's pets. By
all means, if the home allows of it let chil-
dren have pets. They learn tenderness and
kindness through them, and the keeping of
them is an excellent discipline. Some bur-
den is laid upon parents, however, to see
that children attend to them properly.
Otherwise the pets may suffer acutely
164
KINDERGARTEN-PRIMARY MAGAZINE.
through neglect. Unflinching terms must"
be made with the cnild that any repeated
neglect will result 111 the pets being taken
away. 1 hen again parents should take
trouole 10 ascertain whether anything is
being learnt irom the pets; whether the
habits of bird or rabbit or dog or cat are
being properly observed by the child.
Older cmluren should be asked occasional-
ly to write an account of their pets; how
do they spend their day; what differences
they nave observed between the ways of
cat and dog; I have known children write
very clever tetters to pets, in which quite
close observation of their habits has been
plain. )l es, 1 am sure pets make a very
goo 1 subject of our curriculum. Cat and
dog, canary and parrot, guinea-pigs and
white mice, and afi the host of farm-yard
animals, can give a kind of teaching which
is of great value to our children; and which
we cannot afford to neglect.
v It is a common complaint that children
tire very quickly of their pets. Some chil-
dren undoubtedly do so; but the child is
so little taught to observe that much of the
true interests of these pets is lost to it. A
change, more or less frequent, possibly an
exchange of pets might be beneficial in
some instances.
There are, however, many other living
things which will readily interest children
and( are full of teaching. Such are for
example, the germinating of seeds, watch-
ing the tiny plant unfolding its beautiful
and interesting structures. Rearing cater-
pillars into butterflies and moths. Watch-
ing an aquarium with developing frog
spawn, and other. living creatures. The life
history of frog and newt is marvellously
fascinating, and quite young children find
endless delight in watching it; learning les-
sons of life and growth which they will
never forget.
But I plead most of all for the country
walk. The walk's the thing. In these days
of rush typified by cycle and motor car, the
country side has become a thing more for
measuring the terrific rate we can progress
at by means of the engines which we have
invented instead of a glorious opportunity
and the priceless privilege of studying the
works of the Great Creator, the garments
of the Invisible which fill his beautiful
temple the world.
Age will not sever our love from Nature ;
but rather will the ties which draw us to
her be strengthened: becoming of sacra-
mental significance, so that she becomes to
us an outward and visible sign of an in-
finite love enfolding our lives; filling our
hearts with lofty hopes and high courage;
till the symbols are replaced by realities;
and the heart that was in Tune with the
Universe finds itself in Tune with God and
Heaven. Such is the outlook and we may
sing with Browning :
"Grow old along with me; the best is yet to be
The last of life, lor which the first was made,
Our times are in His hand
Who saith, 'a whole 1 planned,'
Youth shows but half; trust God; see all, nor
be afraid."
MANUAL OF THENATURAL
METHOD IN READING.
"I plead therefore for a recognition of the value
of superficiality as one of the goods per se in this
field; a knowledge that is all extent without much
intensity. This is the form in which all knowledge
begins." G. STANLEY HALL.
INTRODUCTION.
At the close of this Course — i. e., at- the
close of the first year in school when taught
by the Natural Method — children in the
New York schools are qualified to take the
examination in the public libraries which
entitles them to library cards. They are
thus launched upon their course as inde-
pendent readers by one year of study, one
hour a day, plus whatever supplementary
reading the school chooses to give.
The children find the work pleasant and
natural.
The teacher, if of the old school of
thought, must give herself one big wrench
into the new school. Then all difficulty is
over. As soon as she can bring herself to
consider the child as a product of the
nursery and play-ground, whose interest in
reading has already connected him with
books, and whose mental processes in re-
gard to this subject are already in train,
she will see the philosophy of beginning
with the Nursery Method, which is the
first step in the Natural Method. Having
entered on this work with this perception,
her interest and zeal will grow with her ex-
perience. To find Nature vindicating her-
self in the healthy growth of the child mind
under natural processes is a joy surpassing
any that can come to the teacher of little
faith who clings to the old mechanisms
and glories in the old cheap type of
"results."
The features that distinguish the Natural
Copyright, 1908, by Ellen E. K. Warner.
KINDERGARTEN-PRIMARY MAGAZINE.
165
Method in Reading from any method pub-
lished prior to 1903, making it revolu-
tionary, are as ioliows:
1. it begins with literature, and does not
at any point otter text made to teach words,
phonograms or letters.
2. it proceeds by memorization of its
earliest text.
3. it then presents the memorized text in
script and atierwards in print.
4. Alter the hfth week it begins Scientific
\\ ord Study, proceeding by progressive
analysis until the alphabet is known.
5. For this purpose it divides all words
between the initial consonant, simple or
compound, and the rest of the word, thus
reducing all words to the two-letter class,-
so to speak.
0. Alter the alphabet has been acquired,
Word Study proceeds (in Book ii) by
classification ol words in groups by ortho-
graphic content, thus teaching several
words in the time it used to require to teach
one, the type words in each case being
taken from the day's reading lesson. This
work proceeds from the easy to the dithcult
until 111 one year from entering school the
child has* studied practically the entire
vocabulary ol child literature, in a third
term (.Book iiij, this ground is reviewed
and completed, with closer study and more
of memorization.
Nothing at all akin to the Natural
Method 111 Reading, in spirit or in structure,
had been published when the Culture Read-
ers appeared in 1903. All methods that
have since sprung into being having any of
these features are to that extent followers
of the Natural Method in Reading, and
their success has been found proportionate
to the fidelity with which they follow the
method as thus presented in the Culture
Readers.
One variation from the course thus pre-
sented has been to ignore all forms of liter-
ature except that of romantic narrative.
This has produced in the children a dreamy
love for that sort of reading which is of
high culture value, though unfortunately
narrowing, and, possibly, having other
psychic effects not altogether promotive of
the individual's future interests in this
work-a-day world. The children love to
act the story, and never tire of its repeti-
tions. Its characters and incidents make a
world of fancy for them in which they revel
as little poets. This is good for some and
bad for others. The value of dramatic plays
in the kindergarten has been underesti-
mated by "practical" people. It is over-
estimated when permitted to crowd every-
thing else out ol a course in reading. Lit-
erature is larger than romantic narrative,
and JUihE is larger than literature.
The Culture Readers contain more than
the Natural Method in Reading. They are
built on the theory that a course in reading
is the most powerful constructive cause
that can be injected into any effort to culti-
vate a human being. Such a course may
make a man a patriot, a poet, an inventor,
an explorer, or anything it is within his in-
herited capacity to become. The period of
specialization does not legitimately begin
111 nursery, kindergarten or primary school.
V oung childhood should receive rounded
development. The core of reading for this
period should contain all the seed thoughts
out of which the future self will evolve. As
near as may be within the covers of a text-
book, such a core has been offered to the
primary pupil in The Culture Readers.
Their key note is ethics. The child's
ethical nature develops by perceptions,
sympathies and habits. It develops in all
the thought and action that make his daily
life. To stimulate true thought and ethical
action is the supreme effort of the Culture
Readers.
THE AUTHOR.
USE OF MANUAL.
The teacher should know the end from
the beginning. She should read this
Manual through before beginning the
work.
She should follow it carefully from day
to day, keeping it open before her during
the first term's work and frequently refer-
ring to it in subsequent terms for reminder.
Only an adept in the Method should per-
mit herself to digress from the instructions
given.
THE NATURAL METHOD IN
READING.*
PART 1.— FIRST FOUR WEEKS.
Following the text of the Culture Read-
ers, Book I, the work of the first four weeks
is as follows :
1. Memorize the rhymes presented under
"First Step," pp. 1 to 17 inclusive.
* Correspondence with author cordially invited.
Address in care publishers, D. Appelton & Co., 29-
35 West 32nd St., New York.
i66
KINDERGARTEN-PRIMARY MAGAZINE.
2. Learn to recognize them individually
in scnpt, as wholes an'1 in their leading
words and phrases.
No particular ordef is required in teach-
ing the rhymes.
As many of them as the teacher chooses
may be given on the first day, appropriately
three.
Presentation in script may be begun on
the second day.
DEVICES FOR ENHANCING INTEREST.
f. Preliminary talks, as, for instance, a
discussior of "the Baby" on first day for
help in getting acquainted, followed by
singing ot the "little sleepy song," Rockaby
Baby.
2. Singing of all pieces whose melodies
are given and also of others, as Little Red
Bird, What Does Little Birdie Say? etc.
Jack and Jill may be sung to the tune,
Yankee Doodle. The songs should be
taught in the time scheduled for Music.
The lively songs may be used to wake up
the children on dull days. The softer songs
may be used to calm them into quiet after
any unusual excitement. Simple Simon is
to be sung with mock mournfulness.
3. Dramatization of pieces presenting
two or more characters in action. No
accessories are required for this play.
Jack and Jill may carry between them an
imaginary pail of water and really fall down
at the appropriate point in the recitation.
(a) The class may recite while a little
girl and boy act the piece in time with the
rendition. No pointing for this.
(b) The teacher may point in silence to
the words on the board and the actors show
their knowledge of her progress by falling
down at the right times respectively. A
group of backward children will enjoy this
drill.
The class will watch intently for correct-
ly timed action. Nothing holds the interest
of a class of little children so powerfully as
to watch a classmate doing some novel
work, however simple, and nothing is so
powerful an incentive to study as the pos-
sibility of being chosen for such work.
During the first, or "sight-word" stage of
learning to read, no word is too difficult to
be taught with ease with the help of this
personal and dramatic interest. Most of
the "play work," however, should be done
outside the reading periods, which should
be devoted to reading and word study.
Words are recognized first by their loca-
tion in the text and afterward by form and
structure.
DEVICES FOR FIXING ATTENTION UPON
WORD FORMS.
1. Teacher points to words of piece while
class sings or recites it. The practice of
pointing must not be permitted to induce
sing-song or drawling. The pointing must
carefully time itself to dramatic rendition.
2. Pupil points to words of piece while
class recites or sings. Until and unless
children develop the requisite skill in direct-
ing the pointer, the teacher must guide the
hand to keep it in time with dramatic rendi-
tion.
3. Children point to certain words in the
piece as called for. "Where does it say
mother?" etc.
4. Teacher points to prominent words in
text and pupils tell what they are. "What
does this word say?" etc.
5. Children point from seats to words on
board (a) while reading piece, guided by
teachers pointer; (b) to designated words.
Lxample: "You may all point to the word
that says poor. All who are pointing to
tins word (indicating) are right." To
enlist physical action awakens attention in
the dreamy.
0. Witli a rhyme on the board, write its
prominent words apart, ask class or in-
dividuals what they are, and have in-
dividuals identify them in text.
7. Explaining that the chalk cannot talk
so fast as the tongue, pronounce slowly
while writing. The slow pronunciation
must be naturally voiced. It will be found
that the vowel takes inhection and
emphasis.*
* There is danger in this device unless the
teacner has tne scientific progression deeply in
ruma. it is NaTUkajl at tnis time, and with the
excuse or tne chalk s slowness, to reveal that word
lorins are made up of smaller rorms. It would, be
uiNJN'ATURALi to expect the baby student to re-
member all the sounds in a long word thus
analyzed and connect them with tne variable let-
ter lorms tbat represent tnem and so maice up the
word. That would be to carry to a wild extreme
the very theory of teaching against which the
.Natural Method is opposed with all the force it
has. To pronounce siowly while writing, especial-
ly in connection with the work of the hist step, is
merely to teach the subconsciousness that the
spoken word is a composite, and that the written
word is a corresponding composite. It is a subtle
preparation for the more insistent analysis of
words that is to come later, ft has no immediate
and conscious relation to the reading of the verses,
and must not lead to such further application as
would form an obstructive habit. The children
are to SEE LETTERS THROUGH WORDS, and not
words through letters. While they are looking at
KINDERGARTEN-PRIMARY MAGAZINE.
167
the letters they cannot see the word. It is the
w olios they aie to see while reading. Therefore,
having pronouncd the word slowly in time with
tne cnalk, let it stand before the eye in its com-
pleted wholeness, and do not again break that
wnoieness until the time comes in the course of a
more definite study of words as laid down on the
exercise pages.
8. Volunteers draw a line under words
as called for.
9. Volunteers erase words as called for.
10. Class calls oft words of entire piece
as teacher erases, beginning at the end.
'1 his may be postponed until fifth week.
11. in the game of deaf and dumb school
questions are asked and answered in writ-
ing and pantomine, commands are written,
etc. "Button my shoe," etc., may be power-
fully reviewed in this way, the requests be-
ing executed in make-believe. Most of the
verbs and verb phrases in the text may be
similarly impressed. The interest that cen-
ters in action will be found the most effec-
tive of all spurs to word learning. Corre-
late here with the number work.
DEVICES FOR VARYING PROGRESSIVE DRILL.
1. After recitation of a piece call a line of
children to the board. Point to a word and
send the first who names it to his seat. So
with another, etc. When only two or three
are left, call another line to reinforce them.
So go round class. When only a few are
left at close of exercise, let each show any
word he knows. Find something easy
enough for the last pupil to do.
2. With a rhyme on board call up a line.
Give pointers to first two. Call a word.
The first who finds it wins. Send him to
seat and give his pointer to the next in
turn. So go round class. Call it "running
races."
3. Characterize demand according to
meaning of word, as, "Who wants to send
the Old Woman's children to bed?" "Who
will catch me a nice little — frog?" etc.,
volunteer erasing the word indicated.
When the group of incompetents at the
board during any round-the-class exercise
grows unwieldy, drop to some simpler de-
mand, such as, "Show me any word you
know." No child should be allowed to con-
tract a feeling of discouragement through
having it appear that he can do nothing
at all.*
EFFECTIVE ECONOMIES.
The children should watch the words as
they grow under the chalk. It is wasteful
to write the lessons while the class is at-
tending to something else, and to sweep all
work from the board without a parting
exercise in word calling. To secure atten-
tion while producing the script lessons,
make use of two devices:
1. When presenting new text, pronounce
slowlv while writing, using natural intona-
tions.
2. When the piece is known, have class
announce each word as it appears.
PREPARATION FOR BOOK READING.
During the first four weeks the following
preparation should be made for the use of
books :
1. Exercises in closing all the fingers of
the right hand except the pointing finger,
and extending that.
2. Exercises in pointing from seats with
finger to words on board as called for.
3. Exercises in pointing to objects in the
room or seen from windows.
4. Standing exercises in pointing for-
ward, backward, to the right, to the left,
north, south, east, west, etc.
The class should be adept in pointing be-
fore taking books.
This work may be done in the period
scheduled for physical exercise.
DIDN'T WANT THE JOB.
During the recent examination of appli-
cants for the position of mail-carrier, a
colored boy appeared before the civil ser-
vice commission.
"How far is it from this earth to the
moon?" was the first question asked him.
"How fah am it from de earf to de moon?"
he repeated, as he began to reach for his
hat. "Say, boss, if you's gwine to put me
on dat route, I doesn't want de job;" and
with that he left as though he were escap-
ing from some calamity. — The December
Circle Magazine.
*For some time it remained a mystery why cer-
tain classes that did good work in their other sub-
jects failed in learning to read by the Natural
Method. Examination at last revealed that in
every case some vital principle laid down in the
Manual had been ignored by the teacher. Two
points of divergence from the Method covered most
of the cases:
1. The importance of timely drill in keeping the
place by pointing had been slighted, depriving the
slow children of those earlier visual impressions
upon which all later work depends;
2. Teachers had introduced abstract drill not
provided in the course and so closed the minds of
the pupils to the main avenues of progress,
GAMES, PLAYS, STORIES
RECITATIONS, MEMORY GEMS, ETC.
SUGGESTIONS FOR SINGING TIME.
EDYTH J. TURNER, N. Y. P. S.
When Miss Palmer's note reached me
stating that the members of the Kindergar-
ten Union are to direct their thought this
season toward music and art, I immediately
wished myself one of you, for these subjects
are two 1 am especially interested in. As
"Vocal music in the Kindergarten" is what
we are to discuss this afternoon, do some
of you agree with me that the singing is
at times fearfully and strangely rendered,
causing one having a sensitive ear to
twitch:' I recently saw Maxine Elliot in
her new play "Myself Bettina." In it, she
returns to the New England farm house,
after spending some years as a vocal
student abroad. Wishing to sing she opens
the old piano, but as her lingers strike the
notes, such discordant sounds pour forth,
that she exclaims "Ouch !" Just what I
have sometimes felt inclined to say in my
own kindergarten. For, we hear the dreary,
monotones, the high piercing voice, and
true mixed with harsh voices altogether,
making a combination that is far from
sweet melody. One reason for this is, I
believe, that no very especial effort is made
toward helping each child to find his or her
sweet little voice. We all, no doubt,
acknowledge it a part of our duty to create
a love of music in the child, but do we real-
ize how great a power to do he finds in
himself, if we have at least a ten minute
singing time every day? I was greatly
helped by a visit i made across the river
last year, attending a session at a model
school there. What I saw greatly inspired
me, but not one moment was given to the
child's voice.
Some kindergartners think it necessary
to rush song teaching at the beginning of
the term, because the day's work goes so
much more heartily when the children sing
during morning talk, perhaps while march-
ing and again during game time. Many
others realize that this is not essential. I
have found that it pays to put all the energy
we can muster on tone and the quality of
the voice, first and always.
Many of us deal with tiny foreigners.
How are we to begin? ±>y using the
simplest devices, the simplest songs. vV hat
are these?
Please picture the little folks bringing
their chairs and placing them close to, and
m front of our piano which has a mirror
above it. This is helpful to the kindergart-
ner of course, but how interesting to the
cmld seeing himself a singer ! An old fash-
ioned stool is used rather than a bench for
it is necessary to twist and turn about
readily. Please think of this as the first
day.
A few introductory remarks are made as
to, "Who sings in your family, Ida? What
do they sing m your house, Kmil? Morris,
is there any one in your home who does not
sing, but likes to listen? Can we all sing
together? What shall we sing?" Then a
popular street song is suggested, sung m
nie crude fashion 1 have spoken of in all
probability, so 1 say, "Children the piano
will sing tor us, and I think, more sweetly
than we did." An appealing melody is ex-
pressively played and the children are asked
if they like to listen to such soft, quiet
music as that. (The old piano forte selec-
tion known as "The Shepherd Boy," is good
for this purpose as it represents the shep-
herd's pipes and is delicate). As the chil-
dren say they like it, it is agreed that we
have another listening time tomorrow. I
think we might lay a little more stress upon
this ear-training. We would be more truly
following Froebel's teachings if we did so.
Listening to a high note of the piano, a bass
note, the pitch pipe, a bell, and if possible
the fairy-like music that so marvelously
comes when the moistened finger is pressed
lightly upon the rim of a thin glass in which
there is some water. The deafening noise
of our city streets so kills our sense of quiet
sounds that ought we not more than once
or twice a year hold the sea-shell near our
city baby's ear? Think of the many beau-
tiful wooing sounds in country life our city
children rarely hear. The humming birds
about the Trumpet Vine, the peepers after
sunset. The voice of the wind as heard in
the woods. I can remember so well when
KINDERGARTEN-PRIMARY MAGAZINE.
169
we children were taken for the first time to spend a summer on a farm being perfectly
fascinated at milking time. I was so sorry when old Sally would stop while milking,
to rub her sleeve across her face (a habit she had) for as I confided to an elder, "I
wanted the pail to fill up, without the music stopping." It was the rhythm of the thing,
that pleased of course, that alternate swish ng sound.
But to return to our first song. Laying my hand on a nearby head I say, "the piano
sang you a song now I know one that I can sing about Tony? and, starting on the
upper note of a scale I sing, "Little (I) Boy," repeating the words until the lowest
note is reached. (111.) "Can you all sing this?" I ask. Of course they can because
S
P=F^
^S
**
Little boy little
ioy
ink
boy
littk-
boy
no thought has to be given to the words, and here is our clue, namely to use such
simple words and expressions that all our thought and that of the child may be put
upon the notes and quality of tone. Because of this it is a very good plan to sing
the children's names to them individually, each child returning his own name singing
it as (II) he received it. (111.) Quickly done it brings about an alertness and concen-
g
£
=p:
3
3
3
Mu - riel
Law
3r
Ma - ry Ar - no Jer - ry
trated attention that is necessary. Besides in this way the kindergartner is given an
opportunity to study the pitch and quality of each child's voice. This knowledge she
must have if she is to work intelligently.
Returning to the words "little boy" that were sung, the children find that they can
also sing "big boy.'' The same with "Little girl" and "big girl," then alternating "big
boy and little girl." In the room are "big ladies," so we sing about them, and by
clever suggestion some child will combine two of the songs making, (III) "big ladies
and little children." (Ill-) While we are singing the Janitor happens in and I ask
rr r r I J jgj 1 i .1 j j
Big ladies and little children big ladies and little children
why we cannot sing a song about him, and Max, who was with us last term, exclaims
''Mr. Black bringing in the sand." (IV) (111.) After hearty applause, for Max has given
ij-^^T 1 g Up a I j | ittm
Mister Black bringing the sand, Mister Black bringing the sand
us a new song to sing, no one helping him, we sing this to the scale. Continuing I say
to the children : "Would you be surprised if I sang a song about all of you ?" Then
lightly and softly and somewhat staccato, starting upon a higher note this time, I
sing. "All the little children sitting in their chairs," the words being repeated in order
gag I \JJ7J j j|jjjj j
All the little, children sitting on their, chairs, all the little children sitting on their chairs
170
KINDERGARTEN-PRIMARY MAGAZINE.
to complete the scale. "Now who will make
up a song about me?" Some child follows
the same line of thought and offers, "Miss
Turner playing the piano." Everyone is so
happy over the joy that this creative work
brings, that it is too loudly sung, so the
piano shows us how to sing it softly. We
must depend so much upon imitation in this
work. All this time the kindergartner
should be a listener quite as much as a
director, starting these scale songs upon
different notes, noting the kind of singers
she has, their good points and their faults.
Of course I am relating to you more than
the first day's work, and I will tell you of
a few more of these sentence scale songs,
before I pass on to another device. A little
girl rushed to me before removing her
wraps one day last October, so anxious was
she to tell me of two songs she had made
up while on her way home. "May we not
sing them today?" she asked. "One is
'When Autumn comes the leaves change
their dresses,' and the other, 'When winter
time comes the snow falls softly.' " You
will say, "why those are words she had
heard in the circle," no doubt, but the point
is, that she had tested these words in her
little mind and found that they could be
sung to the scale. That day as Selma sang-
them to us, I think nearly every child real-
ized the pleasure that the power to origin-
ate gives. When I asked, "how did she
bring (VI) them to us, in her pockets?"
"She brought them in her thinking cap,"
exclaimed Morris. "Good," I replied, "we
can sing that, Morris, you just then gave us
a song." So we merrily sang it. (111.) (VI) The
objects about the room, the children's work,
Miss Turner gave us nuts to take home.
I can see my face in the glass.
See the little fairies flying all around.
Mr. Black has a big fire.
Mr. Black puts coal on the fire.
A little squirrel is sitting on a stump.
I could enumerate any number of these,
partly or wholly originated by the child.
Their value rests in quickening the child's
interest, awakening his power to create and
memorize, and gives us a simple point of de-
parture in working with foreign children.
Now I wish to speak of the monotone
singer. Have you noticed that boys are
more apt to be at fault in this respect? It
seems to me that their voices are usually
not so well placed as are those of the girls
of the same age, and that a group of little
girls' voices are naturally sweeter and of a
lighter and higher quality. I have used all
the devices I am capable of thinking of, to
get these dreary voices higher. We play-
fully speak of them at times as singing way
down in the cellar, not like those who send
their voices high up, as birds fly. One
day quite in despair it occurred to me to
try this. "Sydney," I said, "Suppose I was
walking along the street, going very fast,
and you were on the other side and saw me
drop my gloves, and you wanted to call me,
would -iu not sing out high and clearly,
'hoo-00 hoo-00' so as to make me hear?
Let us play that right now." Getting as far
away as space would permit, I got him to
imitate the call, then sounded his name and
a few others on the same high note. He
9-
m (lf' HI ^tr^r 1 1 nn 1 i,-^ri^m
She brought them in
think
ing
cap, ahe brought them in her think - uv cap
an incident of the day supply the subjects. did *■ °ne has first to helP these children
realize that there are hie-her tones, then
SCALE SONGS. (ORIGINAL). -, ., . . f .. ' .
persistently work to get them, through
Three little girls have pretty curls. imitation
See the rain comes pattering down. The echo device used in this connection
All the leaves are on the chain. is splendid. While some friends and I were
The pony and the sheep are looking at picnicing last summer near an abandoned
quarry on the river Dart in England, I was
able to get the sweetest returns to my coo-y
The pumpkin babies are all in a row. callSi Also some that were very amusing
The pumpkin babies are laughing at me. because so perfectly returned by the
KINDERGARTEN-PRIMARY MAGAZINE. I?I
mysterious voice of the rocky height. (VII) Play echo. Let a child hide. Suggest that
9-
•f — p-
F=^
ii
^
-p-^r
pE3f_4^:xJL£|
Coo
another with a well-placed voice send the
piano perhaps. Unless the call is returned
so the child learns. If you are so fortunate
the arches that are under the driveways,
perience it.
It is a good thing to try sustained sing
this wav to get a depth and richness of tone.
is an opportunity for everyone to shine, for
approving smile now and then. The
that sings just the same as the fish ped
ear needs this practice. To imitate deep
splendidly. Why not just here, select a boy
ring out a few (VIII) tones higher, and a
Coo
y Coo - y
call to the monotone hidden behind the
just as it is received, it is not a true echo,
as to be near Central Park, a stroll through
will furnish an opportunity for them to ex-
ing at times. A better chance is given in
Imitate the various kinds of whistles. Here
even the worst singers must be given an
pleasure of finding the note on the piano
dler's horn may be given to a child whose
sounding bells gives us a chance to sustain
to represent the deep peal, another one to
girl probably, being a third to represent the
-©-
dong
O
dong
^221
21
dong
dong
highest bell. Indicate to them when to ring (sing). Perhaps four bell ringers
(singers) might be brought into play, or the whole group so divided as to do this.
Only, we would not attempt this until the end of the term. Then I think it would not
be too confusing, for during the last few weeks of school last year my children en-
joyed singing that pretty round, "June Lovely June," one (IX) half of the group
singing independently of the other.
^^
tyyif
J ill J-— ^bUQ=£^
June, lovely June, now beau- - ti fies the ground the
song of the cuckoo through the glad earth re - sounds
It is a playful thing and most helpful in this line, to sing the exclamations that the
Three Bears make when they return home and find that some one has been meddling.
'± he father bear's deep, resonant tones ring out on low C for instance, prolonged and
impressive. The mother bear's remarks are sustained on A in the second space perhaps,
and the baby bear's lighter high voice, all the words being sung on E in the fourth
space, give the children a definite idea of difference in quality and pitch they may not
have (X) so realized before. '
-ei- -&- -W-J- I€? -©L
WIiqs Been sitting in
my
-O
hair
172
KINDERGARTEN-PRIMARY MAGAZINE.
i£
122
<g «
XZ
Who,*
Seen sitting
my
chair
m v \rr jjj
Who's
>een sitting
my
:hair
Of course, you all sing syllables. We
have been told that "hoo" is so good in
imitating a trumpet, for instance, as it
places the tone as far forward as possible.
The vowels sung to the scale or any given
interval give an open tone, and a good
laugh "ha ha" all the way down the scale
or several scales successively is very re-
freshing when it is needed. Sometimes I
feel that it is to be regretted that we cannot
permit the children to play upon the piano.
When there are many children, we surely
may not, but occasionally at the singing
time a child may be invited to go and strike
a note somewhere just over the stool, and
sing "la" to the sound that comes. Children
find this more difficult than imitating a
sound sung to them.
One of the things we do when learning
a new song is to "catch words." First the
piano sings it for us, then the kindergart-
ner, after this we all hum the tune together,
then sing tra-la-la, brightly and in rather
quick time as the melody is played upon
the piano. Then the children listen again,
as the song is sung and, as it is finished,
each child is encouraged to tell what word
or words he or she kept in mind or
"caught." It takes considerable control on
the part of the child to keep from calling
the word out, at once — and a good bit of
memorizing to bear it in mind until the con-
clusion of the song.
Dr. Jenny B. Merrill in her "Outline
Course for Vacation Schools" gives us
these definite suggestions: "Sing rather
high. Pitch should range from E on the
first line to F on the fifth line. Sing softly
and lightly but with good accentuation.
Give preference to songs of moderately
quick time. Do not attempt too many
songs. Sing to the children. Do not re-
quire them to learn all the songs you sing.
Slumber songs should be sung occasionally
while the children are resting. This often
helps in maintaining good discipline." This
helpful advice we might keep more con-
tinually in mind.
Most children have seen the band-leader
in our city parks directing his men. One
day when our singing lacked spirit and that
very accentuation to which Miss Merrill
alludes, I playfully used a baton standing
before the children. They enjoyed this and
responded more readily. So, at another
time a child was our band master. When
desiring to get a new melody more
thoroughly learned, it is a good plan to
encourage the children to play imaginary
violins and flutes, as well as table pianos.
I was privileged while on the other side
of the Atlantic to spend a Sunday evening
with a family during which the six children
and their parents passed the time pleasant-
ly together. As the hour grew late the
good father said, "Now we will have our
good night, -children," whereupon they all
stood and reverently sang, that sweetly
peaceful selection from Mendelssohn's
Elijah, "O Rest in the Lord." As I stood
there profoundly impressed by what I saw
and felt, it came to me with renewed force
that it is to such an end as this that all our
efforts as kindergartners are turned — the
beautiful and harmonious unity of family
life.
"I'D BE TOO POLITE."
One day a little boy came to school with
very dirty hands and the teacher said to
him :
"Jamie, I wish you would not come to
school with your hands soiled that way.
What would you say if I came to school
with soiled hands?"
"I wouldn't say anything," was the
prompt replv, "I'd be too polite." — New
York World.'
KINDERGARTEN-PRIMARY MAGAZINE.
*7:
STORY.
By Florence Tristram.
R. AND MRS. CRANE had been
JLVJL brought to the farmyard when they
were only a few days old, but had soon
become so tame as to follow their master
about, and to answer the names he gave
them. They spent most of their time in the
farmyard, and settled all disputes' and quar-
rels there.
"There is no doubt about it," said Mrs.
Crane, looking proudly round, one day. "But
when you and I first came to this place we
found everything in great confusion ; true, we
were very young, but even then we could see
that there was no system or regularity here.
Now, don't you agree with me?"
"Indeed I do, dear," replied Mr. Crane;
but he made a point of speaking more loudly
than his wife, for they were in the middle of
the farmyard, and he noticed that the cocks
and hens and other creatures' were listening
attentively. "We had hard work just at first
to get everything into proper order, but it's
wonderful what energy and an attractive per-
sonality-can do."
"Bullying, you should say," grunted a pig
from the sty, not far away. "That is how
you managed to get your way. You were
captured and brought here, where your
strange appearance and foreign airs made
you seem alarming — to some at least — but
not to lis, for we pigs' have character, and
wills of our own. We are not easily fright-
ened. Besides, we won't be ordered about
by such as you."
Mrs. Crane drew herself up and replied :
"I can assure you that we never wished to
have anything to do with you. We have al-
ways given you pigs a wide berth ; you are
such extremely dirty creatures ! But, please
understand in future, that we only talk to our
equals, so don't address yourself to us again,
unless you wish to receive another snub."
Then, before the pig could answer, she
walked off in a stately manner, and, followed
by her devoted mate, to the other end of the
farmyard.
"You have a wonderful way of putting
people in their places, and saying just the
right thing," said Mr. Crane. "It's seldom
you find beauty and brains together, but you've
got both. You're a wonderful bird !"
Mrs. Crane smiled a crane-smile, and re-
plied playfully. "You'll make me quite vain if
you praise me so much. I don't tell vou all the
nice things I think about you, but I think them
all the same."
"I am sure you do, dear," replied her hus-
band. "And, as for me, I've never ceased to
admire you — from the very first time I saw
you. I shall never forget that moment."
"Really !" ejaculated Mrs. Crane, in a
pleased manner. "What was I doing?"
"You were engaged in swallowing a frog.
and had a most rapturous look in your eyes. I
remember even what you said."
"Dear me ! What a memory you have !
What did I say?" asked Mrs. Crane.
"You turned your eyes up towards the
skies, and s'aid, 'My beak, but that was a good
one.' That was exactly what you said."
"Never! I never in my life used such an
expression — indeed, I never heard it until now.
I am certain 'my beak' is quite a slang term,
and if there's anything in the world that I
detest, it's slang," said Mrs. Crane.
"I'm sorry, dear, if I've hurt your feelings' ;
but you'll excuse me if my memory fails me
sometimes, for I'm not as young as I was.
Age and time keep pace together."
"Please don't talk in that depressing man-
ner," said Mrs. Crane. "You're not old — you
only imagine it. Besides, we're both growing
old together."
"There's great comfort in that, certainly,"
said Mr. Crane — and the birds looked lovingly
at each other.
A fight, between two hens, roused the
cranes to action, for they felt that thev must
settle the dispute. It was all about a piece of
bread.
"I found.it first," one hen was saying. "It
was almost hidden in the mud, and then, just
as I was enjoying it, she came over, and made
a peck at it."
"What a story," exclaimed the other hen.
"It was the other way about. She was the
thief, for she saw me putting the bread in
there for safety."
"The best way to settle this is for me to
take the bread," said Mrs. Crane. Both hens
agreed to this, and peace was* restored.
Meanwhile Mr. Crane was looking after
Charlie, the horse, who would always start
before the driver was ready. Today he was
very impatient to be off, so Mr. Crane said,
"I'm sorry to see that you have not cured your-
self of that imoatient habit vet. If you don't
stand still, I will really be obliged to give you
a blow with my beak."
"That's a very light punishment. I'm not
much afraid of it," returned Charlie. It's' onlv
a very gentle reminder. I am certain you
would not hurt me for the world."
"You are right," was the rejoinder. "I
love horses dearly, and I feel sorry that anyone
should ever treat them badly."
"And that, my friend, is too often the case,"
replied Charlie. "I am kindlv treated, but
some of my kind must submit to s life of
misery — beaten, ill-used, or over- worked — as
many of them are. Thev can say nothing, but
must bear all ir: silence! How glad I am that
I'm not a cab hors'e !"
i74
KINDERGARTEN-PRIMARY MAGAZINE.
"Why, there is my darling husband. He
has come back again !" she exclaimed — and
from that day she recovered her health and
Spirits. The rest of the inhabitants of the
farmyard were wiser, and knew that Mrs.
Crane only saw her own reflection. It was the
pigs who said it would be better not to tell
Mrs. Crane the truth, for it gave her pleasure
to think it was her long lost husband which
she saw in the glass, even though he seemed to
have lost the power of doing anything but
imitating her.
"What a mimic he has' become ! He copies
everything I do," she often remarked, and her
friends looked at each other, but said nothing.
They have a hard time of it, haven't they?"
said Mr. Crane.
"Well, of course, some are treated kindly,
very kindly," replied Charlie. "Others of them
are not ; and some yet, sad to relate — some are
starved, badly treated, and overladen from
morning till night. In spite of it all, they do
their best to serve their masters, till death
comes, and their miserable lives are ended."
"Dear me ! What a very sad picture." said
Mr. Crane. "Human beings' are supposed to
be wonderful creatures, and I wonder they can
be so unkind. Poor cab-horses ! I think I'll
fly off to London now, though I'm quite a
stranger there, and take them some frogs and
fishes."
Before Charlie could say how useless Mr.
Crane's mission would be, he had flown high
up above the farm buildings, and was" soon
far away.
"Alas ! In trying to do this kind deed, it
seemed Mr. Crane met his death — for he never
came back to the farmyard again. Someone
said he had been seen some distance off lying
on the eround, dead, but nobody breathed a
word of this to Mrs. Crane, who was plunged
into the deepest grief at the loss of her hus-
band. She became more dejected every day.
At last she was comforted in a strange way.
There was an old disused mirror which had
been put out in the yard just lately, and as
she was passing it one day she caught sight
of her own reflection.
WHALE SCHOOL IN.
No Tardy Scholars Reported at Eastport
Sea of Learning.
A school of young whales, according to
the Eastport, L. L, summer news corre-
spondent, was a feature of the famous re-
sort last summer. They were sighted sev-
eral times and vast crowds were out on the
beach to watch them at their lessons.
The school kept from 9 to 12 and 1 to 3
every day except Saturday and Sunday.
There were classes for great whales and
smaller whalelets, and a calfgarten for
smallest whalecalfs, not over ten feet long.
There were probably from sixty to eighty
whales in attendance, and a corps of able
and efficient instructors gave them the best
possible drilling in all the subjects that
make up a polished and educated whale.
The classes in navigation were a specialty
of this school. The scholars might be seen
any fine morning on practice cruises off the
beach, sailing up and down and following
the directions of the teachers.
There was a theoretical course, too,
which of course the guests at Eastport
beach could not see, as it was held at the
bottom of the ocean. The difficult problems
of trigonometry and navigation were there
figured out on the sand by the young
whales with their flippers.
The under-water classes lasted an hour,
to give the whales time to come up and
breathe between classes.
Half a mile out, the elocution class were
at work, and it is said that they were spout-
ing verse from the "Parlor Elocutionist."
There was an exciting series of games
one afternoon, after whale school was over.
Many of the Eastport residents went out in
motor yachts and rowboats to witness the
sport. The student body got together after
the events were over and, floating easily on
the surface, gave the whale school yell,
with remarkable spirit and precision. It
was as follows :
Squirt, squirt, squirt ;
Flip, flip, flip ;
Whale school, whale school,
Zip, zip, zip!
A painful incident occurred one morning
in plain view of the residents of the beach.
One of the calfgarten class had difficulties
in saying his alphabet and was publicly
whaled, weeping copiously all the while.
There was a great disturbance for a while,
as the calf had to take ten blows of the
fluke. As soon as the punishment was over
the young whale dried its eyes hurriedly on
the back of its flipper and dived below to
hide its shame. — New York Times.
KINDERGARTEN-PRIMARY MAGAZINE.
*?5
NYA-GWA-IH, HOW THE BEAR LOST
ITS TAIL.
HARRIET M. CONVERSE.
Myths and Legends
Nya-gwa-ih, the bear, who was hunting
the torest tor his winter store of nuts ana
honey, had traveled tar trom his home when
lie met an aged lox who lnlormed him that
he had just passed the river where he saw
some strange little animals dive down to
a burrow beneath the water. He thought
they were young otters, and had watcned
tor their return but they had not appeared,
and ne urged the bear to go with mm and
endeavor to entice them Irom their hiding
place.
The credulous bear, smacking his lips and
licking out his tongue in anticipation ol a
feast, hunched himself down to the water
where upon looking m he saw the reflection
of his own face, and sat himself down to
watch for its reappearance.
Untiringly he waited, as the artful fox
encouraged. At length it occurred to the
bear to allure the unknown little creatures
by hshing for them and the bear was a
genial hsnerman. He had the patience to
wait all the day by a stream, and the cun-
ning to watch breathlessly, fearing to
shadow the water, but now, alas he had no
bait! What was he to do:' The artful fox
suggested that he should swim to a log that
was floating near, and after he had nxed
himself hrm, to drop his tail in the water.
Soon something would seize it, when he
was to lift it up to the log and whip the
game over to the shore where he would re-
main and protect it for him.
By the persuasions of the wily fox, the
unsuspecting bear swam out to the log
where he secured himself and dropped his
tail into the water, and the tail of the bear
was broad, and so long it reached near to
the bottom of the river.
Soon a something shook the tail, and as
the bear lifted it up, he saw a wriggling
little animal, not a bird, nor a fish, but a
something of flesh very like a young otter,
and he slung it across the stream to the fox.
"That is fine!" said the fox. Again and
again the bear lowered his tail in the water,
to secure the shoal which seemed to have
gathered around him. Whenever the tail
shook, he would throw his game to the fox
who would urge him on. This continued
until a gusty north wind which chanced to
be passing stopped in its wonder and derid-
ing the bear, blew its cold breath over the
water. And the river became quiet and its
waves suddenly stretched out as smooth as
a blanket. i\lo more could they chase each
other in their race with the wind nor lap to
the shore when it thirsted in the sun, for
the north wind had frozen them down by
its breath. But the foolish and unheeding
bear, intent on his game, waited till night.
JNIo more came the tremulous snipping at
his tail, no longer his tail grew heaving
with the wrigglers. The bear, who could
not see the crafty fox devouring his pile of
game, exclaimed, "How suddenly the
wrigglers have stopped biting my tail !
What does it mean?"
The subtle fox caught sniffing and chok-
ing over a bone, replied : "Something has
driited against them. Wait till it passes."
And the good natured bear who in his
mind was counting the game which he had
thrown to the shore, saw the night coming,
and thought of his home to which he knew
he must hasten. He had his honey and his
nuts beside his river game to carry, and the
way was long. As he was hxing himself to
travel, in his hospitality he invited the fox
to return with him when they would par-
take of the feast together; and if the fox
was willing, he could help carry the game.
But no answer came to his invitation.
Again he called to the fox. No answer, and
he raised himself to jump from the log.
But his tail was "so heavy." "Some big
game," gleefully thought he, as he pulled
stronger. "My! how that game pulls!"
thought the bear. "Now I will bring it."
And with a vigorous jump, he made a
lunge for the shore when lo! his tail was
left in the water ! The satirical north wind
had frozen it fast ! And the friendly, advis-
ing fox! Where was he? Vanished! And
the game? A pile of half chewed bones on
the bank! With a sigh and a sneering
smile, the tailless bear lifted his load 01
honey and nuts and lumbered along to his
cave miles away!
Thus the bear lost his tail and his tailless
descendants have never been fishermen.
I think that every mother's son,
And every father's daughter,
Should drink at least till twenty-one,
Just nothing but cold water.
And after that, they might drink tea,
But nothing any stronger,
If all folks would agree with me,
They'd live a great deal longer.
176
KINDERGARTEN-PRIMARY MAGAZINE.
THE WISE MAN OF THE INK WELL.
BY DORIS WEBB.
I CAN'T tell you where he lives or how to get
there, because if I did you'd go and ask him
questions, and that would make him cross,
but you can look for him yourself if you like,
and it's very probably impossible that you may
find him. I'm talking, of course, about the Wise
Man of the In k Well, and if he ever reads this
himself I sincerely hope he won't mind having me
tell all about how Chester Young went to see him.
Chester was the youngest Young, but he was not
so very young at that — not nearly so young as
he had been seven or eight years before, when he
was too young to care about being called the
youngest Young. At that time he didn't mind
having four brothers older than himself, but at
the time this story begins it made him feel very
sad indeed. When his mother's friends said,
'"Why, you're the baby, aren't you?" he would
feel quite indignant and make up his mind to
grow just as fast as he could and catch up with
Allan, who came next to him. But somehow he
never seemed to manage it, for when he was five
and Allen was six na would think, "Now just three
months more and I'll be six, too," but before he
got there Allan would jump into seven and leave
him a whole year beiiind again.
At last Chester said to himself, "I really must
find a way to skip a year and not be the youngest
Young any longer." So he asked ail those he met
if they had any idea how to skip a year. But,
although they could skip rope and skip stones and
skip lessons, none of them had ever tried to skip
a year, and most of them declared it couldn't be
aone. At last, however, some one said to him,
"If you really want to find out go and ask the
Wise Man of the Ink Well, who knows more about
everything than anybody else."
"That's a good idea," said Chester. "How shall
I find the Wise Man of the Ink Well?"
"Why," said the friend, "you just go so and so
and such and such a wheres" (you know I told
you I couldn't tell you where it was) "and a little
bit to the west, and then come half a mile back
again on the same road and, facing the left, walk
five steps to the right, and there, right on the
broad seashore, you will find the Ink Well."
"That's very clear indeed," said Chester, who
was a clever little boy; "and what shall I do after
that?"_
"First," saj d his friend, "let me warn you not
to go six steps to the right, because then you'd
walk into the well."
"I'll do my best to be careful," said Chester.
"And then," continued his friend, "if you look
about you, you will probably see the Wise Man
of the Ink Well, and if he feels like it he may
talk to you, and if he doesn't he won't. He prob-
ably won't."
Of course that was a little discouraging, but
still, it was the only suggestion Chester had heard
as yet, so he thanked his friend and started out
for the Ink Well at that identical moment.
He followed all his friend's directions carefully
and conscientiously, and it wasn't more than two
minutes over three-quarters of an hour before he
stood on the edge of the Ink Well on the sandy
shore. (He had carefully refrained from stepping
into the Ink Well.) There, by the side of the Ink
Well, sitting on the sand was an old man who
looked so intensely wise that Chester knew him at
once. He was studiously writing in a big book
and frequently dipping his pen into the well.
'Good morning," said Chester pleasantly. "Are
you very busy today?"
But the Wise Man said absolutely nothing and
dipped his pen carefully into the well.
"What a pleasant beach this is!" said Chester.
"Don't you think so?"
But the Wise Man kept entirely silent and wrote
something in his book.
Chester was beginning to feel a little bit dis-
couraged, but he decided to try again.
"I'm Chester Young," he said calmly. "I'm the
youngest Young, because I'm only eight, and I
live at" —
"Dear me, dear me," said the Wise Man; "now
I have to write that down," and dipping his pen
into the well he wrote carefully in his book: —
"He's Chester Young. He's the youngest Young,
because he's only eight and he lives at" —
"Whatever made you write that down?" asked
Chester in surprise.
"I had to,!' replied the Wise Man calmly. "I'm
writing down everything I know, and please don't
tell me anything more or I'll never get finished.
You see," he continued confidentially, "I got tired
of carrying around so much knowledge, so I
started writing down things and then immediately
forgetting them. I've filled those five hundred and
seventy-nine volumes," pointing to a huge pile,
"with things 1 knew, and now I've forgotten them
all, and you don't know what a relief it is. I've
trained myself to forget a thing the minute I write
it down, and I haven't the slightest idea now what
your name is or how old you are or where you live.
Only, you see, it will be very convenient to have it
written here for anybody who wants to find out."
"How clever!" cried Chester. "I think it's ever
so much harder to forget than to remember.
"It takes a great mind," said the Wise Man
placidly, "and I find it a great comfort. It leaves
me time to do lots of things. Yesterday I made
a fountain pen."
"Oh, I know," said Chester. "Uncle has one.
It's a pen with ink in it."
The Wise Man shook his head. "Mine's quite
different," he said. "It's a real fountain — an ink
fountain. Shall I turn it on for you?"
"I'd love to see it," said Chester, "if — if it
doesn't splatter much."
"It won't splatter over here,' said the Wise Man.
"It's right in the middle of the beach and con-
nected, of course, with the well. Stand back and
I'll turn it on." He pressed the button in a rock
as he spoke and out of the middle of the beach
rose a graceful fountain of ink from a pen stand-
ing on end. "There!" said the Wise Man, "isn't
that lovely? It would black your shoes for you in
a moment! But, of course, I mustn't waste ink,"
and he turned it off again. Chester was so
charmed and interested in the black sand where
the fountain had been playing that he stood gazing
at it some minutes in silence. At last he came to
himself and said suddenly: —
"Oh, I want to know, please, how I can skip a
year, because I don't like being the youngest
Young."
"Well, well!" said the Wise Man. "Dear me!
It's years since any one asked me how to skip a
year. Of course, it's one of the first things I
learned in my youth. My father taught me how
to do it."
"Oh, I'm so glad!" cried Chester, in delight,
jumping up and down.
"Only," continued the Wise Man, "I wrote all
about it in one of my books, so, of course, I've
forgotten it."
KINDERGARTEN-PRIMARY MAGAZINE.
177
"Which book was it?' asked Chester quickly.
"I really couldn't say," said the Wise Man,
"and I haven't indexed them yet, but, of course,
if you looked over the five hundred and seventy-
nine volumes you'd be sure to find it. And they're
very interesting reading. Lots about spelling
rules, and whole chapters devoted to multiplica-
tion. You'd be sure to enjoy them."
"I'm afraid," said Chester sadly, "I haven't
time. I didn't tell mother I was coming, so I'll
have to go right home again. I have luncheon at
one."
"Quite right," said the Wise Man. "Goodby!"
A.nd picking up his pen he wrote "He has luncheon
it one" in his book.
Chester ran away home as fast as he could, fol-
lowing his friend's directions backward and trying
not to feel too disappointed about being the
youngest Young.
But when he got near his house Allan came
racing to meet him. "Oh, Chester!" he called,
"you're not the youngest Young any more. We've
got a new sister, and she's a girl, so she won't
mind being the youngest at all. Aren't you glad.
And Chester was the gladdest boy in town.
But there's just one other thing I'd like to tell
you. You know that black sand made by the foun-
tain pen of the Wise Man of the Ink Well some-
times gets tracked way down the beach, and if
any time when you're digging on the seashore you
come upon layers of blackish sand you may be
sure the Wise Man of the Ink Well is not far away.
— New York Herald.
Lm
"C R A Y 0 L A"
Artists' and School Crayon
CRAYOLA COLORS are per.
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expensive outfit is required
In their use! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
Outline of U. S. History
SUITABLE FOR THE GRADES. SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
Gentlemen: — During the passing term, I have used the Kingsley's Outline of United States History with
my teachers, who were preparing to take the examination for licenses to teach in New' York City. I am glad to say
that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the
aid of a large text-book.
Brooklyn, N. Y. Yours truly, T. J. McEVOY.
The above-named book will be'sent postpaid on receipt of 35 cents.
THE PALMER COMPANY
50 Bromfield Street, Boston, Mass
cT^f>Gygx^pici<op@s
FOR CHRISTMAS
AWARDED FOUR /"'T"CVTPC<
GOLD MEDALS WlX 1 &
Re produ ctionj^the
Worlds Great
ONecInT
EACH FOR. 25 OR MORE S%x8
SEND TODAY 3 TWO CENT
STAMPS FOR CATALOGUE
OF 10 00 MINIATURE
ILLUSTRATIONS
THREE PICTURES
AND A COLORED
BIRD PICTURE^
AWARDED FOUR GOLD ilEDALS.
SEND TODAY
25 Cents for
25 Art Subjectsor
25 Madonnas or
25 for Children or
25 Kittens, Dogs, etc. or
25 on; Life of Christ or
$1.00 for any four
sets or for Art Set
No. 10 of 100
Choice pictures.
Send 50 cents for 10
Extra Size pictures,
10X12
Madonna Booklet. 25c.
The one-cent pictures are 4 to 6 times the size of this
Madonna.
THB PERRY PICTURES CO.
Box 630 flalden, Mass
ORDER TO=DAY
i ftncV
Price, 25 Cuts
A Few Valuable Books for Kindergartners and Primary Teachers
We keep in stock many books not found in this list, and supply ANY book on the market at lowest prices.
Put right in your order the book you want, give us the name of publisher if you can, and we will send it.
Kindergarten Hand Books Especially for Primary Teachers
These books give just the
information desired by pri-
mary-kindergarten teachers
The works are all amply ill-
ustrated and are bound in
limp cloth.
The First Gift in Primary
Schools. By J. H. Shults. With
several illustrations, songs
and games, price 15c.
A Second Gift Story or Miss
Arden'sWay. By Violet Lynn.
This volume tells in attract-
ive story form how teachers
can use the second gift in
correlation with the regular
primary work. Price 25 cents.
Illustrated.
The Third Gift in Primary
Schools. — Building with
Cubes. By J. H. Shults.
Written especially for Pri-
mary teachers, containing
lesson suggestions and hints
relative to correlation with
primary school work. Fully
illustrated. Limp cloth.
Price 20c.
The Fourth Gift in Primary
School S.— Building with
Bricks. By J. H. Shults. AJhandbook for the primary teacher
on the use of this gift in correlation with primary school
work. The only work of this kind written especially for pri-
mary teachers. Fully illustrated. Limp cloth, price 20c.
The Seventh Gift in Primary Schools. — Tablet Laying and
Parquetry Work By J. H. Shults. With many illustrations
hints and suggestions, enabling primary teachers to use the
gift in correlation with their primary school work. Limp
cloth. Price 20c.
The Tenth Gift — Stick Laying— In Primary Schools.-- By
Alice Buckingham. The only book of its kind published in
America. Contains nearly 200 illustrations with complete
instructions for the use of the gift in primary schools; price
25c.
Eleventh Gift— Ring laying in Primary Schools-Withmany
illustrations for both ring-laying and ring and stick-laying
combined. Limp cloth, price 20c.
The Thirteenth Gift- The Point— In Primary Work. By J.
H. Shults. Illustrating the work with lentils, corn, peas and
other seeds. Limp cloth, nrice 15c.
Peas and Cork Work in Primary Schools. By J. H. Shults.
Illustrated. Limp cloth, price 15c.
Reed and Raffia Construction Work in Primary
Schools. By Mary A. Shults. Fully illustrated. It teaches
how to use both reeds and raffia in primary schools, with
children of every grade. Complete instructions for making
mats, baskets, and many other articles, both from reeds and
raffia alone, and with a combination of both; price 25c.
Stories, Games, flusic, Etc.
All books sent prepaid on receipt of price
unless the postage is indicated.
One Hundred New Kindergarten Songs, $1.00
Cloth. The latest and best.
Graded Memory Selections 16
A Christmas Festival Service, paper. . . .25
By Nora Smith.
Instrumental Characteristic Rhythms.
Part I, boards, $1.50; Fart II, paper, 1.00
By Clara L. Anderson.
Boston Collection of Kindergarten
Stories, cloth (0
Songs and Games for little Ones, net. 1.60
Postage, 15c.
By Harriet S. Jenks and Gertrude Walker.
Song: Stories for the Kindergarten,
boards l.gn
By Mildred J. and Patty S. Hill.
St. N Icholns Songs, boards, net, 1.25
Postage, 24c.
The Songs and Moslc of Froebel's
Mother Play, cloth 1.50
FINGER
pLftVS
Send to us for
any book pub-
lished and we'll
supply it at low-
est prices. Give
name of pub-
lisher, if possi-
ble and price.
Timely Games and Songs for the Kin-
dergarten, paper 00
By Clare Sawyer Reed.
In the Child's World, cloth 8.00
By Emllle Poulaaon.
Half Hundred Stories (207 pages), cloth .76
Dozen and Two Kindergarten Songs.
Paper $ JO
Louis Pauline Warner.
Folk and Other Songs for Children 1.00
Jane Bird Radcllffe-Whltehead.
Kindergarten Chimes, paper 1.00
" " boards 1.25
" " cloth 1.50
Kate D. Wlggln.
Little Songs for Little Singer* .28
W. T. Glffe.
Motion Songs 25
Mrs. Boardman.
Posies from a Child's Garden of Verses. 1.00
Wm. Arms Fisher.
Sixty Songs from Mother Goose's Jubilee 1.00
L. E. Orth.
Song Echoes from Child Land 2.00
Miss Harriet S. Jenks and Mrs. Mabel Rust.
Songs of Nature 60
E. U. Emerson and K. L. Brown.
Songs of Sunshine 1.00
Stories in Song 75
Thirty Songs for Children .50
Master St. Elmo 1.00
Postage, 12 cents.
Mrs. C. S. Senour.
Musical Poems 1.00
Mrs. C. S. Senour.
Flower Ballads, cloth 1.00
" " paper .50
Mrs. C. S. Senour.
Callsthenlc Songs, cloth. * 85
By Flora Parsons.
Finger Plays, cloth • 1.25
By Emllle Poulsson.
The Story Hour, cloth 1.00
By Kate Douglas Wiggln.
Myths and Mother Plays, cloth 1.00
By Sara Wiltse.
Flower Ballads, paper, .50; cloth 1.00
By Caro 8. Senour.
riiscellaneons
Commentary on Froebel's Mother Play. .$1.25
By J. Denton Snider.
The Psychology of Froebel's Play Gifts, 1.25
By J. Denton Snider.
Mottoes and Commentaries of Froebel's
Mother Play 1.00
Translated by Susan E. Blow.
Outline of a Year's Work In the Kin-
dergarten .60
By Anna Deveraux.
Blackboard Designs, paper .00
By Margaret B. Webb.
Education by Plays and Games .50
By G. E. Johnson.
The Study of Children, cloth 1.00
By Frances Warner.
Nursery Ethics, cloth l.Ou
By Florence WInterburn.
The Color Primer. Price. Teachers' Edi-
tion. .10; Pupils' Edition 05
The Color Primer Is Issued In a paper
cover. The teachers' edition. Including as a
part of Itself the pupils' edition, has 80
pages and the pupils' edition alone 24
pages.
Water Colors In the Schoolroom. Price,
boards 25
By Milton Bradley.
This Is a practical handbook on the use
of Water Colors
An artistic book, illustrated with twelve
colored plates. '
Address II orders to
American Kindergarten Supply House
276-278-280 River Street. Manistee, Mich.
A BAKER'S DOZEN FOR
CITY CHILDREN
New Book of Kindergarten Songs
By ISABEL VALENTINE and LILEON CLAXTON
Two Practical Kindergartners of the New York City Public School System
With introduction by JENNY B. MERRIL, Supervisor of Kinder
gartens, New York City Public Schools.
THIRTEEN SONGS WRITTEN a|a result of years of teaching
THIRTFFN SONCiS that have been thoroughly tried and
I I him LLI > ^>Wi TVJ^> PROVEN IMMENSELY SUCCESSFUL.
THIRTEEN SONGS EXPRESSIVE OF THE CHILD'S own everyday
THIRTEEN SONGS READILY DRAMATIZED FROM THE CHILDREN'S
THTRTFFN ^sONPtS that city kindergartners must have and
lllllVlLjLjn OWINVjO OTHER KINDERGARTNERS SHOULD HAVE
THTRTFFN SONf,S bright, cheery, new. with smooth flowing
i i nrv i LjLi1> wjwnvjkj harmonies and simplicity of rythyma.
The thirteen songs are clearlv printed on good paper and bound with strong linen mak-
ing^a very attractive and durable book, just the thing for an EASTER GIFT.
Price 50 Cents
Add 5c extra for Postage
If ordered sent by mail.
We will send the KINDERGARTEN-PRIMARY MAGAZINE for one"
yearandacopy of "A BAKER'S DOZEN FOR CITY CHILDREN,"
$1.55 prepaid, to any address in the United States on receipt of $1.10
£ (Canadian or Foriegn subscribers add 20 cents or 40 cents respec-
*^* tively, for postage.) You may use this offer to renew your sub-
Si 00 scriptionif you like.
NOTE:
This offer may not appear again, so attend to it today. Address
The Kindergarten-Magazine Co.
59 West 96th. Street, NEW YORK.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take op the matter with some wide-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait-
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec*
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
Positions- -for Teachers
TTPT A'^T- TPT? ^. ^e kave &reat difficulty in
J- XLxA.v^jrj.XI/rvO supplying the demand for
strong Primary Teachers. Wages will please you.
Write U5
Owen Pacific Coast Teacher's Agency
Mcrtlnnville, Oregan.
THE EMPIRE
TEACHERS' AGENCY
». B. COOK, Mauser
Syracuse, N.iY.
wc not help yo*J
An Agency with agents.
LOCATES TOER6ARTEN TEACHERS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We als» extend time in payment of com-
mission.
Write To-day. Send Photo
We have placed hundreds of others, » Why may
Empire Teachers" Agency,
Syracuse, N. Y.
OUR 15th YEAR BOOK Bfr MMfffe iThe HAZARD TEACHERS' AGENCY
Weslers State*, and what we are doing in»e«t- ( 317 Kasota Building. - MINNEAPOLIS. MINN.
ttSSSSZ M^m&p!0 WriCS '-««« 615 Empire State Building. SPOKANE. WASH.
pffice. 1224 Railway Exchange - DENVER. COLO.
SAINTS EDUCATIONAL EXCHANGE
NBNBY SABIN teey Mt» Saasaa ELBRIDQB N. SAB1N
Daria* fast year ptaesdtsachsrsln So eaantlee in lews, and In Minnesota, North and S»
Batata, Nsfcraaka. Colorado. Wyoming Utah, ldah«, IHeBtana, Washington and Ore
KM. Addrass. HENUT BABIM, rianhattan Balldlaf, Dm Moines, Iowa.
Oklahoma City, Okla.
Clerk,
Pioneer Teachers* Agency,
Will help yon get a new or better position, whether you are a Teacher,
Book-keeper, or Stenographer. Enroll now for fall vacancies In schools.
The demand for good teachers in all the Western and Southern States Is far
greater than the supply.
Write for application blanks and full particulars.
ROME
TEACHERS' AGENCY
Teachers wanted far good positions In all parts of the United States
Rafistration fas holds goo* until we secure a position for you.
W. X. Crielor, Rome, Now YorK
Primary Teachers Wanted
Taeaaafae m»%
tBaaa wttk aanso nasi Ian
" M»B ~
•wa u. nromvroH ,
IB' AGaarCT, BTB W«
M MsrsatMfJaBi to
Teachers'
Agency
1. Adarits %* neaiaerahis only the hetser else* af teacher*
registration fee returned te other e at ease.
2. Retuma fee if its Berries is not eatiaf acrory .
§. Makea specialty ef placing aseaasera ia tfee MiidM)
I States and in the West — largest •stories paid «fccre>
2s eoadncted hy experienced edncatora and aaaaaai
tar
°mr S Has had phenominal e<
Latest
Wow
BeeUet'
line Use peat year.
' ia the time to register.
ifeSE
naeradiar
Soad for ear ear Booklet.
Address, 497-330 Peurteaath Arena*.
Beat. P. JMINBAPOLIS. nlMBV
If you want a position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
523 New York Block,
Seattle, Wash.
Teach in the
Sunny South
This section offer* better in-
ducements to aspiring teacher*,
than any other, and teacher* are
In great demand. If yoa want •
good position for next school year
yon can secare It in this field. Per
fall information write
CLAUDE J. BELI*
Naahrllle, Ten*.
Proprietor the Bell Teaaaann*
Ageney.
GO SOUTH
Many Teachers Wantoj
An Agency that
Recommend* In 15 Southern State*
Ala.. Ark., Fla., Ga., Ky., Md.,
Mies., Mo., N. C, S. C.. Tenn..
Tex., W. Va.
Also conducts a
Special Florida Teacher*' Agency
Supplies Teachers for UnlYeraitica,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
er* of Commercial Branches, Man-
ual Training, Domestic Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletic*.
Deals In School Property
Calls come from School Official*.
Recommends all the year round.
Register now. Best chance* com*
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AOENCT
CHATTANOOGA, TENN.
THE CLARK TEACHERS' AGENCIES
Bend for OUR PLATFORM, giving- foil lnforanaliou auu u«e
teachers and school officers.
INDEX TO CONTENTS
Nature Study in the First Four Grades, W. T. B. S. Imlay,
180
The Intermediate School, - - Bridget M, F. CauMeld.
182
Letters to a Young Kindergartner Harrietta Melissa Mills,
188
Devolopment of Personality in Children, Dr. Jenny B. Merrill
190
i The I. K. U. and the N. E. A.
191
What Shall the Children Read,
193
Education in China, - - -
194
A Playhouse, - - • Hypatia Hooper.
195
Program Suggestions for March - Bertha Johnston
197
The Wind, a poem ..-.-.-
203
The Use of Kindergarten Material -
204
GAU-WI-DI-NE and GO-HAY, Winter
and Spring. - . Harr ...
210
Teasles— Keep Out .......
212
Copyright, 1908, by J. H. Shults.
Volume XXI, No. 6.
$1.00 per Year, 15 cents per Copy
•KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenue., Chicago, 111.
THE
SOIHEB
PIANO
THE
WORLD
RENOWNED
The many points
of S uperiority
were never better
emphasized than
in the SOHMER
PIANO of today.
It is built to sat-
isfy the most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
nating intelli-
gence of the
leading artists.
SOHMER &> CO.
WAREROOMS -COB. 5th AVE. AND 22nd St.
NEW YORK
Lakeside Classics
AND
Books for Supplementary
Reading
Please send for descriptive list of Selec-
tions from English and American au-
thors and for stories prepared for all
grades from third to last year in High
School. 132 numbers in Lakeside
series at prices from a cents to 35 cents,
depending on amount of material and
style of binding;— any book sent post-
paid on receipt of price.
Ainsworth & Company
377-388 Wabash Avenue
CHICAGO, ILL
An Unusual and Extraordinary Opportunity!
rnPP SAMPLE OFFER
1 HlWLi 18 OAY* ONLY @
Beanttfnl Bright Sp&rkllog Fuaons
$5 Barnatto Diamond Ring
of, the most exacting:, ploaset the moat fastid-
ious, at only one-thirtieth the cost of the real
diamond. As ainenns of in traducing thin
marvelous and wonderful ncintil latino o*mt
and securing as many new friends »i quickly
as possible, we are making a special induce*
nient for the new year. We want you to wear
this beautiful Ring, thin mastttrpitc* of man's
handicraft, this simulation that sparkles with
all the beauty, and flashes with all the fire of
*>/L GENUINE DIAMOND •
pt the first water. We. want you to show it to
?'our friends and take orders for us. at it sells
taelf— sells at sight— and makes 100% Profit
for you, absolutely without effort on your part.
We want good, honest representatives everywhere, in every lo-
cality, city or country, in fact. Id every country throughout the worlJ, both m*a>
and woratB, who will not t*tl or pawn tbt Barnatto Simulation Diamond*
under the protons* that thoy ate Gonulno Gemi. If you want to wear a ilaio*
letjon diamond, to tb* ordinary observer almost like unco a gom of the puree*
ray oorono, a fitting eubatituto for tbo genuine; or If yeu want ttaak* bshi,
don't wait— ACT TODAY, at this adTtrtliemtst may not appoar.aor thin nnot-
lordlnary opportunity occur, again. Fill out tbt coupe* Me*
i, flrttterrtd.
The Barnatto Diamond Co. Wriu ••*• ■*■• of p»ow -» »*»•
yon saw this t4.
Olrard Bldg., Chicafo. *^__
Sin:— PUato ttad Frtt, Sample Offer, King, Earrlngt, Stud m tfcarf
(Stick) Pin, eataloru*.
Nam* ...*».
R.f.D.R.N* Street
TerwtUr City •
P.O.B0X.
State.
pREE!
1 Kinde
PRIM ART TEACHERS
will be Interested to know
that we put up »
Kindergarten Material
• Especially for primary schools and wll I
send with our catalogue FREE Instruction*
for using the material In primary schools.
Address J. H. SHULTS, fUnUtee. Mich.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addresss
292 Marlborough St., BOSTON, MASS.
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS LUCY HARRIS SYMONDS.
MISS ANNIE COOLIDGE RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON, MASS.
Regular Two Years' Course.
Post-Graduate Course. Special Courses.
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELEY PERRY,
Principal,
18 Huntington Ave.,
BOSTON, MASS.
New York Training Schools
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street, BOSTON, MASS.
Regular Two Tears' Course.
Special One Year Course for graduate
students.
Students' Home at the Marenholz.
For circulars address
LCCY WHEELOCK.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARET J. STANNARD,
Principal.
19 Chestnut Street, Boston.
Springfield Kindergarten
Normal Training Schools
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONGMEADOW, MASS.
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Remo, Central Park West
75th Street, - NEW YORK CITY
THE ELLMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Year.
167 W. 57th Street, NEW YORK CITY
Opposite Carnegrie Hall.
Miss Jenny Hunter's
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2079 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
FOR
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September 18.
For circulars, information, etc., address
MARY C. MILLS, Principal
179 West Avenue,
BRIDGEPORT, - - CONN.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
Lafayette Street, BRIDGEPORT, CONN.
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Acklross Prof. Anna E. Harvey, Supt
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' Academic. Music
E. LYELL EARL, Ph. D., Principal.
HARR1ETTE M. MILLS, Head of Department of Kindergarten Training.
MARIE RUEF HOFEK, Department of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address,
59 West 96th Street, New York. N. Y.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 1908, to June 1st, 1909.
July 1st to August 21st, 1909.
CERTIFICATE, DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal.
MAT L. OG1LBT, Registrar.
Shepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
iVIiss Norton's Training School
for Kindergartners
PORTLAND MAINE.
Two Years' Course.
For circulars addresss
15 Dow Street, - PORTLAND, ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MARY E. LAW, M. D., Principal.
Indiana Training Schools
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
lege and privilege of Elective Courses ir
the College at special rates. Charge?
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERLIN KINBERGARDEN ASSOCIA-
TION,
Drawer K, Oberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
(Founded in 1894)
Course of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA FARIS. Principal.
MRS. W. R. WARNER, Manager.
The Teachers' College
of Indianapolis
For the Training of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Year.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. B laker. Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, SINGING, PHYSICAL CUL-
TURE.
ALICE N. PARKER, Frincipai.
Two years in course. Froebel's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
Louisville Free Kindergarten
Association
Louisville, Ky.
FACULTY:
Miss Mary Hill, Supervisor
Mrs. Robert D. Allen. Senior Critic and
Training Teacher.
Miss Alexina G. Booth. History and Phil-
osophy of Education.
Miss Jane Akin. Primary Sunday School
Methods.
Miss Allene Seaton, Manual Work.
Miss Frances Ingram, Nature Study.
Miss Anna Moore, Primary Methods.
Miss Margaret Byers, Art Work.
New Jersey Training Schools
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO COLUMBUS
Kindergarten Normal Training School
-EIGHTEENTH YEAR BEOINS SEPTEMBER 25, 1907
171b and Bread
Streets
Froebelian Philosophy. Gifts. Occupation. Stories. Ga
Psychology and Nature Work taught at Ohio State Uni'
For information, ad.lresi
s, Music and Drawing
'Slty— two years' course
i iz/idetii N Samuel. I
Illinois Training Schools
Kindergarten Training School
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities.
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich,
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Making. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNER,
180 Grand Ave., Chicago.
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1876.)
Two Years' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals,
1008 Fine Arts Building, Chicago, 111.
CHICAGO
[DER6ARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course— Two Years.
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRON1SE
Mrs. MARY B. PAGE
Mrs. ETHEL ROE L1NDGREN
Miss FRANCES E.. NEWTON
Send for Circulars
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct. 1st, 19#, at 1615
Walnut Street, Philadelphia. The
work will include Junior, Senior
Graduate and Normal Trainers
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
The' Pines, Rutledge, Pa.
The Philadelphia Training
School for Kindergartners
Keopens October 2, 1908.
Junior, Senior and Special Classes.
Model Kindergarten.
Address
MRS. M. L. VAN KIRK. Principal,
1333 Pine Street, - Philadelphia, Pa.
California Training Schools
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908
For Catalogue, address
Mrs. William McCracken, Secretary,
3439 Fifth Avenue, PITTSBURGH, PA
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Year opens September, 1907.
Address
Miss Grace Everett Barnard,
1374 Franklin Street, OAKLAND, CAL.
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergartem Training Department.
Two Tears' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; 540 per
year to others. School opens the first
Tuesday in September.
Send for Catalogue to
NINA C. VANDEWALKER, Director.
Washington Training Schools
WASHINGTON, D. C.
The Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut Av.
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT,
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond, Va.
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further information apply to
14 W. Main Street.
Georgia Training Schools
Atlanta Kindergarten Norma!
School
Two Tears' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
639 Peachtree Street, ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR
TEN ASSOCIATION.
(Established 1899)
HORTENSE M. ORCUTT, Principal or
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train
ing Schools should be made to Miss M. K
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH, GA
If your Training School is not represent
ed la these columns, kindly send us you
copy, and let us put it among the other;
Aside rom the advertising value, botb
your pupils and your graduates will It-
pleased to see your training school have a
place among the others of America.
1874 — Kindergarten Normal Instituti is — i 908
1516 Colombia Road N. W., WASHINGTON D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Years.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
Repton School
Tarry tow n=on=Hudson, New York
A School for young boys between the ages of 7 and 14. A few of
our special advantages are:
Specially designed, modern buildings, costing over $ 100.000.00. Numbers are limited
to Forty, giving an average of Five boys in a class, thus ensuring every boy, practicaily in
dividualtuition
A Physica Instructor, qualified in Europe, attends to the Swedish and other exer-
icses, under the supervision ot the School Physician, who prescribes the exercise for each boy
A resident nurse, and hospital building.
Fee for the school year $400.00— $500.00.
Apply to THE HEADMASTER.
Reeds, Raffia, Splints, Braided Straw, Matting and General Construction Material
Postage at the rate of 16c per pound must
In all cases be added to these prices when
goods are to be sect by mall.
COLORED RAFFIA (Florist Fiber).
Colors: Red, Orange, Yellow, Green, Blue,
Violet, Brown and Black.
Per pound Net, $0.40
Per 14-pound Net, .25
Per 14-pound , Net, .15
14-lb. bunch, assorted colors IS
PLAIN RAFFIA (Florist Fiber).
Per 2 ounces 06
Per 34-pound .10
Per %-pound 15
Per pound 20
Per pound, 5-pound lots 15
REEDS.
Our reed is ail put up in POUND PACK-
AGES OF EACH SIZE, and we do not sell
part of a package except at an advance
of 5c per package.
No. 1, fine, per pound 1.00
No. 2, medium, per pound 05
No. S, medium coarse, per pound...... .75
No. 4, coarse, per pound 75
No. 5, coarser, per pound .50
No. 6, coarser, per pound .50
LOOMS.
Todd Adjustable — No. Al, no needle. . . .15
Postage, 18c.
Todd Adjustable— Perfection $0.30
Postage, 33c.
Todd Adjustable — No. 2 75
Little Gem— No. 1, 9x12 25
Little Gem— No. 2, 7x9% 25
Faribault, hammock attachment 85
Other Looms Furnished.
Above should be ordered by express.
MOUNTING BOARD.
Good quality, 8-ply mounting board, colors,
dark green, steel blue, black, per sheet, .08
Kodack Mounts, colors as above, per sht.. .04
Both above are 22x28 inches, but will be cut
in H or % sheets at lc per sheet extra, or free
in lots of 12 sheets at a time.
Bristol, in colors, 22x28, per sheet $0.05
Heavy Manila, 22y2x28% .02
Straw Board, 22x28 02
Postage on a single sheet of above, 4c, to
which must be added postage on the packing for
same, as follows: If cut in quarters and rolled,
lc per sheet, 4c per doz. sheets. If sent full
size and rolled, 5c per sheet, 8c per doz. sheets.
Full sheets, packed flat, per sheet, 30c. Per
dozen sheets, 35c. State how preferred.
Japanese Manila, 20x30 01
Leatherette, 20x25 05
Cardboard Modeling Paper, 18x24 02
Postage on above, 1 sheet, 2c; per doz., 17c
Coated Paper, 20x24 04
Engine Colored Paper, 20x24 .03
GUt and Silver Paper, 20x24 .05
Postage on above, 1 sheet, 2c; 1 doz., 8c
Oak Tag for Construction Work, 8x12,
dozen sheets .08
Postage, 10 cents.
Oak Tag for Construction Work, 8%x
10%, per dozen .04
Postage, 9 cents.
Oak Tag for Construction Work, 7%x
9%, per dozen .05
Postage, 9 cents.
Colors — Dark Green. Yellow, Turquoise-
Carpet Warp, per skein 15
Add 12c for postage
ZEPHYR
Favibaulfc
Loom
n Tj
1
II
,FavibaaltVoo*w
Hswvn\o«K
ftktach
Macreme Cord, per ball Net, .12
Add 4c for postage.
Rubber Balls, 2-lnch, plain, per doz 60
Postage, each, 4c, per doz., 37c.
Rubber Balls, 2-ineh, plain, per doz.. . .60
Postage, each, 4c; per doz., 37c
Rubber Balls, 3-lnch, plain, each 15
Add 6c for postage.
Rubber Balls, 4%-inch, plain, each 25
Rubber Balls, 4%-inch, red, each 85
Add 7c for postage for either above.
B ra«s Paper Fasteners, per 100 20
Conductor's Punch .80
Add 4c for postage on either above.
Copper Wire, per spool 20
Iron Wire, per spool 10
Add 7c for postage on either above.
Following sent postpaid^on receipt of price :
Germantown Yarn, skein 12
Single Zephyr, per lap 08
Seine Needles, wood, each 15c; doz.... 1.50
Toy Knitter, per dozen 50
Brown's Pictures, each. .%c, lc, 3c and .05
Silver and Gilt Stars, gummed, per 100 .10
Order the following by freight or express.
Schute Weaving Discs, 4-lnch, doz 15
Schute Weaving Discs, 6-inch, doz 25
Schute Weaving Discs, 12-inch, doz 50
The Multiple Perforator 3.00
Orwig Punch 2.50
Modeling Clay — 5Jb. bricks 25
Modeling Clay Flour — 5-lb boxes 25
Modeling Ciay — by the barrel 8.00
WHITE BRAIDED STRAW.
Per yard $0.02
Postage, lc.
Per piece, 120 yards 50
Postage, per piece, 15c.
COLORED BRAIDED STRAW.
Half- inch wide. In colors, as follows: Nile
Green, Red, Pink, Yale Blue, Bright Green
and Ecru.
Per yard
Per piece, 120 yards
Postage, same as for white braided straw
Indian Ash Splints and Fillers.
15c. per ounce; $1.20 per pound. Assorted
colors. Postage, on ribbon and packing
2c. per ounce. 20c per pound,
We also keep in stock Wood Ribbon, Sweet
Grass, T. K. Matting, Ash Splints for basket
handles, Basket Bottoms, etc. Send for sam-
ples or circulars and prices.
We furnish everything on the market in
the line of construction material at lowest
pricAs.
Address all orders'to
Multiple Perforator
Orwig Perforator
03
.60 RAPHIA FRAMES
B ^
§s
B "B
.
. 0.
a
a <n
■a u
5 fc
* •
►. 0
t. 0
9 s-
« *j
> «
P. »
z a
s a
ffl qi
g a
>k(»
■ 2
a
0 *!
S
<*)
American Kindergarten Supply House
276-278=280 River Street, Manistee, Mich.
15l)£ 3iin6er^arten-"primarY ^tta gamine
VOL. XXI— MARCH, 1909— NO. 6
The Kindergarten-Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
Editorial Rooms, 59 West 96tli Street, New York, N. T.
EDITORIAL COMMITTEE.
E. Lyell Earle, Ph. D Managing Editor
J«nny B. Merrill, Ph. D., Supervisor Kindergartens,
Manhattan, The Bronx and Richmond
Harrtette M. Mills New York Froebel Normal
Mari Kiief Hofer Teachers' College
and N. Y.F.N. .
Bertha Johnston New York Froebel Normal
Special Articles
All communications pertaining to subscriptions and advertising
or other business relating to the magazine should be addressed
to the nichigan office, J, H. Shults, Business flanager, Manistee,
nichigan. All other communications to E. Lyell Earle, Managing
Editor, 59 W. 96th St., New York City.
The Kindergarten-Primary Magazine is published on the
first of each month, except July and August, from 278 River
Street, Manistee, Mich.
The Subscription price is $1.00 per year, payable in advance.
Single copies, 15c.
Postage Is Prepaid by the publishers for all subscriptions In
the United States, Hawaiian Islands, Philippine Islands, Guam,
Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba,
and Mexico. For Canada add 20« and fer all other countries
In the Postal Union add 40c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of discon-
tinuance is received. When sending notice of change of ad-
dress, both the old and new addresses must be given.
Remittances should be sent by draft, Express Order or
Money Order, payable to The Kindergarten Magazine Com-
pany. If a local check is sent, it must include 10c exchange.
NATURE STUDY IN THE FIRST
FOUR YEARS.
W. T. B. S. IMLAY, Principal.
The relative value of each study in the
curriculum of our elementary schools
should be estimated according to its help-
fulness in developing and rounding out the
child; in fitting him to take his place among
men and in doing the best his abilities will
allow. Therefore, the training of the
child's mental powers means more than the
developing in him an ability to memorize
facts. The subject matter presented with
this end in view should differ materially
from that by which we simply wish to make
the pupil the possessor of facts for the sake
of familiarizing him with a given subject.
Bearing this in mind, we find in nature
a subject which, in the highest degree,
affords an opportunity to develop the child's
powers of observation. It trains his eye
to see the things that are about him: to
note varied conditions, contrasts and
similarities. It also aids in developing the
habit of patiently waiting for results, as
well as enabling him to correctly reason,
and, through noting the orderly procedure
of nature's ways, the relation of cause and
effect is seen.
Nor do we stop here, for the eye being
trained to see, the tongue at the same time
should be trained to accurately tell what is
seen. It may be said that this is ideal. Our
answer is that, whether ideal or not, it is
possible to do all this and much more if
the study of nature is taken up enthusiasti-
cally and patiently, allowing the child,
under the teacher's direction, to become the
discoverer of facts and conditions.
To do this the teacher must become a
student of nature. Not alone of its text
books, but of its varied moods as found in
stream and meadow, in sunshine and rain,
under adverse as well as favorable condi-
tions.
She must be a lover of children, watch-
ing the gradual unfolding of each child's
mind and by adapting her aid to its peculiar
requirements she shows him how to gather
knowledge.
She must spend her time in preparing
for her work rather than in correcting the
errors made by the pupils.
She must be able to adapt herself to con-
ditions and environment, not forcing the
uncommon nor strange upon the children;
she must lead them step by step from the
familiar to the unknown.
She must lose sight of self and her own
knowledge, as, with firm hand, she leads
the children unconsciously along the path
she has marked out to the objects she
wishes them to discover. Then, being an
interested listener to tales of discovery, she
sees the effectiveness of her work.
She must be an expert questioner, fram-
ing her queries in such a manner that time
is not wasted, nor the point lost. She must
never tell that which a pupil can find out
for himself.
She must direct where to go and what
the pupil is to seek.
METHOD.
But the query may be raised, How is this
to be done with all that is required in the
short time at our disposal?
First, by correlation with language, mak-
ing language and nature study hand-
maidens.
Second, by taking it up incidentally for
home work and bringing facts from out-
side to the classroom to be there discussed.
i8o
KINDERGARTEN-PRIMARY MAGAZINE.
Observational nature study in its earliest
stages must be done objectively, wherein
the child from the object itself finds out
facts. These facts are still further fastened
by picture and story. The general condi-
tions being the same, yet with details dif-
ferent, the child's horizon is broadened. He
is thus led from a study of the object to a
study of the subject. Here he gathers in-
formation from others relative to a given
thing, and as he finds that there is much
information which he must depend upon
others to give him, he sees that he is but
a part of a great whole.
While the primary purpose of this study
should be the development of the child, we
must not lose sight of the fact that we are
to make it the introduction to formal
geography. That observing natural
phenomenon will lead us to understand
something about the physical conditions of
the earth and how man is affected thereby.
While we are gathering scientific facts we
should keep in mind that we are not study-
ing a science. Neither are we fitting chil-
dren to be analytical discerners and re-
corders of conditions and things beyond
them. All that we ask is that they be able
to classify when they see relations, to
observe conditions, to realize that time is
a great element in changing features, and,
above all, to talk intelligently upon what
they have seen and know.
The following scheme for the first four
years of school life is merely suggestive.
It is offered simply as a frame about which
may be built the structure best adapted to
the school a teacher may be in. Varied to
suit the individual preference and needs, if
followed, this course will prove helpful in
showing how much a child may do.
FIRST YEAR.
Have pupils observe
WEATHER CONDITIONS.
Kind of day — clear, cold, stormy, etc.
THE SUN.
Where it seems to rise.
Where it seems to set.
Where it is at noon.
Where it never is.
What it does.
Its shape as we see it. Compare it with other
objects.
COLOR OF SKY.
Sun, clouds.
FAMILIAR FLOWERS.
WHAT FAMILIAR ANIMALS DO.
PLANTS — WHAT THEY NEED TO KEEP THEM
ALIVE.
Air, soil, water, sunshine,
v/ATER.
Give its uses.
Have nature poems learned. Use pictures to
fasten the nature facts presented as well as to
show other related facts in nature.
Encourage pupils to collect and preserve the
pictures of nature facts presented.
Combine all Nature Work with Language.
SECOND YEAR.
ENCOURAGE PERSONAL OBSERVATION.
HAVE PUPILS TEST FACTS.
HAVE PUPILS OBSERVE FAMILIAR ANIMALS.
What the animal does; how he lives.
Habits of animals compared.
Families of animals illustrated by pictures.
PLANTS — WHAT IS NECESSARY TO SUSTAIN
LIFE?
Light, heat, air, soil, water.
PARTS NECESSARY FOR LIFE.
Root, stem, leaves.
PARTS NECESSARY TO REPRODUCE OTHER
PLANTS.
Bud, flower, fruit, seed.
PLANTS MAY BE
Very large — trees.
Large or bushy — shrub.
Small — herb.
Have pupils watch germination of seeds.
Compare plants as to parts.
HAVE PUPILS OBSERVE THE WEATHER.
Kind of day.
Direction of the wind.
HAVE PUPILS OBSERVE THE SUN.
Where it rises now as compared with where it
rose two or three months ago.
Where it sets now as compared with where it
set two or three months ago.
What has been caused by this?
HAVE PUPILS OBSERVE WHAT WATER DOES
(Take this up on rainy days).
Falls, flows, collects.
DEVELOP, APPLY, and HAVE LEARNED what
is a
Puddle, pond, lake, ocean, stream, river?
Develop idea that water gives form to land.
Apply and have learned what is an island,
peninsula.
Have nature forms learned and talked about.
Use pictures to fasten facts presented and to
show related facts.
Encourage pupils to collect and preserve pictures
of nature facts and to talk accurately about them.
Correlate all Nature with Language.
THIRD YEAR.
Prior to this time the object has principally been
studied, but now we begin to have the pupils study
the subject as well. This may be done by
STUDYING OBJECTS.
GATHERING EXPERIENCE OR OBSERVATIONS
OF OTHER PEOPLE.
The children who have knowledge thus become
the instructors of those that have none or but
little. The teacher must always bear in mind that
she is the diiector and suggester, the pupil being
the gatherer and learner.
There must be constant review of the work of
lower grades.
KINDERGARTEN-PRIMARY MAGAZINE.
I8l
ANIMALS.
BIRDS.
How they are distinguished from other animals.
FAMILIES OR CLASSES.
Perchers, waders, swimmers, scratchers, birds of
prey, runners, climbers. THEIR HABITS AND
CHARACTERISTICS IN OUTLINE.
Insects AND LOWER FORMS OF ANIMAL LIFE.
Peculiarities and habits in outline. No attempt
made to study analytically.
PLANTS.
Planting of seeds and watching germination.
STUDY OF ROOTS.
Kinds — Fleshy and fibrous.
Parts — Crown, root, and rootlet.
Uses of each part.
PICTURES OF OBJECTS.
Roots used as food.
STEMS.
Parts and their uses.
LEAVES.
Parts and their uses.
ARTICLES OP FOOD obtained from the different
parts of plants.
USEFUL ARTICLES obtained from the different
parts of plants.
The different ways in which plants grow
exogens, endogens.
THINGS THAT HAVE LIFE COMPARED WITH
THOSE THAT HAVE NO LIFE.
MINERALS.
Soil, what it is.
Rocks, and what becomes of them.
Sand,
Clay,
Slate,
What they are. The?r uses.
LAND AND WATER FORMS.
Develop by moulding board; observe on rainy
days.
COLLECTED WATER.
Puddle, pond, lake, ocean.
PARTS OF COLLECTED BODIES OF WATER.
Bay, gulf, sea.
FLOWING WATER.
Stream, river.
CONNECTING WATER.
Strait.
LAND FORMS.
Island, peninsula, cape, hill, mountain, isthmus.
Have pupils draw and color land and water
forms.
Develop horizon, zenith.
DIRECTION.
Of places from school.
Of important places from each other.
Routes followed by children in going from home
to school.
Points of compass taught.
Nature poems taught and disclosed.
HOW TO TEACH DIRECTION.
Place paper on desk, with top towards the north.
While the paper is lying on the desk, mark in
their respective places on the paper the points of
eompass — north, east, south, and west. Take the
paper from the desk and hold before you. Develop
the fact that the change of position does not change
the actual direction marked on the paper while on
the desk. Have pupils tell where the north or
east really is; where it is to be represented on the
paper. Develop the fact that the paper represents
direction on the surface of the desk. When this
has been done, hang paper on wall and call atten-
ion to actual and indicated direction. Place paper
over a map and call attention to the same.
FOURTH YEAR.
The work of lower grades reviewed.
ANIMALS.
Mammals; characteristics.
PLANTS.
Classified.
LAND AND WATER FORMS.
Some map, say of Long Island, Manhattan
Island, or Brox Borough may be used to illustrate
forms. Pupil to recognize by name as well as to
indicate when the form is named. Direction of
one form from another shown on map.
The form of the earth SHOWN by the globe.
LAND AND WATER FORMS SHOWN on the
globe.
DIRECTION of one water form from another
shown on the globe.
NIGHT AND MOON.
Have pupils observe the difference in the appear-
ance of the sky at night from what it is in the
day.
Have pupils observe the different positions ol
the moon. The change in the shape of the moon
is to be noticed.
Do not try to explain causes, but simply have the
children notice the facts
PEOPLE.
How people live.
Some reasons for the different manner of living.
WHAT PEOPLE DO TO GAIN A LIVING.
Work the soil. (Agriculture.)
Make things from that which is obtained from
the soil. (Manufacture.)
Buy and sell. (Commerce.)
Dig for minerals. (Mining.)
Cut forest trees. (Lumbering.)
Fish.
PRODUCTS.
Animal,
Vegetable,
Mineral,
Where obtained? How obtained?
The surface characteristics shown and explained
by physical maps.
USE EXACT GEOGRAPHICAL TERMS.
Use globe to show differences between sphere and
hemisphere; between hemisphere and continent.
Use globe or map to show difference between
continent and grand division.
CONTINENTS.
Eastern and Western.
GRAND DIVISION.
North America, South America, Eurasia, and
Africa.
Show (do not expect the pupils to understand
or memorize) how the earth is heated.
This will include the revolution of the earth
on its axis about the sun.
l82
KINDERGARTEN-PRIMARY MAGAZINE.
THE INTERMEDIATE SCHOOL.
Reviewing the various stages' and pur-
poses of education — religious and cultural
to about 1300, utilitarian in the church and
in the art and crafts for the next four or
five centuries, when a return to the cultural
aim but with a broader field of material and
method, we find that our twentieth century
has brought us to a new educational era —
to a renascence in the art of teaching. The
process, like the processes of nature and
art, and government, has been one of
evolution. The great underlying force in
the development of our American system
has been the economic and political condi-
tion of the country, directed and controlled
by the self-conscious power and sense of
responsibility of the common people, act-
ing through their unit of government, the
state. Looking into the "little red school
house" of a few generations ago, we find
the beginnings of every step in the most
elaborate system of today; even a course
in university training was given to the
bright pupil who walked through the fields
with the school master or who by the light
of the resinous pine-knot delved to the
depths in mathematics or law, or philos-
ophy, or climbed to the heights in literature
or science or religion.
Constructing upon such a foundation,
then, with heed to the demands of the mass
of the people as well as to their best
development in industry, morality, content-
ment and enlightenment, the organizer of
a state unit of education must meet the
questions.
1. What are the demands?
2. To what extent are they met by the
district schools?
3. How, with greatest efficiency plus
greatest economy, may they be met now?
The first two questions are well an-
swered in The History of the Massa-
chusetts School System — Martin, but the
third must be answered by each state and
bv each large city, and even by each good-
sized town with full consideration given to
its social, ethical and industrial past and
future. It is the question of today in our
educational unrest. It brings to our con-
sideration, to be viewed in relation one to
another,
1. Studies, absolute value; relative
value.
2. Pupils, as varying in age ; as vary-
ing in capacity for knowledge.
3. Pupils as varying -in interests, tem-
peraments, native ability.
Because of the form of our government
which gives the maximum of power to the
masses of the people, the importance of our
elementary education is proportionate to
its greater extensiveness, and in New York
City but fifty-six per cent of those who
enter the elementary school, apply for ad-
mission to the high schools, and of the
fifty-six per cent, fifty-two per cent leave
during the first year. The problem of the
elementary school has, therefore, to do
with over seventy-two per cent of the total
school population.
Though the most important, this step in
the educative process is the most difficult
because Of the age of the pupils, and the
difference of aim, interest and ability. Two
ends must be kept in view, first retrospec-
tive, "How meet the demands of the com-
munity?" and, second, prospective "How
fit these demands in training for efficient
citizenship?" Of the latter aim we may
make two divisions, intellectual, including
the intelligent understanding of physical
needs, and ethical.
In these directions the Commissioners
and Superintendents of Education in the
city of New York have made wonderful
progress during the last ten years in mat-
ters of both economy and efficiency. The
consolidation of schools under one head
has made for unity and uniformity, and the
"Departmental System," in increasing
specialization has increased knowledge and
skill on the teachers' part, and on the
pupils', knowledge, power and character-
building.
From the departmental system, to meet
the conditions in the more congested dis-
tricts, has evolved the Intermediate, or
what might be more properly termed the
Pre-Academic school, in which are gath-
ered, under one principal, a person of
superior professional and administrative
ability, all the seventh and eighth year
pupils of the district. The first saving is
in the reduction of the number of classes
in the last two years — say from forty
classes with registers ranging from twenty-
five to fifty, to thirty classes with registers
of forty, a good working number. The
consequent relief in cases of part-time
classes in the lower grades is self-evident.
The plan of instruction is departmental,
with, of course, greater specialization on
the teacher's part, the healthy and friendly
KINDERGARTEN-PRIMARY MAGAZINE.
183
friction among teachers and classes that study card and (b) a teacher's schedule of
makes for improvement and progress, and classes.
a maximum of special equipment such as These two teachers' schedules show two
apparatus for science, history and ways of dividing the day. The division
geography, domestic science, gymnastics into fifteen periods of twenty minutes each
and shop-work. In the ordinary school serves several purposes. First the inflex-
a.
*
5
N.
N
N
v
^
r
Of
^4
*£
T%t**4to
>j£<^cCy~
-*' A^&Z^Ly-
6.
^J^ &£^-«fAy
\
*%
X
q,t
t£/.
& <rz<Z&*h-
\
&
*^-Q^
(D/yTscJit-jJi
s.
/i*Xst<s~t^Y-L^-~
*9
Goo K iri q
«£
^w
^'^^QU^aJi.
Cfa^ilcJLs
C'^jL^
^-^Lt^L-u-
\
$&
\
Q> ^yjya.^Lyc^^hy^
SUX4MA*.
<fyu£&.
±%>
■VS
%
3^JeJ:
Co /Tn^iA^^u^Zs
J<
<-*-£^r-is(U
•<J^Z-t~e£*Ls_
with from four to eight classes of the
seventh and eighth years, an expenditure
for such equipment would not be justifi-
able, because, out of twenty-five hours, it
would be used but four to eight hours per
week.
The time divisions are similar to those
of the high school, as will be shown in
the following diagrams for (a) a pupil's
ible time division of forty minutes, be the
subject history or gymnastics, need not be
*Plus half of boys' class, the other half of which
is in the shop.
**Should be used for distribution of library
bftoks, inspection of blank-books, drill in spelling
or in any way for best interest of the class in
the opinion of its official teacher.
***In an Intermediate school only half the
pupils can assemble at one time.
1 84
KINDERGARTEN-PRIMARY MAGAZINE.
•^TUvt-
«-^c^-«^<z/^
-CChtJ.
<w^C*-t--^-t?.
u/U-
Z^_
tpo-n^/>. a/3/.
U
*/0
-&<r^. %&*
^U^m- f&
J&t42syY7. 0*3-
A
/L<2^r7
?&
^>dL>C<A~<?tAj
-%
//
tw ^a7
'Zf/UUn/. 0&'-
<£a**^. £&•
&C\jiest/- . off-
#3<
/*
£^L. M
-^L^asi-^- o*<
2&i-<zsm- oCot
X^u/. /&'-
V
td-wJ)- 5&.
'\pc-??^>. PB-
^v^W. <w-
/%U*o*<*>. P&:
^aXa-o^-i ojB,
2**
"^z^um ■ ow.
~&<rr»J-
fa,.
A^. fa: XJfr^. p/3?
£e-
3.
4&Zl&Cy arts*
A
S0',
t/t^otesi/-. cTOO,
Jlco-^pC. o&.
enforced. Instead a half class may remain
in the shop or in the kitchen eighty min-
utes; either two periods of forty minutes
or one period of eighty minutes may be
given to Manual Training. Shorter study
periods give the children opportunity for
the supervision and direction of several in-
structors and for specialized assistance in
study. A short and frequent period for
gymnastics is surely a gain upon physical
exercises which tend to fatigue before forty
minutes have passed, and a daily music
lesson of twenty minutes is a better agent
for tone development, correct method and
physical response in singing than a less
frequent longer period. It is well, when
possible to double classes in study and in
music — in the first for economy, and for
free periods for teachers, and for accustom-
ing pupils, gradually to the methods of the
high school; in the second for the better
results of the larger chorus, and the mutual
improvement on part-singing when the
choruses are mixed, (i. e., boys and girls).
None of these things could well be done in
the seventh and eighth year grades of the
usual school register.
When there are large numbers of pupils
of one grade or type, segregation for the
various reasons can best be accomplished,
and flexibility of courses, methods and
grading facilitated and increased. The
pupils of thinking ability or those whose
education will continue beyond the elemen-
tary school may be grouped together and
given those studies which will function in
secondary education, with the teacher's
aim and view beyond the point at which
the children leave school. The maximum
of homogeneity in a class will give teachers
greater and more effective opportunity for
the cultivation of school morality, self-
reliance, self-confidence, recognition of a
place for and a value in the ability of the
concrete thinker. It will also increase
opportunity for meeting and providing for
individual differences, in attitude to les-
sons, to school rules as well as to interests
and abilities.
Those pupils whose formal schooling
ends with the eighth year, such grouping
should have provided with a realization of
their ability, as related to their interests, a
specialized direction of independent
thought, which will enable them to fit into
new situations in the lines of activity they
have chosen.
Of the individual differences those deter-
mined upon the basis of native ability and
capacity for working are most deserving
of special provision. The Intermediate
school, is able to make a special class for
the six per cent of the pupils of plus-normal
ability, by making transfers from the ya
grades in about the fourth week of the
school term. These pupils' programmes
KINDERGARTEN-PRIMARY MAGAZINE.
185
would not be different from those of other
classes, but the teacher's plans for speed
and correlation would receive particular
attention with the aim of finishing in a
year and a half the work of two years or
four grades. Individual differences in
teachers would be considered in the assign-
ments to such classes, enthusiasm and
initiative being prerequisites. Where such
a plan has been tried the promotion or re-
naming of the class is an event of greatest
interest to every pupil in the school and
therefore functions for increase of school
spirit, the plan might be carried to the
greater length of allowing individual
pupils— foreigners or out of town pupils of
advanced age, or any whose study had
covered a slightly different course — to
finish the seventh and eighth years in one
year. The flexibility of grading desirable
for a small part of our children might be
effected in this way. Work of a similar
kind should be done for the slower pupils
and hold-overs.
Much has been written during the last
decade and several experiments have been
made in industrial and commercial train-
ing in the secondary schools. Such train-
ing has a very important place in the last
two years of the present elementary
schools, for reasons similar to those which
give it a place in the high schools, and
could as easily be carried on. Under an
elective system a course in German might
be adapted, as in many schools at the
present time, to the needs of those pupils
whose education will be continued in high
school. For such pupils as are fitted for
commercial work the two hundred minutes
assigned for a foreign language might be
spent more profitably in the study of book-
keeping, stenography and typewriting.
Arithmetic and civics could be so modified
that they would best serve the aims of
these pupils. Other pupils whose interests
and capacity would best be trained for
mechanical pursuits would elect to give
this time to working in metal, sheet-iron,
and the principles of industries which could
be presented and understood most sys-
tematically, and economically at this age.
The pupils, under efficient instruction
would be lead to sense the joy of produc-
tion, to appreciate the dignity of manual
labor and to combine a cultural mentality
with mechanical skill. Only in an inter-
mediate school of reasonable size, one thou-
sand or more pupils, could this problem be
economically and adequately dealt with.
Among the problems presented to the
organizer of an intermediate school,
records and discipline are prominent. This
is met very simply by making each teacher
the ''official teacher" of a given section, and
responsible for its attendance, punctuality
and behavior. Each class would have a
"section book" in which to record the at-
tendance and conduct of the class in each
room. Following is a diagram of a day's
record in such a book, for fifteen twenty
minute periods :
Pupils whose names are entered for
neglect or annoyance report to the official
teacher for punishment, and as the method
makes a square in the matter of respons-
ibility it is effective in diffusing the in-
fluence of a strong teacher, and assists the
weak. The section-book is carried by the
ggg.
v*:
y/3Uf~2,
£ /He~. /, J ft?.
-fa f-i^^li^c/ tc.
£.CC
h'-3
&&#.
'/J
<+3
-&M Vw
//£<
~7T-
i+J.
M
6.
0. <h>£u», e**,.
J0-1
a.&e.
t/-^
+ </.
i86
KINDERGARTEN-PRIMARY MAGAZINE.
class president, for the Intermediate school
affords one of the best opportunities for
the development of student government
plans at their best. Another plan is to have
an attendance card carried by the class
president. Conduct would be marked A.,
/Enwr. t-9
7flJ»?,* fcf 49-
Cy-fie^y
¥7
4-f
£L.3t
U-fr
M-
B., C. or D. at the end of each month by
all teachers, and the lowest mark used, or
the marks averaged. Both plans work
with marked success in two intermediate
schools in New York.
John Jo
Feb..
Mar.
April
May.
X
B+
B
B+
B+
B
B+
B+ A
Brf-
B+
B
For the purpose of keeping records of
pupils' marks, the following scheme is
effective, though perhaps open to criticism
because of excessive book-keeping. The
teachers of the various subjects send to the
official teacher, by the second of each
month, estimates of pupils' work for the
month previous, including a mark in cor-
related subjects. The diagram will show
how this is best accomplished.
(See preceding illustration)
From such a record the Record Teacher
may transcribe the marks upon a card
which will be a record of the pupil's stand-
ing during his time in the intermediate
grades.
(See table on following page)
This card should remain with the Prin-
cipal or with each successive Record
Teacher, going with the pupil through
school. From it the monthly report card,
stating averages and deficients is made, and
sent to the parents.
J7 J. M-CU 7W«
y^j^^o
JsrTu«Ce^- / 'O <J ■
*2i^ts>~\ -c~*-££^r>-
7
^
~7~
a% ^£
"~2^rTs. >»^»-t-^-/-^c^ JSc
Effort
Troficie/>(
LATE
joA 7)i o. \j~Jfa. 3">nc. 4d\ $-"h*
Ou
-6.
Absent o
Conduct.
4,
' i)fr/c/F/vr in
Z," Ate V7Z^<^<^-
a,
7b
cu
<L
ft
A.
73*
cu
CL^
6u
ft.
a.
3%l>
4 M«~
22L
4 /tie.
- /
JZl^Lg^Q^
Among the objections that have been
raised to the departmental system, and
therefore to the Intermediate school is
that of lack of correlation. A safe-guard
against this is horizontal as well as vertical
KINDERGARTEN-PRIMARY MAGAZINE.
John Jones
Bom Jan.l, 1894
Grade 7 AB1
Term ending Ju., 1908
Grade 7 BB2
Grade 7 BB2
Grade 8 AB
Grade 8 BB
d
s
6
c
6
"2
u
0
2
0
2
in
Arithmetic
Reading
Written C.
Oral Comp.
Spelling
Penmanship
History
Geography
S cience
Dr awing
Shop
Cooking
Gymnastics
German
Music
Effort
Proficiency
Time* Late
Days Absent
Conduct
assignments in the placing of teachers. On
the teachers' schedules shown it will be
seen that this is done in the case of the
English work. Each class goes to the
teacher for English eighty minutes per day
and the sub-divisions are left to the in-
dividual teachers, or to the teachers on a
given grade to be settled in conference.
This provides for the greatest possible cor-
relation in the branches of English, Litera-
ture, Composition, Grammar, Spelling and
Dictation. It allows for considerable
flexibility in the time assignments, keeping
in accord with the Course of Study, and
makes provision for the individualism of
both teacher and class. Moreover it opens
up the correlation of literature with com-
position and rhetoric and prepares him for
the methods of the high school.
Another means for correlating and co-
ordinating studies is to allow teachers to
hold grade conferences, or when there are
several teachers of the same subject for a
grade, let them hold subject conferences.
These should be attended by teachers of
grades immediately above and immediately
below, so that articulation and consequent
economy of time and energy may result.
Subject conferences may be made of two
kinds — absolute and relative. At the first
the subject matter would be discussed,
unified and planned in point of time. At
the second the subject matter would be
considered in relation to other subjects.
Requiring all teachers to give marks in
oral composition, etc., will aid in this mat-
ter also. Unity in school legislation will
be effected and experiments advantageous-
[88
KINDERGARTEN-PRIMARY MAGAZINE.
ly made if teachers of certain class groups,
meeting in conference, decide upon means
of class management, always of course with
power of approval or veto left to the Prin-
cipal.
Among the many virtues of the Inter-
mediate school, the possibilities of furnish-
ing the maximum of social activity, or-
ganized and directed, is most important.
It is of incalculable value in the training of
character, and here in the pre-academic
grades reaches the great majority of chil-
dren whose school life ends at fourteen or
fifteen. In a school of a thousand seventh
and eighth year pupils, it is possible to
organize a Glee Club of at least two hun-
dred, various athletic clubs according to
the interests and capacities of the pupils,
crafts clubs, literary clubs, an employment
bureau, a newspaper staff, history clubs
and several other dependent upon the in-
genuity of the teacher and the character of
the children. Teachers are always ready to
give extra time, energy and strength to
such activities. In 1904 when P. S. 62 was
organized under Principal John S. Roberts,
the Intermediate school was an experiment.
Success attended it from the beginning as
it has attended the two which have since
had fair trial. These are P. S. 24, Man-
hattan, under Principal J. A. Waters, and
P. S. 42, Bronx, under Principal Wm. P.
McCarthy. Visits to any of these schools
will repay not the educator only, but any
person interested in the future of our
country and society.
As the schools become more active in
their duty to the community through
Alumni Associations, Lectures, Parents'
Meetings and the like, the importance and
desirability of the pre-academic school
will be more fully recognized. It is
one more step toward the perfection of
efficiency and economy due to Dr. Wm.
Maxwell's direction of our municipal school
system. It has paved the way in New
York for the more logical plan of time
division in the students' school life given
by Mr. Harms (Harvard University):
Primary 3 years 6 — 9 years
Grammar 3 years 9 — 12 years
Secondary 6 years 12 — 18 years
Tertiary 6 years 18—24 years
The curriculum for nine or twelve years would divide as
follows: In the first six years emphasis would be placed
upon the school crafts, the essentials with the beginnings
ot cultural interest n the fouith year. After the sixth
year the emphasis should be upon the cultural subjects,
and a dual system, academic and technical should be
developed. The latter would serve the needs of the
great number whose jeducation is completed with the
tourteenth or fifteenth year, and who demand and should
receive an education of immediate practical benefit,
which at the same time makes for power to understand
and to grow. The City Club, advocating reorganization
along these lines, are pointing the next step in our edu-
cational evolution.
BRIDGET M. F. CAULFIELD.
*LETTERS TO A YOUNG KINDER-
GARTNER.
THE ORGANIZATION OF MARCHING AND
RHYTHMS.
My dear Young Kindergartner : It is
not surprising that the music of your kin-
dergarten is, as you say a constant source
of disappointment to you. No single
aspect of kindergarten work has been sub-
ject to so much experimentation. Devices
and schemes for improving kindergarten
music are set forth, many ot which are at-
tractive and sufficiently alluring, and which,
while they may be successful in the hands
Of the originators, are most disheartening
to the young kindergartner who seeks the
solution of her difficulties by such means.
However, do not lay all the failures of
these schemes to the tact that your musical
achievements are most ordinary. The dif-
ficulties are often inherent in the schemes.
Into the realm of kindergarten music we
are prone to rush with the latest device and
notion, where we should proceed slowly
and reflectively.
In my last letter I indicated how instru-
mental music may be made a unifying
agency of the morning circle and also how
it may aid in securing that attitude of mind
and heart which is necessary if prayer and
hymn are to be characterized by the spirit
ol worship. Herein music is used for its
most fundamental influence — to awaken
and nurture feelings and emotions for
which music, in turn, furnishes the most
fitting means of expression. This primary
function of music, it is important for you
to grasp; but it should not blind you to
other significant influences of which we
may well consider three; namely, the phy-
sical, intellectual, and moral. Granting
that music influences child life in this three
fold fashion, the necessity for careful or-
ganization becomes imperative.
Let me present two negative situations
often seen in kindergarten. Marching is
a daily exercise. In many kindergartens
its continuity is mechanical ;and deadening
*A11 rights reserved.
KINDERGARTEN-PRIMARY MAGAZINE.
189
rather than progressive and vital. First
there is the march where the children move
hand in hand in a kind of kindergarten
lock-step led by the teacher who often
marches backward that she may exercise
control over the group. Such a march is
held by the one in charge to meet the de-
mands for physical relaxation. Followed
faithfully it becomes the dreariest of all
exercises, the reaction being in perfect re-
sponse to the dre ar, daily monotony of
the piano.
Again, in place of the lock-step the
teacher leads a march and after a few min-
utes the entire group puts on imaginary
soldier caps, knapsacks, epaulets and
swords; they wave imaginary flags, first
with the right hand, then with the left, then
with both hands, when, suddenly the chil-
dren break into helter skelter running,
skipping, sliding; they walk like turkeys,
waddle like ducks, tramp like horses, jump
like rabbits, fly like birds, and all the while
the piano is giving forth the unremitting
strains of some popular two step.
These procedures are an offense against
child nurture. The first is stultifying in
its effects, while the other is injurious
physically, mentally, and morally. In the
case where miscellaneous activities are re-
quired while the children are marching, let
me be quite clear. The ability to co-
ordinate and readjust motor responses to
such markedly differing activities requires
a physical control seldom seen in the kin-
dergarten child; and when one musical
form is used for widely divergent activities,
an intellectual stimulus is lacking, while a
subtle untruthfulness, a lack of sincerity, is
present, even though ignored.
In contrast with this let us consider the
development of marching and rhythms
under the strict guidance of the rule "sim-
ple before complex;" or, in other words, as
evolving in a progression that is vital — a
progression which calls for increasing
physical control, a growing alertness of in-
tellectual power to grasp ideas, and an in-
creasing earnestness and fidelity of expres-
sion which is truthfulness.
Organization will not begin then, with
marching, since it is well along in the scale
of "controlled activity. It will begin with
the characteristic free activities of child-
hood. Every normal child of five years
knows how to walk, run, skip, and how to
take the hop-skip movement. These
activities have been acquired outside the
kindergarten, first, from pure joy in move-
ment, and second, in response to some
definite purpose such as going on errands
for mother. In the kindergarten they are
to pass under conscious control in response
to appropriate rhythms.
One may well begin wth the skipping
movement since in this the child is the least
self-conscious and the element of spon-
taneity, or abandon, is the dominant note.
If the room is small, seat one group which
may profitably watch and be ready to re-
peat the activities. You may begin with
one child, taking then another until the
entire group is skipping in perfect abandon.
Often this can be accomplished without the
use of piano. Soon the suggestion to join
hands will be made and skipping around
the ring and reversing to skip the other
way will give a pleasant variation to the
exercise. Or, partners will be chosen, thus
bringing the moment of readiness for the
introduction of the song "I wish dear little
playmate you'd skip with me today," or,
Remicke's "A Partner So Merry." Thus,
song and rhythm may come to the children
as the best possible expression of a situa-
tion rich in physical, intellectual and social
nurture. The skipping activities once
fairly begun, their progression and varia-
tion may keep pace with the growing con-
trol of the children.
Running activities may in time be subject
to much delightful extension and variation
— swiftly, heavily, softly, on tiptoe — until
they merge into tag games, racing games,
and feats of skill. Walking may give point
of departure for many exercises; walking
sedately as in going to church; hurriedly
as if going to the store for mother; easily
and gracefully, as on pleasure bent. Just
here, Miss Poulsson's "L,ittle Boy's Walk"
will be suggestive. It will give the point
of departure for an excursion to practice
walking and "seeing things," which, in
turn, will afford suggestion for many
activities which express thought content.
The habit once established of making
the familiar movements of skipping, run-
ning and walking in response to appro-
priate rhythms from the piano, it is easy to
begin the ordered, constrained activity of
marching. Here, again, begin with the
simplest form, which is measured stepping.
For this, Schumann's "Soldiers March"
may be used, or perhaps better still the
"Dessauer March" played with light
staccato touch thereby securing the de-
IgQ
KINDERGARTEN-PRIMARY MAGAZINE.
sired reaction. Further it is desirable to
march while you march, introducing varia-
tions such as fast, slow, changing the direc-
tion of the march, etc., noting and correct-
ing defective carrying of head, shoulders
and arms. The calisthenic march, so popu-
lar in some kindergartens, belongs to a
more advanced stage of development.
It is well to relieve the tension of march-
ing by forming a circle in which one may
direct activities which exercise every
muscle of the body. Here too, one may
provide opportunities for the children to
listen to new rhythms ; and the activities
may be truly creative if many children are
permitted to respond to them. Choice and
judgment should be exercised in the selec-
tion of the best models, and their modifica-
tion and extension should be wisely
directed. Gradually these activities may
be incorporated into the marching exercise ;
but it is wise to inarch briskly and then
halt while the next activity is suggested by
the piano or announced by the leader. This
moment of preparation and listening is
very essential since it gives time for a re-
adjustment of both mental and physical
attitude toward the proposed change.
In brief, put thought into this work.
Utilize the suggestion of the children lest
you make the disastrous mistake of think-
ing that mere responsive activity is true
self-activity. True self-activity may express
itself here in two ways; first, in the ability
to lead, and second in following a leader
intelligently rather than mechanically. In
following the suggestions which I have in-
dicated for the development of marching
and rhythms, you should always bear in
mind that a development of the funda-
mental muscles of the body is demanded
as the foundation for the use of the
smaller accessory ones. And finally I urge
you never to permit these exercises to de-
generate into a mere mechanical rehearsal
of stereotyped movements; but remember
always that rhythm and song are intimately
connected with the child's expression of
life.
Froebel says : "Rhythmical, measured
movement and harmonious song neces-
sarily and early belong to the human being,
meeting the needs of his nature on all
sides." It is well worth your striving to
realize this ideal, and the children them-
selves may be your guide.
Sincerely yours,
HARRIETTE MELISSA MILLS.
DEVELOPMENT OF PERSONAL-
ITY IN CHILDREN.
Dr. Merrill writes :
The following reprint of Mr. Earl
Barnes' lecture upon "The development of
personality in children," is taken from one
of the daily newspapers of Savannah, Ga.,
where the lecture was given. It was sent
by Miss Hortense M. Orcutt, supervisor of
kindergartens.
It is substituted in place of our monthly
article on "Mothers' Meetings" as no more
important subject can be presented to
mothers for discussion. We regret that it
came too late to appear in our issue for
February but if kindergartners have over-
worked the Washington ideal this year,
the warning will come in time for 1910. It
is safer to keep to "acquaintance ideals"
and leave "historic characters" to the
teachers beyond when the historic sense
has developed.
Even Washington as a boy cannot appeal
to the child until he has first grasped his
greatness as a man. If there is danger in
dragging our great men from their adult
dignity by presenting incidents of childhood
too soon, let us content ourselves with
waving our flags, joining in the happy holi-
day and simply "looking up" to the picture
on the wall, rather than pasting it upon a
badge.
GROWTH OF CHILDREN'S IDEALS
First Lecture on Development of Children By Mr.
Earl Barnes.
Under the head of "The Development of Per-
sonality" Mr. Earl Barnes, who is giving two
lecture courses for the Huntingdon Club, began the
afternoon series on "The Training and Develop-
ment of Children" at the Lawton Memorial yes-
terday. That the audience was deeply interested
in Mr. Barnes' presentation of the subject was
evident and a sympathetic personal relation was
established between speaker and hearers by the
informal manner of his address, and his putting
his subject in the light of matter for mutual study
rather than pronouncing the final authoritative
word upon it, using even the direct appeal of the
question where it best served to develop the con-
clusions suggested. He urged that those who made
up the audience should regard themselves as
fellow-students with him, and that each lecture
should be followed by free question and criticism.
The development of the personality with which,
in Mr. Barnes' claim, the child is endowed at
birth, was interestingly -traced. Without attempt-
ing to explain the mystery of those differences of
personality which are so striking in children of
the same family, brought into tne world under the
same conditions and environment, the fact that
they exist in marked degree in all families was
cited as matter of common observation and
knowledge. As early as the age of one week, the
speaker said, the peculiar native characteristics
of the individual become evident and proceed in
KINDERGARTEN-PRIMARY MAGAZINE.
191
their development through the experiences that
come to him. The growth of personality from its
manifestation, when the mouth is its center, to
the gradual recognition of the arms, legs, and
other parts of the body as belonging to the in-
dividual, and its later extension to the mother and
the nurse, as being equally the property of the in-
dividual; to the crib as his crib, the room as his
room; the house finally as his house, was sug-
gestively touched upon, and it was shown how,
with the growth of the child, the extension of the
personality still goes on, through his school, his
church, his state, his country, his political party.
Among the suggestive thoughts thrown out was
one that the best school conserves this tendency in
the child to regard the school and his particular
room and desk as his personal property. The
idea of possession in common was left for con-
sideration in a later lecture.
To understand the growth of personality and its
extension through these various channels, it was
explained, it is necessary to learn how ideals grow
in children's minds. "An idea that we love," said
the speaker, "becomes an ideal," and it was
shown that to build up about an idea affection,
admiration, and reverence, is to create an ideal
towards which the individual will inevitably grow.
Prom tests conducted in public schools in this
country and in board schools in England the
growth of ideals from local and acquaintance ideals
to larger world ideals was shown to follow in all
children a steadily increasing line until adolescence
is reached. The charts indicated that children of
the kindergarten age almost invariably choose
acquaintances, the mother, father, teacher, or
other individual with whom they are brought into
personal contact, as the person whom they would
most wish to be like, and that the tendency to
choose ideals from public life or from history or
Action grows as the child grows older, a smaller
and smaller percentage selecting acquaintance
ideals until the age of 13 is reached.
An interesting result of the comparative investi-
gations was the discovery that the percentage of
English children choosing public ideals at the
kindergarten or early school age is much larger
than in America, while there is also greater dif-
ficulty in obtaining answers to the questions put
them, owing to lack of imagination; and that in
America the children of the west coifst choose
public ideals at a much earlier age than the chil-
dren of the east coast. The best growth in the
expansion of ideas, the speaker said, should be
slow. He called attention to the fact that while
children grow away from acquaintance ideals the
individual in adult life returns to them, and
urged the cementing of the bond between the child
and the home as a great need in American life,
and as one which the school and the individual
teacher should meet by keeping before the student's
imagination the figures of the parents striving for
his happiness and maintenance.
The manner of presenting world ideals to the
child was the occasion of some interesting discus-
sion. Mr. Barnes pointed out that while the study
of the proper literature to present to the child
at each stage of his school work has been brought
to a marvelous degree of excellence, there is still
the need of a similar well-ordered plan in present-
ing for his admiration and emulation suitable per-
sonal ideals, and the fact was instanced that Wash-
ington has been made so long the child's hero,
that the adolescent and adult student will have
none of him, although, as the speaker suggested,
his true qualities are not those that natively appeal
to the child but to the adult.
He deplored also the fact that the choice of ideals
is limited almost exclusively to male ideals, and
that not only the boys, but the girls of America,
taught almost entirely by women teachers, are
moved by the ideals illustrated in the lives of
men. This he attributed to the lack of place
given women in the American histories used in the
schools, a book of 500 pages having but half a
page in all devoted to the work of women. He
suggested as a solution the compilation and use
of biographical studies of American women.
THE I. K. U. AND THE N. E. A. AGAIN.
To the Branches of the International Kin-
dergarten Union :
During the last few years there have
been frequent discussions concerning the
advisability of merging the International
Kindergarten Union with the Kindergarten
Department of the National Education
Association of which it was an offshoot in
1892.
Three or four years ago at its annual
meeting the Kindergarten Department of
the National Education Association ap-
pointed a Committee to present the matter
to the ^International Kindergarten Union
and ask it to consider some possible rela-
tionship.
For the New Orleans meeting, the
Executive Board of the International Kin-
dergarten Union arranged for a presenta-
tion by three papers which showed respec-
tively the origin of the Union, its present
status and the possibility for its future.
Some discussion followed this presentation
but no definite action was taken.
The present Executive Board of the In-
ternational Kindergarten Union feels that
the question demands the consideration of
the individual branches in order that every
one may have an opportunity to express an
opinion on the future policy of the Union.
The Board has therefore appointed a
committee to present to the branches the
various plans proposed. This committee
has been selected to represent as far as pos-
sible the different opinions previously ex-
pressed with the addition of three members
of the National Education Association who
can give suggestions from the view point
of this larger body.
This committee hereby presents seven
possibilities for the future of the Union to
which it asks the attention of the branches:
1. To remain entirely distinct as at present.
2. To merge ourselves with the Kindergarten
Department of the National Education Association
and lose our identity.
3. To meet every year with the National Edu-
cation Association but to keep our own in-
dividuality.
4. To meet every other year with the National
192
KINDERGARTEN-PRIMARY MAGAZINE.
Education Association and separately in the
alternate year.
5. To meet once with the National Education
Association by way of experiment postponing
definite action till after such a meeting.
6. To have representation in the National
Education Association with other women's organi-
zation as a Council of Women. This is the new
Department of which Miss Laura Gill is Chairman.
7. To become a department of the National
Education Association but meeting separately as
now at a different time of year.
This last plan would place us on a similar
plane to that of the Department of Super-
intendence which holds its meetings apart
from the National Education Association.
This plan also involves changes in our Con-
stitution since membership by branches
would no longer be possible. An open let-
ter from Dr. Butler in the February issue
of the Review and Magazine gives further
details of this plan.
Will each branch consider the above pos-
sibilities arid make a definite statement in
regard to its preference for one of these or
for some other not here indicated, to be
sent to the chairman of the committee on
or before March 27, 1909.
From these returns a report will be pre-
pared to be presented at the business ses-
sion of the Buffalo meeting of the Union in
April next.
Committee :
ANNA W. WILLIAMS,
LUCY WHEELOCK,
BERTHA PAYNE,
NICHOLAS MURRAY BUTLER,
GEORGE M. FORBES,
WILLIAM H. ELSON,
CAROLINE T. HAVEN, Chairman.
Central Park West and 63rd St., New York City.
WHAT SHALL THE CHILDREN
READ?
Valuable Suggestions From Carolyn Wells
and W. W. Denslow, Writers of Juve-
nile Literature, and from Prof. John
A. Mac Vannel and Miss E. G.
Baldwin, of the Teachers' Col-
lege of Columbia University
"The reading a child does in its home has
a tremendous influence on its development
— an influence hardly surpassed by any
other single factor," is the view of Prof.
John A. MacVannel, professor of the
science of education and kindergarten work
in Teachers' College, Columbia University,
expressed in a recent interview. Since this
school is the recognized leader in the new
movement of scientific child study, and is
wielding a great influence by sending to all
parts of the country teachers aroused to
the importance of every factor that touches
the child, Prof. MacVannel's words carry
much weight. Continuing along the same
lines, he said:
"Even the books and periodical literature
intended for the reading of mature people
play an important part in molding the child.
Immature young people look over and read
much of this matter and inevitably are
benefited or injured. It is always a posi-
tive influence and one that must be serious-
ly considered by all who have charge of the
younger generations, if they are to live up
to their obligations.
THE BEST JUVENILE LITERATURE.
"Children and young people will read,
and as surely will be strongly influenced by
what thev read. They should be supplied
with the best obtainable juvenile literature.
There is an abundance of this which fulfills
all the requirements for the wholesome and
sane development to which the youth of
this modern day is entitled. Twenty years
ago there was a different story to tell, for
at that time much of the best juvenile liter-
ature of the day was stilted, namby-pamby
and lacking in that charm, simplicity and
wholesomeness which characterizes the
better class book of today. Modern au-
thors who are at all worth considering, no
longer talk down to children and young
people, but address them with an unaffected
naturalness and svmpathy that make a
strong appeal. This attraction affords to
this type of writing an opportunity to drive
home in a subtle but none the less power-
ful manner, the good taste and high ideals
it reflects."
THE VISITING STORY TELLER.
Carolyn Wells, whose merry verses and
stories have charmed many thousands of
young people, is bevond question an au-
thority on what a child ought to read. Her
books for girls and boys have been success-
ful ; she is a regular contributor to the
magazines for boys and girls, and one of her
latest volumes, "The Happychaps," ran
serially in St. Nicholas through the past
year. Commenting on the useful sphere of
the modern magazine for young people,
Miss Wells said:
"A magazine for young people is a visit-
ing story teller, who goes each month into
KINDERGARTEN-PRIMARY MAGAZINE.
193
welcoming houses of youths to spin him
yarns, sing him verses, show him pictures
and talk over departmental interests. In
this manner author and reader become real
companions and whatever influence the
good literature has . acts continuously
through the year, and the reader has a
never ceasing interest, a constant source of
wholesome pleasure and fun.
"A book is often a feast, but its twelve
issues make of a magazine a mental diet,
and if it is the proper sort, it will build up
wholesome idea tissues. Each issue of a
modern young people's magazine like St.
Nicholas appeases somewhat that insatiable
hunger for diversity and change which is
ever present in the child and the youth
The various contributions, each one simple,
and too brief to tire the immature mind,
form a substantial and delicious mental
course dinner — with the difference that
none of the courses become cold if left till
day after tomorrow or next week."
OLD AND NEW FAIRY TALES COMPARED.
Few men of our generation have con-
tributed more clean fun and laughter for
children and grown-ups than W. W.
Denslow, the artist-author. Since "Father
Goose" appeared some ten years ago, with
Denslow's inimitable pictures, a long line of
his picture books and story books have
been published and widely read. Mr. L.
Frank Baum's "Wizard of Oz," which first
appeared as a book with more than a hun-
dred Denslow pictures, has been on the
stage continuously for many years. Re-
cently Mr. Denslow has become a con-
tributor to St. Nicholas, and his latest work,
a series of pictures and verse, "When I
Grow Up," which set forth day dreams of
an American youngster, are to appear
throughout the year. Aside from his suc-
cess as a producer of laughter and whole-
some fun, he has performed an important
and recognized service for juvenile litera-
ture of the day in pointing out the defects
of old fairy tales and in keeping his picture
books and his work free of such harmful
elements. His many imitators point the
truth of his ideas. In discussing his views
Mr. Denslow said :
"My aim in children's pictures and verse
is to furnish good, clean wholesome fun for
children, eliminating the deceit, murder and
theft that is so rife in the older fairy tales.
These elements bore harmful results. A
child reading of downright treachery and
cruelty does not recognize the wrong of it,
but deems it proper and worthy of imita-
tion. Anyhow, keep this spirit out of the
stories, verse and pictures that children
read and you never contribute injurious
ideas.
"Action, children demand, and you can
give them plenty of wholesome action, fun
and entertainment without ever employing
the easier trick of crowding force into your
humor by impressions of brutality, cunning,
deceit or the shock of horror and gore.
You can even invent tales and pictures of
pirates abounding in adventure and daring,
without even hinting at the blacker side of
the once respectable profession practiced
under the black flag.
THE MODERN FAIRY TALE.
"The fairy tales of the modern day are
gradually following the new standards and
the effect on the youngsters who read this
better class of juvenile writing, is even now
appreciable. They are growing up into
wholesome, sane maturity, free from the
bugaboos, the horrors and fear inspired by
the older type of writing that exulted in
piled up impressions of barbarity.
"In teaching a boy arithmetic you drill
him continuously day by day and he learns
to think and reason properly. Even in
his games he must practice continuously to
excel. It follows logically, that continued
and regular reading of a magazine that in-
terests and absorbs him will instill into him
the type of ideas and impressions it con-
veys. An author who writes for young
people and has any serious appreciation for
the formative results of juvenile reading,
welcomes the opportunity afforded him by
the magazine of recognized literary qual-
ity."
A LIBRARIAN'S VIEW.
The work of a librarian drrers an excel-
lent chance to study tastes in reading and
tendencies of literature. Because of the
special work done in the Teachers' College,
the views of Miss E. G. Baldwin, its
librarian, are of special interest.
"The problem of selecting the right sort
of reading for children and young people
presents great difficulties," she says. "Few
parents, relatives or friends know anything
at all about it. They look on juvenile
books, magazines and periodicals merely as
amusements. Rarely does one of them
realize that what the child reads in the
194
KINDERGARTEN-PRIMARY MAGAZINE.
home does more than almost any other
factor in molding his tastes and character.
"In seeking advice teachers are often
consulted, and in the majority of cases this
is profitless, because the average teacher
has little scientific knowledge of the sub-
ject. The opinions, however, of those who
have specialized in the science of education
in kindergarten work will often be found
of value. Perhaps the best advice pro-
curable on what young people should read
is to be obtained from the editors of
juvenile magazines of repute and acknowl-
edged literary quality. This is about the
easiest and cheapest advice to be acquired,
for each number of such a magazine pre-
sents a collection of the writing of the best
authors of current juvenile literature.
"And the best juvenile literature of to-
day, with its innate charm and happy,
pleasing qualities, meets the requirements
of proper child development and inculcates
those tastes, ideas and ideals that go to the
making of fine, strong characters. This
charming and simple literature, with its
wholesome influence, is also the most
scientific mental food for young people. It
is as sanitary and hygienic as the regime
science now prescribes for the bodies of
children.
TH3 PLACE OF THE PERIODICAL.
"Many parents and elders conscientiously
attempt to select proper reading for young
people, but the knowledge of the subject
among even cultured people of broad edu-
cation is insufficient to save them from
error. The educational centers where the
Science of Education and kindergarten
work are given importance are now active-
ly engaged disseminating new knowledge
and instruction along these lines. Colum-
bia University ils doing an important work
in this direction. It is constantly training
large numbers of teachers from all sections
of the country. With such widespread in-
fluences at work, the next generation or
two will realize more fully the importance
of the reading a child does in the home, and
k'ow how to judiciously select such maga-
zines and books as will benefit and aid their
proper development. Unfortunately, even
educators who have worked along this line,
have lagged somewhat behind the author
of the best modern juvenile fiction. During
the last two decades a juvenile literature
has been in existence, immeasurably su-
perior to the standards that preceded it.
This writing is direct and simple; it holds
up fine ideals and ideas, and is the embodi-
ment of good taste and culture, yet it has
none of that namby-pamby attitude of
preachment and condescension found in the
old-time best books for boys and girls.
"There are hundreds of volumes of such
books, and there are a few good young
peoples' magazines and periodicals. These
latter perform a great service by exerting a
formative influence which even the finest
books cannot sometimes achieve."
EDUCATION IN CHINA.
The Chinese Board of Education has re-
cently issued ten regulations governing
educational matters throughout the empire.
Here are some of them:
"Every capital city must have at least
one hundred primary schools and a mini-
mum of five thousand students. All pre-
fectures and districts must have at least
forty schools and a minimum of two
thousand students.
"Every child at the age of seven years
shall be compelled to attend school.
"Any official succeeding in persuading
gentrv to found schools shall be rewarded.
"The parents of any child of seven years
of age or over shall be held responsible for
the attendance at school of such child, and
will be punished in the event of its failure
to attend.
"All prefects and magistrates who fail to
obtain the stipulated number of schools and
students in their respective districts will be
punished."
Who shall say after this that China lags
behind in the race? — New York Tribune.
Trees of Paris.
There are 85,840 trees in Paris, and each
tree has its number, age, history and condi-
tion recorded in the books at the Hotel de
Ville. The appropriation for this depart-
ment is 450,000 francs a year. The work
could not be done for any such sum had it
not been so thoroughly done in the begin-
ning, in the reign of Napoleon III.
"What's your occupation, bub?" asked a
visitor at the capitol of a bright boy whom
he met in the corridor. The boy happened
to be a page in the White House. "I'm
running for Congress, sir," he replied. —
Christian Intelligencer.
KINDERGARTEN-PRIMARY MAGAZINE.
195
— — I
FMCTJCE
A "PLAYHOUSE."
HYPATIA HOOPER.
This house is a joy all day every day.
The one illustrated was made in a large
kindergarten during a measles epidemic,
when at no time were there more than forty for same.
24 inch shingle nails (about five cents
worth).
8 1 -inch nails.
2 hinges with screws for same.
1 door button with screw for same.
2 button-hole twist spools with screws
children belonging and never perfect at-
tendance.
The children worked like beavers. When
our kindergarten supervisor came and,
guided by a small boy when on a tour of
inspection, she inquired: "Who made it?"
Laddie replied : "O, me and Miss H — and
the other kids."
Materials required are :
2 bundles of laths.
12 sheets of light weight poster-board
(30x40).
Old sheets.
Newspaper strips.
Brown wrapping paper for roofing.
The house in the illustration is made of
light weight poster-board; but that is for
economy rather than choice as heavy
weight would be more satisfactory in all
but allowing the children to do the cutting.
If light weight poster-board is used it
will be wise to line each card by pasting
sheeting- on it before using at all.
196
KINDERGARTEN-PRIMARY MAGAZINE.
PLANS FOE, DOLL HOUSE
NOTE— The figures given in the following illustrations
represent inches or fractions of inches. The frame work
is made of lath.
fi ■ *rk
J
Hi, •
:
1
_.«-_?>»
4-c
R 19
\
30
r
■-1- S««i
Outside of Ends.
Inside of Ends.
Illustrations above give demensions of OUTSIDE also
INSIDE of the ENDS. The ends will be made up of a
whole sheet of cardboard 30x40 and a piece 40x19.
Outside of Front.
Outside of Door
Above illustration shows the OUTSIDE dimensions. At
the peak of the roof the lath supporting the same are
strengthened by the addition of an extra small piece of
lath. Also a piece of lath at the door latch. A separate
diagram of the door is given .
^^
D
S74-+
i
— T5 —
K%,t lit
s ,
L-4 — U
Inside of Front.
Inside of Door.
Above illustrations show inside view of the front as ^de-
scribed above, also inside view of door.
Outside of Back.
Inside'of Back.
Measuring, marking, cutting of pieces for
ends, front, back, door and the cutting out
of windows is highly interesting. The re-
spective pieces may be joined through the
agency of paste and a small piece of sheet-
ing on the white side or if allowance is
made for lapping, brass fasteners can be
used.
Strip pasting brings in all the children
since several can work on one sheet of
poster-board. Only the more capable chil-
dren can be trusted to put on the long
strips since they tear easily when wet with
paste. With the aid of a piece of card-
board the size of the "bricks" the little ones
can join in marking the ends of the bricks.
Preparation of -the laths needs a good
saw and, in the above house, was largely
done after school with the "aid" of one or
two boys.
Now the joy of nailing! It is well for
the teacher to have the help of an older
child and nail the ends that the poster-
board may not lose its place between the
laths ; then the children may be trusted to
put in nails with comparative freedom.
Teachers will have to go over the nailing
with a piece of metal under the points in
order to clinch the nails.
T.f.e mechanism of the roof can be seen
from the photograph.
Tcths are so very "warpy" that measure-
ments may have to be changed by quarter
or even half inches ; but measurements
given in the lath diagram will serve to
work from.
The eight larger nails are used, two on a
corner, to hold the house when completed.
Hooks and eyes can also be used.
Our chimney is to be added for Santa
Clans.
These illustrations give INSIDE and OUTSIDE diagram
of back of the doll house. The spaces shown at the top al-
ow for the ridge pole.
A Number Device
Cut a number of circles, squares, or
triangles from colored cardboard. Scatter
these over the table. Require the children
to make various combinations with them;
as, two circles and three circles are five
circles; four squares and two squares are
six squares, etc. This is a good mental test
as the children see no written numbers
whatever, and must depend upon their own
memories. — Virginia Baker.
It is never too late to write gentle words. —
George Eliot.
Pleasure comes through toil; when one gets to
love his work, his life is a happy one. — Ruskin.
KINDERGARTEN-PRIMARY MAGAZINE.
19
PROGRAM SUGGESTIONS FOR
MARCH.
BERTHA JOHNSTON.
The winds are so much in evidence in
March, and Froebel's "Mother Play" upon
the Weather-Vane is so full of suggestion
that the Wind becomes the natural as well
as the fascinating point of departure for
this month. Referring to the Mother Play
we see that two important suggestions are
to be derived from it. First, that important
part played by "imitation" in the develop-
ment of the child and second, that "a single
mighty power like the wind can do many
things great and small. You see the things
it does, though you can not see the wind
itself." This point of mysterious invis-
ibility can be well paralleled at the present
time by reference to the important part
played by invisible electricity waves made
use of by wireless telegraphy in the saving
of the S. S. Republic.
The picture in the Mother Play illustrates
many of the useful activities of the wind :
the turning of the weather-vane, the drying
of the clothes, the waving of flag, turning
of wind-mill and the toy windmill, etc. Its
immense value as a means of transportation
with sailing vessels is not, however, shown
here, although known to most children
either by having seen sailboats or pictures
of the same. After a number of days spent
in talking about the wind and illustrating
its various uses with the gifts and occupa-
tions the teacher will be able to make the
child appreciate to some degree the mys-
tery and power of the invisible wind, that
man's intelligence has learned to control
during the many long, long ages, although
there are times when even man is unable
to control it and is a puppet before its
tremendous currents. But man is still in-
vestigating and within recent years has
even learned how to make use of the air
currents for his airships. Before taking up
the subject of the wind we will speak first,
however, of the wreck of the "Republic"
and its lessons.
The story of the collision between the
Florida and the Republic with the rescue
of the many hundreds of passengers is one
pf the most thrilling of recent times and
affords opportunity for the inculcation of
several moral lessons in a way to appeal to
all children with irresistible force; for here
we find virtues displayed which all of our
schools should develop and train but which
the influence of the home does not always
reinforce.
First, let us consider the matter of
discipline — the safety, the final rescue of all
those human beings depended upon the
immediate unquestioning response of the
ship's men, officers, and crew, to the word
of command. When the orders were given,
although they had to work in the dark both
literally and figuratively, every man sprang
at once to his post, and did his duty instant-
ly. The delay of a few moments to ask
"why?" would have been disastrous. If
the word to rake out the fires, for instance,
to put them out at once had not been
obeyed, an explosion would have occurred.
Then, the passengers, too, did their duty.
When the Captain explained matters and
told them that if they all kept cool and fol-
lowed instructions, they obeyed, although
frightened, cold and hungry. Twice the
trip had to be taken in the small boats and
the second one was taken in the dark and
in a choppy sea but no lives were lost be-
cause all obeyed instructions. It must have
b~en hard for those who were the last to
go, but still they kept brave and cool and
obedient and didn't hurry and scurry and
make confusion by trying to push in ahead
of their turn, as people do at rush hours on
the cars.
As in all such cases the brave men let the
more delicate women and children go first.
After the women and children came the
men passengers, then the crew and officers
and the Captain was the last to leave.
There, too, were the brave stokers, work-
ing down at the furnaces and at risk of
their lives putting out the fires, preventing
the explosion. And after the fires were out
they helped pass along the passengers one
by one, although they were cold and wet
and tired and hungry, for sixteen hours.
But although much depended upon the
courage and fidelity of many people, none
could have eventually been saved except
for the devotion to duty, the fortitude and
determination of one man, John R. Binns,
the operator of the wireless telegraph in-
strument. He stuck to his post for sixteen
hours, cold, wet, hungry, sleepy. Oh, how
long the hours must have seemed, but he
held to his instrument. He telegraphed the
danger to the stations on the coast and
when other ships tried to find the Republic
in the dark of the fog he guided them by
his signals till, like a game of hunt the
thimble, now hot, now cold, the Republic
198
KINDERGARTEN-PRIMARY MAGAZINE.
was located by several ships. First the
Florida came to the assistance soon after
she realized that the Republic had been in-
jured seriously by her unintentional attack ;
then came the Baltic with her brave, sturdy
Captain and brave, obedient men.
Then, too, the land operator responded
at once to the call C. Q. D. and notified
other vessels. He didn't stop to ask ques-
tions. He knew his business and did his
work faithfully.
How can we ever hope to emulate those
brave sailors and obedient passengers? By
learning the lesson of obedience. Not
slavish obedience, but obedience to those
in authority who know more about a given
situation than we do. Right here in school
we may practice such obedience every day.
We know there is a reason for the rule not
to whisper unnecessarily in the classroom
when others are studying or reciting. We
know there are good reasons for the rules
regarding punctuality and regular attend-
ance. We know there are reasons for the
rules against annoying or bullying those
younger, or weaker than ourselves. We
realize, of course, the reasons for instant
obedience to the fire-drill signal.
We know there are good reasons for
rules against smoking by those under age.
Could Binns have held out at his long
watch if his body had been enfeebled by
continual smoking of cigarettes before he
had attained his growth, or by insistent
smoking after he was fully grown? If he
had undermined his health and his heart
had become a "tobacco-heart" as the doc-
tors call it, he might have died of heart
disease at any moment and then his mes-
sages would have ceased. No man can be
safely trusted at such a post who has not
good physical health and absolute self-
control.
Here the teacher may put some scorn
into her voice as she speaks of certain men
who have so little self-control that they
cannot ride for two short minutes in an
elevator without smoking even though
smoking may annoy other people, although
the sign may say clearly: "No smoking al-
lowed"— some men cannot even ride a short
distance in a car without getting out a
cigar or cigarette. Could they endure any
long siege of watching if perchance their
cigars were all under water? Would men
who smoke in a crowded place where it
sickens women be likely to help them at
time of a wreck.
We can practice self-control in many
ways every day. We can do kind and
thoughtful deeds for others' comfort. We
can give up our seat in the car to the tired
looking man or the woman laden with
bundles. We can trust and obey intelli-
gently the wise orders of parents and
teachers, and then, when a crisis comes,
we will be not only willing and anxious but
able to meet it.
"So near is Nature to our dust,
So nigh is God to man,
When Duty whispers 'Lo, thou must,'
The youth replies, 'I can.' "
GAME OF RESCUE AT SEA.
As said above little children are essential-
ly imitative — they continually imitate in
their plays the doings of their elders.
Therefore it is, as Froebel has continually
pointed out, very important that the things
they see should be ennobling. Children
of the congested city districts unfortunate-
ly see much that is harmful — they imitate
in their plays the arrest of the lawbreaker,
the funeral of the next door neighbor, the
crap playing of the big boys. It is there-
fore quite legitimate when all are talking
of the wonderful heroism displayed in a
shipwreck that the children should imitate
it in their plays. We suggest one such in-
cident for the children to play, although
additional suggestions given by each other
and the teacher are desirable.
Draw upon the floor in chalk the outline
of a row-boat, placing it near a ship made
of kindergarten chairs. Upon the other
side of the boat make another ship of
chairs, the chairs being in each case so
placed that the seats form the outside of
ship. Now let the "Captain" tell the chil-
dren in one boat that all must be rowed
over to the other ship but that if all are
patient and go in turn all will be saved.
Then let the little girls step up on the seat
of the selected chair and, aided by kind
sailor-bovs, jump into the chalk boat. Let
the previously-chosen ship's crew play at
rowing as fast as possible, the passengers
all sitting very quietly till the other ship is
reached. Then they are helped quickly up
and the passengers of the other ship play
give them clothing and food, while the
rowers go quickly back for another load.
This little play will give practice in patience
and self-control in waiting one's turn and
will strengthen the feeling in the boys that
the girls must be shown consideration
always. One boy in each ship may repre-
KINDERGARTEN-PRIMARY MAGAZINE.
199
sent the wireless operators tapping away
their messages. Of course, other points
may be introduced by the teacher familiar
with the splendid story. Some children
may represent the stokers at their disagree-
able task of first shoveling in coal, at the
hot furnaces, and then, suddenly, at word of
command, hastily raking them over to put
them out, although water is pouring in
fast.
THE WIND.
Circle-Talk. The children will know of
the value of the wind in kite-flying. Tell
of the old saying "straws show which way
the wind blows" and ask what the literal
meaning is; then the figurative meaning.
On a windy day place some straws or other
light material where the wind will catch it
and see if the direction of the wind can be
determined. Does it make any difference
to our comfort and pleasure whether the
wind blows from one direction or another?
Yes, indeed, if from one direction it brings
rain and cold, from another balmy airs.
The farmer often can tell what sort of
weather will come by watching the weather-
vane and he knows just what to do on the
farm. He can tell the direction of wind also
by watching the clouds, as they float
sometimes mistakes are made as the science
is comparatively new. Perhaps some of
our school children when grown, may be
able to investigate and discover new facts
which will help the government to be even
more accurate. The Bureau telegraphs its
predictions to different stations which by
signals tell to different offices what the pre-
diction is. Often these signals are colored
flags which, placed in a certain position
have different meanings. Perhaps we can
arrange a little system of our own to tell
each other the direction of the wind. We
can arrange to use four colored balls and
have each one represent a different wind.
Then, each day, one or two children pre-
viously appointed will note the direction of
the wind, by looking at weather-vane or
placing flag where i,t will be blown by the
merry wind and then suspending the proper
one where it can be seen by all. A ball may
be attached to a long cord and this made
to revolve over a spool fastened to the wall
as a little pulley and the ball raised each
day.
The following are the signals used by the
United States government and which it
sends to various Weather Bureau stations,
to railways and postmasters, etc. It uses
either flags or whistles.
White, clear
Blue, rain or snow
White & Blue, local rain
or snow
Black, temperature White and black, cold wave
lightly in the sky, or are piled upon like
snowbanks.
By watching the direction of the wind we
may often know whether it will be neces-
sary to carry an umbrella or whether the
day will be a pleasant one.
Older children may be told of the
a
►
s
£ S. E.
Weather Signal Bureau at Washington
which is under the supervision of the De-
partment of War. Here, every day, are re-
ceived telegrams from all over the country
telling of the direction, force, velocity, etc.,
of the winds in all localities and by compil-
ing and comparing these, together with
other data, the Bureau predicts what the
weather will be for each locality although
No. 4 (the temperature flag) placed
above 1, 2, and 3 means that the tempera-
ture will become warmer; placed below it
means colder. If not displayed it means
that the temperature is stationary.
The warning of an approaching storm is
thus given :
H
P
Red & black, means storm of increased violence
The pennant J^" (red) signifies easter-
ly (N. E. toS.)
The pennant ^^ (white) signifies west-
erly (S. W. toN.)
(red with black center) sig-
The flag:
nifies storm of marked violence.
2od
KINDERGARTEN-PRIMARY MAGAZINE.
The pennant above the flags means wind
blows from N. Q.
The pennant below the flags means wind
blows from the S. Q.
If given by whistles the signals are:
One long blast means "fair;" two long
blasts mean rain or snow; three long blasts
mean "local rain or snow."
One short blast means lower tempera-
ture expected; two short blasts mean
higher temperature; three short blasts
mean a cold wave.
To attract attention to the signals a
warning blast of from 15 to 20 seconds is
first given; then the other whistles. A long
blast is of 4-6 seconds duration; a short
blast of 1-3 seconds.
Tell of the beautiful weather-vane more
than thirty feet high made by the great
artist St. Gaudens for the World's Fair,
representing Diana, the moon Goddess,
with quiver and arrows. A smaller one, just
like it now tells the wind direction from the
tower of Madison Square Garden, New
York.
GAMES.
Have ready a sheet of cloth and a
feather. Name four children respectively
by the names of the principal winds. Place
them on opposite sides of the sheet. Let
one try to blow the feather clear across the
sheet; then another, etc. Then let two
blow at the same time and observe what
happens when "contrary" winds are blow-
ing. Which kind of a wind would voyagers
prefer to meet at sea? Have the children
draw deep breaths and see in how many
strong well-controlled puffs they can send
the feather off the sheet. Rightly managed
this may prove a good lung exercise. Then,
anytime upon the circle such an exercise
can be practised without a feather or with
an imaginary one.
Buy one or more toy balloons and let the
children blow them across the room, or take
out of doors and discover the direction of
the wind by means of their flight.
Let two children stand in center of circle
and form a wind-mill. This they do by each
stretching out his arms to their full extent
in one continued line and then standing to-
gether in such a way that their arms cross
at right angles to form the sails of the mill.
Raise the arms up and down as if turned by
the wind. Other children impersonate the
miller and the farmers bringing their grain
to be ground. Let the miller hesitate as to
just when he can deliver the grain because
he is not sure when the wind will blow and
set his simple machinery to running. The
wind has not been blowing in some time.
Then let all look anxiously at the mill
whose sails slowly begin to revolve. See
games described in Blow translation of
"Pedagogics of the Kindergarten," pages
257, 258 and 275.
Let the children on the circle each play
that his hand is a weather-vane as in
Mother Play and bend it back and forth.
This simple play is supposed to be first
used with a very young child but the wrist
movement makes a very good exercise.
And we must not forget that with all of
Froebel's Mother Plays the physical was
considered as well as the spiritual.
FIRST GIFT.
Use the balls as weather signals as sug-
gested above.
SECOND GIFT.
Turn the box into a sail-boat fastening a
paper sail to one of the sticks. The forms
may represent freight of different kinds.
Let the Captain look at the weather signal
to see if the winds are "fair" or threaten-
ing. Let the ship also represent a fishing
boat and speak of the dangers the fisher-
men sometimes encounter when sudden
winds come up, but a skillful sailor may
often save himself by quick intelligent
action.
Turn the contents of the box into a
weather bureau station with signal tower
and paper flag waving at the top. Have
one child attach one colored flag and then
the next one observe the signal and put
out a corresponding color and so on around
the table; let each one await his turn as if
miles apart. Paper flags may be cut out
beforehand in occupation period.
BUILDING GIFTS.
Build into mills to which paper sails may
be attached. We give an illustration of a
mill and wings made with the Fourth Gift,
A
Foundation of Mill
With Fourth Gift.
Sails of Mill Plan of Completed Mill
although the wings are usually placed on
the side of the mill.
KINDERGARTEN-PRIMARY MAGAZINE.
2oi
Build the Fifth Gift into a Signal Tower.
See illustation. Make a ladder of peas and
sticks by which the man may mount to the
dizzy top.
TABLETS.
Make a representation of the mill, a sail-
boat, kite, etc., in the flat or surface form.
Tell the children they may make a picture
I I
M
MM
mam
Foundation plan of 12 prisms. Signal Tower, 1-6 of Windmill picture,
framework . made of tablets
of how such things look towards evening
against the sky when the shadows make all
look as if of one flat surface.
STICKS.
Outline flag, kite, sailboat and other
objects influenced by the wind. A weather
cock can be outlined as shown below. Also
a vane in shape of fish.
PEAS WORK.
Outline weather-vanes of different
shapes — as arrows, cock, stiff little man,
etc.
Build a skeleton signal tower growing
smaller toward the top and place at extreme
top of small paper flag, thus. Build ladder
for use with Sixth Gift.
i — i
i i >
i . .
OCCUPATIONS— PAPER.
Cut out various garments, stockings,
underclothing, sheets, napkins, to hang
upon a line stretched across from one pole
to another. (Poles may be made of Second
Gift Beads placed one upon another with
a stick running through to hold them to-
gether).
Cut small picture of kite, sail-boat,
weather-vane, flag, etc., to paste in book.
Weather signal pennants may be cut of
colored paper or of white paper which the
children may themselves color with paints
or chalk.
Cut and fold pinwheel. If at any time it
should be impossible to obtain a stick to
which to attach a pinwheel a substitute
may be made by rolling a piece of paper
tightly into an old-fashioned lamplighter
and attaching wheel to this. This pin-
wheel may also be attached to windmill.
(See above.)
Parachute — Cut a square of light-weight
paper measuring about seven inches each
way. Take four pieces of string eleven
inches long and in the end of each make a
large knot. Run the string through each
corner of the paper, the knot preventing it
from going entirely through. In the other
end of each string make another knot. Run
a pin through these last knots, thus joining
them and then attach the pin to a small
cork. This makes a light parachute which
will hold its own in a breeze.
Kite — A simple kite may be made by
little children of newspaper or manilla
paper. Give each child a square and direct
as follows: Fold from lower edge to just
meet the upper edge; crease and open.
Fold upper edge down to just meet central
crease; open. Fold right edge to just meet
left edge; open. L,et the children see if
they can tell where to crease now in order
to give kite-form lines along which to cut.
Then let them cut out the kite.
Older children may fold and paste such a
202
KINDERGARTEN-PRIMARY MAGAZINE.
form upon a framework made of slats
crossed. A model may be found in any
little toystore.
PAPER FOLDING.
A sailboat and the windmill naturally are
in line with the thought of this month.
For the benefit of the rural school teachers
we will give detailed direction for making
sailboat, which is folded as follows :
Fold from the upper to the lower line
edge and crease. Open and fold the right
edge so that it exactly meets the left edge;
open. Turn the paper over so that what
was the upper side is turned under. Place
so that the sides of the paper are not
parallel with the table but at an angle. See
Make a windmill as follows : Take a
piece of cardboard measuring 7x9 inches.
Sailboat
illustration 3. Fold the lower corner to
meet the upper corner and crease ; open.
Fold the right-hand corner to meet the left-
hand corner and crease ; open. The square
is now crossed by two diameters with the
crease on one side of the paper and two
diagonals with the crease on the reverse
side of the paper. Now take all four cor-
ners 1, 2, 3, 4, in one hand so that the semi-
diameters 0-1, 0-2, 0-3, 0-4 will touch each
other. (See figure) and press down firm-
ly. Turn 3 down so that it meets o and
crease. Two sails become visible. Turn
the paper completely over and turn 1 down
so as to meet o. Crease. Now bend 1, 3,
o back to the center to form the hull of the
little boat and stand it up.
CARDBOARD.
Cut a large fish, arrow, etc., of card-
board to be used as a weather-vane. Run
a slender stick up and down through the
center and nail stick to a post or barrel-
head or some object placed where the wind
can blow upon it. Let the children tell each
day from which way the wind blows.
h
g
b
e
1
deb a
Model for Windmill
Score from a-e, b-f, c-g, d-j, making thus
four scores seven inches long. Cut the
top down 13/2 inches on each score giving
four flaps. This scoring and cutting gives
four sides of a windmill each two inches
wide with an inch flap to paste over when
bent into form. The four top flaps will
make a flat roof, and the score-lines may be
cut half an inch up from the base to make a
standard. To this structure may be at-
tached a small pin-wheel.
Older children may make a peaked roof
by scoring oblique lines as shown in
illustration and bending triangular flaps
which may be pasted together. A tiny vane
may be attached to apex of roof.
OUTSIDE MATERIAL.
With soap and water and penny pipes let
the children make bubbles and blow them
about the room or observe how the cur-
rents of air affect them. Play in similar
way with balloons.
Let the children wash out the paste
cloths and hang up in wind to dry. Cut
pennants of cotton, color in Diamond dyes,
blue, red and yellow and use for signaling.
DRAWING.
The children will be able to draw inter-
esting pictures of boys running with their
kites flying aloft ; ships in full sail ; wind-
mills, weather-vanes, etc. Also the clothes
on the line dancing in the breeze. These
pictures may be colored with chalk or
paint.
THE UNSEEN MUSICIAN.
The wind among other things is an in-
visible musician. Have you ever listened
to him when he is using the telegraph wires
as harp strings? What beautiful music he
plays ! Then, too, he sings lullabies in the
tree-tops to the birds ; how he roars around
the corner of the house ! How he whistles
KINDERGARTEN-PRIMARY MAGAZINE.
203
through the knot-holes, or the speaking-
tube in the house! We make use of him
with our wind instruments. What are
some of them ? Yes, the trumpet, the oboe,
the flute, the clarionet, the wonderful
organ with all of its many pipes. How
much joy and help the wind gives us when
we learn how to work in harmony with
him!
The kindergartner may read Walt Whit-
man's poem, "Proud Music of the Storm,"
page 310.
In Parables From Nature, by Mrs. Gatty,
will be found a good weather-vane story.
The Odyssey tells the story of Odysseus
and the bag of winds; and in Aesop is the
fable of the Wind and the Sun.
Among the Wind songs are Stevenson's
"I Saw You Toss the Kites on High;" this,
with several other wind songs will be found
in the Blow edition of the "Mother Play."
Also, in the Jenks and Walker book is a
little song which speaks of "the wind as a
musician with anything for keys," etc.
THE WIND.*
BERTHA JOHNSTON.
Around our vast world blows the wind fresh and
free,
We hear and we feel him but never can see —
But — see how the arrow he turns 'round to show
If sunshine is coming, fog, rainstorm or snow.
The ambitious kite now is soaring on high —
He tugs at the string, longing birdlike, to fly —
The light wind uplifts him and bears him so far
He feels he may soon reach the bright evening star.
The family garments, both coarse ones and fine
Droop heavy and wet on the taut laundry line —
Till merry Wind cries out "Just dance now my
dears!
With Sunshine's kind help I will dry all your
tears."
The children are merry, the wind's blowing free,
So sailing we'll go on the billowy sea.
What joy 'tis to rise, rise, then dip in the wave
So far we can see into Neptune's green cave.
The miller is anxious— his great fans stand still
Till Wind comes up briskly, with lusty good-will.
He pushes the fans till they circle so fast
They turn to a great giant circle at last.
A fine moving picture show oft may be seen
When Wind floats the cloud-films across the blue
screen.
Bears, camels, grand mountains, fair castles delight
' All children who like fairy pictures so bright.
*This may be turned into a recitation with
shadow-pictures thrown on a sheet to illustrate
each stanza. The cloud effect may be secured by
cutting from large sheets a pattern enlarged from
the one given here.
The Wind as musician with trombone's deep boom
Announces the Storm-King's approach through the
gloom ;
He whistles in knot-holes; in tree-tops oft sings;
Plays telegraph wires like sweetest harp-strings.
Oh! the wind sings and plays and he works with
us too,
As fast as we learn all the things he can do.
We see his great works but himself ne'er can see
Around our vast world so fresh-blowing and free.
Pattern for Cloud Effect in Wind Recitation.
Devices For Holding Pencils.
My pencil holder was a complete success
with second grade pupils. I took a piece of
cardboard sixteen or eighteen inches by ten
or twelve inches, and enough narrow elastic
to reach twice across. I placed one strip of
the elastic across the top about two inches
from the edge of the cardboard and the
other strip across the bottom, the same
distance from the edge. I then tacked the
elastic to the cardboard about every inch
apart. Above every inch space I wrote or
pasted the pupil's name or number. At
noon and dismissal, while the books were
being put away, I asked some pupil to pass
the cardboard. Each pupil placed his
pencil under the elastic which had his name
or number. This was done quietly and
quickly. When school called some pupil
passed the pencils while the hat monitors
were passing. We were then ready for
work. — L^illian Shelton.
Teacher — Johnny, can you inform the
class as to how the age of a chicken is
determined?
Johnny — Yes'm. By the teeth.
Teacher — Why, Johnny, chickens have
no teeth !
Johnny — No'm. But we have. — The
Bohemian.
The Vacation Idea
Fond Mother — Bobby, dear, you've for-
gotten your toothbrush.
Bobby — But I thought I was going on a
vacation. — Circle.
204
KINDERGARTEN-PRIMARY MAGAZINE.
THE USE OF KINDERGARTEN
MATERIAL.
Many of the leading educators of
America are coming to see that the rural
schools are the weakest link of the educa-
tional chain. As a class the equipment is
inadequate, the teachers are inexperienced
and the results far from satisfactory. Rural
high schools are advocated as the panacea
for the imperfections of the country schools
but they cannot reach the little ones. The
average country teacher is a young girl
without normal training, and with but little
experience ; as a class doing their best but
unequal to the task before them. There are
exceptions, but the above is the rule.
In many localities her duties are complex.
She has all the grades in one room, and as
a rule considers it necessary to devote most
of her time to the older children. Said one
teacher: "I just have to let the little ones
go; I have no time to do anything with
them." When asked why not use kinder-
garten material, she replied : "I don't know
how." It is our purpose to set forth in
these articles so plainly that the most in-
experienced teacher can comprehend it,
some of the ways in which with little super-
vision something can be accomplished for
the little ones with kindergarten material.
To place a child in a school room with
nothing to do and insist on his keeping
quiet is cruelty and naturally engenders
hatred of school life. There are still many
rural teachers who know but little about
kindergarten material and nothing about
kindergarten training, and while it is true
the results of their efforts along the line of
kindergarten training cannot be perfect,
and may result in some harm, yet when
compared with enforced idleness, we should
be willing; to risk the results. This series
of articles will be devoted exclusively to the
use of kindergarten material in rural one-
room schools. We shall endeavor to state
some advantages and disadvantages of the
material for her use, and explain in detail
some of the methods which she may adopt
to teach reading, spelling, etc., and to keep
the little ones pleasantly and profitably
employed.
The expense for material is always a con-
sideration with rural teachers; she of neces-
sity must limit the amount invested, and
naturally desires the best results for the
least expenditure. With this thought in
view we should recommend the colored
sticks, colored slats, tablets, kindergarten
beads, parquetry papers, papers for folding
and cutting, as among the first to be pur-
chased.
STICKS.
The sticks come in lengths from i to 5
inches or can be obtained in assorted
lengths in a box from kindergarten supply
houses for 25c. The color attracts and
holds the attention of the pupils and the
great variety afforded by kindergarten
material as well as its cheapness emphasizes
its value to rural teachers.
City children may. be content to play with
corn, seeds, beans, etc., but the country
children will be much more interested in
"boughten things."
Each exercise should be limited as to
length and it is seldom best to introduce the
same material oftener than once or twice a
week.
At first give each child a small handful
of sticks and allow them to play with the
sticks, prohibiting throwing them aimless-
ly about, taking sticks from each other, etc.
After a little while most of them will try
to make something: with the sticks.
KINDERGARTEN-PRIMARY MAGAZINE.
205
Encourage those who have produced some
definite iorm and perhaps make a drawing
of it on the board; then ask the children to
copy it. After a time take away all except
two sticks and ask children in how many
ways they can place two sticks together.
We illustrate a few. Then three sticks to-
then perhaps tell a little story involving
some very simple forms and ask how many
can make some of these forms.
206 '
KINDERGARTEN-PRIMARY MAGAZINE.
We give a few simple designs which are
merely suggestive. The pupils will invent
many more and should be encouraged to «j
do so. /
Some simple borders:
n l
C . ■ J I I i i '
FS| Beautiful designs can be made by combin-'
ing the colored sticks with the rings, half,
rings and quarter rings. We give a few illus-^
trations.
The designs made with kindergarten
material are known as forms of beauty,
forms of life and forms of knowledge.
Forms of life, those representing definite
objects, are usually more interesting to first
grade children than the others, and the
pupils should be led by suggestions to rep-
resent objects in the school room, the home,
on the streets, etc., with the sticks, tablets,
parquetry papers, blocks, etc. Designs
representing objects connected with the
central thought of the month as, for in-
stance, Easter, can be made — the cross,
star, etc.
Other correlated work can be tablet lay-
ing, slat weaving, block building, stringing
kindergarten beads, etc.
KlNDERGAfcTEtt-PfclMAkV MAGAZINE.
207
Por a lesson in addition put two or three
marks oh the board and ask them to count
and state the number; put two or three
more, allowing them to add these ; erase
and ask how many are left, the pupils fol-
lowing the marking by laying a like num-
ber of sticks down on the desk and the
erasing by picking them up.
Every teacher will understand how to
continue this number work to include frac-
tions, etc. Perhaps it may be well to re-
member that many educators consider
specific number work with very small chil-
dren unnecessary, but they will enjoy learn-
ing number combinations in this way.
cro
mo
cru
]oaor
W
m
a o
—
x
&
/
&
/ft
2o8
KlNDERGARTEN-PklMARY MAGAZINE.
For much of the kindergarten work the
netted surface is necessary. Where kinder-
garten tables are not provided a substitute
can be made by placing strong Manilla or
other cardboard on the pupils' desks, the
surface of the board having been accurately
drawn in inch squares.
With very small children in stringing
kindergarten beads give each pupil a dozen
beads of assorted forms and a shoe string.
For a short time allow pupils free play,
after which suggest that they first string the
spheres, then the cubes, and afterwards the
cylinders, then alternate a sphere and a
cylinder, etc. Colors can be alternated also.
Helpful Suggestions To Teachers.
Let us be careful in regard to ventilation.
Let us always have a pleasant word at
parting.
Let us know the flowers, trees and birds
around us.
Let us teach care of school property and
all property.
Let us have a calendar and a thermo-
meter in each room.
Let us at all times correct improper car-
riage or loud, harsh voice tones.
Let us study the environment of the
child; let us come in touch with the parents.
Let us bring a loving, happy, wholesome
atmosphere into the school room.
Let us try in every action, word, or deed
of ours to be an example worthy the repro-
duction of the youthful imitator.
Let us insist upon cleanliness of person,
room, and desks, upon neatness in all work.
Let us be sparing of threats, and never
make any that we cannot or do not carry
into effect.
Let us teach respect and love for all that
is highest and best; for the aged and those
older than self.
Let us tell some of the good things about
John to his mother, and ask help from her
to correct wrong.
Let us strive to make each day's work so
interesting that the pupils will hate to stay
away for fear of missing something.
Let us endeavor to cultivate a true feel-
ing of manliness and womanliness, and thus
lay the foundation for a good man and a
good woman. — J. D. Brooks.
How wonderful would be the influence
if every teacher were a rainbow maker, a
dispenser of happiness, giving forth smiles
and good cheer. The teacher who is not
happy in her school is sure to make her
pupils unhappy. On the other hand the
teacher who is happy, who smiles, who
keeps sweet, will have no trouble in enlist-
ing the co-operation of her pupils. You
may forget your arithmetic lesson or how
to solve the hard problem in algebra and be
excusable, but there is no excuse when you
forget your smile. — Midland Schools.
Improper Punishments,
i. Slap on back or side of head.
2. Pull or box ears.
3. Sarcasm.
4. Reproof before visitors.
5. Copying words a hundred times.
6. Standing on floor.
7. Severe criticism of work when child is
doing as well as he knows how.
8. Send a child home a mile or so in un-
pleasant weather for forgotten books.
9. Exaggeration of a child's misdemean-
ors in order to convince him of the heinous-
ness of them.
10. Destroy the property of a child be-
cause it should not have been brought to
school.
Lead Pencil Lines.
If any of the teachers are troubled, as I
have been by not being able to write rapid-
ly on the black board, and keep at the same
time my sentences straight, I would sug-
gest this plan. _ Draw with a yard stick,
lead pencil lines. These are not easily seen
by any except the teacher, and will not
erase for some time, even when the board
is washed. — Rocky Mountain Educator.
In the grammar of life, the great verbs are "to
be" and "to do." — Stewart.
Truth alone makes life rich and great. — Emer-
son.
WISE SAYINGS.
Beauty is God's handwriting. — Charles Kingsley.
What we must do let us love to do. — Coleridge.
A merry heart doeth good like a medicine. — The
Bible.
A single sunbeam is enough to drive away many
shadows. — St. Francis of Assisi.
Diligence is the mother of good luck. — Franklin.
Habit is a cable; we weave a thread of it every
day and at last we cannot break it. — Horace Mann.
A thankful heart is not only the greatest virtue,
but the parent of all the other virtues. — Cicero.
KINDERGARTEN-PRIMARY MAGAZINE.
209
Number Device For Seat Work.
Make booklet of ten to twenty pages, not
including cover. Teach the children to
number each page in Arabic and Roman
figures and also in script. Then paste
printed alphabet cards to form the number
of page. On each page let children cut,
freehand, and mount as many circles,
squares, oblongs, ovals, cups, teapots,
chairs, dolls, tops, etc., as the page indi-
cates. On page one only one of each thing
should be mounted. On page 10, ten of
each article should appear. Do not limit
the children as to what they shall cut. —
School Education.
Much From Little.
Do you know what pretty vases and jars
pickle bottles and the despicable snuff jar
will make when covered with a coat of gilt
paint? Try it and you will never be in
want of jars or vases for your flowers again.
A gilded pickle bottle will make an orna-
mental as well as a very useful receptacle
for pencils, when placed on your desk. Use
a mucilage bottle for a needle-case. It will
also make a very convenient tack recep-
tacle. Have a tray on your desk for pins.
Have you a washstand? If not, take a
grocery box and cover the sides with
cheesecloth. Cover the top with a piece of
white oilcloth and tack down with gilt
tacks. Place under the mirror.
Freddie-
three eyes?
George —
Freddie-
eye?
George-
head.
Freddie
George —
other eye ?
Freddie—
my thumb,
knothole in
for nothin'.
Useful Place
Say, wouldn't you like to have
Yes.
Where'd you have the other
I'd have it in the back of my
-You would? I wouldn't.
Where would you have your
Why, I'd have it in the end of
so I could poke it through a
the fence and see the ball game
Nearly All On.
"Hurry up, Tommy!" called mother
from downstairs. "We're late now. Have
you got your shoes on?"
"Yes, mamma — all but one." — Every-
body's Magazine.
For Perfect Attendance.
I offer the following plan hoping it will
help some teacher as it helped me: When
I looked at the daily register, I saw that
very many of the children had been tardy
the term before. I gave each pupil a piece
of cardboard with his name at the top.
Every day that he was neither tardy nor
absent, he received a star, which he pasted
on the cardboard. We had a large card
with each pupil's name on it hanging on the
wall. When he had five stars on his card,
a large gold one was pasted after his name
on the large card. I gave two diplomas
last year and many certificates of attend-
ance. I had only a few pupils. For the
primary classes I made bows of ribbons^of
different widths. For a perfect lesson- a
large bow was given, for good, a bow a
little narrower, and so on. — Mae Hughes.
A Review.
Everything triat will vary a review is
welcome to the teacher. Here is a way of
conducting one that may be new to some-
body. After making out the list of ques-
tions you desire to ask in history,
geography or arithmetic, take a number of
small cards and on each one write the
answer to a question. These should be
numbered to correspond with the number-
ing of the questions. Distribute several
cards to each pupil. Then read your ques-
tions and allow the pupil who thinks he
holds the answer to read it. If he is cor-
rect, give him a credit, and at the end of
the exercise count the credits to see which
pupil has the largest number. — Popular
Educator.
GAU-WI-DI-NE AND GO-HAY, WIN-
TER AND SPRING.*
IROdUOIS MYTHS AND LEGENDS
BY HARRIET MAXWELL CONVERSE.
The snow mountain lifted its head close
to the sky; the clouds wrapped around it
their floating drifts which held the winter's
hail and snowfalls, and with scorn it defied
the sunlight which crept over its height,
slow and shivering on its way to the val-
leys.
*See note on following page.
no
KINDERGARTEN-PRIMARY MAGAZINE.
Close at the foot of the mountain, an old
man had built him a lodge "for a time,"
said he, as he packed it around with great
blocks of ice. Within he stored piles of
wood and corn and dried meat and fish.
No person, animal nor bird could enter this
lodge, only North Wind, the only friend
the old man had. Whenever strong and
lusty North Wind passed the lodge he
would scream "ugh-e-e-e, ugh-e-e-e," as
with a blast of his blustering breath he blew
open the door, and entering, would light
his pipe and sit close by the old man's fire
and rest from his wanderings over the
earth.
But North Wind came only seldom to
the lodge. He was too busy searching the
corners of the earth and driving the snows
and the hail, but when he had wandered
far and was in need of advice, he would
visit the lodge to smoke and counsel with
the old man about the next snowfall, before
journeying to his home in the north sky;
and they would sit by the fire which blazed
and glowed yet could not warm them.
The old man's bushy whiskers were
heavy with the icicles which clung to them,
and when the blazing fire flared its lights,
illuminating them with the warm hues of
the summer sunset, he would rave as he
struck them down, and glare with rage as
they fell snapping and crackling at his feet.
One night, as together they sat smoking
and dozing before the fire, a strange feeling
of fear came over them, the air seemed
growing warmer and the ice began to melt.
Said North Wind: "I wonder what warm
thing is coming, the snow seems vanishing
and sinking lower in the earth." But the
old man cared not, and was silent. He
knew his lodge was strong, and he chuckled
with scorn as he bade North Wind abandon
his fears and depart for his home. But
North Wind went drifting the fast falling
snow higher on the mountain until it
* Another version, from the Senecas, makes Ha-to
the Spirit of the Winter and O-swi-ne-don, the
Spirit of Warmth. The former is described as an
old man who skulks about in the woods and raps
the trees with his war club, (ga-ji-wa). When
the weather is the coldest he is the most active
and any one can hear him rapping the trees. It
is a very evil thing to imitate the acts of any
nature spirit. The penalty is to be captured by
the spirit and pressed into its service. Ha-to is
deathly afraid of blackberries and never visits the
earth when they are in blossom. A boy who had
mocked Ha-to once vanquished him by throwing a
pot of blackberry sauce in his lace. Thus the
Senecas use blackberries in winter as a medicine
against frost bites.
groaned under its heavy burden, and
scolding and blasting, his voice gradually
died away. Still the old man remained
silent and moved not, but lost in thought
sat looking into the fire when there came
a loud knock at his door. "Some foolish
breath of North Wind is wandering,"
thought he, and he heeded it not.
Again came the rapping, but swifter and
louder, and a pleading voice begged to
come in.
Still the old man remained silent, and
drawing nearer to the fire quieted himself
for sleep; but the rapping continued,
louder, fiercer, and increased his anger.
"Who dares approach the door of my
lodge?" he shrieked. "You are not North
Wind, who alone can enter here. Begone !
no refuge here for trifling winds, go back
to your home in the sky." But as he spoke,
the strong bar securing the door fell from
its fastening, the door swung open and a
stalwart young warrior stood before him
shaking the snow from his shoulders as he
noiselessly closed the door.
Safe within the lodge, the warrior
heeded not the old man's anger, but with
a cheerful greeting drew close to the fire,
extending his hands to its ruddy blaze,
when a glow as of summer illumined the
lodge. But the kindly greeting and the
glowing light served only to incense the
old man, and rising in rage he ordered the
warrior to depart.
"Go!" he exclaimed, "I know you not.
You have entered my lodge and you bring
a strange light. Why have you forced my
lodge door? ' You are young, and youth
has no need of my fire. When I enter my
lodge, all the earth sleeps. You are strong
with the glow of sunshine on your face.
Long ago I buried the sunshine beneath the
snowdrifts. Go! you have no place here!
"Your eyes bear the gleam of the sum-
mer stars, North Wind blew out the sum-
mer starlights moons ago. Your eyes daz-
zle my' lodge, your breath does not smoke
in chill vapors, but comes from your lips
soft and warm, it will melt my lodge, you
have no place here.
"Your hair, so soft and fine, streaming
back like the night shades will weave my
lodge into tangles. You have no place
here.
"Your shoulders are bare and white as
the snowdrifts. You have no furs to cover
them ; depart from my lodge. See, as you
sit by my fire, how it draws away from you.
KINDERGARTEN-PRIMARY MAGAZINE.
212
But the young warrior only smiled, and
asked that he might remain to fill his pipe ;
and they sat down by the fire when the old
man became garrulous and began to boast
of his great powers.
"I am powerful and strong," said he, "I
send North Wind to blow all over the earth
and its waters stop to listen to his voice as
he freezes them fast asleep. When I touch
the sky, the snow hurries down and the
hunters hide by their lodge fires; the birds
fly scared, and the animals creep to their
caves. When I lay my hand on the land,
I harden it still as the rocks; nothing can
forbid me nor loosen my fetters. You,
young warrior, though you shine like the
sun, you have no power. Go ! I give you
a chance to escape me, but I could blow
my breath and fold around you a mist
which would turn you to ice, forever !
"I am not a friend to the Sun, who grows
pale and cold and flees to the south land
when I come; yet I see his glance in your
face, where no winter shadows hide. My
North Wind will soon return; he hates the
summer and will bind fast its hands. You
fear me not, and smile because you know
me not. Young man, listen. I am Gau-wi-
di-ne, Winter! Now fear me and depart.
Pass from my lodge and go out to the
wind."
But the young warrior moved not, only
smiled as he refilled the pipe for the
trembling old man, saying: "Here, take
your pipe, it will soothe you and make you
stronger for a little while longer;" and he
packed the o-yan-kwa (Indian tobacco)
deep and hard in the pipe.
Said the warrior: "Now you must smoke
for youth and Spring! I fear not your
boasting; you are aged and slow while I
am young and strong. I hear the voice of
South Wind. Your North Wind hears,
and Ga-oh is hurrying him back to his
home. Wrap you up warm while yet the
snowdrifts cover the earth path, and flee to
your lodge in the north sky. I am here
now, and you shall know me. I, too, am
powerful !
"When I lift my hand, the sky opens
wide and I waken the sleeping Sun, which
follows me warm and glad, I touch the
earth and it grows soft and gentle, and
breathes strong and swift as my South
Wind ploughs under the snows to loosen
your grasp. The trees in the forest wel-
come my voice and send out their buds to
my hand. When my breezes blow my long
hair to the clouds, they send down gentle
showers that whisper the grasses to grow.
"I am not to tarry long m my peace talk
with you, but to smoke with you and warn
you that the Sun is waiting for me to open
its door. You and North Wind have built
your lodge strong but each wind, the
North, and the East, and the West, and the
South has its time for the earth. Now
South Wind is calling me; return you to
your big lodge in the sky. Travel quick
on your way that you may not fall in the
path of the Sun. See ! it is now sending
down its arrows broad and strong!"
The old man saw and trembled. He
seemed fading smaller, and grown too
weak to speak, could only whisper: "Young
warrior, who are you?"
In a voice that breathed soft as the
breath of wild blossoms, he answered :
"I am Go-hay, Spring! I have come to
rule, and my lodge now covers the earth !
I have talked to your mountain and it has
heard; I have called the South Wind and it
is near; the Sun is awake from its winter
sleep and summons me quick and loud.
Your North Wind has fled to his north sky;
you are late in following. You have lin-
gered too long over your peace pipe and its
smoke now floats far away. Haste while
yet there is time that you may lose not
your trail."
And Go-hay began singing the Sun song
as he opened the door of the lodge. Hover-
ing above it was a great bird whose wings
seemed blown by a strong wind, and while
Go-hay continued to sing, it flew down to
the lodge and folding Gau-wi-di-ne to its
breast slowly winged away to the north,
and when the Sun lifted its head in the
east, it beheld the bird disappearing behind
the far away sky. The Sun glanced down
where Gau-wi-di-ne had built his lodge,
whose fire had burned but could not warm,
and a bed of young blossoms lifted their
heads to the touch of its beams. Where
the wood and the corn and the dried meat
and fish had been heaped, a young tree was
leafing, and a blue bird was trying its wings
for a nest. And the great ice mountain had
melted to a swift running river which sped
through the valley bearing its message of
springtime.
Gau-wi-di-ne had passed his time, and
Go-hay reigned over the earth !
Some writers have credited this legend to the
Ojibwas, but for many generations the Iroquois
have claimed it as their own.
2ii
KINDERGARTEN-PRIMARY MAGAZINE.
TEASLES— KEEP OUT.
A Dr. Daddiman Story.
The Junior Partner — four and a half, going on
five — is the finest sort of a fellow when he is
himself. But he was not himself for a long time
before the Senior Partner discovered what was
the trouble. And, of course, he felt very very
sorry when he knew that the Junior Partner had
the real, old-fashioned, deep-seated teasles. It
is such a horrid disease and lasts so long! It is
as much worse than measles as you can think.
When you have measles you are put to bed and
taken care of; that means ice-cream and kindness.
People are kept out for fear of spreading the dis-
ease. It is generally over in a few days and that
ends it.
Whoever heard of treating a case of teasles with
kindness? But it would be a good plan, when it
first shows itself, to put the patient to bed and
hang out' a large dark-blue flag:
TEASLES
KEEP OUT
for the disease is sure to affect every one that
comes near.
The worst of teasles is that it always is a long
time before they find out what is the matter. It
is mistaken for badness just as it was with the
Junior Partner. A good many folks think that all
sickness is badness. The fact is just the opposite.
Badness is mostly sickness. When people under-
stand these things better, they won't be so smart
about blaming and punishing. Then some one
will say to you:
"Good morning! How is your temper this
morning?"
And you will say:
"Very sweet at present, thank you. But I am
afraid that I am in for an attack of selfishness.
You know that I am subject to them and they
use me up for days. But how is your brother?
Did he get entirely over his rudeness?"
And the other will reply:
"Thank you, he is much better, but he does not
feel entirely well. Did you hear about Dicky
Brown's accident?"
"Why, no! What was it?"
"Poor Dick has been getting so fool blooded, and
yesterday he made a misstep and broke his word."
"Oil, how sau. Was it a bad fracture?"
"I do not think so, though it is giving him
much pain. But the doctor says that pain is a
good sign."
And so the talk will go on. For people will
always love to talk about ailments.
The teasles not being recognized early, generally
gets into the system. Then you are a long time
getting rid of it. And it comes back so often that
it is hard to tell when you are really cured. In
fact, the disease is liable to leave a weakness that
way for some time. It is something like a habit.
So, of course, the Senior Partner felt very very
sorry when the Junior Partner told his symptoms
and he examined him and understood the case.
The trouble showed itself mostly in the hands,
tongue and feet.
The hands had taken away Martha's sled and
left it on the sidewalk, while the feet carried the
Junior Partner swiftly away. The feet had rushed
him off when the hands pulled the chair from
under James and let him fall to the floor. Not
long before that, the hands had thrown all the
coats from the porch-rail upon the heads of the
children who were digging in the dirt. And they
had several times taken away the swing.
The Senior Partner examined the hands, tongue
and feet. The hands had a "striking" appearance,
but bore no signs of meddling nor wall marking.
The tongue looked like a kind tongue and most
of the time it was. But there were some "tattles"
on it. And the Senior Partner has heard it call-
ing names, and saying unkind things and even
interrupting. He was sure about it.
The feet were simply run down. They had a
few dawdles, but not more than most young feet.
Although the Junior Partner had suffered in
this way for quite a while, the case did not seem
to be hopeless — not half as bad as some. And
he had a jolly good constitution. But teasles is
teasles and no one wants to have it nor to be
exposed to it. If you don't get it out of your
system when you are young, you will have a hard
time with it. Just think of everybody running
around the corner when you come near, and whis-
pering at recess — (for children have feelings):
"I say! here comes that John Henry! He has
a bad attack of teasles! You can't have any fun
when he's around. Let's run and hide!"
And poor little John Henry would have no one
to play with. And when he grew up, no one
would want to associate with him because of the
teasles.
So the Senior Partner thought over the case,
and thought and thought, just as the doctor does
when you are ill, but he does not show it. Teasles
is treated in so many different ways. And some
of the treatments, such as the use of hard words,
while they give the operator relief, drive the
teasles in and make the patient worse. Latinized
water is good for many things, as every doctor
knows. If fresh and cool, it is excellent in the
treatment of the whines. But you could not carry
a lot of Latinized water around and have it fresh
for use when you felt the teasles coming on. The
Junior Partner must have a remedy which he
could take with him and use himself, so as to be
always prepared for an attack.
"Partner!" said the Senior Partner, "do you
really and truly wish to be cured?"
"Yes, Daddy." The Junior Partner is a great
joker. He calls the Senior Partner Daddy, and
the General Manager, Mother.
"The cure which I will give you is a very old
one and comes from the East — from the greatest
doctor that the world has ever known. If you
use it carefully, it will cure any attack, however
severe. Hold your hands in front of you — palm
to palm and a little apart. Are you ready?"
"Yes, Daddy."
"Bring the tips of the little fingers together.
Say — Little."
"Little."
"Next finger-tips together. Say — Children."
"Children."
"Middle fingers. Say — Love."
"Love."
"Next fingers. Say — One."
"One."
"Thumbs. Say — Another."
"I will call this cure, 'Naming the Fingers.'
When you feel an attack coming on, use it quickly
and keep on using it until you feel better. You
may name the fingers to yourself if you wish.
Now let us practice it."
The Junior Partner repeated it until he had it
ready for instant use. And now he says that he
is surely getting better. And everybody is glad,
for when he is himself, the Junior Partner — four
and a half, going on five — is the finest sort of
a fellow.
15412
Bale Your Waste
and Turn It Into CASH
tfH
LITTLE GIANT h„j p™
Rag and Paper Baler
You know the inconvenience of storing:
loose waste for market— keeps piling: up
so fast you can't handle it.
Sometimes the trouble it makes more
than counterbalances the proceeds.
But— put a Little Giant Baler on the job
in some, out-of-the-way corner. You'll
never miss the floor space it occupies, and
it'll eat up the waste just as fast as it
accumulates.
Compresses it into bales with a lever-
age so powerful the office boy can oper-
ate it— and can't get it out of whack.
With the Little Giant Baler a lot of
stuff that's been kicking: around under
foot as worse than useless, and
without money value, can be put fh-
to marketable shape, and turned
Into ready casfras so much clear
g-ain. It pays for itself many
times over, and every day you're
without the Little Giant isyour
losa. Write now for price list
and other information.
Little Giant
Hay Press
Company
Alma,
Mich.
Dallas,
Texas
"CRA Y 0 L A"
Artists' and School Crayon
CRAYOLA COLORS are per.
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expensive outfit is required
in their use! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
Outline of U. S. History
SUITABLE FOR-TtJE GRADES. SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
GenTlembn: — During the passing term, I have used the Kingsley's Outline of United States History with
my teachers, who were preparing to take the examination for licenses to teach in New York City. I am glad to say
that we are satisfied with that book. It is more than a mere outline; it is in itself sufficient for review, without the
aid of a large text-book.
Brooklyn, N. Y. Yours truly, T. J. McEVOY.
The above-named book will be sent postpaid on receipt of 35 cents.
THE PALMER COMPANY
50 Bromfield Street, Boston, Mass
FOR CHRISTMAS
AWARDED FOUR. /",1"EVT,C<
GOLD MEDALS VJlX 1 O
Re produ ctionj^the
Worlds Great
ONbcInT
EACH FOR 25 OR MORE 5&x8
5 END TODAY 3 TWO CENT
STAMPS FOR CATALOGUE
OF 10 00 MINIATURE
1 LLUSTRATIO/NS
THREE PICTURES
AND A COLORED
BIRD PICTURED
e I^erc
AWARDED FOUR GOLD flEDALS.
SEND TODAY
25 Cents (or
25 Art Subjects or
25 Madonnas or
25 for Children or
25 Kittens, Dogs, etc. or
25 on Life of Christ or
$1.00 for any four
sets or for Art Set
No. 10 of 100
Choice pictures.
Send 50 cents for 10
1 Extra Size pictures,
10x12
Madonna Booklet. 25c.
The one-cent pictures are 4 to 6 times the size of this
Madonna.
THE- PERRY PICTURES CO.
Box 630 flalden, Mass,
ORDER TO=DAY
A Few Valuable Books for Kindergartners and Primary Teachers
We keep in stock many books not found in this list, and supply ANY book on the market at lowest prices .
Put right in your order the book you want, give us the name of publisher if you can, and we will send it.
Kindergarten Hand Books Especially for Primary Teachers
Price, 25 Cents
These books give just the
information desired by pri-
mary-kindergarten teachers
The works are all amply ill-
ustrated and are bound in
limp cloth.
The First Gift in Primary
Schools. By J. H. Shults. With
several illustrations, songs
and games, price 15c.
A Second Gift Story or Miss
Arden'sWay. By Violet Lynn.
This volume tells in attract-
ive story form how teachers
can use the second gift in
correlation with the regular
primary work. Price 25 cents.
Illustrated.
The Third Gift in Primary
Schools, — Build i ng with
Cubes. By J. H. Shults.
Written especially for Pri-
mary teachers, containing
lesson suggestions and hints
relative to correlation with
primary school work. Fully
illustrated. Limp cloth.
Price 20c.
The Fourth Gift in Primary
School S. — Building with
Bricks. By J. H. Shults. AJhandbook for the primary teacher
on the use of this gift in correlation with primary school
work. The only work of this kind written especially for pri-
mary teachers. Fully illustrated. Limp cloth, price 20c.
The Seventh Gift in Primary Schools. — Tablet Laying and
Parquetry Work By J. H. Shults. With many illustrations
hints and suggestions, enabling primary teachers to use the
gift in correlation with their primary school work. Limp
cloth. Price 20c.
The Tenth Gift^-Stick Laying— In Primary Schools.-- By
Alice Buckingham. "1 he only book of its kind published in
America. Contains nearly 200 illustrations with complete
instructions for the use of the gift in primary schools; price
25c-
Eleventh Gift— Ring Laying in Primary Schools—With many
illustrations for both ring-laying and ring and stick-laying
combined. Limp cloth, price 20c.
The Thirteenth Gift- The Point— In Primary Work. By J.
H. Shults. Illustrating the work with lentils, corn, peasand
other seeds. Limp cloth, price 15c.
Peas and Cork Work in Primary Schools. By J. H. Shults.
Illustrated. Limp cloth, price 15c.
Reed and Raffia Construction Work in Primary
Schools. By Mary A. Shults. Fully illustrated. It teaches
how to use both reeds and raffia in primary schools, with
children of every grade- Complete instructions for making
mats, 1 askets, and many other articles, both from reeds and
raffia alone, and with a combination of both; price 25c.
Stories, Games, Jlusic, Etc.
AH books sent prepaid on receipt of price
unless the postage is indicated.
One Hundred New Kindergarten Songs, $1.00
Cloth. The latest and best.
Graded Memory Selections 19
A Christmas Festival Service, paper. . . .25
By Nora Smith.
Instrumental Characteristic Rhythms.
Part I, boards, $1.50; Part II, paper, 1.00
By Clara L. Anderson.
of Kindergarten
Songs and Games for Little Ones, net. 1.50
Postage, 15c.
By Harriet 8. Jenks and Gertrude Walker.
Sons Stories for the Kindergarten,
boards 1.00
By Mildred J. and Patty S. Hill.
The Sonars and Huale of Froebel's
Mother Play, cloth 1.50
FINGER
PL/XVS
Send to us for
any book pub-
lished and we'll
supply it at low-
est prices. Give
name of pub-
lisher, if possi-
ble and price.
Timely Games and Songs for the Kin-
dergarten, paper 00
By Clare Sawyer Reed.
In the Child's World, cloth 1.00
By Braille Poulsson.
Half Hundred Stories (207 pages), cloth .lb
Dozen and Two Kindergarten Songs.
Paper $ JO
Louis Pauline Warner.
Folk and Other Songs for Children 1.50
Jane Bird Radcllffe-Whitehead.
Kindergarten Chimes, paper 1.00
" " boards 1.25
" " cloth 1.50
Kate D. Wlggln.
Uttle Songs for Little Singers 25
W. T. Glffe.
Motion Songs , .25
Mrs. Boardman.
Posies from a Child's Garden of Verses. 1.00
Wm. Arms Fisher.
Sixty Songs from Mother Goose's Jubilee 1.00
L. E. Orth.
Song Echoes from Child Land 2.00
Miss Harriet S. Jenks and Mrs. Mabel Rust.
Songs of Nature 60
E. TJ. Emerson and K. L. Brown.
Songs of Sunshine 1.00
Stories in Song 75
Thirty Songs for Children J50
Master St. Elmo 1.00
Postage, 12 cents.
Mrs. C. S. Senour.
Musical Poems 1.50
Mrs. C. S. Senour.
Flower Ballads, cloth 1.00
" " paper 50
Mrs. C. S. Senour.
Callsthenic Songs, cloth . • 35
By Flora Parsons.
Fjnger Plays, cloth • 1.25
By Emilie Poulsson.
The Story nonr, cloth 1.00
By Kate Douglas Wlggln.
Myths and Mother Plays, cloth 1.00
By Sara Wlltse.
Flower Ballads, paper, .50; cloth 1.00
By Caro S. Senour.
iliscellaneons
Commentary on Froebel's Mother Play. .$1.25
By J. Denton Snider.
The Psychology of Froebel's Play Gifts, L.25
By J. Denton Snider.
Mottoes and Commentaries of Froebel's
Mother Play l.oO
Translated by Susan B. Blow.
Outline of a Year's Work In the Kin-
dergarten 00
By Anna Deveraiix.
Blackboard Designs, paper .50
By Margaret E. Webb.
Education by Plays and Gaines .50
By G. E. Johnson.
The Study of Children, cloth 1.00
By Frances Warner.
Nursery Ethics, cloth l.Oo
By Florence Wlnterburn.
The Color Primer. Price. Teachers' Edi-
tion, .10; Pupils' Edition 05
The Color Primer is Issued in a paper
cover. The teachers' edition. Including as a
part of Itself the pupils' edition, has 80
pages and the pupils' edition alone 24
pages.
Water Colors In the Schoolroom. Price,
boards 25
By Milton Bradley.
This is a practical handbook on the use
of Water Colors
An artistic book. Illustrated with twelve
colored plates.
Address All orders to
American Kindergarten Supply House.
276-278-280 River Street. Manistee, Mich.
. CITY CHILDREN
New Book of Kindergarten Songs
By ISABEL VALENTINE and LILEON CLAXTON
Two Practical Kindergartners of the New York City Public School System
With introduction by JENNY B. MERRIL, Supervisor of Kinder-
gartens, New York City Public Schools.
THIRTEEN SONGS WRITTEN as a result of years of teaching
. EXPERI ENCE _
TH I RTF FN SONCiS that have been thoroughly tried and
IIIMMLLl^ yjwmvj^> PROVEN IMMENSELY SUCCESSFUL.
THIRTEEN SONGS EXPRESSIVE OF THE CHILD'S own everyday
LIFE.
THIRTFFN SONGS READILY DRAMATIZED FROM THE CHILDREN'S
II lll\i LLH ^WMUJ SUGGESTIONS
THTRTFFN SONCS that city kindergartners must have and
inil\l£j£.l\ OWIMjO OTHER KINDERGARTNERS SHOULD HAVE
THIRTFFN SONGS bright, cheery, new. with smooth flowing
1 l liIX A &L1IX UKJiyyjU HARMONIES AND SIMPLICITY OF RYTHYMA.
The thirteen songs are clearlv printed on good paper and bound with strong linen mak-
ing a very attractive and durable book, just the thing for an EASTER GIFT.
Price 50 Cents i
Add 5c extra for Postage
ordered sent by mail.
We will send the KINDERGARTEN-PRIMARY MAGAZINE for one '
year and acopy of "A BAKER'S DOZEN FOR CITY CHILDREN,"
$1.55 prepaid, to any address in the United States on receipt of $1.10
£ (Canadian or Foriegn subscribers add 20 cents or 40 cents respec-
*"r tively, for postage.) You may use this offer to renew your sub-
Si 00 scriptionif you like.
NOTE:
This offer may not appear again, so attend to it today. Address
The Kindergarten-Magizine Co
59 West 96th. Street, NEW YORK.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take up the matter with some wide-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait-
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec-
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
np TT^ A f^J TT7"Q C We have great difficulty in
A J_^XA.V><Jn.J_jJA.O supplying the demand for
strong Primary Teachers. Wages will please you.
Write us
Owen Pacific Coast Teacher's Agency
Mcninnvllle, Oregon.
THE EMPIRE
TEACHERS' AGENCY
D. H. COOK, Manager
Syracuse, N.iY.
we not help you?
An Agency with agents.
LOCATES KINDERGARTEN TEACHERS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We also extend time in payment of com-
mission .
Write To-day. Send Photo
We have placed hundreds of others, a [Why may
Empire Teachers' Agency,
Syracuse, N. Y.
OUR 15th YEAR BOOK ffiWLfir&Mi HAZARD TEACHERS' AGENCY
Western States, and what we are doing inwest- 317 Kasota Building, - MINNEAPOLIS. MINN.
SABIN'S EDUCATIONAL EXCHANGE
HENRY SABIN 1907 14th Season ELBRIDGE H. SABIN
During last year placed teachers in 80 counties In Iowa, and In Minnesota, NorthandSo
Dakota, Nebraska, Colorado, Wyoming, Utah, Idaho, Montana, Washington and Ore
tan. Address,! HENRY SABIN, flanhattan Building, Des Moines, Iowa.
Pioneer Teachers* Agency, Oklahoma City, Okla.
Will help you get a new or better position, whether you are a Teacher, Clerk,
Book-keeper, or Stenographer. Enroll now for fall vacancies In schools.
The demand for good teachers in all the Western and Southern States is far
greater than the supply.
Write for application blanks and full particulars.
ROME
TEACHERS* AGENCY
Teachers wanted for good positions in ail parts of the United State*
Registration fee holds good until we secure a position for you.
W. X. Crider, Rome, New YorK
Primary Teachers Wanted
Vacancies sot Because ef dr. oaand, offer FREE rearlatratlea to
tkoae with aome Kperlenee. V5A M. THURSTON, Manager,
THURN WS TEACHERS' AGENCY, 878 Wabaan Atc Cblcasro.
Minneapolis
Teachers'
Agency
Sand
fori
Our 5
Latest
1. Admits to membership only the better class of teachers
registration fee returned to others at once.
2. Returns fee if its service is not satisf acrory .
3. Makes specialty of placing members in the Hiddla
States and in the West — largest salaries paid there.
4. Is conducted by experienced educators and business
men.
Hag had phenominal success in placing its members dur
the past year.
, Now is the time to register.
Send for our our Booklet.
Address, 337-329 Fourteenth Avenue,
Dept. F. MINBAPOLIS, M1NM.
Positions—for Teachers
If you want a position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
523 New York Block,
Seattle, Wash.
Teach in the
Sunny South
This section offers better In-
ducements to aspiring teacher"
than any other, and teachers are
in great demand. If yon want a
good position for next school year
yon can secure it in this field. For
full information write
CLAUDE J. BELL,
Nashville, Tenia,
Proprietor the Bell Teachers'
Agency.
GO SOUTH
Many Teachers Wanted
An Agency that
Recommends in 15 Southern States
Ala., Ark., Fla., Ga., Ky., Md.,
Miss., Mo., N. C, S. C, Tenn.,
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
ers of Commercial Branches, Man-
ual Training, Domestic Sciencs,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
Deals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances corns
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY
CHATTANOOGA, TENN.
B. F. CLARK
CHICAGO, 17 E. VAN BUREN ST
THE CLARK TEACHERS' AGENCIES
NEW YORK, 156 FIFTH AVE.
BOISE, IDAHO
Send for OCR PLATFORM, giving full inlomuation and 8ve hundred letters from
teachers and school officers.
Evanst
APRIL, 1909
c ubraiy
INDEX TO CONTENTS
:ibr
Letters to a Young Kindergartner
Child Study in Relation to Elementary Art
Education
Self Reliance ....
The Kindergarten in Buffalo
Program of the International Kindergarten
Union Buffalo, week of April 26, 1909
Farragut in Madison Square.
Mothers' Circles, - ...
Should Industrial Interest Direct Education?
Advantages of Kindergarten Training
Editorial Notes ....
Some Values of the Kindergarten
Editorial Announcement
A New Vocal Method Based on a New The-
ory of Tone Production
Walks of the Year -
Program for April
The Use of Kindergarten Material in one
room Rural Schools
The Clock Face
Book Notes ....
How they Helped the Bread Line
Copyright, 1909* by J. H. Staults.
Harrietta Melissa Mills,
Earl Barnes,
Alice S. Hartmann
Patty S. Hill
Dr. Jenny B. Merrill, -
Eva L. Grant
Hilda Busick
Grace E. Ketcham
Bertha Johnston
Genevieve Kinnear
-213-
215
218
219
224
226
227
227
228
229
230
231
232
234
236
241
240
245
246
Volume XXI, No. 7.
$1.00 per Year, 15 cents per Copy
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addresss
292 Marlborough St., BOSTON, MASS.
New York Training Schools
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS LUCY HARRIS SYMONDS.
MISS ANNIE COOIIDGE RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON, MASS.
Regular Two Years' Course.
Post-Graduate Course. Special Courses.
Sixteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELjJY PERRY,
Principal,
18 Huntington Ave., BOSTON, MASS.
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street. BOSTON, MASS.
Regular Two Tears' Course.
Special One Year Course for graduate
students.
Students' Home at the Marenholz.
For circulars address
LTJCY WHEELOCE.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARE
Prin
19 Chestnut Street,
Springfield Kindergarten
Normal Training Schools
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONGMEADOW, MASS.
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Remo, Central Park West
75th Street, - NEW YORK CITY
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Tear.
167 W. 57th Street, NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunter's
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
ADDRESS
2079 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September 14.
For circulars, information, etc., address
MARY C. MILLS, Principal
179 West Avenue,
Bridgeport, - - conn.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no>
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
Lafayette Street, BRIDGEPORT, CONN.
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Address Prof. Anna E. Harvey, Supt
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' Academic Music
E. LYELL EARL, Ph. D„ Principal.
HARR1ETTE M. MILLS, Head of Department of Kindergarten Training.
MARIE RUEF HOFER, Department of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address,
59 West 96th Street, New York, N. Y.
Reeds, Raffia, Splints, Braided Straw, IMatting
and General Construction Material
Postage at the rate of 16c per pound must
in all cases be added to these prices when
goods are to be sent by mail.
COLORED RAFFIA (Florist Fiber).
Colors: Red, Orange, Yellow, Green, Blue,
Violet, Brown and Black.
Per pound Net, 90.40
Per y2-pound Net, .25
Per 14-pound Net, .15
V4-lb. bunch, assorted colors IS
PLAIN RAFFIA (Florist Fiber).
Per 2 ounces 03
Per ^4-pound 10
Per Vi-pound 15
Per pound 20
Per pound, 5-pound lots 15
REEDS.
Our reed Is all put up in POUND PACK-
AGES OF EACH SIZE, and we do not sell
part of a package except ft an advance
of So per package.
No. 1, One, per pound 1.00
No. 2, medium, per pound 95
No. 3, medium coarse, per pound 75
No. 4, coarse, per pound 75
No. 5, coarser, per pound .60
No. 6, coarser, per pound 50
LOOMS.
Todd Adjustable— No. Al, no needle. . . .15
Postage, 18c.
Todd Adjustable— Perfection $0.30
Postage, 23c.
Todd Adjustable— No. 2 75
Little Gem-No. 1. 0x12 25
Little Gem— No. 2, 7x9% .25
Faribault, hammock attachment .85
Other Looms Furnished.
Above should be ordered by express.
MOUNTING BOARD.
Good quality, 8-ply mounting board, colors,
dark green, steel blue, black, per sheet, .08
Kodack Mounts, colors as above, per sht.. .04
Both above are 22x28 inches, but will be cut
in H or 'A sheets at lc per sheet extra, or free
in lots of 12 sheets at a time.
Bristol, in colors. 22x28, per sheet $0.05
Heavy Manila, 22V2x28y3 .02
Straw Board, 22x28 .02
Postage on a single sheet of above, 4c, to
which must be added postage on the packing for
same, as follows: If cut in quarters and rolled,
lc per sheet, 4c per doz. sheets. If sent full
size and rolled, 5c per sheet, 8c per doz. sheets.
Full sheets, packed flat, per sheet, SOc. Per
dozen sheets, 35c. State how preferred.
Japanese Manila, 20x30 01
Leatherette, 20x25 .05
Cardboard Modeling Paper, 18x24 .08
Postage on above, 1 sheet, 2c; per doz., 17c
Coated Paper, 20x24 .04
Engine Colored Paper, 20x24 .08
Gilt and Silver Paper, 20x24. .08
Postage on above, 1 sheet, 2c; 1 doz., 8c
Oak Tag for Construction Work, 9x12,
dozen sheets .06
Postage, 10 cents.
Oak Tag for Construction Work, 8%x
10%, per dozen Of
Postage, 9 cents.
Oak Tag for Construction Work, 7*4x
9V4, per dozen .05
Postage, 9 cents.
Colors — Dark Qrsan, Yellow, Turquoise-
Carpet Warp, per skein 15
Add 12c for postage
ZEPHYR.
Todd.
Loom
I
Faribault t-oem
1
11 I 1
;;
i! f
fgribaulHoo^
Macreme Cord, per ball Net, .12
Add 4c for postage.
Rubber Balls, 2-lnch, plain, per doz 60
Postage, each, 4c, per doz., 37c.
Rubber Balls, 2-lnch, plain, per doz. . . .60
Postage, each, 4c; per doz., 87c
Rubber Balls, 3-inch, plain, each 15
Add 6c for postage.
Rubber Balls, 4%-lnch, plain, each 25
Rubber Balls, 4%-lnch, red, each 85
Add 7c for postage for either above.
Brass Paper Fasteners, per 100 20
Conductor's Punch .80
Add 4c for postage on either above.
Copper Wire, per spool .20
Iron Wire, per spool 10
Add 7c for postage on either above.
Following sent postpaid|on receipt of price :
Germantown Yarn, skein 12
Single Zephyr, per lap 08
Seine Needles, wood, each 15e; doz.... 1.50
Toy Knitter, per dozen .BO
Brown's Pictures, each. .%«. lc, 3c and .05
Silver and Gilt Stars, gummed, per 100 .10
Order the following by freight or express.
Schute Weaving Discs, 4-Inch, doz 15
Schute Weaving Discs, 6-inch, doz 25
Schute Weaving Discs, 1 2-lnch, doz 50
The Multiple Perforator 8.00
Orwig Punch 2.50
Modeling Clay — 5 Jb. bricks 25
Modeling Clay Flour' — 5- lb boxea 25
Modeling Clay — by the barrel 8.00
WHITE BRAIDED
Per yard.
STRAW.
90.02
Postage, lc.
Per piece, 120 yards 50
Postage, per piece, 15c.
COLORED BRAIDED STRAW.
Half- Inch wide, in colors, as follows: Nile
Green, Red, Pink, Yale Blue, Bright Green
and Ecru.
Per yard O3
Per piece, 120 yards 60
Postage, same as for white braided straw
Indian Ash Splints and Fillers.
15c. per ounce; $1.20 per pound. Assorted
colors. Postage, on ribbon and packing
2c. per ounce, 20c per pound,
We also keep in stock Wood Ribbon, Sweet
Grass, T. K. Matting, Ash Splints for basket
handles, Basket Bottoms, etc. Send for sam-
ples or circulars and prices.
We furnish everything on the market In
the line of construction material at lowest
prleaa.
Germantown
Onvig Perforator
Conductor's Punch
RAPHIA FRAMES
0 j;
0 £
« 0
a 'Z
,
a,
OB
•a s
8
* 0
u 0
t< "■
3 u
0 *j
> 03
• "3
a «
0. a
0
u —
t =
3 S
►. a>
0 2
« .2
•a
a
£ a
«
•
Address all orders to
American Kindergaren Supply House
276-278-280 River Street, Manistee, Mich.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 1U0K, to June 1st, ia09.
July 1st to August 21st, 100U.
CERTIFICATE, DIPEOMA AND
NUKMAL COURSES.
t*3^ARA WHEELER, Principal.
HA"? L. OGll_,Br, Registrar.
Jhepard Building, - 23 Fountain St.
GRAND RAPIDS, SUCH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND MAINE.
Two Xears' Com so.
For circulars addresss
15 Dow Street, - PORTLAND', ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
FROEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MARY E. LAW, M. D., Principal.
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
lege and privilege of Klective Courses in
the College at special rates. Charges
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERUN R1NDERGARDEN ASSOCIA-
TION,
Drawer K, Uberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
Corner of Cedar and YVatkins Aves.,
Cleveland, Ohio.
(Founded In 1894)
Course of study under direction of Elisa-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA FARIS, Principal.
MRS. W. R. WARNER, Manager.
Indiana Training Schools
The Teachers' College
of Indianapolis
For the Training of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Year.
Special Primary Class in May and June.
Send for Catalogue
Mrs. Eliza A. Blaker, Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, S1AG1NG, Plll'SICAL CUL-
TURE.
ALICE N. PARKER, principal.
Two years in course. Froebei's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
Louisville Free Kindergarten
Association
Louisville, Ky.
FACULTY:
Miss Mary Hill, Supervisor
Mrs. Robert D. Allen. Senior Critic and
Training Teacher.
Miss Alexlna G. Booth. History and Phil-
osophy of Education.
Miss Jane Akin, Primary Sunday School
Methods.
Miss Allene Seaton, Manual Work.
Miss Frances Ingram, Nature Study.
Miss Anna Moore, Primary Methods.
Miss Margaret Byers, Art Work.
New Jersey Training Schools
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO COLUMBUS
Kindergarten Normal Training School
EIGHTEENTH YEAR BEGINS SEPTEMBER 25, 1907
I7lh and Broid
Streets
Frocbelian Philosophy. Gifts. Occupation. Stories, Gai
Psychology and Nature Work taught at Ohio State Uni-
For information, address
R, Music and Drawing
sit? --two years' course
i izabetii N Samuel, Pti
Illinois Training Schools
Kindergarten Training School
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities.
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich,
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Malting. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNER,
ISO Grand Ave., Chicago.
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1876.)
Two Years' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals,
1008 Fine Arts Building, Chicago, 111.
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course — Two Years.
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONKE
Mrs. MARY B. PAGE
Mrs. ETHEL ROE LINDGREN
Miss FRANCES E.. NEWTON
Send for Circulars
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct. 1st, 1908, at 1615
Walnut Street, Philadelphia. The
work will include Junior, Senior,
Graduate and Normal Trainers
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
The Pines, Rutledge, Pa.
The Philadelphia Training
School for Kindergartners
Reopens October 2, 1908.
MRS. M. L. VAN KIRK, Principal,
1333 Pine Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908
For Catalogue, address
Mrs. William McCracken, Secretary,
3439 Fifth Avenue, PITTSBURGH, PA
California Training Schools
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Year opens September, 1907.
Address
Miss Grace Everett Barnard,
1374 Franklin Street, OAKLAND, CAL.
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergarten Training Department.
Two Years' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the flrsi
Tuesday in September.
Send for Catalogue to
NINA C. VANDEWALKER, Director
Washington Training Schools
WASHINGTON, D. C.
The Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut Av
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT.
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond, Va.
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further information apply to
14 W. Main Street
Georgia Training Schools
Atlanta Kindergarten Normal
School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
S39 Peachtree Street. ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
(Established 1899)
HJRTENSB M. ORCUTT, Principal of
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH. GA.
1874 — Kindergarten Normal Instituti is — i 908
1516 Columbia Road N. W., WASHINGTON D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers* Training Course — Two Year*.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
A New and Complete Course in Singing
Presented in
THE TRUE METHOD OF TONE PRODUCTION
by J. Van Brcekhoven
The well-known composer, author and teacher.
Published by The H. W. Gray Co., 21 E. 17th
St., New York. Agents for Novello & Co., London.
The new vocal principles are based on the
author's discovery of the true function of the
vocal organ in singing. The book has been most
favorably reviewed by European and American
authorities, both musical and medical. And the
new vocal principles have been endorsed, and the
exercises adopted by some of the foremost teachers
in the vocal profession.
Note — The author has organized a special NOR-
MAL CLASS COURSE at THE NEW YORK
ER0EBEL NORMAL INSTITUTE for the training
of teachers of choirs for young people from 10
to 16.
For particulars address,
J. VAN BR0EKH0VEN,
59 W. 96th St., New York City.
"C R A Y O L A"
Artists' and School Crayon
CRAYOLA COLORS are per.
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expensive outfit is required
in their use! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
t3l)£ 3iin6er9arten- jprimar? Mla^a^ine
VOL. XXI— APRIL, 1909— NO. 7
The Kindergarten-Primary Magazine exercise {\ called a play circle but the
D "f " capricious choices of the children determine
its organization. These situations illustrate
Devoted to the Child and to the Unity of Educational ° , T ,, r ,, ,1
Theory and Practice from the Kindergarten two extremes. In the first, there IS the
Through the University. conscious domination of the teacher ex-
Editoriai Rooms, 59 west 96tu street, NewYork, n. y. pressed in the selection and arrangement
Business Office, 276-278-280 River Street, Manistee, Mich. of all activities. In the second, such or-
editorial committee. ganization as obtains is due to the fallacy
b. Lyeii Earie, ph. d Managing Editor of free play which finds in the unrestrained
j'-nny JB. Merrill, Ph. D., Supervisor Kindergartens, r- rinirp« nf ihf> inrlivirlnal trip nrimarv rnn-
Manhattan, The Bronx and Richmond CllOlCeS OI tile lntllVlUUdl, tne primary COn
Harriette M. Mills New York Froebel Normal ditintl'', of rhilfl develonment
ftlari Ruef Hofer Teachers' College UlLlUIlb Ul 1_1111U UC VClupillCilL.
Bertha Johnston .'. .New York Froebel Normal -Let US Consider these Situations.
pec a r jn ^e first, the children have been called
All communications pertaining to subscriptions andadvertlsing ,„ „„„„„ ,i„:„ „1„,T „ „4.,'..;4.;~„ ^C „.;{*- ~„ ,-*„
or other business relating to tne magazine should be addressed to Cease their play activities Of gift Or OCCU-
to the nichigan office, J, H. Shults, Business flanager, Manistee, notion U*T thp arhrtraru rlpr-icinn of trip
riichigan. Allother communications to E. Lyell Earle, Managing patlOn Dy tile arDltrary decision OI tne
Editor, sow. 96th st. New York city. teacher. She wills that the children shall
The Kindergarten-Primary Magazine is published on the „„ n fnr1T1 ^f r,lov that 1Q nftpn nil
first of each month, except July and August., lrom 278 River Cease Olie IOl 1T1 OI pidy tndt lb OltCll dll"
street, Manistee, Mich. absorbing, to participate in another form
The Subscription price is $1.00 per year, payable in advance. r- < . , ■ . • ,, i ; 1
single copies, i5c. of play that exists in the teacher s plan,
postage is Prepaid by the publishers tor aii subscriptions m quite apart from the will and desire of the
the United States, Hawaiian Islands, .Philippine islands, Guam, -1 *■ ,-,-,, . . ..,,., ,
Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba, grOUp. i he attitude Of miEQ WlllCh makeS
and Mexico. Por Canada add 208 and for all other countries , -i i • , , atM • r
in the Postal Union add 40c for postage. Play pOSSlble IS not present. 1 hlS fact
Notice of Expiration is sent, but it is assumed that a con- seems never to occur to the formal kinder-
tlnuance of the subscription is desired mail notice of discon- .
tlnuance Is received. When sending notice of change of ad- gai'tner, and She proceeds tO Organize the
dress, both the old and new addresses must be given. . . . , , . , ,
»«.mit.„„ ■ ^ ,* k i u * ,. ,. „ , activities of the exercise by selecting games
Remittances should be sent by draft, Express Order or . . J, ° °
Money Order, payable to The Kindergarten Magazine Com- and directing their execution. The aCtlVl-
pany. If a local check is sent, it must include 10c exchange. 0 .
______________^ ties are responsive and reproductive, and
*TFTTPRq TO A vmTMr TTTMr^i? may be executed with precision ; but a grave
METIERS TO A YOUNG KINDER- danger is inherent in this course. The con-
\jr\i^.xi\Ejss.. trQi js external; it is vested in the teacher
THE ORGANIZATION OF THE PLAY CIRCLE, and tends to minimize the child's self-con-
My Dear Young Kindergartner : troL "The child who is forced to submit
In iudp-in of 1 ' - 1 ' passively and continuously to the personal
+u„n~ x a^ «tm lmj j . iG ^, domination of the teacher, cannot have a
these words: The children do not play, . .■ c ru , ■ A- ■* ,-.■ »
„~„ u~ „ ™ • a lL -^ x; - i true conception of liberty or individuality,
you have summarized the situation in the T ., , " , , , ., ., , ■•' ■
„ „~~~ i • a l atai i -i , •, , In the kindergarten where the teacher is
average kindergarten. The children do not • . , • ,, .us t i ka 1 *t, u-i
_i_„. a • ii i i -u i imbued with the free play ideal, the chil-
play; and since all normal children play, , , , , K .u a-
*„i , ,„ ■ ,, , j . e J' dren are assembled under the same condi-
and play is the most adequate means of -.. , , ■ A-
+u v o if • it. ' u. l tions: namely, play in one exercise is dis-
their self-expression, there must be some- .• A ., ' ■. u *. u- u a ■
,i ■ „ ,• ,, ' j ■... i-rc 1 continued that it may be established in an-
thing radically wrong and the difficulty fa Let us note the teacher's procedure,
cannot be with the children. Here, more n t, i • i • a- -a r ..•
i , ,, , 1 ,, , , r Here, the appeal is always individualistic,
clearly than anywhere else, the burden of Addr'essi fchild, the question is: What
failure must be borne by the one in charge. i i A . i 3 ™u u-i 1
Does this seem a harsh iudernent? I game WOU d y°U 6 ° P Y? 6
, , j ■ • & tj- "r addressed having no special desire, avail-
beg you to reserve your decision If, after . himsdf f ^ Hn/of kast resistancej
we have made a study of the problem, you £ h Qne freqUently chosen be-
stmthink this, we will continue the discus- fore; the first that c^mes (Q his mind;
T ' i-i , . , . e. g. "Five Tittle Chickadees." He selects
In many kindergartens, play, with its th<fchildren and the game proceeds. Again
constituent elements of joy and spontaneous the individuaiistic afeppeal : "Helen, what
activity, has given place to games with their would Hkf to j ?„ and her
constituent, reproductive and responsive |jelenJs respoiSe is truiy psychological in
activities. In other kindergartens, the .- , ■ • / A .
u^lbautnj, unc t]iat every impression tends to a corres-
*All rights reserved. ponding expression. Helen, too, wishes to
214
KINDERGARTEN-PRIMARY MAGAZINE.
play "Five Little Chickadees," and the
exercise is repeated. This order of appeal
continues until the period is over. Thus
the whole exercise has been dominated, not
by the teacher, but by the momentary
caprices of the children.
Both courses have defeated the ends of
play. The activities suggested have had no
correlative intellectual or emotional basis
in the group consciousness, and have been
executed without adequate motivation.
Each event has been a detached, isolated
fragment, and, as such, when made the
center of group activity, is devoid of edu-
cational value and is stultifying in its effect
if not absolutely injurious in its untruthful-
ness, its lack in emotional values, and its
barrenness of intellectual stimulus. These
activities do not constitute play, for they
are half-hearted and joyless; they are also
hypocritical, since they have no root in
genuineness of feeling or thought. Organ-
ization, such as we have seen, has created
no unity, save that of a perfunctory order.
There is present no true self-activity which
sustains interest, holds attention in an in-
voluntary grasp, and minimizes the ten-
dencies to wrong doing — since right
activity tends always to be all-absorbing.
I have presented these all too prevalent
extremes that I may indicate clearly the
course which successful organization must
follow; for, between the arbitrary, interfer-
ing control of the teacher and the unre-
strained caprices of the children, there
exists a median line which leads to success-
ful, artistic results.
Returning to the group just assembled
on the play circle, let me indicate how "a
wise guidance may capacitate for freedom."
The teacher, having sundered the thread of
play which engaged the self-activity of the
group in an earlier exercise, must, by her
own self-activity, seek to create in the
group that attitude of mind and heart
which makes play possible. Self-activity
and the spirit of play are contageous; and
since the co-operation and participation of
the entire group is( sought, the first appeal
should be to the group. Play is play; and
in the capacity of playmate, the teacher
secures that unconscious responsiveness of
the group which is a primary condition of
consciously willed response which rises
gradually to self-direction and self-control.
The teacher knows that joy in movement
can be a legitimate end in itself; hence the
choice of pure activity-plays is in order.
These should be subject to constant varia-
tion, since a routine procedure would de-
■ teat the purpose — which is to secure group
expression of joyous activity. Hence, the
exercise may begin with songs which call
for pure activity, such as Miss Eleanor
Smith's "Action Song," Mrs. Gaynor's
"Clapping Song," or the familiar "Let your
feet tramp, tramp." Or, collective activi-
ties in connection with familiar finger plays
may be chosen. Or, again, the piano, used
as a playmate, may suggest rhythms —
familiar ones as centers tor accustomed
activities, new ones for consideration and
experimentation. Accustom the children
to thinking the play situations, talking
about them, and comparing different ways
of playing them out. In this, there is a
constant play between the individual and
the group. Spontaneous contribution and
sympathetic, unobtrusive control unite to
create the conditions of play. The social
order may thus be established, and each in-
dividual may be made a vitalized element
through the inspiration of the leader.
Unined in thought and action, the group
is now prepared to receive and execute the
individual choices of play, rhythms, etc. ;
but, even here it is not wise to adopt the
choice of one child. L,et a number of chil-
dren choose and their choices be made
subject to the desire of the group. Finally,
one may be made the center of activity for
a greater or lesser number of children, as
the case may be. Plays that engage but
few children, are, under such treatment,
interesting to the entire group.
Now the activities to be organized may
be child-contributed ; and it is here that the
artist teacher rises to the highest plane,
since with minds and hearts of the children
attuned to play, self-consciousness vanishes,
and susceptibility to suggestion and creative
self-activity is at its maximum.
The third step in the organization of the
play circle comes when the teacher leads
the children again into concerted activities,
preliminary to once more breaking the
thread of play and dispersing the children
to their respective rooms.
Thus, organization of this third order
may accomplish the daily solution of the
problem of control versus spontaneity.
Activity in its necessary responsive and re-
productive forms, tends, under such or-
ganization, to develop into those higher
forms of self-activity which include the
creation and execution of consciously con-
KINDERGARTEN-PRIMARY MAGAZINE.
4X5
ceived ideas; while the adjustment of the
individual and the social group is such as
may serve the end of harmonious develop-
ment in each. In a play circle of this order,
there is life, joy and liberty. Working
under the law, teacher and children are free
from the law. Unity is the organizing
principle, and self-activity in various mani-
festations characterizes every process,
while the result is artistic expression.
Here, there is no ennui, no untruthfulness.
For the teacher who can accomplish this
highest form of organization, there is a
freedom from effort, which, on other planes
of self-activity we attribute to genius and
inspiration.
Do not think that I am an advocate of
the impossible. There is freedom for you,
but it is not a gift — it must be won by con-
stant study, by constant practice which
makes perfect.
Froebel indicates the way and the reward
in the Mother Play of "Tick Tack:"
"Oh, teach your child that those who move
By Order's kindly law,
Find all their lives to music set;
While those who this same law forget
Find only fret and jar."
Faithfully yours,
HARRIBTTE MELISSA MILLS.
DR. MERRILL AT NIAGARA FALLS.
Dr. Merrill gave an address at Niagara
Falls on January nth to the kindergartners
and primary teachers illustrating "the or-
ganic continuity between the kindergarten
and the primary" in the subject of drawing.
This topic is a favorite one with Dr.
Merrill. She addressed on January 21st
the Mothers' Club of P. S. 8, the Bronx, on
"The principle of continuity in education."
Any kindergartner or elementary teacher
who has not fully grasped the practical
value of this subject should read Froebel's
Education of Man, chapter 1, section 2.2.,
and Dr. Dewey's chapter on "Waste in
Education" in "School and Society."
Frank Du Mond, one of our American
artists, once said that he thought a washing
with its various colors napping against the
blue sky is one of the prettiest sights in the
world.
The freedom and ease with which kinder-
garten children draw, cut, or paint this
familiar city sight is remarkable. If great
artists love to depict it why not "the little
artist?"
CHILD STUDY IN RELATION TO
ELEMENTARY ART EDUCATION.
BY EARL BARNES.
HE STUDY of a passive child can
produce little that is of value for
educational practice. It is only
when he expresses himself that we
catch glimpses of his inner life.
Hence his art impulses must be studied
through things that he makes. Drawings
probably give us our best approach to the
development of these art interests, and in
this study we shall confine ourselves mainly
to drawing and color, entirely neglecting
music and stories.
In drawing, we have a form of self-ex-
pression that yields itself to study better
than any other, except written speech.
This is because it is self-recording, and so
becomes a permanent photograph of the
child's mind which the student can refer to,
again and again, for purposes of comparison
or generalization. It can even be claimed
that drawing has one advantage over writ-
ten speech, since it can be used with chil-
dren some years before they begin to write.
In consequence of the availability of
drawings for study, we have a wealth of
investigations dealing with the subject from
almost every point of view. The latest and
most comprehensive study is that by Dr.
George Kerschensteiner, which appeared in
1905. During a period of seven years as
school inspector in Munich, the author
worked over three hundred thousand chil-
dren's drawings. Many of these were sub-
jected to careful examination, and from
time to time special test exercises were set
and the results were analyzed and tabu-
lated. The work indicates only slight
acquaintance with earlier studies in the
field, but its independent conclusions are
even more valuable on this account. Many
hundreds of the children's drawings are re-
produced in the volume, both in black and
white and in colors.
Just before this work was printed Dr.
Siegfried Levinstein brought out his ex-
tended study on drawings made by school
children. With the support of Professor
Lamprecht, the author has collected a great
number of drawings made by school chil-
dren, to illustrate the story of "Hans-Guck-
in-die-Luft," and he has also summarized
earlier studies. The volume is richly
illustrated with reproductions of the chil-
2l6
KINDERGARTEN-PRIMARY MAGAZINE.
dren's drawings, and there is an extended
bibliography.
Among earlier German works, Professor
Wilhelm Preyer's well-known study on his
son is still useful, especially in connection
with the development of interest in color.
There are less important studies in German
by Gotze and Pappenheim.
Among the works by French students
Perez's "E'Art" et la Poesie chez l'Enfant"
still remains a classic. Unlike the German
works, this is based on the careful study of
a few children, and deals rather with art
appreciation than with creative work. In
his "First Three Years of Childhood" the
same author has recorded valuable observa-
tions from the same held. In various
articles and reviews Alfred Binet has given
us the benefit of his interesting and sug-
gestive ways of thinking about children s
drawings. Compayre, in his "L/ Evolution
Intellectuelle et Morale de l'Enfant," offers
many suggestions of value for this chapter.
Passy has also given us some valuable
notes. One of the earliest quantitative
studied made on children's drawings was
that by Ricci in Italy.
In England one of the closest students of
children's drawings has been Ebenezer
Cooke. He has spoken and written exten-
sively on the subject, and his views have
largely influenced work in the schools.
Professor James Sully's chapters on art
development in his "Studies of Childhood"
have been widely read and copied. A little
volume by the late inspector of schools, T.
G. Rooper, reprinted in America as "Draw-
ing in Primary Schools," is based directly
on the study of children, and has also had
large influence in the teaching of drawing
in England. Miss Drury's study on what-,
children think pretty, Miss Sophie Part-
ridge's extended study on children's pic-
ture writing, and Miss Rena Partridge's ex-
amination of the way children draw men
and women are well known. In various
issues of "Child Life" during 1906-1907
Miss M. E. Findlay discussed "Design in
the Art Training of Young Children From
the Point of View of Childrens' Tastes."
In America we have a great number of
studies on this subject. Dr. Frederick
Burk's "The Genetic versus the Logical
Order in Drawing" is an admirable sum-
mary of work done, and gives a definite
application to teaching. Professor J. Mark
Baldwin has analyzed certain steps in the
development of drawing with his usual
philosophical thoroughness. Dr. Herman
T. Rukens in "A Study of Children's Draw-
ings m Early Years" has given us one of
the best summaries so far made. Mrs.
Maitland has investigated the question as
to what subjects school children wish to
draw. Professor A. B. Clark has examined
children's attitude toward perspective prob-
lems. In his "Notes on Children's Draw-
ings," Professor Elmer E. Brown has pub-
hsned and interpreted four rather extended
studies on individual children.
One of the earliest attempts to interpret
large groups of children's drawings was
made by the writer in 1893. In his "Studies
in Education," he has analyzed an extended
collection of pictures made by children and
has printed another version of Miss Drury's
study on what children think pretty.
Professor M. V. O'Shea has an analytical
study in the Proceedings of the National
Education Association. The records of
infancy kept by Shinn, Moore and Hogan
devote much space to the efforts made by
children to express themselves in drawing
and to the development of art appreciation.
In "A Rittle Girl Among the Old Masters,"
William Dean Howells has recorded the
steps in the development of a child living in
the midst of European art galleries.
These varied studies show beyond all
question that children pass through succes-
sive stages in their appreciation of art and
in their relation to artistic creation. Frag-
mentary and incomplete as the results are,
they have already had a large influence on
art instruction, especially with little chil-
dren; and in the future the more perfect
study of children must inevitably determine
the ways in which we shall help them to an
understanding and an expression of the
beautiful.
From an examination of the many studies
that have been made on infancy it seems
clear that the first few months of a child's
life are distinguished above all else by ex-
treme activity and by fragmentariness of
interest. A baby's waking hours are fully
occupied and he turns restlessly from one
thing to another, eagerly gathering a mass
of unrelated experience. All observers
agree in noting a broken interest at this
time in striking sensory impressions, be-
ginning when the child is but a few days
old. He turns with evident pleasure
towards rays of light, brightly colored
objects and glittering things. Mobility and
glitter seem more attractive to him than
KINDERGARTEN-PRIMARY MAGAZINE.
2l7
color; and objects of daily life, such as a
mother's dress, seem to exercise a more
compelling power than any other artistic
products.
White is probably the most attractive
color at this time, and a piece of newspaper
will hold the attention as well as a hand-
somely colored toy, especially if the baby
is allowed to do something with it. By the
time they are a year old, many children
show an interest in looking at pictures, and
six months later they can pick out animals
they know or photographs of father or
mother. Hence by this time visual images
must be pretty well formed in their minds.
The whole subjective life is, however, so
undifferentiated that admiration can hardly
exist aside from the general mass of
pleasurable feelings.
Thus until the age of two years there is
little in the way of art activity to record.
If the child is given pencil and paper he
may rub them together as he might rub
any articles together that are handed to
him.' When he seems to be drawing he is
probably imitating the action of his elders,
just as he does when he plays at writing
letters. If meaning appears, well and good;
but he is merely imitating the action that
lie sees and not the representative effort
that lies behind it. His interest is in the
art, not in the product.
About the age of two, however, the child
begins to have a distinct pleasure in the
products of his rubbing. His drawing is
still only a scrawl, but he has a creative
rather than a merely imitative attitude
towards it. Professor Baldwin has analyzed
the steps in scribble development with
great thoroughness. The angular straight
lines give way about the age of two years
to curves, lateral movements being pre-
ferred to vertical movements. About the
twentv-seventh month a sense of connec-
tion betwen what was visually in the child's
own consciousness and the movement of
his own hand or pencil springs into exist-
ence. Tracery imitation begins. Ebenezer
Cooke finds in these early scribbles a ten-
dency toward elliptical forms on which he
bases far-reaching educational conclusions.
Professor Brown has also pointed out the
predominance of motor impulses in his
early work, though recognizing the steady
attempt to relate motor and visual images ;
and Professor Sully speaks of drawing at
this period as largely "imitative play
action."
All students of childhood agree in recog-
nizing that the images which the child seeks
to express at this early age are already
within his mind when the drawing begins.
The operation is from within outward and
is hence often spoken of as conceptual
drawing. Passy, Miss Partridge and Ker-
schensteiner all report experiments where
they posed before a class and found that
even elementary school children were as
liable to draw them standing as sitting, or
with hats as without. The difficulties of
execution are so great with little children
that there is little desire to look at other
drawings, or at an object, even if the child
be nominally copying it. Possibly if this
motor difficulty did not exist the result
would be the same, for one cannot help
feeling that the aim at this time is self-
expression rather than representation. In
fact, drawing for a very young child is so
thoroughly a language that we may be
wrong in considering it as in any degree an
art expression. One is startled to see how
easily a child at this age declares a mass of
meaningless lines to be a man, a horse, or
an engine. Whatever may be true of
adults, "art for art's sake," has no place in
a child's world.
So thoroughly is all drawing conceptual
at this period that if a child is drawing a
complex whole he is content to put down,
one after the other, the parts he knows and
happens to think about. Thus, if he is
drawing a cow, he makes a scrawl of some
kind to stand for the cow as a whole ; on
one side of this he scratches some horns,
on the other side some legs and a tail,
while a smudge some inches away is de-
clared to be the hair. If he draws a man
on horseback, you see both of his legs ; in
drawing a woman he may draw her body,
then put on her clothes, one garment after
another, and even draw her pocket, a purse
in the pocket and a penny in the purse.
This tendency to work out a detail at a
time has led some students to speak of this
stage as the cataloguing period in drawing.
Nothing is more striking in the drawings
made bv children at this period than the
way in which they universally invent or
adopt diagramatic forms. They do not
draw the outline of men, or trees or houses ;
they make symbols or signs to stand for
them. Thus they make a straight line for
a leg, a little circle for an eye ; a vertical
line with a few horizontal lines on the
sides represents a tree. Many people are
2l8
KINDERGARTEN-PRIMARY MAGAZINE.
led by this fact to assume that children
tend to abstract form from things, and that
they are interested in such form abstrac-
tions and hence should be given work with
lines and plane surfaces. A little observa-
tion, however, will show anyone that these
diagrams are due, not to the child's having
abstracted the form from the object, but to
his inability to co-ordinate visual and motor
images and to his slight power over
muscular direction. With developing
power his growth is not from objects to
more abstract forms, but from his first
crude diagrams he moves steadily to real
objects. The pictorial evolution of a man
illustrates these steps.
The correctness of this position is further
shown by the fact that all of a child's
spontaneous drawings before he is six years
old are pictorial. Mrs. Maitland found only
five per cent, of the children at this age
drawing geometrical designs, and only
three per cent, using ornament. In illus-
trating stories, Barnes found less than one
per cent, using ornamental forms. Lukens
found but two per cent, using geometrical
designs and decoration combined. As we
have repeatedly said, drawing is for these
young children a language closely akin to
speech. It grows up bv the same alternat-
ing analysis and syntheses that we find
accompanying the mastery of speech. From
the tangle of lines that stands for a man
emerges, as it were by accident, some cir-
cumscribed part that is recognized as the
head ; arms and legs spring out from it ;
eves find their place ; and then a nose fol-
lows. A body evolves below the head,
often by uniting the legs with a line ; ears
linger until later. These early figures of
men are almost invariably drawn full-face,
possiblv because only a full-face figure
p-ives the child a chance to enumerate all
the features. Since throughout childhood
the motor impulses tend to concentrate,
now in one direction, now in another, the
interest in drawing is very spasmodic.
Sometimes it continues strong for several
days, and then entirely disappears for sev-
eral weeks or even months.
The objects that a child is especially in-
terested in drawing at this time are those
related to his own daily life and needs.
Men and women are most attractive :
babies, domesticated animals, objects of
daily use, and playthines are the objects
which he must portray if he is to draw with
avidity. His standards are so low that he
has no fear of being unable to realize them.
He feels as secure in drawing a man as in
drawing a vertical line.
Whether children tend to draw mass or
outline before they are six has attracted
much attention. Mrs. A. H. Putnam pro-
vided in her kindergarten, water colors,
colored crayons, slates, paper and pencils
and the sand table, and then encouraged
her children to make representations of a
ball. There was no direction given, but
eighty-seven out of ninety-seven children
who had been in the kindergarten but a few
days drew outlines with pencils. It may be
said that this is what they had always been
accustomed to do, but the line seems best
to correspond with what we have found to
be the children's aim in drawing at this
period.
Any thoughtful observer who watches a
child's drawing from the time he is two
until he is six must be deeply impressed
with the great aid it furnishes to all of his
processes of thought. It relates visual and
motor impulses, thereby perfecting visual
judgments, the great majority of which rest
on motor experiences, and at the same time
it directs and cultivates motor activity. By
recording images and thus holding them
before the mind for consideration such
drawing forms one of the most effective
agencies in organizing a body of correct
ideas or concepts on which all intelligent
thinking must finally rest.
(To be continued)
The greatest work has always gone hand
in hand with the most fervent moral pur-
pose.— Sidney Lanier.
SELF-RELIANCE.
Myself did make my yesterdays,
And this I truly know,
To all my morrows I shall bring
Their store of joy or woe.
Each cup these lips of mine shall drink,
It shall be filled by me;
For every door that I would pass,
These hands must mould the key.
If e'en on yonder shining height
A larger life I own,
Though throb my brain, though ache my feet,
Its slope I climb alone.
No more along a darkened way,
I, doubting, blindly grope;
No more I shame my soul with fear,
Nor yet with yearning hope.
But knowing this that I do know,
And seeing what I see,
I rest in this great certainty —
All may be well with me.
KINDERGARTEN-PRIMARY MAGAZINE.
219
THE KINDERGARTEN IN BUFFALO.
lO^GS"!
3*S
NEXT in educational import-
ance to the meeting in Buf-
falo in 1896, of the National
Educational Association will
be the convention of the In-
ternational Kindergarten Union in that
city, in April. Such a gathering of educa-
tors is an inspiration and impetus to the
educational interests of any city, and will
be cordially welcome in Buffalo, whose
lines of educational interest are many and
varied.
Buffalo is a city beautiful for situation
tion," and while at least two educational
institutions in the city are the direct out-
growth of kindergarten, the great change
in elementary education which has taken
place in Buffalo within the last two
decades, is also in part due to the develop-
ment of kindergarten ideals and kinder-
garten spirit. That this has been univer-
sally true, Miss Nina C. Vandewalker
clearly shows in "The Kindergarten in
American Education." In discussion of the
factors which have brought about changes
in both spirit and method, she says : "The
present procedure of the primary schools
Albright Art Gallery
and a strategic point commercially and in-
dustrially, and has advanced with great
strides especially since the development of
electric power from Niagara Falls. The
rapid increase in population has constantly
taxed to the utmost its school facilities, and
though each year sees new buildings erect-
ed or old ones enlarged, "the great-coat
Have is always inadequate to cover the
growing Want." Not only is the school
population increasing beyond the accom-
modations, but there has been expansion
within the school along many lines, for
Buffalo has kept pace with other progres-
sive cities in recognition of the importance-
of art, manual, and domestic training. All
these things call for a constantly growing
educational budget, which the people
cheerfully meet ; but expansion along so
many lines makes impossible very rapid
growth along any one line.
The kindergarten movement has the dis-
tinction of being the first movement in
Buffalo in the direction of the "new educa-
bears the stamp of the kindergarten too
unmistakably to leave one in doubt as to
the source from which the transforming
influence has come." She further says:
"Other influences have played their part
and left their impress. Of these the art
and manual training movement, which
next to the kindergarten has been the
strongest influence in the transformation
of the school, is an illustration."
It is interesting to trace some of the be-
ginnings of the kindergarten movement in
Buffalo to their original source of inspira-
tion. Mrs. Amanda M. Hoffman who
conducted for many years a private school
in the city became interested in the kin-
dergarten through Miss Ellen Hale of Bos-
ton, who doubtless received her impres-
sions from Miss Elizabeth P. Peabody. In
1876, that year which was so fruitful in the
extension of knowledge of the kindergar-
ten, Mrs. Hoffman secured a kinder-
gartner from Boston and opened a kinder-
garten in connection with her school. A
220
KINDERGARTEN-PRIMARY MAGAZINE.
few months earlier Miss Peabody had
given a series of lectures in Florence, Mass.
Out of the interest awakened, grew the
Florence Kindergarten and Training
School, and to Florence Mrs. Hoffman
went in the summer of 1877 to study with
Mrs. Auretta Roy Aldrich, principal of the
school. Thither went also for kindergar-
ten training Miss Katherine S. Chester who
subsequently opened a kindergarten in
connection with Buffalo Seminary. Owing
in part to the encroachments of business
upon the section where these kindergar-
this tiny kindergarten. From this small be-
ginning interest spread, as it was bound to
do, and the following year the Franklin
Kindergarten was established, with Miss
Emma K. Newman, a graduate of Mine.
Kraus-Boelte's Training School as direc-
tor. Recognizing the desirability of con-
tinuing in the elementary school something
of the spirit and methods of the kinder-
garten, it was determined after consulta-
tion with President Eliot, to erect on this
kindergarten foundation a preparatory
school. In this project Mrs. Glenny and
At the Terrace Playground
tens were located they were discontinued
some years ago.
In 1888 two graduates of the School of
Ethical Culture, Miss Jessica E. Beers and
Miss Emma Gibbons, opened a kindergar-
ten and primary school, which was the be-
ginning of the Elmwood School, one of the
private schools of which Buffalo is justly
proud, and of which Miss Beers is prin-
cipal.
Among the students at the Seminary,
was a young girl who became very deeply
interested in Miss Chester^ kindergarten,
finding it so attractive that she made use
of every excuse to spend an hour there.
This interest and enthusiasm were lasting
and had important results for education in
Buffalo. When some years later, her little
son reached kindergarten age, the mother,
Mrs. Bryant Burwell Glenny, invited to her
home three afternoons each week, three
other children, with Miss Beers to conduct
Mrs. DeEancey Rochester were the leading
spirits, and Dr. Nicholas Murray Butler as
counsellor determined the lines along
which the school should develop; and the
Franklin School was the result. To this
school in its early years and to the School
of Pedagogy which was an outgrowth of
it, and which, unhappily, survived but two
years, was due the beginning in Buffalo of
the interest in child study which has like-
wise been a factor in the transformation of
the elementary schools.
The free kindergarten movement in Buf-
falo owed its beginning to the enthusiasm
of Miss Margaret C. Brown, upon whose
initiative a public meeting was called in the
summer of 1891. Much interest was
aroused and an organization effected under
the corporate name of the Buffalo Free
Kindergarten Association, and organized
for the purpose of opening free kindergar-
tens, and establishing a kindergarten train-
KINDERGARTEN-PRIMARY MAGAZINE.
221
ing school. The officers were Mrs. John
Clark -Glenny, president; Mrs. Thomas R.
Sheer and Mrs. Louis H. Allen, vice presi-
dents : Mrs. Adelbert Moot, secretary, and
Mr. C. N. Underhill, treasurer. Four kin-
dergartens and the training school were
opened in the fall, under the supervision of
Miss Margaret C. Brown. The interest
further materialized in the form of a
periodical, The Kindergarten News, edited
by Mr. Louis H. Allen and Mr. William
Macomber, and published in Buffalo until
■>« -
',', .\\l;K SIS \,
The Lenox— Headquarters I. K. U.
the Milton Bradley Co. assumed the pro-
prietorship, and enlarged it into the Kin-
dergarten Review.
In 1892 Mr. John G. Milburn became
president of the Kindergarten Association,
an office which he filled for twelve years.
In the same year there was also a change in
the corps of kindergartners ; Miss Ella C.
Elder of the Florence Kindergarten was
chosen superintendent, and she brought
with her a staff of kindergartners from
Boston. Considerable vantage ground was
gained for the free kindergarten movement
when the city granted an appropriation
toward the maintenance of kindergartens.
This appropriation was increased annually
as the work was extended and kindergar-
tens had in some cases been located in
public school buildings, so that when the
time came that it seemed advisable to in-
corporate kindergartens as part of the pub-
lic school system, the transition was ac-
complished with little difficulty, and without
change in management, Miss Elder being
retained as supervisor, a position which
she still fills.
While the kindergarten has not encoun-
tered in Buffalo the periods of doubt and
threatened disaster which have confronted
it at times in some cities, its extension has
been somewhat slow, owing to reasons al-
ready suggested, the rapid growth of school
population, which in some districts where
kindergarten was greatly needed, has left
no available school room for children un-
der school age, and to the fact that the
kindergarten was one of the numerous de-
partments clamoring for a share in the
yearly increase in the appropriation for
education. The year of greatest expansion
Iroquis Hotel
was last year, when six kindergartens were
opened.
Buffalo, like many other cities, has dem-
onstrated the value of the kindergarten
as a foundation for social settlement work,
three of its settlements having started with
a kindergarten. Mothers' meetings have
in many districts grown into Mothers' clubs
and in some districts Parents' Associations
or Parent-Teachers' Associations have
sprung from or grown up side by side with
the Mothers' Meetings. The public library
co-operates with the Mothers' clubs by
sending out carefully selected libraries,
which are kept in kindergartens for the
use of the mothers and the younger
children.
With the transfer of the kindergarten to
the Department of Public Instruction, the
Kindergarten Association was largely re-
lieved of responsibility, but it has continued
its relation of sponser to the training school
which it founded, and which has had its
home for many years in the Women's Edu-
cational and Industrial Union.
There is also a department of kindergar-
ten training, of which Miss Louise Cassety
222
KINDERGARTEN-PRIMARY MAGAZINE.
is director, in connection with the Buffalo
State Normal School.
Buffalo has numerous institutions that
will prove interesting to visitors who are
especially interested in the educational
activities of a city. Of these perhaps none
exerts a more potent influence than the
Woman Teachers' Association, the first
and perhaps the only organization of its
kind in the country. It has a membership
of more than eight hundred of the teachers
employed in the public schools of the city,
Hotel Statler
and under the efficient leadership of Dr.
Ida C. Bender, supervisor of primary
grades, not only justifies its existence by
promoting the welfare of the public
schools, creating a spirit of sympathy and
good will among the teachers, developing
the abilities and resources of individual
members, and creating in the community a
deeper sense of the dignity of the teacher's
profession, but through its valuable lecture
courses which are open to the public it con-
tributes not a little to the cultural life of
the city. The association owns a com-
modious and attractive building, the Chap-
ter House, which is the center of much
social as well as educational activity.
The Natural History Museum, the prop-
er*-- of the Natural History Society, has its
temporary home in the public library build-
ing, and is an invaluable adjunct of the
public schools, as a school of observation
to which classes go at stated times for
illustrated lectures.
In the beautiful Historical building, the
New York State building of the Pan-Amer-
ican Exposition, is a fine historical collec-
tion, and three times each week are given
lectures and addresses upon local history,
which are open to the public.
The Albright Art Gallery, "the people's
palace of the fine arts of painting and
sculpture," is said to be the best example
of pure Greek architecture in America.
The building contains an excellent per-
manent collection, among its chief treasures
being full-sized models of two of St.
Gauden's noblest achievements, the Shaw
Memorial and the Stevenson Memorial.
The frequent loan exhibition of the finest
work of American and many foreign artists,
offer to every citizen the opportunity to
become acquainted with the best of
modern art, a privilege which the people
are not slow to appreciate, as is evident
from the large attendance on Sunday and
holiday afternoons.
The dream of many of the citizens of
Buffalo is of a noble university building
which shall stand on the most commanding
site in the city and invite to its ample doors
the young men and women of the city, and
public-spirited citizens, men and women,
are laboring faithfully to make that dream
a reality.
ALICE S. HARTMANN.
SPECIAL ANNOUNCEMENT TO THE
KINDERGARTNERS VISITING
BUFFALO.
The Kindergarten-Primary Magazine
takes great pleasure in recommending to
kindergartners who contemplate visiting
Buffalo during the I. K. U. convention the
Iroquois Hotel, which has a national repu-
tation for the quality of its service. It is
situated in the center of the city, accessible
from all car lines, and in close touch with
the great activities of this busy city. It
can be reached in a few minutes from any
KINDERGARTEN-PRIMARY MAGAZINE.
223
station, and is but a step from the special
cars that run to Niagara Falls every half
hour.
Messrs. AVoolley and Gerrans, hosts,
have a reputation in New York, Saratoga
and Buffalo as knowing how to combine all
the comforts of the modern hotel with true
home atmosphere and artistic setting.
The delegates of the I. K. U. will be
specially welcome on mentioning the
editor of the Kindergarten-Primary Maga-
zine, who has enjoyed the hospitality of the
Iroquois for many years without ever find-
ing the slightest reason for complaint. If
the delegates will write the proprietors
mentioning the Kindergarten-Primary
Magazine they will receive special rates
and special consideration.
The Iroquois is one of the sure places of
Buffalo.
Castle Inn
The Markeen
Buffalo is ~sl beautiful and interesting city, the
hotel accommodations are all that could be desired
and the program is one of unusual interest. Now
let every kindergartner resolve to come early and
attend all the meetings of the convention. You
need the inspiration it will bring to you. The con-
vention needs the inspiration you can bring to it.
Come.
224
KINDERGARTEN-PRIMARY MAGAZINE.
PROGRAM OF THE INTERNA-
TIONAL KINDERGARTEN UNION,
BUFFALO, N. Y., WEEK OF APRIL
26, 1909.
'pHE board of the Interna-
tional Kindergarten Union
submits the following pro-
gram to the branches of the
■ 2HB International Kindergarten
I nion, and wishes to add a line of explana-
tion that the various branches may realize
what was in mind when this program was
mapped out.
Ceitain definite aims were kept in mind
as the program was constructed, and it is
these aims which we wish the branches to
consider when reading the program.
1. To build the program in the light of
general education with specialists who
would bring to the kindergarten friendly
criticism, and the desire to be of service in
helping us to solve the particular problem
of the kindergarten.
2. The effort has been to prevent over-
crowded programs. No session has more
than two speakers, and in the majority of
cases only one.
3. The purpose of this shorter program
has been to leave time for discussion at the
close of lectures and papers.
4. The aim has been to limit the number
of subjects taken up during the week, so
that more intensive work might be done.
As far as possible two sessions are given to
each subject.
5. The desire of the Board was to secure
leaders for every subject placed upon the
program! This is a day when superin-
tendents and principals of schools are mak-
ing an effort to understand the aim of the
kindergarten, and the program was built
with the hope that it might draw superin-
tendents and principals of schools.
Mr. Percival Chubb of the Ethical Cul-
ture School of New York, who is chairman
of the literature committee, has specialized
in the problem of literature in its relation
to education as a whole, and is ably pre-
pared to see the literature of the kinder-
garten in the light of the problem of the
elementary school.
Dr. Colin Scott of the Boston Normal
School, has made an especial study of all
the experiments in social education in this
country and abroad, and will give the re-
sults of his study to the kindergartners at
this meeting.
Mr. Dwight Perkins of the Board of Edu-
cation, Chicago, Illinois, is making an
especial study of school architecture in the
light of the changes demanded by modern
education based upon the law of self-
activity.
Dr. John A. MacVannel is Director of the
kindergarten department, Teachers' Col-
lege, Columbia university, and Professor
of the Philosophy of Education in the
University, and in the light of this Dr.
MacVannel has made an especial study of
the philosophy of Froebel and the practice
of the kindergarten.
Miss Caroline Haven of the Ethical Cul-
ture School, New York City, and Miss Alice
Fitts of Pratt Institute, Brooklyn, N. Y.,
each has proven her leadership in the sub-
jects indicated upon the program.
It is hoped that the kindergartners will
make an effort to get their school princi-
pals, superintendents and Boards of Educa-
tion to attend these meetings, and in this
way co-operate with the Board of the In-
ternational Kindergarten Union in the two
especial aims of this meeting. First, to help
the kindergartners to see themselves as
part of the whole problem of education,
and second, to get school men to see the
kindergarten in the light of the whole
problem of education.
PATTY S. HILL,
President of I. K. U.
The headquarters of the convention will be at
The Lenox Hotel.
The places of meeting will be as follows: Con-
vention Hall, Virginia Street; First Universalist
Church, North street.
LOCAL ORGANIZATION.
President, Mrs. Adelbert Moot.
First Vice-President, Mrs. George Sawyer.
Second Vice-President, Mrs. Charles W. Pardee.
Secretary, Mrs. Delancy Rochester.
Treasurer, Mr. John Lord O'Brien.
CHAIRMAN OF COMMITTEES.
General Chairman of Local Committee, Mrs.
Adelbert Moot.
Kindergarten Auxiliary, Miss Ella C. Elder.
Transportation, Mr. Harry Parry.
Finance, Mr. John Lord O'Brien.
Exhibits, Miss Mary E. Watkins.
Printing, Mrs. A. R. Preston.
Accommodations, Miss Florence Oppenheimer.
Entertainment, Mrs. Delancy Rochester.
Badges and Decorations, Miss Louise Cassety.
Music, Mr. Seth Clark.
Program, Miss Ella C. Elder.
Press, Mrs. Esther Davenport.
PROGRAM
MONDAY AFTERNOON. APRIL 26th, AT TWO
O'CLOCK.
Meeting of Committee of Nineteen. Miss Lucy
Wheelock Chairman.
KINDERGARTEN-PRIMARY MAGAZINE.
22^
MONDAY EVENING. APRIL 26th. AT 8 O'CLOCK.
Board meeting.
TUESDAY AFTERNOON. APRIL 27th. AT 2:30
O'CLOCK.
Conference of training teachers and supervisors.
Closed session. Admission by ticket. Miss Eliza-
beth Harrison, Chairman.
Address: Dr. John Angus MacVannel, Director
of the Kindergarten Department, Teachers' Col-
lege, Columbia University, New York City. Sub-
ject: "Materials of the Kindergarten."
Discussion.
TUESDAY EVENING. APRIL 27th. AT 8 O'CLOCK.
Program in charge of literature committee:
Address: Mr. Percival Chubb, Ethical Culture
School, New York City. subject —
Address: (Speaker to be announced later). Sub-
ject: "The Newspaper and Its Relation To Child-
hood."
Address: (Speaker to be announced later). Sub-
ject: "The Comic Sunday Supplement."
WEDNESDAY MORNING. APRIL 28th, AT 10
O'CLOCK.
Invocation.
Addresses of welcome
Response.
Report of Corresponding Secretary and Treas-
urer: Miss Anna H. Littell.
Report of Auditor: Miss Margaret Giddings.
Reports of committees:
Foreign Correspondence: Miss Mary McCulloch,
chairman.
Propagation: Miss Myra Winchester, chairman.
Nominations: Luella Palmer, chairman.
Credentials and Elections: Miss Ella C. Elder,
chairman.
Parents' Committee: Miss C. Geraldine O'Grady,
chairman.
N. E. A. Committee: Miss Caroline T. Haven,
chairman.
Committee of Nineteen: Miss Lucy Wheelock,
chairman.
Appointment of committee on Time and Place,
and Resolutions.
Reports of Delegates.
WEDNESDAY AFTERNOON. APRIL 28th. AT
3 O'CLOCK.
Literature Committee.
Address: Mr. Percival Chubb, Ethical Culture
School, New York City. Subject: "The Child As
a Literary Personage."
Address: Dr. John A. MacVannel, Teachers'
College, New York City. Subject: "Children's
Literature — Principles of Selection."
WEDNESDAY EVENING. APRIL 28th.
O'CLOCK.
Lecture, "Social Education and the
garten." — Colin Scott, Ph. D., Boston
School.
Discussion.
THURSDAY MORNING. APRIL 29th.
O'CLOCK.
Business session.
Luncheon at 12:30 o'clock at Contention Hall.
THURSDAY AFTERNOON, APRIL 29th. AT 2
O'CLOCK.
Joint session of Mothers' Clubs; and Kinder-
gartners.
Five minute addresses by prominent kinder-
garten leaders.
THURSDAY AFTERNOON. 3:30 O'CLOCK.
Automobile ride about the city.
AT 8
Kinder-
Normal
AT 10
THURSDAY EVENING. APRIL 29th. AT 8
O'CLOCK.
Reception at Albright Art Ga'.lery.
FRIDAY MORNING, APRIL 30th. AT 10 O'CLOCK.
Subject: "The Hygiene and Aesthetic Require
ments of the Kindergarten Room." (a) "Hygiene"
— Miss Caroline Haven, Ethical School, New York
City. (b) "Art" — Miss Alice E. Fitts, Pratt In-
stitute, Brooklyn, N. Y.
FRIDAY AFTERNOON. APRIL 30th. AT 2:30
O'CLOCK.
Stereopticon lecture. Subject: "Recent Educa-
tional Requirements &2 Expressed in School Build-
ings." Speaker: Mr. Dwight Perkins, Board of
Education, Chicago, 111.
ACCOMMODATIONS.
The Lenox, North street, Headquarters; Euro-
.pean plan. Rooms $1.50 per day without bath;
$2.00 and $2.50 for two people. Rooms with
bath $2.50 to $3.00 one person; $3.50 to $4.00
two persons. Table 'd'hote meals $2.25 per day.
Hotel Iroquois, Main street; European plan.
Rooms $1.50 and $2.00 without bath; with bath,
$3.00 one person, Jp.j.uu two persons.
Hotel Statler, Washington street; European
plan. Rooms $1.50 per day, one person, $2.50 per
day for two persons. Shower bath in every room.
The Genesee, Main street; European plan.
Rooms $1.50 per day and upwards.
The Lafayette, Washington street; European
plan. Rooms $1.50 per day without bath; $2.00 to
$3.00 with bath. One dollar extra for two people.
The Niagara, Porter Ave. and Seventh St.— American
plan. $2.5o per day and upwards.
The Markeen, Main street; American plan. $3.00
per day, two persons in a room. $1.75 for room
and breakfast.
The Buckingham, Allen street; European plan.
Rooms $1.50 and $2.00. Limited number; excel-
lent cafe.
Hotel Touraine, Delaware avenue; European
plan. Rooms $1.50 per day and upwards, with
bath.
Castle Inn, Niagara Square; American plan.
$2.00 to $4.00 per day.
Young Women's Christian Association, Niagara
Square. Rooms 5 0 cents per day. Breakfast and
luncheon, 20 cents each, dinner 3 0 cents.
Delegates desiring accomodations in private
families may secure them by addressing Miss
Oppenheimer, 25 North Pearl street, Buffalo, N. Y.
RAILROAD RATES.
The Trunk Line Association, the New England
Passenger Association (excepting the Eastern
Steamship Company and tue Metropolitan Steam-
ship Company) and the Eastern Canadian Pas-
senger Association have granted special rate of
one and three-fifths fare for the round-trip to
Buffalo, on the certificate plan.
The following directions are submitted for your
guidance:
1. Tickets at the regular full one-way first-class
fare for the going journey may be secured within
three days (exclusive o f Sunday) prior to and
during the first three days of the meeting. The
announced opening date of the meeting is April
26 and the closing date is April 30, consequently
you can obtain your going ticket and certificate not
earlier than April 22, nor later than April 28. Be
sure that, when purchasing your going ticket, you
request a certificate. Do not make the mistake of
asking for a receipt.
!26
klNDERGARTEN-PRIMARY MAGAZINE.
2. Present yourself at the railroad station for
ticket and certificate at least thirty minutes before
departure of train on which you will begin your
journey.
3. Certificates are not kept at all stations. If
you inquire at your home station, you can ascer-
tain whether certificates and through tickets can
be obtained to place of meeting. If not obtainable
at your home station, the agent will inform you at
what station they can be obtained. You can in
such case purchase a local ticket thence, and there
purchase through ticket and secure certificate to
place of meeting.
4. Immediately on your arrival at the meeting
present your certificate to the endorsing officer,
Mr. Harry Parry.
5. It has been arranged that the Special Agent
of tne Railroad Association will be in attendance
on April 28, 29, and 30, from 9 a. m. to 6 p. m., to
validate certificates. A fee of 25 cents will be
charged at the meeting for each certificate vali-
dated. If you arrive at the meeting and leave
for home again prior to the Special Agent's arrival,
or if you arrive at the meeting later than April
30, after the Special Agent has left, you cannot
have your certificate validated, and consequently
you will not get the benefit of the reduction on
the home journey. No refund of fare will be made
on account of failure to have certificate validated.
6. So as to prevent disappointment, it must be
understood that the reduction on the return jour-
ney is not guaranteed, but is contingent on an
attendance at the meeting of not less than 100
persons holding regularly issued certificates ob-
tained from ticket agents at starting points, show-
ing payment of regular full one-way first class
fare of not less than 75 cents on the going journey.
7. If the necessary minimum of 100 certificates
are presented to the Special Agent, and your cer-
tificate is duly validated, you will be entitled up
to and including May 4, to a continuous passage
ticket by the same route over which you made the
going journey, at three-fifths of the regular one-
way first-class fare to the point at which your
certificate was issued.
Tne Central Passenger Association state that as
the regular rate of two cents per mile applies in
their territory they cannot grant concessions for
this convention.
No response has been as yet received from the
South-western Passenger Association.
One of New York's inspiring art treas-
ures is the St. Gauden's statue of the "Old
Salamander," Admiral Farragut, in Madi-
son Square. He is represented as standing
upon the vessel's bridge, field-glasses in
hand. We give below some verses written
by Arthur Guiterman in the New York
Times in which he pictures the brave
Admiral as looking down upon the hurry-
ing, careless Broadway crowd, wondering
if there is among them anything of the old
brave, consecrated spirit, which would be
equal to the sacrifices of the war-time; and
in the last stanza he expresses his faith in
the soundness of the people. The teacher
in the grades may be able to put the verses
to good use in connection with a history
lesson, if she uses a picture of the statue to
make her point clear. Let the children feel
that all of the sacrificing heroes of the past
may well ask, "What are you of today do-
ing, to make us feel that our sacrifices were
worth while ?"
FARRAGUT IN MADISON SQUARE.
The spirit that burned in the clay
Survives in the bronze; and the peerless
Old Sailor who fought in the Bay
Lashed fast to the rope ladder, fearless
And vigilant, looks on the brawl
Below, in its turbulent mazes.
And what does he think of it all
As, waked by the sea wind, he gazes?
"They haste, as they hastened of old,
Still driven by folly and passion,
Those eager-eyed hunters of gold,
These fribbles of glittering Fashion.
"And who in that eddying throng,
So brilliant with vigor and fire,
Will balance the right and the wrong
When stirred by the flame of Desire?
"Aye, who of the self-loving band
Will pause for the weal of another,
Or reach forth a generous hand
To rescue a down-trampled brother?
"Shall these be the mothers of men —
These moths that are mad after pleasure?
Would those save the Nation again —
The blind, ever groping for treasure?
" 'The froth and the bubbles?' — I know,
They rise to the brim, being lighter;
But that which is hidden below —
Who knows? — is it finer and brighter?
"Yet why should I doubt who have seen?
Again let the trumpet awaken,
And all that is sordid and mean
Shall dwindle, and self be forsaken.
"The land will arise as before,
Flame-hallowed and nobler and grander.
My people are sound at the core,
Thank God!" — says the Old Salamander.
■ — Janet Yale, in Harper's Bazaar.
Teaching simple children,
I am simple, too;
So we learn to gather
Lessons plain as true.
— Lucy Larcom.
We swing the balls this morning,
So gently to and iro,
Now back and forth we send them.
Straight in a line they go.
Chorus :
Little balls so pretty,
Swinging to and fro,
Round and round in circle,
Now they quickly go.
We came to school this morning,
To do our duty true,
And try to please our teacher,
In everything we do.
KINDERGARTEN-PRIMARY MAGAZINE.
227
MOTHERS' CIRCLES.
BY JENNY B. MERRILL, PD. D.
Kindergartners, primary teachers and mothers
may find a few happy suggestions from the topics
accompanying the months of the year taken from
a Japanese calendar.
January — New Year's Play.
February — The First Dedication.
March — The Girls' Day.
April — Cherry Blossoms.
May— The Boys' Day.
June — Sweet Flag Blossoms.
July — The Lotus Flower.
August — The Summer Evening.
September — Moonlight.
October — Chrysanthemums.
November — Autumn Tint of Maples.
December — The First Snow.
We all know that Japan has been called
"The paradise of childhood." One thing
that helps to make it so is the love of
nature and the consequent excursions to
enjoy out-of-door life, as indicated in many
of these topics. Japan is the home of the
"flower festival."
The notion of centering the attention
about one definite, beautiful aspect of
nature is a very happy and suggestive one
to the teacher or parent who is planning
walks in the city or country. In Japan,
family groups go out to observe these
varying aspects of nature. Shall we not
aim through our Mothers' Circles to do
something towards extending this interest-
ing and uplifting national custom?
A Japanese student at Cornell Univer-
sity once asked a professor to direct him
where to go to see the snow. The profes-
sor with surprise exclaimed, "See the snow!
Why it is all around you."
The young student then explained to this
learned man that it was the custom in
Japan to seek an elevation or some favor-
able spot where a fine view or extended
landscape could be enjoyed.
A friend of mine who has traveled in
Japan has spoken to me of this national
custom and from her I secured another
list of interesting subjects which many in-
telligent Japanese families enjoy together
during their observations of natural pheno-
mena, such as The Flight of Birds, Twilight
on the Water, Moonlight on the Snow,
The Movement of Clouds, After a Storm,
The Rainbow, A Halo, Sunrise, Sunset
Clouds. In olden times almost every
nobleman's house had its "chamber of the
inspiring view."
Recently with a friend I walked through
Central Park after a snow storm. Fairy-
land was all around us.
"Every fir and pine and hemlock
Wore garments too dear for an earl,
And the smallest twig on the elm tree
Was ridged inch-deep in pearl."
How many might have enjoyed this
beautiful, restful, soothing glimpse of
white-robed nature who instead were
crowded into theaters and moving picture
shows ! One pleasure will not take the place
of another, but an alternation will help to
undo the evil of over-stimulation, and will
subdue the spirit to gentler moods and
nobler sentiments.
SHOULD INDUSTRIAL INTEREST
DIRECT EDUCATION?
REPORTED BY DR. J. B. MERRILL.
PROF. EARL BARNES re-
cently considered this topic in
his Extension course at the
Normal College, N. Y. C .
His subject was timely in
view ot tlie great wave of interest in trade
and industrial schools now at its height,
apparently, both east and west.
Mr. Barnes first gave the reasons for the
child's interest in the common industries of
life. Such industries appeal to the child's
instincts of activity and imitation.
The little girl can follow mother with her
toy broom, with a duster, with a towel as
she wipes dishes.
The boy or girl can follow father as
gardener or carpenter with rake and hoe
or with hammer. He can play chop wood
with a stick until he is trusted with a blunt
ax, then a sharp one, and before he realizes
it, he is at real work.
It is not so easy to imitate the complex
work of our day as the child sees it in the
city. The machine hides the real work.
The child can realize what a pair of hands
may do but not what is accomplished by a
thousand horse power machine.
When we talk about the educational
value of the work Abraham Lincoln did, it
is quite a different matter.
Variety and touch with all the interest
of simple living were involved in his labor.
Monotony, dull monotony is the evil of
much of present day industry. For this
reason it is not fitted for educational pur-
228
KINDERGARTEN-PRIMARY MAGAZINE.
poses. The child should not be allowed to
enter upon it until he is fourteen years of
age or over. "Probably," said Prof. Barnes,
"our present civilization will not stand for a
later age than fourteen but do not let us
permit the age limit to drop down to ten
or twelve."
Manual training, properly interpreted,
carried out as an extension of the kinder-
garten and in accordance with its principles,
is all that is needed in our elementary
schools. Closer industrial training will
tend to develop caste in education which
holds in all European countries.
Manual training does not train eye and
hand alone, but like physical training
develops the whole nervous system of the
child and fits him to adapt himself to any
and all forms of work. It is as needful for
the boy or girl who is bound for high school
as for him or her who must later learn a
trade.
The boy and girl are to be father, mother
and citizen and not mere workmen. They
must not be dulled at too early an age by
the direful influences of monotony in
specializing forms of industry.
ADVANTAGES OF KINDERGARTEN
TRAINING.
(This paper is sent at the request of Miss Nellie
Brown, of Bangor, Me. It was read at the con-
vention, Portland, Me., 1908.)
It is my conviction that a child who has
kindergarten training possesses an in-
estimable advantage over the one who
lacks it.
His superior ability asserts itself almost
as soon as he enters school. He is ready
to learn., His senses — gates of his mind —
are open, and the acquiring of knowledge
becomes an easy task.
The fact that a great many children with-
out kindergarten training are not ready to
learn on first entering school, is apparent
to any worker in a primary room. Before
learning can take place, the eye must be
taught to see, and the ear be trained to
hear.
When a pupil correctly sounds such a
word as "c-at" and pronounces it hen, he
exemplifies the advisability of ear training.
The vision of a five-year-old in a vain at-
tempt to select words like his sample,
speaks for the need of the training of eye.
Lack of fundamental sense training is a
serious drawback which often appears as
stupidity in the pupil, and not only neces-
sitates waste of time in September, but
hinders progress all along the way.
Besides this preliminary sense-training
which so quickens and awakens the mind,
the kindergarten child possesses a fund of
real knowledge in contrast to his less for-
tunate class-mate. For two years he has
been mastering problems with hand and
brain which would puzzle the skill of his
parents. He knows quantity and form and
color. He has an enlarged vocabulary, and
is correspondingly capable of receiving
ideas. To his list of acquisitions must be
added his training of hand. This last asset
will be appreciated by the teacher who has
sometime had the task of teaching chubby
fingers to grasp the pencil, not like a spear
— not like a hammer — and to direct its point
toward the vicinity of an obstinate base
line.
Last, but not least, since all this develop-
ment has been brought about in that spirit
of play which is genius, he comes to us
with a school attitude that is golden — a
happy expectancy which is fit substitute
for voluntary attention.
Seven years of experience with mixed
primary classes convince me that the value
of kindergarten training cannot easily be
over estimated.
EVA L. GRANT,
42 Grant street, Bangor, Maine.
LEGEND OF MOSES.
The story of the cause of Moses' slow-
ness of speech is given in the Talmud and
runs as follows : Pharaoh was one day sit-
ting on his throne with Moses on his lap
when the child took off the king's crown
and put it on his own head. The "wise
men" tried to persuade the king that this
was treason, for which the child ought to
be put to death, but Jethro replied : "It is
the act of a child who knows no better.
Let two plates be set before him, one con-
taining gold and the other red-hot coals,
and you will find he will prefer the latter to
the former." The experiment being made,
the child snatched up one of the live coals,
put it into its mouth and burned its tongue
so severely that it was ever after "heavy
and 'slow of speech." — New York Ameri-
can.
And then there is many a man who helps
himself to stay poor by his determination
to maintain his reputation as a good fellow.
—Puck.
KINDERGARTEN-PRIMARY MAGAZINE.
229
EDITORIAL NOTES.
It is said that the moving picture shows
are developing a new disease of the eyes
which is not at all surprising when one
considers the continual vibration of even
the most smoothly working machine, with
its rapid succession of films, necessitating
as rapid an adjustment of the eye muscles,
for which evolution has not yet, at least,
prepared them. We are all conscious, after
attending an illustrated lecture, of more or
less eye-strain, and consequent fatigue.
What must this mean for children, who at-
tend such shows with any frequency! This
possible physical injury will be an added
argument against the frequent attendance
by children upon such entertainments ;
when the mechanism is perfected, doubt-
less such harm will be rendered nil, and
meanwhile the shows will be improving in
quality and educational value.
There is an experimental movement re-
ported in New York, to counteract the at-
tractions of the moving pictures by the in-
troduction into some schools of the
mechanical pianos by means of which the
children may become acquainted with the
best of music and their taste so educated
that they will learn to prefer good music to
sensational pictures. This surely, is one
way of overcoming evil with good. Our
children hear too little good music, and
although the mechanical music-players will
never take the place of inspired musicians
they at least are better than mediocre
players and familiarize the young people
with good music suitable to their under-
standing. Familiarity with the best does
not breed contempt. It stimulates a desire
for the best and those who have heard good
sol j or orchestra music from the pianola or
orchestrion will be none the less eager to
hear the best virtuoso or orchestra when
they come to town.
We give below the regulations govern-
ning the Rhodes Scholarships as an excel-
lent example of the best trend in education.
We may well ask ourselves if our costly
school system is accomplishing the results
aimed for in the bequest of this far-sighted
English financier. The regulations are as
follows :
"My desire being that the students who shall
he elected to the scholarships shall not be merely
hookworms, I direct that in the election of a
student to a scholarship regard shall be had to:
1. His literary and scholastic attainments.
2. His fondness for and success in manly out-
door sports, such as cricket, football and the like.
3. His qualities of manhood, truth, courage, de-
votion to duty, sympathy for and protection of the
weak, kindliness, unselfishness and fellowship.
4. His exhibition during school days of moral
force of character and of instincts to lead and to
take an interest in his schoolmates, for those lat-
ter attributes will be likely in after life to guide
him to esteem the performance of public duty his
highest aim.
The marks for the several qualifications would
be awarded independently as follows: The maiks
for the first qualification by examination, for the
second and third qualifications by ballot by uie
fellow-students of the candidates, and for the
fourth qualification by the headmaster of the can-
didate's school."
The insistence upon the candidate's
prowess in the playground is interesting;
surely a leader of men has a fine practice
field in the field of sports; how much bet-
ter to be a participator in the game, than
a mere onlooker !
The insistence on moral attributes and
on qualities of leadership and sympathy
with his mates; i. e. the social instinct, is
noteworthy. Will we ever have such
"tests" in our schools?
From an exchange, the Pittsburg Press,
we quote the following, with the suggestion
that some kindergarten club or mother's
club might have an interesting and valu-
able meeting devoted in part to a discus-
sion of earliest memories. Each member
might be asked to bring a slip upon which
was written this recollection in concise
language, the slips to be preserved among
the club archives for future editing in case
any member was moved by the spirit to
such an undertaking.
Looking Backward— What is the? Earliest Event in Life You Can
Remember?
"I can remember back to my fourth year," said
a physician. "I was four during the Philadelphia
Centennial of 1876, and I remember two Cen-
tennial scenes well. One was a great room full
of brass band instruments — horns so big and yel-
low and shiny that they delighted me. I remem-
ber, too, a Turkish coffee room. My father took
me into this room. Turks in native dress served
the coffee. I liked the place at first; then I saw
that it was noisy. The native waiters shouted
horribly. I was frightened. I was on the point
of tears, but whether I cried or not I can't tell
you."
"I can remember back to the time when I was
three," said a lawyer. "At the age of three my
family took me to Cape May. I saw my father
out in the water. He laughed and held out his
arms to me, and, all dressed, I ran into the sea
to him."
"All of us," said a psychologist, "can remember
back to our fourth year. Some of us can even
remember back to the second year. It would make
an interesting article, a compilation of the earliest
memories of a lot of people. The trouble, as a
rule, is to fix the date of these memories, so as to
be sure of our age at the time." — Pittsburg Press.
230
KINDERGARTEN-PRIMARY MAGAZINE.
SOME VALUES OF THE KINDER-
GARTEN.
HILDA BUSICK, P. S. 15 7, Manhattan, N. Y. C.
THE history of civilization
affords many illustrations of
the conservative tendency in
human nature. A storm of
protest greeted the Coper-
nican theory of the planetary system ; the
theory of the circulation of the blood; the
theory of evolution.
Conservation is the result of habit; and
habits are not easily eradicated. Thus the
old is not too readily discarded — not before
the value of the new is well proven.
Habit, too stubbornly persisted in, prevents
progress.
It is not surprising, therefore, when new
theories of education meet with similar
opposition. "The proof of the pudding is
in the eating." If the new theory prove its
worth the opposition gradually disappears.
The theory and practice of the kinder-
garten were no exception to this rule.
They were treated with ridicule and scorn,
and even now, when many understand their
worth, some there are who express hostile
opinions.
One favorite objection is that the kinder-
garter is all song and play. There are
young kindergartners who, in the Morning
Ring, allow the children to choose songs
indiscriminately- — songs which have no
connection with the subject in hand. A
very little experience cures that fault, not
really a very bad one, for all singing is an
expression of happiness, and the spirit of
happiness is contagious. Carlyle says,
"Give us the man who sings at his work. *
* * He will do more in the same time — he
will' do it better — persevere longer."
Parents, whose children have not attend-
ed kindergarten, are those who object to
the play. They have not considered the
philosophy of play, and therefore believe
it to be nothing higher than the undirected
play of the streets. The Greeks realized
the benefit derived from play, giving much
opportunity for it, and since their day, play
has been more or less in the foreground.
Froebel, however, was the first to appre-
ciate the full educational value of play, and
to incorporate it definitely as a means of
education. Children play about that which
interests them. Interest is a great incentive
to effort. Effort results in a gain of
strength, physically, mentally, morally.
Children frequently, though not intentloii-
ally, practice in play that which becomes
their business in adult life. They play
teacher, or doctor, or storekeeper, or manu-
facturer, or "mother." Watch any group
of children and see the initiative developed
in their play, the ingenuity, the originality,
the imagination which here find expression !
The socializing influence of play is invalu-
able. The resulting knowledge, gained in
a most practical way, is the relation of
human beings to each other and to the
whole: the assurance that consequence fol-
lows cause, the absolute necessity of
obedience to law, the meaning of "thine"
and "mine," honesty, justice, the efforts of
selfishness and unselfishness, of politeness
and rudeness, of sweet temper and the re-
verse. These values are greatly heightened
when play takes place under the direction
of one specially trained to understand its
worth.
There is an occasional teacher who be-
lieves the kindergarten child needs suppres-
sion. Suppression harks back to the early
systems of education when the aim was to
make every individual a copy, as it were, of
the past, when progress was not sought nor
desired. It is used only by those who have
not kept abreast of the progress of child-
study and educational thought. The world
demands more than empirical knowledge in
other professions; it is loath to call in the
assistance of a lawyer or physician who is
not in touch with the latest scientific knowl-
edge of his profession.
The thought of suppression has been sup-
planted by that of control. Suppression and
control presuppose two vastly separated
points of view, and the point of view is a
very important element in teaching. A
kindergartner who believes that material is
a means, not an end, finds material
secondary to method. A kindergartner
whose point of view is control, sees the pos-
sibilities latent in the child, and aims to
establish the foundations of that which will
be a permanent good. Suppression is tem-
porary, wholly from without, and is not
effective after the pressure has been re-
moved.
But what is there to suppress? A dis-
position on the part of the child to express
himself frequently, at length, and spon-
taneously, that is, without the teacher'?
permission. Were the matter investigated,
it would be found that this tendency is not
acquired in the kindergarten. Children
KINDERGARTEN-PRIMARY MAGAZINE.
23:
bring it with them from the home where
they have spent rive years, encouraged to
talk by parents, relatives and friends.
The kindergartner could suppress this
trait if she would. But she is willing to
work gradually, knowing that self-control
is a priceless possession that is slowly at-
tained. It is the growth of a power, de-
veloped only as effort is exerted trom with-
in. She knows that suppression would
crush out originality and that presently the
child would have nothing to express.
However, the kindergarten does not
claim to perform miracles, to secure to chil-
dren at hve years of age the powers for
which many are still struggling at a much
later period. It aims to take a child's
nature where it is, and gradually direct it
into channels of helpfulness to itself and
others, it endeavors to have the children
realize the necessity of controlling impulses
and habit; of utilizing originality to good
purpose; it begins (^but cannot finish) the
lormation of habits of observation and at-
tention, of having an opinion and express-
ing it well, and at the right time ; of follow-
ing direction as well as of leading; of giv-
ing opportunity to others, of obedience, of
cleanliness, of order, of truth; of "doing
unto others as you would they should do
unto you."
IT MADE A DIFFERENCE.
A Chinaman of noble birth had been in-
vited to dine at William's home. His
mother was very anxious that the guest
should not be made uncomfortable by the
little chap's curiosity, so she took him aside
and explained all about the yellow skin,
long braid of hair and almond eyes of the
Mongolians, and even showed him pictures
of Chinese. She impressed upon him more
than anything else the fact that the visitor
was his father's friend and was to be treat-
ed with respect. Upon the Celestial's ar-
rival, William tried hard not to stare or to
look too curious, and succeeded in being-
very quiet for some time, when, much to
the surprise of his mother and the amuse-
ment of the Chinese, he called out:
"Mamma, if he wasn't our friend, wouldn't
he be funny?" — Bellman.
Hope is not only cheap and comforting,
but plentiful, and furthermore can be con-
structed right at home by oneself out of al-
most any old thing.— Puck.
EDITORIAL ANNOUNCEMENT.
Beginning with the April number of the
Kindergarten-Primary Magazine Mr. J.
Van Broekhoven will contribute a series of
articles on a variety of subjects relating to
the influence of music on the child in the
kindergarten, the home, the church and the
school. The nature of the articles will be
of a wide scope of interest; touching upon
the moral, social, aesthetic, psychological
and practical features of music in the edu-
cational plan of the child.
Mr. Van Broekhoven, having a high
educational ideal, a large experience as
teacher, and a broad basis of knowledge,
combined with a warm sympathy for the
child and the teacher, the articles will be of
especial value to teachers and parents of
children.
It is the object to publish these articles
in pamphlet form, after their appearance in
this paper, to facilitate a wider circulation
and familiarity with the subject of music
in the child's education. We therefore ad-
vise teachers and parents to subscribe now
and avail themselves of the many valuable
articles appearing each month in The Kin-
dergarten-Primary Magazine.
Nellie apologized for the action of her
new baby sister by saying, "You see, she
hasn't got any sense yet." Her mother
objected to such an idea, and Nellie replied,
"Oh, of course she's got sense, but it isn't
working yet." — The November Delineator.
In writing a sketch of Washington a
pupil ended her essay by saying: "Wash-
ington married a famous belle, Martha
Curtis, and in due time became the father
of his country." — The November Delinea-
tor.
Paul, at the age of four, was asked one
morning by his papa, "What is the name of
the first meal of the day?"
"Oatmeal," responded little Paul prompt-
ly.— The November Delineator.
"Wot's your rush, Jimmie?" "I'm goin'
to store for sompin' or other, an' I'm hurry-
in' to git dere before I forgits what I'm
groin' for." — Credit Lost.
God's response to the fears of man is
always, "Fear not." — Abbott.
232
KINDERGARTEN-PRIMARY MAGAZINE.
A NEW VOCAL METHOD BASED ON
A NEW THEORY OF TONE PRO-
DUCTION.
SS#p| TiEFORE the invention of the
[jjjj_|r|| .aryngoscope by Manuel Gar-
^^%i^rq cia, a Spanish singing teacher
||l|g||l|iy in 1849, tne medical and musi-
~-^^::^^^ cal profession had no reliable
knowledge of the action during singing of
the vocal organ. The invention of the
laryngoscope was a great boon to the
medical profession, and was of little or no
value to the vocal teacher. Dr. Morell
Mackenzie, the eminent English throat
specialist, sums up its importance in the fol-
lowing :
"The immediate effect of the invention of
the laryngoscope was to throw the whole
subject into hopeless confusion by the in-
troduction of all sorts of error of observa-
tion, each claiming to be founded on occular
proof, and believed in with corresponding
obstinacy." "The beginning of wisdom,"
he continues, "in studying the voice, is to
clear the mind of all preconceived ideas as
to its resemblance to this or that instru-
ment, and study it by itself in the light of
anatomical and physical science."
The author of the new method has fol-
lowed this mode of investigation, and has
presented the result of his labors in a lately
published work entitled "The True Method
of Tone Production," by John Van Broek-
hoven, with six books of exercises. Pub-
lished by the H. W. Gray Co., New York,
agent for Novello & Co., London.
This theory is entirely new and novel. It
refutes the old and generally accepted
theory that tone is produced by the vibra-
tion of the vocal cords. The author empha-
sizes the fact that the vocal organ is a wind
instrument in which the air current and the
cavities through which it passes are of
prime importance. He asserts that the
vocal cords do not produce the tone by
vibration, but that they form the necessary
opening for the air current to pass in to
the larynx cavity or "cup" as he calls this
space. This function is similar to that pro-
duced by a trumpet or horn player in ad-
justing his lips, so that the proper current
of air may pass into the mouth-piece of the
horn, where the tone is produced by the
peculiar nature of the current of air, its fric-
tion and whirl conditioned by the form of
the cup cavity.
In Fig. 1 is presented a view of the inner
larynx slightly enlarged, from which we
may obtain an idea of this feature.
The long black slid represents the open-
ing between the two vocal cords marked
b,b. The two vocal cords b,b, are com-
posed of two different substances, viz. :
one-third of their length of gristle, and the
other two-thirds of muscular ligaments.
The two vocal lips, by contraction, control
the size and form of the opening through
which the current passes into the larynx
space above. The letters d, d indicate the
so-called false vocal cords, located some-
KINDERGARTEN-PRIMARY MAGAZINE.
233
what higher up above the real vocal cord
b, b. Below the false vocal cords d, d, and
behind them, on each side is an opening
which runs upwards, called the pockets, or
ventricles of Morgagni. The edges of these
false vocal cords also form a set of lips,
more flexible and capable of different
movements than the real vocal cords.
Owing, to this capacity for moving down-
wards, upwards, forwards and backwards
the cavity or "cup" of the larynx below
may establish many forms, different in
dimensions. Now according to the size of
these pockets in different persons the false
vocal cords produce various proportions of
the inner larynx cavity. And to this fact
is due the character and pitch of the vocal
tone produced; whether it is a soprano,
alto, tenor or a bass tone, and to the
capacity of each individual in establishing
different forms of the larynx cavity the
singer will be able to change the quality of
the voice, in what is called "the register."
No previous investigations have ever
conceived the importance in tone produc-
tion of these false vocal cords, and to Mr.
Van Broekhoven is due the credit of hav-
ing pointed out their true function. This
has been recognized by many medical and
musical authorities, while his theory is
doubted by others. But Van Broekhoven
brings further proof of the functions of
these false vocal cords, to convince these
doubters. In Fig. 2 he presents an illustra-
tion from a work of the celebrated German
specialist Dr. Dudwig Turck, in which is
visible the action of the false vocal cords
view. Furthermore the upper part of the
inner larynx space is also contracted by the
muscular ligaments forming this upper
part, or vestibule of the larynx.
It cannot be denied that a tone changes
in pitch, quality and volume according to
the nature of the cavities through which it
passes. This is amply demonstrated by
organ pipes, and by the form of the mouth-
piece a horn player employs for high or low
tones. Now in that the construction of the
human larvnx is almost identical in its
breath controlling, tone producing, and tone
deflecting factors, to those employed by a
trumpet player in the management of the
air current, the shape of the mouthpiece,
and the tube of the instrument, it must be
concluded that the author's theory has a
scientific natural basis for its support.
In Fig. 3 we see how the upper end of
the larynx p, q is so contracted as to almost
entirely close this upper part.
d, d. Here they approach each other
towards the center of the larynx cavity, so
as almost to touch each other, and thereby
almost entirely close the inner space, above
the real vocal cords, which are hidden from
There is no doubt therefore that the
inner larynx cavities, and its upper outlet
can be varied greatly in its dimensions by
these different muscular functions. And in
pointing this out the author has de-
monstrated the true physical functions of
the vocal organ in singing. While it must
also be recognized that such functions can-
not be demonstrated to every pupil, it must
be acknowledged that the teacher who has
a thorough insight into the result estab-
lished by certain forms of the larynx
cavities, and has the educated musical ear
and experience to recognize this, must be
better adapted and equipped as vocal
teacher, than one who knows nothing of
this. He will be able to diagnose a voice
with greater accuracy than if he did not
possess this knowledge.
The author was well aware of that in
writing his book. For he has furnished to
the teacher and student the one volume
which contains the explanatory part of his
new method fully illustrated. And in his
six books of exercises he provides the
proper material for the pupil. The exer-
cises are extremely melodious and concise,
234
KINDERGARTEN-PRIMARY MAGAZINE.
and are well graded in their progressive
course.
The new vocal method is in every sense
a very timely and most valuable work, is
especially for young vocal teachers, who
will find in "Ihe True Method of Tone
Production" a valuable and complete
course of vocal material.
WALKS OF THE YEAR.*
GRACE E. KETCHAM, P. S
12, The Bronx, N. Y. C.
THE first few weeks in the
kindergarten in the fall are
spent in becoming acquainted
with each other and kinder-
garten life but by the first of
October the children are ready to join
enthusiastically in the walks.
In our program the excursions come
under the heading "Source of Experience,"
and as such they prove most pleasant and
profitable. Talks, stories, songs, games,
gifts and" occupations are grouped about
them in such fashion that not only do the
children have a definite idea of the special
object of the walk but upon their return are
given the opportunity and suitable ma-
terials in which to express the impressions
gained.
With the needs of the children in mind
I go over the ground myself before taking
them with me. Some walks are repeated
many times. Thus in the fall the children
gather leaves and nuts under a certain
horse-chestnut tree. Later and in the early
spring they go to see the bare branches
with their queer markings and large, well
protected buds. Later in the spring they
watch the tiny leaves unfold and before the
summer vacation they have seen the tree
with its blossoms and stood beneath its
shade.
In the review for October are some such
headings as these.
*It is sometimes thought impossible to gain
much by going out-of-doors for walks during
kindergarten hours.
By definitely planning ahead as the writer of
this article has done, even city children, especially
those near parks, may become familiar with
nature's ways.
In Mothers' Meetings kindergartners may take
the opportunity to read this article %to mothers
urging them to go with their own and a few
neighbors' children upon similar excursions when
the distance is too great for the kindergartner to
take her class as a whole. J. B. M.
I. Preparation for winter as seen in
i. Winter a rest time for plants and
trees.
a. Distribution of seeds.
b. Falling leaves.
2. Winter a rest time for insect life.
a. Bees (habits).
b. Caterpillars (habits).
3. Winter a rest time for some ani-
mals,
a. Squirrel (home and habits).
4. Migration of birds.
During September the children have
grown familiar with many of the autumn
flowers from both garden and field. They
have brought in handfuls of burdock burrs
and have come to know the dog-wood
berries, the maple wings and the milkweed
pods. Taking one of the milkweed pods
into the open air we set the contents free,
blowing the seeds about and finally watch-
ing them disappear as the wind carries
them awajf, to sow next season's plants.
Our eyes are open for seeds of all kinds and
seeds of all shapes, seeds in queer pods,
on high bushes and low plants and seeds
that will stick to our clothing and have to
be picked off.
There are times when only part of the
children go walking, the rest remaining in
the kindergarten and going another time.
This often happens when taking trowels
and pails we go for earth to repot the plants
in the fall or for plants for the wild flower
box in the spring. There is a certain
pleasure in being thus separated for a time
and coming together again to relate our
experiences.
One of the happiest fall walks is the one
on which we gather the bright autumn
leaves. We watch them float silently down,
or whirl along the sidewalk as the wind
catches them up. We wade knee deep
among them, listening to the rustling
sound. We watch the men in the park
rake the leaves into piles and place them so
as to protect the plants during the winter.
Among the leaves someone has found an
acorn. It is not long after this that with
boxes and baskets we go to gather nuts.
On our way to the park we pass a num-
ber of bee hives. They now become the
special object of our walk. We want to
see where the bees store their honey and
where they go to sleep for the winter.
We hunt for caterpillars and cocoons.
We watch the squirrels gathering nuts
KINDERGARTEN-PRIMARY MAGAZINE.
235
among the dry leaves or peeping ont of
their holes in the trees.
Once or twice we have seen numbers of
blue birds together. In preparation for our
next walk we learn through pictures, songs
and stories more of birds that are flocking
to fly south. The next visit is to the bird
house in the park.
The natural topic for November is :
I Man's preparation for winter.
1 The harvest and Thanksgiving.
2 Interdependence in the community,
a The Farmer who harvests the
fruits, grains and vegetables and
gathers the wool for our winter
clothing,
b The Grocer who buys and sells the
fruits and vegetables,
c The Miller who grinds the grain
into flour,
d The Baker who makes our bread.
A walk is taken to see apple trees where
some of the children had last seen the pink
blossoms and small green apples. Usually
we are fortunate enough to find several red
apples still clinging to the highest branches.
We visit the gardens in which the chil-
dren watched the vegetables grow in the
spring. They are bare and so we turn to
the grocer who kindly allows us to enter
his shop, examine and name the vegetables
and fruits we find there.
The days have become cold enough for
coats, perhaps mittens. Winter clothing
and the sheep that furnish the wool have
become topics of interest. To visit the
sheep in the park is the object of the next
walk.
If possible a visit to the baker's is made
just before Thanksgiving Day. After that
the weather prevents more walks unless it
be about Christmas time to see a spruce
tree which grows next door ; or as on one
beautiiul winter's morning when ground
and houses were covered with snow and
each twig and branch clad in glittering ice,
the children were allowed to wrap up
warmly and stand for the briefest time
under one of these rainbow tinted trees.
In January we usually take up the trades.
When the weather permits we visit the car-
penter, the blacksmith and the shoemaker
and watch them at their work.
February brings with it at least a par-
tially new class and we seldom venture
farther than the corner post box where the
children post valentines to absent friends.
A preview for March runs thus :
1 Light.
a The moon,
b The stars.
c The sun.
2 The wind.
We go out to feel the growing warmth
of the sun and to see how it has thawed the
frozen ground.
There are so many ways in which we
can see the work of the wind. We watch
the waving trees and the clothes on the
line, the school flag and the weather vanes.
We feel it blow against us and we use it to
turn our pin wheels and fly our kites.
In April comes the awakening of all
nature We again visit the neighbor's
garden and there is great excitement over
the newly turned earth, the swelling buds
and the new blades of grass.
Another neighbor has a hen and flock of
chickens we must see. There are flocks of
young ducks on the pond in the park and
baby lambs and birds. Another pond is
full of fish and the frogs accomodatingly
hop in and out. The children listen to the
rippling brook.
May is the month for gardens and the
first spring flowers. It is in May that the
birds build and the insects begin their busy
work. We revisit the hive and the bird
house and watch the birds building their
nests. Sometimes we visit the foreign
animals in the park. Every little while the
children vote as to what we shall go to
see.
Some of the happiest times are when the
children are allowed to wander (always
within calling distance) gathering handfuls
of spring flowers. Then all sit down on the
grass under the shade of a tree and talk
over the treasures found.
June is the time for picnics. Taking
lunches the kindergarten goes out into the
fields. The children wade in grass reach-
ing nearly to their shoulders. They climb
into the low bushes. We gather flowers
and watch the queer little insects in the
grass. Sometimes we play games. Then
we sit. down in the shade of a tree, tell
stories, eat our lunch and go home tired
236
KINDERGARTEN-PRIMARY MAGAZINE.
PROGRAM FOR APRIL.
BERTHA JOHNSTON.
APRIL brings Easter this
year, with its joy in the
awakening of nature which is
the only side which should be
brought to the little child.
Those who live in the country where each
day brings its new surprises in the glimpse
of another returned bird or a new spring
blossom, realize more than city people the
uplift and delight in the new life upspring-
ing everywhere. But even in the town the
grass shows its universal leaves in the small
plots of ground back and front; the city's
trees put forth tender green leaves as well
as the country trees and there is a new life
in the air, a blueness to the sky that sets
one's pulses to beating and one's feet to
dancing. How wonderfully Lowell ex-
presses this feeling of superabundant life
in his "Vision of Sir Launful," and Ins
"Somethin' in a Pastoral Line." (See Big-
low Papers).
The children will rejoice to tell of the
new bird seen, the new llower discovered,
the breaking up of the ice and other signs
of spring and will be more than happy to ex-
press themselves with the kindergarten
materials that show color and movement.
Following the Easter program or along
with it, take up water. Water has a uni-
versal fascination for all the children of
nature from the infant splashing in his bath-
tub to the grown man breasting the billows
of the sea or the man of science studying
the marvels of the snow crystal, the boy
paddling in the stream or the little girl
washing out her dollies' clothes.
Indispensable to man, how various are
the purposes it serves ! Savage or civilized
he must drink of it daily in order to live ;
the wheat in his harvest fields, the flowers
in his garden, the cattle in his meadows
will die if it fails to appear in due season.
Early steps in man's progress upward are
marked by the use of water in cookery.
And in civilization it is indispensable as a
hygienic cleaning agent, in washing the
human body, laundering the clothes, and
cleaning our dwellings and our cooking and
other utensils.
The rivers afford fish for man's needs and
although the streams may divide opposite
sections of land, they are a means of com-
munication with places far distant.
The ocean with its currents, tides and
winds keep the earth sweet and wholesome
and last but not least, how many are the
joys afforded by water in its various mani-
festations ? The child plays with bubbles,
and boats ; he wades and swims and builds
his mimic water-wheels ; the man swims
and sails and meets exultingly the perils of
the glacier and the snowcapped mountain
peaks ; the artist-soul finds peace and in-
spiration and delight in tranquil river, roar-
ing breakers or dashing waterfall.
GIFTS— FIRST GIFT.
Sing one of the rain songs and let the
children dance the balls up and down as
raindrops beginning somewhat slowly and
accelerating the speed as the rain increases.
Which kind of rainstorm best softens the
earth for the growing plants ?
Play the balls are seeds we are planting
for an Easter surprise. Each child tell
what flowerseed he is planting from the
color of the ball. Arrange in order of rain-
bow sequence and see who can name all
colors.
Have a wading game. Let the children
on one side of the table rest their fingers
upon the table, lightly, making an irregular
line to represent the water line of the ocean
or lake. Move them backward and for-
ward. Meanwhile those on the opposite
side play that the balls are children in dif-
ferent colored suits, who are in wading.
They venture into the water and then
hasten away as the creeping fingers ap-
proach them. Sometimes a ball will be
overtaken by the rapidly moving surf.
SECOND GIFT.
Turn the Second Gift into street sprinkler
with its huge cylindrical tank; into a boat
for passengers or freight; into a stove upon
which we boil water for cooking or wash-
ing; turn it also into a pump and also a
large watertower or reservoir. Of the
Second Gift cylindrical beads lay a long
water pipe leading from the reservoir into
the city streets to bring water to each
house. Lead the minds of the children from
the water faucet in kitchen, through the
house pipes, into the big main and so into
the reservoir and from there back to the
river or mountain stream which supplies lis
with the important need. Lead the children
to feel the necessity for laying the pipes
exactly and joining them perfectly. What
might happen if one man did not do his
work well ? This is a good opportunity for
KINDERGARTEN-PRIMARY MAGAZINE.
237
letting children realize the wrong of allow-
ing water to escape from faucets or wasting
it in any way. In every large city the ques-
tion of water supply is important and every
little while the papers tell of the difficulty
of supplying enough to fill the needs of a
large population. Water is brought from
very great distances now, because nearer
sources do not furnish enough and every
summer the danger of a water famine arises,
if people are wasteful.
THIRD GIFT.
Build a sequence of (1) the home where
the child dwells, (2) a wagon passing
through the streets from which a man vends
\
\ v
>
\
\ s-
k
Flower house
Flower stand
flowers, (represented by second gift beads),
(3) a greenhouse (figure I), (4) a flower
stand (figure II), and (5) a flower-store.
The cultivated Easter flowers need heat
and water to hasten their growth; shall we
sprinkle them well ? When we reach home
we will place the pots on the flower stand.
FOURTH GIFT.
Make a ferry-boat such as is familiar to
the children of New York, Philadelphia and
Ferry dock with piles and ferry House
other cities located upon broad rivers. Tell
of the mother whose child is sick and who
says that a few hours on the ferry-boat
every day with the fresh-blowing air may
save its life. What interesting things does
the baby's older brother see from the
ferry-boat? He sees pleasure yachts,
ocean steamers, men fishing from the piers,
boys swimming, sea-gulls flying; so many
joys that are associated with the water.
Build ferry-boat, with paddle-wheel boxes
on each side ; and two cabins, one each side,
with place between for teams (figure III).
Build dock and ferry-slip with dock and
piles driven deep into the water between
which the careful captain guides the boat.
Sometimes it bumps against the heavy
wooden piles if the current is strong; the
piles move a little but no harm is done for
they are driven down deep.
FIFTH AND SIXTH GIFTS.
The half-cubes of the Fifth Gift lend
themselves admirably to the roof of a
greenhouse in which the Easter flowers
are being cultivated. An ice house can also
be made with the inclined slide up which the
large cakes of ice are drawn after they are
cut from the frozen river or lake. Why do
we thus store the frozen water? How is
it kept from melting in the ice-house?
(Packed tightly with hay and straw.)
The Fifth and Sixth Gifts can be built
into beautiful churches, where, on Easter
Day we go to sing our songs of joy and
grateful praise.
TABLETS.
Make design of snow-crystals, the form
taken sometimes by water. Make a picture
of a water-wheel with its broad spokes up-
on which the water rushes to turn it and
so set in motion the machinery which grinds
our flour. Make a row of conventionalized
flower-pots with tulips formed of half-
Ferry boat with eabin and paddle wheel houses.
cannot afford a long journey, but the doctor
circles or triangles. Let circles represent
dandelions. Make picture of church.
STICKS.
Outline pump, boats of various kinds,
238
KINDERGARTEN-PRIMARY MAGAZINE.
clrinking-cup, etc. Also make design thus,
which is one conventionalizati on of the
waves of old Nile. Speak of a rainstorm in
which the drops come down vertically, or
obliquely. What makes them sometimes
come down obliquely? Shall we show with
our sticks the direction of the drops when
no wind blows; then the direction when the
winds blow strongly from one direction or
another.
CIRCLES.
Place half and quarter circles so as to
represent a design based upon waves.
until we have pasted in a succession all of
those colors as furnished by the kindergar-
ten supply houses.
Make an Easter design of a conven-
tionalized dandelion by pasting on good
background a series of yellow circles with
green stems. Make tulip design of semi-
circles or triangles. String chain of yellow
circles alternating with straws to suggest
dandelion chain.
Make a border of strips of colored paper
and between, paste strips arranged to
symbolize river waves, thus
CLAY.
Make a copy of the pipe which we use
when blowing the dainty bubbles. Make a
cuo from which to drink the delicious water
that quenches our thirst. Also the water
jar such as is used by oriental people who
must carry each drop of water from a dis-
tant well.
Make a plaque and upon it build up a
design of some simple flower.
SAND.
Outline a river bed and pond in bottom
of sand-box and paint it blue, or indicate it
with sunflower-seeds. Speak of the sandy
desert and the trees which immediately be-
gin to grow up when water appears. Plant
little trees (twigs) along our water way.
Place boats upon its broader stretches.
Build docks with the Gifts at which the
boats may land.
PARQUETRY.
Having used the prism in the kindergar-
ten room and talked with the children about
the lovely colors and the rainbow made by
the sun shining through raindrops as prism,
let the children observe the order in which
the colors appear and arrange the balls in
that order and then arrange the six colors
of the parquetry oblongs in same order, to
represent rainbow. Little by little supply
the intermediate hues, shades and tones
These various designs may be used ?.•"
covers for different booklets that the chil-
dren have made during season.
PAPER CUTTING.
Cut simple forms of flowers, birds, swal-
lows, chickens (newly hatched); ducklings
that love to swim upon the water; children
wading, etc.
CARDBOARD MODELING.
See November number for directions for
making tiny tub and wash-board. Make
also a short cylindrical cup with a strip
pasted on for a handle. This can be modi-
fied into a watering-pot bv making the
height longer in proportion to the diameter
and adding a narrow cylinder for a spout
with a sprinkler at the end. Make a set of
cooking utensils, teakettle, pots for boil-
ing vegetables, etc. These can be used on
stoves made of the Gifts.
PAPER FOLDING.
The sailboat was given iii a preceding
number.
Fold flock of ducklings of yellow paper,
and float in sand-box pond.
STEAMBOAT MADE BY FOLDING PAPER.
This steamboat with its two funnels was
one of the much-liked (but few) examples
of paper-folding that I learned as a child
although I have no recollection from
whence came the knowledge. It is made
as follows :
Take a square of paper, place cornerwise
on table and fold the lower corner to the
center; the upper corner to the center; the
right-hand corner to the center; the left-
KINDERGARTEN-PRIMARY MAGAZINE.
239
hand corner to the center. Keep folded ;
turn over and again fold all four corners to
the center as before. This gives a still
smaller square. Turn over again and once
more fold all four corners to the center.
Turn over and the result will appear as in
illustration, I.
Number corners thus: 1, 2, 3, 4. Take
hold of 2 and 4, placing the pointing finger
beneath them so as to raise them up and
flatten; the result shows as in figure II.
Then take 1 raise and flatten it ; do the same
with 3 and the result is the boat with two
funnels. Like Ivory soap it will float.
Steamboat of folded paper
If 2 and 4 are treated like 1 and 2 the re-
sult is a little jacket, with collar, waistband
and two sleeves. This can be attached to
other slight modifications of the same fold-
ing, so as to make a complete little man
built upon the square.
OUTSIDE MATERIAL— PRISM.
The prism has of course been used in
kindergarten during the season ; if the
primary teacher has not learned of the
pleasure it gives to the children she should
by all means procure one, and place it
sometime during the day where it will catch
and separate the rays of light. During an
intermission play and sing Froebel's song
of the Light Bird. If no prism is procur-
able reflect the lieht from a srlass of water,
BIRDSEED GARDENS.
Procure a half egg-shell for each child ;
fill with earth and let each child plant some
birdseed therein, for an Easter surprise.
Also sprinkle a small sponge with birdseed.
Keep damp.
WASHING DAY.
Let the children wash out the paste
cloths, duster, etc., and hang up to dry. Let
them have the exercise and fun of washing
the kindergarten tables and chairs; also if
desirable, wash the blocks of the gift-boxes.
Give appropriate songs, as found in Patty
Hill's song book and others.
COOKING.
One kindergarten teacher illustrated use
of water in cooking by cooking some oat-
meal and giving each child a spoonful or so
with milk and sugar. One result was that
a child who had previously come to kinder-
garten on a breakfast of coffee and dough-
nuts spoke so much of oatmeal to its
mother that a change of diet was made.
Stories and Pictures Appropriate to the Foregoing Topics.
The Spring Time, Field's Profitable Tales.
Sleeping Beautv. Fables and Folk," Stories, (Scudder)
Hcughton Mifflin & Co.
The Day Dream. Tennyson.
Return of Persephone, Cooke's Nature Myths; also Haw-
thorne.
King of the Golden River, Ruskin
Lesson of Faith, Parables from Nature. (Gatty)
Awakening of Brur.hilda. Baldwin's Siegfried.
Neptune, In the Child's World. (Milton Bradley Co.)
Noah's Ark, Bible.
From the Water Babies, Kingsley.
The Cup of Loving Service, Taylor.
The Crane's Express, In the Child's World.
Cupid and Psyche.
Age of Fable, Bulfinch, Lee & Shepard.
Pictures
Return of Persephone, Sir Frederick Leighton.
Ploughing, RosaBonheur.
The Sower, Mollet.
Briar Rosa (Sleeping Beauty), E- Burne Jones.
The excellent story entitled ''Taesles-Keep Out"
which appeared in our last issue was taken from St. Nich-
olas, published by the Century Co. Through an oversight
due credit was not given.
QUERY COLUMN.
To the Editor of the Query Column:
Will you kindly let me know where I can pro-
cure materials for "The American Kindergarten?"
Originated years ago by Miss E. M. Coe ), and also,
I should be very much obliged to you for any in-
formation you can give me in regard to Miss Coe
and her classes. — Miss Leaycroft, Baltimore, Md.
Will any reader who can give informa-
tion regarding Miss C oe write at once to
the editor of the Query Column, Miss
Bertha Johnston, 1054 Bergen street,
Brooklyn, N. Y.
240
KINDERGARTEN-PRIMARY MAGAZINE.
THE CLOCK'S RACE.
GENEVIEVE KINNEAR.
ONCE upon a time there stood
in the hallway a great tall
grandfather's clock. This
clock had a very large face
with big black numbers stand-
ing for the hours and long pointed hands
and quite a long pendulum that swung back
and forth very slowly and said tick, tock,
tick, tock.
And over the mantel sat another clock
only it was much smaller. Its face was
smaller and its hands were smaller too and
it didn't have any pendulum at all because
it didn't need any and it said tick, tock, tick,
tock very much faster than the grand-
father's clock.
One day these two clocks were talking
together and the clock on the mantel said,
"It has always seemed strange to me that
you should go so very slowly for it is such
a long ways around your face. It must take
you ever so long to go around even once.
I have often listened to your tick tock, tick
tock, and wondered how you ever keep any
time at all you move so slowly." "Well,"
said the grandfather's clock this is the way
I have been ticking for a great many years
and people have always said that I kept
very good time." "Maybe people do think
so," said the little clock, "but you can't
possibly keep as good time as I do for I
move so much faster and haven't nearly so
far to go around." Just then a lady came
in and laid her small gold watch down on
the table. "What is this I hear you talk-
ing about," said the watch. "Oh," said the
little clock, "I have just been telling our
tall friend over there that he could never
keep as good time as I do because he moves
so slowly." "That's nothing," said the
watch, "neither of you can go half as fast
as I can." "You move slowly enough,"
said the watch looking at the small clock,
"but as for that grandfather's clock it must
surely be hard for him to even try to keep
the time." "Well," said the grandfather's
clock, "we will have a race and see which
one keeps the best time." "When I strike
twelve we will start and see which one gets
around to one first." "This is very foolish,"
said the watch, "but then I may as well
show you two clocks how much faster I can
go." Dong, Dong, Dong, twelve times
went the grandfather's clock. "We're off,"
he cried and all three started ticking just
as fast as ever they could. The big clock
went tick-tock, tick-tock just as slowly as
ever and the little clock went tick-tock, tick-
tock just as it had always gone and the
watch went tick, tick, tick, tick just as fast
as ever it could, but try with all its might
it just couldn't go any faster than it always
had. But they all went on ticking just the
same and pretty soon the watch was almost
at one o'clock. "My," thought the watch,
"I don't suppose those clocks are more than
half way around by this time" and then it
was one o'clock. "I've finished," cried the
watch. "So have I," cried the little clock.
"Dong" went the grandfather's clock. All
three of them finished just at the same time.
"Well, I never," said the watch, "how did
you ever do it?" "I don't know," said the
grandfather's clock, "I guess I must have
taken very much longer steps at each tick
than you did." "I guess you did, too," said
the small clock on the mantel.
EVIL WITHIN.
All the forces of evil may come upon
a soul from without, and fail to shake it.
But the smallest evil within, that is loved
and desired and continued in, will accom-
plish what the outside attack has failed in.
The only hopeless evil is the evil we do not
hate, nor endeavor to escape from, but
allow to remain. — Baltimore Methodist.
He is great who confers the most benefits.
The only way to have a friend is to be
one.
He who would be a great soul in the
future must be a?rreat soul now.
WE THANK THEE.
For flowers that bloom about our feet,
For tender grass so fresh, so sweet,
For song of bird and hum of bee,
For all things fair we hear or see,
For blue of stream and blue of sky,
For pleasant shade of branches high,
For fragrant air and cooling breeze,
For beauty of the blooming trees,
Pity the Poor and Help Them.
Pity the poor and help them,
Toiling from day to day,
Onward thro' cold and hunger,
Flodding their weary way.
Can we behold unheeding
Hearts that for aid are pleading?
Can we, can we
Turn from the poor away?
Pity the poor and help them,
Weary and toil oppressed;
So shall the Lord reward us,
So shall our hearts be blest.
KINDERGARTEN-PRIMARY MAGAZINE.
241
The Thirteenth Gift— The Point.
The rural one-room teacher who is really
teaching school always experiences difficulty in
getting through with the work within the time at
her disposal. Where there are so many different
classes and grades but little time can be given to
any one class and usually the older classes receive
the greater share of her attention .
The use of kindergarten material will render
it possible for her to keep the little ones profitably
interested with the least possible attention on her
part.
The material of the thirteenth gift, thepointf
is admirably adapted for primary school use. The
material consists of corn, peas, beans, and many
kinds of seeds, but the imported lentils are probab-
ly the best, being more nearly flat and more cir.
cular in shape than most of the other seeds.
Mrs. Hailman's lentils, in the six principal col-
' ors, are undoubtedly the best material for this pur-
pose. The bright colors attract and interest the
children and the completed designs are much
more beautiful.
We illustrate a sequence frequently used in
the kindergarten and it will serve to keep the child-
ren busy for several lessons, but so far as the time
of the teacher can be taken for the purpose, we
advise the story method and the correlation of the
gift work with the language and other work of
the first graders.
SEQUENCES
Use the netted surface as referred to last
month. First give the child four points, leutils
or other seeds, which he can place in a perpen-
dicular position at each intersection of the lines,
as shown by figure 1 . Afterwards they can be
placed horizontally, figure 2. Four of these per-
pendicular lines can be placed together to form a
square Four horizontal lines, also, and the pu-
pil led to notice that the finished design is identi-
cal.
The pupils may now be permitted to place a
point between each intersection of the lines as
shown by figure 3. This work can be carried on
in different ways, as described in the preceding
paragraph. Other points may be placed be-
tween these, the result being a solid line made
up of points. Next place the points exactly
in the center of the square as shown by figure
8. Repeat this horizontally and in all the diff-
erent ways as described in paragraph preced-
ing.
The next step may be the forming of squares,
beginning first with one corner, as shown by
figure 6, repeating on the three remaining corn-
ers, thus producing the outline of a square.
In representing slanting lines, a point can be
placed at the intersection of two lines, and the
other at the intersection of two other lines, di-
agonally opposite. Then place another point
in the center equally distant from each of the
others.
242
KINDERGARTEN-PRIMARY MAGAZINE.
Other points may be added in perfecting the
line, producing the result as shown by figure 9.
These forms may be called by the child, a
book, a map, a blackboard, a picture frame, a
window, etc.
The exercises should be carried on at short
intervals. Free play should be frequently per-
mitted, accompanied by frequent suggestions
from teacher to avoid aimless play.
The outlines of leaves and flowers can be
made with the points, using real leaves and
flowers as a guide.
The work should be accompanied by short
talks or stories which can pertain to seeds, the
planting of seeds, gardens, etc., but none of
the exercises should be continued too long, or
repeated with sufficient frequency to tire the
pupils.
We give a few suggestive designs, not gra-
ded.
vGlw»
KINDERGARTEN-PRIMARY MAGAZINE.
243
THE STORY METHOD
RAINY DAY STORY
"Well" said the teacher, "it's raining, so I
think we will stay in the house. And as we must
stay in we'might look about and see what'we can
find here.
The Kitten. hire P^ce.
"Look, here by the fireplace is a chair. And
here" is a dear little kittehby the fire.
It may be necessary for- the teacher to outline
these forms very lightly with/pencilon* paper
which can be placed on'the desks.
The knife, fork, spoon, plate, etc., can also be
outlined.
"Oh, no, the kitten is not afraid. Shejknows
we would be quite ashamed of ourselves if we
should disturb her.
"And herejis a little table all set for a small
party.
"Yes, the party is for us, and we shall be most
careful to lay our knives across our plates, and
not to drop our fork or leave our teaspoon .in our
cups.
"And now we will thank the dear little girl,
who has given us such a pleasant time and run
outdoors, for the sun is shining again.
ANOTHER STORY
In the following exercises the story method is employed,
and corn is used in making the designs:
Come, children, lay aside your books and let us play it
is summer, and we will make a trip to the country. Let
us go out along this beautiful shady road.
How sweet and pure the air is! O! here is a well by the
road side; let us stop and get a drink.
We will use the old oaken bucket. Just after [making
the bucket, we sing a verse of the "Old Oaken Bucket."
What a dear little bird's nest this is, here in the bushes!
We will not disturb the eggs.
Now we have come to this open field.
Field
Cloth
Rods
We will walk across [here and have our lunch in the
woods yonder. Let us spread the cloth for lunch.
Now. lunch is over let us take 'these rodsand'fish in^tlie
busy little brook.
What fine sport this fishing is! But shall we not go now
to visit our friends over at the farm? It will soon be time
to go home. We will go up by the barn. '
There are the farmer and his wife in the garden. "Good
evening,''good evening to you;'' they bid us a hearty wel-
come, and after a short and pleasant call, we^start for
home. As we are about to do so, the farmer tells us he
is going into town in his big wagon and will be delight-
ed to take our jolly party with him. So with many thanks
to him, and a cheery good bye to his wife, we are off for
home. As we ride along and watch the glorious sunset
amid clouds of purple and gold, and hear the birds chirp-
ing their evening songs, and think of the lovely time we
have spent in the country, we all say in joyous[_words:
"Whata?fine time we havejhad today!"
NOTE — The objects are made in outline only, -and^ if
the children have any trouble in making the outline, we
draw it for them":first before they complete theirs.
The accompanying drawings are necessarily much
smaller than those which would be used in the work,
Well
Bucket
Bird's Negt
First Gift Lesson Suggestions
FIRST GIFT LESSON SUGGESTIONS
To theVural teacher Jwho is entirely unfamil-
iar with kindergarten material we will say that
the first gift consists of six rubber balls, covered
with zephyr to represent each of the six principal
colors, viz. : red, orange, yellow, green, blue and
violet . The whole is contained in a polished box
with sliding, cover, having crossbeams and sup-
ports. The gift is used to teach form, color and
motion. Primary children will be found familiar
with the form (that of a ball) hence the instruc-
tion should be confined entirely to color and mo-
tion, correlated with the other school work.
We give below brief outlines of lesson sug-
gestions; these are intended merely as hints for
the conduct of lessons which should be varied to
meet the special requirements of the pupils.
244
KINDERGARTEN-PRIMARY MAGAZINE.
SUGGESTIVE LESSON
"I have something in my hand. Who can tell
me what it is." "Now, I will let the crayon tell
you what it is." (Teacher writes the word ball
on the blackboard, both in print and in script.)
"Can you tell me its color?" "Yes, red." I will
make the crayon tell its color." i Writes as be-
fore). "Who can tell me what kind of a ball it is?' '
Require the pupil to answer in complete sent-
ences. "Yes, it is a red ball." "Now I will make
the crayon say, a red ball." Have pupils read
words both in script and print. "Now you may
each take a ball and play with them quietly and
for a considerable time as ypu like." These balls
are different in color. "After a time I will see
how many can tell me the color of their ball."
Pupils will enjoy playing for a considerable time.
When the teacher returns, she asks what the pu-
pils can tell her about the balls, shape, softness,
elasticity, etc., what the ball can do, roll, bound;
what it is made of, wool outside, and rubber in-
side; where does the wool come from? tell a story
if time permits. "Do the balls all look alike?"
"No, difference in color." "What color is this
ball?" "Yes, red." "How many can tell me the
color of their ball?" "Now, we will swing the
balls backward and forward, like this:
"Tick, tock, like the clock,
First right, then left,
Tick, tock, like the clock,
Or,
Swing so, to and fro,
Right and left, the little balls go.
Oi,
Up and down, high and low,
The pretty balls so swiftly go,
Now round and round, round and round,
See the little balls go round and round.
Now back again, in circle true.
The pretty balls so swiftly go"
Continue lessons from time to time. Suspend
the red ball near the blackboard, review the read-
ing lesson, and say, "now you may look at the red
ball as often as you choose during the day, and
to-morrow bring me something from home, a bit
of ribbon, piece of paper, etc., that seems to you
in color like the ball." Give children each a do-
zen kindergarten half-inch beads with a shoe
string, with permission to string the beads as they
like; afterwards string the red beads only. The
color for the day can be further emphasized by
stringing red kindergarten parquetry circles, with
24-inch straws, lentils or seeds. Using a piece of
cardboard for a foundation, make a chart of the
bits of color brought by the pupils and let them
see for themselves how nearly their selection
matches the ball in color. This idea can be con-
tinued with all the colors.
We give below a lesson that would be found
interesting to children of the kindergarten age,
and equally so to first graders.
The aim of the color lesson is to find out
the color preferred by each child.
"Would you like to play a ball game this
morning? Then let us repeat these words":
In my hand a ball I hold,
Till upon the floor it rolls.
If it goes in the ring
We will clap, we will sing.
Tra la, la, etc.
(Clapping if the ball goes in the ring.)
"John may run up to the box (have the
six balls suspended from the cross-beam) and
choose the ball he likes best and roll it in the
ring as we all sing" (the above song.) (Make
the ring on the floor of third gift blocks placed
close together with an opening to allow the
ball to enter the ring.)
"Who can tell us the color of the ball John
rolled into the ring?"
"Good; Mary guessed it; and now she may
choose the ball she likes best to roll in the
ring."
And the song is repeated while Mary rolls
her ball into the ring.
This little song and game may be repeated
until many have made a choice.
In case all the colored balls are not chosen
ask to have those which have not been chosen
rolled for the sake of naming the colors not
already chosen.
As a close to this lesson take all the balls
off the beam except the red one.
"I wonder, children, who can find the ball
here in my apron that looks most like the
red ball?"
"Yes, Nan has found it."
"What color is it, Nan?"
Nan answers, "The orange ball."
"Tie it on the beam, Nan, next to the
red ball."
"Who can find the ball that looks most
like the orange ball?" Proceed in like man-
ner until all the balls have been arranged in
this order — red, orange, yellow, green, blue,
and purple.
In this step you are leading the children to
feel the relationship of color and color har-
mony.
Later, after the children have had many
lessons in color, repeat the first part of this
lesson for the purpose of noticing the growth
in the taste of the children.
This entire lesson should not be longer
than fifteen minutes.
KINDERGARTEN-PRIMARY MAGAZINE.
245
HOW THEY HELPED THE BREAD LINE.
How very few among us have realized, through
personal experience, what the pangs of starva-
tion may, or may not, accomplish; with our minds,
our bodies, or even with our immortal souls!
How very few stop to think what it might mean
to be homeless, friendless, utterly destitute and
starving — slowly starving — to death!
Have you ever looked at the physical effects of
starvation, as written on the ghastly faces and
shrunken forms of your less fortunate fellow-men?
Twenty-five hundred starving men may be in-
terviewed every night in New York City, at the
unhallowed hour of one o'clock; stretching in a
great long line, that winds up and down and in
and out through the silent, deserted thorough-
fares of the Bowery. Heedless of the biting,
wintry winds, careless of the snow and sleet, they
huddle together for warmtn, yet huddle not so
that their rightful places in this dreadful line of
starvation may be usurped, and lost to them.
Some carry a little rag of sacking, others a board —
the lid of a barrel, mayhap — on which to stand
their feet and so separate them, even that little,
from the frozen snow. This footrest they push
forward, as the line moves slowly onward. Many
of them have been standing on this miserable pro-
tection since before midnight, fearful lest they
should be last on the line, and so jeopardize their
chance of a mouthful of food. Look at their shiv-
ering, shrunken bodies; see the great, wistful eyes,
staring from pale, bloodless faces. Watch how
wolfishly anxious they grow, as they near the Mis-
sion door; and how their hungry eyes glare into
the lighted room, fearful lest those who had gone
in ahead of them would leave nothing behind!
This is starvation!
On Saturday afternoon I was idly looking out
at the drifting snow, that whirled and eddied like
dry sand with each puff of the cold wintry blast.
It was "blizzard" weather, and, as I gazed from
my sheltered window, I thought of the poor fel-
lows who would have to line up in the Bread Line
that night; of the workless men, who, in this
great, wealthy city, have nowhere to shelter them
or to lay their heads and rest.
I was called to the desk. Two men, I was told,
wished to speak to me. As I went toward them I
saw that they were poorly yet comfortably clad —
workmen out of work, most likely. Another appeal,
thought I. Whatever can we do for this unend-
ing throng of unfortunates? The men were no
better dressed than those who assemble nightly in
the Bread Line, with the exception that these had
overcoats on — the pawnshop had not yet got them.
They were unkept and dirty; but, as I came near-
er, I noticed that their dirt was of the whole-
some, grimy kind; the dirt that comes to men
who are fortunate in being blessed with the boon
of labor.
Pulling off their hats, they exposed to view
rough, touzled heads — touzled and matted with the
sweat of work. They looked at each other, and
then suddenly started off together, "We've called
to see you — " They stopped. "You give it him,
Tom," said one. "No, you!" said the other.
"You've got the paper." "This is Mr. Earl, ain't
it?" said the first. "We hear that you take in
money here. I mean" — he hurriedly went on to
explain — "that you take in money here for the
poor chaps as is out of a job." "Ye-es," I said,
slowly, not quite comprehending this unusual
approach. "What can I do for you?"
They didn't reply for a bit, but "Tom" watched
his companion, who began fishing up, from out of
the apparently bottomless pocket of a well-worn
overcoat, a mixture of dimes and dollars and cents
and quarters and nickels. Gathering the heap to-
gether, in two great, big, black, muscular fists, he
said, "You have the paper, Bob. Tell him how
much it is!"
"Bob" fished a sheet of smudged foolscap from
out of his pocket, and, after several attempts to
make it out, handed it over to me to do so. "But
what is all this for?" I asked. "This here." he
replied, "is for the poor chaps as have nowheres
to go at nights. It's from us to them, God help
'em!" "But you men cannot afford to do this, can
you?" I asked. "Is it your intention to donate
this money to the Bread Line?"
"Well, you see," said "Bob," "it was just like
this: The money's not azackly our'n. The fellows
up at the yard says, says they, "This is an awful
cold snap. Let's make a collection for the poor
fellers as is out o' job.' God help 'em! We know
what it is; and, though we take care of our own
crowd, we knows as there's lots of fellers as has
no one to fall back on: an' so the boys all chipped
in, and this is what we made up!"
This was Charity!
They refused absolutely, to give their names;
but, looking over the straggling list of some
thirty or forty contributors, I learned that this
thrice blessed and thrice holy gift came from the
earnings of the workers in the train yards of the
New York Central Railroad.
Thus are the poor ever the most ready to nelp
the poor; for they know! Yes, bitterly indeed do
they know!
Money is helpful — is indeed salvation to those
starving men; but if you in the city, who read this,
would hunt up some odd jobs around your houses,
or create a little supplementary work in your
factories and offices — something that might be left
over till the summer, but that could be done just
now; and if you people in the country would think
up some labor around your barns and outhouses,
or formulate your spring plans a little ahead of
time, you will not on'y experience the exquisite
pleasures of "Sweet Charity," but you will benefit
yourselves in the doing of real live missionary
work; probably saving the lives, and mayhap the
souls, of honest working men. Remember that
these men are waiting! That the work is not
wanted next April, or next June — it is needed now!
Come! What say you? Will not you also "chip
in," with a little work, for these workless men?
JOHN C. EARL,
Financial Secretary of the Bowery Mission, 9 2
Bible House, New York City.
GREAT ELASTICITY.
In his "Sketch Book" Washington Irving writes
as follows:
"I even journeyed one long summer's day to the
summit of the most distant hill, from where I
stretched my eye over many a mile of terra incognita,
and was astonished to find how vast a globe I in-
habited."
WHILE READING JULIUS CAESAR.
Teacher — Why didn't Caesar accept the crown?
The boy who did not get 10— Caesar wanted to
reign, but the people shouted, "Hail, Caesar, hail!"
MIXED SCOTCH.
Extracts from a Boy's Composition.
Ellen was the heroine of Scott's "Lady of the
Lake." To the hunter who was lost, Ellen seemed
like a god in the boat. This lady had black hair,
as black as a crow. She was very red from excise
and from rowing her boat.
THE ANGELUS.
"This picture," said a little girl, "shows a man
and a woman praying for potatoes."
246
KINDERGARTEN-PRIMARY MAGAZINE.
BOOK NOTES.
"Education and National Character," represents
many of the papers read at the Fifth General Con-
vention of the Religious Education Association,
those selected being the ones most directly related
to the general theme — "The Relation of Moral and
Religious Education to the .Life of the Nation."
It is an exceedingly valuable compilation of
thoughtful papers upon a most important topic.
The subject is viewed from many standpoints by
specialists in various departments of educational
work. Henry Churchill King, D. D., president of
Oberlin College, leads off with a paper upon
"Enlarging Ideals in Morals and Religion," which
is an inspiring challenge to enter consciously upon
our heritage of privileges and responsibilities in
this world which we now recognize as an infinite
world, an evolving world, and a law-abiding
world. Francis G. Peabody, D. D., of Harvard
University speaks of "The Universities and the
Social Life;" the discovery of the "social con-
science." The keynote of his address is in the
prophetic statement, "The next step in social
progress must be taken by men who shall com-
bine the scientific habit of mind with the
idealist's direction of the will." Milton G. Evans,
D. D., tells of the "Social Service of College
Students for Children," with special reference to
those who give their service during the summer
months. Rev. Frank H. Means treats of the
"Moral Training of the New Americans," calling
attention to the forces now at work; places where
enlarged effort is needed; methods of arousing
public opinion. George W. Coleman, business
manager of the Christian Endeavor World, gives
practical words upon "Education Through Social
Service," and "the Christian .nspect of Personal
and Community Hygiene," are treated by George
J. Fisher, secretary of physical work of the Y. M.
C. A., in a practical way, showing the close con-
nection between the moral life and the physical,
and the duty of the community in this connection.
We can mention but a few more of the many sug-
gestive addresses included in this volume. George
Albert Coe, Ph. D., speaks of "Religious Psychology
and Education in the Theological Curriculum;"
Charles W. Williams of "Moral Training Through
Patriotism;" G. W. Mead, Ph. D., of the "Sunday
School as a Social Force;" Charles A. Barnes,
"Fraternal Orders and Moral Education;" George
E. Myers and Amos W. Patton of "Moral Training
in the Schools," of France and Germany, respective-
ly; Henry T. Cope, "How Can Religion Discharge
Its Function in the Public Schools?"; Clyde W.
Votaw, "Religion in Public School Education;"
William P. Thirkield, L. L. D., "The Training of
Ministers and Physicians for the Negro Race;"
"Abraham Lincoln and the Moral Life of the Na-
tion," is the topic of Robert M. J. Gries, D. D.
The latter we recommend as good reading for the
Lincoln centenary about to be celebrated. Pub-
lished by Religious Education Association, Chi-
cago.
"Merry England," by Grace Greenwood. This is
a reprint of articles written more than fifty years
ago for the pages of the Little Pilgrim and they
are still as fresh and charming as when first
given to the children in that magazine. Miss
Greenwood tells several delightful stories of Sher-
wood Forest and Robin Hood; the building of
York Minster and several incidents in the life of
the noble Queen Philippa; a sketch of London
Tower with stories of Raleigh, and Lady Jane and
Catherine Grey, and Arabella btuart, besides other
tales of the old times connected with Westminster,
and Kenilworth Castle. The style is delightful
and the stories well chosen to both interest the
children and stimulate in them a love of truth,
courage to maintain the right, and patient suf-
fering under wrong. Published by Ginn and Co.,
Boston.
"The Tortoise and the Geese and Other Fables
of Bidpai." This is a collection of stories retold
from the folklore of India by Maude Barrows
Dutton and illustrated by E. Boyd Smith. The
selection in general have been well chosen, judged
according to Dr. Adler's suggestions as given in
his "Moral Education of Children." The chapter
in his book upon the use of fables is very valuable
especially what he has to say concerning the de-
rivation of most of our fables from Eastern
sources, in despotic countries and hence the great
care that should be used in selecting those that
we present to the children whom we wish to grow
up independent in thought and action, fearless
and self-respecting. This volume of fables is pub-
lished by Houghton, Mifflin & Co. It contains
thirty four stories some of which have a re-
semblance to those that have come down to use
from Aesop. Price, $1.00.
"The Moons of Balbanca," by Mrs. M. E. M.
Davis. Children are much the same the world
over but a different environment makes a differ-
ence in the daily customs, games played, and many
of the daily activities. This story takes us into
the French quarter of New Orleans and intro-
duces us to an entertaining group of children,
their fancies and their special interests during
each of the twelve months of the year. It may
well be placed upon the bookshelves when
Louisiana is being studied by the geography class.
Those familiar with Mrs. Davis' (Mollie Moore)
writings heard with regret of her death a short
time ago. Published by Houghton, Mifflin Co.,
Boston. Price, $1.00
"Little Ned and Happy Nora," by Gertrude
Smith, illustrated by Henrietta A. Adams. This
is an attractive volume containing seventeen
stories which chronicle the experiences of two
very happy and quite normal children. The
style in which the stories are written is simple
and readable, and the full page illustrations in
color are very attractive. This book will prove a
most welcome addition to any child's collection of
books. Published by Harper Brothers.
"We Winkles at the Mountains," by Gabrielle
E. Jackson, illustrated by Rachel Robinson. This
book will find a warm welcome in the hearts of
those who have followed the adventures of the
"Wee Winkles" in early books. These children
of seven and ten years carry the spirit of joy to
the mountains, and there with their toys and all
the resources which wood and stream afford make
one continuous feast of fun. A wholesome, safe
book for children. Published by Harper Brothers.
A'SERIOUS CASE.
The sky is blue and the weather is fair,
But Dolly is sick and ailing;
In spite of all my trouble and care,
I can see that her health is failing.
The weather is fair and the sky is blue,
And there's naught to trouble or fret her,
But, spite of all I can say and do,
She's worse in the place of better.
I've given her baths both hot and cold,
I've regulated her diet.
And every remedy, new or old,
I've hastened at once to try it.
So many errands for her I've run;
I've tended and trotted and rocked her;
If she does not improve with all I've done,
I really must send for the doctor.
15412
Bale Your Waste
and Turn It Into CASH
With the
LITTLE GIANT Hand Power
Rag and Paper Baler
You know the inconvenience of storing-
loose waste for market— keeps piling up
so fast you can't handle it.
Sometimes the trouble it makes more
than counterbalances the proceeds.
But— put a Little Giant Baler on the job
in some,, out-of-the-way corner. You'll
never miss the floor space it occupies, and
it'll eat up the waste just as fast as it
accumulates.
Compresses it into bales with a lever-
age so powerful the office boy can oper-
ate it— and can't get it out of whack.
With the Little Giant Baler a lot of
stuff that's been kicking around under
foot as worse than useless, and
without money value, can be put in-
to marketable shape, and turned
into ready cash- as so much clear
g-ain. It pays for itself many
times over, and every day you're
without the Little Ofiant isyonr
loss. Write now for price list
j™ I -^^ and other info ;
Guarantee
OUTLINE of
HISTORY
SUITABLE FOR THE GRADES.
SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
Gentlemen; — During the passing term, I have used
the Kingsley's Outline of United States History with my
teachers, who were preparing to take the examination for
licenses to teach in New York City. I am glad to say
that we are satisfied with that book. It is more than a
mere outline; it is in itself sufficient for review, without
the aid of a large text-book.
Brooklyn, N. Y. Yours truly,
T. J. McEVOY.
The above-namedbook will be sent postpaid on re
ceipt of 35cents.
THE PALMER CO.
50 Bromfield Street,' Boston, Mass
Chimes of Childhood
Singable Songs for Singing Children
Words by Annie Willis McCullough; Music by Ida
Maude Titus.
Price, postpaid, $.60.
Within the attractive covers of this book are
contained thirty songs, such as children can sing
with ease, and upon subjects which will both in-
terest and stimulate the child-mind. Musically
they show fresh and bright melody with a well-
written but not difficult piano part.
The verses are gracefully worded, treating large-
ly of familiar things in a vivacious, entertaining
and informing manner. MANY OF THE SONGS
MAY BE USED AS ACTION SONGS IN COSTUME
FOE SPECIAL OCCASIONS; EACH ONE OF
THESE IS EQUIPPED WITH EXPLICIT DIREC-
TIONS FOR OJSTUMING, MUSIC, JUMPING AND
ACTION, MAKING A VERY PLEASING ENTER-
TAINMENT. THIS FEATURE ALONE EN-
HANCES THE VALUE OF THE BOOK TO MANY
TIMES ITS PRICE, and a careful examination is
urged upon all those interested in the instruction
or pleasure of children.
OLIVER DITSON COMPANY .... BOSTON
CHAS. H. DITSON & CO NEW YORK
J. E. DITSON & CO PHILADELPHIA
Order of your home dealer or the above houses.
Philosophy and Psychology of
the Kindergarten
By Dean Russell and Professors Thorndike and
MacVanneO. of Teachers College, Columbia
University.
A special number (76 pages, paper cover) of the
TEACHERS COLLEGE RECORD containing the
above articles on some fundamental problems of
kindergarten education will be sold for a limited
time at half-price, 15 cents postpaid. This offer
is made in order to reduce a great overstock caused
by error in contracts with printers.
Several other issues of the TEACHERS COL-
LEGE RECORD are also offered at half price for
a short time only. Write for a list of titles and
authors.
The two latest issues of THE RECORD deal with
Teaching History and Arithmetic in Elementary
Schools. . Price 30 cents each.
Address all letters to
BUREAU OF PUBLICATIONS,
Teachers College, 525 West 120th Street,
New York City.
A Few Valuable Books for Kindergartners and Primary Teachers
We keep in stock many books not found in this list, and supply ANY book on the market at lowest prices.
Put right in your order the book you want, give us the name of publisher if you can, and we will send it.
Kindergarten Hand Books Especially for Primary Teachers
t=t
These books give just the
information desired by pri-
mary-kindergarten teachers
The works are all amply ill-
ustrated and are bound in
limp cloth.
The Fist Gift, in Primary
Schools. By J. H. Shults. With
several illustrations, songs
and games, price 15c.
A Second Gift Story or Miss
Arden'sWay By Violet Lynn.
This volume tells in attract-
ive story form how teachers
can use the second gift in
correlation with the regular
primary work. Price 25 cents.
Illustrated.
The Third Gift in Primary
Schools. — Bu il d i n g with
Cubes. By J. H. Shults.
Written especially for Pri-
mary teachers, containing
lesson suggestions and hints
relative to correlation with
primary school work. Fully
illustrated. Limp cloth.
Price 20c.
Price, 25 cems The Fourth Gift in Primary
School s. — Building with
Bricks. By J. H. Shults. A|liaiidbook for the primary teacher
on the use of this gift in correlation with primary school
work, 'the only work of this kind written especially for pri-
mary teachers. Fully illustrated. Limp cloth, price 20c.
The Seventh Gift in Primary Schools. — Tablet Laying and
Parquetry Work By J. H. Shults. With many illustrations
hints and suggestions, enabling primary teachers touse the
gift in correlation with their primary school work. Limp
cloth. Price 20c.
The Tenth Gift — Stick Laying— In Primary Schools.-- By
Alice Buckingham. 'I he only book of its kind published in
America. Contains nearly 200 illustrations with complete
instructions for the use of the gift in primary schools; price
25c-
Eleventh Gift— Ring Laying in Primary Schools—With many
illustrations for both ring-laying and ring and stick-laying
combined. Limp cloth, price 20c.
The Thirteenth Gift- The Point-In Primary Work. By J.
IT. Shults. Illustrating the work with lentils, corn, peasand
other seeds. Limp cloth, price 15c.
Feas and Cork Work in Primary Schools. By J. H. Shults.
Illustrated. Limp cloth, price 15c.
Reed and Raffia Construction Work in Primary
Schools. By Mary A. Shults. Fully illustrated. It teaches
how to use both reeds and raffia in primary schools, with
children of evei'3' grade Complete instructions for making
mats, 1 askets, and many other articles, both from reeds and
raffia alone, and with a "combination of both ; price 25c.
Stories, Games, flusic, Etc.
All books sent prepaid on receipt of price
unless the postage is indicated.
One Hundred New Kindergarten Songs, $1.00
Cloth. The latest and best.
Graded Memory Selections 10
A Christmas Festival Service, paper. . . .25
By Nora Smith.
Instrumental Characteristic Rhythms.
Part I, boards, $1.50; Part II, paper, 1.00
By Clara L. Anderson.
Boston Collection of Kindergarten
Stories, cloth 80
Songs and Games for Little Ones, net. 1.50
Postage, 15c.
By Harriet S. Jenks and Gertrude Walker.
Song Stories for the Kindergarten,
boards 1.00
By Mildred J. and Patty S. Hill.
St. Nicholas Songs, boards, net, 1.26
Postage, 24c.
The Songs and Music of FroebeTs
Mother Play, cloth 1.50
Address II orders to
Send to us for
any book pub-
lished and we'll
supply it at low-
est prices. Give
name of pub-
lisher, if possi-
ble and price.
Timely Games and Songs for the Kin-
dergarten, paper 00
By Clare Sawyer Reed.
In the Child's World, cloth t.00
By Emille Poulsson.
Half Hundred Stories (207 pages), cloth .lb
Dozen and Two Kindergarten Songs.
Paper $ JO
Louis Pauline Warner.
Folk and Other Songs for Children 1.60
Jane Bird RadclifTe-Whitehead.
Kindergarten Chimes, paper 1.00
" " boards 1.25
" " cloth 1.60
Kate D. Wlggln.
Little Songs for Little Singers 25
W. T. Glffe.
Motion Songs 25
Mrs. Boardman.
Posies from a Child's Garden of Verses. 1.00
Wm. Arms Fisher.
Sixty Songs from Mother Goose's Jubilee 1.00
L. E. Orth.
Song Echoes from Child Land 2.00
Miss Harriet S. Jenks and Mrs. Mabel Rust.
Songs of Nature 60
E. U. Emerson and K. L. Brown.
Songs of Sunshine 1.00
Stories in Song 76
Thirty Songs for Children .50
Master St. Elmo 1.00
Postage, 12 cents.
Mrs. C. S. Senour.
Musical Poems 1.50
Mrs. C. S. Senour.
Flower Ballads, cloth 1.00
" " paper .60
Mrs. C. S. Senour.
Callsthenic Songs, cloth. ' 85
By Flora Parsons.
Finger Plays, cloth ' 1.25
By Emille Poulsson.
The Story Hour, cloth 1.00
By Kate Douglas Wlggln.
Myths and Mother Flays, cloth 1.00
By Sara Wlltse.
Flower Ballads, paper, .50; cloth 1.00
By Caro S. Senour.
niscellaneons
Commentary on Froebel's Mother Flay. .$1.25
By J. Denton Snider.
The Psychology of Froebel's Play Gifts, 1.25
By J. Denton Snider.
Mottoes and Commentaries of Froebel's
Mother Play l.oO
Translated by Susan E. Blow.
Outline of a Year's Work In the Kin-
dergarten 00
By Anna Deveraux.
Blackboard Designs, paper M
By Margaret E. Webb.
Education by Plays and Games .50
By G. E. Johnson.
The Study of Children, cloth 1.00
By Frances Warner.
Nursery Ethics, cloth 1.00
By Florence Wlnterburn.
The Color Primer. Price, Teachers' Edi-
tion, .10 ( Pupils' Edition .05
The Color Primer Is Issued In a paper
cover. The teachers' edition. Including as a
part of itself the pupils' edition, has 80
pages and the pupils' edition alone 24
pages.
Water Colors in the Schoolroom. Price,
boards .25
By Milton Bradley.
This Is a practical handbook on the nse
of Water Colors.
An artistic book, illustrated with twelve
colored plates.
American Kindergarten Supply House.
276-278-280 River Street. Manistee, Mich.
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE:ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenue., Chicago, 111.
THE
SOIHER
PIANO
THE
WORLD
RENOWNED
The many points
ofs uperiority
were never better
emphasized than
in the SOHMER
PIANO of today.
It is .built to sat-
isfy the most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
n a t i n g intelli-
gence of the
leading artists.
SOHMER Z*> CO.
WARBR00MS--C0R. 5th AVE. AND 22nd St.
NEW YORK
Lakeside Classics
AND
Books for Supplementary
Reading
Please send for descriptive list of Selec-
tions from English and American au-
thors and for stories prepared for all
grades from third to last year in High
School. 132 numbers in Lakeside
series at prices from a cents to 35 cents,
depending on amount of material and
style of binding; — any book sent post-
paid on receipt of price.
Ainsvvorth & Company
377-388 Wabash Avenue
CHICAGO, ILL
An Unusual and Extraordinary Opportunity!
FREE
SAMPLE OFFER
t* OAYB ONLY 9
BMSttful Bright Spu-Ulig Ftmssa
$5 Barnatto Diamond Ring '
Approximates genuine in brilliancy, detection
almost baffles experts, fills every requirement
©f.ths most exacting1, pleases the most fastid-
ious, at only one-thirtieth the cost of the real
diamond. As a means of introducing this
marvelous and wonderful ccinHUalina pom,
and securing as many new friends as quickly
as possible, we are making a special induce-
ment for the new year. We want you to wear
this beautiful Ring, thin masterpiet* of mart'*
handicraft, this simulation that sparkles with
fell the beauty, and flashes with all the fire of
DA GENUINE DIAMOND
#f the Srst water. We want you to show it to
your friends and take orders for us. as it sells
Itself— sells at sight— and makes 100% Profit
(or you, absolutely without effort on your part.
We want good, honest representatives everyw
eellty, ally er eouetrr. In fief, In e»*rj country tbroug hoi
end w*m«&. *a« will art sell or paws the Bernntto Simulation DUnenA*
under the protease tfaet tbty act Genuine Gems. If you east le wear a sinter
latUa diamond, te the ordinary observer almost Ilk* unto a tea ef tat petese
ray aereo*. a fitting subf Unit* for the genuine; er If you want te stake sioMt,
' Is edvartlaemeat may not appear .nor tbls awns-
"111 eut tbe oeopom belev
don't welt— ACT TODAY
eel and extraordinary opportunity i
end land at eaoe— flrat eomo. flrat served.
The Baraatte Diamond Co. Wrtt* "•*• "=* "/.p4?" '■ *
yea sew tbls ad.
Olrard Blttf., Chicago. -.
Sirs:— Pleas* sand Free, Staple Offer, Ring, Earring*, Stud ar tfesrf
(8«ok)Pta,*4ialoro*.
Nam* , « ,
R.F.D.R.N* Strict
Town%rCity
P. O. B*x.... Stat*
r*
CREE!
fKinde
PRIMARY TEACHERS
will be Interested to know
that we put up
Kindergarten Material
' Especially for primary schools and will
send with our catalogue FREE Instruction*
for using the material in primary school*.
Address J. H. SHULTS, fUnUtee. Mich.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take up the matter with some wids-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait-
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec*
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
TEACHERS
We have great difficulty in
supplying the demand for
Wages will please you.
strong Primary Teachers.
Write us
Owen Pacific Coast Teacher's Agency
Mcninnville, Oregon
THE EMPIRE
TEACHERS' AGENCY
D. B. COOK, Manager
Syracuse, N. Y.
we not help you?
An Agency with agents.
LOCATES KINDERGARTEN TEACHERS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We also extend time in payment of com-
mission.
Write Today. Send Photo
We have placed hundreds of others, iL Why may
Empire Teachers' Agency,
Syracuse, N. Y.
WWjMfcYEWMMM^ TEACHERS' AGENCY
Western States, and what we are doing in west-! 3rr Kasota Building. ■ MINNEAPOLIS. MINN.
CABIN'S EDUCATIONAL EXCHANGlP
HENRY SABIN IQ07 14th Season ELBRIDQE H. SABIN
OurlniE list year place i teiche^ In So counties In Iowa, and In Minnesota, North andSo
IJikota, Nebraska. C>lora It, Wyomlnj, Utah. Idaho, Montana, Washington and Ore
gan. Address, HENRY SABIN, Manhattan Building. Des Moines, !owa.
Pioneer Teachers' Agency, Oklahoma City, Okla.
Will help you get a new or better jxif.it ion. whether you are a Teneher. Clerk,
Honk-keener, or Stenographer. Knrn'll pw for fall varaneies in schools.
The demand for good teachers in all the Western and Southern States is far
ITeater than the supply.
Write for application blanks and full particulars.
RONE
TEACHERS' AGENCY
Teachers wanted for frond positions in ail parts of the United States
Registration fee holds good until we secure a position for you.
W. X. Crider, Rome, New YorK
Primary Teachers Wanted
Vncnnelra not Ileeaane of A' mend, offer FUEB resrlstrntlon 10
thecp with nome xperirnev. W * M. THUHSTtlJi, Manager,
THI'RSI V'S TTCACHFWS* »«KNCY. H7S Wahanh \v*„ Chlcac
Minneapolis
Teachers'
Send
for
Out
;ency
1. Admits to membership only the better class of teacher*
registration fee returner! to others at once
2. Returns fee if its service is not satisfacrory
3. Makes specialty cf placing members in the Middle
States and in the West — largest salaries paid there.
4. Is conducted by experienced educators and business
men.
5 Has had pheuominal success in placing its members dur
ing the past year.
Now is the time to register.
Send for our our Booklet.
Address, 327-320 Fourteenth Avenue,
Dept. F. MINEAPOLIS. mINM.
Positions==for Teachers
If you wanta position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
523 New York Block,
Seattle, Wash.
Teach in the
Sunny South
This, section otters better in-
ducements to aspiring teacher*
than any other, anil teachers are
in great demand. If you want &
good position for next school year
you can secure it in this field. For
full information write
CliAUDK .J. I$ET,L,
Nashville, Tenn.
Proprietor the Bell Teacher"*'
.Agency.
GO SOUTH
Many Teachers Wanted
An Agency that
Recommends In 15 Southern States
Ala., Ark., Fla., Ga., Ky., Md..
Miss., Mo.. N. C, S. C, Tenn..
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
ers of Commercial Branches, Man-
ual Training, Domestic Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
>>eals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances come
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY
CHATTANOOGA, TENN.
CHICAGO, 17 E. VAN BuREN ST
THE CLARK TEACHERS' AGENCIES
NEW YORK, 156 FIFTH AVE.
BOhSr IDAHO
MAY, 1909 Evanstoa pubIic Librai?
■VANSTON, ILL.
A Problem of the Kindergarten To-Day, - E. Lyell Earle, Ph. D. 247
Is the Kindergarten Injurious?, - - - Kathryn Romer Kip 249
The Relation of the Kindergarten to the Home Carrol P. Oppenheimer 253
Let the Children smash their Toys, - Harold E. Gorst - 255
The Kindergarten Child, .... Helen L. Donnelly - 256
Letters to a Young Kindergartner, - Harrietta M. Mills 257
The Coming Playground Congress at Pittsburg - - - - - 259
Child Study in Relation to Elementary Art
Education, Earl Barnes - 261
The Value of a Summer Camp for Boys, 267
Program for May - - - Bertha Johnston - 272
Going to School, .... - Elsie B. Clarke - 278
Not Such Fun, .... Elsie B. Clarke - 279
News Notes -------- 280
The Use of Kindergarten Material in Rural
One-Room Schools, ------- 281
Copyright, 1909, by J. H. Shults.
Volume XXI, No. 8.
$1.00 per Year, 15 cents per Copy
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addresss
292 Marlborough St., BOSTON, MASS.
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS LUCY HARRIS SYMONDS.
MISS ANNIE COOLIDGE RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON, MASS.
Regular Two Years' Course.
Post-Graduate Course. Special Courses.
Sixteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
MRS. ANNIE MOSELrlY PERRY,
Principal,
18 Huntington Are.,
BOSTON, MASS.
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street, BOSTON, MASS.
Regular Two Years' Course.
Special One Year Course for graduate
atudents.
Students' Home at the Marenholz.
For circulars address
LUCY WHEELOCK.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARET J. STANNARD,
Principal.
19 Chestnut Street, Boston.
Springfield Kindergarten
Normal Training Schools
Two Years' Coarse. Terms, $10* per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONGMEADOW, MASS.
New York Training Schools
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-BOELTE
Hotel San Remo, Central Park West
75th Street, - NEW YORK CITY
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Year.
167 W. 57th Street, NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunter's
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2079 Fifth Aye., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
FOR
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September 1*.
For circulars, information, etc., address
MARY C. MILLS, Principal
179 West Avenue,
BRIDGEPORT, - - CONN.
The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH, Principal,
Lafayette Street, BRIDGEPORT, CONN.
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Address Prof. Anna E. Harvey. Supt
EstablisKed 1896
The New York
Froebel Normal
KINDERGARTEN and* PRIMARY TRAINING
College Preparatory. Teachers' Academic. Music
B. LYELL EARL, Ph. D„ Principal,
HARRIETTE M. MILLS, Head of Department of c Kindergarten Training.
MARIE RUEF HOFEK, Department of Music.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address,
59 West 96th Street, New York, N. Y.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st. 190K, to June 1st, 1909.
July 1st (« August 21st. 1909.
-^LARA WHEELER. Principal.
■WAT L. OG1LBY, Registrar.
Jhcpard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND MAINE.
Two Years' Course.
For circulars address?
15 Dow Street, - PORTLAND, ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, 2:U3 Ashland Ave.
THE MISSES LAW'S
FBOEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MARY E. LAW, M. D., Principal.
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
*se and privilege of Elective Courses in
the College at special rates. Charges
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERLIN KINDEROARDEN ASSOCIA-
TION,
Drawer K, Oberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
Corner of Cedar and Watkins Aves.,
Cleveland, Ohio.
(Founded in 1894)
Course of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten Course.
MISS NETTA FARTS. Principal.
MRS. W. R. WARNER, Manager.
Indiana Training Schools
The Teachers' College
of Indianapolis
For the Training of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Normal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Tear.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. Blaker, Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23 d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, SINGING, PHYSICAL CUL-
TURE.
ALICE N. PARKER, Frincipal.
Two years in course. Froebei's theory
and practice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
LOUISVILLE FREE
KINDERGARTEN
ASSOCIATION
1 135 S. Fourth Ave., Louisville, Ky,
Mary D. Hill, Supervisor
Mrs. R. D. Allen, Co-principal
For particulars address, Supervisor
New Jersey Training Schools
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Tears' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO COLUMBUS
Kindergarten Norma! Training School
-EIGHTEENTH YEAR BEOINS SEPTEMBER 23, 1907-
17th lad BroiO
Stretts
Frocbelian Philosophy. Gifts, Occupation. Stories, Games, Music and Drawing
Psychology and Nature Work taught at Ohio State University— two years' course
For information, address ICiizabetii N Samuel. Principal
Illinois Training Schools
Kindergarten Training School
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities.
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich,
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH TEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Making. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and information write to
MRS. BERTHA HOFER-HEGNER,
180 Grand Ave., Chicago.
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1876.)
Two Tears' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals,
1008 Fine Arts Building, Chicago, 111.
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course— Two Years.
Post-graduate Course— One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University- Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRON1SE
Mrs. MARY B. PAGE
Mrs. ETHEL ROE LINDGREN
Miss FRANCES B._ NEWTON
Send for Circulars
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct. 1st, 1908, at 1615
Walnut Street, Philadelphia, The
work will include Junior, Senior
Graduate and Normal Trainers'
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
The Pines, Rutledge, Pa.
The Philadelphia Training
School for Kindergartners
Reopens October 2, 1908.
Junior, Senior and Special Classes.
Model Kindergarten.
Address
MRS. M. I>. VAN KIRK, Principal,
1333 Pino Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908.
For Catalogue, address
Mrs. William McCracken, Secretary,
3439 Fifth Avenue, PITTSBURGH, PA
California Training Schools
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Tear opens September, 1907.
Address
Miss Grace Everett Barnard,
1374 Franklin Street, OAKLAND, CAL.
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergartea Training Department.
Two Tears' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the first
Tuesday in September.
Send for Catalogue to
NINA C. VANDEWALKER, Director.
Washington Training Schools
WASHINGTON, D. C.
The Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut At.
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT,
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond, Va.
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further information apply to
14 W. Main Street
Georgia Training Schools
Atlanta Kindergarten Normal
School
Two Tears' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
C39 Peachtree Street. ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
(Established 1899)
HORTENSE M. ORCUTT. Principal of
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R.
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH, GA.
1874— Kindergarten Normal Institutions— 1909
1516 Columbia Road N. W., WASHINGTON D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Year*.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
A New and Complete Course in Singing
Presented in
THE TRUE METHOD OF TONE PRODUCTION
by J. Van Broekhoven
The well-known composer, author and teacher.
Published by The H. W. Gray Co., 21 E. 17th
St., New York. Agents for Novello & Co., London.
The new vocal principles are based on the
author's discovery of the true function of the
vocal organ in singing. The book has been most
favorably reviewed by European and American
authorities, both musical and medical. And the
new vocal principles have been endorsed, and the
exercises adopted by some of the foremost teachers
in the vocal profession.
Note — The author has organized a special NOR-
MA! CLASS COURSE at THE NEW YORK
FR0EBEL NORMAL INSTITUTE for the training
of teachers of choirs for young people from 10
to 16.
For particulars address,
J. VAN BROEKHOVEN,
59 W. 96th St., New York City.
"CR A Y O L A"
Artists' and School Crayon
CRAYOLA COLORS are per.
manent and brilliant and can
be blended and overworked.
They will not blur nor rub off!
No expensive outfit is required
in their use! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
X5l)£ lKinb<tv%avl<in-~primavy ytta^azind
VOL. XXI— MAY, 1909— NO. 8
The Kindergarten- Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
Editorial Rooms, 59 West 96tli Street, New York, N. Y.
Business Office, 276-278-280 River Street, Manistee, Mich.
EDITORIAL COMMITTEE.
E. Uyell Earle, Ph. D Managing Editor
Jenny B. Merrill, Ph. D., Supervisor Kindergartens,
Manhattan, The Bronx and Richmond
Harriette M. Mills New York Froebel Normal
Mari Ruef Hofer Teachers' College
and N. Y-F.N.
Bertha Johnston New York Froebel Normal
Special Articles
All communications pertaining to subscriptions and advertising
or other business relating to the magazine should be addressed
to the fllehigan office, J. H. Shults, Business manager, Manistee,
riichigan. All other communications to E. Ly ell Bade, Managing
Editor, 59 W. 96th St., New York City.
The Kindergarten-Primary Magazine is published on the
first of each month, except July and August, from 278 River
Street, Manistee, Mich.
The Subscription price is $1.00 per year, payable in advance.
Single copies, 15c.
Postage is Prepaid by the publishers for all subscriptions in
the United States, Hawaiian Islands, Philippine Islands, Guam,
Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba,
and Mexico. For Canada add 20o and for all other countries
in the Postal Union add 40c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of discon-
tinuance is received. When sending notice of change of ad-
dress, both the old and new addresses must be given.
Remittances should be sent by draft, Express Order or
Money Order, payable to The Kindergarten Magazine Com-
pany. If a local check is sent, it must include 10c exchange.
A PROBLEM OF THE KINDER-
GARTEN TODAY.
B. LYELL. EARLE, PH. D.
RE kindergarten in America
has, by no means, entered in-
to its full possession. Nor
may its defenders lay down
their arms and enjoy legiti-
mate reward of victory. The child has not
entered safely upon his first inheritance, as
typefied in true kindergarten education.
Twenty years ago the struggle was for
mere existance, particularly in the public
school system. The living kindergarten
could hardly fit into its soleless mechanism
without disturbing its staid and carefully
organized processes. The kindergarten,
however, won this struggle and its spirit
has reached high up through the grades
and the high school, and has touched even
the college and the university.
But other claims have come into the
great school systems of the country and
are demanding adjustment, and large ap-
propriations are made annually for schools
to satisfy these claims. The home is rapid-
ly becoming socialized and the home pro-
cesses industrialized, and the man in busi-
ness is demanding that the school equip the
boy and girl for shop, mart, and office, and
in the effort to satisfy the insistence of
these claims, there is a danger of our losing
sight of the beginnings of education in the
kindergarten.
A number of states are actually consider-
ing the advisability of excluding the kin-
dergarten entirely as an integral part of
the school system, and are raising the age
limit from six to seven, thus leaving the
child to philanthropy and charity on which
he has so long depended.
The child seems to be such a doubtful
asset to parents at the kindergarten age
that he is easily overlooked, whereas
proper care at this time would lessen
materially the problems of delinquency,
truancy and other deficiencies that must
be solved later and only at much greater
expenditure of time, energy and money.
There is a danger indeed if signs count for
anything of the child losing much that has
already been won for him by the faithful
kindergarten leaders in our coun'try for the
past thirty years.
Instead of raising the age limit for
school would it not be better to bring it
down even to four years, and give the
child his proper growth in the kindergarten
spirit? Should there not be even school
nurseries to take the child to as early as
possible where he could be left in charge of
a trained teacher and have his normal
child growth ?
The kindergarten soul in man or woman
is the biggest soul in all education. It be-
gins with infancy on the one hand and is
limited only by life on the other.
Let us look at the problems that legiti-
mately confront the kindergarten in almost
every city in the union, but particularly in
manufacturing cities and towns where
necessity compels both of the parents to
toil. In these places the home has been
rapidly industrialized, and the only duty
the mother has apparently is to bear chil-
dren, and as soon as possible thereafter to
betake herself to the office or factory, and
make money to lessen the burden of the
father and to share in the toil of other
members of the family.
248
KINDERGARTEN-PRIMARY MAGAZINE.
Let us take one city alone, Fall River,
Mass., where more babies die annually per
capita than in any other city in the union.
Infant mortality is greater in Fall River
than in New York, Chicago, San Francisco,
or even London and Paris. The reason is
because there are no mothers left in the
homes to work, and no brothers and sisters
to help raise one another, for as soon as
they are able to earn a dollar in the factory
they are forced to grind in the mill of
plutocracy and forfeit the joy of natural
living. In Fall River there is not even a
single organized nursery, nor competent
women who might save thousands of these
baby lives. The children are given over
to some old woman who is not fit for shop
work, or whose life is probably soured by
disappointment, and bitter with the absence
of hope. If the babe lives to be big enough
to toddle around these frequently filthy
children's pens they are exposed to every
neglect, the natural consequences of which
are deficiency and disease, which bear
such awful fruit during the rest of infancy,
and increase the death rate at adolescence,
and frequently stamp manhood and wo-
menhood with permanent brand of decay.
Has the kindergarten in its fullest mean-
ing no mission here? Did not Froebel ex-
tend his thoughts and energies down to the
babe in swaddling clothes? Does not the
great child love that burns in every true
kindergartner's heart go out in sympathy
to the thousands of babies who die an-
nually, to the tens of thousands of little
children who are neglected from two to
three, to the hundreds of thousands who
are still more neglected from three to five?
Have we no duty to this great army of
childhood, which is frequently neglected of
necessity by the parent, tolerated by the
community at large, practically abandoned
in many places by our great school sys-
tems which are trying more and more to
shirk the responsibility of elementary edu-
cation in its biggest sense under the guise
of caring for adolescence, when adolescence
should be often forced, in this coddling age
to meet many of the real hard things of
life.
Should we not be forced to live again
with our children and imbibe the great
spirit of child love that will inspire us to
look after the beginnings of education, in
the child's first entrance on his great work
of living? Why should there not be school
nurseries in every city in the Union, and
particularly in the places where mothers
are compelled to work, or where the chil-
dren have been deprived by sickness and
death, or other causes, of proper home
nurture, and proper equipment for their
great life struggle?
Today throughout the country children
of this age are cared for by charity, either
in the church or in philanthropic societies,
frequently without proper organized super-
vision or trained teachers. In New York
City alone there are one hundred thousand
children of the kindergarten age who are
not in school at all, and there are fifty
thousand being cared for by the Free Kin-
dergarten association, The Children's Aid,
and the various Alumni organizations of
the training schools, and kindergarten de-
partments of the various clubs that are
active in watching for the children's in-
terests. There are no doubt many causes
why this condition exists in New York. It
is one of the kindergarten responsibilities
that this condition be changed at once, and
that the child be cared for properly in the
public schools, or if he is given over to a
generous charity it should be under the
supervision of trained teachers who are
able to recognize the needs of the child and
to minister intelligently to them.
There is a large work still to be done,
and a great need in the special preparation
of teachers in the kindergarten methods to
do this work. Unless we continue a most
active form of campaign against even the
beginnings of neglect, there is a grave dan-
ger of the childs losing many of the ad-
vantages that have been won for him by
the most consistent effort.
Would it not be profitable for the I. K.
U. and the committee of nineteen, and other
leaders in kindergarten education to touch
these larger problems of child life and ex-
tend the loving care of the kindergarten so
as to embrace them. There is a danger of
our falling into the same pit as other de-
partments of education, a danger of look-
ing merely backward and studying fossils,
engaging in mental juggling of logical
material, playing with philosophical ab-
stractions that begin any where and land
in about the same place. There is a com-
mon danger of every system degenerating
into mera mechanism, and neglecting the
soul of the movement which after all is the
only thing that can secure its continuance
and ultimate success.
KINDERGARTEN-PRIMARY MAGAZINE.
249
Should not every training school
throughout the country have a course for
nursery kindergartners and mother kinder-
gartners who will take the child at his
period of greatest dependence and guard
him even from infancy against the dangers
that beset him, always greater at that ten-
der period of his life?
Wisconsin has introduced a law for the
abolition practically of the kindergarten in
its public school system. Other states are
minimizing its importance, cutting its ap-
propriations and placing emphasis of edu-
cation elsewhere. Is it not our duty to
watch and fight against these evidences of
decline and decay?
Let us be for the child even from infancy.
Let us give the parents help to care for the
child, which they are not able to care for,
and let us assume the responsibility. Let
us stand between the all absorbing cry of
industrialisms and vocationalism.
Let us not neglect the seed corn of the
race lest there be no ripening of the future
diarvest of manhood.
IS THE KINDERGARTEN IN-
JURIOUS?
N a recent magazine a teacher,
formerly a kindergartner,
made what she considered an
expose of the harm the kin-
dergarten does. It was a very
interesting criticism of the early kindergar-
ten work, when of course experiments were
tried and mistakes made. We have studied
children carefully since her day, and — at
any rate we do not make the same mis-
takes !
But inasmuch as there are today certain
objections urged to the kindergarten, let
us see how much foundation there is for
the charges made that kindergarten trains
a child to do only what he enjoys — that it
makes education too easy for him — that it
weakens his will — that it makes him ex-
cited and nervous — that it is a place where
children are "shown off, like trick puppies,"
that it cultivates the desire for constant
change and thus lessens the power of appli-
cation. Let us consider these, the most
common objections to the kindergarten,
one by one.
First, does kindergarten train a child
simply to enjoy life?; does it make educa-
tion too easy for him? Ideals of educa-
tion have changed. Twenty years ago the
best we knew was that a child must learn
things. Information was poured into his
little brain, regardless of the value of the
information to him. Some of it stuck —
when it was poured in hot enough and often
enough — that child was "well educated."
Much flowed out as fast as it poured in ;
that child was stupid — yea, though he knew
all the habits of all the animals on his
father's farm, could doctor them in illness,
produce more eggs from the chicken yard,
larger squabs from the dove cotes, better
lambs from the fold — if he knew not where
ancient Assyria was, woe betide him ! he
was condemned as "stupid" and "un-
educated" and obliged to bow down to his
brother who could name the kings of Eng-
land in order, tell who murdered each, or
extract the cube root of 1,765,290 "in his
head." He was "cultured," he was worth
while — and he and his family were entitled
to come home to the farm (when he had
made a failure of earning his living) and
be supported and admired by the "stupid"
brother.
Yes, ideals have changed. We do not
now begin a child's education with the
alphabet — though many mothers (and alas !
a few teachers) still feel that the world is
topsy-turvy when they find that a child can
learn to know a whole word more easily
than a letter, because it means something
to him. Think back, mothers and fathers!
what did your alphabet mean to you?
Something to learn ! And you were forced
to learn it, without rhyme or reason, be-
cause the teacher said so. Nowadays a
child has a picture and a word, next day an-
other picture and a new word which looks
very different. It isn't hard for him to re-
member which word belongs to each
picture. Next day he runs or jumps or
skips and has a word for it. That word is
very easv to recognize because he can do
it, and in a week or two he is reading.
Easier? of course it is easier. Why should
it be a virtue to make education a very dif-
ficult thing? It isn't. We are all educated,
every day, and if it were not the easiest and
most natural thing in the world to learn,
some of us would know very little.
Education today means finding out what
children need and supplying it, so that they
can develop properly. Physical education
says a child needs a romp and run — to be
out-of-doors — fresh air, freedom, exercise,
proper clothing and food — in order to grow
as nature would have him. And at last we
250
KINDERGARTEN-PRIMARY MAGAZINE.
are discovering that for not only body, but
mind, nature knows best — that a normal
child, under proper conditions, will wish to
"know things," will make every effort to
acquire knowledge — efforts requiring as
much self-control, as much will-power, as
our fore-fathers made through fear of the
birch rod, and vastly superior to their
efforts, because they are self-compelled —
the only kind of effort which is really of
value.
When a child learns what he doesn't wish
to learn, whose will makes him do it? The
teacher's — or the mother's — the will of
someone outside of himself. We know hoAV
much urging it takes : "Have you learned
that spelling?" "Why don't you study that
spelling?" "Sit right down now and don't
get up until you can spell every word !"
Does this sound familiar? The child
doesn't make himself do it — his will isn't
used — and as soon as he is old enough not
to be afraid of the other fellow's will, he
won't learn. Usually he leaves school.
Now whose will keeps a boy busy trying
over and over to throw (I beg their par-
dons, I believe I should say pitch) a curve?
His own. Whose will keeps a boy busy for
an hour hunting the right place for a new
stamp, in his album (and incidentally, ac-
quiring some geographical knowledge,
some observing- power, and much patience?)
His own. AVhose will makes a boy work
in all his spare minutes for days, even for
weeks, making a kite or a boat — adjusting
measurements, arranging balances, decid-
ing size, weight, and so on? His own.
Whose will makes a man successful in the
business world? His Own! Now which
education tends to make strong men — the
kind that makes a boy wait for somebody
else to urge him to work, or the kind that
makes him work hard, faithfully and
patientlv, holding himself to it by his own
will? There can be no question about the
answer. The only question is how best to
use this power that the boy is able and
willing to use on his kite or his boat or his
stamp collection — how to utilize it in educa-
tion— and this is the problem the new edu-
cation is working to solve.
Here is an example. In a school where a
manual training class had just been opened,
there was a Boy. This particular Boy
"wasn't interested" in "book knowledge,"
couldn't seem to learn arithmetic, couldn't
read except with much agony (both to him-
self and to his teacher) and in short was a
"difficult case."
This boy entered the manual training
class, and decided he would like to make a
flower stand for his mother. So the teacher
put into his hands a little printed slip con-
taining directions. The boy couldn't read
it. The teacher knew the boy. "Well,"
she said, "I haven't time to keep reading it
over to you — you will need to refer to it
constantly; I think you'd better learn to
read it. In fact, I do not see how you can
work until you do read it." The next week,
when lesson time came, that boy could read
that paper; incidentally, he had worn it
thin — but he could read any word on that
slip wherever he saw it.
Then came choice of the lumber,
quantity, and measuring for the stand. The
boy couldn't do arithmetic. Again the
teacher was "too busy" to do his work for
him, but so skillfully did she refuse that the
boy was sure he could learn to do it him-
self. And he did. In a very short time that
boy was reading and figuring with much in-
terest.
And we all know how willingly a little
child struggles to accomplish a desired end
— and how he persists. A baby has been
known to throw a rattle to the floor over
eighty times, by actual count; she is learn-
ing weight, and sound, and muscular
power, and how to take hold and to let go —
and so on. The other day we were making
clothes-pin dollies, tving tissue paper
dresses on — and one little fellow struggled
seven minutes (refusing help to tie a knot
and finally succeeded. " Who shall say this
is not education? And training of the will
too!
Now about the nervous excitement
which prevails in some kindergartens. It
is said that the children march, race, dance,
are "down for a few stitches on a sewing
card, up again for a run," and so on. I
fear this is a true criticism of some of our
kindergartens, even today — there is too
much nervous excitement in the ever-
varying program. There is no doubt that
a number of children gathered together act
as stimuli upon each other, and I think
many kindergartners, even today, do not
realize the nervous tension of the little
ones, and in their endeavors to "arouse in-
terest" they over-excite. But the best kin-
dergartners of today (and more and more
are entering that group each year) make
the kindergarten a restful place — a place
KINDERGARTEN-PRIMARY MAGAZINE.
251
of peace and quiet. Fun? Yes, plenty of
it, and laughter, too, but not too much
noise, and almost no excitement. Dolls are
rocked to sleep, fairies and brownies trip
about lightly, voices are low, though happy
and gleeful, and the whole room is filled
with quiet enjoyment.
The real age of nervousness in the kin-
dergarten is past — the age of tiny work,
when the babies wearied eye and finger try-
ing to get a fine needle into an infinitesimal
hole — or to get a narrow strip of paper,
which would tear, in and out of a wider
piece cut into strips, which would spot as
the baby fingers perspired with the effort.
Those days are over, I am happy to say.
The work now is large, calling into play the
larger muscles; and it is simple, and not
exhausting; and while the products may
not be considered quite as "artistic" as the
delicate nerve-racking productions of form-
er times, they appeal much more to the
child's sense of beauty, giving it the train-
ing it needs.
As to the "showing off" of our children —
the kindergarten spends half its time in un-
doing the work the proud parent has done
long before the child is of kindergarten age.
In kindergarten children do not try to excel
each other, nor to show off — nor has there
ever been any such spirit in true kinder-
gartens. Of course kindergartners, like
other people, are human, and one must al-
ways allow for individual frailty — but it is
manifestly unjust to condemn or ridicule
the system because of the mistakes of a few
of its disciples.
Now when we talk happily about a dog,
in the kindergarten, and a child savs "My
dog's ears aren't like that," and picks up
a piece of chalk and draws roughly the two
kinds of ears — is that "showing off?" And
when another child calls eagerly "I know a
storv about a dog," and we all say "Tell us,
do!" and simply and unconsciously she tells
the story — is that "showing off?" If a child
is inclined to seek too much attention, to
be too readv to be the center, the wise kin-
dergartner interfers, with her gentle "It is
Marv's turn now, you did tell us a story."
And if Frank is a little shy. but longs to ex-
. press himself if he only dares, it is again
the wise kindergartner who gives him a
little start by her "Louise, you and Tommy
and Frank and Jennie come here and sing
that doeeie song to the rest of us, while we
rest and listen." Thus every child is helped
to express himself, every child learns his
own powers, and the children do grow, and
become strong, helpful, energetic, well con-
trolled— self controlled — men and women.
There is one question which is often
asked. If kindergarten, and the better edu-
cation of today, means letting the child find
out things as he needs them, whv have
schools at all? Or, with reference directly
to the kindergarten, "If I am ready to
answer all my child's questions, believing
them indicative of needs of his nature, why
should the kindergarten be better for him
than remaining at home with me?"
If we could control the conditions sur-
rounding our children so that we should be
able to give them exactly the mental food
they need in exactly the amount they need
at every stage of development — and to look
equally well after the physical, the spiritual,
and the social sides of their natures — then
children could educate themselves. For in
order for a child to develop rightly, he must
be surrounded by the right conditions — he
must have not only a home, proper physi-
cal care, toys, a mother who understands
(as we all do not as 3^et) his growing needs
and how to meet them — but he must have
companionship of the right kind and quan-
tity, and then he must be situated so that
he comes into contact with the things he
needs to know. And this is the work the
schools should do — and the work which
could be done by schools more effectively
than in any other way — this bringing the
child into contact with the things he ought
to want to know about. A child will not seek
to know how many inches there are in a
foot unless he comes into contact with
inches and feet in some way which affects
his life. He will not beg to know where
London is, nor Egypt, unless he knows
someone from there, or someone going
there, or at least someone interested in
those places. But brought into proper con-
tact with such things, he will show an eager
interest which will cause him not only to
learn, but to remember, down to the small-
est details. I know a fourteen year old bov
who knows every make of automobile
which approaches, wherein it differs from
all other makes, whether better or inferior
— in his opinion — and why. This informa-
tion was not acquired without effort — much
effort — but nobody urged him to do it.
Now if we can arouse this same effort-
making power — which we call interest — in
lines which seem perhaps to be of more im-
mediate value to the boy than distinguish-
252
KINDERGARTEN-PRIMARY MAGAZINE.
ing different makes of automobiles — though
nobody can tell how valuable to him will
be all that knowledge of machinery — if we
can awaken interest and supply the mental
food needed, our children will educate
themselves — and be very much better
educated than we are !
Now, to conclude, let us look at some
actual results of kindergarten work as
shown bv real records kept during one kin-
dergarten half-year. If the kindergarten
really helps a child to grow, we should see
a little trace of this even in a half-year's
Avork.
On September 28th, the kindergarten
having been open two weeks, and the kin-
dergartner having taken this two weeks
for a careful study of the children, that the
record may be just — for one cannot always
"size up" a child in a day or two — Jerome
is entered as "very active — speaks and acts
entirely upon impulse — a tvpical motor
child; utterly unreliable, though his inten-
tions are good — but he cannot keep his
mind fixed in one direction long enough to
follow it. Tf I say 'Terome, go to the closet
and get — ' before I can finish he is at the
closet with an eager 'Yes!' but without the
faintest idea of the errand. Tf I insist upon
his hearing the whole errand before start-
ing, he forgets part of it on the way across
the room. Acts 'smart' and is very self-
conscious and loves to show off."
On Tanuary 14th, this same child is enter-
ed as follows: "Jerome, memory fair, con-
trol of hand and eve much improved. Verv
helpful — very reliable if attention is secured
before direction is given. Still inclined to
start before he is ready, but verv much
improved in abilitv to wait and get direc-
tions. I can send him on errands now verv
satisfactorily. Shows much more interest
in his work and much less desire to show
So much for one child. Take another.
Elvira, in September, is recorded : "Off in
dreamland all the time. Has *to be spoken
to several times before she hears, thoueh
there is no defect in hearing-, by test. Sul-
len, obstinate, refuses to take suggestions.
Content to sit idle all day."
In November the record says : "Elvira —
has trouble with all children near her — hits
them — makes faces. Seems to be realizing
in this disagreeable wav that there are peo-
ple in the world besides herself. Work verv
poor, but begins to try. No power of at-
tention, no memory, no anything except a
growing perception that there are other
children in the world and that probably
they all desire to hurt her."
Now see, in January, two months later.
"Elvira, tries hard — begins to do fair work.
Attention greatly improved — memory still
weak, but hand power much improved, and
begins to be happy and sunshiny, and to
help the children near."
Is not this kind of work, which affects the
very disposition of the child, a proof that
the kindergarten is on the right way to
real development?
Take one more child — though it is diffi-
cult to select, so many and so striking are
the results shown in the record book.
"September 28th. Mary. Italian. Was
in kindergarten a few weeks last year, but
cannot say a whole sentence either in
Italian or English. Very unreliable — cries
at rebuke — poor worker — no imitative
power, no reasoning power, poor control,
dirtv, untidy, careless and heedless."
"November 16th. Mary. Comes to kin-
dergarten clean. Is certainly growing more
reliable. Asks at every move 'Dis wav?'
(no spontaneity as yet) and is generally
wrong. Attention poor — memory weak —
but very eager, and beginning to be careful
not to soil or tear."
"Tanuary 14th. Mary. Begins to talk
easilv in complete sentences. Memory
good, attention fair, though not yet to be
held long at a time. Deeply interested — is
making vigorous mental efforts — begins to
show a little spontaneity."
These records, which are copies of real
notes kept in a real kindergarten only last
year, show the work the kindergarten is
aiming to do. We fail sometimes — we make
some mistakes — we are even careless once
in a while, or forgetful, or tired — we are
human. But the kindergarten as a whole is
certainly showing itself to be doing wonder-
ful educational work, and to be one of the
most valuable parts of the whole educa-
tional svstem.
KATHRYN ROMER KIP,
1553 Maines avenue, Los Angeles, California.
"One of the component parts of sugar,"
said the professor, "is an essential in the
composition of the human bodv. AVhat is
it?"
"I know!" shouted the grocer's bov.
"Sand !"
KINDERGARTEN-PRIMARY MAGAZINE.
253
THE RELATION OF THE KINDER-
GARTEN TO THE HOME.*
BY CAROL PURSE OPPENHE1MER.
IN^a^recent discussion of mod-
ern educators, Dr. John
Dewey was spoken of by no
less an authority than Earl
Barnes (and Mr. .Barnes made
the statement, he said, after due delibera-
tion) as the greatest pedagogue in this
country today, his greatness resting espec-
ially on two contributions, one of which is
repeated emphasis upon the significance of
an increasingly close relation between
home and school, school and society.
The understanding of such relations is a
problem that is interesting all thoughtful
educators of the present time — interesting
each of us here today.
As the personality of an individual grad-
ually extends from a most limited little
circle— its own body — into larger and
larger spheres, appropriating constantly as
part of himself one more institution, per-
son, place, period, object in nature, etc., so
the school, from the baby condition of a
personality extending no further than its
own body — the school building — is grad-
ually growing to the point where the thing
known as the school is definitely associated
with, and has definite claims upon the
church, the home, the theatre, the press,
the city, the state, the professions, the
trades, and so on.
As the institution closest to the child is,
of course, the home, a relation there is the
first to be established.
Turn where we will in the history of edu-
cation, whether we are conscious of the fact
or not, we estimate to some extent the de-
gree of strength in a particular period or
educator by the relation sought between
the home and the school. Ancient Judea,
perhaps, is our study, and we find ourselves
deeply impressed by the discovery that
education is of a high degree, home life is
elevated, and the two are practically one.
We reach the classic period, turn our at-
tention to philosophic, literary, art-loving,
art-creating, Athens, a civilization abound-
ing in good things for the people of all
times, and notwithstanding the greatness
and the glory we cannot help some disap-
pointment at the utter indifference between
*Read before the Kindergarten Department,
Southern Educational Association, Atlanta, Ga.,
December, 1908.
the education and the home life. Even the
great master, Plato, places the value of the
home at a minimum; is willing to destroy
it for purposes of education. While this
search is in our minds and hearts it is
something of a relief to turn to Rome
where the impression comes at once that
again part of the business of education is
the establishment of home relations of an
elevated type. All through the first thou-
sand years of Christian life we look with
delight upon the sanctity of the established
homes, and turn with sorrow from the edu-
cation that teaches general asceticism,
minimizing the possibility of increasing the
number of such homes.
Coming to more modern times let us
watch that great Swiss educator, the much
loved, much reverenced, far influencing
Pestalozzi, at his work of making a school.
It seems so simple as we turn the pages of
the charming little story "Leonard and
Gertrude." Gertrude, a wise mother, suc-
ceeds in giving to her own children much
information and practical skill, a high de-
gree of moral and mental training, by mere-
ly turning to account certain possibilities in
the daily home life. Gradually a few of
the neighbors' children are allowed to join
her little group, and before the story
reaches its end, Gertrude is persuaded to
accept larger quarters with open doors, the
mother has become teacher, the teacher
always remains mother, and a school has
been created directly from a home.
The idea of the kindergarten in strength-
ening the bonds between home and school
is three fold:
1. To base the work of the school room,
both in subject matter and method, on the
lines of the ideal home, making the former
a process of co-operative living as genuine-
ly as is the latter.
2. To give the child a perspective view
of the home that makes him consciously
appreciative of the activities there, and
anxious to share in their responsibility.
3. To give to the parents, the older
brothers and sisters, the fond aunts and
uncles, an interest in the school and a con-
fidence in its earnestness of purpose, strong
enough to bring about a condition of
mutual helpfulness.
It is this last relation which I especially
wish to urge this afternoon. The field be-
longs no more to the kindergartner than
to the teacher of any other grade, but as
the president of this association, Dr. P. P.
254
KINDERGARTEN-PRIMARY MAGAZINE.
Claxton, once said in an address before the
N. E. A., referring to the interest of parents
in the school life of their children : "They
follow the babies with more solicitude than
they have been accustomed to follow the
older children, and the interest soon ex-
tends upward to all grades of the school."
Therefore, be it the proud privilege of the
kindergarten to establish a firm foundation
for universal co-operation between home
and school, and perhaps one great educa-
tional reform, at least, will grow logically
from the bottom upward, instead of in the
customary manner, from the college down.
A few of the points that may be gained
through friendly visiting, parents' meetings,
invitations to share in iestival functions,
calls for aid, etc., are indicated in the story
of one community of which I know. The
points are limited, and many of the at-
tempts are still in the making. They apply
to poor middle class Irish people in a free
kindergarten of a small southern city. The
method and subject matter would both dif-
fer greatly under other conditions, but the
kindly co-operation, the helpful give and
take, the kindergarten influence for uplift
in the home from whatever standpoint the
home most needs uplift, the efforts of the
home to advance the cause of the kinder-
garten in whatever direction the kinder-
garten most needs advance, the mutual de-
termination to nourish in the best possible
way the lives of the little children for whom
home and kindergarten are alike created —
these things are the same in city or town,
among rich or poor, Swedes or American
born. The way of accomplishing them is
the special problem of the particular kin-
dergartner.
The kindergarten to which I refer was
organized four years ago. Early in the
year a Mothers' Meeting was called, and
out of a possible forty members about half
a dozen responded. The same thing happen-
ed again and again, but before the year
closed there was one banner afternoon with
fifteen people present. Basketry and games
were the chief occupation, and the kinder-
gartner furnished a friendly cup of tea.
Today at the regular monthly meeting,
forty is an average attendance and sixty-five
have occasionally gathered. Once in two or
three months invitations are issued by the
club secretary to an evening meeting at
which fathers are urged to be present.
When the first of these meetings was held
last year, seven fathers responded. "There'll
be double the number next time; leave it
to me," said a big, jolly, overgrown boy,
one of the seven, and when they met again
it was found he had meant what he said.
At the third gathering twenty men were
present, and Parents' Meetings are now an
established fact.
The variety of program subjects has in-
creased almost as greatly as the number of
participators. Frequently it is possible to
open the meeting with a bit of fine music,
or an especially beautiful story. Hand
work is still included but has only a minor
place. Simple talks and discussions led by
sympathetic experts in each line, have
brought light upon conditions in domestic
hygiene, the physical well-being of chil-
dren, wise ways of spending holidays and
celebrating festivals, the modern child
study movement, its purposes, its values,
and other problems along equally thought-
ful lines.
But the meetings have not become alto-
gether serious by any manner of means.
Always there is the party time, arranged,
nowadays, by a volunteer committee under
the direction of a chairman appointed by
the president. The refreshments, by the
request of the kindergartner are exceeding
simple, and usually home prepared.
And then before the gathering closes al-
ways and ever is the half hour of games,
when young and old, thin and fat, quiet and
gay, throw cares to the wind and with all
the delight of four-year-olds are fox and
geese, farmers and blacksmiths, giants and
brownies- — race, hide, seek, skip, dance, and
run, until the kindergartner seeing every
one exhausted with laughter, seats herself
at the piano and plays a quiet goodbye.
Then all turn homeward refreshed in spirit,
determined no longer to boil the tea, be-
lieving that perhaps fresh air at night
really isn't so bad, wondering whether a
Madonna like the one in the kindergarten
would look better in the parlor than the
cheap colored print that has long held
sway, sorry Tommy has been allowed to
become so stubborn when there are simple
ways of working against such a condition,
glad to have discovered that Mrs. B. in the
next street would be a valuable friend even
if her clothes are rather shabby, marvelling
at the educational import of blocks and
balls when wisely handled, and eager to
assure the home-staying people that if they
would just go once they would never miss
a meeting again. Included among those
KINDERGARTEN-PRIMARY MAGAZINE.
255
present are always members of the other
Mothers' clubs of the city, and a meeting
is not complete without Mrs. R. who lives
five miles out in the country, and who has
had no child in kindergarten for a number
of years.
With such a spirit it is easy to under-
stand how these busy women, among
whom large families are the rule and ser-
vants are almost unknown, should each
year give time and thought and strength,
to a sale of some sort for the benefit of the
kindergarten; how they should be ever
ready to hem kindergarten dusters or re-
plenish the stock of spoons; to lend any-
thing or everything in their homes, or if
necessary borrow from their friends; why
they are eagerly anxious to stand by the
kindergarten in making firmer an establish-
ed custom or in organizing a new one ; why
they ask what songs and stories are being
used, or will assist, if needs be, in a rigor-
ous method of punishment; why they are
ever open to suggestions from the kinder-
gartner, even when these suggestions in-
volve most personal affairs; and why they
come to her with their joys and their sor-
rows, confident of sympathy in either case.
Last year the interest of a new set of
people was given a definite channel, a Girls'
club having been organized under the
leadership of the kindergartner. The girls
meet once a week, fifteen minutes being
devoted to business matters, half an hour
to stories and half an hour to old folk
games. Membership in this club is limited
to twenty, and so long had the waiting list
become that at the beginning of this term
it was necessary to form a second club of
equal size, and there a waiting list is al-
ready to be found. This club is led by the
kindergarten assistant and an ex-kinder-
gartner who has left the active field to
make a home of her own. Its efforts are
devoted to simple basketry.
Last year a small group of boys was also
banded in club activities, under the direc-
tion of one of the city's progressive minis-
ters, and the same group is this year gain-
ing some degree of technical skill from the
hand of a young electrician well qualified
to carry boys upward and onward.
When the preparations for the kinder-
garten Christmas tree was recently rife,
these boys volunteered to scour the woods
for decorations, and when the girls were
given a share in making gay ornament,
there was exceeding rivalry as to who
should be allowed to do most — and ex-
aminations at school were already in pro-
gress.
We rejoice to hear of steady increase, the
country over, in bands such as these —
learning the ways of the kindergarten and
carrying them into the home; giving to the
kindergarten the best of home spirit and
home interest; conveying to little children
their first ideas of school as a place allied
to home by many ties; strengthening from
first to last the relation between home and
school, a relation that has as its ideal what
Earl Barnes has called the purpose of all
education worthy of the name — "The Real-
ization of Life More Abundant"— and
greater and better even than that, obeys
the mandate of Froebel himself, and lives
that life with the children.
LET THE CHILDREN SMASH THEIR
TOYS
BY HAROLD B. GORST,
Former Secretary of the British Minister of
Education.
The curse of education is that as facts
are driven in ideas are crowded out. Chil-
dren are taught too much and allowed to
think too little. The memory is stored
with a lot of rubbish, and imagination is
smothered and dies. Its tendency is to de-
velop a level of mediocrity and to suppress
genius.
Children are punished for what we stu-
pidly call lies when the child is merely
exercising his imagination, taking out for
a little canter, so to speak. One of my boys
tells such colossal lies that his teacher has
excused him for them. He no longer pun-
ishes him when he tells them. He says
they are such remarkable lies that he
knows the child doesn't intend them to be
falsehoods. He simply sees things on a
colossal scale and will probably become a
great novelist or playwright.
It is original thought, not the knowl-
edge of dead things and facts from which
vitality has fled, that makes progress in
the world, and it is original thought which
we repress in our educational system.
My contention is, ever has been and ever
will be that our schools repress instead of
encouraging natural talent. Children are
all the same thing, regardless of their bent.
They never learn well what they do not
like, and it is of no use to them. For in-
stance, a man might be an excellent artisan
256
KINDERGARTEN-PRIMARY MAGAZINE.
without knowing" how to read or write. I
do not want to be labelled a crank in say-
ing that a man may get along very well
without knowing how to read or write.
Nevertheless, I am convinced of it.
I have been called a revolutionist. Per-
haps I am. At any rate I should like to
cause the destruction of every mechanical
toy in the market. Mechanical toys are
evils, because they do everything for a
child and he does nothing for himself.
Now, a child is naturally inventive. Give
a female child a bit of rag, and she will
soon have it rigged up as a doll. Give her
a corn husk, and it will soon be a brisk,
warrior-looking member of her family. Or
a heap of sand to a male child, and he will
soon construct from it a fortification and
hold a massacre within it. The heaps of
sand are a splendid aid to the constructive
ability of childhood. I understand you
have many of them in your back yards and
even in your nurseries in this country. And
Germany is dotted with them.
My quarrel — and it is a bitter one — with
the prevailing system of education is that
it is repressive. It does not develop the
child. It stuffs him with things he does not
need. The child of three is exceedingly
imaginative. He weaves a wonderful fab-
ric of fancy and tells strange and fascinat-
ing stories. The builder in him is alive.
This continues, and would continue indefi-
nitely, but alas for the little one ! We send
him to school when he is seven or eight.
If you have ever observed children at
all you have noticed how they change after
three or four months in school. They no
longer spin stories out of their fancy. When
they talk it is not of fairies, but of what
two times four makes and how to spell cat.
In the home, at school, everywhere there
is the repressive system. No effort is made
to find out what the child is fit for, but
every thought converges on "making him
learn," stuffing his head with the sawdust
of useless facts.
The result is that the active world is
full of persons who are where they ought
not be, certainly not where they ought to
be. There are men in Wall street who
ought to be poets. John D. Rockefeller,
my brother-in-law, Mr. Charles Rami Ken-
nedy, assures me, ought to be a clergyman.
J. Pierpont Morgan should be a professor
in a college. His fondness for collecting
books and paintings indicates that. Prob-
ably America is full of misfits. I know that
England is.
In conclusion let me warn parents
against punishing children for breaking
toys. No child ever breaks a toy because
he is malicious. He breaks it because his
imagination and his constructive faculty
are alive. He wants to find out how it is
made.
THE KINDERGARTEN CHILD
[HE kindergarten child is al-
ways ready for work the very
first day of school. He seems
to know how to go to work
while the little child who has
had no kindergarten training does not
know what to do with himself.
The kindergarten child recognizes num-
bers more rapidly than other children, each
number seems to mean something to him
and when told to blind-fold his eyes he can
see the exact pictures of the different fig-
ures and reproduce them on the black-
board with chalk.
Now in reading I find the kindergarten
child is far more interesting than the child
who has not had the training, because in
the course of his training the kindergarten
child has acquired a good sized vocabulary
which enables him to talk on almost any
subject and after a little conversation about
each reading lesson I am sure the child has
the right idea of the lesson and hence the
right expression.
Each picture in the lesson means some-
thing to the child ; he not only sees the dif-
ferent objects in the picture but can and
wants to tell some story about it, and I
always feel that he understands what he
is reading about.
Now the neatness of number papers and
writing books is certainly a result of the
kindergarten training. The hand work is
indeed beautiful and so neatly done.
The kindergarten child knows every
word in the little songs he sings. I have
often learned little songs from the children
and afterwards looked them up and found
that I had been taught correctly.
It is the same in everything; the kinder-
garten child is always ready and prepared
for work and it seems as if he loves his
work.
HELEN L. DONNELLY, Bangor, Me.
KINDERGARTEN-PRIMARY MAGAZINE.
257
*LETTERS TO A YOUNG KINDER-
GARTNER.
THE ORGANIZATION OF TABLE EXERCISES.
My Dear Young Kindergartner :
Do you share the opinion held by many
kindergartners that the exercises with
gifts and occupations are the most impor-
tant of all the varied interests of the kin-
dergarten? Your letter reveals more than
a tendency to overestimate their value, and
reminds me of my own attitude during
early days in kindergarten when I, too,
guaged my success or failure in a given
morning by the gift and occupation exer-
cises. I grant their importance, and fully
recognize the difficult problems involved in
their successful organization; but I am cer-
tain that these exercises are difficult
primarily because the gifts and occupations
have been emphasized out of proportion to
their inherent and relative values.
You write of the gift and occupation
"lesson." Here let me caution you, lest
in holding the idea of a lesson you make
the exercise conform to the idea of in-
struction rather than play. The first step
toward success is taken when you free
yourself from the notion that lessons are
to be given in kindergarten. Exercises in
kindergarten should be play — play that is
freighted with deep meaning, truly, but
always showing that happy blending of
joy and activity which conditions true play.
A ju«t evaluation of the place these
exercises shall hold in the general scheme
of interests is essential to successful or-
ganization. You need to be thoroughly
sincere in defining to yourself whether the
gifts and occupations are ends in them-
selves or whether they are means to ends
that relate not only to the world of nature
but also to the world of man. Your pro-
cedure will be conditioned, in the main, by
one of these two views.
If you accept and use the materials as
ends in themselves, you will use them as
illustrative materials to bring before the
children the ideas within the series itself;
for example, exercises in the Fourth Gift
will concentrate upon the idea of contrast
in dimensions; or in the Second Gift, on
the idea of contrasted forms and their
mediation. Each exercise will then be plan-
ned to "concentrate upon the ideas within
the material," such as form, number, posi-
tion, and direction. Structural features of
*AU rights reserved.
the materials, such as faces, corners, edges,
angles, triangles, etc., become subject-
matter for exercises.
Within such a procedure there lurks a
grave danger. From the standpoint of the
child, these formal or structural aspects of
the gifts, as such, are devoid of essential
interest; hence the necessity of making
them interesting to the children. , Because1
of their barrenness, the teacher must devise
measures by which the ends of structural
emphasis may be achieved. Formerly, the
dictation method prevailed. The ideas in
the gifts having no root in experience, the
children, held in the grip of repressive
discipline, were told what to do and how
to do it. Under this regime, one had bst
to refer to books and manuals to find
series of exercises organized for specific
ends; namely, mastery of the materials
themselves and the essential characteristics
of each division. Now it is the common
practice to permit free play with the
materials until some child discovers by
accident the form or factor to be empha-
sized. This discovery is made the point of
departure for structural emphasis. In this
connection let me refer you to Dr. John
Dewey's Monograph of "Interest as Re-
lated To Will " While not written for
kindergarten, the argument is relative to
just such conditions as prevail in following
the formal administration of kindergarten
materials. You will do well to let Dr.
Dewey make clear to you what usually fol-
lows when subject matter must be made
interesting to children. In such an exercise
there is no adequate motive for attention.
The child's native urgencies and needs have
been ignored, and method in teaching con-
sists in device in dressing up the uninterest-
ing subject matter, in order that attention
may lay hold upon it.
On the other hand, if you consider the
materials as means to ends that are con-
ditioned by the vital processes of child de-
velopment, you will look upon them,
primarily as means of expression placed
in the hands of the child to aid him in gain-
ing a many-sided control of experiences
arising within the compass of his own life.
Here the emphasis is not upon structural
and formal ideas, but upon function, or
use. Images, dimly preceived, are brought
more clearly before consciousness. The
will to do, that is weak and vacikting,
undergoes a process of development as the
child constructs and expresses with the
258
KINDERGARTEN-PRIMARY MAGAZINE.
kindergarten materials interests that are
germain to his own immediate life and
need. From the mass of interests and ex-
periences of child life, it is the teacher's
problem to select those which have per-
manent worth, not only to the child but
also to society. Through playing about
these experiences with constructive and
graphic materials, the life of control begins
its functioning.
The structural emphasis is not neces-
sarily ignored because made incidental to
function. Notice, if you will, the word
"incidental;" do not for a moment construe
it to mean accidental. Form, number,
position, and direction words and experi-
ences become very vital when needed to
control the larger interests within which
they subsist.
Organization of table exercises, as we
have seen, includes not only the interpre-
tation of the purposes for which the ma-
terials are used, but also the way in which
they are used. Looking more closely to
the method of giving these exercises, it be-
comes clear at once that no static rules can
be given, since the teacher's course must
be guided by the capacities and needs of
particular groups of children. My obser-
vation leads me to believe that the method
of giving occupation exercises is uniformlv
safer and more rational than is the method
with the gifts. In the occupation exercises,
there is usually a better estimate of the
capacities of the children and a wiser use of
imitation and direction in securing a desired
end. Motives and purposes are more clear-
lv defined in the beginning; and hence, one
may observe concentration of attention,
persistence of will action, and the presence
of sustained interest until the purposes of
cutting, folding, weaving or pasting have
been accomplished.
Method, from the standpoint of the child,
is an evolutionary process making for pro-
gressive control of experience. Watching
the plav of the four-year-old child with the
gifts, we discern it to be mainly aimless, or
at least continuous for the mere joy in
activity; hence the necessity of playing
with the child, using his activity, giving it
purpose and direction, and also giving it
meaning by descriptive and interpretive
word or song.
Again, by imitation, there can be an in-
terchange of models for activity between
teacher and child. Or, play may be under
the direction of the teacher. With the
young child, the teacher must always be an
active participant, following and leading,
guarding and guiding the powers of feeling,
willing and knowing as they are manifested
in play.
The evolution of method, of control is
from aimless activity to purposeful activity ;
from purposes that arise out of activity to
purposes that give motive for activity and
direction to activity. Hence, organiza-
tion of exercises with the older groups re-
quires the gradual development of purposes
to be realized as the reason for play with
the materials. For the older children, an
occasional exercise for free play with the
materials should suffice. Even this may be
unnecessary if each period permits the
creative use of materials within limitations
or without restrictions.
With the older group, table work may
properly have three movements ; namely,
Motivation, Unification, and Individuation.
Motivation seeks through conversation
about experience, object, picture, story or
song, to lead to choices of what to play
about and what to play with, leaving the
how to play with the children themselves.
Unification takes place at the end of a
reasonable period of activity with the ma-
terials. Time should here be given to the
observation of building and to a description
of the results of activity by the children.
This step is taken that each child's expres-
sion of an experience may be enlarged and
enriched by that of others.
The third step in organization is Indi-
viduation, wherein the children, left free to
construct within the experience, or without
restriction, may exercise their creative
ability.
In the first and second movements, the
aopeal is to the group, thus securing unity
of feeling and thought by the agency of a
common interest, leaving the expressive
activity free. Each child in his play with
constructive or graphic materials, and
through language, may express, according
to his capacity, his interest in a mutual ex-
perience. In the first and second steps, the
observant teacher should be able to recog-
nize the limitations of individual children ;
and in the third step the individual should
receive the intimate encouragement and
correction of the teacher.
My dear young teacher, learn to evaluate
the kindergarten materials with their in-
creasing amounts and difficulties as keeping
pace with the developing needs and capac-
KINDERGARTEN-PRIMARY MAGAZINE.
259
ities of the child. Further, think of these
growing needs and capacities as revealing
the progressive steps in the child's method
of control and expression. Your own
method and device will then consist in a
wise selection and arrangement of experi-
ences and materials, and the organization
of them with reference to the nurture of
child life. And finally, seek the aims and
purposes of your work in the growing
needs of child life as they are manifested
through language, play, investigation, and
constructive and graphic expression, and
organize materials to facilitate these de-
veloping processes.
Faithfully yours,
HARRIETTE MELISSA MILLS.
THE COMING PLAYGROUND CON-
GRESS AT PITTSBURG MAY 11-14
T1 HE Third Annual Playground
Congress will be held in Pitts-
burg, Pa., on May 11 to 14.
Already the local committee
on arrangements, the pro-
gram committee and the committees on
special subjects are busy at work preparing
an unusually strong program and an ex-
tensive series of novel exhibits and fes-
tivals for congress week.
In Pittsburg a local committee on ar-
rangements headed by Miss Beulah Ken-
nard, president of the Pittsburg Play-
ground association, Mrs. Samuel Ammon
and George E. Johnson, superintendent of
the Pittsburg Playground association, co-
workers, is perfecting plans for the enter-
tainment of visitors. This committee has
appointed the following sub-committees :
Hospitality, Mrs. Frank T. Hogg, chair-
man ; Concert and Finance, Mrs. Frank M.
Roessing, chairman ; Local Transportation,
Mrs. George Kramer, chairman; General
Information, Mrs. Samuel Ammon, chair-
man ; Hall and Ushers, Mrs. William
Macrum, chairman ; Auxiliary and Play-
ground Exhibits, Mrs. Joseph H. Moore,
chairman. Each of these chairmen is as-
sisted by a number of prominent residents
of Pittsburg.
A large Advisory committee, composed
of Pittsburg's leading men, will be an-
nounced later.
Carnegie Music Hall, one of the most
beautiful and convenient places for gather-
ings in the United States, has been secured
for the use of the Congress.
The exhibition features will be par-
ticularly emphasized. Winter iwork and
activities will be shown as of interest in the
present movement for the all year work
of playgrounds. Another exhibition will
deal with dramatics, folk dancing and
games, while the value of music in play-
ground work will be developed as a musical
feature in which playground children will
sing Italian, Russian, German, Irish and
Negro folk songs. Folk dancing also will
be a special feature of the festival work.
The Pittsburg Congress, moreover, will
offer an excellent opportunity to study at
first hand the way in which a municipality
and a private organization can co-operate
successfully, for the city of Pittsburg has
placed the management of its playgrounds
in the hands of the Playground association.
The general meetings will be held in the
evening. The present plan is to have fewer
addresses and to place greater emphasis on
exhibition features. The speakers will be
men and women recognized nationally as
having an important message to offer on
the play question and significant data to
contribute to the working out of the great
educational, physiological and civic prob-
lems, the solution of which is believed to lie
in the field of properly conducted play-
grounds. The topics at the general meet-
ings will be limited to fields which have a
truly national application.
Each address will deal authoritatively
with some phase of the question which has
a national bearing and which is significant
to all classes of playground advocates. The
detailed discussion of questions applicable
to limited fields will be held in connection
with the special conferences and committee
sessions.
The reports of the special committees
and the conference discussions will be each
in its own field comprehensive. These
committees for months past have been
thoroughly canvassing their fields for all
information. Each report will be a com-
plete resume of playground progress and
discovery in all parts of the country. The
chairmen of these committees report that
all of their members are actively consider-
ing the problems. In addition, each com-
mittee has had the benefit of the sugges-
tions in the field made by the entire mem-
bership of the Playground Association of
America.
The several committees and the chair-
26o
KINDERGARTEN-PRIMARY MAGAZINE.
men who will present reports at the Con-
gress are:
Athletics for Boys. — Dr. A. K. Aldinger.
Equipment. — E. B. DeGroot.
Festivals. — Lillian D. Wald.
Folk Dancing. — Elizabeth Burchenal.
Normal Courses in Play. — Prof. Clark
W. Hetherington.
Play in Institutions. — Dr. Hastings Hart.
Playgrounds as Social Centers. — Mrs.
Vladimir Simkhovitch.
State Laws. — Joseph Lee.
Playground Statistics. — Leonard P.
Ayres.
Storytelling in the Playground. — Maud
Summers.
All suggestions made by the committees
and by individual members will be con-
sidered by the Program and Organization
committees, consisting of Dr. Luther Hal-
scy Gulick, Dr. George L. Meylan, George
E. Jjhnson and Lawrence Veiller. This
committee will then report a plan giving to
each feature the maximum possible con-
sideration and allowing a due proportion of
time to the people of Pittsburg to carry out
their hospitable intentions.
AUSTRALIA TO COPY CORNELL.
WILL BUILD A UNIVERSITY AND FOLLOW
SAME PLAN OF EDUCATION.
A large university patterned after Cor-
nell is to be erected in Western Australia,
according to a letter from Franklin
, Matthews, Cornell, '83, to President Schur-
ma'n. Mr. Matthews, who is with the
American battleship fleet, writes that while
in Australia last fall he was sought out by
Dr. J. C. Hackett, editor of The Western
Australian, who asked him to request the
Cornell authorities to send information re-
garding the origin, history, development,
and plan of education at Cornell. Mr.
Matthews is President of the Associated
Cornell Alumni.
As this issue of the Kindergarten-
Primary Magazine goes to press the final
arrangements are being made for the an-
nual meeting of the I. K. U. at Buffalo,
which promises to be very successful.
If you have not already decided to attend
do so now and go !
EDITORIAL
\\7 E read recently that sixty boys
and fifteen girls, who are
q members of secret organiza-
tions in the Auburn, New
York, high school, were ready
to leave school rather than bow to the edict
of the board of education which declared
that secret societies must go.
It seems scarcely credible that the young
people would even venture to such ex-
tremes unless sustained in their rebellion
by the home authorities known as
"parents." We hear a good deal of criti-
cism of the school in these days; we hear a
good deal of criticism of the bad manners
of the children graduated ; their lawless-
ness; their lack of consideration for others.
The schools certainly are justified in ask-
ing: "What can rightly be expected of us
when, in an important matter, decision has
been rendered by the regularly constituted
school authorities, the children are upheld
in direct rebellion." Is the judgment of
children, inexperienced, immature, emo-
tional, changeable, to be put into the bal-
ance with that of the teachers chosen by the
State presumably because of their fitness to
understand and Weigh what is the best not
only for the present, but for the future of
the children under their charge?
If the parents disapprove of any action on
the part of the teacher, principal or school
board, should they not in the interest of
home government themselves make the de-
mand, rather than allow the children to
think that they were competent to judge
for themselves as against the wisdom of
their teachers? B. J.
Many of the children today regard very
lightly the educational opportunities for
which their ancesters toiled and sacrificed,
under great hardships. Perhaps they will
appreciate better their own advantages if
told of sixteen-year-old Eding Wellman,
who rode with her mother from Mexico,
1,500 miles, in men's saddles in order to
matriculate at the State University at
Fayetteville, Arkansas.
He who thinks he has little to learn learns
little, and teaches less.
From the New York Sun we quote the
following, treating of the use of dogs in
war, for beneficent rather than malevolent
ends. One positive way in which to down
the war spirit in children is to emphasize,
in studying such wars as form a part of
KINDERGARTEN-PRIMARY MAGAZINE.
261
United States history, the work of the Red
Cross Society. The assistance rendered by
dogs, in this good work will appeal to the
children:
There has been much discussion among European
military men interested in training dogs for use-
ful service in the army as to what breed can be
drilled most easily to find in timber or under-
brush wounded men that the ambulance corps tails
to discover. France still preters shepherd dogs,
but Captain Tolet, who has long been in charge
of the work, says a number of breeds can be maue
efficient if they have keen scent and good intelli-
gence. Shepherd dogs are still in tne majority
among those now being trained on the manoeuvr-
ing held at Bequet. Tolet says that it is easy to
decide in a montn whether a aog is capable in this
line, and two months more ht the elect for their
vocation: , \^.\ u
Almost any day these animals may be seen in'the
field wearing their red cross badges and hunting
in the hollows and thickets for soldiers simulating
wounded men waiting to be found. The useful-
ness of this service was proved in the Boer and
Kusso-Japanese wars, anu in eight countries of
Europe dogs are now being drilled for their
humanitarian work, ft was very different when
dogs were trained as auxiliary to fighting forces.
History tells of the demoralizing effects of blood-
hounds in the Persian army, of tne dogs that added
another terror to Attila's invasion of the west, of
the tiOO fighting dogs that accompanied a British
invasion 01 Ireland, and of the 800 in the army
of Charles V. on one of his campaigns. Now the
dog of war is a friend and not an enemy of man.
We subjoin a few wise words from an
exchange, which the high school teacher
may rind available as graduation day ap-
proaches :
We heard a recent graduate of our school, a
young man, make the remark the other day: "There
is nothing to do, a fellow can't find a job." We
feel sorry for that boy. He's in wrong. There is a
demand ior good boys all the time. JNo matter how
hard the times are, there is always a demand for
good boys who are willing to woik; boys who can
see around the dollar that is in front of their eyes
as soon as they get a job. We know of boys who
have been out of a job tor a long time because they
have been looking tor the job that suits them — tne
"snap" that the other fellow has. The boy who
jumps into the first job that is offered is tne boy
who is chosen when the boy-hunter comes. He is
tne boy whom his employer can recommend to the
man who wants him for a better position. The
boy trundling a wheelbarrow is taken while the
boy who is loafing is left to find the "snap" that
never comes. Wane up, young man! Graduating
from a high school doesn't fit you for the position
tnat others have gained by hard work, ft only
fits you to get into better places by application to
hard work. Eew of our most prominent men went
into riches in a rocking chair and the chances are
you will not either. Get a job, learn to be self-
sustaining and the good things will be offered to
you.
Word has been received at the offices of
the New York State College of Agriculture
that the new Canton Agricultural College,
which the Chinese government has just
established, is patterned completely after
the Cornell Agricultural College in this city.
C. H. Tong, who is a graduate from Cornell
University last June with the master's de-
gree, is director of this institution. There
are now sixty students enrolled, although
the college, with its two subsidiary
branches, will not open until spring. The
director has sent $3,000 to this country to
be used for books and seeds that cannot be
obtained in China.
Miss Kathryn Romer Kip, whose excel-
lent article appears in this issue, studied
kindergarten fourteen years ago, at Felix
Adler's Schools of Ethical Culture, in New
York City, and organized and conducted
the first public kindergartens in Princeton,
New Jersey. She is a graduate of Stanford
University, California, and has kept in close
touch with modern educational develop-
ment. Two years ago she spent a winter in
Chicago and other eastern cities, and with
headquarters at Chicago Kindergarten In-
stitute she investigated into the various
"schools" of kindergarten method, and
thoroughly acquainted herself with the
status of the kindergarten movement and
ideals up to that time. She is now teaching
in the public kindergartens of Los Angeles.
CHILD STUDY IN RELATION TO
ELEMENTARY ART EDUCATION.
BY EARL BARNES.
part n.
In the period from six to ten years old
physical activity is less dominating, but still
very powerful, and the children think in
larger wholes. This is very important, for,
as Kerschensteiner has pointed out, "The
development of graphic expression is con-
nected very closely with the development
of the comprehension of a whole. The
teaching of every subject that furthers this
comprehension furthers at the same time
the art of drawing. Most of their lives
must still be realized through doing things,
but the children can sit still and think a
little. The drawing is still largely concep-
tual rather than representative; but instead
of concerning itself with details it goes over
L.to continuous series of related things.
The cataloguing stage gives way to the
picture writing stage, and Miss Partridge
has traced the steps in this transition. The
multiplied studies on children's drawings at
this period all agree in recognizing this
262
KINDERGARTEN-PRIMARY MAGAZINE.
quality of narrative as its fundamental
characteristic.
In summing up the results of her extend-
ed study on children's drawings at this age,
Miss Sophie Partridge says that they are
characterized by love of movement; they
are fragmentary, with little attention to the
possibility of vision; there is no attempt at
perspective and small sense of proportion;
and the interest is itself fitful and broken.
At the same time she notes with approval
the boldness and firmness of outline, the
confident handling of difficulties, the in-
genious interpretation of action, and the
general atmosphere of enjoyment and de-
termination they often indicate. In other
words, it is a time when potentialities are
felt, but not yet realized.
The children still draw some ideal form
which they have in their minds rather than
a representation of the object before them.
Professor Clark found that at eight years,
eighty-eight per cent, of the children drew
an apple placed before them with no regard
to its real appearance or position. Any
other apple placed in any other position
might have been equally well represented
by their outlines. , Only at the age of nine
or ten did they begin to note peculiarities
in form and position in the thing they were
supposed to copv. Not until the children
were eleven years old did the majority of
them shape their drawings by the article
before them.
Perspective with children at the begin-
ning of this period is nonexistent. Clark
gave a large number of school children an
apple with a hat pin stuck through it as a
model. At six years old, ninety-seven per
cent, of the children drew the pin showing
all the way across the apple. Not until the
age of nine did a majority of the children
have the pin stop at the edge of the apple.
Thes* results are fully borne out by the
experiments of Kerschensteiner, who, in
his independent experiments in Munich,
found no attempt to represent a third
dimension by boys under seven years old
nor by girls under nine. Not until boys
were ten and girls thirteen did half of them
make any attempt to show perspective in
their drawings. The conclusions of Levin-
stein are in the same direction.
The objects children like to draw at this
time have been worked out by Mrs. Mait-
land. As a result of her study of fifteen
hundred and seventy drawings made by
childern who were simply told to draw
some thing they liked, she found that
thirty- three per cent, drew men and
worne1'., eighteen per cent, animals, twenty-
seven per cent, plants, and twenty-five per
cent, houses. Conventional forms and de-
signs were drawn by only five per cent, of
the younger children, while the older ones
had thirty-seven per cent, of such drawings
Ornament was attempted in only three per
cent, of the pictures of all ages. This study
bears cut the conclusion that children draw
to express something they want to say;
that form is unimportant until toward the
end of the • elementary period, and that
beauty, as such, plays small part in the
drawings.
Several studies have been made to de-
termine the objects which children of the
school age consider pretty. Miss Drury
asked some hundreds of boys and girls to
describe the prettiest thing they had ever
seen, and to say why they thought it pretty,
and Barnes repeated the experiment. The
children universally confounded anything
which they liked or found interesting with
what they thought pretty. Thus they say:
"A sweetstuff shop is the prettiest thing be-
cause I like to eat the sweets." Judging by
the compositions as a whole, only twenty
per cent, of the writers made their choice
on aesthetic grounds at seven years old,
and seventy per cent, at thirteen years.
This indicates what any thoughtful ob-
server must have noted, that even in the
elementary school period the aesthetic
feelings are not yet clearly separated from
pleasurable feelings in general.
The things selected as beautiful by
ninety-one per cent, of the little children are
single objects, such as a toy or a flower.
Gradually larger compolites come to pre-
vail until at thirteen years only twenty-two
per cent, of the writers choose these simple
units. Glitter, color and motion are still
most often mentioned as reasons for think-
ing things pretty. Sixty-nine per cent, of
the children choose things made by man,
and the same proportion name natural ob-
jects.
During the period, then, from six to ten
years old, life may still be described as pre-
vailingly motor, with wide intellectual
curiosity, with little distinctly aesthetic in-
terest, and with a growing interest in color.
It is still the so-called primary colors that
attract, rather than neutral tints. In
drawing, the interest is in larger wholes
than formerly, and tends to narrative forms.
KINDERGARTEN-PRIMARY MAGAZINE.
263
There is little interest in perspective, orna-
ment or decoration. Drawing is still dis-
tinctly a language of expression.
In the last part of the elementary school
period which we are to consider, covering
the ages from nine or ten to fourteen or
fifteen profound changes are taking place
in both body and mind. On the physical
side there is a final adjustment of functions.
Childhood changes to youth, and skill in
manual dexterity can be gained far more
easily and surely than at a later age. If
accurate and skillful use of pencil and brush
is not acquired at this time, it is seldom
secured in later life.
On the mental side, there is a tendency
to work up elements of knowledge into
larger forms. General ideas now become
attractive and the children are interested
in abstract forms. In every branch of study
these changes become apparent. In com-
position, the children choose vague in-
definite subjects about which to write; in
natural history, they love to classify; and
in number, after the children are nine years
old, the proportion of those who like the
study, steadily increases as compared with
those who dislike it. In drawing, the chil-
Iren no longer try to tell stories, but, in-
stead, thev nick out what seems to them the
most significant moment and present it as
a spiritual type of the whole.
On the emotional side, this is the great
period of awakenings. Children begin their
active religious life and pass from the
anthropomorphic ideas of earlier childhood
to spiritual conceptions and aspirations.
Their interest in nature broadens and they
begin to care for larger landscapes, and for
the more intimate relations of man's spirit
to the external world. They go out to
nature with a deeper sense of her mystery
and charm. This broadening of the sensi-
bilities gives rise to artistic feelings, which
tend to express themselves in dress and
manners, in form and color. Speaking of
this period Lancaster says : "The curve
for the love of art begins at ten, rises
rapidly till twelve and falls steadily after
fifteen, reaching the base line at twenty. It
is one of the first awakenings of the
' adolescent mind." He goes on to say that
in the examination of a large number of
papers at this time he found a regular
change in taste in art from bright-colored
pictures of people or animals in action to
quiet pictures of still life or nature. After
fourteen many spoke of loving only those
pictures which represent deep feeling, or
portray the soul of the artist.
With these deeper feelings comes a sense
of inability to adequately represent the sub-
ject. Barnes found that children drew less
pictures in any series of illustration after
thirteen, and that only after this age did
children excuse themselves from drawing
on the ground of inability. Lukens empha-
sizes this point, and O'Shea and Gallagher
record increasing discouragement after
nine years of age.
When we come to the application of
these results of our studies on children, to
the teaching of drawing, we are confronted
with the difficulties that meet us in all
fields of practical adjustment. Diagnosis
can be made increasingly scientific and
exact; prescriptions must always be blended
of art and science. In dealing with draw-
ing our difficulty is increased, however,
through the fact that teachers of drawing
approach their task from two widely dif-
ferent points of view. The one class really
looks upon the drawing lesson as a manual
training exercise, and emphasizes exact-
ness, order, a close relation of expert
manipulation, and certain abstract concep-
tions of form. The other class looks upon
it as an expression of beauty, prizes sensi-
bility and abhors a straight line. And yet
even under these conditions some of our
conclusions seem capable of very general
application.
Under two years of age, there can be
little direct art appeal. It is well to have
the child surrounded by good expressions
in form and color, but the mother's dress is
more important than the wall decorations.
Motor development is the main thing.
Elaboration of color in playthings is
wasted; strong, distinct effects are wanted
in all sense impressions. Donatello's
"Singing Boys," which adorns a creche in
one of our cities, is of value only as adver-
tising matter to interest patrons.
During the cataloguing stage, from two
to six, a child should do a great deal of
drawing. He should draw figures on large
surfaces, which should be so placed as to
encourage activity of the central muscle
masses. The subjects should be men,
women, babies, animals, toys and the like.
He should be encouraged to leave the
scribble stage for the few clear, strong lines
that mark the diagrammatic period. Ex-
pression being the important thing at this
period, all criticism should be made sub-
264
KINDERGARTEN-PRIMARY MAGAZINE.
ordinate, and incidental enough, so as not
to discourage effort or weaken zest. Sug-
gestion and correction should follow the
same lines as in other forms of language.
Grammar must wait on growth. Of course,
there will be some attempts at copying ob-
jects, but the child had best represent some-
thing vital to himself. . If he has made a
house with blocks, or an outline of a farm
with sticks, he will have organized the
motor impulses corresponding with the
visual impulses in him through doing, and
he will have an image worked out in his
mind. He will then be interested in trans-
lating the motor impulses of building, into
the motor impulses of drawing. Later on
he will draw plans in order that he may
build; now he will build in order that he
may draw. The wise teacher will direct
attention to the beautiful in line, and color,
and mass; and the forming of larger units
in the mind will lead towards appreciation
of landscape. The artistic appreciation will
be gradually separating itself from the gen-
eral mass of sensibility, and some of its
elements will be shaping themselves. All
art development in this period will be a
by-product of general doing and thinking,
as it must largely always be.
Since the child's drawing at this period
is so descriptive, drawing in line seems
more natural than mass work. The con-
tour of an object described by a line is, of
course, false, since the actual division be-
tween two objects is always seen as differ-
ence in light and shade. But the child
thinks his objects in arbitrary forms. The
same ignorance that makes him so ready
to draw a man leaves him in no doubt as
to the bounding contour of an object. Line
seems his natural expression, but since
mass is to be his expression in the future,
if he becomes an artist, he should be en-
couraged toward it from the first. If too
much used at first, Lukens fears it may pre-
vent the child's leaving the scribbling stage.
In the period from six to ten years old, if
the drawing is to follow a child's natural
lines of interest, it must have a narrative
tendency. It must still be looked upon as
descriptive rather than representative; but
the children must be constantly urged for-
ward to the next stage. During the earlier
periods there seems little danger of the
child's accepting a set of arbitrary symbols
and becoming arrested in his development.
From six to seven years on, however, there
must be constant watchfulness to prevent
this happening. In the use of speech there
is little danger of arrest, because the chil-
dren are surrounded by people who are,
compared to themselves, artists in speech,
if children were surrounded by people who
were all artists in drawing and color they
would be carried along by the mere force of
imitation. The fact, is, however, that most
adults never become more than seven or
eight ^ears old in power to draw, and the^
seldom draw at all. In such an atmosphere
of general arrest a child will only go on, if
he is encouraged to do so.
During this period increased attention
will be given to exact drill of motor centers.
Manual exercises with splints, basketry,
fabrics, woodwork, and gardening should
till a good deal of the child's time. Simple
color should be increasingly used and color
harmonies should be consciously taught.
Little attention will be given to forma'
decoration, but the elements of decoratioi
will begin to appear, first, in the handwork
and '.hen copies in the drawing. Every-
where with undeveloped minds ornament
springs not out of play with abstract lines,
but out of modifications of useful forms.
Many exercises will be given the children,
tending to make them acquainted with
straight and curved lines through use. Any
definite form-study comes best in the next
period,
Simple things will be drawn with the
object before the child, and some of this
copying may well be done with a brush or
soft crayon, as mass work. But all this
work must still be kept concrete and fluid>
free from any formal drills or definite limi-
tations. Every study made in this period
shows that as the children approach twelve
or thirteen years of age they lose spon-
taneity and daring. With greater knowl-
edge they learn their limitations, and often
through being turned aside to perfunctory
drill, they grow tired and turn away from
real drawing, to join the arrested develop-
ment group. If most of the children be-
came dumb at twelve we should all at least
notice it ; most American children become
artistically ;dumb at this period and we
accept it as a natural law.
In this period beautiful things have a
large influence over children, and it seems
to be true that they respond most vigorous-
ly to art products that are only a step or
two before them. For purposes of school
room and text book decoration we need to
study children's tastes and to know the
KINDERGARTEN-PRIMARY MAGAZINE.
265
steps they tend to take. It is probable that
just as presenting literary masterpieces to
cnildren too soon, tends to weaken their
later usefulness, so presenting master-
pieces in art that lie too far ahead of the
children, robs these agents of their strong-
est appeal at the time when we most need
them,
A few years ago a series of wall pictures
for nursery decoration was brought out by
the Liberty Company in Dondon. The
white and yellow hen following a procession
of active yellow chickens across a dark
green background, the row of black and
white and yellow puppies chasing a self-
sufficient old rooster, in similar colors, till
the children with delight. Students of
childhood must have questioned the value
of their labors in the presence of these
panels, for here was an artist who had
struck into existence pictures which seemed
to embody, by a stroke of genius, the re-
sults of the laborious investigations of
Preyer and his followers. The subjects
were right, their activities were right, size
and arrangement were right, and the colors
were perfect.
It was only when we learned that Mr.
Cecil Alden had worked out these results
in daily conjunction with groups of chil-
dren, as Hoffmann worked out the
"Struwelpeter," beloved of German chil-
dren, that we felt reassured as to the value
of the direct study of children. Since these
panels appeared, they have been widely
imitated, but the artists have not known
the vital things to copy. The dull green
background, last color to be recognized by
children and hence right for a background,
has been replaced by purple; the striking
white and yellow foreground, giving the
strong psychological reactions desired by
little children, has been changed1 to red
and green. For the simple, honest, laugh-
ing life of hens and puppies have been sub-
stituted^fantasticj trogs and languishing
damsels; for the dynamic quality of the
original has been substituted a lot of pas-
sive lay figures. Nowhere could one find
a better illustration of the danger of pro-
viding art products for children without
consulting those who are to judge and en-
joy them.
In the third period, from nine or ten to
fourteen or fifteen, child study teaches us
that drawing should be a constant accom-
paniment of all school work. All expression
must spring from impression, and no im-
pression can be clear and accurate and
understood until it has been expressed.
Speech, drawing and acting are the great
means of expression, and each strengthens
the other.
The children are now coming to observe
and compare with some degree of exact-
ness. Drawing will here prove of the
greatest value to them. As Agassiz said:
"A lead pencil is an excellent microscope."
Accurate conception of form lie at the base
of all good work in biology, and not until a
child has tried to represent a leaf, a flower,
a plant, an insect or an animal will he begin
to clearly define its form, and so prepare
himself for comparison and generalization.
Through all the varying seasons of the year
our elementary school children should be
sketching the common living forms about
them, and as with speech, much of the work
should be free and sketchy to catch the
spirit, and some should be careful and exact
to catch the fact.
It can be said that all language rises out
of motor activity, and this is especially true
of the language of drawing. Wherever the
child needs to describe any objective thing
accurately, he had best draw it first. In
all the work with elementary physics and
chemistry he will need to draw his appara-
tus and illustrate with sketches each step in
the experiment. With his increased sense
of difficulty in expression, due to greater
knowledge, he will less freely illustrate
stories and history, but in half of the school
work, he will find his drawing pad his best
ally.
But during this latest elementary period
few children will be able to move far in the
field of pure abstraction. Motor impulses
must still be strengthened through use of
clay and sand and wood and paper. The
children must still do things connected
with things they see, and then perfect their
motor and visual experience through ex-
pressing them in drawing and color in
speech and dramatic action. The drawing
lesson, like the language lesson in this
period, should be given all day long.
In order that these pictures may be well
drawn the children must have more definite
technical knowledge, and hence the gram-
mar of drawing must be taken up. Per-
spective, geometrical drawing and decora-
tion will receive a good deal of attention.
Kerschensteiner says that his investigations
show that "after eight, boys as well as girls
need expression for rhythmic feeling, and
266
KINDERGARTEN-PRIMARY MAGAZINE.
among both boys and girls naturalistic
motives and arabesques are much preferred
to geometric patterns." His further con-
clusion is that : "The talent for ornamental
decoration of planes and objects generally
shows itself early to be distinct from the
talent for figure and face drawing."
In mathematics, too, there will be the be-
ginning of geometry. Wearied with trying
to hold the mass of unrelated experience
that he has collected, during his ten or
twelve years of almost constant activity,
and with the power of abstraction which
only years can bring to most of us, the chil-
dren will turn with delight to systematic
study of lines and angles and plane sur-
faces. Inventional geometry will prove a
delight and a source of growth, in exact
proportion to the thoroughness with which
drill in lines and angles has been neglected
in the earlier period.
With the child's added manual skill will
come the need for preliminary drawings for
wprk in paper, wood and metal, in the
school garden and in planning the playing
field. In geography he will need to draw
lines and plans and maps which he can fol-
low out into space, away from his city or
village.-
Of the more distinctly artistic training
one must speak with great hesitancy. We
have no really good studies on youthful
artistic genius, and geniuses are not com-
mon. In educating genius one should re-
member the advice about making a rabbit
pie — first catch your rabbit. No one can,
however, read far into the biography of art
without seeing that almost all great paint-
ers and sculptors began their work by the
time they were twelve or thirteen years old.
Michael Angelo was apprenticed to the
painter's trade when he was thirteen years
old, Rembrandt when he was fourteen, and
Raphael was an assistant under Perugino
when only seventeen. In drawing and in
painting, as in instrumental music, genius
must have training in flexible hand and arm
exercises in childhood. Facility in trans-
lating visual impressions into muscular im-
pressions, and sensibility to color harmony,
must also be sought early in life.
Individual instruction seems almost in-
dispensable in training artistic genius, and
all rules fail. As Dr. Hall says: "At the
period of adolescence genius should be
encouraged to essay the highest that the
imagination can body forth; it may be
crude and lame in execution, but it will be
lofty, perhaps grand, and if it is original in
consciousness it will be so in effect. Prob-
ably the sooner a child begins to look at
the world around him as masses of light and
shade and color the better; and yet he must
know with sure eye and touch the boundry
possibility of a line.
The more one reads the biographies of
painters the more he realizes that artistic
genius is best cultivated through contact
with artistic genius. It is largely a matter
of contagion. Creation is so much greater
than making, that no teacher can make it.
Schools have never made poets, dramatists,
or artists, but few are destined to be
creative geniuses. By following the lead
of the children we may hope to give each a
wide range of expression for his life, there-
by strengthening that life. The wise teacher
wall detect genius as early as he can, and
so far as possible he will pass it on to other
geniuses, so that each may learn by con-
tagion of the spirit.
THE COMIC SUPPLEMENT
The International Kindergarten Union,
representing ten thousand kindergartners,
is making a raid on the idiotic comic sup-
plements of the Sunday papers. It will be
interesting to see what influence the union
can command in this warfare. The comic
supnlement is so crude and rude that it
would not seem to need much of an attack,
but true it is that children are often crazy
over it. It might be well for the kinder-
gartners and the teachers to eliminate this
passion for the comic supplement by
creating a relish for something better. The
Sunday paper costs $2.50. This would buy
several most attractive little books that
could be kept the year through. The great
impeachment of the comic supplement is
that even the child discards it as soon as
he has taken a good look at it. — Journal of
Education.
The teacher was trying to draw from the
pupils some of the uses to which ivory is
put. She asked, "Now, who can tell me
what is made of ivory?"
Up Went a score of little hands.
"You may tell. Glen."
And Glen confidently shouted, "Soap."
Children can not be forced to like school.
They like it only when it is worth liking
and when they like it they learn. — L. H.
Bailey.
KINDERGARTEN-PRIMARY MAGAZINE.
267
THE VALUE OF A SUMMER CAMP FOR BOYS AS ILLUSTRATED
IN CAMP WONPOSET, CONN.
THERE can be no doubt as to the permanent value of true
camp life for all boys as well as for humanity in general.
The wood and the stream, and the hill and the meadow have
all been culture epochs in the development of the race, and
there is no one who does not at some time or other hear the
call of the wild, and long to respond to it. The school camp
furnishes a legitimate necessity to such a call
,^_ _,. and satisfies almost ideally its every need.
'"""'s.;; . Camp Wonposet under the direction of Mr.
^£"^ Robert Tindale and Dr. Horace Avers is one of
the most attractive and profitable of these great
summer homes of natural growth for boys.
Either of these gentlemen will be glad to an-
swer all inquiries in regard to the same, and welcome correspondence from patrons and educators.
They can be reached at 31 East 71st St., New York City.
CAMP LIFE FOR YOUNG BOYS
• A few weeks spent in camp each year has been the physical and therefore the mental salvation
of thousands of boys. The open air, the woods, the fishing, the outdoor sports and exercises, and
the living and sleeping close to the heart of nature, makes sound, sturdy, erect and vigorous young
men out of boys who would otherwise be narrow-shouldered, thin, weak-chested and timid and in-
decisive. L,ife in a camp such as Camp
Wonposet not only makes boys healthy and
strong, but develops their independence, re-
sourcefulness and strength of initiative.
Without these things, it should be borne in
mind, no boy in these times can achieve a
large measure of success and fulfill the hopes
and aspirations of his parents.
SITUATION
CAMP Wonposet is situated on the shore
of Bantam Eake. This lake is in Litchfield County, Connecticut, and is the largest lake in that State.
268
KINDERGARTEN-PRIMARY MAGAZINE.
It is an exceedingly beautiful sheet of water, four miles in length and surrounded by scenery of
the most varied and charming character.
Far out to the west can be seen the blue outline of the famous Berkshires, and 'the vast bulk of
Mount Tomb looms up in the southwest.
The site of the camp was once the home of a tribe of Indians, under a chief whose name was
Wonposet, and the entire surrounding country abounds in Indian relics and traditions. Every year
some proud and happy youth brings to light an arrow-head or other trophy from the woods or from
the beds of two rivers which flow into the lake.
The altitude of Bantam L,ake is 1,000 feet and the climate is both delightful and extremely
healthful.
The camp is so far from any other habitation and out of the path of taffic as to make it seem
to the boys like the primitive forest but recently added to the domain of civilization — yet the rail-
road station is but three miles away, and Litch-
field, a considerable town, is only four miles to
the north.
MANAGEMENT
Camp Wonposet is under the immediate and
constant supervision of college trained men, who
have not only had a wide experience in the man-
agement and training of boys and young men,
but who have of late years devoted the summer
months to the charge of a group of boys at this
camp. The camp is devoted during the season
exclusively to young gentlemen of Christian par-
-"*''•> '-■ 'X5S.K>-^
'• ' : ' ■ wk
fLvi^y |
Wi
r^fc-i
11 "~
|i|g| *"S $f ^*; < Wranafla*
"*»-"
jHfcsj.F'/iak. -1
Hj^fcafc--.^ ' - ■
I.
entage between the ages of ten and six-
teen, and the class of boys desired is that
which takes a natural interest in outdoor
life and sports — those who are prepared
and willing to contribute their share to
the enjoyment and welfare of all.
The term ' ' young gentlemen ' ' is
used advisedly. Everything possible is
done to see that the boys have a fine time
— and that every waking hour is one of
both pleasure and profit. At the same
time, a distinct moral tone is maintained, one of the aims of the camp being to inculcate self-confi-
dence, self-control, a respect for the rights of others and the habit of having a thoroughly enjoy-
able time in a clean, wholesome, manly way.
Tobacco, firearms and profanity are absolutely prohibited, and implicit obedience to the camp
leaders is demanded, although every effort is made to have the boys regulate their own affairs inde-
pendently so far as is practicable and consistent.
Disregard of the few imperative rules of the camp necessitates dismissal, and the boys enter the
camp with this understanding.
ATTRACTIONS
Camp Wonposet is many sided in its attractiveness. It presents all those features which a healthy
red-blooded boy requires for the "time of his life," and at the same time is safe-guarded in a man-
ner which gives parents the sense of perfect ease and satisfaction of mind.
The facilities are unequaled for such sports as swimming, fishing, boating, water polo, tilting,
baseball, basketball, tennis, mountain climbing, hay-rides, field-days and all-night trips, with camp-
fires, etc. A smooth, spacious athletic field, situated on a cleared plateau and surrounded by thick
KINDERGARTEN-PRIMARY MAGAZINE.
269
woods, offers an ideal spot for outdoor games. Here the baseball field, basketball and tennis courts
are laid out.
The boys are given the widest latitude in the matter of sports which is consistent with their safe-
ty and well-being — they have every opportunity to enjoy themselves in their own way, although
they are constantly under the watchful eye of leaders, who see that no harm comes to them.
The lodge is a two-story building, ample in dimensions, comfortable and well arranged. It was
formerly the home of a prominent Connecticut club and has all the essential club house equipment.
On the first floor are the kitchen, dining room and living room, the latter being an attractive,
cosy place, fitted up in harmony with the use and purposes of the camp. Its furniture and decora-
tions are such as to appeal strongly to the youthful mind, and the large open fireplace, with its blaz-
ing logs, offers comfort and good cheer on chilly evenings.
Here the boys gather to play games, read their favorite books and magazines, and listen to ro-
mantic Indian stories and legends
of the olden times, in which this
location abounds.
The second floor contains a
number of furnished rooms,
which are reserved for the accom-
modation of such parents as may
care to spend a week-end with
their sons. They are made both
comfortable and welcome.
THE TABLE
The food supplied to the
A mountain top breakfast
boys at Camp Wonposet is selected and
prepared with all the care which is exer-
cised at the very best class of summer ho-
tels. The food is, of course, chosen with a
view to its healthfulness and strengthen-
ing qualities. A sufficient range in variety
to make it tempting is at all times offered
but appetites at the camp are keen, and
what the boys most desire is just what
they need — plenty of good, wholesome
food, prepared and served in a neat, dain-
ty manner. The start of the mountain trip
The cooking is in charge of a competent chef. Fresh milk comes from a nearby farm every
morning, and butter, eggs, fresh vegetables, etc., are bought as needed right in the vicinity of the
camp. Pure, clear, cold water comes from a hillside spring.
The boys take no part in the work connected with the cooking or serving of meals, but are re-
quired and taught how to care for their own clothing and sleeping quarters.
THE LIBRARY
One of the chief features of the camp is a library, well stocked with boys' stories by Alger,
Henty, Optic, Castlemon, and other authors whose works are most favored by healthy minded boys.
The current magazines are also supplied. This fine library makes rainy days a pleasure and ban-
ishes the dreary monotony of camp life in bad weather.
EXCURSIONS
Each year parties of twelve or more boys take several all-night trips. Mount Tomb offers an
inspiring objective point for trips of this kind. The boys start about noon, cross the lake, strike
out through the woods for the historic old mountain about seven miles away, camp over night, and
return in the morning.
270
KINDERGARTEN-PRIMARY MAGAZINE.
A tramp like this teaches the boys a great deal about woodcraft, striking and breaking
camp, and taking care of themselves in the wilderness, and they find the trip a source of un=
usual and most exhilarating pleasure.
Parties of six or seven boys take three-day tramps, visiting Lake Waramang, Specte-
clele Lakes, Tower Hill, Pinnacle Mountain, stopping at Mount Tomb Lake on the return
trip, where the tower and Indian cliff offer scenery unsurpassed. Bantam abounds with
tradition and facts regarding the early habitation by Indians. Relics are constantly found
on the mountain trips and within the vicinity of camp.
Other amusements of this nature, such as hay-ride trips to Litchfield and visits to other
camps, are arranged from time to time, in order to give the boys as much variety as possible.
MOUNTAIN TRIPS
We herewith illustrate a mountain trip. The party is in charge of a leader who has di-
rected the packing of necessary equipment, such as rations, dishes, shelter tents, cameras,
field glasses, hatchets, lanterns and proper clothing, each boy carrying a share. The boys
on arrival at their destination are detailed to duty of pitching tents, making camp fires,
cooking, all of which is done by the boys. The evening is spent around the camp fire when
ATHLETICS
each boy spins his "yarn." At nine o'clock "Taps" signals "all in," guard duty commences,
each boy serving two hours. The following day the party becomes an exploration gang,
scouting the community for everything of interest. Naturally each group tries to outdo the
others in adventure.
Camp Wonposet is especially fortunate in having a two-acre campus, upon which is laid
out a tennis court, baseball diamond, 100 yard straightway with room to spare. The base-
ball teams have a Camp League, which allows every boy a chance to play; likewise basket-
ball. This year cricket will be introduced.
SWIMMING
The normal boy takes to the water only a little less readily than the duck, and the fine
sandy beach and clean sparkling water of the lake present an ever present temptation to
healthful, invigorating exercise. Individual instruction is given to boys who are learning to
swim, and no swimming or bathing is allowed except at stated times and in the presence of
the leaders.
There are two swimming periods, one in the morning and one in the afternoon, as well
as a dip on rising in the morning. Every boy is encouraged to learn to swim, and perfect
safety is insured by supervision and by the fact that the water of the lake is shallow for a
KINDERGARTEN-PRIMARY MAGAZINE.
27:
considerable distance from the shore. Mr. F.
Correll Bartleman, of the Newark Bay Yacht
Club, will be swimming and nautical instruct-
or.
FISHING
The boy who loves to fish will surely be
charmed with Camp Wonposet. Bantam
Lake is well stocked with bass, perch and
pickerel, and skilled and patient young fisher-
INFLUENCE OF MOUNTAINS.
The influence of the mountain is pure and
holy, giving strength and simplicity, en-
couraging the older virtues, discouraging
the newer vices. In the hillmen of Wales
we see this clearly enough. Go where you
will among the wilder and more mountain-
ous parts of Wales and you find that rare
independence and self-reliance which are
First Universalist Church, Buffalo, where many meetings of the
I. K. U. will be held
men will always find themselves well reward-
ed for their efforts to lure these gamy fish
from their watery home.
The value of such a summer to a boy is
incalculable. It brings out physically, intel-
lectually and morally abilities he never real-
ized he possessed, and it is a very helpful in-
troduction to his real environment over which
he must secure the mastery if he is to succeed
in life.
Flowers are the sweetest things God ever
made and forgot to put a soul into. —
Beecher.
not marred by a curiously defiant dis-
courtesy. You find there those who are
truly "nature's gentlemen." — From The
London Evening Standard.
The most valuable result of education is
the ability to make yourself do the thing
you ought to do, when it ought to be done,
whether you like to do it or not. — Huxley.
The value of your teaching is not the in-
formation you put into the mind, but the
interest you awaken. — G. Stanley Hall.
272
KINDERGARTEN-PRIMARY MAGAZINE.
PROGRAM FOR MAY.
BERTHA JOHNSTON.
\X AY is preeminently the season
*■ *■ of new life, as those bred in
farm and country well know.
Young chickens, ducklings,
colts, calves and lambs de-
light the little child whose young, active
liffe has so strong an affinity for the feeble,
helpless young of the farm animals which
so soon develop into leaping, frisking,
playing creatures of farmyard and meadow.
Now, too, the young plants and flowers be-
gin to make beautiful field, roadside and
garden. What is the great lesson which
Froebel's insight discovers latent in the
child's pleasure in spring time of life? A
lesson sorely needed just at present when
intellect and mental efficiency are perhaps
in danger of being over emphasized to the
detriment of heart culture. Froebel says in
his Mother Play Commentary on the
"Little Gardener":
"Cherish! Nurture! Care for! Great must be,
great assuredly is their importance to the develop-
ment of our darlings. Answer me but one ques-
tion: What is the supreme gift you would be-
stow on the children who are the life of your life,
the soul of your soul? Would you not above all
other things render them capable of giving nur-
ture? Would you not endow them with the cour-
age and constancy which the ability to give nur-
ture implies? Mother, father, has not our com-
mon effort been directed towards just this end?
Have we not been trying to break a path towards
this blessed life? Has not our inmost longing
been to capacitate our children for this inexpres-.
sible privilege? Assuredly this is what we are
doing even now through our little Garden play.
And because you, dear parents, are planting the
love of nurture in the breasts of your children,
you may securely hope that they will lovingly and
gratefully cherish you in age. You will be cher-
ished by your grateful children, just as yonder boy
is bestowing a gift upon the old man he scarcely
knows."
Froebel continues:
"To give wise care, we must consider time and
place. Thus all plants cannot bear to be watered
directly on their roots. * * * The little gar-
dener in our picture says to us by her thoughtful
mien. In giving care respect place. In like man-
ner the swiftly turning weather-vane on the top
of the garden house which commands so wide a
view, says, Consider time. Watering in the hot
noonday does plants harm instead of good, for the
tired leaves have no strength to utilize the kindly
shower."
It is not alone for the sake of the future
mother of the home that this nurture in-
stinct should be cultivated, but also for the
sake of the mother and father in the state.
Why is it that so few of our graduates at
high school and college take a profound in-
terest in the large, fundamental problems
confronting home and state ? Why do so
many women fresh from college, so many
young matrons, find time for receptions,
bridge parties and like entertainments but
find no time for helping in the movement
for vacation schools, for playgrounds, for
better sanitation, public and private? Be-
cause the nurture instinct has not been cul-
tivated. The children of today ca,n write
beautiful poems, and draw beautiful pic-
tures. (See the interesting pages in St.
Nicholas). Are these same children sym-
pathetic, thoughtful for others, free from
snobbishness? Is the heart being cultivated
as well as the mind? If the parents wonder
why their children are ungrateful for the
many many kindnesses and advantages re-
ceived from them in helpless infancy and
growing childhood they will find the
answer in this Mother Plav of Froebel's.
But the great value of this culture of the
heart lies in the fact that its influence is
not confined to the narrow quarters of the
home. The mother in whom the nurture
spirit is large, reaches out in her big-
heartedness to all the children in the world
KINDERGARTEN-PRIMARY MAGAZINE.
273
realizing- in the words of Mrs. Gilman, as
the mother addresses her child :
"Thou art one with the world — though I love thee
the best;
And to save thee from pain I must save all the
rest —
Well — with God's help I'll do it.
For the sake of my child I must hasten to save
All the children of earth from the jail and the
grave.
For so, and so only, I lighten the share
Of the pain of the world that my darling must
bear —
Even so and so only."
Throughout our program, underlying all
suggestions is the idea of the nurture instinct.
Let the children tell of the new flowers or
birds or young creatures they have seen at
home or on the way to kindergarten. How
does the mother care for the young? How
should we care for our pets, our flowers?
What do they need in order to!be well and
happy? Food, water, shelter, a comfortable
bed at night? Anything else? Yes, they need
love — to feel the touch of a kindly hand or
the sound of a gentle voice. (Michelet tells of
a canary that died of fright when addressed
in rough tones.)
How can we tell what our pets like and
if they are happy? Will they love us if we
love them ?
What can we do with our flowers when
they begin to grow nicely in response to
our care ? We can give them to some per-
son who will appreciate their beauty and
fragrance. Perhaps we can give them as
a birthday gift. Shall we think of some
friend, some sick child or some old man
who might enjoy such a gift. Perhaps we
can think of some child who would like one
of our kittens or puppies, or rabbits.
FIRST GIFTS.
The First Gift balls may be used to
represent a number of young active crea-
tures of farm and field. Let the children
play that they are hopping, stepping, fly-
ing, ruryning birds. Which birds run,
which hop? which swim? Which ball is
most like red robin; blue bird, etc. Play
that they are little chickens. Let one child
call them as if at feeding time and let the
others make their balls hurry out to gather
up the grains of corn or the good corn
meal. Let one child hold the hands in
shape of pan that holds water for the
chickens. One man once had a flock of
chickens that came to meals at call of a
bell. Let the balls represent young colts,
calves, lambs and talk about the joy of the
young creatures and how they run and leap
and frolic in the field; the farmer is careful
to give them water and food.
How does the mother care for her young
birdies at night. She cuddles them under
her wings, in the nest she has previously
prepared. Let the balls creep up the chil-
dren's arms as if feeling their way along
the branch for the first time. The mother
bird watches so carefully to see that the
little ones come to no harm. Play that the
mother bird (ball) flies off to seek food for
her babies.) How glad they are when she
returns. Let the balls be in turn the cat,
dog and other pets. Also, play that they
are flowers just planted in our gardens.
What colored flowers will come up? Shall
we take some to market to sell to make the
city people happy?
Let o,ne child make his ball hop or leap
or go through some other motion and let
the children guess what creature it repre-
sents.
Let balls represent Bo-Peep's sheep.
Let children hide several in hands under
table and another child try to guess just
where they are and then put them safely
in fold, at one end of table.
SECOND GIFT.
Closely allied in thought to the "Little
Gardener" is the Mother Play of the
"Farmyard Gate." That which we cherish
must be guarded from danger and loss.
With the Second Gift beads and sticks let
the child build a large farmyard fence. The
children could build one in common. In-
side this, place the farm animals (beads or
balls.) We must be careful to always close
the gate so that our pets may not stray in-
to the road or woods where some fox or
wildcat could capture them.
Let the Second Gift box represent the
watering trough made that our useful
friends may quench their thirst. In our
cities there are not enough such troughs
for the working horses. When we are old
enough to vote perhaps we can help have
more of them in the towns — and always a
low place for thirsty dogs and cats.
The cylinder can be made into a wheel-
barrow as previously described with help of
sticks. The cubes can represent loaded
farm wagons (moving very slowly), and
the sphere is the farm horse.
Or let the sphere be a bulb planted in
the box and carefully nurtured. What kind
274
KINDERGARTEN-PRIMARY MAGAZINE.
of plant will it develop into? Perhaps a
lily or narcissus or perhaps it is an onion
whose broad blades will soon pierce the
ground. The cylinder could be used as a
ground roller hitched to the sphere, ready
to help prepare the ground for the spring
planting.
THIRD GIFT.
With this Gift we can start off with the
stable ( i ) in which the horses and cows
/
\
Stable. Stalls for horses.
are sheltered. (2) We make the stalls in-
to which the horses go so gladly after a
day's driving or work in the fields to get
the good meal of hay or oats. And some-
times the farmer gives the cattle a treat of
Trough. Barnyard.
salt. (3) Is the trough to which they come
for water and (4) the barnyard wherein
they are , sheltered from prowling fox. A
larger barnyard can be made by using the
box for a barn or stable with a sliding" door
Stable and Barnyard.
Well with
L windlass.
Bucket
(5). A well can be made (6) with a wind-
lass made of a toothpick (7). This can be
placed across top of well and turned round
and round so that the cord of the bucket
will roll up. Old oaken bucket may be
made of Second Gift bead, ball or cylinder.
(8) is a house for the birds which we wish
to attract to our homes.
A sequence for the park to which city
children may be brought in order to see
Spring's awakening may be made, includ-
ing (1) park bench, with a drinking foun-
tain near by and the box into which we put
y
Bird house.
the remains of our lunch for we do not
want to spoil the beauty of the park by
y
/
s
/
ParkBench. Box for^trash. Drinking Fountain.
leaving papers or crumbs around, on the
beautiful grass carpet. (2) is the goldfish
/
77
c
/
Goldfish Pond,
pond; (3) the beautiful fountain which may
be modified by arranging upper cubes
Tunnel or Cave or "Arbor.
transversely. Children should of course in-
vent designs of their own. (4) is the tun-
nel under the elevated road-bed. How the
children love to make the echo resound.
This may represent also the cave in Cen-
tral park in which the owls sit or it may be
an arbor covered with the lovely wisteria.
A flower house can also be made as shown
last month.
FOURTH GIFT.
Make (1) the stable with carriage house
attached. (2) is the barnyard, trough in-
KINDERGARTEN-PRIMARY MAGAZINE.
275
side and pigpen outside; (3) is the barn
Stable and carriage house.'
m
zz
Vj\
I
Narrow stairway. Add as many steps as desired.
TABLETS.
Various plans for flower beds may be
made from the tablets ; also pictures of the
Barnyard with trough inside and Barn with pigeon house r. + r,K1^ ^,.™.^ „,~11 *„ ~i_ i
Pigpen outside. on top. stable, pump, well, trough and conven
.,, ■ , , N • ,, , , , tionahzed flowers, flower beds, flower pots,
with pigeon house ; (4) is the boat house • a , v '
in the park with steps leading down to
mosaic floor of museum, etc.
STICKS.
The sticks may represent also the dif-
Boat house Landing in Park, and Boats.
water and two boats in which to take a
row. Do you see the lovely swans and the
ducks with their dear little ducklings. (5)
is the tunnel under the roadway and from
above we look down upon the bear pit.
The park keeper knows that animals need
amusement as well as people and he pro-
vides the bear with a ball or loose stones or
sticks of wood with which he entertains
himself. We throw some peanuts down to
Signpost- Rake. Spade. Boy Blue's Horn
ferent farm necessities including trough,
/
^M
A
0
him.^A bench stands near by. [(6) is the
beautiful museum or art gallery and (7)
is the narrow stairway carved in the rocks
which we mount to obtain the fine view
from the Belvedere.
pump, well, various outlines of flowers,
276
KINDERGARTEN-PRIMARY MAGAZINE.
blocked out animals, watering pot, fence,
rake, spade, hoe, sign post in park.
RINGS.
These allow much variety in designs for
flower beds, flowers and animals with curv-
ing outlines.
PEG-BOARD.
Play planting trees, and plants; also
circle of children around May pole — Lesson
in color and counting.
SAND-BOX.
The sand box will be the starting point
for a fine farm or beautiful park with the
Gifts to form the buildings, benches, steps
leading up the slopes, observatory, and the
different farm buildings, fences, etc. Twigs
of trees or elderberry bushes will make ac-
ceptable trees, and bird seed may be plant-
ed to come up as grass, and corn and peas
may also be planted, in one corner. A piece
of mirror may serve as lake or pond, with
toy ducks to swim thereon and tiny boats
of folded paper to lend their touch of real-
ism. Paper dolls may be made and a tiny
May pole rigged up with baby ribbon. Re-
ceptacles for trash may be made and
placed here and there to inculcate the idea
that the park must be kept clean and beau-
tiful that all may enjoy it. Speak of the
gardeners and other workmen who help
keep the park in order.
CLAY.
Mould the various farm animals; also
seeds, and spring flowers, and flower pots,
also design for fountain.
COLOR WORK.
Paint in strong, broad washes the blue
sky, and another day the green grass. Then
make a picture in which the sky and grass
are both represented. Flat washes of sim-
ple flowers may be painted or drawn in
crayon. Tulips, dandelions ; also chickens
and ducklings. Robin Redbreast, the blue-
bird and other bright colored harbingers
of Spring. Let the children revel in clear,
pure color. The country teacher here has
a great advantage over her city sisters.
Strawberries give good color, as do rad-
ishes.
OUT-OF-DOORS.
It is well to recall each year the stress
laid by Froebel upon garden work for the
little child. He considered this close con-
tact with Nature one of the most impor-
tant of truly educational influences — and
yet few city kindergartens are able to
afford the children these rich experiences.
That is something for the kindergarten of
today to work towards. Wherever possible
let the children plant peas, corn, beans, in
places where they will be unmolested and
so able to go through all the processes of
sprouting, blossoming, seed bearing in the
late spring or early fall. Let them raise
radishes, lettuces to present to their par-
ents or serve at some of the kindergarten
lunches. Vacant lots may often be utilized
and even small courts afford unlooked for
opportunities.
Notice the shadows of the grasses and
leaves as they rest on the pavement. Open
the eyes of the children to as many as pos-
sible of these beauties of nature and thus
awaken possibilities of simple joy that will
last them a life time. Draw attention to
the blue of the sky and the floating clouds.
Trips to the parks will give the children
of the city glimpses into the life of Nature.
The fish in the ponds, the free squirrels and
birds and the animals of the zoo will give
them much to think about. And on a
pleasant May day a May pole party will be
quite in order. Let as much of the kinder-
garten work as possible be out-of-doors.
STICKS AND PEAS
Make fence for vegetable garden. Also farm
tools — rake, etc. Make tree-box to protect tree-
{
1 4
1 A
1
► 1
' 1
| 4
9
1
1 <
9 %
r
w 1
Fence
9 i
1
Rake.
Tree box.
PAPER.
Weaving — Weave May baskets of color-
ed papers ; line with wax paper and let chil-
dren fill with spring flowers to give to
parents.
Weave basket of strips of manila paper
in which the kittens may have a bed.
KINDERGARTEN-PRIMARY MAGAZINE.
277
Folding — Series including table cloth
that Ave take on our picnic; blank book in
which we may paste some pressed flowers ;
car window through which we see so many-
things ; tunnel through which car goes ;
tunnel in park which makes such a fine
echo; barn in country; park bench.
Salt cellar series includes many things
seen on trip to park or country, including
cup and saucer used, pocket book, and
lunch box.
Parquetry — Make booklet with designs
based upon dandelion, wild rose, and other
simple flowers; also series based upon yel-
low chickens or ducklings, or kittens or
rabbits. Make frieze of swallows for kin-
dergarten room. Radishes and strawber-
ries conventionalize well.
Free-hand Cutting — Cut the different
farm animals, birds, etc. The farm tools;
picture of the pump, well, old oaken bucket
which we draw up to give the creatures
water. Cut freehand several objects be-
longing to the animal, to the mineral and
the vegetable kingdoms. Illustrate "A
Little Boy's Walk" and other poems or
stories as "Little Bo-Peep," "Little Boy
Blue," etc.
CARDBOARD MODELING.
Make May baskets by scoring and bend-
ing cardboard into square or oblong bas-
kets and then painting some delicate color.
Ribbon handles can be attached or with the
older children the outline of the square
from which basket is cut may include a
handle. Line with wax paper and it will
hold a few posies when hung on Mama's
door to surprise her in the early morning.
Make watering trough which can be used
as hairpin tray. Punch holes in edges and
Plan for Watering Trough
tie with ribbon. Make circular pan for hold-
ing water in chicken yard. Rakes, hoes,
spades, etc., may be cut of cardboard for
paper doll house garden.
Cut benches for park and paint green.
Also circular boxes for holding papers, re-
mains of lunches, etc. Cut oblongs for
signs in park directing to different paths or
buildings. Attach to burnt matches or
tooth picks and place in sand-box park.
Tiny bird house may be cut of cardboard
and mounted on a small stick.
Cut out farm animals, horse, cow, calf,
lamb, chicken, etc., and paste a narrow strip
on one side for a brace and place in sand
box farm. These can be attached to empty
match boxes as farm wagons which will
help children of the tenements to make
playthings of articles found at home.
Make cornucopia to serve as Boy Blue's
horn.
OUTSIDE MATERIAL.
Wood — Saw and sand-paper small ob-
longs as handle and head of rake. Hammer
slender nails straight through the head to
make teeth of tiny rake.
Cut or tear berry boxes into strips to
A
A
A
A|
Fence of Berry Box Strips
make fence pickets. Glue these to other
strips running at right angles as rails.
Collect pebbles to make stone wall in
sand box. Also shells to outline paths.
City children will be interested in churn-
ing sour cream into butter. Put into a
canning jar and shake in turn till butter
comes, or use small wire potato masher as
dasher.
GAMES AND PLAYS.
See "Pedagogics of the Kindergarten."
(Appleton & Co.,) for the beautiful outdoor
games there described but which can also
be played in kindergarten.
Also the Mother Play Songs and Music
(Appleton, Blow edition) the Wandering
Song, ("I love to go a-roaming,") "Pur-
ling Little River," and the flower songs
found therein. Also the Transformation
Game, in which the circle of happy children
changes from a circle to smaller circles, a
star, crown, wreath and back to a circle.
The snail game is also appropriate now.
Let the children dramatize Little Bo-
Peep who was careless and lost her sheep
but sought and sought them till she found
278
KINDERGARTEN-PRIMARY MAGAZINE.
them. Let one child represent bell-wether
with bell by which Bo-Peep traces them.
Dramatize Little Boy Blue who neglects
his duty and then has to work hard to find
his cows and sheep who do not like to
leave the corn at sound of his horn and so
he must go after them, and has a difficult
time getting them together. Surely he will
not fall asleep again while on duty.
GOING TO SCHOOL
ELSIE B. CLARKE, P. S. 161, Manhattan N. Y. C.
ANNY stood on the sidewalk
in front of her house. Her
mother had put on her little
white hat and little white coat,
and as she buttoned the little
white buttons all down the front, she said,
"I am so glad the cleaner has made the
street so nice and clean so that my little
girl can cross it without soiling her new
white shoes. Then she had kissed her and
told her not to be late to school.
She was waiting for the cleaner to sweep
up the dirt and put it in his barrel. When
he had finished he looked up at Fanny and
she nodded her head and smiled as if to
say, "Thank you, Mr. Street Cleaner."
Then she ran across the street to the push
cart just over the way and when she looked
at her shoes they were just as clean as when
she put them on.
The Cleaner brushed and washed the street,
So Fanny could cross and not soil her feet.
The push cart was filled with big red
apples and yellow bananas. Fanny gave the
man standing beside it a bright new penny
and said, "Mr. Peddler, will you give me a
big red apple for the little white rabbit in
the Kindergarten? He is such a hungry
rabbit !"
The Peddler gave her an apple red,
So the little white rabbit could soon be fed.
She was afraid that she would be late to
school so ran along the side-walk until she
came to the corner but there she had to
wait. There were so many horses and car-
riages and trolley cars passing. She did not
have to wait very long however, for
A big policeman in a coat of blue
Helped her across in a minute or two.
She ran all the rest of the way but when
she reached the school she found that she
was not late at all for the big doors were
open wide. She went right in through the
play yard until she came to the kinder-
garten door which was open, too, and there,
in the door-way, was the teacher waiting to
say good-morning, just behind her the little
white rabbit with wiggling nose saying
good-morning as rabbits do. On the win-
dow-sill the sleeping doll, her eyes wide
open now and looking right at Fanny as if
she would like to say good-morning too,
a,nd in the middle of the room all the little
green chairs ready for the children, but not
a child to be seen for she was the first little
girl there.
This is Fanny on her way to school.
She comes every day whether warm or cool.
This is the Cleaner, all dressed in white,
Who sweeps the streets from morn till night.
KINDERGARTEN-PRIMARY MAGAZINE.
NOT SUCH FUN.
ELSIE B. CLARKE.
Just a little kitty,
Black, as black as coal,
Waiting for a mousie,
Down beside a hole.
279
This is the Peddler just over the way
Who sells red apples to those who pay.
This is the Policeman in his coat of blue
Who helped her across in a minute or two.
Comes a great big doggie,
Thinks he'll have some fun;
Thinks he'll frighten kitty,
Just to see her run.
Creeps up very softly,
Barks, "Bow-wow-wow-wow,
Kitty jumps up quickly,
P'litely answers "Me-ow."
Here is the school with its doors open wide.
Come, little children, walk inside.
Eyes grow large as saucers
Tail as big as that,
Humps her little back up,
Seems a great big cat.
Doggie looks at kitty,
Thinks he'd better run,
Thinks to frighten kitty,
Isn't any fun.
Over tu'rrets, vales and hills,
Behold the soft and mellow glow.
E'en the busy little rills
Have caught reflections as they flow.
The beautiful sunset! I could sit
For hours and gaze would it but stay,
But no, — Time bids the moments flit
And the glorious Sun must, too, obey.
Down, down into the far beyond
He glides and now is seen no more;
His arch from east to west He spanned
Spreading His beams from shore to shore.
Tomorrow's dawn again will break,
His roseate beams will flood the east,
And onward His same path will take
" And sink again into the west.
28o
KINDERGARTEN-PRIMARY MAGAZINE.
NEWS NOTES.
A DAY IN THE RIVERSIDE KINDERGARTEN.
T ONG before the allotted hour
■*-' of nine, little hurrying feet are
heard coming down the path
that leads to the kindergarten,
and the two kindergartners
who live opposite have to take a hasty-
breakfast if they hope to arrive before their
early little birds, and hear the greeting
"We've beaten the whole family."
Then begins the "Free Play" time, when
everyone does as he pleases. Some domestic
little souls make for the doll's house and
sweep and dust in true house-wifely
fashion. Others attack the doll's piano and
practice vigorously aided by the dancing
dolls within.
The lovers of books drag out all their
old friends, while the more active spirits
insist upon putting the very young chil-
dren to play sleep, while they personate
Santa Claus who is to give them treasures
borrowed for the time being from the doll's
house.
Everything is perfectly natural and free
until the bell taps at nine, when toys and
books are returned to their proper place
and all gather in the circle. When quiet
is gained the "thankfuls" begin.
And queer and quaint are the things
offered on the altar of gratitude. Cats,
dolls, parents, flowers, birthdays, friends,
etc., after which one tiny soul tip-toes over
to the Bible and reverently opens the Word
of God. Then little heads are bent and one
of the Gaynor prayer songs is sung.
This is followed by a good morning
greeting, in the midst of which a voice rings
out with, "James Holmes is a bad boy."
The kindergartner remonstrates, but the
voice continues, " He says I wasn't in the
race."
The suggestion
James is joking.
"No!" the voice says again, "he was not
joking." Then after a moment's thought,
"Were you joking, James?"
James' face, which has hitherto been
grave and reproachful, breaks into an
ecstatic smile, and he nods his head.
Satisfaction has been received and Theo-
dore, the denouncer, settles back in his
chair with a sigh of relief and the circle
moves on in peace and harmony. We are
marching now and each child tells of some
gift he has received and we try to dramatize
is made that maybe
it. Cars, autos, and skates are easy and
we get on swimmingly.
At the table we play on an imaginary
piano while one of the flock takes his turn
in goino- to the closet and in selecting his
own Gift. When all are supplied we make
toys similar to those we have received, and
when all are ready we stand behind our
chairs and take hands and make ourselves
into a bag to hold these precious things.
The most popular game with us now is
the toy game. We play we are dolls that
say "mamma," goats, jumping jacks, ducks
cows, and all sorts of mechanical toys and
when we are wound up we just go. After
games we paste in our New Year's book a
lovely picture frame made of parquetry
with a nicture of our Lord in the center.
Recess comes next and the yard is a very
acceptable place.
There is a family of squirrels that live up
in our cluster of oak trees and a large
chicken family enclosed in a wire fenced
yard.
We rake, sweep, plant and dig. The dig-
ging is done behind the house and Walter
Rule savs he is going to dig till he comes to
water, but he has not reached it yet.
Alter recess is drawing. Yes, everv dav
we draw. Draw all sorts of things, any-
thing we please.
The calendar is the last when we paste
the day on and then go home.
The kindergarten day is over and Dr.
Turick says it is better than hearing a ser-
mon to come and see us, and we think that
the best compliment we have ever received.
LAURA E. WARRINBE.
The annual meeting of the Alumnae As-
sociation of the Philadelphia Training
School for Kindergartners (Mrs. M. L. Van
Kirk, principal) was held at the Industrial
Art school, Saturday p. m., March 6th,
Miss Anna L. Young, president, in the
chair.
Minutes of last meeting and treasurer's
report duly read and approved. Names of
two new life members. Miss Carrie Durhing,
Miss Louisa Jones, were placed on the list.
A rising vote of thanks was tended Mrs.
VanKirk for the courtesy she extends the
association by bearing the expenses of
lecture room, making the Alumnae her
guests.
Election of officers followed. Those
chosen were :
President, Miss Anna L. Young.
KINDERGARTEN-PRIMARY MAGAZINE.
281
1st vice president, Miss Hannah Fox.
2nd vice president, Miss Hildegarde
Herring.
Treasurer, Miss Elizabeth W. Moseley.
Secretary, Miss Etta H. Steelman.
Names of board of managers submitted
and voted upon were :
Miss Agnes M. Fox, Miss Anna Williams,
Miss Adele McKenzie, Miss Carrie A.
pjrhing.
YYkL 110 further business before the
meeting the exercises were opened by sing-
ing the favorite "Kindergartners' Hymn."
Miss Nora A. Smith was then introduced
and addressed the meeting in her charming
style from the subject "Present Day Criti-
cisms of the Kindergarten."
Before setting forth the various criticisms
she has collected from all sources during
the fifteen years she has stood apart from
the real work, Miss Smith told of the "fault
club" she had organized in her youth. She
had considered herself very original in
forming it, upon growing up had found it
the oldest organization in the world. When
looking over the many criticisms she felt
that faults are more prominent than virtues
in most person's eyes, as evidenced by the
:riticisms recorded. Many of them are
narrow, unfair and worthless. They have
oeen expressed by men of science, doctors,
ind women who have never gone deeply
into the study of child-training, and who
.ose sight of the spiritual side of the child
entirely.
Some of the criticisms are "that kinder-
partners consider themselves an exclusive
sect, given to sentimentalism, are too much
iominated by Froebel, do not possess a
iepth of modern child study, not broad-
iiinded — the gifts and occupations cause
in intense strain on the child, and tend to
nake him unnatural; a mathematical con-
option is developed which is unchildlike.
After hearing all these varied weakness
Df the system it was good to hear Miss
Smith say these criticisms have helped and
nade clear mistakes which are being recti-
ied. She said "The kindergarten does fos-
:er in the child a passion for work, teaches
lim to conquer obstacles, shows him the
Aray to self-discipline, to respect the rights
3f others and never tolerates disobedience
:o law.
The address closed with the stirring
words from Jeanette Burgess:
"Here's to the cause, and the jeers that have passed!
Here's to the cause, it will triumph at last!
The hearts shall illumine the hearts that have
braved
All the years and the fears that the cause might
be saved.
And tho' what we hoped for, and darkly have
groped for
Come not in the manner we prayed that it should
We shall gladly confess it, and the cause — "May
God bless it!"
Shall find us all worthy who did what we could."
A social hour followed, refreshments were
served, many had the pleasure of meeting
Miss Smith, and greeting old friends.
Respectfully submitted,
ETTA H. STEELMAN, Sec.
THE USE OF KINDERGARTEN MATERIAL
IN ONE-ROOM RURAL SCHOOLS
To many one-room rural teachers the whole
kindergarten matter is an enigma. They under-
stand very little about it, and people are not usu-
ally interested in that which they do not under-
stand.
It is natural for kindergartners who have been
long in the service to forget their earlier experi-
ences, and whatever of teaching or writing they
may undertake is apt to follow the line of their la-
test experience; thus they really produce very lit-
tle that is of interest to rural teachers because fre-
quently beyond the understanding of one not fa-
miliar with kindergarten principles and practices.
The great purpose of this Magazine is to assist
in bringing the blessings of kindergarten train-
ing to all the children of America, and it is hoped
that these articles will be so plainly written that
the most inexperienced rural teacher can compre-
hend the principles set forth and secure in prac-
tice results that are at least encouraging.
We have previously referred to the first gift and
will now take up suggestive second gift lessons.
While this gift is not so well adapted to primary
work as some of the others, it can be used to good
advantage,
We give below a lesson that many kindergart-
ners would find interesting in the regular kinder-
garten, and a careful study of this lesson will
bring rural teachers to a better understanding of
the usual kindergarten methods as related to this
gift.
First-year pupils in the rural schools are usual-
ly older than kindergarten children and some of
the lessons may prove too simple for use with
them. The fact is, no program or lesson should
be considered as more than a suggestion and
should be modified to meet the special require-
ments of the class to be taught.
282
KINDERGARTEN-PRIMARY MAGAZINE.
Froebel's Second Gift consists of a wooden
ball or sphere, a cylinder and a cube. From
this gift the child gains ideas of form, posi-
tion and 9crand. It is based on the laws of
mental development, as according to Froebel,
each step taken by the child should evolve out
of the former one. There should be a con-
necting link containing some of the qualities
of the former and presenting some contrasts.
We recognize at once the connecting link be-
tween the first and second Gifts, which is a
sphere. < %»M$i
"The chief reasons for selecting these (the
forms of the Second Gift) are found in his
(Froebel's) law of the connection of contrasts.
Every idea that we have refers to some object,
and in the first place to some sensible object.
The clearness of the idea will depend upon
the fullness of our knowledge of the object
in all its details. This knowledge is gained
by observation ; and observation implies the
comparison of its properties with the similar
properties of other objects with which we are
acquainted. * * * If there were no contrasts,
comparisons would be impossible. Even in
the midst of many contrasts by which we are
surrounded, we cease to compare where we
find agreement, and unite objects according
to their similarities in lower or higher groups,
represented by corresponding conceptions in
minds.
"Again, contrasts are the only means to
arouse the mind to attention. To make the
mind conscious of the property of size, it is
necessary to present great and small objects;
and the greater the contrast, within conve-
nient limits of sensual perception, the more
readily will the mind be aroused. Thus it will
be led to attend to shape much more readily
by contrasting round and angular bodies than
by contrasting spheres and spheroids.
"On the other hand, contrasts are con-
nected by intermediate degrees of the same
properties in other objects. Between great
and small we have many intermediate sizes :
Black is connected with white by all the
shades that lie between. Froebel designates
these intermediate degrees of the same prop-
erty by the term 'connection of contrasts.' * * *
"Perceiving, observing, comparing, judg-
ing, concluding, are the successive stages of
exercise of the muscular and expressive con-
trast that we perceive and feel; and the desire
to connect these contrasts — the effort to find
their relationships, to discover or establish
harmony in the apparent dissonance, the
struggle for equilibrium, if you choose — un-
derlies all our purposes and actions, all our
own saying and doing, at least, as they lie in
the direction of truth, beauty, and virtue." —
From W. N. Hailmann's "Kindergarten Cul-
ture."
The second Gift also contains contrasts
and similarities within itself and is the em-
bodiment of more than the child can compre-
hend in his early development; but there is
much that he may understand, and Froebel
gives it a very prominent and important place
in the Kindergarten.
Beads are manufactured in connection with
this Gift that are very useful and interesting
in a variety of ways. These consist of wooden
spheres, cylinders and cubes (the shapes of
Froebel's Second Gift), one-half inch in diam-
eter, colored in the colors of the rainbow and
are perforated for stringing.
It is important to know that the ball of the
First Gift is so called because it is the name
of that form with which the child is familiar.
In the second Gift it is called a sphere because
that is the geometric name, and as it comes
with two other geometric forms, the cube and
the cylinder, it is more strictly correct. The
name ball is unknown in geometry.
THE FIRST LESSON— SPHERE.
As the Second Gift is strictly scientific it
is not at first so attractive to the child, and
would suggest that the Kindergartner be espe-
cially bright and brief in her first lesson on
the Gift.
Much care should be taken in presenting
the Gift. Too many new objects given at a
time confuses the mind and tends to make the
child inattentive.
Give a short lesson on the sphere without
showing them the other parts of the Gift.
They will call it a ball and for the present they
may call it a wooden ball, but tell them its
other name, and after a few lessons have them
learn to pronounce it.
Lead them to discover all its properties by
questions ; or, better, suggestions :
That it is round and will roll;
That it has one face which is round;
That it is smooth ;
That it is made of wood;
That it is hard and noisy.
They should compare it with other round
bodies same as they did the ball.
They may be blind-folded, one at a time,
and they should try to tell how they differ and
how they are alike, also name the object from
the sense of touch.
The little songs and games used with the
ball may be repeated with the sphere, and
finally tell a little story about wood.
In telling a story upon any subject, first
find out what the children may know about it.
In this particular case ask where wood comes
from ; or if they know anything about a saw
mill or have seen one, and any questions the
circumstances may suggest. Then tell a
pretty story about how the seed sinks into the
ground, how the rains and snows water it, and
the sun warms it ; and that it sends a tiny
shoot up through the soil, and /grows and
grows for many years, until it becomes a large
tree, when it is then cut down, carried to the
KINDERGARTEN-PRIMARY MAGAZINE.
283
mills to be sawed into lumber. It is some-
times made into balls like this one, and some-
times into cbairs, houses, etc.
SECOND LESSON— SPHERE.
Compare the sphere with the ball of the
First Gift.
Lead them to discover first, their similari-
ties ; both are round, both will roll, both have
but one face. Wherein they differ; the ball
feels rough to the touch, the sphere is smooth ;
the ball is light in weight, the sphere is
heavy ; the ball is noiseless, the sphere is not ;
the ball will bound, the sphere will not; they
are not of the same color.
Suggestions : Holding up the ball and
sphere, say : "Children, do you think there is
anything in these two forms that are alike?"
or "I wonder what we can find out about the
sphere that is n'.t like the ball," etc.
GiA'e the children the beads to string after
they have had a lesson on the Gift. Give the
ball beads with the sphere, the cylinder beads
with the cylinder, the cube beads with the
cube, and after they have had the three forms
of the Gift they may combine them in the
beads.
THIRD LESSON— CYLINDER.
The cylinder follows the sphere because it
is the connecting link between the sphere and
the cube. The sphere is the symbol of motion,
the cube the symbol of rest, while the cylinder
possesses the qualities of both ; it will roll and
it will stand.
Compare the cylinder with the sphere.
First, how they are alike; both will roll, both
are the same in color, both are made of wood,
and both will make a noise.
How they differ: the cylinder has three
faces, the sphere has but one; the cylinder
has two edges, the sphere has none : the cyl-
inder has two flat faces, upon which it may
stand or rest, the sphere has none.
By these comparisons the child finds that
the cylinder has three faces, two of which are
flat and circular and one that is round ; that it
has circular lines or edges, but like the sphere
has neither points nor corners.
The cylinder may be held firmly by a string
passed through the eyelet in its round face
and the children may hold it and count the
different faces and edges as follows : The cyl-
inder has one round face, two circular faces
and two circular edges. Point to each as it
is named.
The cylinder is represented in countless
things. Have the children find everything in
the room that is cylindrical. Their fingers,
their limbs, their necks, their bodies; legs and
spindles of the chairs, the stove pipe, etc., etc.
Have each try to think of something away
from the room that is cylindrical. Have them
try to find something, to bring to the Kinder-
garten, of the same or similar shape. Trees,
stems, branches, grasses, are examples, and
will suggest many other things.
If the cylinder is pierced with a hole
through its center, from end to end, one of
the rods may be put through it, when it will
represent a roller, to which may be sung the
following :
With a stick through my center, I turn round and
round, la, la,
And look like the roller that rolls or the gTOund.
la, la.
If upon my flat face you turn me around,
I'll look like the roller that rolls on the ground.
La, la, la, la, la, la, la, la, la, la, la, la.
The cube is first studied in all its parts;
the comparisons with other forms come later.
For convenience in holding the cube, pass
a string through the eyelet in one of the
square faces, and hold it very firmly between
the thumb and pointer of the left hand and
point to the different parts as you name them,
being careful not to turn the cube while yovi
are pointing. In this way teach the names of
the different parts of the cube, its faces or
sides, edges or lines, and the corners which
are its points or angles. When they are fa-
miliar with these names and where to apply
them, they may count them. It will take
many times counting for them to remember
that the cube has six faces, eight corners and
twelve edges, and the counting must often be
/reviewed. The following verse will help:
My little cube six faces show;
I count them, that is how I know.
I count eight corners, too, and find
Twelve edges hard to keep in mind.
The children will call the cube a square
stone, a block, a table, a box, etc. It may be
compared with many objects in the room. Its
corners will correspond with the corners of
the tables, doors, casings, etc. It will remind
them of their own blocks at home and they
may tell you little stories about them.
ANOTHER SUGGESTIVE LESSON
Secure beforehand some very irregular blocks,
similar to the cube, though imperfect in shape.
As if by accident the cube of the Second Gift
may be found lying on the table when the child-
ren come in the morning. Each child will want
to examine it. Some will say, " I have blocks
like that, only mine have pretty pictures on
them."
Begin by saying in a pleasant way: "What
did the children find on the table this morning?"
C— " A block.
Kgtr. — "Well, now, that is very nice; I too,
found a block; let us put them together and see if
they are alike." "Oh, no, they are not alike.
The one we found is prettier."
(To be continued)
Cheap and Excellent
Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PICK, 124 pp. All the music to the KNAP-
SACK songs. Sweetest, sanest, jolliest song
book made. Cloth, 50c.
PRIMER OP PEDAGOGY, by Prof. D. Putnam.
Just what the times demand. Cloth 122 pp. 25c.
MANUAL OF ORTHOGRAPHY AND ELEMEN-
TARY SOUNDS, by Henry R. Pattengill. Up-to-
date. 104 pp., 25c.
CIVIL GOVERNMENT OP U. S., by W. C. Hewitt.
118 pp., complete, new, cloth, 25c; $2.40 per doz.
MEMORY GEMS, 1000 GRADED SELECTIONS, by
H. R. Pattengill. 143 pp., linen morocco finish,
25c.
MORNING EXERCISES AND SCHOOL RECREA-
TIONS, by C. W. Mickens. New, 267 pp., 50c.
PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
elegant. 132 pp., 2 5c.
OLD GLORY SPEAKER, containing 8 0 of the
choicest patriotic pieces written. 126 pp., 25c.
HINTS FROM SQUINTS, 14 4 pp. Hints comical,
hints quizzical, hints pedagogical, hints ethical,
hints miscellaneous. Cloth, 5 0c.
SPECIAL DAY EXERCISES, 165 pp., 25c.
Best medicine ever to cure that "tired feeling"
in school.
HENRY R. PATTENGILL, Lansing, Mich.
OUTLINE of
U.S.
HISTORY
SUITABLE FOR THE GRADES.
SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
Gentlemen; — During the passing term, I have used
the Kingsley's Outline of United States History with my
teachers, who were preparing to take the examination for
licenses to teach in New York City. I am glad to say
that we are satisfied with that book. It is more than a
mere outline; it is in itself sufficient for review, without
the aid of a large text-book.
Brooklyn, N. Y. Yours truly,
T. J. McEVOY.
The above-namedbook will be sent postpaid on re
ceipt of 35cents.
THE PALMER CO.
50 Brooifield Street, Boston, Mass
Chimes of Childhood
Singable Songs for Singing Children
Words by Annie Willis McCullough; Music by Ida
Maude Titus.
Price, postpaid, $.60.
Within the attractive covers of this book are
contained thirty songs, such as children can sing
with ease, and upon subjects which will both in-
terest and stimulate the child-mind. Musically
they show fresh and bright melody with a well-
written but not difficult piano part.
The verses are gracefully worded, treating large-
ly of familiar things in a vivacious, entertaining
and informing manner. MANY OF THE SONGS
MAY BE USED AS ACTION SONGS IN COSTUME
FOR SPECIAL OCCASIONS; EACH ONE OF
THESE IS EQUIPPED WITH EXPLICIT DIREC-
TIONS FOR COSTUMING, MUSIC, JUMPING AND
ACTION, MAKING A VERY PLEASING ENTER-
TAINMENT. THIS FEATURE ALONE EN-
HANCES THE VALUE OF THE BOOK TO MANY
TIMES ITS PRICE, and a careful examination is
urged upon all those interested in the instruction
or pleasure of children.
OLIVER DITSON COMPANY .... BOSTON
CHAS. H. DITSON & CO NEW YORK
J. E. DITSON & CO PHILADELPHIA
Order of your home dealer or the above houses.
Philosophy and Psychology of
the Kindergarten
By Dean Russell and Professors Thorndike and
MacVannel of Teachers College, Columbia
University.
A special number (76 pages, paper cover) of the
TEACHERS COLLEGE RECORD containing the
above articles on some fundamental problems of
kindergarten education will be sold for a limited
time at half-price, 15 cents postpaid. This offer
is made in order to reduce a great overstock caused
by error in contracts with printers.
Several other issues of the TEACHERS COL-
LEGE RECORD are also offered at half price for
a short time only. Write for a list of titles and
authors.
The two latest issues of THE RECORD deal with
Teaching History and Arithmetic in Elementary
Schools.. Price 30 cents each.
Address all letters to
BUREAU OF PUBLICATIONS,
Teachers College, 525 West 120th Street,
New York City.
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE[ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenue., Chicago, HI.
THE
SOEKEB
PIANO
THE
WORLD
RENOWNED
The many points
ofsuperiority
were never better
emphasized than
in the SOHMER
PIANO of today.
It is built to sat-
isfy the most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
n a t i n g intelli-
gence of the
leading artists.
SOHMER &> CO.
WAREROOMS-COR. 5th AVE. AND 22nd St.
NEW YORK
Lakeside Classics
AND
Books for Supplementary
Reading
Please aend for descriptive list of Selec-
tions from English and American au-
thors and for stories prepared for all
grades from third to last year in High
School. 13a numbers in Lakesid*
series at prices from a cents to 35 cents,
depending on amount of material and
style of binding;— any book sent post-
paid on receipt of price.
Ainsworth & Company
377-388 Wabash Arenae
CHICAGO, ILL
15412
Bale Your Waste
and Turn It Into CASH
With the
LITTLE GIANT HaadPow.
Rag and Paper Baler
You know the inconvenience of storing:
loose waste for market— keeps piling: up
so fast you can't handle it.
Sometimes the trouble it makes more
than counterbalances the proceeds.
But— put a Little Giant Baler on the job
in some, out-of-the-way corner. You'll
never miss the floor space it occupies, and
it'll eat up the waste just as fast as it
accumulates.
Compresses it into bales with a lever-
age so powerful the office boy can oper-
ate it— and can't g:et it out of whack.
With the Little Giant Baler a lot of
stuff that's been kicking: around under
foot as worse than useless, and
without money value, can be put in*
to marketable shape, and turned
into ready cash as so much clear
train. It pays for itself many
times over, and every day you're
without the Little Giant is yon r
Iom. Write now for price list
and other information.
Little Giant
Hay Press
Company
Alma,
Mich.
Dallas,
Texas
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take up the matter with some wide-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait-
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec-
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
TEACHERS
We have great difficulty in
supplying the demand for
Wages will please you.
strong Primary Teachers.
Write us
Owen Pacific Coast Teacher's Agency
Mcflinn ville, Oregon.
LOCATES KINDERGARTEN TEACHERS
Because of the scarcity of candidates we will
register auy kindergarten teacher and accept
registration fee later, after we place you.
We also extend time in payment of com-
mission .
Write To=day. Send Photo
THE EMPIRE
TEACHERS' AGENCY
D. 0. COOK, Manager
Syracuse, N.iY. We have placed hundreds of others. iLWby may
we not help you?
Empire Teachers' Agency,
An Agency with agents. Syracuse, N. Y.
OUR 15th YEAR BOOK ti'v^g^Lv^iiTlie HAZARD TEACHERS' AGENCY
Western States, and what we are doing in west- 1 3I7 xasota Building. • MINNEAPOLIS, MINN,
em positions. Our plan: Close, Personal Work _... cprwANE WASH
^Selected Membership. Write the nearest [ ^^^ E?chan£. I DENVER, cof ft
SABIN'S EDUCATIONAL EXCHANGE-
HENRY SABIN 1907 14th Season ELBRIDOE H. SABIN
During lastyear placed teachersin 80 counties in Iowa, and in Minnesota, NorthandSo
Dakota, Nebraska. Colorado, Wyomin?, Utah, Idaho,. 'Montana, Washington and Ore
gan. Address,' HENRY SABIN, flanhattan Building, Des Moines, towa.
Pioneer Teachers' Agency, Oklahoma City, Okla.
Will help you get a new or better position, whether you are a Teacher, Clerk,
Book-keeper, or Stenographer. Enroll now for fall vacancies in schools.
The demand for good teachers in all the Western and Southern States is far
greater than the supply.
Write for application blanks and full particulars.
ROME
TEACHERS' AGENCY
Teachers wanted for good positions in ail parts of the United States
Registration fee holds good until we secure a position for you.
MT. X. Crider, Rome, New YorK
Primary Teachers Wanted
Vacancies not
those -with some
THURS1
Because of dr. mand, offer FREE registration to
xperience. VW A M. THURSTON, Manager,
N'S TEACHERS' AGENCY. 378 Wabash Ave.. Chleagro.
1. Admits to membership only the better class of teachers
registration fee returned to others at once.
2. Returns fee if its service is not satisf acrory ,
3. Makes specialty of placing members in the Kiddle
States and in the West — largest salaries paid there.
Is conducted by experienced educators and business
men.
Has had phenominal success in placing its members dur
ing the past year.
Booklet "ow 's *ke time to register.
Send for our our Booklet.
Address, 327-320 Fourteenth Avenue,
Dept. F. MINEAPOLIS, mlNM.
Minneapolis
Teachers'
Send
for'
Our.
Latest
Positions==for Teachers
If you want a position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
523 New York Block,
Seattle, Wash.
Teach in the
Sunny South
This section offers better in-
ducements to aspiring teachers
than any other, and teachers are
in great demand. If you want •
good position for next school year
you can secure it in this field. For
full information write
CLAUDE J. BELL,
Nashville, Tenn.
Proprietor the Bell Teachers1
Agency.
GO SOUTH
Many Teachers Wanted
An Agency that
Recommends in 15 Southern States
Ala., Ark., Fla., Ga., Ky., Md.,
Miss., Mo., N. C, S. C, Tenn.,
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities,
Colleges, Private, Normal, High,
and Grade Schools; Special Teach-
ers of Commercial Branches, Man-
ual Training, Domestic: Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
Deals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances come
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY
CHATTANOOGA, TENN.
B. F. CLARK
CHICAGO, 17 E. VAN BUREN ST
THE CLARK TEACHERS' AGENCIES
NEW YORK, 156 FIFTH AVE.
BOISE, IDAHO
Send for OCR PLATFORM, girtns full information and live nuuureu
teacher* and icbool officer*.
35c.
Tft Iflfl ®ur Great offer, good only till
loin July 15, 1909, Renew your sub"
1910 scription NOW.
$1.00
To Jan.
1911
JUNE, 1909
INDEX TO CONTENT
Denver and the N. E. A.
The International Kindergarten Union Conven-
tion, ........
The Kindergarten Exhibit at Buffalo, ....
Scenic Trips in Colorado, ......
Denver, - . - . ,
National Education Association -
Some Problems of the Kindergarten, - E. Lvell Earle
An Acrostic for Teachers, ... . . -
Convention Notes, - - - - - - -
How Things Look From Memory to Baby
Artists, - - - T. R. Adlett,
An Irreparable Loss, ......
Children's Museums, ... ...
Program Suggestions for June and the Sum-
mer Months, ... Bertha. Johnston ,
An (Unauthorized) Litany ,-----
The Use of Kindergarten Material in Rural
One-Room Schools, ......
Copyright, 1909, by J. H. Shulta.
301
316
Volume XXI, No. 9.
$1.00 per Year, 15 cents per Copy
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Massachusetts Training Schools
BOSTON
Miss Laura Fisher's
TRAINING SCHOOL FOR
KINDERGARTNERS
Normal Course, 2 years.
Post-Graduate Course.
Special Course.
For circulars addresss
1892 Marlborough St., BOSTON, MASS.
Kindergarten Training School
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars addresss
MISS LICY HARRIS SYMONDS.
MISS ANNIE COOLIUOE RUST'S
Froebel School of Kinder-
garten Normal Classes
BOSTON. MASS.
Regular Two Years' Course.
Post-Graduate Course. Special Courses.
Sixteenth Year.
For circulars address
MISS RUST, PIERCE BLDG.,
Copley Square.
BOSTON
Perry Kindergarten Normal
School
iY PERRY,
MRS. ANNIE MOSEL
Principal,
18 Huntington Ave.,
BOSTON, MASS.
Miss Wheelock's Kindergarten
TRAINING SCHOOL
134 Newbury Street. BOSTON, MASS.
, Regular Two Years' Course.
Special One Year Course for graduate
•tudents.
Students' Home at the Marenholz.
For circulars address
LUCY WHEELOCK.
BOSTON
The Garland
Kindergarten Training School
Normal Course, two years.
Home-making Course, one year.
MRS. MARGARET J. STANNARD,
Principal.
19 Chestnut Street, Boston.
Springfield Kindergarten
Normal Training Schools
Two Itari' Course. Terms, $10* per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD— LONOMEADOW, MARS.
New York Training Schools
The Kraus Seminary for
Kindergartners
REGULAR AND EXTENSION
COURSES.
MRS. MARIA KRAUS-B0ELTE
Hotel San Remo, Central Park West
:6th Street, - NEW YORK CITY
THE ELLIMAN SCHOOL
Kindergarten Normal Class
POST-GRADUATE CLASSES.
Twenty-fifth Year.
167 W. 57th Street, NEW YORK CITY
Opposite Carnegie Hall.
Miss Jenny Hunters
Kindergarten Training School
15 West 127th St., NEW YORK CITY.
Two Years' Course, Connecting Class and
Primary Methods.
ADDRESS
2079 Fifth Ave., New York City.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN. Prineipnl,
Central Park West and G3d St.
NEW YORK.
TRAINING SCHOOL
OF THE
Buffalo Kindergarten Assoc'n.
Two Years' Course.
For particulars address
MISS ELLA C. ELDER.
86 Delaware Avenue, - Buffalo, N. Y.
Connecticut Training Schools
BRIDGEPORT
TRAINING SCHOOL
FOR
KINDERGARTNERS
IN AFFILIATION WITH
The New York Froebel Normal
Will open its eighth year September 18.
I For circulars, information, etc.. address
MARY C. MILLS, Principal
179 West Avenue,
BRIDGEPORT, - - CONN.
> The Fannie A. Smith
Froebel Kindergarten
and Training School
Good Kindergarten teachers have no
trouble in securing well-paying positions.
In fact, we have found the demand for
our graduates greater than we can sup-
I ply. One and two years' course.
For Catalogue, address
FANNIE A. SMITH. Principal,
| Lafayette Street. BRIDGEPORT, CONN
ADELPHI COLLEGE
Lafayette Avenue, St. James and Clifton Places. BROOKLYN, NEW YORK
Normal School for Kindergartners
Two Years' Course. Address Prof. Avna E. Harvey, Supt
Established 1896
The New York
Froebel Normal
KINDERGARTEN and PRIMARY TRAINING
College Preparatory. Teachers' Academic. Music
B. LYELL EARL, Ph. D., Principal.
HARR1ETTE M. MILLS, Head of Department of c Kindergarten Training.
MARIE RUBF HOFEK, Department of Mask.
Eleventh Year opens Wednesday, Sept. 18, 1907
Write for circulars. Address.
» West Nth Street. New York. ff. Y.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Michigan Training Schools
Grand Rapids
Kindergarten Training School
Winter and Summer Terms.
Oct. 1st, 1908, to June 1st, 1909.
July 1st to August 21st, 1909.
CERTIFICATE, DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal
MAY L. OGILBY. Registrar
Jhepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
Maine Training Schools
Miss Norton's Training School
for Kindergartners
PORTLAND MAINE.
Two Years' Course.
For circulars addresss
15 Dow Street, - PORTLAND, ME.
Miss Abby N. Norton
Ohio Training Schools
OHIO, TOLEDO, £313 Ashland Ave.
THE MISSES LAW'S
FROEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-flve practice schools.
Certificate and Diploma Courses.
MART E. LAW, M. D., Principal.
Kindergarten Training
Exceptional advantages — daily practice.
Lectures from Professors of Oberlin Col-
rege and privilege of Elective Courses in
the College at special rates. Charges
moderate. Graduates readily find posi-
tions.
For Catalogue address Secretary
OBERLIN KINDERGARDEN ASSOCIA-
TION,
Drawer K, Oberlin, Ohio.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
2134 East 77th Street
Cleveland, Ohio.
(Founded in 1894)
Course of study under direction of Eliza-
beth Harrison, covers two years in Cleve-
land, leading to senior and normal courses
in the Chicago Kindergarten College.
MISS NETTA FARIS. Principal.
MRS. W. R. WARNER, Manager.
Indiana Training Schools
The Teachers' College
of Indianapolis
For the Training of Kindergartners and
Primary Teachers.
Regular Course two years. Preparatory
Course one year. Post-Graduate Course
for Is'ormal Teachers, one year. Primary
training a part of the regular work.
Classes formed in September and Feb-
ruary.
90 Free Scholarships Granted
Each Tear.
Special Primary Class in May and June.
Send for Catalogue.
Mrs. Eliza A. Blaker, Pres.
THE WILLIAM N. JACKSON MEMOR-
IAL INSTITUTE,
23d and Alabama Streets.
The Richmond Training School
for Kindergartners
14 West Main Street.
DRAWING, SINGING, PHYSICAL CUL-
TURE.
ALICE N. PARKER, Frinclpal.
Two years in course. Froebel's theory
and p/actice. Also a third year course
for graduates.
SPECIAL LECTURES.
Kentucky Training Schools
TRAINING SCHOOL OF THE
LOUISVILLE FREE
KINDERGARTEN
ASSOCIATION
1 135 S. Fourth Ave., Louisville, Ky.
Mary D. Hill, Supervisor
Mrs. R.,D.Allen, Co-principal
For particulars address, Supervisor 3
New Jersey Training Schools
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Tears' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
OHIO COLUMBUS t
Kindergarten Normal Training School
EIGHTEENTH YEAR BEGINS SEPTEnBER 23. 1907
I7lk ««J Braid
Stmts
Froebeiian Philosophy. Gifts. Occupation. Stories. Games. Music and Drawing
Psychology and Nature Work taught at Ohio State University— two years' course
For information, address lit izabetii N Sami'sl. Principal
Illinois Training Schools
Kindergarten Training School
Resident home for a limited number of
students.
Chicago Free Kindergarten Association
H. N. HIglnbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
Northwestern and Chicago Universities.
For particulars address Eva B. Whlt-
more, Supt., 6 E. Madison St., cor. Mich,
ave., Chicago.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, 180 Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mis Amelia Hofer, Principal.
THIRTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Making. Includes opportunity to
become familiar with the Social Settle-
ment movement. Fine equipment. For
circulars and Information write to
MRS. BERTHA HOFER-HEGNER,
West Chicago, 111.
Chicago Froebel Association
Training Class for Kindergartners.
(Established 1876.)
Two Years' Course. Special Courses un-
der Professors of University of Chicago
receive University credits. For circulars
apply to
MRS. ALICE H. PUTNAM, or MISS M.
L. SHELDON, Associate Principals.
1008 Fine Arts Building, Chicago, HI.
CHICAGO
KINDERGARTEN
INSTITUTE
Gertrude House, 40 Scott Street
Regular Course — Two Years,
Post-graduate Course — One Year.
Supplementary Course — One Year.
Non-professional Home Making
Course — One Year.
University Credits
Residence for students at Gertrude
House.
DIRECTORS
Miss CAROLINE C. CRONISE
Mrs. MARY B. PACE
Mrs. ETHEL ROE LINDGREN
Miss FRANCES E, NEWTON
Send for Circulars
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Pennsylvania Training Schools
Miss Hart's
Training School
for Kindergartners
Re-opened Oct. 1st, 1908. at 1615
Walnut Street, Philadelphia. The
work will include Junior, Senior
Graduate and Normal Trainers
Courses, and a Model Kindergar-
ten. For particulars address
Miss Caroline M. C. Hart,
The Pines, Rutledge, Pa.
The Philadelphia Training
School for Kindergartners
Reopens October 2, 1908.
Junior, Seni
Model Kind'
r and Special Classes
rgat ten.
MRS. M. L. VAN KIKK, Principal,
1333 Pine Street, - Philadelphia, Pa.
Pittsburgh and Allegheny
Kindergarten College
ALICE N. PARKER, Superintendent.
Regular Course, two years. Special ad-
vantages for Post-Graduate work.
Seventeenth year begins Sept. 30, 1908.
For Catalogue, address
Mrs. William MeCracken, Secretary,
S439 Fifth Avenue, PITTSBURGH, PA.
California Training Schools
Oakland Kindergarten
TRAINING CLASS
State Accredited List.
Seventeeth Year opens September, 190?
Address
Miss Grace Everett Barnard,
1374 Franklin Street, OAKLAND, CAI.
Wisconsin Training Schools
Milwaukee State Normal
School
Kindergarten Training Department.
Two Years' Course for graduates of
four-years' high schools. Faculty of
twenty-five. Special advantages. Tuition
free to residents of Wisconsin; $40 per
year to others. School opens the first
Tuesday In September.
Send for Catalogue to
NINA T. VANDEWALKER, Director
Washington Training Schools
The
WASHINGTON, D. C.
Columbia Kindergarten
Training School
2115 California Ave., cor. Connecticut At
Certificate, Diploma and Normal Course
Principals:
SARA KATHARINE LIPPINCOTT,
SUSAN CHADICK BAKER.
Virginia Training Schools
The Richmond Training School
for Kindergartners
Richmond, Va,
Alice N. Baker, Principal.
Two years' course and Post
Graduate course.
For further Information apply to
14 W. Main Street
Georgia Training Schools
Atlanta Kindergarten Normal
School
Two Tears' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
639 Peachtree Street. ATLANTA, GA.
Normal Training School
of the
KATE BALDWIN FREE KINDERGAR-
TEN ASSOCIATION.
(Established 1899)
HJRTENSE M. ORCUTT, Principal ot
the Training School and Supervisor
of Kindergartens.
Application for entrance to the Train-
ing Schools should be made to Miss M. R.
Sasnett, Corresponding Secretary,
117 Bolton St., EAST SAVANNAH. GA.
1874— Kindergarten Normal Institutions— 1909
151« Columbia Road N. W., WASHINGTON D. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Years.
Summer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
A New and Complete Course in Singing
Presented in
THE TRUE METHOD OF TONE PRODUCTION
by J. Van Broekhoven
The well-known composer, author and teacher.
Published by The H. W. Gray Co., 21 E. 17th
St., New York. Agents for Novello & Co., London.
The new vocal principles are based on the
author's discovery of the true function of the
vocal organ in singing. The book has been most
favorably reviewed by European and American
authorities, both musical and medical. And the
new vocal principles have been endorsed, and the
exercises adopted by some of the foremost teachers
in the vocal profession.
Note — The author has organized a special NOR-
MAL CLASS COURSE at THE NEW YORK
FR0EBEL NORMAL INSTITUTE for the training
of teachers of choirs for young people from 10
to 16.
For particulars address,
J. VAN BROEKHOVEN,
59 W. 96th St., New York City.
"CR A Y O L A"
Artists' and School Crayon
CRAYOLA COLORS are per
manent and brilliant and can
be blended and overworked.
They will not blur nor rub ofi!
No expensive outfit is required
in their use! No waiting for
colors to dry. No brushes to
clean! No liquid colors to soi
the hands and clothes! Try
"Crayola" for Stenciling and
all educational color work.
We shall be pleased to furn-
ish samples and particulars to
teachers interested.
BINNEY & SMITH CO.,
81-83 Fulton St.,
New York.
A Few Valuable Books for Kindergartners and Primary Teachers
We keep in stock many books not found in this list, and supply ANY book on the market at lowest prices.
Put right in your order the book you want, give us the name of publisher if you can, and we will send it.
Timely Games and Songs for the Kin-
dergarten, paper .06
By Clare Sawyer Reed.
Cn th.' Child's World, cloth S.M
By Kmllle Pouleson.
Half Hundred Stories (207 pases), cloth .?»
U<».-ii and Two Kindergarten Sonars.
Paper ■ M
I.ouls Pauline Warner.
Folk and Other Songs for Children l.M
Jane Bird Radcllfre- Whitehead.
Kindergarten Chimes, paper l.M
" boards l.to
cloth 1.S0
Kate D. Wiseln.
I.lttle Songs for Little Singers U
W. T. Glffe.
Motion SunKH tfl
Mrs. Boardman.
Posies from a Child's Garden of Verses. l.M
Wm. Arms Fisher.
Sixty Songs from Mother Goose's Jubilee l.M
L. B. Orth.
Song Echoes from Child Land t.M
Miss MarrlH S. JenkK and Mrs. Mabel Rust.
Songs of Nature M
E. U. Emerson and K. L. Brown.
Songs of Sunshine l.M
Stories in Song IS
Thirty Songs for Children JtO
Master St. Elmo l.M
Postage, 12 cents.
Mrs. C. 8. Senour.
Musical Poems 1 .Bo
Mrs. C. 8. Senour.
Flower Ballads, cloth l.M
" " paper .SO
Mrs. C. S. Senour.
Price, 25 Cents
Kindergarten Hand Bocks Especially for Primary Teachers
These books give just the
information desired by pri-
mary-kindergarten teachers
The works are all amply ill-
ustrated and are bound in
limp cloth.
The Fi-st Gift in Primary
Schools. ByJ.H.Shults.With
several illustrations, songs
and games, price 10c.
A Second Gift Story or Miss
Arden'sWay. By Violet Lynn.
This volume tells in attract-
ive story form how teachers
can use the second gift in
correlation with the regular
primary work. Price 25 cents.
Illustrated.
The Third Gift in Primary
Schools. — Bu ild i ng with
Cubes. By J. H. Shults.
Written especially for Pri-
mary teachers, containing
lesson suggestions and hints
relative to correlation with
primary school work. Fully
illustrated. Limp cloth.
Price 20c.
The Fourth Gift in Primary
School s. — Building with
Bricks. By J. H. Shults. A|handbook for the primary teacher
on the use of this gift in correlation with primary school
work. '1 he only work of this kind written especially for pri-
mary teachers. Fuily illustrated. Limp cloth, price 20c.
The Seventh Gift in P imary Schools. — Tablet Laying and
Parquetry Work Ey J. H. Shults. With many illustrations
hints and suggestions, enal 'ling primary teachers to use the
gift in correlation with their primary school work. Limp
cloth. Price 20c.
The Tenth Gift — Stick Laying — In Primary Schools.-- By
Alice Buckingham. I lie only book of its kind published in
America. Contains nearly 200 illustrations with complete
instructions for the use of the gift in primary schools; price
26c
Eleventh Gift— Kirg laying in Primary Schools—With many
illustrations for botii ring-laying and ring and stick-laying
combined. Limp cloth, price 20c.
The Thirteenth Gift- The Point-In Primary Work. By J.
H. Shults. Illustrating the work with lentils.com, peasand
other seeds. Limp cloth, price 15c.
Peas and Cork Work in Primary Schools. By J. H. Shults.
Illustrated. Limp cloth, price 15c.
Reed and Raffia Construction Work in Primary
Schools. By Mary A. Shults. Fully illustrated. It teaches
how to use both reeds and raffia in primary schools, with
children of every grade Complete instructions for making
mats, 1 askets, and many other articles, both from reeds and
raffia alone, and with a combination of both ; price 25c.
Stories, Games, Husic, Etc.
All books sent prepaid on receipt of price
unless the postage is iudicateci.
One Hundred New Kindergarten Songs, S1.00
Cloth. The latest and best.
Graded Memory Selections 10
A Christmas Festival Service, paper... .25
By Nora Smith.
instrumental Characteristic Rhythms.
Part I, boards, $1.S0; Part II, paper, l.M
By Clara L. Anderson.
Boston Collection of Kindergarten
Sung:* and Games for Utile Ones, net. 1.00
Postage, 15c.
By Harriet S Jenks and Gertrude Walker.
Song Stories for th«. Kindergarten,
boards
By Mildred J. and Patty S. Hill.
St. Nicholas Songs, boards, net 1.26
Postase, 24c.
The Songs and Mnsle of Froebel's
Mother Play, cloth l.M
Send to us for
any book pub-
lished and we'll
supply it at low-
est prices. Give
name of pub-
lisher, if possi-
ble and price.
Callsthenic Songs, cloth . .88
By Flora Parsons.
linger Plays, cloth • 1JB5
By Emlllo Poulsson.
The Story Hour, cloth l.M
By Kate Douglas Wlggln.
Myths and Mother Plays, cloth l.M
By Sara Wiltss.
Flower Ballads, paper, .TO; cloth 1.M
By Caro 8. Senour.
/liscellaneons
Commentary on Froebel's Mother Play. .$1.15
By J. Denton Snider.
The Psychology of Froebel's Play Gifts, 1.21
By J. DeDton Snider.
Mottoes and Commentaries of Froebel's
Mother Play 1 .oO
Translated by Susan B. Blow.
Outline of a Year's Work In the Kin-
dergarten .M
By Anna Devera-ux
Blackboard Designs, paper JJfl
By Margaret H. Webb.
Education by Plays and Games JW
By G. E. Johnson.
The Study of Children, cloth l.M
By Frances Warner.
Nursery Ethics, cloth l.M
By Florence Wlnterburn.
The Color Primer. Price, Teachers' Edi-
tion, .10 j Pupils' Edition OB
The Color Primer Is Issued In a paper
rover. The teachers' edition. Including as a
part of itself the pupils' edition, has SO
i>;.k<*s and the pupils' edition alone 34
pa ges.
Water Colors in the Schoolroom. Price,
boards M
By Milton Bradley.
This Is a practical handbook on the as*
'it Water Colors
An artistic book. Illustrated with twelve
colored plates.
Address All orders to
American Kindergarten Supply House
276-278-280 River Street. Manistee, Mich.
o
-
ni
s
C
in
K
2
PQ
X
U5
c
nj
S
1/1
to
ui
m
U.
a
o
at
1 1
'A
o
O
►J
1XJJ
nl
m
o
Z
Wl
-c
A
P
a
U
_o
z
•04
O
U-l
■oa a,
H
ri
<1
O
b
ctJ
U
tf
B
ed
a
a
w
c
a
3
1-
a
a
fc
0.
tf
33
>.
.*
S5
<
a)
_n)
G
O
n
.M
o
!-.
J3
n
o
a
cu
-*-;
1*
H
^r
U,
£
<
J4
cfl
fi
ai
2
S5
!*
K
3
0
U
u
H
Z
2
a
a
■on
□
ni
Uj
"3
c
c
as
n
Hi
(J
o
o
W
m
(Li
nj
10
01
a
m
o
«
a
rt
3
o
a
ffl
a
t5
&1
nj w G H
■C P <* -
lag 3
6 gax
g - 5 a
° » 3 lj
«a 15
g .- +*
III t P< ><
3 o - «
W r-1 "3
£ S-c B
ni j~ i_ — •
O "
a) tS «
2 i
2 -H «.
s o ■a
S°£ §
E 3 N **
s a s o
*5\)& Ufindergarten- Jprimar? Mtaga^ine
VOL. XXI— JUNE, 1909— NO. 9
The Kindergarten-Primary Magazine PUBLISHER'S ANNOUNCEMENT.
This number concludes Volume XX I, the
Devoted to the Child and to the Unity of Educational last issue for this school year.
Theory and Practice from the Kindergarten We believe the patrons of the Kinder-
Through the University. . r .
*.*.* _, , = „n ™ t «„*, a* * »t -p ., « -p garten-Primary Magazine will agree that
Editorial Rooms, 59 West 96tU Street, New York, H. Y. ° Jo O
Business Office, 276-278-280 River Street, Manistee, Mich . this magazine has been more practical and
editorial COMMITTEE. helpful this year than heretofore. We have
e. Lyeii Earie, ph. d Managing Editor published a vast amount of original matter
J™yR Merri"' Phk°nhiutLTT°hrefrnonexTnTRtchmond and illustrations from drawings made
«^^1n^.Y.Y.Y.Y.Y.Yr^7.^?!%^^cm^ especially for this magazine— more than
Bertha Johnston .■ndN'.Y: "!nL York Froebei Normal ever appeared before in any kindergarten
special Articles publication in America in any one year, and
All communications pertalnlngto ; subscriptions and [advertising jt is Otir purpose to make the magazine for
or other business relating to the magazine should be addressed ,rl. °
to the nichlgan office, J. H. Shults. Business Manager, Manistee, the COmillg year better than ever. New de-
nichigran. All other communications to E. Lyell Karle, Managing , -n 1 111 1 1
Editor, 59 w. 96th St., New York city. partments will be added, and an enlarge-
The Kindergarten-Primary Magazine is published on the ment if possible,
first of each month, except July and August, from 278 River \ "
street, Manistee, Mich. We wish to take this occasion to thank
The subscription price is si.eo per year, payable m advance, the many friends of the magazine who have
Single copies, 15c. . . J . & .
Postage I. Prepaid by the publishers for all subscriptions in Sustained it by kind WOrds, Subscriptions
the United States, Hawaiian Islands, Philippine Islands, Guam, -inri arlA7f>rticino- ^A/itVi Vi£>r<* Qnrl tVif»r*» an
Porto Rico, Tutuila (Samoa), Shanghai. Canal Zone, Cuba, dnu dUVertlbing. VV ltn nere ana mere an
and Mexico. For Canada add 20. and fer all other countries exception We have found everywhere
in the Postal Union add 46c for postage. ^ j
Notice of Expiration is sent, but it is assumed that a con- among kindergartners a willingness to
tlnuance of the subscription is desired until notice of discon- 1-io1t-» onrl o rKci-i/~>cil-i/-»n + r\ ptipnnroirp
tlnnance Is received. When sending notice of change of ad- llelP and a QlSpOSltlOn TO enCOUrage.
dress, both the old and new addresses must b« given. And now as an inducement for every
Remittances should be sent by draft, Express Order or , • — , . i , , ,
Money Order, payable to The Kindergarten Magazine Com- Kinaergartner alia primary teacher tO ar-
pany. If a local check is sent, it must include 10c exchange. , — ~z , r , 1 • , r 7 ,
range at the close of their term for the
~ . _ ,. , , magazine in the future, we make the
*£££&figg&*££7£ ^peciai offer .0 send thT marine to
in every issue of the Magazine since January, 1910, for 35c. or to January, 191 1,
October, a large number of business for $i.oo, provided subscriptions are re-
letters are still addressed to New ceived on or before July 15, 1909.
York. Kindly remember to address — 77—, — t :~~A ; r^ T ~ 1 u .
alMetters pertaining inlany way to sub- ^elp the good work along, not only by
scriptions, advertising or any busi- subscribing yourself, but by telling your
ness of the magazine to the Kindergar- friends.
ten Magazine Co., Manistee, Mich. Respectfully yours,
J. H. SHULTS, Business Manager.
GIVE US YOUR NEW ADDRESS K^in " ^ ____ ^T c A
DENVER AND THE N. E. A.
Hundreds of our subscribers will Now let us endeavor to do our full duty with
change their address during the com- re to the Denver Convention that it may be
mg year. 35 If you know now where the greatest in the history of the N. E. A. A
you are going to teach next year, send tri the Rock Mountains has been termed a
us the address in order that the Sept- liberal education in itself. Go, go early, attend
ember number may reach you all t^ meetings of tlieN.E. A. possible and take
promptly. all the mountain trips you can, and then if you
In ordering a Change Of address, al- wish to go farther west, remember the Alaska-
ways give your present address jUSt Yukon-Pacific Exposition, at Seattle, Washing-
as it appears on the wrapper and then ton.
give the change. A good form is as
follows.— Subscribe now and secure the Kindergar-
Pubiisher Kindergarten-Primary Magazine, ten-Primary Magazine to January, 191 1, for
Manistee, Mich. : J ° .......
Please change mv address from 780 Michigan Ave., Olllv $I.OO. This offer Will be positively
Chicago, 111., to 170 High St., Grand Rapids, Mich. Then • i j t 1
sign your name just as it appears on the wrapper. Withdrawn J Uly 15* 1909-
286
KINDERGARTEN-PRIMARY MAGAZINE.
THE INTERNATIONAL KINDERGARTEN UNION
The Sixteenth Annual Convention at
Buffalo a Decided Success
Next Place of Meeting, St. Louis— the Conven-
tion Voted to Meet with the N. E. A. Each
Alternate Year after 1911.
The Sixteenth Annual Convention of the
International Kindergarten Union at Buf-
Convention Hall, Buffalo
falo, April 26 to May 1, 1909, proved a de-
eided success. The urogram and exercises
were more than usually enjoyable and help-
ful, and but for the one feature of inclement
weather it would have undoubtedly been
one of the most pleasant meetings evei
held by the organization.
The first meeting was held by the com-
mittee of nineteen at the Lenox. A letter
from Miss Lucv Wheelock of Boston, ac-
companied by her resignation as chairman
of the Committee of nineteen, was pre-
sented and accepted with deep regret. A
telegram expressing appreciation of her
work in that capacity was forwarded to her.
Miss Anna Laws of Cincinnati was elected
chairman to fill vacancy.
Among those present at this meeting
were Miss Patty S. Hill, president of the
International Kindergarten Union, Miss
Susan Blow of New York, Miss Nina C.
Vandewalker of Milwaukee, Miss Mary Mc-
Culloch of St. Louis, Mrs. James L. Hughes
of Toronto, Mrs. Alice H. Putnam of Chi-
cago, Miss Harriett Niel of Pittsburg, Mrs.
Mary Boomer Page of Chicago, Miss Caro-
line C. Hart of Philadelphia, Mrs. M. B. B.
Langzettel of New York and Miss Annie
Laws of Cincinnati.
Subsequent meetings of this committee
proved very helpful. Their report will be
published later.
Announcement was made that Des-
Moines and St. Louis had asked for the next
convention, and Cincinnati gave the invita-
tion for 191 1. At a later meeting St. Louis
was chosen as the next place of meeting.
The conference of Training Teachers and
Supervisors Tuesday afternoon at the First
Universalist church, proved very interesting
and profitable. The principal feature of the
evening was the address of Mr. Percival
Chubb, of the Ethical Culture School, New
York. Prof. Forbes of Rochester led the
discussion in which the following took part :
Mrs. James L. Hughes of Toronto, Miss
Alice H. Putnam of Chicago, Miss Nina C.
Vandewalker of Milwaukee, Dr. Mary Low
of Toledo and Miss Alice E. Fitts of Brook-
lyn.
The first regular public session was held
in the evening at this church.
At the session held Thursday morning
addresses of welcome were given by Hon. J.
N. Adam, Supt. Henry P. Emerson and Dr.
A. V. V. Ravmond. Miss Patty S. Hill,
president of the Union, responded. Reports
were p-iven bv the recording secretary, Miss
Ada Van Stone Harris; corresponding sec.
and treasurer, Miss Anna H. Littell : audi-
tor. Miss Margaret Giddings : committee on
foreign correspondence, Miss Mary Mc-
CuPoup-h: chairman, committee on propa-
gation. M''ss Mvra Winchester, and the fol-
lowing" chairmen of committees gave their
reports: Parents, Miss C. Geraldine
O'Oradv: foreign relations. Miss Annie
Laws: greetings from kindergarten depart-
ment of the National Educational Associa-
tion. Miss Mabel MacKinnev, president.
Telegrams were read, among them one from
the Governor of Iowa, from the superin-
tendent of education of Des Moines and
from the teachers of Des Moines inviting
the kindergarten to hold their annual con-
gress in Des Moines next year.
Interesting reports were made bv dele-
gates and communications representing
Australia, Canada. Connecticut. District of
Columbia, Georg-ia. Illinois, Iowa, Ken-
tuckv, Maryland, Massachusetts, Michig-an,
Minnesota, Missouri, Montana, Nebraska,
New Tersev, New York, Ohio, Pennsylvania,
Wisconsin, and Texas.
The reports also included that of the
nominating committee, of which Miss
Luella Palmer is chairman. The ticket pre-
sented was: President, Miss Alice O'Gradv,
Chicago ; first vice president, Miss Nina C.
Vandewalker, Milwaukee : second vice presi-
KINDERGARTEN-PRIMARY MAGAZINE.
287
dent, Miss Clara Wheeler, Grand Rapids;
recording secretary. Miss Caroline 1)
Aborn, Massachusetts ; corresponding secre-
tary and treasurer, Miss Ella C. Elder, Buf-
falo; auditor. Miss Margaret Giddings, Den-
ver.
The following committees were appointed
by the president, Miss Hill:
Time and Place of Holding Next Con-
vention— Miss Alice Temple, Chicago,
chairman; Miss Mabel MacKinney. Cleve-
land ; Miss Luella Palmer, New York ; Miss
Grace E. Mix, Grand Rapids and Miss
Hortense Orcutt, Savannah, Ga.
Resolutions — Miss Margaret Stannard,
Boston; Miss Mary McCulloch, St. Louis,
and Miss Harriet Nicl, Pittsburg.
Miss Kishu Ishuhara of Japan, who is in
this country studying methods of kinder-
gartening, and Miss Sulochauebai Chowey
of Bombay, India, spoke of the kindergar-
ten work in their countries.
Percival Chubb, chairman of the literature
committee, made an address in the after-
noon, continuing his brilliant dissertation of
the previous evening on what should and
should not appear in newspapers. He spoke
of the cultivation of the imagination the
Mother Goose rhymes afforded the children
of the past and singled out the charming
writers for children of the present day.
Dr. John Angus MacVannel, Teachers'
College, New York City, also talked on
"Children's Literature : Principles of Selec-
tion." Mrs. H. L. Elmendorf of the Buffalo
Public Library and Miss Delia Wood of
Minneapolis spoke on the same theme in the
discussion which followed. Miss SusafT
Blow of Cazenovia was called to the plat-
form and received the most enthusiastic ap-
plause. She spoke for more leisure, hope,
love and recreation in the life today to make
possible the much-desired spontaneous lyric
expression which some of her predecessors
had been urging. "We need a little more
leisure, a little more time to hope, to love,
to play," said Miss Blow.
The luncheon at Convention Hall, the
joint session of the Mothers' Club and Kin-
dergartners, and the reception at the Al-
bright Art Gallery were all enjoyable and
profitable features.
At the Thursday morning meeting the
important report of the Committee of Nine-
teen was read. The report was ably dis-
cussed. The various propositions submitted
bv the National Educational Association to
merge the Kindergarten Union with it were
thoroughly discussed and a vote was finally
and affirmatively taken on the fourth pro-
posal to meet every other year with the
National Education Association and co-
operate in the proceedings of the kindergar-
ten section, having meetings of the Interna-
tional Kindergarten Union on the alternate
years. By unanimous vote it was also de-
cided not to have the new arrangement go
into effect until 191 1.
After the morning session a buffet
luncheon was served to 300 of the delegates
and visitors in the banquet room of Conven-
tion Hall by the members of the Buffalo
Kindergarten Union and of the Buffalo
State Normal School Training class. The
buffet table was decorated with yellow
daffodils, and a harpist played during the
luncheon. The fifth annual joint session of
Mothers' Clubs and Kindergartners was
held at 2:30 o'clock in Convention Hall.
Miss Ella C. Elder presided and gave a short
address of welcome. Eive minute addresses
were given by prominent kindergartners.
Miss Patty S. Hill of New York spoke of
the great things accomplished by the co-
operation of the mothers and teachers, the
home and the school. Miss Alice O'Gradv
of Chicago spoke of the understanding, svm-
pathies and knowledge of the mother for
her child ; Miss Susan Blow of Cazenovia
made an address on "The Education of
Girls," and Mrs. Alice H. Putnam of Chi-
cago spoke of the nursery being the child's
first battleground. Mrs. James L. Hughes
of Toronto said we must live with our chil-
dren and keep in touch with them and be
active and make it a safe world for our
boys.
An informal tea was given at the Garret
Club at 4:30 o'clock for some of the dele-
gates of the kindergarten convention. Mrs.
George Barrell received and Mrs. Clinton
R. Wyckoff, Mrs. Charles W. Pardee and
Mrs. William C. Warren presided at the
tea table, which was decorated with spring
flowers. Mrs. Mary B. Page of Chicago
and Miss Harriet Neil of Pittsburg spoke of
their work. Mrs. George B. Barrell sang.
In the evening the Buffalo Kindergarten
Association entertained the out-of-town
guests at a reception at the Albright Art
Gallery.
Notwithstanding the weather was so
bad that the automobile ride through the
city had to be abandoned many ladies sent
388
KINDERGARTEN-PRIMARY MAGAZINE.
their automobiles to Convention Hall to
take the distinguished officers and Kinder-
gartners to the Lenox and to the Garret
Club, where the charming tea was given.
The reception at the Albright Art Gal-
lery was also a success, notwithstanding
the inclement weather. Fully 400 enthu-
siastic people attended and all of the officers
of the Buffalo Kindergarten were in the re-
ceiving line.
The attendance was large and standing
room only the rule at many of the meetings.
It was found necessary to seek a larger
auditorium for some of the meetings.
The papers were of more than usual in-
terest, and most of them at least will be
published in future issues of this magazine.
(Continued on page 295)
THE KINDERGARTEN EXHIBIT.
The exhibit in the church parlors was
planned to cover the subjects discussed at
the convention, and included pictures and
plans of kindergarten rooms. St. Louis had
the largest exhibit. There were pictures
of the public kindergartens in Columbus,
Georgia, which are kept up by the mill
owners for their employes. A set of Nor-
wegian posters were loaned by Mrs. Mary
Boomer Page of Chicago. Mr. Benson sent
a selection of pottery. Freige pictures ot
nature, Fresh Air, Beauty of Life, Pure
Water were exhibited by Miss Florence
Murray of Boston. Other exhibits include
Mothers' Clubs work and that of the Gar-
land Training School of Boston, Mass.,
which had a home-making department,
Mrs. Margaret J. Stannard, principal.
Some of the children's work in St. Louis
showed drawings and poster work from
nature. A suggestion to use nature's
material was given in the many strings of
shells, seeds of all kinds of fruit and dif-
ferent kinds of vegetables. Transparent
work in leaves and flowers. An interesting
exhibit was the Jesse Davis work by inter-
section. All kinds of paper articles and tiny
pieces of furniture made without the use of
paste. A result of the work was shown by
Miss Elizabeth Weller of the Buffalo State
Normal School and Miss Cornelia Johnston
and Miss Katherine Straub of the training
class.
Some quaint looking animals made of
wood in proportion to their sizes, invented
by Miss Pratt, teacher of manual training
in New York, were exhibited.
SCENIC TRIPS IN COLORADO.
One must journey to Colorado to see the
greatest feats of engineering in the world,
for it is in the Centennial State that man
has accomplished the seemingly impossible
in laying steel rails along dizzy heights,
over yawning chasms, and through moun-
tain passes that in winter are choked with
mammoth snowdrifts. No obstacle daunts
the railroad builders of Colorado, and these
daring men have built a network of rail-
ways through the Rocky Mountains of this
state.
Visitors are astounded when they make
their first journey over a mountain railroad
in Colorado. They marvel at the manner
in which the long trains of coaches climb
steep grades, skirt the edges of precipices,
rumble through dark tunnels, dash down
veritable toboggan slides of smooth steel
rails, and plunge into the depths of canons,
the sides of which are solid, perpendicular
walls of solid rock. Railroad men who are
used to operating trains on level ground or
in a country that is "just hilly," hold their
breath when thev are riding on trains in
the mountains of Colorado, and they are
frank in their admissions to the trainmen,
whose guests they usually are, that "Colo-
rado trainmen know more about operating
railwav trains than any other railroad men
on earth."
These wonderful mountain journeys will
be made bv most of the delegates to the
National Education Association Conven-
tion next July, and also by a majority of the
visitors who have taken advantage of that
great occasion to spend a vacation of a few
weeks in Colorado. Therefore, they should
be informed in advance of some of these
interesting trips out of Denver.
Under the head of one-day trips out of
Denver the visitor will find enough diver-
sion for nearly a week. By way of a be-
ginning the famous "Georgetown Loop and
Gray's Peak" trip is mentioned. The
"Loop" is a difficult piece of railroad en-
gineering on the Colorado & Southern
Railway, between Georgetown and Silver
Plume, two noted silver mining camps.
The trail winds back and- forth in a great
mountain canon, always with a view of
ascending higher and higher to reach the
top of the mountains. The track crosses
Clear Creek eighteen times, and finally
spans the stream on a bridge ninety feet
high. The two mining towns are only one
KINDERGARTEN-PRIMARY MAGAZINE.
289
mile apart by wagon road and four miles by
rail. Silver Plume rests at an altitude of
9,176 feet above the sea.
At Silver Plume the traveler climbs
aboard the train on the Argentine Central
to journey to the summit or Mount Mc-
Clellan, 14,007 feet high, and to visit the
"Ice Palace," a wonderful formation ot
crystals in a cavern in the rocks. These
crystals sparkle like millions of diamonds
under the rays of electric lights that have
been installed in the "Palace." This is the
land of perpetual snow.
Another branch of the Colorado &
Southern takes one to the lamous mining
camps of Central City and Black Hawk, the
scene of the first big gold strike in Colorado
in 1859.
In a special observation trolley car one
may make the trip to Golden, a pretty little
city in the foothills, twelve miles from Den-
ver. Golden was the first capital of Colo-
rado and is the home of the Colorado
School of Mines.
The "Moffat" road also takes one into
the land of perpetual snow on top of the
Continental Divide. This is a new railroad
that is pushing through an "undeveloped
empire" in northwestern Colorado, and on
to Salt Lake City and the Pacific coast.
The scenes on this road beggar description.
The traveler may enjoy a one-day trip on
this line to the top of the divide, or spend
two days and journey into Middle Park and
see one of the greatest agricultural moun-
tain parks in the world.
Boulder, the home of the State Univer-
sity, can be visited in one day. This little
city is situated in the foothills, about forty
miles from Denver. By devoting an extra
day to sight-seeing, the visitor may travel
on to Longmont, Loveland, Fort Collins
and Greeley, beet sugar factory towns, in
the heart of the farming district of northern
Colorado, the largest body of land under
irrigation in the world. This is called the
"Horn" trip, and is a branch of the Colo-
rado & Southern.
The Burlington Railway has a road to
Lyons, a busy town not far from Dong's
Peak, where one of the largest stone quar-
ries in the state is located. From Dyons
one may travel by stage to Estes Park,
which lies in the shadows of Long's Peak.
The Union Pacific runs through the great
Platte Valley, which is included in the
northern Colorado farming district.
The Burlington's main line takes the
visitor to Brush and Fort Morgan, where
two large beet sugar factories are located.
The Denver & Rio Grande and the Colo-
rado Midland Railroads reach the points of
scenic interest farther into the mountains.
One of the famous trips over the Denver &
Rio Grande is through the Royal Gorge, a
great canon of solid granite. Here nature
is seen in all of her awe-inspiring grandeur,
and the roaring of the Arkansas River as it
fights its way over rocks down the bed of
the gorge lends enchantment to the scene.
The east entrance to the gorge is west of
of Canon City, 163 miles from Denver.
The narrow-gauge line of this road takes
the traveler over Marshall Pass, one of the
great scenic attractions of the state, and
through the Black Canon, where the United
States government is blasting a tunnel
through solid granite walls to carry water
to the thirsty acres of the Uncompahgre
Valley in the fruit district or the Western
slope of Colorado. A branch of the road
also enters the San Juan mining district,
where nature has piled rocks in all sorts of
fantastic shapes and where the mountains
seem like mammoth forts for the protection
of a giant race.
From Colorado Springs and Manitou, in
the Pike's Peak district, the journey to
Cripple Creek, Colorado's famous gold min-
ing camp, is made by way of the Colorado
Midland or the Cripple Creek Short Line.
The trip from Colorado Springs over the
"Midland" to Glenwood Springs takes one
through the very heart of the Rocky Moun-
tains. Glenwood Springs is a widely-
known hot springs resort, 276 miles from
Denver, on the western slope. Both the
"Midland" and the "Rio Grande" enter
Leadville, one of the oldest and richest
mining camps in the West.
Full details of the side trips through the
mountains of Colorado would fill a book,
and several months of constant travel
would be required to visit every point of
interest in the state. However, a month
spent in Colorado "seeing the sights" is
never to be forgotten. The cool, bracing
atmosphere of the mountains contains a
tonic ozone that soothes tired nerves and
infuses new life into the blood.
Denver is the starting point on this
round of pleasure. After the sessions of
the National Education Association Con-
vention are over, everybody will want a
rest, and there is no better way of resting
than to journey by easy stages from one
290
KINDERGARTEN-PRIMARY MAGAZINE.
point of interest in the mountains to an-
other. This story is written with the view
of informing prospective visitors in advance
of the wonders that are in store for them
when they come to Colorado next summer.
DENVER.
One must journey across the plains to
Denver in order to appreciate thoroughly
the wonderful transformation that has
taken place in a country that fifty years ago
was in possession of savages. Denver is
one of the historical cities of trie nation and
her position in this list cannot be disputed.
The city in which the National Education
Association will meet next July is as far
removed from the practices of frontier
days, in point of actual transformation, as
is New York City from the customs of- the
day when Manhattan Island was sold by
the Indians for a mere trifle.
Denver is a twentieth century city, with
all the conveniences and customs that go
with this advanced age. It is a mistake to
even think of Denver as any other kind of
city, and out here the native looks with pity
upon the misguided yoimg man who,
dressed in the regalia of a stage cowboy
and with the brand of the "tenderfoot" all
over him alights from a train from the East
and mingles with the throng on the crowd-
ed thoroughfares. It doesn't take this
young "tenderfoot" long to realize that he
has made a mistake, and he sends back
home for his regulation clothes and his
dress suit.
However, one may stand in the dome of
the state capitol, where a commanding view
of the Rocky Mountains with their snow-
capped peaks and purple foothills is at hand,
and in imagination obliterate from the
mind the vision of brick and stone build-
ings, paved streets, miles of beautiful
homes and the hubbub of a hustling city,
and paint a mental picture of the savage
activities of a half century ago, when the
teepee of the Indian was pitched in the very
spot where stands the massive, granite
state house, and the wigwams of the tribes
dotted the vast plains that stretch away to
the east, as far as the eye can reach. Out
on these plains the tribes fought for
supremacy among themselves, and when
the white man came they turned their
poisoned arrows against the common
enemy and later fought their last desperate
battles against the encroachments of the
paleface with the fire arms that the latter
brought with him across the "desert" in his
quest for the gold that lured him from the
confines of civilization.
In point of years, these scenes of a sav-
age period are not as far removed from the
Denver of today as are similar scenes from
Greater New \ork.
Down below the state house, near the
confluence of Cherry creek with the Platte
river, a white man built the first house that
was erected in what is now called Denver.
Only a few blocks from where stands city
hall, John Smith, a "squaw man" built a
crude home out of logs and turf to provide
shelter for his two Indian wives, .tie was
a trapper and traded with the tribes for
beaver and buckskin. One of his wives was
Menich, a daughter of the Cheyennes, and
the other was named Coocose, a shrew
whom Smith selected from a band of Sioux
on one of his trading trips to the north.
Menich, which in English means "Eittle
Fawn," was all that her name implies. She
was young and shy, and the favorite of her
white lord. Therefore, she otten suflered
from a tongue lashing and even a beating,
administered by her rierce-tempered rival.
One day, way back in 1858, the first white
settlers of Denver appeared suddenly be-
fore the cabin door of bmith and his savage
family and built their log cabins by the side
of his rude hut, and the beginning of Den-
ver was recorded. The settlement was
known first as Auraria, but afterwards was
rechristened Denver.
Thus was the foundation laid for one of
the most thriving cities in the Great West.
The little log cabin that appears with the
accompanying pictures of the Denver of
today was a survivor of the old days, and
four or five years ago it was torn down and
stored, with a view of some day rebuilding
it in City Park.
This building was the home of the first
newspaper in Denver, and afterwards was
used as a federal prison during the civil
war. Eater it served as a city jail, where
some of the most notorious bad men of that
period were imprisoned, either to suffer for
their misdeeds at the hands of the law or
to meet the stern command of Judge Eynch
to "make peace with their Maker."
Gradually the city grew, safely weather-
ing periods of depression, her people learn-
ing by experience to conduct business upon
sound methods, until today there is not a
city in the United States that is better able
to withstand a financial flurry than is the
metropolis of the Rocky Mountain region.
KINDERGARTEN-PRIMARY MAGAZINE.
291
No city; either east, west, north or south,
met the recent financial depression with
better preparation than did Denver.
The spirit of the old days, when men
worked with their guns within reach to pro-
tect themselves from attack by Indians, is
still in the atmosphere of Denver, and the
same sunbeams • that used to steal in
through the flaps of the tepee a generation
ago, each year find their morning greetings
to the dust of some part of the pavements
delayed by a brick wall that the hand of the
white man has erected.
Denver is looked upon as a "tourist
town" by many people who do not know of
her resources. Thus, thousands of tourists
visit Denver in summer and many visitors
come here in winter, as this city is fast gain-
ing fame as a winter resort, but Denver
does not depend absolutely upon her tour-
ist trade for financial support. This city is
the big jobbing center for the Rocky Moun-
tain region and each year sees new territory
brought within the radius of this trade.
Manufacturing is developing, new indus-
tries are springing up, the agricultural sec-
tion to the north and in the vicinity of the
city is becoming more thickly settled, min-
ing camps are growing, and with it all one
can actually see the city advance.
The population of Denver is about 225,-
000. National bank clearings for 1908 were
$411,493,942, an increase of $3,490,092 over
1908. Individual deposits in the seven na-
tional banks of Denver at the last official re-
port of the treasury department in 1908
were $68,970,054. The population of the
state is estimated in the neighborhood of
800,000. More than half the deposits of
the national banks of the state are held in
the national banks of Denver.
The output of manufactuiers was $210,-
430,000; gold $26,000,000; silver, $6,000,-
000; agriculture, $106,209,000; fruit, $3,-
500,000; value of live stock, $65,161,000.
NATIONAL EDUCATION ASSOCIATION. DENVER,
JULY 3 TO 9. 1909
For information apply to the Secretary of the
Local N. E. A. Committee, W. F. R. Mills, 1725
Stout St., Denver.
RAILROAD RATES.
The Western Passenger Association has an-
nounced the following rates, good for return until
October 31:
From Chicago $30.00
From Peoria 26.75
From St. Louis 25.00
From Omaha and K. C 17.50
The other passenger associations except those of
the South have made a rate of one and one-half
fare for the round trip to be added to the Chicago
and St. Louis rates. These tickets will be on sale
June 30, July 1, 2, 3, and will be good for return-
ing until September 1.
COLORADO EXCURSION RATES.
Tickets to any point in Colorado will be sold by
the local railroads at a rate of one fare for the
round trip, on July 10, 11, 12, 13 and 14. This
is from Saturday, the day after the meeting, until
the following Wednesday. These tickets will be
good until August 31.
HOTEL RATES.
All hotels are on the European plan, and all
rates are for each of two persons occupying a
room. Rooms are without bath unless otherwise
specified. All rates are per day.
The Brown Palace Hotel, Headquarters. — Parlors
for headquarters, $10.00 to $15.00 per day-
rooms, $2.00, $2.50; with bath, $2.50, $3.00.
The Albany. Parlors for headquarters, $6.00 to
$10.00 per day; rooms, $1.50, $2.00; with bath,
$2.50, $3.00.
The Shirley and Shirley Annex. Rooms, $1.25
$1.50; with batn, $2.00, $2.50.
The Savoy. Rooms $1.00, $1.50; with bath,
$2.50, $3.00.
The Adams. Rooms $1.25, $1.50; with bath,
$1.75, $2.00.
The Oxford. Rooms $1.00, $1.50; with bath,
$2.00, $2.50.
The Standish. Rooms $1.00, $1.50; with bath,
$2.00, $2.50.
Hotel Metropole. Rooms $1.00, $1.50; with
bath, $1.75, $2.25.
There are many smaller hotels and rooming
houses at which the rates will be somewhat lower.
Accommodations in private families may be secured
through the local committee, and none but re-
putable places will be listed. The card system
used at the National Democratic convention will
be used.
The fight for equal pay of teachers has
been on for some time in New York and
that such a struggle should be necessary
seems like an anachronism in this stage of
the world's progress. It seems like an in-
disputable fact that a woman who does her
work as efficiently as a man should receive
the same amount of recompense. It is dif-
ficult to understand how any manly man
can have the face to argue contrarywise.
The discussion recalls to mind the state-
ment made by a high school teacher in a
nearby suburb. In this school are em-
ployed both men and women teachers.
Three of these men work only in a per-
functory way and make a hasty exit from
the building as soon as the closing hour
comes. There is no heart interest in the
work; no delaying after the closing bell to
talk over problems with the pupils, to stim-
ulate eager inquiry; these three men are all
opposed vigorously to the equal pay
measure. A fourth man who is a true
292
KINDERGARTEN-PRIMARY MAGAZINE.
teacher; who delights in his work, who
feels that his work as a teacher is not neces-
sarily done the moment the bell strikes,
who realizes that a word after school may
clinch the lesson inculcated in class — he,
who is faithful to the spirit of the law as
well as the letter, is faithful also to the
spirit of the more inclusive law and believes
that fair work should receive its fair pay
whether done by man 6r woman. Truly,
he who is fair in little things is likely to be
fair in the greater ones.
ACROSTIC FOR TEACHERS.
Attention is the condition of memory.
Building moral character is the highest
aim.
Children are doers rather than learners
of book knowledge.
Do not expect the class to arouse the in-
terest.
Effects are modified by controlling the
causes.
Fault finding has no place in education.
Grant children their rights.
Happiness is a genuine, powerful tonic.
Intelligence and virtue are the uplifting
forces in society.
Judgment is the most deficient faculty.
Keep the class thinking.
Lead the children to do what they ought
to do as men and women.
Meanings of things are better than mean-
ings of words.
Never "hear recitations."
Observe the operations of child mind.
Pupils are willing to let the teacher do
the talking.
Quit wrong methods as soon as dis-
covered.
Repetition forms habit.
School work ought to be in line with life
work.
Training is leading to do, till the habit of
doing is formed.
Union of natural history and natural
science broadens culture.
Vary devices to suit the needs.
While insisting on truthfulness and self-
control, set no example to the contrary.
"X"austive observation is an element in
all great success.
Youthful instincts are more trustworthy
as a guide to interest than our reasoning.
Zeal is born of ideas resulting from vivid
and complete impressions. — Alberta School
Report. (Canada.)
SOME PROBLEMS OF THE KINDER-
GARTEN TODAY.
B. LYBLL EARLE, Ph. D.
(Second Article)
ARE WE NEGLECTING THE CHILD OF THE
KINDERGARTEN AGE?
j" AST month we considered the
^ restoring the kindergarten to
some of its primitive purposes
JS^S^I as conceived by Froebel: the
nursery kindergarten, and the
kindergarten for children from three to five,
before the school condescends to take them
in charge. This month we will give some
statistics of what New York City is doing
to care for the child of the actual kinder-
garten, age, and suggest some extension of
the kindergarten to the playgrounds.
It is a remarkable fact that in the state
reports of education for New York there is
no reference made to the kindergarten con-
ditions at all, although a promise has been
made that same may be included in the re-
port next year. The State Board of Char-
ities in its report for the year 1908 mentions
the expenditure of $154,793 for the State
Manual School for Girls from twelve to
sixteen years of age, and $127,000 for a cor-
responding institution for boys, while in
the reform of juvenile delinquincy of the
same age the expenditure was $153,000.
In New York City there are 30,000 de-
pendent children in public institutions, 93,-
000 in other national institutions, and 53,-
000 in private state institutions, making al-
together about 175,000 dependent children
being cared for outside the schools.
It is not fair to say, however, that either
city or state is totally neglecting these
momentous problems. Ex-president Roose-
velt in his message to Congress last year
urged a national consideration of child
problems, and particularly the care of the
young child when he is so dependent on the
teacher, and so little capable of caring for
himself. Conferences are being held
throughout the country looking toward
childrens' welfare, and the effort to estab-
lish a national childrens' bureau has been
introduced into Congress. It is true, never-
theless, that four states have either re-
moved or are considering removing the
kindergarten as an integral part of the
school system.
In New York City there are about 136,-
500 children of kindergarten age of whom
nearly 26,000 are now enrolled in the public
KINDERGARTEN-PRIMARY MAGAZINE.
293
schools, leaving 110,500 unprovided for. Of
these, nearly 3.000 are taken care of by the
New York Kindergarten Association and
the Brooklyn Free Kindergarten Society;
800 more are accommodated in the Catholic
Parish Schools; 3,828 are enrolled in the
children's Aid Society; and some 2,000,
approximately, are looked after in private
schools, training classes, the day nurseries,
church kindergartens and various charitable
organizations. We may safely state that
10.000 children are provided for outside the
public schools, thus aggregating practically
36.000 children who are receiving this train-
ing in the city. There remain about 100,-
000 then, entirely uncared for.
Last year's school reports give 678 as the
number of kindergartens in Greater New
York ; 65 have been added this year — bring-
ing the total up to 743.
Dr. Maxwell, who is a true kindergart-
ner, is quoted as having fixed the desired
number at 1,000. The average outside
capacity of each kindergarten is 40. If
there were 1.000 kindergartens only 40,000
children would be given the opportunity to
attend, whereas 96,000 would still be ex-
cluded.
This goal, fixed by Dr. Maxwell, mav be
simply a visable one, for wise reasons; hap-
pily, his goals are variable, as not long ago
he is said to have made 500 the objective
point.
This vear, as above stated, 65 kindergar-
tens have been established — these provided
for 2,€oo, not quite 2 per cent of the total
number of children or 2.6 per cent of 100,-
000 children. A 4 per cent increase in
school facilities for children from four to
six years, of age is necessary, yearly, to keep
pace with the advance in population. Jf
only about 2 per cent are being added, it
looks as if the 73 per cent deficit is not in a
fair way of being made up.
To be sure there is another point of view
— considering the fact that sixteen years
ago there were no kindergartens in the sys-
tem, and that ten years ago only two or
three were being ooened vearlv — the past
few vears reveal great strides in bringing
the number to 74^. For this credit is due
to Dr. Maxwell, Dr. Merrill, Miss Fanibelle
Curtis, and the alumnae associations, and
good men and women, principally women,
of New York City.
Nevertheless, a stimulus is needed in
view of the cold fact that thousands of little
children are attending the pernicious school
of the streets with nothing to counteract a
bad environment during the impressionable
first six years of their lives.
A hopeful movement has been started by
the Public Educational Association, on
the evening of April 20th, at which time a
conference was held in the hall of the New
York Kindergarten Association. Resolu-
tions were adopted which will lead to con-
certed, definite action along the line of an
effort to establish a number of new kinder-
gartens.
Dr. Mabie spoke on the "Value of the
Kindergarten." He said in part: "The
center of interest is now in children; and
it is the onlv way in which society is to be
materially lifted — from the bottom up. The
problem of the child is the most important
question before the public. The ultimate
point of view in life is education."
Mrs. Eaton pointed out needs and weak-
nesses in New York Kindergarten facilities.
She sooke of a fine new school situated in
a crowded neighborhood where there are
000 children of four and five years of age.
The kindergartens in this new school acco-
modates onlv 140. Also, in district No. 5
where the child pooulation is 1,200 only
120 are in the kindergarten. A house to
house canvass of two streets — from Riving-
ton to East Houston in Ludlow yielded a
total of 462. children under six years old.
She suggested that annexes be established
bv renting rooms in the neighborhoods
where the most crying needs exist — if the
Board of Education is unable to build — or
at least, as a rel'ef measure for the moment.
It was stated by Dr. Merrill that outside
rooms are found only with immense diffi-
cultv, where conditions comely with Board
of Health laws, school and fire regulation.
The writer suggested at the conference
that the city might co-ooerate in many
wavs in increasing its kindergarten accom-
modations.
First : It might take over practice kin-
dergartens of training schools, which are
equirmed as to. building, furniture, etc., and
put a oaid teacher in charge with the
students of the school as assistants- This
wonM out immediately in greater New
York from seventv-five to one hundred
kindergartens into the citv svstem.
Another sufe-e^'on he made was that in
the municioal building for citv, countv and
state onices the lowest floor could be
enuiooed for kindergarten purposes, and
the upper floors be used by the city depart-
294
KINDERGARTEN-PRIMARY MAGAZINE.
merit. This would be a great saving, inas-
much as the ground floor is usually given
over to material and entrance purposes, and
could be utilized very nicely for kindergar-
ten classes without loosing the complete
value of the structure.
Furthermore New York City has ten or
fifteen large armories which are never used
mornings, and could easily be utilized for
kindergarten classes, and for the large play-
ground activities which go with real kin-
dergarten work.
This last feature would work in easily
with the public playground movement, and
increase the possible centers for play activ-
ities within the limits of the city itself.
A point was raised in the conference of
April 20th that "mothers as a class need
a certain amount of conversion," that many
do not care to send their children to the
kindergarten. Mrs. Eaton had spoken of
a waiting list of 200 in one free kindergar-
ten and of being told by many teachers of
the large number of disappointed mothers.
The writer has received similar information
in both public and charity schools.
Dr. Merrill said that though this reluct-
ance existed in numerous instances, there
was little doubt but that the classes would
be well filled almost everywhere — by a little
effort — if the kindergartens are opened and
equipped.
As to convincing mothers, why not supply
the waiting lists and the many disappointed
ones before worrying about the inapprecia-
tive? Moreover, among poor people, lack
of clothes is often the reason for keeping
children at home. If the public school sys-
tem would take over much of the work now
done by the charity organizations, the lat-
ter could apply their funds to clothing the
little ones and seeing that they are taken
to and from the schools where there are
street crossings to be made or too great
distances to be covered for the tiny tots to
go alone.
Relative to making the public want a
thing so it will be demanded — this age is
not so far in advance of other days but that
social progress is brought about very much
in the same old way. The best things do
not come about because everybody de-
mands them but because a few prophets
and leaders arise and walk in advance —
whether by sheer force of effort and even
of great sacrifice, perchance, thev lift the
masses and drag them along "willy, nilly."
When compulsory education was instituted
the entire public was not animated by an
appreciation of school training. Those who
knew, the thinkers, imposed educators upon
a large proportion of unenlightened
humanity.
That the kindergarten is more than an
educational embroidery (nice but not neces-
sary) is not fully believed even by all cul-
tured men and women — in fact, not even by
all school principals, district superinten-
dents and members of educational boards —
strange as it may seem. The writer was
quite nonplussed on a recent occasion to
find a school principal vigorously opposed to
the kindergarten.
"The powers that be" and, behind them,
the Board of Estimate and Apportionment,
are to be reckoned with in New York City.
Mrs. Eaton states that "in all probability
the "debt limit" is invoked by the Board of
Estimate and Apportionment to curtail the
legitimate work of the Board of Education.
But is the tiny tot receiving his share of
attention as compared with the child a little
beyond him in age? He represents only
3.3 per cent of all the children in all the
grades. There are about 90,000 children in
grades iA and iB, as against 26,000 in the
kindergarten. And in the matter of cost to
the city: last year's report shows $92.30 per
capita, estimated on the average daily at-
tendance basis, in the high school as against
$32.12 per capita estimated also on the
daily attendance basis, in the elementary
school. The kindergarten, primary and in-
termediate grades are not differentiated in
these records. Probably the per capita
yearly cost of each child in the kindergar-
ten is several dollars under $32.12. The
charitable organizations whose housing, ap-
paratus, supplies, etc., are far more com-
plete than those furnished in the public
schools, show a per capita cost that would
suggest a less amount in the public school
kindergartens. In the Children's Aid
Society the yearly cost per capita for each
kindergarten child is $26.00; in the Brook-
lyn Free Kindergarten it is about $16.00
per capita. The New York Kindergarten
Association expends somewhat more but it
affords ideal conditions, extensive equip-
ment and truly luxurious housing for some
of its classes. Only 90 cents per capita is
allowed for purchase of supplies, yearly, in
the public school kindergartens. Several
kindergartners have informed the writer
that in order to carry on the work in any
wav commensurate with their wishes for
KINDERGARTEN-PRIMARY MAGAZINE.
295
benefitting the children, they personally ex-
pend not inconsiderable sums for materials.
Now, though the average outside capac-
ity of each public school kindergarten is
40 — of course 40 is too many children for
one teacher (a single teacher, without as-
sistants). Happily, the average enrollment
is somewhat less; in fact it is a fraction over
35 at present. We say "happily" in consid-
eration for those who are in the kindergar-
tens— but alas ! for the great army outside.
As a matter of fact, in the neighborhoods
where little children have little or no "up-
lift" at home, consequently need the great-
er individual attention in the school, the
classes are most overcrowded whereas, in
better localities, where the child's life is
blessed with good home influences and
training, the public school kindergarten
enrolls from twenty to twenty-five or
twenty-ejght with an average attendance of
nineteen or there abouts, at most.
Undoubtedly there are many difficulties
in the way of a better balance in conditions,
but if anvbody is to suffer for want of
bread (either material or spiritual) there is
spice of cruelty in an adjustment that gives
the stones to the littlest fellow of all.
We are in danger of losing much that
we have gained in the kindergarten prop-
aganda. Let us stand for the child, and
for his rights. Let us stand for a sane ex-
tension of the kindergarten down to the in-
fant himself, if necessary to the outside of
the school, in street and playground activ-
ities with supervision of trained kindergart-
ners, whose song and game and story and
occupation is not limited to the mere kin-
dergarten school circle, but reaches the
larger life the child leads when free with a
number of his own playmates.
This is a second problem we have to
solve, the extension of the kindergarten
along- these lines, and it might be well for
training schools and leaders in kindergarten
education to consider its prompt solution.
The editor is open for suggestions. The
last article has brought a number of letters
which we will print later with permission
of the writers.
CONVENTION NOTES.
The Convention at Buffalo this year had
its personal and local color that dis-
tinguished it from any convention of recent
years. Everybody seemed to be impressed
with the fact that the kindergarten, like
life, faces almost yearly new problems, and
that the present problems of the kindergar-
ten are many and demanding a safe and
quick solution. There was an earnestness
of manner on the part of delegates, and a
manifest appreciation of the fact that these
problems touch the kindergarten itself in
the most vital manner, and that the solu-
tion would have to be such as to meet the
annroval of men and women interested in
education in its largest sense, unlimited by
any kindergarten traditions or restrictions.
^ nere was a marked preparation on the
part of the delegates for the discussion, and
a clearness of expression, and deriniteness
of purpose that showed careful forethought
of the questions to be discussed. We must
not, however, be understood as meaning to
give the impression that it was a week of
pedagogical severity, because there was
much joy in the consciousness of the final
victory of all that is best in the kindergar-
ten, and in the special receptions tendered
bv Buffalo, which is truly a hospitible city.
The local arrangements under the leader-
ship of Miss Ella C. Elder were perfect, and
everybody was enthusiastic in expressions
of appreciations.
Remember our great offer, the Kinder-
garten-Primary Magazine for the balance oi
the year, to January, iQio, for only 35c, 01
to January, iqii, for $1.00, as an induce-
ment for kindergartners and primary
teachers when closing their term to arrange
for their magazine for the future.
Mr. Chubb in his Tuesday evening ad-
dress said his speech would most directly
concern the colored Sunday supplement,
but he did not neglect the general subject
of Sunday newspapers and even devoted a
word or two to everyday papers. The comic
supplement, he said, was a form of intem-
perance to which our W. C. T. U. might
well pay more attention, a debauch of the
minds which is as ruinous as the more
obvious and inconvenient debauch of the
appetites. Mr. Chubb went on to describe
newspapers from the point of view of teach-
ers "who have the highest right to be heard
on the question," the glaring publicity of
our civilization through the advertisement
and the newspaper, the losing of great and
important events in the "welter of debasing
chatter about the follies, wickedness and
nastiness of the world," the tiring of the
mind and the jading of the nerves of "high-
spiced collation of titbits and some leading
sensation bawled out in monster headlines."
296
KINDERGARTEN-PRIMARY MAGAZINE.
He continued: "But this weekday news-
paper habit is not so pernicious as the Sun-
day habit, in which our children are more
directly involved. Now, ladies and gentle-
men, you will pardon the personal allusion,
I trust, when I say that heretic though I
be in religion, I believe profoundly in Sab-
bath-mindedness, in the preservation of one
day, or part of a day, in the interest of com-
posed reflection, of quiet meditation, of
reverend converse with the great spirits of
the mighty dead and living. And, so be-
lieving, I would ask what kind of at-
mosphere is spread about the home when
the day begins with the Sunday newspaper,
and is colored by the flagrant miscella-
neousness, the loud secularity, the outra-
geous vulgarity of the typical Sunday
sheet? In what frame of mind do we send
to Sunday school the child whose first Sun-
flay dainty has been the highly colored
mixed candies of the colored supplement?
Now, as to the absolutely forbidden comic
supplement. I sampled these last Sunda}^,
lest I might be talking tonight about a
faded past, and I must say that I was struck
once more bv the feeblemindedness, the
asininity of most of these distortions of
humanity. They are calculated to produce
a kind of inanity in the young. Further-
more, I found the same old glorification of
the Smart Kid — the Smarty, the Up-to-
Snuff type of children — the worst American
type of the forward child. Furthermore, I
found again the child who is obsessed by
the idea of practical joking, who begins to
rough-house in the nursery and haze in the
kindergarten.
"And then, I found no diminution of that
distressing vulgarity which seems to be
growing upon us in our great cities. Vul-
garity— a flaunting commonness of mind
appears to be a product of the great city.
It is quite a different thing from coarseness
a — rustic crudeness. That is tolerable,
sometimes picturesque. T would attribute
the inroads of this vulgarity mainly to the
decline of reverence, the lack of any awed
converse with great things, an insensitive-
ness to what is fine, distinguished, sacred.
It is what I have to cope with in the young
city people — in high school and college — in
attempting to quicken their deeper admira-
tions for great literature — commonness of
mind, a cheap flippancy, a lack of refined
humility, of reverence, in short. It is vul-
garity at its worst that thrusts its impudent
tongue at us in these comic supplements —
in crude violences of color, grotesque dis-
tortions of the human countenance and
figure — grotesque very different in spirit
from those sportive gargoyles of medieval
architecture; in the caricatures of elders —
aunts and uncles, grandmothers and grand-
fathers, a)?e, mothers and fathers, who are
transformed to clowns in order that pert
youngsters may have their little jokes. Yes,
a joke will excuse almost anything, nowa-
days. Better counsels are beginning to pre-
vail among us. They will prevail further
and quickly, too, if we lift our united voices
against these violences of a newspaper
world which seeks to win favor by getting
on the nerves of a highly nervous, not to
say neurotic, public. We must lift them up
in the interest of childhood. More and
more the function of the school and the
teacher becomes that of providing a pro-
tective environment in which, for a few
hours every day, he shall be surrounded
with influences of health and quiet, of order
and simple beauty. The school has to save
the child from the unhealthy and unlovely
world outside. That is a deplorable nega-
tive function. We cannot rest there. We
must transform the environment. We must
insist that there shall be nothing in it to
affront the soul of the child, to corrupt its
mind or soil its heart. We must begin with
ourselves by working for a clean press, and.
above all, a dignified Sunday press. The
newspaper is too much with us. It has its
highly important place, but it is usurping
for us and for our young people the place of
higher things. It usurps the place of great
literature. We busy men and women of to-
day— above all, we busy teachers — have
only a limited time to give to reading. How
much of that does he give to realhT
great things — to the great sages and poets
— to the best of the Bible. Homer, the
Greek tragedians, Dante, Goethe — aye.
even Shakespeare and Milton? Dare we
answer franklv? Let us beware lest, by the
insistent nagging and insinuating omnipres-
ence of the small things — newspapers,
magazines, best sellers — we are drawn off
from the great abiding things. Let us be-
ware lest we and our children lose familiar
touch with greatness. For it is only when
the touch of great things is gone out of our
lives that the trivial things enter. Recover
that touch, and these vulgarities and im-
pieties, these lurid things of an astute jour-
nalism which naturally provides what peo-
ple readily buy, will wither and die."
KINDERGARTEN-PRIMARY MAGAZINE.
297
TELEGRAMS AND LETTERS.
Before Mr. Chubb spoke Miss Patty S.
Hill, president of the union, called upon
Miss Harris to read some telegrams and let-
ters from prominent college presidents and
editors in which the "little lurid blossom of
the comic supplement" was anathematized.
Richard Watson Gilder, editor of the Cen-
tury said:
"A large part of the Sunday comic sup-
plements inculcates bad art, bad taste, bad
manners; in other words, vulgarity. It is
therefore precisely the wrong thing to give
American children on Sunday or any other
day." ■
President Eliot's secretarv wrote :
"President Eliot directs me to tell you
that in his opinion the colored comic section
of the Sunday papers is an abomination and
that he hopes your protest will ring
through the country."
Saint Clair McKelway, editor of the
Brooklyn Daily Eagle, wrote:
"I sympathize with the movement for the
rescue of cartooning from barbarism and
for its adjustment to civilization and to
art."
President Nicholas Murray Butler of
Columbia University wired :
"Earnestly hope that authority of the In-
ternational Kindergarten Union will be ex-
ercised against the vulgarizing influence on
children of the comic supplement."
Hamilton Wright Mabie, critic and asso-
ciate editor of The Outlook, wired :
"Comic supplement, as edited today, is
a most insidious enemy of American child-
hood, destructive of reverence, taste, re-
finement and patriotism."
Wrote Arthur Warren of the Boston
Herald: "As you know, the Boston Herald
abolished the comic supplement from its
Sunday issue on October 25, 1908, we have
ever since had reason to congratulate our-
selves upon the change. No criticism of
any consequence has reached us; on the
contrary, the disappearance of the colored
supplement has been heartily approved by
our public, by many social and other organ-
izations throughout the country and by a
great many newspapers."
DISCUSSION FOLLOWS.
After the reading of Mr. Chubb's paper,
the meeting was thrown open for discus-
sion. Among those who spoke were these :
Mrs. Alice H. Putnam of Chicago; Miss
Annie Laws of Cincinnati; Miss Elder of
Buffalo; Dr. Frank S. Fitch of Buffalo:
Miss Patty S. Hill, president of the union ;
and Miss Hortense Orcutt of Savannah.
Miss Hill, speaking of possible substitutes
for the objectional comic sections, called at-
tention to the fact that, among the poor
people in the great cities, these supplements
are bought and eagerly read. She had seen,
she said, many fathers going through the
comic sections with their children. She
opined there ought to be something that
would bring about the svmpathy with
mother and child, without any debasing in-
fluence. It was a need which might be
turned to great good. But if the sheet was
to be kept, it must be revolutionized and it
must be purified.
At the Wednesday evening session held
at the First Presbyterian church, the speak-
er of the evening was Dr. Colin Scott of
the Boston Normal School. His address
contained a severe arraignment of yellow
journalism and the sensational magazine
with a broad thrust at the comic supple-
ment.
He thought that the children often play
as useful a part in the education of the
parents as do the parents in the education
of the children, and pleaded that we impose
our own preconceptions on the growing
generation with less rigor. It was not at
all sure that the civilization we know, or
what is theorized of it, is so beautiful, so
good or perfect that it must be imposed on
all future times.
And if the parents were able to learn
from the children, why might not the teach-
ers be equally teachable? Do we presume
to know that the future generations can
have no further growth, no better impulses
than those we already know?
"And of what use is it," he continued, "to
build up what we call education in a boy, if
the education stops as soon as the boy
leaves the teacher or the school ? Can any-
one think who reads our crude newspapers
and the growing list of trashy magazines,
and sees at the same time the decay of the
bookstories, can anyone think that litera-
ture is being taught in the schools? In the
fifth and sixth grades they read with
pleasure and profit, we are told, Longfel-
low, Bryant, Tennyson. In the ninth and
tenth, it may be Homer, Virgil, Shake-
speare, in the fourteenth and fifteenth (the
college grades) Beowulf and Dante, but in
the eighteenth and nineteenth grades, the
298
KINDERGARTEN-PRIMARY MAGAZINE.
grades of life, when compulsion is removed,
tney read those magazines loaded with ad-
vertisements, those newspapers, which dare
not print the reports of the lines paid by the
exploiting firms which use their pages,
those publications so inane and swollen
with advertising fat, so lacking in real
muscle, that they must act the clown on
Sunday, and the sensational shocker at all
times to draw so small a sum as a single
penny from the pocket of the citizen. And
yet we say that literature has been taught."
The Friday morning session was held at
the Umversaiist churcn. The subject was
the "Hygienic and Aesthetic Requirements
ot the Kindergarten Room," by L>r. William
Burnham, Uiarke University. Dr. Burn-
ham's treatment of this relatively new sub-
ject in the kindergarten aroused tne deepest
interest, fie toucned on the pomt ot scnool
work that will keep tne attention of ODser-
vant kindergaruiers lor a long time to
come. .Dr. narnnam's paper win be print-
ed in the next issue 01 tne magazine.
In the evening session which was held at
the IVlastm Banc High School, Dr. Dwight
Perkins of the Board of Education of Lmi-
cago gave a brilliant address on recent
educational requirements as expressed in
school buildings, illustrating his talk with
some charming examples of school house
architecture.
One might have noticed during the
meeting a slight, dark-skinned girl, dressed
in ner vivid red native Indian costume, who
listened eagerly to what was being said.
This is Miss Suiochauebai Chowey oi Bom-
bay, India.
Not far from her, in the daintiest of pale-
green kimonos, and her black hair coiled
high, was Miss Kishu Ishuhara, from Japan,
wlio also has been in America studying
methods of kindergarten work. Japan is
more advanced than India in this respect,
and already many interesting letters have
been received bv Miss Mary McCulloch,
telling of the work there.
Miss E. Jenkins, from New South Wales,
Australia, also gave an interesting report
of the work being done there, outlining
briefly how it started and its growth and
development.
was the materials of the kindergarten, a portion
of the preliminary presentation of which is
printed herein. (See page 306 )
The delegates carried away with them a
conviction that while the kindergarten has
fought and won many battles like life itself
there is to be a continuous struggle toward
meeting the new conditions and solving
them along lines of sane philosophy and
actual needs, rather than by hugging the
tradition made pleasant by repeated habits
of years and by freedom from unnecessary
consideration of new material and methods
which alone can meet the new conditions
of life. This convention perhaps more than
any other has done much to uplift the kin-
dergarten itself by emphasizing the neces-
sity of sacrificing perhaps some individual
claims and possible rights for the enjoy-
ment of participation in the larger educa-
tional life in the dignity of uniting with
education as a whole.
The new president, Miss O'Grady, is at the head
of the Chicago Normal schools. Miss Vandewa'ker
is director of the Milwaukee Normal schools; Miss
Wheeler is director of the Grand Rapids Training
School, and Miss Aborn, supervisor of the Boston
kindergartens. Miss Elder is superintendent ot
the Buffalo Kindergarten Training School. Miss
Giddings is supervisor of the Denver kindergartens.
NOTE — The addresses of welcome were given on
Wednesday morning instead of Thursday morning
as erroneously stated in a preceding column.
HOW THINGS LOOK FROM MEM-
ORY TO BABY ARTISTS
BY T. R. ABLETT, Art Director of the Royal
Drawing Society, London.
At the jConference of Training Teachers held
Tuesday afternoon the subject for discussion
AS AILEEN TEMPLE MOOEE, AGED TEN, RE-
MEMBERS A BABY
How the world appears to the young
child is one of the hidden mysteries which
we shall probably never succeed in solving.
The experience of many years has
taught me that the best and probably the
only way to get a peep into this children's
land is to give the child pencil and paper or
slate and let him draw it for you.
When you have your drawing, study it
KINDERGARTEN-PRIMARY MAGAZINE.
299
deeply. Very often you will find that there
is some method, some idea which the child
is endeavoring to present, in the apparent-
ly inchoate mass of pencil rubbings that re-
sults.
That is the guiding principle in my
method of drawing instruction.
The system which I have followed for
many years with excellent results I have
called the "snap-shot" system.
The term is self-explanatory. The stu-
dent takes a mental photograph of the
scene or object which it is desired to depict
and draws it afterwards from memory.
He is also asked to draw things which
he has seen perhaps years ago.
In this way the child is getting more
valuable training than mere drawing in-
struction.
Incidentally, as I have said, the teacher
when dealing with the very young, gets
curious and often charming glimpses of
what is going on in a child's mind, and of
the sort of thing which rivets its attention
and lays permanent hold on its memory.
I have learned in this way that the child's
mind has something in common with that
of the dumb animals.
Still and inanimate objects are not seen
or at least not noticed. It is movement and
movement alone which attracts the child.
Generally speaking the younger the child
the greater must be the scale of the move-
ment to rouse its attention.
Ask a child of two years to draw a steam
engine and it will almost invariably begin
scribbling on the paper in a methodical
way that may at first suggest nothing.
Investigate closely and you will find
that the drawing is meant for the smoke
from the funnel. The smoke is the most
striking thing in the mental picture, and
remains while the rest fades.
I once asked a little girl of two years to
draw "soda water" — not a very easy task,
perhaps.
The child, however, did not hesitate a
moment. She drew a curious little hook,
and from the end of the hook began
scratching wildly with the pencil in a down-
ward direction.
It was some time before I recognized
that the hook was meant for the spout of
a syphon, with which the child was famil-
iar. It retained no impression of the bot-
tle, but only of the splashing of the soda
water.
In all children's pictures there is the idea
of movement. If they draw a horse it is
galloping, and practically any attempt to
depict a human being shows it either run-
ning of walking.
AS COLIN DILLY, AGED SIX, RECALLS AN AUTO
IN MOTION.
In the memory picture by Aileen Temple
the conception of a baby kicking up his
heels is quite good, and similiarly that of
Colin Dilly is full of movement.
The picture of the baby kicking and
waving its arms could not be more true to
life. Both are drawn from memory.
Children love to draw pictures of human
beings in movement. A picture of mother
going to post the letters, drawn by a baby
child, shows mother consisting of two
circles for the head and body and two lines
with toes for the legs.
In both hands are a series of zigzag lines
representing the letters. There is evidence
of observation even in this effort.
Boys prefer to draw soldiers, sailors and
football players.
Above all, they like to draw another boy
getting ready for something in the nature
of a sack race.
Girls prefer to draw mother, father and
baby. Father appears to be the favorite.
After a single visit to the theater a young
boy drew Mr. Seymour Hicks as himself,
as Mr. Tree, as Sir Henry Irving and as
Mr. Chamberlain. They were quite recog-
nizable.
All the children who pass through the
Royal Drawing Society may not become
professional artists. That is not the
object. They all, however, learn lessons
of original observation, which cannot fail
to be of use to them in after life. — New
York Journal.
Kindergartners and primary teachers, tell
your friends they can secure the Kinder-
garten-Primary Magazine to January, 1910,
for 35c, or to January, 19 1 1, for $1.00, pro-
vided subscription is received before July
I5» J909-
3oo
KINDERGARTEN-PRIMARY MAGAZINE.
SCHOOL MUSEUMS
The Brooklyn Institute of Arts and
Sciences is accomplishing a fine work
through its Children's Museum which is
organized and arranged with the purpose
of so interesting the child in various lines
of nature study and research that it will
be stimulated to continue such study and
extend its investigations wherever it may
happen to be placed. The exhibits are
therefore not arranged in any haphazard
fashion but with this definite purpose in
view.
There are living animals, fish, snakes,
frogs (one pair of bull frogs has been there
six years), cocoons, whose inmates emerge
at the appomted season, a tame raccoon
and a beautiful tame gray squirrel given to
the museum by a little six year old girl
who has been a visitor to the museum since
she was three years old. There are also
bees whose habits can be observed by re-
moving the glass slides of the hive.
Certain minerals and their manufactured
products are arranged in consecutive order
so that the child, for instance, can see the
various forms assumed by iron in the pro-
cess of turning it into wire. The same is
true of silk, cotton and other manufactured
articles.
Plant life is illustrated not only by
charts but by enlarged reproductions of the
plant and its parts, which are imported.
There are also enlarged reproductions of
bees, the workers, queen, drones and the
comb.
In one room are found small but beauti-
ful models of French, English, Dutch,
Spanish colonial homes, showing the in-
terior furnishings of cabin, house or wig-
wam in perfect detail, as well as the exterior
surroundings of forest, clearing, etc. One
particularly large model shows an interest-
ing Canadian logging scene. Another one
depicts Miles Standish.
The department which is most attractive
to boys of the experimenting age is that of
wireless telegraphy. Here boys may ex-
periment with apparatus and gain much
first-hand practical information by actual
personal effort. The apparatus upon the
roof is able to communicate with ships at
sea and with the Brooklyn Navy Yard.
Among the praiseworthy characteristics
of the museum we note that in addition to
the printed cards describing plants, animals,
etc., in a particular case there will be found
a card frequently containing a poem or ex-
tract expressing the poet's point of view,
•his joy or consolation found in Nature.
This gives the inspirational uplift so much
to be desired midst the scientific and
utilitarian phases of the good work here
carried on.
Visitors to New York will find a trip to
Brooklyn Borough well worth while for the
purpose of seeing this museum. A fine and
well-administered library is one of the at-
tractions.
We append some extracts from "the
Museum News," the organ of the museum
(which has two buildings, the Central
Museum and the Children's Museum) :
A gratifying characteristic of the work for the
year 1908, has been found in the grea er intensity
of interest manifested in every department. The
boys and girls with specific questions to ask and
with the knowledge of where to go for informa-
pands. Note books, pads, and pencils are becoming
tion, become more conspicuous as the work ex-
more generally used in the exhibition rooms be-
cause teachers more and more are sending their
pupi.s to see what they can find at the museum.
One boy told us not long ago that he had not
missed a lecture on "Electricity" for more than a
year. Other pupils have attended eight and ten
successive lectures without miss'ng, whi'e a great
many children come to the museum day in and
day out for months at a time.
Teachers who are thoughtfully studying the in-
fluence of the museum upon (heir own pupils speak
of its quickening power in stirring into expression
and action, pupils that appeared to be uninterested
in any class-room work. One teacher only a few
days ago said, "This is a most wonderful place lor
bringing out what is in children — some of these
beys have never shown the slightest interest in
their studies at school, but in the presence of these
objects they b'.ossom right out and talk about them
with pleasure and enthusiasm."
One of tne very impressive results of the year's
work with tne children has been the growing sense
of appreciation of helpful surroundings. This
appreciation has found expression in the general
good behavior of all visitors. In former years we
were occasionally annoyed with visits from boys
who were noisy and often rough and ill behaved.
For many months it was also necessary to watch
the "line" while children were waiting for admis-
sion to the lecture room, but as the museum has
improved its collections, and as it has multiplied
its centres of interests so that there is plen.y for
the child to see and do from the moment he enters
the door, the question of discipline has been airnosi
forgotten.
B. J.
Ennui is a French word for an American
malady which generally arises from the
want of a want, and constitutes the com-
plaint of those who have nothing to com-
plain of. — Puck.
To Jan. 1910. To January, 1911
This nagazlne, provided you subscribe.before July is, loop.
KINDERGARTEN-PRIMARY MAGAZINE.
301
PROGRAM, SUGGESTIONS FOR JUNE
AND THE SUMMER MONTHS.
BERTHA JOHNSTON.
fHE close of the school year ap-
proacnes and the subject mat-
ter suggested for the last
weeks is tnat of "Transporta-
tion" which admirably lends
itseii 10 a gatnering together of the topics
taken up m the preceding months.
May JJay has passed and many of the
children have moved to other homes or
have seen their playmates or other people
moving which suggests a review of the
"'home'' and those inings which help make
a happy home. Trips to the park are now
frequently taken. Jaow do we go.'' by trol-
ley, tram and carriage or pernaps afoot.
The gardener is carrying earth and stones
in his wheelbarrow; the tradesman carries
fruits and vegetables and drygoods in his
wagon; the birds and bees and butterflies
are with us once more, how do they
travel.'' Will we ever be able to travel
through the air? How does the mother
possum carry her little ones? In her pouch
or on her back? How do cats and rabbits
carry their babies?
The subject may be opened by asking
who of the children have moved. How do
they transport their belongings ? How can
the children help? By running errands; by
putting their own playthings together in
order. How should the movers handle the
furniture? Do they wrap up the polished
furniture in soft coverings? Are they care-
ful not to injure the wahs as they go up and
down stairs.'' In these days of expert labor
it is truly interesting to observe the skill
and expedition with which the movers carry
things upstairs. Placing a chair upon his
bacK a man will carry many things upon it.
What are the things carried in? A big
covered van which protects them from
storm. If we are going to a distant city
they must be well packed, each book done
up in newspaper and all placed so closely
together that there will be no slipping
against each other. China goes best in bar-
rels; how well we wrap each piece in news-
paper and then fill empty corners with ex-
celsior. (Children enjoy imitating their
elders and a "moving play" with the gifts
could be made fascinating at the same time
that the little folks learned a few useful
ideas about the care of books, etc.)
Perhaps some of our belongings will go
part of the way by train and then in that
case they may go by freight in the freight
tram, ur tncy may go uy Doat. Vve can
carry tlie canary wnn us in ms cage care-
luny covered so tnat ne will not be ingnt-
encd. Tne cat and dog wni nave to go in
tne uaggage car. Tilings tnat go Dy irtignt
take ?^veiai weeks so we must anow picnty
01 time.
ii we have a long distance to go we may
have to steep on tne tram or boat all nignt.
now denginiui! vvhat tun to 100K tnrough
tne wmuow in the nignt at tne hgiued
towns.
11 we do not move we may talk of trips
to tlie pant and how we reacn tnat aengnt-
tul spot. Ur we may taiK 01 tne diueient
materials making our house or 01 wnat we
had ior breaiuasi and how did all 01 tne dif-
ferent tnmgs reacn us. borne cnudren can
give one Die 01 miormation, some anotner.
.tiow does the baby get its airing? Do
vve taxe it riding in tne go-cart.'' bnall we
place ner so tnat tne sun does not hurt her
eyes and so tnat tne sou little bones in her
back will not get bent by sitting in a bad
position too long.'' (.Flay with tne dolls and
aon-carriages.j
The carrying of the mails may be re-
viewed witn a talk ol all tlie various ways
in wnicn letters and packages are carried in
dmerent parts ol the world.
How is travel on trains made safe? By
block system whicn allows omy one train
on a given stretcn of road at a time; when
it is past a signal tells the engineer of the
next train tnat the coast is clear. How
alert the engineer must be ! And how true
the hreman and brakeman, and tne men
who make the roadoed and the bridges that
we cross. So many, many people heip make
our trip sale and pieasant.
FIKST GIET.
The balls may represent the different
birds that are coming back from distant
dimes transported by their wings. Some
can swim also.
Det them represent kindergarten children
running, skipping or walking to kindergar-
ten, it we nave no carriage or bicycle we
are glad that at least we can use our legs.
Also trolley cars of diilerent colors. L,et
them be the bells or pendulums in the big
clocks that tell the time so that we can catch
the train or boat. Let them be balloons.
Hide one high up and let the children try to
guess where the balloon is sailing now. We
hope it will carry its passengers safely.
302
KINDERGARTEN-PRIMARY MAGAZINE.
SECOND GIFT.
Let the box be the boat and the cover the
plank up which are rolled the cylinders
(barrels) carrying our precious china. The
sphere is a marble ball meant to be part of
the gatepost of our new country home.
The cube contains other belongings. Or
let the box be the moving-van and the
sphere the horse. Make a wheelbarrow as
described in previous number in which gar-
dener carries plants, etc. With cylinder
make pulley by which piano is raised to
upper windows because it will not go in the
door. Second Gift beads may represent
various household articles.
THIRD GIFT.
Make (i) moving-van with two horses
CTao
f-
/
m>
Moving Van
Table and Chairs
Grandfather's Bureau wit
arm chair tall mirror
and seat for driver, (2) table and chairs to
be moved, (3) grandfather's chair, (4)
bureau with tall mirror, (5) piano and
R
s
G9 m
Piano and
piano bench
Ferryboat Eutrance to Signal tower and two
station of clock trains passing, block
tower system
bench, (6) ferry-boat with two wheelboxes,
one on each side and pilot house for captain;
(7) entrance to station with clock tower,
(8) signal tower and two trains one just
passed. A group play might be made with
a large station, several long trains and
signal towers. (Children will need no sug-
gestion as to how to make trains.)
FOURTH GIFT.
With this Gift may be made various
articles of furniture to be transported.
ri9
€&>
Bureau with Table Divan Bedstead Tunnel
oblong miror
Also wagon and horse to transfer them,
moving van, etc. Also baby carriage of
which two suggestions are given, one in
which the push-handles are conspicuous and
the other in which the canopy is most im-
portant. Make also tunnels, bridges, box-
Baby carriage Baby carriage
with handle at with canopy
back
car; also ambulance in which injured people
are so carefully taken to hospital.
We give ideas also for a little number
kL3
Hospital gate Number
Exercise
6 %
Oblongs
Squares
Number exercise Railway bridge ties with tower
exercise. Beginning with the entire num-
ber of blocks speak of them as a pile of
oblong boxes. Two men look at them and
Bridge
Box car for freight or cattle Ambulance
one suggests that each take a half down
stairs. In how many ways may the eight
boxes be arranged in halves? They come
back and see another pile of two large
boxes with square tops. How do they take
them down? They come back and see let-
ter files tied together. Can they take them
down so that four are in one package and
two heavier ones each have two files in
them. The teacher in this way may make
a variety of number plays.
Place all eight blocks in a long row about
an inch apart, each .one with its long, nar-
row side as ties over a railway bridge. Two
ties become rotten and must be replaced.
How many are left? Let the fingers walk
over them and count backwards and for-
wards, the number. A short distance away
is another railway bridge that has three less
ties. How many has it? Let the three re-
maining blocks be a train of two cars and
a signal tower.
The remaining building Gifts may be used
to form railway stations, boats with the
piers, bridges, elevated trains, ice-houses,
etc. The Second Gift beads may be used
with them for freight, passengers, etc.
KINDERGARTEN-PRIMARY MAGAZINE.
303
TABLETS AND STICKS.
S
AUO OO TJU
Engine of tablets Baby carriage of tablets Suit-case
Wheelborrow Paper wheel
^T
V
Boat ot tablets
The tablets may be made into pictures of
boats, trains, ratchet-wheel, etc. Sticks may
be used for a similar purpose. Make also a
semaphore of sticks and the hanging straps
^
>
Watering pot parquetry Approach to tunnel Semaphore
that warn the brakeman of the approach to
a tunnel. Make also trunks of different
Telegraph poles Ratchat wheels of acute trangles
sizes; telegraph poles that whizz by us with
cross-pieces differing in number. Outline
wheel-barrow with circle for wheels, bicycle
and other vehicles.
CLAY.
Make different animals which help us in
transportation — the horses that draw our
wagons and carriages ; the oxen that draw
our lumber and stones on stone-boats in the
country. Make the St. Bernard dog that
carries food to those lost in the snow and
the carrier-pigeon that bears messages in
times of war. Make vases and jars in which
water may be carried. Tell how in Eastern
countries it is carried in jars on shoulder.
SAND.
Represent the park or the country to
which we go in the delightful days of spring
and summer. Are the country roads firm
and well made so that the farmer can easily
and safely take this produce to market?
How are the trees brought to the saw-
mill to be cut into lumber? They are some-
times drawn by strong, sturdy oxen to the
river's edge and here they are made into
rafts and floated down to the saw-mill or to
the town where they are to be sold. A little
play can be made by using twigs for trees
and cutting them down, using the Noah's
Ark cows for oxen and later making the
twigs into rafts, fastening together with
tacks or winding raffia in and out at the ex-
tremities. Describe the difficulties of get-
ting the raft safely to its destination — in
shallow water or in rifts and eddies there
is danger of the raft striking the rocks and
being broken to pieces. The man in charge
must know the currents of the river per-
fectly and must be able to act quickly and
with sure judgment. The rafts are taken
down during a freshet when the river is
high. It requires skill to make that raft
of round, rolling logs that turn over so
easily in the water. (Rafts may be made of
corncobs or of coarse basket-reeds.)
A railroad may be laid in the sand box
made of sticks with bridges and tunnels of
cardboard or of blocks. Represent as many
different methods of transportation as pos-
sible.
CARDBOARD.
Make the bodies of wagons and carriages
in a simple box form and attach wheels of
various kinds. A series of such boxes, one
made by each child may be made into a rail-
way train. Use some for passenger cars
and some for freight cars. What various
things are carried by freight? Trunks,
bags, baby carriages, cattle, milk, coal,
wood, furniture, oil, etc.
Cylindrical boxes may be made for milk
cans brought by train every day to supply
city needs. The oil is also brought in huge
cylindrical cans. Flour barrels, etc., can be
made. Oblong boxes with covers may be
used for trunks.
Make wheel-barrow as described in pre-
vious number. What does the gardener
carry in it ? Make little express wagon with
handle in front for child-doll.
Teacher may draw a large ratchet wheel
3<H
KINDERGARTEN-PRIMARY MAGAZINE.
on white or tinted bristol board; cut an
opening in center so that it may be used for
a picture-frame for picture of machinery
or locomotive or steamship. Child may
then cut out along outline, and may paint
it.
Cut and paint wheel for wheelwright's
sign. Also make large circle of paper-strip
for rim; smaller circle for hub and unite
these with spokes, for wheelwright's sign.
PAPER.
CUTTING— Cut animals of different
kinds used in carrying trade : elephants,
camels, etc. Use these in sand-box with
Gifts. Cut furniture to be used in moving-
play.
FOLDING — Fold sailboat and steam-
boat as shown in previous number. Use
with paper dolls.
PARQUETRY— Make border or center
design of triangles made into cog wheels.
Paste picture of boats, engines, etc., which
have first been made in tablets.
DRAWING AND PAINTING.
Make pictures of engines, ships, etc., also
different animals. Also scenes viewed in
traveling.
Paint or draw with colored chalks flowers
seen in park or country walk. Also pictures
of fruits and vegetables which come to us
often from great distances. Have one child
paint a fruit that comes from the East, an-
other one that comes from the West, South
and North. Example, Malaga grapes, from
across the ocean; grape-fruit from Cali-
fornia, apples and strawberries from New
York, and New Jersey or Michigan, and
oranges and bananas from the South. Help
child to realize how blessed we are in being
able to have commodities thus carried from
place to place.
OUTSIDE MATERIAL.
Make cereal boxes into moving vans.
Make wheels of covers of milk bottles, or of
tin covers or of broom-handle by sawing
latter into circles. Small wooden boxes may
be used for body of wagon. If possible have
a child's wheelbarrow in the room for free
play neriods. Match boxes make simple
wagon-bodies. They can be easily made
into tiny doll carriages with wheels attached
and handles made of stiff cardboard.
Wheels may be attached with glue or with
tacks to body of carriage or more skilled
children may attach wheels to slender stick
for axle and glue this to body of wagon.
Reeds may be cut or twigs or burnt matches
or toothpicks may be used for axles.
THE WHEEL.
After a number of days spent in consider-
atoin of transportation and what it means
to be able to get readily from one place to
another and having played with vehicles of
different kinds, the children will be inter-
ested in talking about one particular thing
that forms a part of nearly all of our means
of transportation in warm weather, i. e., the
wheel. Read Froebel's Mother Play "The
Wheelwright" and let the children tell of all
the different wheels of which they know and
how they are used and the numbers found
on different vehicles. They will tell of
wagon wheels and bicycle wheels; the
wheels found in clocks and watches, the
pulley used in hoisting things, the huge
wheels round which the cables of the sub-
way trains run, etc., the paddle wheel of
ships and ferryboats and the wheel which
steers the boat.
They will tell the parts of the wagon
wheel: rim, hub, spokes, etc. A small toy
wagon wheel will illustrate these parts.
Make a little game based upon the Mother
Play song. Have an augur brought to
kindergarten and show how it is used. What
might happen if the wheel were not made
well or not attached firmly to the axle? City
children can tell of the many delays occa-
sioned by a wagon wheel coming off and
dropping coal-wagon upon the trolley-
tracks. Try to have the children imagine
traveling without wheels. The Indians
sometimes attached long poles to a horse
and let them drag behind upon the ground.
To these they would fasten cross pieces and
place their movables upon them. A slow
method of transportation. Dr. Howe tells
that in Greece when he went there to help in
the fight for liberty years ago he found re-
mote regions where they had never seen a
wheel until he made primitive ones by cut-
ting circles from the logs of trees.
The Second Gift Cylinder can be made
into pulley and used to lift different articles.
Spools may be used as pulleys. A stick can
be run through and attached at each end to
the top of a narrow box and used to raise
things.
Make sign for wheelwright thus. Cut
strip of paper three inches by one inch.
Fold over and paste into circle for hub. Cut
long strip measuring about eighteen inches
by J4 incri I overlap the ends and paste for
KINDERGARTEN-PRIMARY MAGAZINE.
305
wagon-rim. Place hub in center of rim and
join the two by narrow paper strips for
spokes.
In playing wheelwright game several chil-
dren can represent wheelwright shop with
one child extending hand and holding wheel
as sign. Others walk and walk looking for
sign as they need at once to have wheel
made or repaired. A breakdown may be
dramatized in another part of the room-
emphasize importance of well-made wheel.
GAMES AND STORIES.
Dramatize automobile story told in
September number of Kindergarten-Pri-
mary Magazine. Dramatize some ambu-
lance incident in city. How carefully the
driver must go and yet with haste to convey
safelv to the hospital the fireman hurt at the
last fire.
Play wheelwright as told above.
Let First Gift balls represent fruits and
vegetables and place some at one end of
room and some at the other end and play
convey them to different parts of country,
some by boat, some by train. Play pack
them for shipping. .
Tell fable of Mercury and wagoner stuck
in the mud. Also fable of the two wheels,
the big one and the little one. (See Aesop.)
Story of "Crane's Express" told in Child
World."
Story of Phaeton who tried to drive his
Father's chariot.
Let four children represent water-wheel
of saw-mill, flanges of wheel being their ex-
tended arms. Other children play the
Brook by taking hold of hands and winding
in and out. As they reach wheel each in
turn takes hold of arm of wheel so that it
is made to revolve.
Tell how Roosevelt in some places in
Africa may have to be carried on the backs
of natives across streams. Dramatize such
an incident, the teachers carrying the chil-
dren oickaback. Let two teachers carry the
children on crossed hands across room as to
a strange country.
Delightful summer programs may center
around the park, the beach, the bridge (see
Kindergarten-Primary Magazine of several
years ago which gave a detailed program),
the farmyard gate, the little gardener, and
the target.
Flowers may be folded of paper, pasted of
parquetry paper, and watering pots, garden
tools, etc., represented. Fences, hot-houses,
etc., may be made of the blocks.
A target may be made of a barrel-hoop
and balls aimed at the center bull's eye or a
soap box may have one short end removed,
and the two long sides cut diagonally so as
to make an incline into which holes of dif-
ferent sizes may be sawed, through which
to aim ball or beanbags. The lesson of the
little game is one that needs to be impressed
upon every child, i. e. the cost of an article
includes not only material but time, intel-
ligence and labor. Children may make in-
dividual targets of stiff cardboard at which
a ball may be aimed. Or individual games
of ring-toss may be made by using hoops
of kegs or hoops made of raffia and a peg in-
serted in a wooden box.
The fish in the brook may well form the
subject of a morning or so. Is there any-
thing in the park that more fascinates the
child than the fish-pond? Let them try to
draw, cut, mold and paint representations of
the fish. How active they are and how
beautiful as they swim back and forth in
freedom. They need oxygen and food and
must be protected, if in captivity from too
much light. Make a temporary frieze of
fish with lines here and there as suggestion
of water. Froebel, by means of the Mother
Play helps the child to feel the difference be-
tween curved and straight, the straightfor-
ward and crooked man. If a turtle can be
secured the difference between his sluggish
motions and those of the fish may be noted.
But though not so lively the turtle is happy
in his own way and in his own elements and
he can live both in water and on land.
The story of the tortoise and the hare, the
old story of the three fishes, only one of
which was obedient, and other fables may
be told and illustrated.
FOURTH OF JULY TALK
Before school closes it may be well to talk
with the children about the approaching
Fourth of July. Kindergarten children will
be too young to understand the meaning of
the day but it is well for all to at least feel
that it is a day precious to all Americans for
some high reason and a day to be observed
with joy. Banners and flags may be carried
in procession around the kindergarten room
and patriotic songs sung; and for occupa-
tion, simple flags and badges may be made
of red, white and blue. A little talk may
take place about how we can help our coun-
try, and the statement given that when the
children are older they will learn just why
the dav means so much to us all — the day
3°6
KINDERGARTEN-PRIMARY MAGAZINE.
in which men asserted their intention of
governing themselves without being subject
to a king. Let them understand that it is
not an easy thing to govern oneself. That
to do so one must study hard, work faith-
fully and work not for self alone but for
others. Washington may be cited as the
man who helped most in this great new ven-
ture of mankind.
Then remind the children that fire-
crackers according to law must be used only
on the Fourth, not a week before or after.
Discuss the reason for this ordinance. At
first there was no need for such a law as
people did not try to make the celebration
extend over a week. But men like to sell
crackers and boys like to make a noise. But
for people who are sick or nervous the noise
is most painful and may sometimes mean
death. All truly patriotic boys will show
their love of city and country by observing
the ordinance even if it is hard and by think-
ing of other people's rights.
Warn judiciously against the use of toy
cannon. More accidents are perhaps due to
the explosion of these dangerous toys than
to any other one cause. Do not appeal to
the child's sense of fear- — that may seem to
him as if you were making a coward of him.
Tell him that the bravest soldiers never
court unnecessary danger and that in case
of accident the cost and care and trouble
falls as much upon his parents as upon him
and therefore he should not do anything
that in their wisdom they forbid. Speak
also of the accidents to horses and their
drivers when boys are careless with
crackers. Appeal to their manliness and
their sense of honor. We conclude our
year's program suggestions with the follow-
ing fine lines from Edward Everett Hale:
THE EDUCATION OF A PKINCE
THE PEOPLE OP AMERICA IS THE SOVEREIGN
OF AMERICA.
How shall we train our prince? To love his land.
Love justice and love honor. For them hoth
He girds himself and serves her, nothing loath,
Although against a host in arms he stand,
Ruling himself, the world he may command.
Taught to serve her in honor and in truth,
Baby and hoy and ,in his lusty youth,
He finds archangels' help on either hand!
The best the world can teach him he shall know,
The best his land can teach him he shall see,
And trace the footsteps where his fathers trod.
See all of beauty that the world can show,
And how it is that freedom makes men free,
And how such freemen love to serve their God.
THE MATERIALS OF THE KINDER-
GARTEN.
INTRODUCTORY NOTE
The notes offered in this paper will, it is
hoped, furnish a working basis for a dis-
cussion of the topic, "The Materials of the
Kindergarten: their origin, validity, and the
method of their use." They may prove sug-
gestive in some directions ; they are not in-
tended to be exhaustive in any direction
whatever. It is impossible, of course, to
make an outline of the elements of the topic
without assuming a point of view in regard
to the wider problem which includes it, and
its method of treatment as a whole. It
would appear that, while not ignoring the
necessities of scientific treatment, the more
fruitful study of kindergarten theory must
come through considering it as an organic
part of educational theory as a whole, and
this in turn as an integral part of a wider
philosophy of society and human life.
I.
Human life is ever in advance of thought ;
activities precede their interpretation and
organization; behavior goes before its in-
telligent regulation in accordance with gen-
eral principles. When, however, the time
arrives for the formulations and interpreta-
tions of experience — for its uplift to the
level of ideas and principles — these formu-
lations are too often admired as flawless
products because of the very largeness and
boldness of their outlines. But, when, on
the other hand, these new organizations of
experience have become common property,
and Avith .the new developments of thought
and experience, in art, literature, science,
philosonhy and religion, tensions arise, and
the resulting complexities within experi-
ence demand a new synthosis. The ac-
cepted interpretations or formulations are
not false ; but they are inadequate. Criti-
cism, inevitable as it is necessary, moves
forward, and cannot stop until a reorganiza-
tion, a higher synthesis, a new level of
thought and control has been reached. In
such periods of transition there may be an
unfortunate fidelity to ideas, and a false
enthusiasm for a name. Froebel, the
founder of the kindergarten, was himself
opposed to the term Froebelian. The mas-
ter's hand is often seen in what may on the
surface appear his very inconsistencies.
"Personal following," Froebel declared,
"separates ; principles alone unite. Follow
the principles I have indicated, but not me.
KINDERGARTEN-PRIMARY MAGAZINE.
307
I am but a weak exponent of the dawn of
insight into that principle, and you who do
this work must see to it more clearly than
I have done."
The study of kindergarten education is
in a condition at present beset with diffi-
clties, yet full of promise and potency for
both itself and for education as a whole.
There is a control of facts by ideas, but
there is also a control of ideas by facts.
"Follow the principles I have indicated,"
said Proebel, "but not me. Personal fol-
lowing separates; principles alone unite."
Principles are not dependent on historical
events: they have their sources elsewhere
than in history; their origin does not com-
pletely account for their validity. In the
origin, progress and influence of the kinder-
garten is found a unique example of
spiritual achievement ; but to indicate its
validity, to reinterpret the elements which
must in the future make it a living organ-
ism, to reshape its ideals in the light of
facts, and to reconstruct its practice in the
light of ideas, constitutes a spiritual oppor-
tunity likewise unique. Towett used to say
that holiness had its sources elsewhere than
in history. What is essential in the present
kindergarten situation is the translation of
ideas and facts garnered from history, from
psychology, ethics, and philosophy into
vital, educational factors. Here the master-
workers among kindergartners will find
through adherence to the ideals of inclusive-
ness and consistency not their task merely,
but their opportunity — the opportunity for
larger but perhaps hitherto unsuspected
uses for their creative energy.
The aim of the present outline is (1) to
indicate briefly the place and nature of the
fundamental problems — not as a mere ag-
gregate of disconnected problems — in kin-
dergarten theory and practice, (2) to state
— not in empirical detail — certain controll-
ing principles in attempts towards the solu-
tion of these problems, and (3) while recog-
nizing the theory of the kindergarten as
a living unity within itself, to suggest how
kindergarten theory is continuous with the
life of educational theory as a whole. It is
little more than an outline of a working
method — aiming to stimulate thought and
interest in kindergarten principles as opera- ,
tive forces, rather than as fixed forms and
devices.
In order to justify the treatment of the
materials of the kindergarten offered in a
subsequent section, it may be well to indi-
cate in brief outline some of the more im-
portant elements in a general philosophy of
education :
A. THE NATURE OF THE EDUCATIONAL
PROCESS
(1) The aim of a thorough-going
philosophy of education would be to indi-
cate the place of education in the larger
whole of life and to discover its value in
human experience. In the largest sense,
perhaps, the history of humanity has been
an educational process. Human life we are
accustomed to speak of as an evolution.
Education, in the widest sense, is that same
evolution consciously directed and con-
trolled.
(2) The most satisfactory foundations
of such a philosophy of education are to be
found in (a) the philosophy of mind, as it
is revealed in the history of civilization and
as it is interpretative of society as at
present constituted; (b) the doctrine of
evolution, by means of which the theory of
education may be given a distinct relation-
ship to the facts of the wider organic and
social process; (c) the doctrine of idealism,
as affording a standard of interpretation by
means of which the ethical and educational
significance of the processes and influences
of the civilization of the past and the
present may be estimated.
(3) On the one hand evolution main-
tains that existence as we know it is essen-
tially a process, a growth, a development,
an unfolding through successive stages of
a unitary energy. On the other hand, ideal-
ism maintains that while existence of life
may be one ceaseless process of becoming,
nevertheless, the real nature of the process
is most adequately revealed in what we
judge to be its higher aspects ; it maintains,
in other words, that we must interpret the
lower by the higher and not the higher in
terms of the lower. The entire process of
evolution, therefore, through the inorganic,
to the organic up to the spiritual is a
gradual manifestation through an ascend-
ing series of forms of a spiritual principle
whose ultimate explanation is found in the
activity of Absolute Spirit. In man is found
the highest manifestation (so far as human
knowledge goes) of the spiritual principle
which is imminent in the world.
(4) Life in general may be described as
a process by which an organism maintains
its individuality, by a continuous adapta-
tion to its environment. Mental life is at
3o8
KINDERGARTEN-PRIMARY MAGAZINE.
once a process of evolution and of involu-
tion. (Compare the significance of this
position in connection with the interpreta-
tions of mind by Rationalism and Empiric-
ism, bv Leibnitz and by Locke. Compare
also the formal notion of mental develop-
ment with the other extreme notion of
mind-building. Educationally as well as
biologically or sociologically speaking, the
principle of life, of movement, of spiritual
development, can function only when a life-
medium, physical, social, spiritual, is pro-
vided.) It will thus be noted that activity
is an essential attribute of an organism,
physical, psychical, social, indispensable to
its development, and not merely a product
or incident of that growth. The develop-
ment of human life has been a continuous
process whereby man, through his self-
activity (intelligence, will, consciousness of
self) has mastered his environment more
and more perfectlv. The progress of civili-
zation may be viewed, therefore, either as
the development of man's consciousness of
the world, or as the development of man's
consciousness of himself. (Compare the
child's gradual self-knowledge and self-con-
trol through submission to the intellectual
and moral order which forms the social
medium of his childhood.) The results of
this mastery of nature and this gradual self-
knowledge and discipline (i. e., the material
of the processes of life, so to speak, on the
one hand, and the ideals, the values, the
norms, on the other), are embodied in
civilization. Civilization thus becomes our
witness to the correspondence between the
course of nature and the mind of man : the
one apart from the other becomes an unreal
abstraction. The world without and the
world within, as we know them and as we
have to deal with them, are not two
separated worlds, but are necessary coun-
ter parts of each other. Civilization, more-
over, is our witness to the adaptation of
nature to the education of human intelli-
gence. Man as self-conscious and self-
determining has responded to, developed
himself through, while not derived from,
the so-called material forces of nature and
environment.
(5) As a vicarious offering from the
race to the individual, civilization becomes
a life-medium for the latter, a medium for
the liberation and enrichment of the per-
sonal life. On the basis of the community
of nature between the self or individual and
his environment — the terminal aspects of
one spiritual movement — the nature and
possibility of their mutual adjustment or in-
teraction becomes intelligible.
(6) The essential element in the educa-
tional process, whether in its unconscious
or its conscious aspect, is that of the inter-
action between the individual and the wider
life of society (nature and man). On the
one side are the (a) immature members of
the social whole with their unorganized and
uninterpreted experience: on the other side
are (b) the mature members with their ex-
perience relatively well organized, inter-
preted and under conscious control.
(7) The process of interaction — be-
tween the impulses of the child and the
habits and ideals of society — in which edu-
cation essentially consists is ("a) unitary,
(b) continuous throughout its course. The
two sides/ the individual and society, can-
not be divorced the one from the other, but
are to be conceived rather as the terminal
aspects of a unitary process — neither of
which can be emphasized at the expense of
the other. The (a) psychological and (b)
social factors must continually be viewed in
organic relation to one another. Thus the
process of social interaction in which educa-
tion consists presents the two phases, the
psychological and the social. The process
whereby the individual becomes adjusted
to his spiritual environment, may be other-
wise described as a process of social trans-
formation through which the individual is
led (a) to affirm himself, and (b) to trans-
form himself through recognizing the
methods and values in social life and
through gradually gaining the power of
self-expression in social directions.
(8) The starting point of education as a
process must be the psychical powers or
capacities (impulses, instincts, interests,
etc.) of the individual. If the method is not
to be a mere arbitrary or mechanical affair,
the teacher must have knowledge of the
psychical capacities and attitudes of the in-
dividual.
(9) On the other hand the standard for
determining the relative values of the inter-
ests and instincts of the individual must be
social life, past, present and future. To
know the place or meaning of an impulse
or an interest, for example, one must know
its function in, its relation to, the life of the
community. Individual capacity must con-
stantly be translated into its social ecmiva-
lent. Tn a word, the relation of a particular
impulse to some universal activity must be
understood.
(To be continued.)
KINDERGARTEN-PRIMARY MAGAZINE.
309
THE NECESSITY OF EAR TRAINING
AND MUSIC IN THE EDUCATION
OF THE CHILD
BY J. VAN BROEKHOVEN.
™"~~a "n7HILE it may have been, as
r^fjiilf " Darwin surmises, that primi-
tive man had a certain crude
type of music before he was in
possession of language; it is
a weii established historical fact that musi-
cal instruments were in use before man in-
vented his first written sign language. For
we know from the records of the Egyptian
pyramids, that a musical instrument in the
shape of a banjo with four pegs, was em-
ployed in the first written language symbols
— the hieroglyphic writings, as the symbol
for the word "good." Among the savage
tribes of Africa and South America of the
present day, music constitutes one of the
most important factors in their crude religi-
ous rites. The employment of music as a
civilizing force is therefore as old as man-
kind.
So is it not surprising therefore that music
has not been applied as a vital educational
element in the training of the child, until
Froebel demonstrated its importance and
extraordinary influence in the development
of the young. Why have educators m the
past overlooked the value and importance
of music in the training of the child ? There
are two answers to this question. The one
is : that educators in general are not suffi-
ciently familiar with the subtle phases of
music to conceive of their practical appli-
cation as educational factors for humanity
in general. This is the case in all countries,
with the exception of Germany, where the
school teacher has to pass a musical exam-
ination. The other reason is : that music
has been, and is still looked upon as an
emotional art, too effeminate to serve as an
element in the serious training of the
young. This view may be justified, if we
consider the character and tendency of the
musical art and its use by the Italians, the
French, and the people of Southern Europe.
But in Germany music has a more serious
aspect. There music is as much a part of
the family life, the school and the church,
as it is an artistic accompaniment of mod-
ern civilization.
Froebel, as a German, conceived the edu-
cational value of music in the life of the
child. And it is solely due to his teachings
and his example that music has taken its
place alongside the other studies in child
training. And yet it must be recognized
that Froebel himself employs music more
for the emotional, than the intellectual
side of its value in education. As Froebel
applies it, it is merely in its elementary
stage of usefulness as an educational factor.
His conception of its usefulness is expressed
in the following words : "Since the germ-
inating point and the source of all genuine
development of cultivation and education
is in the feeling and the sensation, as well
as in the inticipation (therefore in the
mind), this must necessarily early find its
suitable nourishment, even with the first
development of the child's body, limbs,
senses and spirit. This is done by intro-
ducing the child at once into the realm of
harmony and accord, into the province of
rhythm, melody, and dynamics ; and thus
into the realm of tone and song, for which
the child early shows decided inclination.
In the Mother Plays and Nursery Songs
Froebel has given us his practical example
how his ideas, concerning the application
of music in child training, are to be realized.
In his song games he associates verse,
music and action to illustrate and familiar-
ize the subjects selected. Music in this
triple alliance is a mere sweetmeat, exciting
the child to a greater interest in a sub-
ject to which it would — without the charm
of music — be indifferent. In this connec-
tion music does not fulfill its perfect
minion as an educational element. Its in-
fluence as music is lowered, in that the child
is less impressed by the nature of the musi-
cal sound than it is by the often common-
place verse, or bodily movement. In fact
the finer impressions, discriminations, and
influences which music is capable of de-
veloping in the child, are dulled, if the child
is kept too long and continually associated
with these song games in the most impres-
sionable period of its life. If the purer ear
training and intellectual side of music is not
taken up at this early stage, the child may
become not only indifferent to the more
subtle educational influences of music, but
it may become perfectly indifferent to
music. For the mere singing, in a super-
ficial manner, of the kindergarten songs,
can never establish the usefulness and pro-
gressive training of the child's auditory
powers, neither in. singing nor in the finer
cultivation of speech sounds. The nasal
quality of speech which Madame Marchesi,
the eminent French vocal teacher, attrib-
3io
':
KINDERGARTEN-PRIMARY MAGAZINE.
utes to all her American vocal pupils,
originates through the neglect in the
schools to train the ear of the child to a
keener perception of sound heard in its en-
vironment, as also of the tones produced by
its own voice.
Miss Jenny B. Merrill, supervisor of kin-
dergartens in Greater New York, touches
on this question in the following: "The
teachers are responsible for faulty singing;
but the environment of the children must
be taken into account. One year in a kin-
dergarten cannot correct a thoroughly bad
street tone. Many of the children who enter
the public school kindergartens have the
quality of their voices quite settled at the
age of five."
Miss Merrill, who has exceptional oppor-
tunity for observing the effect of modern
training methods, enumerates three points
of the utmost importance in clearly compre-
hending the conditions as they are.
Namely : first, that the teacher is responsible
for faulty singing; second, that a child with
a bad street tone, as she terms it, cannot
correct this by a one year's course in a kin-
dergarten ; third, that a child, owing to poor
example, may have the quality of its voice
fixed or settled before the age of five.
In a case of this sort it would be impos-
sible that a child could obtain any benefit,
or improvement of its vocal tone by singing
the kindergarten songs. If no other method
of a more effective nature is resorted to,
intended to train the child's sense of hear-
ing, and at the same time develop its dis-
crimination and judgment as to the man-
ner and quality of the tone produced, the
influence of music, as a corrective of the
child's bad habits, will be void.
While Froebel properly conceived the
power of music in the child's education, he
has failed to exhaust the subject in his
writings; confining his example solely to
the song games. Subsequent educators
have not succeeded in presentng a practical
method employing all the possibilities of
music as an educational factor suggested
by Froebel; such as: harmony, rhythm,
melody, dynamics, and particularly ear
training. If music is to occupy an impor-
tant place in the education of the child, it
must be taken up as a special subject, on
similar practical and easily applied lines of
study as is now done in drawing and paint-
ing. Much thought and effort have been
exercised by educators to realize and per-
fect such a method. But the essentials of
music, its fundamental principles, which
should be presented as simple elements in
a rudimentary but interesting manner—
these have not been formed into a system
of practical study, combining the emotional
and intellectual elements inherent in music
to promote the physical and mental de-
velopment of the child. "There has been,"
says Miss Mari Ruef Hofer, "the feeling
that we have not made the best use of our
material, plunging the children into formal
musical experience, and not providing sim-
ple developing processes which will help
them to a fuller use of their powers, -and
provide a variety of impressions for further
use. Can we not provide the child with ex-
perience consciously directed by the teacher
to the overcoming of defective hearing so
common today?
Miss Hofer, as the most enthusiastic and
earnest advocate of the study of music in
the kindergarten, is an authority on the
subject, whose opinions are the result of
practical observation. She knows what she
is talking about when she frames her
opinion in the following expression :
"With our songs and music for little
children there is danger of diluting our art
material and the art resources of the child
into too much blue milk. In writing and
giving music to children we are continually
thinking of the limited capacity and experi-
ence of the child, and not enough of its
capacity for soul expansion. The ideal of
songs for children has largely become the
happy picturing of the incidents of material
life, not only in words but in the character
of the music, and consequently it is written
under instead of over their heads."
Coming from a practical and experienced
kindergartner this statement needs no com-
ment. It is clear and to the point. Miss
Hofer's comparison of the child's musical
nourishment to "blue milk" is most appro-
priate. It confirms what has been stated
above : that the song play is inadequate as
a musical exercise to promote the child's
ear training, and develop his musical capac-
ity on a par with the studies in drawing,
painting and other lines.
THE CONSIDERATION OF HEALTH.
Before presenting some practical sugges-
tions intended to establish a more progres-
sive course of musical study for the child,
I shall quote some medical, educational and
other authorities interested in child train-
ing.
KINDERGARTEN-PRIMARY MAGAZINE.
3ii
Dr. Morell MacKenzie, the eminent
English caryngoiogist, says: "Jl can see no
oojection to a cnnci being subjected, to a
cenain amount ot vocal discipline as early
as ttie age 01 nve or six, or even younger,
unly simple little airs, however, 01 limited
compass Miould be sung, and the co-ordina-
tion 01 tne caryngcal muscles with the ear
^wnicn is tne conscience of the voice)
biiouiu be tnoroughly established. There
is a uetter chance ol getting rid ot throaty
or nasal production 01 tone at the very out-
set than when these delects have become
mgraved by long habit. Moreover any
puysical deiormity impairing the timbre oi
tne voice can be remedied much more easily
in childhood tnan alterwards. Again the
parts are more pliant and docile in early
nie than later on. So far Irom injuring the
general health, the teaching of singing in
childhood is likely to prove highly bene-
hcial, especially in cases in which there is
a tendency to delicacy of the lungs. Hy the
heaithtul exercise ot these organs in sing-
ing, the chest is expanded, the muscles of
respiration are strengthened, and the lungs
themselves are made firmer and more
elastic, i think there can be no doubt that
vocal training in childhood, if properly car-
ried out, is not only not hurtlul to either
voice or health, but on the contrary, dis-
tinctly advantageous to both."
VV. G. McN aught, inspector of music,
Trinity College, .London : "A child may
begin to sing, when he begins to show
power of imitation. I have never seen any
reason for discouraging children from three
to four years old irom singing, provided
they are not allowed to shout. N early all
children can learn to sing by the time they
are seven years old."
Dr. Lennox Browne, in Voice, Song and
Speech : "Good singing implies full, deep
breathing, and, as a result, children regu-
larly exercised in singing have better health
than the average; even when the climate
and sanitary surroundings might not be
considered the most favorable. It is very
rare to see children trained in singing suf-
fering from the defect of breathing through
the mouth instead of through the nostrils.
The full respiration, 36 necessary for sing-
ing, will also exert considerable mechanical
influence on the digestion. The speaking
voice will be benefited, if the children are
taught to enunciate the words in the song
clearly and distinctly. Singing is of espec-
ial advantage to those children who on
account of natural constitutional delicacy,
are precluded from taking as much outdoor
play as would otherwise be practical."
The decided opinion here expressed by
these eminent authorities as to the value of
singing on the physical development of the
child are augmented by Pryer, who, in the
following, gives his conviction as to the im-
portance of breathing. He holds that "a
full expansion of the lungs and chest can be
developed during the early years of the
child. If this is not practiced to a certain
extent by bodily exercise, or appropriate
training, the breathing will be superficial
and feeble, and lack in power and develop-
ment. This will become apparent by a flat
and sunken chest and short breath. It is
not enough that the child breath with its
natural subdued power, but it should be in-
duced to perform bodily exercise which
produce a deep breathing."
There is no better exercise for this appro-
priate training in breathing than a proper
attention to the breathing of the child in
singing.
THE IMPORTANCE OF EAE TRAINING.
It has been established by experience that
in the three years after birth a child — by its
own instictive impulses — will produce all
the sounds, of its own language, as well as
many other sounds not used in speech. If
the child enjoys the production of sound by
its babbling, cooing, and other vocal efforts
before it is able to speak, is it at all strange
that its mother's songs should have such
soothing and quieting effect? And if musi-
cal sounds have such an all powerful in-
fluence on the child's emotional nature, can-
not this musical stimulus be employed for
a far more effective training of the child's
intellectual, moral, social and artistic
capacity? Cannot the mathematical fea-
tures of music serve as a most interesting
and effective basis for the study of numbers
and physics in the early training?
If, says Pryer, the opportunity is lacking
in earliest youth for the discrimination of
tones; if the child has no experience of its
own vocal cords beyond its babbling to him-
self; if some heed is not very early given to
his hearing, his case may easily be like that
of children pronounced to be color blind,
who have never been taught to distinguish
color. He will be declared to be without
talent and utterly unmusical, when he is
not so. An absolute lack of the musical ear,
and hence of the ability to distinguish tones
312
KINDERGARTEN-PRIMARY MAGAZINE.
of a certain pitch, is always an anomoly,
a sort of deafness, either absorbed or ac-
quired, just as much as the inability to dis-
tinguish certain colors is an anomoly. It
is therefore to be desired that in schools of
little children no child shall be excluded be-
forehand from instruction in singing and
music — unless there are imperative reasons
of an external character, or he makes no
progress at all after a somewhat protracted
trial."
Pryer seems to indicate by the use of the
words "singing and music" the study of
music separated from singing; but he, like
Froebel, gives no direction for such distinc-
tion, although he is emphatic in his convic-
tion of the importance of ear training. But
mere ear training is not sufficient. The
child should receive from its musical studies
a disciplinary development which is useful
in other directions than music. Ruskin
says : "Music, which of all arts is most
directly ethical in origin, is also the most
direct in power of discipline."
No doubt Ruskin here refers to the dis-
cipline of musical training practiced by the
Greeks. With the Greeks the study of
music combined the discipline in religion,
sciences, art and social education, and con-
stituted the sum total of the requirements
of a model citizen. From time immemorial
the philosophers and hierophants of Egypt
and Asia have considered the wonderful
concordance of musical tones as a symbol
and unimpeachable proof of the harmonious
nature of the universe. Plutarch tells us
that "Pythagoras, Plato and other philos-
ophers taught that the revolutions of the
universe and the movements of the solar
system could not exist nor continue without
music. For everything is regulated by God
in accordance with the laws of harmony."
Pythagoras was the first philosopher who
scientifically demonstrated the laws of
music as being based on nature. By the aid
of his so-called monochord — a lyre with one
string — he made geometrical experiments,
and discovered the fact, that half the length
of the string produced a tone an octave
higher, establishing the proportions of I
to 2; and two-thirds produced a fifth, with
the proportions of 2 to 3; and that three-
fourths of the string produced the interval
of a fourth above the basic tone of the
whole string, with the proportion of 3 to 4,
e. g.
0ct3u
Fifth
Fourth
zz
I fo .
Si to 3
3 to ¥■
Pythagoras thus became the founder of
the scientific side of music; and from that
time — above 500 B. C. — to the time of
Boethius about 500 A. D. the musical art
was essentially a mathematical science.
The Pythagorian axiom that "sense is but
an uncertain guide, numbers cannot fail,"
has done more to retard the development
of music as a pure art than the destructive
influence of wars and the social upheavals
of the past. The great importance of music
as a disciplinary factor in education can
thus be well understood. The scientific side
of Greek music embraced geometry and
mathematics, in fact every science connect-
ed with numbers. The pure art side of
music was comprehended under the term
"melos," which was compounded of speech,
music, and rhythm. Musical training there-
fore meant a perfect man. It stood for the
acquisition of that enobling proportion of
inner perfection which was inherent in the
well-regulated arrangement of musical
tones. Consequently poetry, mimicry and
dancing, with their rhythms and metrical
symmetry of movement, grace and emo-
tional power, were of the utmost impor-
tance in education. The study of music
enabled the Greek youth to acquire
euphony of language, grace of bodily
motion, lofty expression in speech, and an
harmonious development of the soul.
Such a system of education is truly ideal.
While such an ideal training would not be
impossible in an ideal educational institute
now-a-days, it would hardly be of practical
value however in modern life. Although
the same scientific and art elements could
be taught in conjunction with the musical
training as practised by the Greeks, it must
be stated clearly, that such training — in a
simplified form — should be confined, in
order to be practical, to the early plastic
period of child life. Here it is of the utmost
educational value, since the emotional
nature of music on the child is of such
penetrating and lasting influence that any
subject taught in association with the in-
herent qualities of music, whether scientific
or aesthetic, will be so potent as to retain
its indellible impression for after-life. There
are certain phases in the musical elements
KINDERGARTEN-PRIMARY MAGAZINE.
313
which make for ideality, spirituality, moral-
ity, affection, sympathy, family ties and
other undeveloped impulses of the heart,
besides the intellectual stimulus and
aesthetic development, which a well regu-
lated and systematically constructed
method of musical study would achieve in
the early period of childhood. Every ele-
ment of musical facts can be applied to
serve as symbols of moral, religious and
spiritual life, as well as of aesthetic laws.
Froebel teaches the children by svmbolism.
which being attractive is based upon the
idea of presenting universal truth by typical
examples. This method of teaching, says
Miss Dodd, teaches human nature, and goes
deeper than the superficial aid of verse and
dialogue. Miss Sara E. Wiltse is equally
impressed with the value of symbols, she
says: "We express ourselves in symbols
and use them in every intellectual plane.
If we of maturer years are so dependent
upon symbols, both in intellectual and
spiritual growth, shall we not look for a
like and even greater need in the unde-
veloped life of the child?
Now what symbols could be of a greater
spiritual, moral and intellectual suggestive-
ness than those presented by musical tones.
Music is a potent element exercising its in-
fluence over the child from its birth as no
other factor in education is able to exert.
And if this element is practically and judi-
ciously applied to the child's earlv training
we will be able to establish a system of
spiritual, moral and intellectual develop-
ment even superior to that of the Greeks.
For in no other study applied to child edu-
cation are there so many possibilities to
develop the child's capacities for morality,
spirituality, intellectuality and sociability
than are found in a properly systematized
employment of music. In that music direct-
lv effects the emotions it possesses a power
of impressing a child which no other educa-
tional element can expect to attain. Every
musical tone, every combination of tones
and everv relation of tones, in fact each and
every subtle phase of musical sound which
nature has embodied in the musical scale,
can be used as a symbol with a soul, to
arouse and develop in the child an idea, or
a feeling of something which no power of
words can equal. It has been aptlv said
that a child has an unreasoning imagination
which creates a world of his own, bv writ-
ing facts and ideas to suit himself. He lives
in a land of dreams which are to him truths.
And whatever is presented must gratify and
arouse this virgin fancv of the child's dream
life. Otherwise his attention cannot be held,
nor his observation exercised. The child
will not accept bare, cold realities; he must
have the facts presented in a living, active
and fanciful form, to excite his interest, his
feelings, and his impulses to recreate or re-
produce his impressions in his own way.
Now in the suggestive and emotionally
stimulating nature of musical sounds,
melodies, harmonies, rhythms, dynamics
and many other phases of musical tones,
the child receives this fanciful form to excite
his interest ; and if, in conjunction with this
receptive mood, the child is impressed bv
an easily comprehended thought, of which
the received musical effect is the symbol,
the child will have planted a seed which will
bear fruit throughout the days of his exist-
ance. He will feel the truth through his
emotions excited by the musical symbol
before he is able to conceive it intellectually.
The virgin soil is in this instance so well
prepared by the musical potency that any
seed whether moral, spiritual, intellectual or
artistic will give gratifying evidence of its
existence. It but depends upon the gardner
— the nature of the seed he plants, and his
method of cultivation, to evolve such fruit
as will be recognized as the model kinder-
garten.
THE DISCIPLINE OF THE SENSES AND
FACULTIES.
The system of Greek music which formed
the basis for the education of the Greek
youths, as presented in the works of Plato,
consisted but of an octave, or eight tones, in
the from of the Dorian lyre, as established
by Pythagoras. This was tuned in the pitch
of voice which enabled every man, woman
and child to sing in unison. This Dorian
lvre, applied the Greek youth with every
demonstration of musical education,
whether of a nature scientific, moral, or
artistic. The number of tones, the system
of arranging them, the groups of tones
formed within the eight tones, their pitch
and their relation, one to the other; all these
phases were employed to serve symbolic
purposes to demonstrate the laws of nature,
the principles of speech, and the symmetry
and harmony of a perfect education.
Now while it would be absolutely im-
practicable to apply to modern education
what the Greeks did, it can be demonstrated
that within-the limits of the modern major
scale are contained elements of extra-
3H
KINDERGARTEN-PRIMARY MAGAZINE.
ordinary value, which if properly employed
in a practical manner, so as to conform to
kindergarten methods, a new phase of child
education could be established, which for
educational purposes would be superior to
that employed by the Greeks. Our modern
development of music permits us to invent
more pleasing and interesting melodies,
more harmonic combinations, and more
sprightly rhythms, combined with more
child-like verses, etc., than was the case
with the Greeks. In fact, modern music is
more emotional, and hence appeals more
agreeably to the child, than could be ob-
tained by the peculiar limitations of Greek
music, which was essentially dignified and
formal.
The modern major scale, as here pre-
sented, is a well-constructed, melodically
agreeable unit.
Major Scute
i
121
-e-
2
1
Within the narrow confines of this group
of eight tones nature has embodied the ele-
ments of order, disorder, symmetry, propor-
tion, form, unity, agreement, disagreement,
perfection, imperfection, association, rela-
tionship, fellowship, attraction, repulsion,
cohesion, division, membership, per-
manency, change, impulse, motion, rest,
thriving, relaxation, depression, elevation,
courage, cheer, sadness, longing, joy, har-
mony, discord, purity, beauty, delicacy,
force, tenderness, quality, time, numbers,
fractions, rhythm, metre, measure, physics,
mystery, and innumerable other phases of
the mental, physical and moral experiences
of life, which could be symbolized by the
tones of this musical scale.
As a mere example of this fact I will state,
that the folk songs of all nations are written
within the limits of the eight tone scale. As
these employ but single tones in succession,
the emotional and symbolical value would
be enhanced greatly, by the association of
tones, as we find it in the harmonic com-
binations which may be established by the
eight tones, viz. :
Co77)fc"j)a.tion of two tones.
~zz.
*%-
& <r?
Comt>iT\^ti07i of fhree %oj\e$
S^
~2ZL
-zz.
-%r
To those who may be inclined to think
this feature of music too subtle, and beyond
the child's comprehension, I will say that
these wonderful suggestive aspects of music
should be employed as symbols, to arouse
the child's emotions, and impress him by
associating these musical emotional sym-
bols with a carefully prepared form of play :
some bodily movement, action, or story,
which will interest him, call forth his atten-
tion, excite his curiosity, and impel him to
imitate, reproduce or recreate. In the prac-
tical application of these educational ele-
ments it is necessarv that the form of the
musical presentation be interesting to the
child, so that the music lays the foundation
for a later mental activity. Thus he obtains
a three fold influence by these musical sym-
bols, viz. : the sensatory impression, the
mental conception, and the emotional effect.
This psychological function may be pre-
sented as follows :
A. Rhythm.
I. Visible Rhythm
a. Nerve sensations of outer objects — Physi-
cal origin — Perception.
b. Inner record of outer objects — Mental con-
ception— Memory.
II. Audible Rhythm
c. Nerve sensations of outer objects — Physi-
cal origin — Perception.
d. Inner record of outer objects — Mental con-
ception— Memory.
III. Emotional Rhythm
e. Outer demonstration
movements.
f. Inner effect— Nerve contro1.
of Impulse.
Gestures — Bodily
Regulation
B. Form
IV. Visible Form
g. Nerve sensations of outer objects — Physi-
cal origin — Perception.
h. Inner record of outer objects — Mental con-
ception— Memory.
V. Audible Form
i. Nerve sensations of outer objects — Physi-
cal origin — Perception.
k. Inner record of outer objects — Mental con-
ception— Memory.
KINDERGARTEN-PRIMARY MAGAZINE.
315
VI. Emotional Form
' 1. Outer demonstration — Art creations-
Moral actions,
m. Inner effect — Imagination — Moral balance
— Subjection of passions.
The educational usefulness of this
psychological plan lies in its methodical
application; in the progressive presentation
of the various subjects; and in the proper
subordination of the symbols to the child's
mind and his physical development. The
various dispositions of the children in a
class would not permit to fix permanently
a plan of studies. These should be so ar-
ranged as to permit the teacher to select
those studies most appropriate for the time
being. In the following outline I have pre-
sented in a certain order the most important
features, which may be practically employ-
ed, in accordance with the proceding
psychological plan, as most effective ele-
ments in the training of the child. The
most important object should be the child's
health, and from this to the discipline in
aesthetics there are many subjects for the
child to exercise his sensibilities, mind and
emotions.
1. THE DISCIPLINE OF HEALTH — breathing,
lung power, vocal exercise.
2. THE DISCIPLINE OF THE EAR — Sound,
tone, pitch, quality, dynamics, animal tones, voice,
inanimate objects.
3. THE DISCIPLINE OF THE RHYTHM — Walk-
ing, motion, heart beats, accent, sound groups,
clock, pendulum, verse, feet.
4. THE DISCj.^.j.NE OF FORM — March, dance,
melody, metre, symmetry, proportion, gestures,
rhyme, scale.
5. THE DISCIPLINE OF NUMBERS — Measure,
units, arithmetic, geometry, mathematics, harmony,
discord.
6. THE DISCIPLINE OF TIME PROPORTIONS—
Length, period, notes, speed, regularity.
7. THE DISCIPLINE OF SPEECH — Vowels,
consonants, emphasis, rise and fall, deafness, hum-
ming, dumb, stammering, whisper, shout, nasal
tone, precision, purity, softness, deep voice, high
voice.
i. THE DISCIPLINE OF ATTENTION — Dis-
crimination, comparison, memory, curiosity, concep-
tion, imitation, experiment, measurement, reason-
ing, demonstration, application, imagination, nerve
tension.
9. THE DISCIPLINE OF THE EMOTIONS—
Sympathy, affection, disappointment, surprise, ex-
pectation, impatience, joy, sadness, pity, desire,
tenderness.
10. THE DISCIPLINE OF MORALITY — Friend-
ship, family agreement, truth, perserverance,
obedience, falsehood, deception, habit, association,
indifference.
~~ IT. THE DISCIPLINE OF PHYSICS — Metal,
glass, wood, string, pipe, tube, accoustics, overtones,
relation, attraction, vibration.
12. THE DISCIPLINE OF AESTHETICS —
Beauty, order, taste, choice, purity, variety, poetry,
music, grace, delicacy, harmony, melody, soft tones,
rapid movements, slow movements.
What is here submitted to educators,
teachers and parents as a possible exercise
for the sensory, mental and moral training
of the child may seem impracticable and
ideal. Such an opinion would be justified
if every child would be expected to submit"
to each and every one of the subjects
enumerated. Such is not the object of this
presentation. My intention is to point out
— as much as possible — the various phases
and directions in which the employment of
musical symbols could be useful for a more
perfect development of the child's early
educational period, and thus lay the founda-
tion for a more methodical and practical
course to aid in developing his physical,
mental, moral and artistic talents. This, I
am fully convinced, is possible and much
more effectively obtained through the
pleasant and edifying influence of music
than by any other means. Thomas
Moore's beautiful lines express this most
happily:
Oh love, Religion, Music — all
That's left of Eden upon earth —
The only blessings, since the fall
Of our weak souls, that will recall
A trace of their high, glorious birth —
How kindred are the dreams you bring!
How love, though unto earth so prone,
Delights to take Religion's wing,
When time or grief has sfain'd his own!
How near to Love's beguiling brink,
Too oft, entranc'd Religion lies!
While music, music is the link
They both still hold by the skies,
The language of their native sphere,
Which they had else forgotten here.
NOTE — In the ne-?t number of The Kindergarten
Magazine Mr. VanBroekhoven will finish this article
and submit an outline of his practical method of
applying his ideas in "The Story of the Doh-Dog
Fairies," a musical kindergarten play.
In Japan the temperature is reckoned by
jackets, it is temperate ; four jackets, moder-
ately cool ; five jackets, cold; six jackets,
keen; and when the temperature is ten or
fifteen jackets cold, the weather is extreme-
ly severe.
Kindergartners and primary teachers,
when you close your term, arrange for your
magazine for the ensuing year — 35c to
January, 1910, or $1.00 to January, 1*911 ,
provided your subscription reaches us be-
fore July 15, 1909.
Ennui is a French word for an American
malady which generally arises from the
want of a want, and constitutes the com-
plaint of those who have nothing to com-
plain of. — Puck.
3*6
KINDERGARTEN-PRIMARY MAGAZINE.
THE USE OF KINDERGARTEN MATERIAL
IN ONE ROOM RURAL SCHOOLS
(Continued from last issue*
Kgtr. — "We will see what the difference is. "I
thought my block was pretty." C. — "Your block
is not the same shape; it isn't like it here, and
this is different," etc., etc.
Kgtr. — "I think we had better find out what
is the matter with my block if you see so many
faults in it. Suppose we measure them; we will
put them together this way (joining them in the
faces). Oh, I see; the sides are not alike. Now
we will see about these sides (joining other fac-
es). Well, this side of my block is not so large
as this of yours. We will let Johnny measure
the sides of your block and see what he can tell
us about it. ' '
He measures carefully and says: "The sides of
this block are ali'alike."
Kgtr. — "Mary may measure my block."
Soon she says: "The sides of this block are all
different."
Some little time is taken up in measuring, by
all the children, and they come to the conclusion
that their little block is prettier because its sides
or faces are alike and feel smooth to the touch.
Tell them that we call theirs a cube because it
has six faces that are alike (count them) but that
the other one is only a block whose faces are dif-
ferent.
FIFTH LESSON— CUBE.
Compare the cube with the sphere. First, how
they are alike: Each are made of wood, both will
make a noise, both are hard, and they are of the
same color.
Their contrasts are very striking. The cube has
six faces, the sphere but one. The cube has
eight corners, the sphere has none; the cube has
twelve edges, the sphere^has none, the cube will
not roll, and the sphere does not like to stand.
As the children are now somewhat familiar
with the material of these forms, they will be in-
terested to know more, and a continuation of the
story already given will be appropriate. Call to
their minds the large forest trees. Tell them that
v» hen they are cut down they are called logs. Il-
lustrate how a tree is cut down. Tell them that
when it is sawed it is called lumber, and that as
lumber it has many names and uses, a few of
which can be seen and mentioned. For instance,
the lumber of which the floor is made is called
flooring; that around the windows and doors is
called casing; that at the bottom ot the wall, near
the floor, is the baseboard; the frames that hold
the glass in the windows are called the sash, etc.
The siding, the shingles, the cornice, and any
parts that are easily pointed out, may be men-
tioned.
SIXTH LESSON— CUBE.
Compare the cube with the cylinder. How are
they alike? Both are made of wood, both are hard,
both have edges, both will stand, both have more
than one face, the faces of both are smooth.
They differ as follows: the cube has six faces, the
cylinder but three; the cube has straight edges,
the cylinder has circular edges; the cube can only
stand, the cylinder can roll and stand; the cube
has corners, the cylinder has not .
The comparisons seem a little tedious and
lifeless on paper, but they may be made bright
and interesting by a little preparation and fore-
thought and by making use of the suggestions
found in a typical lesson.
Teach the foil owing little rhymes. As it stands
on the table, say:
The cube is now resting, it stands on its face,
And standing so firmly cannot lose its place.
Try to stand it on an edge —
The cube cannot stand on an edge, 'tis clear;
It tumbles there and it tumbles here.
Hold it on a corner and point —
How nicely on one point I stand,
When steadied by your little hand.
Put string in the eyelet on one of its edges and
say while swinging it —
By the edge I hang and swing;
I can move but cannot sing.
(Above rhymes from Kraus' Guide. )
Children are naturally poetical, and impressions
are more lasting when rhyme is employed.
SEVENTH LESSON— ROTARY MOTION-
SPHERE.
The sphere, cylinder and one of the cubes
have eyelets in them by which, with a string,
they may be revolved. Have the string about a
yard long, pass it through an eyelet, bring the
ends together and twist them tightly; then pull
the ends apart quickly and it will revolve rapidly.
When nearly untwisted hold the ends of the
string together and they will twist up again
With a little practice one can learn to keep it re-
volving as long as desired.
In revolving the sphere we find it is always
the sphere. This should be thoroughly tested by
the children and with the sphere they should
KINDERGARTEN-PRIMARY MAGAZINE.
317
learn" to manage the string as their whole atten-
tion can be given to it.
EIGHTH LESSON- ROTARY MOTIONS-
CYLINDER.
The cylinder follows the sphere in the rotary
motions because within it we find the sphere.
Pass the string through the eyelet in its round
face__not the flat, circular faces— and revolve it
as given in the previous lesson. This will show
the sphere as it is, always a delightful surprise to
the children. Repeat the following:
If from my round face you spin me you 11 see,
What a nice little ball is hidden in me.
Suspend the cylinder from one of its edges and
it resembles a double cone. Suspend it from one
of its flat faces, circular faces, and it shows only
the cylinder as in revolving the sphere it shows
only the sphere.
NINTH LESSON-ROTARY MOTIONS-CUBE
By suspending the cube from one of its faces
it gives us the cylinder. Thus we see the cube
contains the cylinder and the sphere, and in turn
the sphere contains the cube and cylinder, as may
be easily demonstrated with clay. The abstract
cannot, of course, be given the child, but these
experiences will lead him to thoughtful experi-
ments later on.
Revolve the cube from one of its edges and it
presents a form resembling the hub of a wheel.
Suspending it from one of its corners, a double
cone is seen, similar to the one found in the cylin-
der when suspended from an edge.
At first the child will not readily comprehend
these rotary motions. They will seem quite a
novelty to them and they should be allowed to
enjoy them as fun, except that they should ac-
quire the skill of twisting the string and keeping
a continuous rotary motion as long as desired.
The different points from which the objects are
suspended are called their axes.
The axis of an object is an imaginary straight
line passing through a body, on which it revolevs
or may be made to revolve.
The axes of a cylinder are:
First, the axis of the round face.
Second, the axis of the flat, circular faces.
Third, the axis of the edges.
The axes of the cube are:
First, the axis of the flat faces.
Second, the axis of the edges.
Third, the axis of the corners.
A monument stands at Froebel's grave com-
posed of the cube for a base or pedestal, the cyl-
inder for a shaft, and the sphere for the capital,
engraved with his name and this inscription:
"Come, let us live with our children."
No lesson should ever be followed literally; the
teacher must adapt the work to her particular
pupils and make it conform with their age and
mental capacity.
(To be continued.)
HE TRIED NOT TO.
When 9-year-old Teddy displayed the
shining new quarter which Mr. Ringloss
had given him down at the corner store,
mother very naturally asked if her little boy
had said "Thank you" to father's friend.
No answer.
- "Surely you thanked Mr. Ringloss?" she
persisted.
Still no answer. Trouble showed on the
little face.
"Teddy, listen. You ought to have said
'Thank you, sir.' Did you?"
No answer yet — and trouble threatened
to produce showers.
"Come here, dear little son. Tell mamma,
now. Did you thank Mr. Ringloss for the
quarter?"
Then the storm broke, but between the
sobs and tears came the required informa-
tion : "I told him thank you, an' he said
not to mention it, an' I tried not to." —
Philadelphia Ledger.
3*8
KINDERGARTEN-PRIMARY MAGAZINE.
BACKWARD CHILDREN
The current number of the Psychological Clinic
contains three important articles dealing with as
many different general causes of the retardation
of public school children. The authors of these
articles suggest three lines of procedure for tire
encouragement of the normal development and
progress, of children. These suggestions involve
school administration, hygiene, and the installation
of playgrounds.
Mr. Leonard P. Ayres, who is in charge of back-
ward children investigation on the Russell Sag&
Foundation, takes up the relation of average at-
tendance to enrollment. He finds that the average,
attendance is not 80 or 90 per cent, as most school
systems claim, but falls far below this. He
analyses the statistics of ten school systems, and
shows that from 2 to 10 per cent attend less than
one-fourth of the year; that from 9 to 21 per cent
attend less than one-half of the year; that from
21 to 38 per cent attend less than three-fourths or
the year. His general conclusions are (1) Such
figures as are available indicate that in our cities
less than three-fourths of the children continue
in attendance as much as three-fourths of the
year. (2) Irregular attendance is accompanied by
a low percentage of promotions. (3) Low percent-
age of promotions is a potent factor in bringing
about retardation. (4) Retardation results' in
elimination.
Dr. George H. Martin, secretary of the state
board of education for Massachusetts, makes a
study of the question of medical inspection in the
schools. He says, "The lesson which I have
learned is that in addition to all the other forces
making for a better understanding of health con-
ditions, it is the imperative and immediate duty of
the schools of all grades to broaden and make
more vital their teaching of physiology and
hygiene." "We hear about 'essentials' in school
education. A sound body kept sound by right
living is the essential which underlies and condi-
tions all the rest." The two hindrances to the
teaching of hygiene are the poor text books and
the lack of instruction on the part of the teachers.
Mr. George E. Johnson, superintendent of the
"The Playground as a Factor in School Hygiene."
Playground Association of Pittsburg, writes on
Mr. Johnson calls attention to the havoc that is
wrought by disease among school children. He
says, "It would take four disasters like that at
Cleveland every school day in the year to keep
pace with the march of death among the school
children of our land. During the coming year
more than one hundred thousand school children
will end their young lives, the bloom of babyhood
scarcely yet faded from their cheeks, and tens of
thousands of Rachels will mourn for their little
ones and not be comforted." Moreover, 70 per
cent of school children suffer some physical handi-
cap. The schools betray our children in their in-
nocency to deadly foes — disease and disability. To
combat these enemies of childhood we must pro-
vide sunshine, air, exercise. Playgrounds form the
most conspicuous single means for this accom-
plishment. The normal child needs this hygiene
and orthogenic treatment quite as much as the
abnormal. Why must a child be blind, dear,
feebleminded, or a truant, before he is provided
with exercise, playgrounds, gymnasia, baths, fresh
air in abundance, gardens and playshops?
35c.
to January, 1910. The
Kindergarten-Primary Maga-
zine for the balance of the year.
This offer withdrawn July 15.
STENCILING IN THE KINDERGARTEN.
ANY teachers are inclined to intro-
duce stenciling in their classes
but owing to the incidental
"muss" and other drawbacks of
liquid mediums, are prevented
from exploiting this interesting-
work. The difficulties of handling
dyes and paints in stenciling especially by the in-
experienced is well known; the running under the
ties of the stencil, the smearing, the spoiling of
the entire work owing to the color being too
liquid when applied to the last motif, the soil-
ing of hands and clothes and other objectionable
features. All these obstacles are overcome when
using the new medium "Crayola" which is put up
in crayon form in twenty-four colors. This crayon
is manufactured under an improved French process
and can be used for free hand work as well as fot-
stenciling. For the latter, no fixing solution Is
required: the heat of a hot iron being all that is
necessary to render the stenciled article washable.
The directions, which are simple, are furnished
with each package.
For use in' the kindergarten, it will not always
be desirous to stencil on fabrics for the little
hands will take infinite pleasure in stenciling on
paper and cardboard. It is so easy when "Crayola"
is the medium employed that the youngest member
of the class can do the work.
Regarding the stencils, these may be cut from
heavy paper as there is no moisture in the crayon
to be absorbed and it is, therefore, optional witn
the teacher whether she uses oiled stencil-board or
ordinary paper for the stencils. It is most in-
structive pastime to allow the older children to
cut their own stencils and color the design with
crayon. Stencils of tnis nature may be used to
advantage in the constructive cardboard class, the
decorations proving an attractive addition to the
regular work in construction.
There are many uses for "Crayola" but limited
space will not admit of detailed description. A
trial of this medium will suggest the advantages
to be derived from its employment and as the cost;
is low, it is within the reach of all. The prices
range from five cents to one dollar per set in
assortments of six to twenty-four shades or in
single colors if preferred. MARIE C. FALCO.
To get the best results use
Made in Cakes, Half Pahs and Tubes. Largest
and most complete line in the country. Cata-
logue on request. Department 8
DEVOE & RAYNOLOS CO.
KANSAS CITY
Reeds, Raffia, Splints, Braided Straw, IMatting
and General Construction Material
Postage at the mie of 18c per pound muHt
In all cases be added to these prices when
(foods are to be sect by mail.
COLORED RAFFIA (Florist Fiber).
Colors: Red, Orange, Yellow, Green, Blue,
Violet, Brown and Black.
Per pound Net, (0.40
Per Vi- pou nd Net, .25
Per >4 -pound Net, .15
>4-lb. bunch, assorted colors 15
PLAIN RAFFIA (Florist Fiber).
Per 2 ounces ■ ■' 06
Per '4-poiuid JO
Per Vi-pound 15
Per pound 20
Per pound, 5-pound lots 15
ZEPHYR,
REEDS.
Our reed Is all put up in POUND PACK-
AGES OF EACH SIZE, and we do not sell
part of a package except r,t an advance
of 5c per package.
No. 1, Cine, per pound 1.00
No. 2, medium, per pound 95
No. 3, medium coarse, per pound 75
No. 4, coarse, per pound 75
No. 5, uoarser, per pound .50
No. 6, coarser, per pound .50
LOOMS.
Todd Adjustable— No. Al, no needle. . . .15
Postage, 18c.
Todd Adjustable — Perfection $0.80
Postage, 23c.
Todd Adjustable— No. 2 75
Little Gem — No. 1, 0x12 25
Little Gem— No. 2, 7x9*4 .28
Faribault, hammock attachment .85
Other Looms Furnished.
Above should be ordered by express.
MOUNTING BOARD.
Good quality, 8-pIy mounting board, colors,
dark green, steel blue, black, per sheet, .08
Kodack Mounts, colors as above, per sht.. .04
Both above are 22x28 inches, but will be cut
in yi or 'A sheets at lc per sheet extra, or free
in lots of 12 sheets at a time.
Bristol, in colors, 22x28, per sheet $0.05
Heavy Manila, 22M>x28% .02
Straw Board, 22x28 .02
Postage on a single sheet of above, 4c, to
which must be added postage on the packing for
same, as follows: If cut in quarters and rolled,
lc per sheet, 4c per doz. sheets. If sent full
size and rolled, 5c per sheet, 8c per doz. sheets.
Full sheets, packed flat, per sheet, 80c. Per
dozen sheets, 35c. State how preferred.
Japanese Manila, 20x30 .01
Leatherette, 20x25 05
Cardboard Modeling: Paper, 18x24.. .02
Postage on above, 1 sheet, 2c; per doz., 17c
Coated Paper, 20x24 04
Engine Colored Paper, 20x24 OS
Gilt and Silver Paper, 20x24 05
Postage on above, 1 sheet, 2c; 1 doz., 8c
Oak Taj for Construction Work, 9x12,
dozen sheets .08
Postage, 10 cents.
Oak Tag for Construction Work, 8%x
10%, per dozen .Of
Postage, 9 cents.
Oak Tag for Construction Work, 7%x
8 Vi. per dozen .05
Postage, 9 cents.
Colors — Dark Oraen, Yellow, Turquoise-
Carpet Warp, pelf skein 15
Add 12c for postage.
Ftffaclica
Todd.
Loam
I
Faribault loom
I
11 1 1
T 'k
Faribault loy»
m!»www«h ftttadv
Germantown
Maireme Cord, per ball Net, .12
Add 4c for postage.
Kubber Balls, 2-lnch, plain, per doz 60
Postage, each, 4c, per doz., 37c.
Rubber Balls, 2-inch, plain, per doz... .60
Postage, each, 4c; per doz., 87c
Rubber Balls, 3-inch, plain, each 15
Add 6c for postage.
Rubber Balls, 414-inch, plain, each 25
Kubber Balls, 4Vi-lnch, red, each 35
Add 7c for postage for either above.
Brass Paper Fasteners, per 100 20
Conductor's Punch .80
Add 4c for postage on either above.
Copper Wire, per spool 20
Iron Wire, per spool 10
Add 7c for postage on either above.
Following sent postpaid on receipt of price :
Germanlown Yarn, skein 12
Single Zephyr, per lap 08
Seine Needles, wood, each 15c; doz.... 1.50
Toy Knitter, per dozen 50
Brown's Pictures, each..%c, lc, 3c and .05
Silver and Gilt Stars, gummed, per 100 .10
Order the following by freight or express.
Schute Weaving Discs, 4 -Inch, doz 15
Schute Weaving Discs, 6-inch, doz 25
Schute Weaving Discs, 12-lnch, doz 50
The Multiple Perforator 8.00
Orwig Punch 2.50
VIodeling Clay — 5-lb. bricks 25
Modeling Clay Flour — 5-lb boxes 25
VIodeling Clay — by the barrel 8.00
Muldale Perforator
Orwii Perforator
WHITE BRAIDED STRAW.
Per yard (0.02
Postage, lc.
Per piece, 120 yards 50
Postage, per piece, 15c.
COLORED BRAIDED STRAW.
Half-inch wide. In colors, as follows: Nile
Green, Red, Pink, Yale Blue, Bright Green
uid Ecru.
Per yard 03
Per piece, 120 yards 60
Postage, same as for white braided straw
Conductor's Punch
RAPHIA FRAMES
Indian Ash Splints and Fillers.
15c. per ounce; $1.20 per pound. Assorted
colors. Postage, on ribbon and packing
2c. per ounce. 20c per pound,
We also keep in stock Wood Ribbon, Sweet
Grass, T. K. Matting, Ash Splints for basket
bandies, Basket Bottoms, etc. Send for sam-
ples or circulars and prices.
We furnish everything on the market in
the line of construction material at lowest
prions.
0 J!
0 8
9 *2
r„ &
V,
.a s
•5 *
a
^ 0
-
8. —
3
0
a
O
£'C
a
Pi
a 2
3 a
a
* .2
13
a
0 £
«
a
Address all orders to
American Kindergarten Supply House
276-278-280 River Street, Manistee, Mich.
Cheap and Excellent
Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PICK, 124 pp. All the music to the KNAP-
SACK .songs. Sweetest, sanest, jolliest song
book made. Cloth, 5 0c.
PRIMER OF PEDAGOGY, by Prof. D. Putnam.
Just what the times demand. Cloth 122 pp. 25c.
MANUAL OF ORTHOGRAPHY AND ELEMEN-
TARY SOUNDS, by Henry R. Pattengill. Up-to-
date. 104 pp., 25c.
CIVIL GOVERNMENT OF U. S., by W. C. Hewitt.
118 pp., complete, new, cloth, 25c; $2.40 per doz.
MEMORY GEMS, 1000 GRADED SELECTIONS, by
H. R. Pattengill. 143 pp., linen morocco finish,
25c
MORNING EXERCISES AND SCHOOL RECREA-
TIONS, bv C. W. Mickens. New, 267 pp., 50c.
PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
elegant. 132 pp., 2 5c.
OLD GLORY SPEAKER, containing 80 of the
choicest patriotic pieces written. 126 pp., 25c.
HINTS FROM SQUINTS, 144 pp. Hints comical,
■hints quizzical, hints pedagogical, hints ethical,
hints miscellaneous. Cloth, 50c.
SPECIAL DAY EXERCISES, 165 pp., 25c.
Best medicine ever'tocure that "tired feeling"
in school.
HENRY R. PATTENGILL/Lansing, Mich.
OUTLINE of
HISTORY
SUITABLE FOR UPGRADES.
SECOND EDITION NOW READY.
A SUCCESSFUL TEACHER SAYS:
The Palmer Co., Boston, Mass.
Gentlemen;— During the passing term, I have used
the Kingsley's Outline of United States History with my
teachers, who were preparing to take the examination for
licenses to teach in New York City. I am glad to say
that we are satisfied with that book. It is more than a
mere outline; it is in itself sufficient for review, without
the aid of a large text-book.
Brooklyn, N. Y. Yours truly,
T. J, McEVOY.
The above-namedbook will be sent postpaid on re
ceipt of 35cents.
THE PALMER CO.
120 Boylston Street, Boston, Mass.
Chimes of Childhood
Singable Songs for Singing Children
Words by Annie Willis McCullough; Music by Ida
Maude Titus.
Price, postpaid, $.60.
Within the attractive covers of this book are
contained thirty songs, such as children can sing
with ease, and upon subjects which will both in-
terest and stimulate the child-mind. Musically
they show fresh and bright melody with a well-
written but not difficult piano part.
The verses are gracefully worded, treating large-
ly of familiar things in a vivacious, entertaining
and informing manner. MANY OF THE SONGS
MAY BE USED AS ACTION SONGS IN COSTUME
FOR SPECIAL OCCASIONS; EACH ONE OF
THESE IS EQUIPPED WITH EXPLICIT BISEC-
TIONS FOR lJSTUMING, MUSIC, JUMPING AND
ACTION, MAKING A VERY PLEASING ENTER-
TAINMENT. THIS FEATURE ALONE EN-
HANCES THE VALUE OF THE BOOK TO MANY
TIMES ITS PRICE, and a careful examination is
urged upon all those interested in the instruction
or pleasure of children.
OLIVER DITS0N COMPANY .... BOSTON
CHAS. H. BITS0N & CO NEW YORK
J. E, BITS0N & CO PHILABELPHIA
Order of your home dealer or the above houses.
Philosophy and Psychology of
the Kindergarten
By Bean Russell and Professors Thorndike and
MacVannel of Teachers College, Columbia
University.
A special number (76 pages, paper cover) of the
TEACHERS COLLEGE REC0RB containing the
above articles on some fundamental problems of
kindergarten education will be sold for a limited
time at half-price, 15 cents postpaid. This offer
is made in order to reduce a great overstock caused
by error in contracts with printers.
Several other issues of the TEACHERS COL-
LEGE RECORB are also offered at half price for
a short time only. Write for a list of titles and
authors.
The two latest issues of THE RECORB deal with
Teaching History and Arithmetic in Elementary
Schools.. Price 30 cents each.
Address all letters to
BUREAU OF PUBLICATIONS,
Teachers College, 525 West 120th Street,
New York City.
KINDERGARTEN SUPPLIES
Bradley's School Paints, Raphia, Reed, and all Construction
Material
WE:ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
THOS. CHARLES CO. 80=82 Wabash Avenoe., Chicago, HI.
THE
SOIKEB
PIANO
THE
WORLD
RENOWNED
The many points
ofs uperiority
were never better
emphasized than
intheSOHMER
PIANO of today.
It is built to sat-
isfy the most cul-
tivated tastes : :
The advantage
of such a piano
appeals at once
to the discrimi-
n a t i n g intelli-
gence of the
leading artists.
SOHMER ey CO.
WAREROOMS--COR. 5th AVE. AND 22nd St.
NEW YORK
Lakeside Classics
AN D
Books for Supplementary
Reading
Please send for descriptive list o I Selec-
tion* from English and American au-
thors and for stories prepared for all
grades from third to last year in High
School. 13a numbers in Lakeslda
series at prices from a cents to 35 cents,
depending on amount of material and
style of binding;— any book sent post-
paid on receipt of price.
Ainsworth & Company
377-388 Wabash Avenue
CHICAGO. ILL
15412
Bale Your Waste
and Turn It Into CASH
With the
LITTLE GIANT Hand ?^
Rag and Paper Baler
You know the inconvenience of storing
loose waste for market— keeps piling np
so fast you can't handle it.
Sometimes the trouble it makes more
than counterbalances the proceeds.
But— put a Little Giant Baler on the job
in some, out-of-the-way corner. You'll
never miss the floor space it occupies, and
it'll eat up the waste just as fast as it
accumulates.
Compresses it into bales with a lever-
age so powerful the office boy can oper-
ate it— and can't get it out of whack.
With the Little Giant Baler a lot of
stuff that's been kicking around under
foot as worse than useless', and
without money value, can be put in-
to marketable shape, and turned
Into ready cash as so much clear
gain. It pays for itself many
times over, and every day yon'r*
rithoot the Little Giant isyovr
"oh. Write now for price Hit
and other information.
Little Giant
Press
Company
Alma,
Hid.
RELIABLE TEACHERS' AGENCIES OF AMERICA
Every progressive teacher who desires promotion should take up the matter with some wide-awake Teachers' Agency. Beyond
the scope of a teacher's personal acquaintance there is not much hope of advancing unaided. Some agencies have positions wait-
ing for experienced teachers and all should be able to advise you to your advantage. If you contemplate moving to a distant sec-
tion, let some agency secure you a position before you go. Any of the following will doubtless send particulars in reply to postal:
We have great difficulty in
supplying the demand for
Wages will please you.
Owen Pacific Coast Teacher's Agency
Mcriinnville, Oregon.
TEACHERS
strong Primary Teachers.
Write us
THE EMPIRE
11TEACBERS' AGENCY
D. H. COOK, Manager
Syracuse, N
we not help you?
An Agency with agents.
LOCATES KINDERGARTEN TEACHERS
Because of the scarcity of candidates we will
register any kindergarten teacher and accept
registration fee later, after we place you.
We also extend time in payment of com-
mission.
Write Today. Send Photo
,Y. We have placed hundreds of others, iLWby may
Empire Teachers' Agency,
Syracuse, N. Y.
OUR 15th YEAR BOOK flfr gSSmfrflS IThe HAZARD TEACHERS' AGENCY
Western States, and what we are doing in west- ( 317 Kasota Building. - MINNEAPOLIS, MINN.
?o?.PSe*c°.eSd M0e«&'fi,!£° 'w^tTtne'n^ 615 Empire State Building. SPOKANE. WASH.
office. I 224 Railway Exchange. ■ DENVER. COLO.
~SABIN»S EDUCATIONAL EXCHANGE^
HENRY SABIN 1007 14th Season ELBRIDQE H. SABIN
During last year placed teachers in 80 counties In Iowa, and In Minnesota, North and So
Dakota, Nebraska. C>!orado, Wyomin?, Utah, Idaho, ^Montana, Washington and Ore
gan. Address,' HENRY SABIN, ilanhattan Building, Des Moines, Iowa.
Pioneer Teachers' Agency, Oklahoma City, Okla.
Will help you get a new or better position, whether you are a Teacher. Clerk,
Book-keeper, or Stenographer. Enroll now for fall vacancies in schools.
The demand for good teachers in all the Western and Southern States is far
greater than the supply.
Write for application blanks and full particulars.
ROME
TEACHERS' AGENCY
Teachers wanted for good positions in all parts of the United State*
Registration fee holds good until we secure a position for you.
W. X. Crider, Rome, New YorK
Primary Teachers Wanted
Vacancies not
those with some
THtTRSI
Because of o>. mud, offer FREE registration to
xperience. SUA M. THURSTON, Manager,
H'S TEACHERS' AGENCY, 378 Wabash Atc Chicago.
Minneapolis
Teachers'
Agency
Admits to membership only the better class of teachers
registration fee returned to others at once.
Returns fee if its service is not satiafacrory .
Makes specialty of placing members in the Middle
States and in the West — largest salaries paid there.
Is conducted by experienced educators and business
men.
Hag had phenominal success in placing Its members dur
3.
Send
for4-
Our 5
Latest
Now is
Booklet '
ig the past year,
the time to register.
Send for our our Booklet.
Address, 3370339 Fourteenth Avenue,
Dept. P. MINEAPOLIS, mlNM.
Positions==for Teachers
. If you wanta position on the Pacific
Coast or in Montana or Idaho, it will
pay you to register with the
Pacific Teachers' Agency
SEATTLE, WASHINGTON
Send for Manual and Registration
blank. Address
B. W. BRINTNALL, Manager,
'523 New York Block,
Seattle, Wash.
Teach in the
Sunny South
This section offers better in-
ducements to aspiring teachers
than any other, and teachers are
in great demand. If you want a
good position for next school year
you can secure it in this field. For
full information write
CLAUDE J. BELL,
Nashville, Tenn
Proprietor the Bell Teachers'
Agency.
GO SOUTH
Many Teachers Wanted
An Agency that
Recommends in 1 5 Southern States
Ala., Ark., Fla., Ga., Ky., Md.;
Miss., Mo., N. C, S. C, Tenn
Tex., W. Va.
Also conducts a
Special Florida Teachers' Agency
Supplies Teachers for Universities.
Colleges, Private, Normal, Ki^
and Grade Schools; Special Teacl-1
ers of Commercial Branches, Man-
ual Training, Domestic Science,
Art, Drawing, Music, Elocution,
Physical Culture, Athletics.
Deals in School Property
Calls come from School Officials.
Recommends all the year round.
Register now. Best chances come
early.
SOUTHERN EDUCATIONAL RE-
VIEW TEACHERS AGENCY
CHATTANOOGA. TENN.
CHICAGO, 17 E. Van BuREN St
THE CLARK TEACHERS' AGENCIES
MEW YORK. 156 Fifth Ave.
BOISF. IDAHO
»m>i for OUB PLATFORM, firing foil lafaraaatton sad Br* hundred lettrni fruin
l«Mkm and mbm! •flte«ra.
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11