' i 8 «U
OCTOBER, 191 J
INDEX TO CONTENTS
For More Rapid Progress, - - -
Willette A. Allen, Nina C. Vandewalker, Dr. TV. N. Hailmann, 31
Aphorisms — The Kindergarten in the Pub-
lic School - - - Dr. TV. N. Hailmann,
The Bunny Rabbit, - - - Sara Josephine Albright
The True Relation of the Kindergarten
and Primary School, - - Mrs. TV. K. Linscott,
Only a Black-Bird, ... Helen I. Castella,
Aesthetic Development of Children at the
32
37
37
42
Kindergarten Period,
Kindergarten Daily Program,
The Little Tree's Lesson,
A Letter from the Choo-Choo to Tiny
Boys and Girls,
For First Gift,
Play for Second Gift,
Not Pedagogical,
The Happy Family,
Caroline Crawford,
Norah Keogh,
Helen I. Castella,
T
Helen I. Castella,
42
45
51
51
51
52
52
52
Blanche C half ant Tucker,
Lena F. Buck,
Kindergarten Game— "The Fairy Hours," S.A. Turk and Jeannie Turk, 53
How Anna Helped Two Little Boys, - Carrie C. Rennie, 55
Memory Gems, -- - -- - --56
News Notes, ----- . . 57
Book Notes, -- - - - - - -59
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Mrs. m. L. van KIRK, Principal
1333 Pine Street,
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TRAINING SCHOOL
The Buffalo indergarten Association
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Vor particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue, - Buffalo, N. Y.
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
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Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. J.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
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2050 East 96th Street
Cleveland, Ohio.
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Course of study under direction of Eliza-
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For circulars apply to ^iss Frances E- Newton,
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MAY L. OGILBY, Registrar
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The William N. Jackson Memorial
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23rd and Alabama Streets.
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Resident home for a limited number of
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H. N. Higinbotham. Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
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The Adams School
indergarten Training Course
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Nine months' practice teaching dur-
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The Misses Adams
26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building,
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebelian Ideals. IPost-
Graduate Course, also Special Classes for
Primary Teachers.
LUCY S. COLEMAN, Director.
MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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.
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Brooklyn, N. Y.
Kindergarten Normal Course, two years
Special Classes for Kindergartners and
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Outdoor Sports and Swimming; Child-
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Psychology, History of Education. Nat-
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ergarten for Children. Classes for Oldei'
Children in Folk Games, Dances and
Stories.
Alice E. Fitts, Director.
Year of 1911-12 opens September 25th.
THE HARIETTA MELISSA WEUS
KINDERGARTEN TRAINING SCHOOL
In Affiliation with New York University
For information address
MISS HARIETTA M. MILLS. Principal
New York University Building
Washington Square, New York City.
Kindergarten
Course given for credit at
New York University Summer School
TO KINDERGARTNERS
AND PRIMARY
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So strong is our belief that our list of
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V)\)Q, 3iin6er3arten ;primarT Mla^a^ine
VOL. XXIV— OCTOBER, 1911— 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.
E. I.yell Karle. l*h. D., Editor, 59 W. 96th St.. New York City
Business Office, 276-278-280 River Street, Manistee, Mich.
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MAMSTEE, MICHIGAN.
All communications pertaining to subscriptions and adver-
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ager, Manistee, Michigan. All other communications to E.
I.yell Earle, Managing Editor, 59 W. 96th St., New York City.
The Kindergarten-Primary Magazine Is published on the
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The Subscription price is $1.00 per year, payable in advance.
Single copies. 15c.
Postage is Prepaid by the publishers for all subscriptions in
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Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of dis-
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address, both the old and new addresses must be given.
Make all remittances to Manistee, Michigan.
FOR MORE RAPID PROGRESS.
In addition to the excellent letters from lead-
ing kindergartners published in our last issue
under this heading we are pleased to give space
to three more which follow. Two other com-
munications arrived too late for this issue. In
a multitude of counsel there is usually wisdom,
it and is hoped that the suggestions offered may
assist in forming a basis for active operations
later on.
From "Just a Friend of the Kindergarten."
I am just a friend of the kindergarten, not a
kindergartner at all, hence I shall offer no sug-
gestions at all but simply state that I am glad
this movement has been started. I believe that
much permanent good can be accomplished by
intelligent, consistent effort, and that every kin-
dergartner ought to be doing something to help
along the cause.
From Nina C. Vande walker.
That a more definite knowledge of the status
of the kindergarten in the different states is
needed has been recognized by the Internation-
al Kindergarten Union by the appointment of a
Committee of Investigation. The committee
will shortly send out a questionaire to school su-
perintendents, to be answered by them or by
those who can give the information called for.
As the success of the committee's work will de-
pend upon the care taken in replying to these
questions it is hoped that the co-operation of
those to whom the questionaire conies will be
prompt and cordial. The committee is com-
posed of Mary C. Shute, Boston Manual School;
Anna H. Sillsel, Kindergarten Supervisor, Day-
ton, O.; Marion S. Hanckel, Training Teacher,
Charleston, S. C; AlmaS. Bingel, State Normal
School, Winona, Minn.; Julia Baten, Kindergar-
ten Supervisor, Helena, Mont.; Orietta S. Chit-
tenden, Kindergarten Supervisor, Omaha, Neb.;
and Mary E. Hannan, Geneva S. Bower, and
Nina C. Vandewalker of Milwaukee, the last
named being the chairman.
NINA C. VANDEWALKER.
From Willette A. Allen.
In reply to your questions permit me to say
that all indications in the south point to a
steady progress of kindergarten. We believe
a continuance of this growth will depend upon
the ability of each kindergartner to supply the
real needs of the special children for which
she is responsible. Should the kindergarten
fail to increase the child's happiness and to
better his health; to develop his power to
overcome or surmount difficulties; if the kin-
dergarten fails to show the child morally
stronger, from his supervised association with
equals in age ; if higher ideals and stronger
motive to realize these ideals have not re-
sulted from kindergarten experience — then a
long life for the kindergarten cannot be ex-
pected. The kindergarten proving itself to be
an invaluable aid to the mother in child train-
ing: the kindergarten recognized by the edu-
cator as embodying the early steps in a con-
tinuous educational process and forming
habits of physical and mental activity con-
ducive to the best intellectual work in the
grades ; the kindergarten proving an inspira-
tion in daily living will never die though it
may in time be merged into a larger form of
true education.
If publishers of kindergarten and other
magazines having helpful articles on child
culture could furnish back numbers for dis-
tribution to mothers ; if the daily press would
grant space for a child-welfare column ; if
some publisher could afford to print leaflets
at a low rate, much impetus would be given
to organized effort to acquaint people with the
purpose of the kindergarten.
WILLETTE A. ALLEN
THE KINDERGARTEN-PRIMARY MAGAZINE
APHORISMS: — THE KINDERGARTEN
IN THE PUBLIC SCHOOL.
BY DR. W. N. HAILMANN.
1. The modern public school is the child of
a new democracy that would accord to all its
members equal rights and demand from them
equal responsibilities on the simple basis of
their common humanity. In America, where
this school has so far attained its most con-
sistent development, it is gradually reaching
an organization that rests on a broad and uni-
tary view of childhood and youth developing
into many-sided generously beneficent life-
efficiency whose mottoes are freedom, good
will and joy.
In closer detail, this ideal demands vigorous
and self-reliant individuality, conscious social
intro-ordination, a healthy public spirit, devo-
tion to worthy human ideals, and fitness for
some definite life-activity essential to the com-
mon welfare.
Not that these things are everywhere and
at all times consciously and consistently fol-
lowed is my meaning. All vital development
is rooted in unconscious life-processes and
struggles more or less painfully out of and
through masses of hereditary and traditional
hindrance. Yet an impartial analysis cannot
fail to reveal to the patient student the cen-
tral drift of the movement. It manifests itself
in the utterances of leading minds, in halting
legislation, in courses of study, in the shifting
devices of the school.
2. The very organization of public educa-
tion clearly indicates this drift. Waiving con-
sideration of the efforts of the home as the
individualizing factor in the educational pro-
cess, we find the state and the community in-
terested successively in the socializing kinder-
garten, in the conventionalizing primary
school, in the nationalizing grammar school,
in the idealizing high school and in the spe-
cializing college.
Vitally, this organization suggests the
analogy of a river system. The source lies in
the home. By and by the new individual
streamlet is joined by the successive tributar-
ies enumerated above. Each new tributary, it
will be noticed, does not obliterate the inner
character of the original streamlet, but simply
adds to it new significance ; and the resulting
stream issues forth in its lower course, a rich
and effective self-poised individuality, broad-
ened and deepened by the accessions it owes
to its tributaries.
3. The central spring in this developing in-
dividuality, as in all vital development, is self-
activity which in man is destined to become
more and more consciously self-directive. This
guided Froebel in his educational thought, as
well as in his work at Griesheim, at Keilhar,
at Willisaw and, ultimately, in the establish-
ment of the kindergarten. Upon this princi-
ple hinge the various corollaries of self-revela-
tion, self-expression, self-adjustment and self-
realization, as well as the requirements of in-
terest and initiative in exploring and creative
activity, of learning by doing, of purposeful
social co-ordination in play and work on the
pupil's part. Upon this hinge also the de-
mands for "living with the children," and,
consequently, for child-study, for suitable in-
terpenetration of developing and didactic
measures, of patient following and active lead-
ing, of psychological and logical sequence, of
analysis and synthesis in thought and action.
4. It is important to remember in this con-
nection that in the Froebelian unitary view
of life and, therefore, of the new education the
contrasts of analysis and synthesis, of interest
and effort, of psychological and logical se-
quence, of following and leading, of develop-
ing and didactic measures, of perception and
reflection, are conceived not as antagonistic
but as polar contrasts, subject to the laws of
mutual attraction and induction universally
valid for polar forces. They are, indeed, not
distinct entities, but mutually conditioning
phases of a unitary entity. They are distinct
only in thought, not in life.
Other similarly polar contrasts enter into a
vital consideration of educational procedure.
Among these the following, at least, call for
additional emphasis : the contrasts of indi-
vidual and social, of actual and potential, of
physical and psychical, of concrete and ab-
stract, of natural and spiritual, of thought and
feeling, of play and work, of initiative and dic-
tation, of necessity and freedom.
5. In the educational guidance of develop-
ment, it is needful to maintain in healthy ten-
sion of equilibrium the opposite factors of
these polar contrasts. Neither the one nor the
other can be over-emphasized or emphasized
to the exclusion of its mate without incurring
danger of impotent diffusion, without arrest
or prevention of development.
Thus, by the way of illustration, interest
and effort are not hostile, but mutually sus-
taining factors of life. Interest stimulates
effort, dies in its absence; and effort can enter
the pupil's life only through avenues opened
by interest. The art of the. teacher consists
THE KINDERGARTEN-PRIMARY MAGAZINE
33
in correlating- the two in such a way that they
will ever co-exist in healthy mutual tension
and serve the needs of unfolding, enlarging
life; that, as they recede from each other, they
will remain bound together by mutually in-
creasing intensity. To confine the child to
unguided interest is to arrest development;
and constrained effort, not held in natural ten-
sion by interest, prevents development.
Similarly, abstract ideas rest, indeed, upon
concrete experience ; yet, in turn, concrete ex-
perience can extend its scope and deepen its
hold upon life only on the basis of growing
abstractions. In isolation, concrete experience
will be crushed by its own weight into the
stagnant pools of empiricism ; and abstraction
will lose itself in the numberless blind alleys
of vague speculation, unless it can find verifi-
cation in the realms of concrete life.
The education of our day more and more
consciously seeks to follow this principle of
unity in its measures. More and more fully
it appreciates the meaning and urgency of
Froebel's: "From life, through life, to life,"
i. e. from vital experience, through vital
thought, to vital conduct Thus does man suc-
ceed, as Froebel has it elsewhere, in achieving
the purpose of conscious life which is to
"make the external internal, the internal ex-
ternal and to reveal the unity of both in life."
(i. The same thought underlies also the
unity, which is vastly more than harmony, of
head, heart and hand. In harmony these are
still conceivable as more or less distinct en-
tities: it is still possible to speak of specific
intellectual, moral and motor training; in
unity they are but phases, different aspects,
of one vital entity. The brain is a contrivance
not only "to translate thought into action,"
but also to translate action into ever higher
and deeper thought.
In fact, the formulation of this trinity as
head, heart and hand is apt to mislead. Con-
scious life begins in motor phases of life
whose symbol is the hand, is realized in
thought, appreciated in feeling where, too, the
attitudes and purposes of the will are born,
and is led, again under the supremacy of
thought to achievement in motor phases of
life.
Thus we see the flash of the conscious men-
tal act in its wholeness running in this order:
hand-head-heart-head-hand ; from exploring
and discovering to achieving and adjusting
motor activity, which again becomes a source
of further discovery and so on indefinitely in
ever-deepening insight, in ever-broadening
purpose, in ever higher achievement and ever
closer adjustment in the onward movement
that constitutes individual and general human
progress.
7. Now in the educational stream (2), the
kindergarten adds it's waves to the current of
the child's unfolding" individuality at a time
when, stimulated by the social features of
home and neighborhood life, he has begun
more or less consciously to yearn for assertion
of his individuality in social intercourse with
equals which the family cannot supply or
guide adequately. Here he is to learn the arts
of kindly leadership and patient following in
the achievement of common social purpose in
free and joyous organic intro-ordination with
others.
This is the central purpose of the kinder-
garten. To this all its measures are more or
less directly accessory. Its social games, its
marches, its songs, its group-work, its garden-
work, its festivals, its division of labor in mat-
ters of room decoration, etc., all tend to this.
Whenever it engages in more individual or
mass-drill with gifts and occupations, in calis-
thenics, etc., it would do so in socially related
groups and with a view of utilizing the skill
acquired or the outcome of the work in some
social effort.
8. Public opinion still is so far in arrear of
the educational needs of to-day and much
more so of the prophetic ideals of humanitar-
ian education, that the actual school, in spite
of much gratifying progress, still is inade-
quately organized and equipped to meet these
needs. Unavoidable conservative tendencies
based upon waning social conditions, coupled
with a not inexcusable parsimony in the ex-
penditure of public funds, still continue as
hindrances to progress in the adjustment of
educational institutions to the requirements of
new and dawning" educational ideals.
9. That the kindergarten, too, — and more
particularly the public kindergarten, must suf-
fer under this unavoidable condition, goes
without saying. Among its unfavorable con-
sequences, some of which will be touched
upon later on, I shall here confine myself to
pointing out the serious drawback that comes
to its work from the practice of overcrowding.
It must appear on first flash, as it were,
that the transfer of children from the intimacy
of home and neighborhood life to the kinder-
garten with its new and strange faces and im-
pressions will come to them as an exciting
event. Naturally, on entering the new envi-
ronment, they will seek — some furtively,
34
THE KINDERGARTEN-PRIMARY MAGAZINE
others boldly — some familiar face, some wel-
coming feature with which they can feel at
home. If they fail in this, they will be prone
to shrink from contact, to withdraw into
themselves and, in spite of endearing efforts
on the part of the kindergarten or prospective
comrades, to manifest their new isolation in a
variety of ways, ranging from fear to ob-
stinacy, from tears to boisterous self-indul-
gence or fierce revolt. And the greater the
crowd, the greater the mischief.
The unprejudiced observer cannot fail to be
filled with admiration for the ingenuity, tact
and patient energy of the kindergartners in
their by no means unsuccessful efforts to re-
duce the retarding influence of the crowd
upon their children. Yet, even where they
succeed in securing a fair measure of intro-
ordination and community of feeling, oppor-
tunities for leadership and intelligent follow-
ing on the children's part are much reduced,
and the development of social tendencies as
factors in the expansion, invigoration and
liberation of individuality is constantly and
greatly hampered by the persistent crowd.
10. On the whole, however, one cannot
fail to note the fact that the crowded condition
of the kindergarten has brought into its work
much that is artificial, much that borders on
routine, that the kindergartner bears more
than her legitimate share and the children less
than is their due in the common life, that in-
itiative and self-activity are clogged, that the
freedom and joy of self-unfoldment are vari-
ously hampered, and that constant effort is
needed on the part of those entrusted with
leadership in the conduct and development of
educational institutions to lift public opinion
into fuller and clearer appreciation of its re-
sponsibility in the matter.
11. Already in the family and still more in
the kindergarten, the conventionalities of life
in matters of conduct receive constant atten-
tion ; they enter the habit-life of the children
through imitation in play, as well as under
direct training. In fact, from the point of
view of the primary school, the value of the
kindergarten is measured largely by the habits
of formal attention, of promptness, of obedi-
ence, of ready adaptation and self-reliance in
common work, of politeness and regard for
propriety which the children bring to their
work.
The children bring to the school, moreover,
considerable familiarity with number and form
relations and with things, fair control of the'
fundamental conventionalities of language and
manual dexterity, sympathetic interest in the
life of nature and in the occupations of man
in community life, and not a little apprecia-
tion and command of the beauti es of song
and rhythmic movement.
12. Upon these foundations, the primary
school, under the ideals of a new education, is
to continue the work, taking care not only to
avail itself of the children's habits of attitude,
but to bring these more and more under the
conscious control of growing insight and in-
creasing deliberateness of will.
Their play-work is to proceed less and less
under the stimulus of caprice and more and
more under that of the necessities of their
tasks ; in their common work, co-operation is
to be sustained decreasingly by the pleasure it
affords and increasingly by a deepening sense
of responsibility; as their outlook widens, they
are to grow in spontaneous eagerness for in-
struction and for the control of logical se-
quence ; from the predominantly material
thought symbolism of the kindergarten, they
are to pass freely through a richer pictorial
symbolism to increasing appreciation of the
value of the conventional symbolisms of lan-
guage and number that claim predominance in
the work of the primary school ; the crystal-
izations of concrete experiences in defining
and classifying abstractions are to engage the
children's spontaneous attention more and
more, as they gain in realization of their value
in the achievement of purpose in thought and
action.
In the details of method, for which there is
no place here, this demands unbroken continu-
ity, the avoidance of abrupt change in en-
vironment and in measures of procedure,
steady adhesion at every point to the desired
outcome of the entire educational process,
which is the development of rich and benefi-
cently effective, self-poised individualities (2).
In a large sense, the primary school is still
a kindergarten, but with increasingly wider
scope, larger opportunity, greater intensity
and persistence of purpose, deeper joy of
achievement. It still retains in a large meas-
ure the social games, the marches and songs,
the group and gardenwork, the festivals and,
to some extent, even the occupations of the
kindergarten, but increasingly nearer to the
accuracies and intricacies, increasingly nearer
to the compelling actualities in purpose and
achievement of conventional social life.
13. In the gamuts of mutual attitude be-
tween teacher and taught — in which the teach-
er is successively guardian, guide, exemplar,
THE KINDERGARTEN-PRIMARY MAGAZINE
35
leader, friend and companion, and the taught
correspondingly yield implicit obedience, are
spontaneously observant, fondly imitative,
cheerfully following, affectionately and duti-
fully co-operative,— there is steady advance.
14. In the distribution of the work in
courses in study, insofar as such courses are
still imperative, this should afford at every
point ample means and latitude for the stimu-
lation of natural interest, of spontaneous pur-
pose and independent achievement. No sub-
ject should ever become wholly an end of
study for the sake of mere knowledge, but
should at all times constitute in some measure
a means to some end in achievement.
Number and form, e. g., should be consid-
ered not so much for their own sake only, but
rather and chiefly for the sake of better appre-
ciation of the qualities, uses and relations of
things and of the nature and needs of life; and
these things, in turn, should serve not merely
the gratification of even scientific curiosity,
but the stimulation of thought and action with
reference to the pleasing or useful expression
of some kindly purpose through language or
art, in work or deed. The children should be
led not to mere information and the repetition
of information, but to some degree of real
efficiency in benevolent self-expression.
In short, there is need not only for the ap-
perception of ordinary pedagogic parlance
which considers only the acquisition of addi-
tional knowledge, but, all along and at the
same time, for the deeper phases of this pro-
cess by which knowledge enters attitude and
purpose and which may be designated as its
introceptive side.
15. For this, social work is indispensable.
Not only the ordinary games, marches and
songs in which the children join, as a rule, in
doing the same thing at the same time or
which, frequently, have a clearly competitive
character. These are by no means to be dis-
continued: the former secure a desirable feel-
ing of oneness ; and the latter are effective fac-
tors in the development of individual power
and self-reliance, and afford valuable practice
for the exercise of individual freedom under
the recognized law of the game. But, in addi-
tion to these, there is needed social work in-
volving division of labor with reference to
common ends beyond the scope of individual
achievement and requiring unity of effort on
the part of each and all. In much of this, it
is possible and desirable to organize tasks in
which individuals of widely varying ability
can contribute, each, their best, of which the
orchestra presents a striking example and
which I am tempted to gather under the term
of orchestration.
Such exercises derive their great educational
value from the fact that, with reference to the
end in view, the humblest and the proudest in
skill are apparently of equal importance : none
can be spared. Mutual appreciation, self-re-
spect and self-confidence, mutual gratitude
and whole-souled devotion to the common
purpose, a sense of organic unity without loss
of individual worth and freedom, are among
the gains of such exercises.
16. The familiar and, indeed, unavoidable
slowness of the institutional phases of social
life in their adjustment to the demands of
progressive thought, even in public opinion,
constitutes of necessity a retarding factor in
efforts of the school to secure an organization
and equipment that may satisfy these require-
ments.
Thus the parsimony, to which reference was
made above (8, 9) in connection with the
massing of children in the kindergarten, oper-
ates detrimentally also in the primary school,
encumbering attention to individual needs and
effective grouping, compelling repression of
initiative and natural self-activity and the sub-
stitution therefor of constraint and artificial
incentive.
Here, too, we still meet crowds of children
in relatively small rooms that peremptorily
exclude freedom of motion, enrichment of
environment and opportunity for varied so-
cially organized self-expression. Here we find,
moreover, much strict grading on the basis,
not of essentials of interest, of developed
power and earnestness of effort, but of certain
externalities and conventionalities of informa-
tion, more or less arbitrarily prescribed by
administrative officialism that has only a
vague and perfunctory interest in the children
and, consequently, takes refuge in the so-
called subjects of instruction. With teachers
and pupils, therefore, regulation largely takes
the place of life, passive submission the place
of active good-will, patient endurance the
place of the joy of achievement.
17. Nevertheless, thanks to the persistent
insistence of enlightened educational thought,
reinforced by the scientific tendency of the
age ; thanks, perhaps still more, to the spirit
of universal motherhood that has assumed a
beneficently aggressive attitude in social evo-
lution, in associated effort and in the large
share it is taking in the work and manage-
ment of educational institutions and which is
36
THE KINDERGARTEN-PRIMARY MAGAZINE
conferring upon the current age the title of
"the century of childhood," these defects in
the organization and equipment of the school
and, more particularly, of the primary school
are steadily yielding.
Largely to this spirit is due the phenomenal
development of the kindergarten in less than
thirty decades and its acceptance as an integ-
ral part of public education, as well as the
gradual introduction into the work of the pri-
mary school of the educational principles typi-
fied in Froebel and sometimes designated as
the kindergarten principles or as the kinder-
garten spirit.
18. Under the beneficent sway of this
spirit, there are coming into the primary
school, many tendencies which, in spite of the
stolid hindrances of institutional sluggishness
in matters of progress, are destined to vitalize
its work. By way of illustration, I enumerate
among these the following:
It is teaching respect for the child's
thoughts and feelings, his experiences and in-
terests, as the groundwork for further devel-
opment.
It emphasizes the value of initiative and
self-expression in every phase of the work and
is beginning to assign to instruction its true
place of service in the achievement of pur-
pose.
It is revealing the value of play and of the
play-spirit in leading the children to earnest-
ness, persistance and endurance in effort ; as
well as the value of manual and other motor
activity in the acquisition of knowledge, in
the expression of thought, in the achievement
of purpose, in the development of character.
It is setting forth the stimulating value of
beauty in sound, color and form; the value of
song, rhythmic movement and artistic en-
deavor in every phase of the child's develop-
ment.
It is showing the value and need of love of
nature and of the sympathetic nurture of life
in the unlocking of the deeper springs of the
child's being; as well as the value and need of
stirring and fostering of social tendencies and,
thus, bringing into the school the sunshine of
well-doing and banishing the mists of envy
and greed.
It is convincing parents that active and ag-
gressive interest in the school on their part
can never be wholly delegated and that its
abdication to other interests means arrested
development and, therefore, loss of life-effi-
ciency and of happiness to the child and con-
sequent deterioration of the community.
19. Now, the very intensity of living on
the part of earnest souls frequently exposes
them to the dangers of a new one-sidedness in
their work, when they come under the spell
of new truth. Of this we meet a number of
instances in the renovation of the primary
school.
Thus, the discovery of the heretofore ne-
glected value of interest has led in some in-
stances to the neglect of effort. Similarly, the
discovery of the value of the child's initiative,
of the leading importance of spontaneous de-
velopment, of material and pictorial symbol-
ism, of concrete experience and the rest, has
led in many directions to damaging neglect of
corresponding polar contrasts (4) which are
so essential in the effective unfolding and ex-
pansion of the child's life. And this has oper-
ated as a new factor in the arrest of develop-
ment, and is furnishing powerful weapons to
the friends of established systems in the or-
ganization and equipment of the schools.
20. On the other hand, there has come to
the kindergarten deterioration from another
cause. Under the pressure of traditional en-
cumbrances of current school systems, not a
little reinforced by its efforts to render itself
less obnoxious or more acceptable to these
systems, the kindergarten fell in some respects
into schoolish ways, more or less foreign to its
spirit and not to be explained by the mere
overcrowding of the rooms.
Housed, usually, with the other departments
of the school, in one of the large school pal-
aces, of whose imposing magnificence a fool-
ish civic pride makes so much, the kindergar-
ten was compelled to submit in many ways in
its work to the routine of an artificial exter-
nal order. There came into its work, there-
fore, a certain schoolishness, hostile to the
eager, spontaneous life of the kindergarten.
21. Prominent among the symptoms of this
disorder is an excessive intellectualism, an in-
ordinate haste to instruct, to furnish informa-
tion for information's sake, rather, than as a
welcome incident in meeting the needs of the
children in the achievement of their purposes.
Stories are told with this object, prematurely
explaining natural phenomena, introducing the
children to the verbiage of historic incidents
and of literary productions, wholly beyond
their grasp of appreciation ; games and songs
of similar import are constructed by the
teachers and taught like lessons in a book;
much of the so-called art-work takes its points
from grown-up conventionalism and ignores
the child's ways of aprpoach to these modes
THE KINDERGARTEN-PRIMARY MAGAZINE
Ay
of self-expression ; the gifts and occupations,
too, serve perhaps more frequently as subjects
of study than they do as rich and flexible ma-
terial for individual and social self-expression;
even sympathetic intercourse with nature and
the nurture of its life is not rarely trans-
formed into "nature-study."
Coincident with this, there is occasion to
notice in the position and movement of the
children, as well as in the attitude of teachers,
evidence of much artificial constraint looking
toward external order and over-direction,
rather, than toward the spontaneous order of
joyous development under social impulse and
"living with the children."
Children pass from the morning circle to
the tables, from these to the game, etc., at
stated intervals of time and in fixed order, as
classes in the school pass from subject to sub-
ject; in the work at the tables, imitation and
logical sequence are the rule and initiative
and psychological unfoldment comparatively
rare ; even in the circle games, children are in
many instances under the silent command of
circles pointed on the floor; programs and
timetables are often as binding and as much
loaded with details as they are in the "well-
regulated" school.
22. These strictures are in no way to be
interpreted as a criticism of the kindergarten
as such, and much less of the kindergartners.
These are not primarily, at least, responsible
for the faults indicated. In the majority of
instances they are the unwilling victims of
conditions they cannot control, and earnestly
labor to improve every opportunity to free
the children from the schoolish fetters that
hold them captive. This they must patiently
and resolutely do, or abandon the high pur-
pose and destiny of their mission.
And liberation will surely come, is coming,
in the measure in which established institu-
tional factors succeed in adjusting themselves
to the requirements of the educational insight
and of the social evolution which the current
centuries are revealing.
THE TRUE RELATION OF THE
KINDERGARTEN AND THE PRI-
MARY SCHOOL.
THE BUNNY RABBIT.
The bunny rabbit came last night
And laid some eggs for me;
I made a nest down by the gate,
He couldn't help but see — ■
And when he laid the nest all full,
He ran away and hid!
I'm sure I saw the bunny come —
At least I almost did!
— Sara Josephine Albright.
By Mrs. W. K. Linscott,
President of the Mobile City School Improve-
ment Association.
The kindergarten in the public school is
an integral part of a system. It bears the
same relation to the primary school as the
primary bears to the secondary, and the
secondary to the high school. Their relation
is correlative. Each is a part of the whole.
The kindergarten is the first part, of the
beginning.
The principles of the kindergarten are the
principles of the fundamental educational
laws. The kindly old gentleman who founded
the kindergarten, had long since written
"The Education of Man," in which he ex-
pounded a philosophy of education so pro-
found, so comprehensive, and yet so practical
that its so-called "developing method" domi-
nates all modern educational thought and
experiment. The kindergarten is perhaps the
best and most valuable exponent of this
philosophy, and as such needs no defense.
This paper does not concern itself with
the relation of the home to the kindergarten.
Obviously this relation is intimate and vital,
being maintained by the child, his parents and
his teacher. The kindergarten is the logical
connecting link between the home and the
school. It receives the child as he is; tests
his physical, mental and moral ability; gath-
ers valuable data concerning his parentage,
home and community, and introduces him to
life in the public school. Eventually the law
will pay more regard to the heredity and
early environment of the child, but at present,
the state's work proper begins with the public
school, where, with more or less success, it
endeavors to give the child the trained ability
to gain knowledge and to use it.
There is great diversity in the quantity
and the quality of preparation for education
given the child in his home : Some, like
Chesterfields gentleman were excellently pre-
pared a hundred years before they were born ;
others are somewhat prepared through the
instinctive wisdom and honest endeavor of
modern progressive parents ; still others, like
poor Topsy, have "just growed" into the
school entirely unprepared ; some, indeed,
have been sadly retarded, hindered, and even
marred in the making. No child's experience
38
THE KINDERGARTEN-PRIMARY MAGAZINE
should be left entirely to chance, and from a
purely pedagogical standpoint, it is the prov-
ince of the kindergarten to receive this
heterogeneous class of children, and by awak-
ening and guiding their self activities, quick-
ening their powers of observation and percep-
tion, training their hands to some dexterity,
and by leading their spirits towards appre-
ciation, self control, self reliance, resource-
fulness, fairness and co-operation, to prepare
them for the work of the school. Primarily
it is the work of the teacher in any grade
to prepare the child to live his life; but
secondarily she prepares him for the work of
the succeeding grade, co-ordinating the cor-
related studies, for as Froebel says ''That
which follows is always conditioned on that
which goes before," and "No new subject
of instruction should be brought to the pupil,
unless he at least feels vaguely that it is
based, and how it is based, on previous work."
Likewise, tho the kindergartner is trained to
think primarily of the child himself, his life
and his daily interests, yet the very nature and
methods of her work of creating apperceptive
centers prepares him for the work of the pri-
mary school. Efficiency in this work of prep-
aration for education demands a genuine
and unsentimental love of children, natural
ability, trained skill, experienced judgment,
a progressive mind, and a faithful adherence
to the fundamental laws of Froebel, coupled
with a conscientious, intelligent, and unflag-
ging industry.
Story and song, play, work and pictures
in the kindergarten give the child those clear
mental images which alone make words alive
and usable. The dictionary may be mem-
orized, but the vocabulary contains only the
words which bear the vivid image of the
object, idea or action which they represent.
The beginning of the phonics lies in the imita-
tion of sounds of animals, machines, and tools
in the songs and games of the circle. The
custom of marking the child's daily work
with his name, not only cultivates his sense
of individual possession, but also incidentally
familiarizes him with the form of the written
word, and it is not uncommon for him to
readily recognize his own and other names,
and also, the titles of games and songs in
the teacher's book.
Drawing and designing begin with the
crayola, brush, scissors and clay of the kinder-
garten, where free drawing, painting, cutting
and modeling are the actual self expression
of the child'. Appreciation of his work neces-
sitates the cultivation of the ability to see the
object or the idea as the child sees it, for
"He draws the thing as he sees it
For the God of things as they are."
The beauty forms, given him for busy work,
good pictures upon the walls and observation
of the endless charms of nature give him
the requisite ideals for artistic production.
Music in the kindergarten is what Hender-
son calls "a human art." It is used as a
means, not an end. It stimulates the will
to do. It cultivates the senses and emotions,
without which activities are mechanical. It
commands, entreats, encourages, and inspires.
It is a vehicle of expression to the child, who
sings because he feels like singing, and who
feels like singing because he is wholesomely
happy. Many a little "shut up posey" opens
wide its lovely petals under the witching
spell of music. Not a single rudiment of
music is taught in the kindergarten, yet the
beginning is there. The ear is accustomed
to accuracy of pitch and purity of tone, and
the soul is brought into beautiful responsive-
ness to musical rhythm and expression.
Not only the foundation, but the ideal sys-
tem for all physical training lies in the play
and games of the kindergarten. To play —
this is the child's own beautiful, unerring
pathway to physical development. From
free play to play and organized games ; from
games to competitive sport and athletics, lead
him on from kindergarten to college, from
whence he enters upon his life work, sound
of body, clear of brain, fair of mind, brave
of spirit, and by "the rules of the game"
trained to that quick obedience to law, and
that cheerful co-operation with fellowmen
which makes a good citizen.
The number faculty appears to develop
early in the child, and while formal number
work in the kindergarten would be atrocious,
yet the wise kindergartner takes cognizance
of, and provides light exercise for this sense
when it manifests itself. Counting the chil-
dren on the circle, and the petals of the
flower, or the times the ball is tossed, all
such concrete number work seems to give
positive pleasure to the child, and is the
first logical step in number development. It
is impossible to calculate the exact time
required for the child to ascend from the
perception of the concrete, to the perception
of the abstract number conception. The steps
may -be taken quickly and easily, or they
THE KINDERGARTEN-PRIMARY MAGAZINE
39
may be slow and halting. The crime is to
hasten the natural ascension. Why this in-
exorable forcing of the child mind? Why
pull him up by the roots from the kinder-
garten to transplant him prematurely to the
primary school, only to hurry him from
grade to grade ever requiring of him some
work which he has not the ability to perform
until tomorrow, and which it is positively
injurious for him to attempt today? Is it to
get rid of him to make room for his little
brother? Is it to prove the power and
efficiency of the school machinery? Is it a
competitive exhibition of the teacher's ability
to keep him moving? Or is it but the foolish
American habit of "Hurry Up?" Post a sign
in the school house : "Stop ! Danger ! Go
Slow!" What avails this eager pace? This
boy has all his life in which to learn. If for
economic reasons he may not tarry long in
the school room, give him less work there,
and that work better adapted to his future
needs. Well meaning votaries of the kinder-
garten are wont to claim that it is a time-
saver to the State, but the State can well
afford to give the child time if the time is
well spent. What is needed is not faster
zwrk, nor more work, but better work. The
kindergarten child may not do his work any
faster, but undoubtedly he does do it easier
and more intelligently than the child who has
not received the kindergarten training.
Such is the brief suggestive outline of the
pedagogical relation of the kindergarten to
the primary school. In passing it should be
remembered that any formal work in the
kindergarten is not to be considered.
The kindergarten follows, guides, and sus-
tains the natural development of the child,
and the work of preparatory training referred
to, is purely incidental though none the less
efficient.
The philosophical or psychological relation
of the kindergarten and primary school is
more profound than the technical relation,
yet equally vital and close. In its last analysis
it is the theory that if a little is good, more
is better. If the inherent principles of the
kindergarten are correct and successful, why
not apply them to every department of educa-
tion? Hughes enumerates the distinctive
characteristics of Froebel's philosophy to
be as follows : Child study, unity, self activ-
ity, early training of the sensations and emo-
tions, the theory of evolution, individuality,
co-operation, nature study, objective work,
the educational value of play, the harmony
between spontaneity and control, and symbol-
ism. And he says "The principles upon which
the kindergarten processes are based are
fundamental principles which should guide
the teacher in the work of teaching and train-
ing the child throughout its school course."
The kindergarten works according to the
development method following the natural
evolution of the soul of the child. It con-
siders his interests, his needs, his individu-
ality, and his happiness. In this regard the
kindergarten bears the relation of a bright
and successful example, not only to the pri-
mary, but also to the other grades. If its
methods were adopted on up to the univers-
ity, the work of public education would be
more delightful to teachers and pupils, more
effective in attainment, and more popular
with the taxpayer. The ideal school will
project its course of study upward from the
kindergarten, following, not an inflexible
man-made program, but the child himself. He
is a safe guide, for God made him in his
own image, and handicapped by heredity, and
bound by environment though he may be,
yet in the main, he is true to his divinely
implanted instincts, and unerringly follows
the marvelous law of evolution.
The kindergarten bears yet another rela-
tion to the primary school, a personal, co-
operative relation established by the teachers
themselves, and thru them, extending- to the
pupils of both schools. Mutually interested
in the child himself, and his successful school
career, the primary and the kindergarten
teachers take friendly counsel together, devis-
ing new ways and means of drawing their
departments nearer together, that the child
may be easily and happily ferried over the
narrow river which flows between the little
and the big school. The most perfect co-
ordination and correlation of the kindergarten
and the primary school may be effected by
the modification of the primary methods and
program, the projection of the kindergarten
theory and work, and the interchange of
training and work of the primary and kinder-
garten teachers.
It is sometimes said of the kindergarten
child that he is difficult to manage and in-
terest, and not inclined to hard work. But "O
why should the spirit of mortal be proud"
of some of the methods of managing the
child, which are employed in even the most
advanced primary school? In the bright
lexicon of the kindergarten there is no such
word as "discipline." Better than blind obedi-
40
THE KINDERGARTEN-PRIMARY MAGAZINE
ence is free obedience. Better than coercion
is control. Better than negativeness is pos-
itiveness ; better than mechanical following is
self direction. In the application of Froebel's
methods, control and spontaneity work in
perfect harmony. The child plays and works
freely, but always within limitations and
under the rules. Froebel called the kinder-
garten the free republic of childhood, and
claimed that "The will is strengthened only
by voluntary activity. By striving to create
the beautiful and the good, the feelings are
developed, and by all lawful, thoughtful, free
activity the mind is cultivated.'' The gradual
comprehension of this thought has modified
to a very great extent the so-called discipline
of the schools. However, so long as one
teacher is required to govern and to impart
specified knowledge to forty pupils according
to an inflexible program and schedule, there
must of necessity be a somewhat different"
regime in the primary from that in the kinder-
garten. And as the kindergarten of today
must prepare for the primary of today, per-
haps it would be well during the last few
months of his kindergarten training to give
the child some instruction and drill in the
rules which will regulate his study and con-
duct in the primary.
As for the allegation that the kindergarten
child is difficult to interest and disinclined
to sustained work, it would be well to dis-
cover several things before passing judgment.
In the first place, has the child in question
ever attended a model kindergarten directed
by a well-trained, practical kindergartner.
Again, "has he remained in his kindergarten
until he has located himself, and found his
self expression. The educational process of
the kindergarten fits every child, but it
requires more time to succeed with some
than others. A primary teacher recently
asked a kindergartner "At what age do you
think a child should pass from the kinder-
garten into the primary school?" She replied:
"When he has been fully awakened, even though
he be ten years old." And the primary teacher,
mentally comparing the work of the thor-
oughly awakened kindergarten child with
that of the child who had been taken too
soon from the kindergarten to primary, said,
"I believe that you are right." And again,
have the real interest centres of this child
been sought for and discovered, and has he
been led by a skillful and tactful primary
teacher to that productive self activity which
sustains the new found interest. The truth
is, that to keep this awakened little being
■ happily employed is no small task. It re-
quires the application of real thought and
the expenditure of much nervous energy. But
it pays. After all, this is the child's inalien-
able glorious right — to be happy in congenial
work. Henderson says, "It is of far greater
importance that children should live sincerely;
that they should put joy and heart into their
occupations; that they should do well the
things which they want to do, than that they
should satisfy any pedagogical plan of older
people's devising."
Interchange of training of the primary and
kindergarten teachers causes the scales to
fall from their eyes, and each beholds the
other's work with intelligence, fairness, and
appreciation. The primary teacher then no
longer looks upon the kindergarten as a day
nursery, and upon its director as the holder
of a sinecure. She understands that the kinder-
garten is a scientific developer of appercep-
tive centres, and that the kindergartner her-
self, has spent several years in study and
in practical training under the instruction
and guidance of such scholarly friends of little
children as Blow, Hill, Hofer, Harrison,
Wheelock and Emilie Poulsson. The kinder-
gartner no longer looks upon the primary
school as a dark and gloomy prison into
which her free souled little pupils must go,
to bruise their tender wings upon the cruel
bars. She knows that on the whole the
modern primary school is a delightfully in-
teresting place, the aims and methods of
which are gradually and successfully being
modified and adapted to meet the actual
needs and interests of the child.
If interchange of training and work is im-
practicable, there still remains to the teacher
the opportunities for consultation, comparison,
and co-operation. Magazines, books, ideas
and suggestions may be profitably exchanged,
it being actually imperative that each care-
fully consider the other's plan of work. Visits
may be exchanged, the primary pupils enjoy-
ing a skip or game on the circle, and a
glimpse of their little brothers and sisters
happily at work at the tables.
And the kindergarten children may occas-
ionly try fitting themselves to the fascinating
little desks, and become familiar with the
equipment, teachers, and work of the primary
grades. The co-operative kindergartner will
write a record of those about to enter the
primary school, giving the teacher a working
knowledge of the child, his physical and
THE KINDERGARTEN-PRIMARY MAGAZINE
4i
mental ability, his leading traits of character,
and present general condition of development.
The thoughtful interested primary teacher
will carefully and eagerly study this child
chart, that she may steer clear of the rocks
and shallows, making- a safe anchorage in
his little heart.
This co-operative relation of the kinder-
garten and primary school is more eff ectively
maintained when it is fostered and encour-
aged by the principal himself, and thru his
influence extended to the teachers and
pupils of the entire school. The older chil-
dren love to help the little ones, and the
possibilities for co-operation between the
kindergarten and the grades are limited only
by the will and ingeniousness of the teachers.
The subject of this paper is not devoid
of interest to the primary teacher of the town
and rural school. To know and understand
the aims and work of the kindergarten and
its relation to the school work is of real
educational value. The kindergarten has come
to stay, and in some form or other it is on its
way to every school in the State, and when
it comes it should be received, not as an
interloper, but as a constituent. It s advent
should be welcomed. Its methods appreciated,
and it's co-operation solicited. Consolidation
of schools means that the rural community
will secure as good educational advantages
as are possessed by city and town, and so
the kindergarten is coming to the rural school.
Then indeed it will come unto its own, for
where will it find such beautiful opportunities
for organic culture as are found in "the fields,
the roads and rural lanes." "Sweet is the lore
which nature brings." But the kindergarten
is not selfish. All that it has it shares ; all
that it discovers it proclaims; all that it
hopes it expresses. An>d the rural teacher
need not wait for the coming of the kinder-
garten. She may even today reach out and
pluck of its fruit to feed her little flock.
Armed with a good kindergarten magazine,
a little correspondence with a successful,
practical kindergartner, and the wealth of
m?terial lying on the very threshold of the
school house, she may make a very ingenious
and helpful adaptation of some of the games,
manual training, and blocks of Froebel. A
circle of the entire school in the yard may
enjoy some of the rhythmic, symbolic and
modified games of the kindergarten. A long
table under the trees, with the yard benches
around it, and the whole school may cut,
paste, model and construct, working up the
community interests, such as the truck farm,
the dairy, the saw mill, the mine and the
factory. Not one but several sand tables
may be built by the large boys and used in
connection with every branch of study. The
children may bring refuse lumber from home,
or it may be donated by some nearby mill,
and by working before or after school hours
the boys can build a doll house out in the
yard. The furnishing of this house would
supply busy work for many happy moments.
Designing its wall paper and rugs, pasting
and framing pictures, constructing cardboard
chairs, beds, etc., all this would prove fas-
cinating work for restless little fingers, giv-
ing glorious opportunity for real creative self
activities. The fifth and sixth Froebel gifts
of building blocks, (in the large size) may
be secured for desk work for the younger
children, also the soft colored balls for sense
games. Pine needles and cones, sweet gum
balls, grasses and flowers, birds and animals,
all this and more for the sense impressions
and number work. Enviable indeed ! And
best of all the flower and vegetable garden,
dug and prepared by the older pupils, and
planted and cultivated by the entire school.
What, says the rural teacher, added burdens?
No, not added burdens, but added zest, in-
terest and joy. It is all in the day's work.
What matter an added burden, so the work's
well done. Today is life. To live freely,
gladly and generously, this is success. Not
to live and be done with it, but to live and
to glory in it, this is power.
With some special reading, permission
from the proper authorities, and not with
greater but more intensive effort, the rural
school teacher possesses the most enviable
opportunity for experimenting, not next year,
but this spring, in organic education, apply-
ing the kindergarten principles to the whole
school. For the philosophy of Froebel is
indeed applicable, not only in the beginning,
but in every stage of human development.
It is based and built upon the fundamental
laiv of unity or inner connection, and the
fundamental process of self activity* following
the natural evolution of the body, mind and
soul of man.
It is good to be alive today. It is good
to be a teacher. It is good to be going to
school. It is good to have children to
send to school. Something is doing in the
educational world. Sons and daughters are
prophesying. Young men are seeing visions
and old men are dreaming dreams. And all
A*
THE KINDERGARTEN-PRIMARY MAGAZINE
who run may read that education is coming
to mean, not alone the seeking of knowledge,
or the possession of knowledge, but the use of
knowledge. Knowledge of truth is valuable
only to make men true. Knowledge of history
is useful only to make men wise. Knowledge
of mathematics, to make men accurate.
Knowledge of science to make men powerful,
and knowledge of literature and the fine arts,
to make men lofty, emotional and expressive.
To be and to do, — these are imperative. To
know is to help men to be better and to do
more. And all these things shall be added
unto you — to have, and to give, to gain and
to lose, to love and to serve, to hope and to
endure, to strive and to conquer.
The time is approaching when educational
theory will have become practice ; when effort
will have become attainment and ideals will
have been realized. And in that glad day, all
will look hack and say, "In the beginning mas
the kindergarten and the primary school."
ONLY A BLACK-BIRD.
The other night Elsie was sitting in the
hammock, and something made such a loud
noise in the woods back of her.
"Oh, mother, mother, what is it, do you
think?"
"Only a doggie, I guess, dearie. Don't be
afraid. Watch, and maybe you will see him
come out."
Elsie did watch. Her little heart went pit-
a-pat, but not for worlds would she have said
she was frightened. No indeed !
Such a noise ! Surely it must be something
bigger than a dog. Elsie held her breath as
the noise came nearer, and then — what do you
think? Out he comes! A little black-bird,
hunting- for worms in the cool of the evening!
Everybody had to laugh at poor Elsie's dis-
Comforture.
Blessed is the memory of those who have kept
themselves unspotted from the world! Yet more
blessed and more dear the memory of those who
have kept themselves unspotted in the world.—
Mrs. Jameson.
This above all: To thine own self be true;
And it must follow, as the night the day,
Thou cans't not then be false to any man.
— Shakespeare.
A good book is the precious life-blood of a mas-
ter spirit, embalmed and treasured up on purpose
to a life beyond life. — Milton.
AESTHETIC DEVELOPMENT OF CHIL-
DREN AT THE KINDERGARTEN
PERIOD..*
By Caroline Crawford.
The change that has come about in the edu-
cational viewpoint has affected not only the
practical and scientific aspects of education,
but promises to modify and reconstruct the
aesthetic and cultural phases as well.
We demand every branch of activity to
prove itself with an emphasis never before
realized in the educational world. The very
term "fads and frills," seen so often in the
daily papers, is significant, in a vague way, of
the logical process at work in the socialized
consciousness, and to no other subjects so
much as to those which come under the gen-
eral title of art do we find given this particular
term of derision and reproach. This usage is
in itself proof that we are no longer satisfied
with the once accepted reasons for the teach-
ing of the arts, nor have we, on the other
hand, fully arrived in consciousness as to the
practical everyday value of the arts in this
work-a-day world.
Such a statement as this often brings out
a challenge from those who have given their
lives to the support of the cultural factors in
education, and who feel that to recognize the
questioning attitude which is abroad begs the
existence of any acknowledged value in the
aesthetic side of life. It is not that the values
of the arts have disappeared, — values like
these do not disappear, — but they have
changed their base ; and this shifting of the
ground is due to the forces which are pushing
us to justify the arts from the evolutionary
aspect of life.
From this standpoint, two conditions are
demanded in the treatment of any subject, —
first, its function must be stated in terms of
the process of growth. It must be shown to
be a necessary as well as a merely desirable
feature in the life-history of the individual.
As an isolated and insulated activity is
a useless thing, its position and value can be
determined only by finding its very definite
and practical relations to all the other phases
of experience. Second, every subject must
be treated as dynamic. Somewhere it has a
starting point as a psychological process. That
beginning and the consequent phases of de-
velopment become increasingly important as
the shifted base is realized.
Socially, we have become conscious of the
first condition, and while we have gone far
THE KINDERGARTEN- PRIMARY MAGAZINE
43
beyond Spencer's statement of the value of
the aesthetic education, when he said that play
and art were alike in that both were useless
so far as the great ends of life were concerned,
there remains a constant questioning of the
nse and value of the arts. The position finally
accorded them will depend upon a definite
study of the second condition. We are still
working upon the beginnings of the aesthetic
instincts and their development in a most
fragmentary way. We recognize vaguely
some relation between play and art and we
insist upon the child's right to play because
such activity is instinctive; but we are yet
attempting to define the process of develop-
ment of these activities in such a manner as
will unify the practical and aesthetic elements.
Believing that the further defining and clari-
fying of the second problem will cause the
first to disappear, this paper is an attempt to
show the beginnings of the aesthetic instincts
and the phases of their development during
the earliest years of life. The first period of
growth represents a time when the child is
mastering, in the sense that he is experiment-
ing with, certain co-ordinations which give
him a partial acquaintance with many things.
His reaction is directly to the thing presented,
and is usually of the duration of the presented
object. When that disappears the response
fades away, and not until the thing itself is
again presented to the senses is there renewed
activity. With the repetition of these experi-
ences there gradually develops a control of
the activity which is combined with the estab-
lishing, through the continued functioning", a
value which we call an image, and which is
due to the qualities acquired through func-
tion. These values, or images, change from
day to day, year to year, according to the
what and how of experience.
But gradually another manifestation ap-
pears. The response to the image is not so
direct ; a part of an old experience will sug-
gest all of it, then one image will suggest an
activity related to it. A stick becomes a horse
to mount. One broken dish will furnish the
imagery necessary for an elaborate dinner.
To a little child, one swallow almost makes
a summer. Such a process as this goes on
until all the activities which are prominent in
the previous time of growth are tried in rela-
tion to each other. The images are played
together in many forms. The constructive
instinct is seen at work in this tendency to try
out and find relationships and values. All
of the child's doings and all of the
actions of the people about him are molded
into plots. This second period of growth be-
comes, then, a time when images are known
as they are measured in proportion to each
other. They become parts in related wholes.
This constructive tendency which shows it-
self in plot-making, or the building of a whole
out of parts, has been misunderstood in the
past, because we were not sufficiently familiar
with the earliest form of expression. The
child's first language is the use of the action
itself with which to represent his image, then
the most emphatic part of the movement is
made the symbol of the activity. And this
gesture language (if we use the term in its
large sense) is deserving of far greater study
than has yet been given to it. The child con-
structs with movement language while he is
gradually building up a translated language
of sounds associated with these activities. All
sorts of objects are used to help out the plots,
and to keep his images before him. One
recalls Stevenson's famous description in his
essay, Child's Play : "We grown people can
tell ourselves a story, give and take strokes
until the bucklers ring, ride far and fast, marry,
fall, and die; all the while sitting quietly by
the fire or lying prone in bed. This is ex-
actly what a child cannot do, or does not do,
at least, when he can find anything else. He
works all with lay figures and stage properties.
When his story comes to the fighting, he must
rise, g'et something by way of a sword, and
have a set-to with a piece of furniture until
he is out of breath."
As he becomes more expert in his expres-
sion the child drops the objects and carries
his related images along with movements and
sounds (words and tones). Rhythm then be-
gins to play an important part. And this plot-
making, which in its first forms we call the
dramatic game, is the beginning of the ex-
pression of relationship values. As such an
expression, it is also the earliest art in the
child's life. It is important to note that these
related images are first chosen from the child's
own experiences. It is here in the playtime of
life that aesthetic education begins.
This very important dramatic game has been
looked upon with a varying degree of indif-
ference by three different sets of teachers. In
literature it was scorned as played by children,
then teachers suddenly tried to make the
jingle of Mother Goose rhymes, which repre-
sent the dregs of folk games and dramas,
stand for the beginnings of literature. Teach-
ers of music discounted the old melodies
44
l'HE KINDERGARTEN-PRIMARY MAGAZINE
partly because they were considered too sim-
ple for musical form, and partly because they
were written in old modes and therefore not
understood. And teachers of physical educa-
tion in all forms of activity, have not even
recognized any different end to be attained
in the dramatic game than there is in the
games of skill.
It remained, therefore, for the kindergart-
ners to preserve the older games for us, but
even they have been forced by the social
pressure to study the game, not as an art
form, but as recreation and exercise. We find
dramatic games classified, therefore, according
to the form of playing or the subject, or even
as exercises for the different parts of the body.
We wish to suggest the principles in the
arts of representation, as they are illustrated
in the evolution of the dramatic game, and
show how the composition of the plot develops
in complexity of dramatic structure and mode
of expression. When the images expressed
reveal only the moods of a plot, we find the
earliest forms of the dance. This representa-
tion is through what we often call rhythm.
The child walks and runs, leaps and hops and
whirls. If we see these movements without
relation to the mood invoked, it seems far-
fetched to speak of a plot, but watch a child
and you will always see cumulative effect in
the repeated movement. The climax may
come very soon, and the movement fade away,
or there may be a whirling climax to the
drama. The representation of joyful or sor-
rowful moods is always found to have the
same relations of beginning, middle, and end,
that we find in the highly evolved dramas of
grownups.
Froebel's Mother Play is a fascinating study
of the simplest plots in dramatic contrasts pre-
sented through pantomime and gesture. Think
of the plays in which the child relates such
fundamental things as up and down, toward
and away from, here and away, coming and
going, fast and slow, sweet and sour, etc. Then
we have representations in which the image
is more closely defined by contrasting different
parts of the body, as hands and feet, hands and
head, etc. Many old folk games are to be
found of these forms.
The element of surprise enters into the plot
in many ways. One of the most familiar is
when one child suggests something to do.
This is a new character in the story that
comes and goes in most unexpected ways until
the child's experiences are quite exhausted.
Follow My Leader is a story told through
movement. It begins with gusto, works up
its climax, and may have either a tragic or a
comic ending according to the leader's ability.
As the child's imagery develops, we find
a more and more definite presentation of ideas
added to the moods. Sometimes this descrip-
tion is in gesture, as in the "shoemaker's
dance," sometimes in moods, as in many
games beginning, "This is the way," etc. As
the child plays on he begins to add words of
quality as well as the descriptive terms. Types
of well-developed plots are found in such
games as Would you know how doth the
farmer? Here the important parts of a year's
life are related in the story and expressed in
mere mental repetition. We find, on the other
hand, as marked illustrations of highly develop-
ed games built with contrasting elements. Be-
tween such complex games as these, and the
folk ballad, which was sung and danced by
the group, there is no dividing line that can
be drawn. We have touched the accepted
beginnings of both literature and music in the
history of the race.
And this embryonic art is the nucleus from
which all the arts develop, for the other two
arts of movement — music and literature — are
but more highly evolved representations of
complex relationship of life.
From the evolutionary standpoint, this first
art represents the free relating of the values
of experience in order to further define their
value. And this greatest end of art, to repre-
sent the values of life, calls for the plastic
manipulation of the forces of daily struggle
and enjoyment. Such manipulation can come
about only when there is a better understand-
ing of the beginnings of the artistic impulses
in the life of the child, and when there is more
definite knowledge of the evolution of art
forms. The kindergarten must free itself from
a few fixed types of games in order to study
intelligently the child's normal growth in artis-
tic representation, and the elementary school
must begin to study the evolution of the arts
from the earliest manifestations in the play
period of the child's life.
Art, from this point of view, is a necessary
factor for the process of growth. Such a read-
ing of the meaning of aesthetic education
would teach children how to build the daily
forces of life into forms of beauty, and would
teach the values that are worth while, for the
ability to choose and promote those activities
which produce the most beautiful relationships
comes from much experimenting with the re-
lating of life's values, through forms which are
beautiful because true.
THE KINDERGARTEN-PRIMARY MAGAZINE
45
KINDERGARTEN DAILY PROGRAM.
NORAH KEOGH
OCTOBER.
Monday —
Circle. Talk of spiders.
Rhythm. One child weave in and out
among other children on circle.
Table 1st. Designs with 4th gift. Imita-
tion.
Table 2d. Clay modeling of ball and cube.
Games. Sense games and pussy wants a
corner.
Tuesday —
Circle. Story of Bruce and the spider.
Rhythm. Same as above but more difficult.
Table 1st. Sewing picture of spider's web.
Table 2d. Designs with circular tablets.
Games. As above.
Wednesday —
Circle. Re-telling of story. Begin talk of
frogs.
Rhythm. Marching introducing new fig-
ures.
Table 1st. Continue sewing of spider's
web.
Table 2d. Designs with colored sticks.
Games. Ear test, telephone game.
Thursday —
Circle. Discussion of spiders and frogs.
Spend circle time in taking a walk to see out-
door creatures.
Rhythm. Rest time to tell what our walk
has given us.
Table 1st. Drawing cat-tails with colored
pencils.
Table 2d. Designs with square tablets.
Games. Telephone game and "I spy."
Friday —
Circle. Review week's talk and story.
Rhythm. Review of all learned.
Table 1st. Unfinished work.
Table 2d. Free choice.
Games. Free choice.
Second Week.
Monday —
Circle. The fall season; the coming winter;
its signs.
Rhythm. Falling leaves and sleeping flow-
ers.
Table 1st. Free cutting of differently col-
ored leaves.
Table 2d. Clay modeling of leaves.
Games. "I spy;" "How do you do."
Tuesday —
Circle. More signs. Special mention of the
light and dark.
Rhythm. Falling leaves, sleeping children
and moon-beams.
Table 1st. Free cutting of moon and stars
for booklet of week's work.
Table 2d. Pasting of first table work.
Games. Color game for boys and girls.
Red and blue in different ends of yard stick.
Boys rise when red is up and vice versa.
Wednesday — ■
Circle. Moon does not give enough light at
night. Mention artificial lights used. Teach
Winding the Clock from Gaynor I.
Rhythm. Dramatization of three-days' circle
talk; sleeping flowers, sunshine, moon and
stars, sleeping children.
Table 1st. Charcoal drawing of electric
light hung between two tall posts.
Table 2d. Rows of posts in peg-boards.
Games. As above.
46
THE KINDERGARTEN PRIMARY MAGAZINE
Thursday — -
Circle. More about lights. Small places
use street lamps. Use of candles and lamps in
houses.
Rhythm. Begin marching in fours.
Table 1st. Make street lamp poster. Paper-
cutting and pencil drawing.
Table 2d. Sand table; make houses of sand
and hang electric light (1st gift ball) between
two yard sticks.
Games. Competition game with 1st gift
balls.
Friday —
Circle. Week's review.
Rhythm. Week's review.
Table 1st. Make book covers
Table 2d. Unfinished work.
Games. Free choice.
Third Week.
Monday-
Circle. Getting ready for winter-in and
out-of-doors.
Rhythm. Nature rhythms all ready used to
dramatize circle talk and continue marching
in fours.
Table 1st. Free cutting of trees on folded
paper to make group of trees.
Table 2d. Clay modeling of cylinder.
Tuesday —
Circle. Take walk and observe the trees
and ground and all other signs that show
Mother Earth's preparation for cold season.
Rhythm. Use this time for rest and free
talk.
Table 1st. Brown crayon drawings of bare
trees ; on narrow panels.
Table 2d. Mounting these on larger dark
mounts.
Games. Bean-bag competition game.
Throwing bags into circle. Choose sides and
keep score.
-Wednesday —
Circle. Putting vegetables in the cellar.
Mention them. Who helps?
Rhythm. Wheel-barrow motive from An-
derson's Characteristic Rhythms.
Table 1st. Card-board modeling of wheel-
barrow.
Table 2d. Finish 1st table work or make
wheel-barrow of triangular and circular tab-
lets.
Thursday —
Circle. More about preparation; warm
clothing.
Rhythm. As yesterday.
Table 1st. Cut articles mentioned from
catalogue.
' Table 2d. Paint ribbons.
Games. As above-
F-riday—
Circle. Review week's talk.
Rhythm. Review
Table 1st. Free drawing.
Table 2d. Free choice
Games. Free choice
Fourth Week.
Monday-
Circle. Brownies and Fairies. General
talk of Hallow-E'en.
Rhythm. Quiet marching.
Use rest of session for Hallow-E'en party,
with apples and pop-corn for lunch.
Games. Bite apple hung from string; duck
for apples; feed pop-corn blind-folded.
Tuesday —
Circle. Brownie story from Cat Tails and
Other Tales by Howliston.
Rhythm. Use this week for review of
marching forms learned — all done quietly ..as
brownies.
Table 1st. Free cutting of pumpkin-faces
from orange-colored paper with charcoal fea-
tures. These make effective border for kin-
dergarten.
Table 2d. Clay modeling of pumpkins.
Games. Brownie game from Gaynor I.
Wednesday —
Circle. Re-telling of brownie story.
Table 1st. Making brownie poster of
orange back-ground and black cutting paper.
Table 2d. Finish posters and mount.
Games. As above,
Thursday —
Circle. All about Brownies. Tell story
from Kipling's Just So Stories. Teach Gay-
nor's "The Fairies" from Songs and Scissors.
Rhythm. As before and Jolly is the Miller.
Table 1st. Free drawing.
Table 2d. Free building with Hennessey
blocks.
Games. As before.
THE KINDERGARTEN-PRIMARY MAGAZINE
47
Friday —
Circle. Review.
Rhythm. Review.
Table 1st
Table 2d. Free choice.
Games. Free choice.
Free cutting.
NOVEMBER
First Week.
Monday —
Circle. The miller and how he helps us.
Rhythm. Marching as wheel.
Table 1st. Second gift as a mill.
Table 2d. Clay-modeling of Bear story.
Games. Jolly is the Miller, from Mari
Hafer's Singing Games.
Tuesday —
Circle. The bags of corn and wheat the
farmer brings to miller. The way farmer
helps.
Rhythm. Farmer carrying bags on his
back. The wheel marching.
Table 1st. Fold and paste picture of mill.
Table 2d. Build mill with third gift and
cylinder of second gift.
Games. As above.
Wednesday —
Circle. Last two days' talks reviewed and
the story of The Three Little Pigs begun.
Rhythm. As before.
Table 1st. Make pin-wheel and fasten on
stick.
Table 2d. Build mill with Hennessey ■
blocks in sand-table and make river.
Games. Running with pin-wheels.
Thursday —
Circle. Story reproduced so far and con-
tinued.
Rhythm. Continued as before.
Table 1st. Sew picture of coffee-mill.
Table 2d. Build mill with fourth gift.
Games. Sense games. Blind-fold and
touch child on circle. Guess who it is by
sense of touch.
Friday —
Circle. Review week's talks and story.
Rhythm. Review.
Table 1st. Unfinished work.
Table 2d. Free choice.
Games. Free choice.
Second Week.
Monday —
Circle. Introduce subject of the Indians.
Rhythm. Ten little Indians from Mari
Hofer's singing games.
Table 1st. With sticks, tents and trees.
Table 2d. Clay-modeling of tents.
Games. Out-door games; ball; tag.
Tuesday —
Circle. Habits of the Indians.
Rhythm. Ten little Indians.
Table 1st. Gift work with slats — making
bow and arrow.
Table 2. Free drawing of what we know
about the Indian ; wigwams, trees, etc.
Games — More as above.
Wednesday —
Circle. Clothing of the Indian.
Rhythm. As above.
Table 1st. Cutting picture of Indian from
black cutting paper.
Table 2d. Mount same on red mounts.
Games. Out-door games — hide and seek.
Thursday —
Circle. Story of Hiawatha — selected parts.
Rhythm. Indian march with shooting-
sound of arrow through the air.
Table 1st. Cut and fold canoe.
Table 2d. Sew sides of canoe with Raffia
and draw pictures on it.
Games. Indian games.
Friday — i •
Circle. Review talk.
Rhythm. Review.
Table 1st. Unfinished work.
Table 2d. Free choice.
Games. Free choice.
Third Week.
Monday —
Circle. The pilgrim story. Leaving Eng-
land because they wanted to go to their own
church. The Mayflower— 2 babies born. The
landing in the cold. Their thankfulness.
Rhythm. Indian march.
Table 1st. Drawing— picture of moat on
water. Mount.
Table 2d. Make boat with tablets.
Games. Dramatization of circle talk.
48
THE KINDERGARTEN-PRIMARY MAGAZINE
Tuesday —
Circle. Their hard winter. Building houses
and church in the cold and snow. Their
hardships. The kindness of the Indians.
Rhythm. Pilgrim march with guns and
shooting.
Table 1st. Fold picture of house and
mount.
Table 2d. Build church with Hennessey
blocks.
Games. Further dramatization.
Wednesday —
Circle. How the Pilgrims taught the In-
dians to grow corn in the Spring. Their
mutual helpfulness.
Rhythm. Indian and Pilgrim march.
Table 1st. Girls make aprons and boys
make collars — like Pilgrims wear.
Table 2nd. Free-cutting of Pilgrim scene;
trees, houses. Pilgrims.
Games. March with aprons and collars on.
Thursday —
Circle. All the week's talk and story of
the Gingerbread-boy.
Rhythm. Bears, Indians, Pilgrims.
Table 1st. Slat-work — make gate.
Table 2d. Build log-house with clothes-
pins.
Games of Indians and Pilgrims suggested.
Friday —
Circle. Review.
Rhythm. Review.
Table 1st. Unfinished work.
Table 2d. Free choice.
Games. Free choice.
Fourth Week.
Monday —
Circle. The Pilgrims' Thankfulness. Their
first Thanksgiving Day.
Rhythm. Bears, wind, blowing trees.
Table 1st. Cutting and mounting turkeys.
Table 2d. Tables set for dinner — peg-
boards ; pegs with Hailmann beads for legs.
Set with Hailmann cubes and cylinders.
Games. Dramatization of Pilgrims inviting
the Indians and the dinner made and eaten.
Tuesday —
Circle. Our Thanksgiving Day. What we
can do to show our thankfulness.
Rhythm. Song Mr. Duck and Mr. Turkey
from Neidlinger.
Table 1st. Making envelopes to send in-
vitations.
Table 2d. Clay-modeling of turkey and
platter.
Games. Blind man's buff, hide and seek.
Wednesday —
Circle. How we intend to celebrate
Thanksgiving Day. Free talk among chil-
dren. What they will have. Who will be
with them, etc., etc. Let circle last as long
as needs be. Make cranberry sauce on circle,
all helping to stir, etc. After the cranberry
sauce is finished, have a party. Girls help
with table-setting. Boys invite the Indians.
Pilgrims in collars and aprons. Indians with
beads and feathers. Children have brought
their lunches to-day to help with the party.
The cranberry sauce is served with the rest.
PICTURE STUDY OUTLINE.
All children are interested in pictures of
animals with which they are familiar, or in
pictures that tell some story of child life.
Children are ready to meet us more than
half-way in picture study, but it is neces-
sary that a picture chosen for study in the
primary grades should tell a story, should
convey a message.
First — Let the children find out what there
is in the picture.
Second — Make them see why it is chosen
to be there.
Third — Let children and teacher tell a story
which is suggested by the picture (this step is
interpreting the thought which the artist
wished to express).
This plan gives first place to the material
side, and leaves the art side to follow as it
mar.
Residts will vary according to the bright-
ness or dullness of the pupil, and the bright-
ness or dullness of the teacher.
Fourth— Ask what made us give the story
about (some certain part of the picture).
This will bring out the choice of chief figures.
Fifth — Mount the picture on a stiff card. To
do this, locate it on the card, making the
places for the two upper corners with a
pointed pencil ; touch the upper corners with
a little paste, and press them down with
a soft cloth, being careful to keep them in
place.
Relative to the teacher's study, we advise
that she would be familiar with the' leading'
THE KINDERGARTEN-PRIMARY MAGAZINE
49
CAT FAMILY— By Jules Adam.
facts in the line of the artist's life and be
able to tell them simply to primary children.
She should bring out such incidents as will
best interest the particular pupils in her
class. Concentrate the attention of the chil-
dren on one picture, if it is large enough, or
have copies of small ones for each child. Both
ways are desirable.
Cat Family.
By Jules Adam.
[Jules Adam, a German artist, inherited his
talent and tastes from his father, Albrecht
Adam, who was a famous painter of battle
scenes. Almost nothing can be learned of
the son's personal history. His best-known
paintings are of animals.]
This picture appeals to the little ones be-
cause it touches their own possessions.
The serious old tabby is aroused by the
mischief of her kittens. She has lain in quiet
and at rest, as is shown by her hind legs ;
but she is disturbed, as may be seen by her
rumpled fur and tail.
One mischievous kit has been silenced by
her paw ; notice her lips, open as if she were
speaking to him in cat language. While she
holds him in check, another kitten is making
ready for a scramble over her body.
In the background are two more kittens,
engaged in rough-and-tumble play. The ray
,of light is so placed as to necessarily be
almost hidden. The hay and the rude room
suggest an outbuilding of some sort.
How many cats are here?
What are they?
How can you tell?
What is each one of the kittens doing?
What is their mother saying to them?
Tell about your own kittens.
5Q
THE KINDERGARTEN-PRIMACY MAGAZINE
STORIES, GAMES, PLAYS
RECITATIONS, MEMORY GEMS, ETC.
THE BARNYARD.
MAUDE EDWARDS
Willie was a little boy who lived in the city.
One summer his mamma said, "Willie, would
you like to visit your Uncle Hiram who lives
in the country? He has a great, big farm,
where there are lots of trees,— and, oh, ever
so many animals !" Of course Willie wanted
to go and one day Uncle Hiram came with a
big wagon that made a funny loud noise on
the street, and took him out to the farm.
What do you suppose was the first thing
Willie met? It was a great, big, black dog
called Fido, who came running out and say-
ing, "Bow, wow, wow!" That meant "How
do you do, Willie?" you know. Willie was
too sleepy and tired to see ?ny of the other
animals that night, but the nc.t morning he,
Uncle Hiram and the dog Fido, went to the
barnyard, — the place where all the animals
lived. Uncle Hiram opened the big gate and
in they went. Right near the gate there was
a great big brown thing with horns, which
nodded its head to Willie, and said "Moo-oo."
What do you suppose it was? Yes, a cow!
We have all seen cows haven't we?— but Wil-
lie hadn't, for you know he lived in the city
where the cows never go on the streets. And
he was very frightened when he saw this one,
and caught hold of Uncle Hiram's hand. Un-
cle Hiram laughed and said, "It's only Molly,
the cow, who gave us that nice, warm milk
you had for breakfast." After that Willie
wasn't quite so much afraid.
Standing near the cow was another strange
animal — all white and woolly. When it saw
Willie and Uncle Hiram, it went "Baa baa,"
which meant "Good morning, Willie, good
morning." "That is a sheep or lamb," said
Uncle Hiram. "Feel how soft its coat is.
Your stockings and sweaters and all the warm
things you wear in the winter are made from
it." Willie put his hand on the sheep's back
and it was so nice and soft and curly!
"Gobble, gobble, gobble!" Willie looked at
Uncle Hiram when he heard that funny noise.
Uncle Hiram laughed. "That's what the tur-
key says," he told Willie. "See, there he is!"
Now, Willie had eaten turkey on Thanksgiv-
ing and Xmas, but he had never before seen
one with all its feathers on. And it was so
funny. It had a great big tail of feathers
which opened out just like a fan, and a queer
red thing under his mouth that wiggled when
he said "Gobble, gobble." Willie liked the
turkey and he laughed to see how proudly he
walked around the barnyard — (for turkeys are
very proud birds, you know).
There was a funny white bird waddling in
a pool of water near the turkey. It was a very
ugly bird Willie thought, for it had a very
long red mouth, and its feet were very queer;
they made it walk so funny! just as if it were
going to fall over on one side, and then the
other! "Quack, quack, quack," it called when
it saw Willie and Uncle Hiram. What do you
suppose it was? Why, yes, a duck! How
many have ever seen a duck? They aren't
very pretty birds, are they? Well, Willie
didn't like this duck, so Uncle Hiram said,
"Come over here and I'll show you something
very nice." What do you suppose it was? A
rooster, a hen, and some of the prettiest yel-
low chickies you ever saw! "Oh, oh," cried
Willie, who had never, never seen chickens
before you know. "Aren't they pretty, Uncle
Hiram?" The rooster stood up straight and
tall, — he was a very handsome bird — and
crowed "Cock a doodle doo o !" very loudly;
then mamma hen called all her little babies,
like this, "Cluck, cluck, cluck, cut, cut," and
the little yellow chickies all hid under her
wings, crying "Peep, peep, peep!"
Willie liked the chickens so well that he
asked Uncle Hiram if he could stay and play
with them for awhile. "Well, just watch
them, Willie," said Uncle Hiram, "and when
you leave the barnyard, be sure to push the
gate shut, for if you don't all the animals will
get into the garden and eat up my plants."
"Oh, yes, I'll remember," said Willie, and
Uncle Hiram went off leaving him and Fido
with the animals.
Willie had a very nice time watching the
proud turkey and the funny duck, and the
handsome rooster and the pretty yellow chick-
ies, and he stayed there a long time. Then
he heard Aunt Mary calling, "Willie, Willie,"
THE KINDERGARTEN-PRIMARY MAGA7INE
and he remembered she had promised him a
large piece of cake. So he and Fido ran
quickly out of the yard, through the big gate,
and on towards the house. Willie had for-
gotten all about the gate, children ! But Fido
hadn't, and when he saw all the animals
crowding towards it, to get out, he knew
that something was wrong. And what do you
suppose he did? He ran right back to the
gate, and barked just as loudly ss he could,
until Uncle Hiram heard him. Uncle Hiram
hurried to the gate and closed it before any
of the animals got out. Then he patted Fido
on the head and said, "Good dog, good Fido."
And after that, children, whenever Willie
went to the barnyard, Fido, always went with
him, "to help him remember," as Uncle Hiram
said.
THE LITTLE TREE'S LESSON.
Helen I, Castella, Clementon, New Jersey.
The little tree pushed it s head up through
the moist, rich earth for it s first glimpse into
the world. There had been lots of rain, and
the weather was so warm that perhaps the
little tree grew faster than it should have
done, for it grew so tired presently that it put
out it s arm toward a friendly old pine which
towered high up in the sky. There was just
room, by stretching out, to touch it, and the
support felt so good that it was not long be-
fore the little tree was leaning it s whole
weight comfortably against the friend in need.
But the farmer and his boy were taking a
walk down through the orchard one after-
noon, and what the kindly old gentleman saw,
made him stand still and shake his head.
"Run and get me the axe, Joe boy, there's
a little tree here that bids fair to be a fine
specimen when it grows up straight and tall
by itself. It has started to lean against this
dead branch of the pine."
When the farmer had chopped away it s
support, and the little tree was left depending
on itself, so far away it could reach nothing
to help it to stand, it began to cry and moan.
"Oh, I shall die, I shall die! My back aches
so badly I cannot even try to stand up any
more."
But it soon found that the more it bent over
to the ground, the more it ached, and raising
it s head a little, it heard the friendly pine call-
; to it.
'Look up, little brother, look up. If you
will try to stand up straight, and grow about
three feet taller, perhaps I can reach you with
this arm, and give you something to lean
against up here."
The little tree did try. It resolutely turned
it s head upward, and endeavored to hear
what the big trees were talking about, way up
in the air, and presently it found, to it s de-
light, that it s back had ceased to ache, and it
could toss it s leaves in the air as proudly as
anyone.
"Now, little brother," said the old pine
slyly, some weeks later. "Just put out your arm
toward me, and I think I can catch you, and
pull you up."
But the little tree had learned it s lesson.
"No, thank you," it said promptly. "Since I
have learned to depend on myself I have
grown better looking, and straighter and
stronger. I am going to try and be what the
old farmer prophesied for me, a fine speci-
men."
A LETTER FROM THE CHOO-CHOO TO
THE TINY BOYS AND GIRLS.
Helel I. Castei.la, Clementon, New Jersey.
"Choo-choo-choo, get off the track, every-
body. I've had my orders to carry all these
hot, dusty people down to the seashore, and
to go straight through, without any stopping,
till I get there.
That is why, when little girls and boys do
not heed my loud, screeching whistle, some-
times they get run over.
A railroad has it s orders, and like the boys
and girls, it must obey, or something is sure
to happen. Never try to cross when you hear
me hooting in the distance,- cause maybe I was
told not to stop, and then, if you try to cross,
and I cross at the same time, there is sure to
be trouble.
FOR FIRST GIFT.
My dear balls in colors bright
Red and yellow, orange, too;
Three, that makes, but here, three more,
Come to play a game with you.
Green, blue, violet, make six
Colors like the rainbow clear;
Let us hide them — quick, away!
They will not come back, I fear.
One is gone, now two, now three,
They are hiding far from me;
Four, five, six have joined the rest,
We must call them back, I see.
Come! red, orange, yellow, green.
Blue and violet — Come! we say.
In this basket, safe and sound,
They must rest' from their fine play.
52
THE KINDERGARTEN-PRIMARY MAGAZINE
PLAY FOR SECOND GIFT.
Three new playthings, hard and cold;
Cube quiet, never moving,
O! Sphere away from me has rolled,
He surely needs reproving.
The other one is Cylinder,
Of all, the most obliging;
For he stands still or moves about
But always, he needs guiding.
Now with this string, I'll hold Sphere up
And swiftly send him twirling
As round he goes, he's never changed
Still Sphere though he is whirling.
But if I hold Cube by a string
Put at the edge or corner;
He changes sometimes to a cone,
Sometimes two together.
With Cylinder, I'll do the same,
Again two cones are showing
But string at face will show a sphere,
All this is well worth knowing.
Because the three are different;
Yet, twirled are like each other.
J think the string a fairy is
Do you not think so, mother?
NOT PEDAGOGICAL.
BY BLANCHE CHALFANT TUCKER.
When Baby goes to bed at night,
(She's such a little tot)
I always keep a light turned low,
E'en when she's in her cot.
For Baby doesn't like the dark;
Mayhap, in this, she's right,
As all things sweet and lovely thrive
Far better in the light.
Sitting beside my darling's bed,
I bid her go to sleep,
When, truly, 'less I sing a song
Doth she begin to weep!
] am not pedagogical
You say? Oh, no, no no!!!
We're foolish mothers, coddling them,
The birdlings, 'fore they go.
But, sometime when we're lonely,
And nights are still and long
We'll want our birdlings back again
To coax us for a song!
When wealth is lost, nothing is lost;
When health is lost, something is lost;
When character is lost, all is lost!
— German.
THE HAPPY FAMILY.
Lena E. Buck.
In the treetops up so high
There is something that I spy.
Open wide your eyes of blue
Then I'm sure you can see, too.
Can you guess what I can see
As I look up in the tree?
It is something round and brown,
The cosiest house in all the town.
Mother bird is sitting there
And there's something 'neath her care.
If you wait then you shall see
Some tiny birds up in the tree.
Now the mother lifts her wings,
Do you see the babykins?
Here comes father to the nest,
He is gay Robin Red Breast.
Now he looks at you and me
Then to the nest in the tree.
He has been to get some food
For the hungry little brood.
See them stretch their necks so high
They know father bird is nigh
With a worm for them, you see
They are hungry as can be.
Now we see them all together
bather, baby birds, and mother
And their home that's up so high
In the tree tops near the sky.
Don't you think that they must be
A most happy family?
As you live so will you die,
As the tree falls so will it lie.
St. Louis, Mo. — A feature of the management of
the schools this year will be the development of
the kindergarten-primary section of the schools.
Mr. Blewett proposes to use the kindergarten rooms
in about thirty of the schools for afternoon ses-
sions, as well as forenoon kindergarten session.
This, he says, will enable the schools to accommo-
date about 900 more children in kindergarten and
primary work than were accommodated during the
last term, without additional room or the employ-
ment of additional teachers. About thirty kinder-
garten directors and paid assistants, who have been
engaged only in the forenoons, will be busy all day
under the new method. The development of this
branch follows on the heels of the measure by
which 5-year-old pupils were admitted to the
schools. Under this rule 1,912 children under 6
years old were enrolled during the last term of
school, the new rule being adopted about the mid-
dle of the term.
Marshalltown, Iowa. — Miss Nellie C. Morey of
Ottumwa, a graduate of the University of Chicago,
is in charge of the kindergarten in the Anson
building.
THE KINDERGARTEN-PRIMARY MAGAZINE
53
KINDERGARTEN GAME
"THE FAIRY HOURS"
For Juniors, with Music.
Composed by S. A. Turk and Jeannie Turk, head
mistress College Trained Certificated for Kinder-
garten, etc.
In Honor of the Coronation.
(All rights reserved.)
Gipsy (dressed with red cloak with hood, dark
hair and crooked stick) :
"Why are you here my little friend?
I suppose to find out what the fairies send!"
Child (dressed in smart clothes):
"Yes, good dame, I wish to know
Whether my degree will he high or low,
If I shall in a carriage ride,
And of all my friends be their joy and pride.
Gipsy:
"Child, you are vain, you seek for a life
Of ease and pleasure, where temptations rife.
Time will pass for you on laggard wings;
To the hours move round yuar measure smgs. '
Child:
"Dame, you speak very unkind.
Just because I want a nice fortune to find."
(Child steps inside the ring of the 1 '-' little girls
dressed as fairies who represent a clock and move
round to suitable accompaniments).
Gipsy:
"Here comes a sweet and gentle face
What brings you here my hut to grace.'"
Child:
"Dame, I am poor, my mother is weak,
I wish a brighter fortune to seek,
Tell me, 1 pray you, where can 1 find
Rest for her body, peace for her mind,
Gipsy, be kind, ask the fairies to send
Some of their gifts our poor lot to amend."
Gipsy:
"Child you are rich, your heart is gold,
A parent can never feel the cold,
In a love, so rich, it gilds the hours.
They must pass as if in fairy bowers."
(Child goes inside circle. Lively music, mazurka
step).
Gipsy:
"And you, my fine fellow, what do you ask?
That you come my powers ot foresight to task.
Boy (Generosity) :
"Dame, I am here to know, if 1 can
Be of any use to my fellow man.
I am lonely, I have no father or mother.
And I yearn to help some sister or brother."
Gipsy:
"A philanthropist great, and grand,
You will one day, in your country stand.
Honoured, and with that honoured name
Will come the memory of the gipsy dame."
(Hoy goes inside the circle while the circle of
fairies move round to a march).
Gipsy:
"Lo, who comes here with his head bent low,
An idler, a lazy one, all the world may know."
Lazy Boy:
"Old woman, I pray you, tell me where
1 may find rest, and pleasure, no dreary care,
All things come to hand without any toil,
I do not care these white hands to soil."
Gipsy:
"Fie then for shame, thou lazy loon,
Hold yourself up and begone very soon,
Or I'll send a legion of fairies to chase
Your fat body on, in a long hilly race."
(Gipsy chases lazy boy round the circle twice,
fairies dancing round to a gallop with tambourines).
Gipsy:
"Here's another frail one who longs for a peep
Into the future. I'll not her long keep."
Girl:
"Old woman, I've come to know if you will
Give me a proof of your wonderful skill,
I do not of course believe your old tales
Still there's the fun and amusement it always
entails."
Gipsy (shaking child):
"Be off, Miss Impertinence, and manners learn,
Or you will find little respect in the end you'll earn.
I'll shake you if you stand there laughing at me.
Your hours will in worthless pleasure flee.
Girl:
"You are very angry with me, good dame,
And I must tell you I do not at all like my name,
Miss Impertinence."
(Girl goes inside circle and fairies dance round
polka).
(iipsy:
"You, my son, are a scholar profound.
Yet your eyes are seldom raised from the ground."
Boy (with books and spectacles, dressed like
student, college cap):
"Yes, good dame, I have studied deep
The Sciences, while others sleep,
And now I seek my proper sphere,
Will you, old friend, whisper it here?"
Gipsy:
"A schoolmaster some day you'll be
Then there's better times you'll see
Useful, your hours will pass each day
A noble, unselfish life will be yours on the way "
Boy:
"Thank you, good dame."
Boy goes inside (March).
54
THE KINDERGARTEN-PRIMARY MAGAZINE
Gipsy:
"You are an honest son of the soil,
In healthful labour you daily toil."
Boy, with flower pot, dressed as gardener:
"Dame, I work from morning till night
I love the toil, so the labour seems light
I love to watch the brown earth give
Life to my plants, as they bloom and live."
Gipsy:
"Simple pleasures bright and fair,
Ever with your life will pair.
Contentment, rest within your hours
Brighter than your sweetest flowers."
Boy goes inside circle (Gallop).
Gipsy:
"Here comes a rogue, his laughing eyes
Are full of mischief and surprise."
Boy, with saw and apron, dressed as a carpen-
ter, whistling:
"Yes, I am a carpenter, good dame,
They call me Mr. Mischief, I don't mind the name.
I like a bit of fun as well as any lad
I don't think, after all, you'll call that very bad."
Gipsy:
"You are a hard worker, you deserve fame,
Be an upright tradesman and all will respect your
name,
Don't let your fun ever carry you astray
And the hours as they move will pass merrily
away."
Boy:
"Thank you, good dame, T wish you the same."
(Boy goes inside circle, hours dance round
Schottische).
Gipsy:
"Now then. Miss Sulks, what have you to say?
Nothing, then I'll wish you a very good day."
Sulky Girl:
"Old woman, don't talk to me in that style
T never heard anyone scold such awhile.
You are like all the rest, nasty and cross,
If I hear nothing from you, it will not be much loss."
Gipsy:
"Get thee gone, thou suky maid.
Fairy hours, I call your aid,
Chase this naughty child a mile.
Till you win from her a smile."
(Girl runs round circle and fairies buffet her
lightly with tambourines. Gallop).
Gipsy:
"Here comes a little girl tidy and fair
A bright ribbon is on her dark brown hair."
Tidy Girl:
"Yes, dame, I love to wear nice clean dresses,
To keep in place with a ribbon my dark brown
tresses,
A nice clean apron to finish it all,
A bright clean home, if my friend should call."
Gipsy:
"Child, you will a careful housewife make,
If many your example then would take
Their hours would pass in useful pleasure,
Joy, and gladness in moments of leisure."
Girl:
"Thank you, good dame, fortune is kind
I'll try to keep your good advice in mind."
(Girl goes inside circle. Waltz).
Gipsy:
"Here comes a warrior brave and bold,
You come to have your fortune told."
Two boys, dressed as soldiers, with gun, and as
sailors:
"Yes, good mother, you see a soldier here
A gallant brave, who knows no fear,
A Tommy Atkins now you see
Will I ever higher be?
Gipsy:
"Why, you must a general rise,
And your honour you must prize,
Ever, then, be brave and true,
And great honours come to you."
(Song by soldier boy: at the end fires; sailor boy
falls).
Gipsy:
"Now, my bonny sailor boy
I declare, you are looking coy."
Sailor Boy:
"Yes, good mother, I come to see
What kind fortune will bring me."
Gipsy:
"A naval captain you will be,
Because you love the deep blue sea,
And the hours will quickly fly
'Mid the stirring scenes of going by."
(Both soldier and sailor go inside circle. Mili-
tary March).
Gipsy:
"You, my lad, are a jolly miller,
You're the boy who can earn the siller."
Miller, with sack on back, and cap:
"Yes, dame Grump, please take off that hump
Oh, fie, did I not spy you take a lump
THE KINDERGARTEN PRIMARY MAGAZINE
55
Of my hay, from the stable close by?
And that bump is a lump of my hay you took on
the sly."
Gipsy, dropping her hump:
"Be silent, sir, and I cast on you this spell
That you'll never to anybody tell
My secret, my fun, not by any chance my name
For this is only, after all, a Kindergarten Game."
Miller:
"And a very pretty one, now join us in the dance
With gay and sprightly music, our audience we'll
entrance." (Schottische.)
Then Gipsy, and Miller behind, lead off, and all
follow into a serpentine march.
March off stage, each child bowing and beating
tambourines.
NOTE— Dotted line indicates manner of marching
off the stage.
Burlington, Iowa. — Miss Ruth Brooks has resign-
ed her position as teacher in the Burlington pub-
lic kindergartens.
Brookline, Mass. — The new Michael Driscoll
school building, now nearly completed, will have
accommodations for two kindergartens.
Geneva, Neb. — Public school kindergartens are to
be established in this place. R. W. Eaton, the
superintendent, is making the necessary arrange-
ments.
Portland, Ore. — Mrs. Samuel Norton, an experi-
enced kindergarten teacher, has been engaged by
the Irvington Club to carry on the kindergarten
branch of the playground movement.
Hyde Park, Mass. — Public school kindergartens
have been established here this year. There are
six classes, one each in the Grew, Greenwood, Da-
mon, Hemingway, Trescott and Weld schools. The
teachers are Miss Helen Mooar, Miss Florence
Damon, Miss Henrietta Starke, Miss Evangeline
Boggs and Miss Mary L. Hersey. There are about
175 children in the classes.
ETHICAL CULTURE
HOW ANNA HELPED TWO LITTLE
BOYS.
BY CARRIE C. RENNIE.
One bright day in June, Anna arose early
that she might go out in the country to see
her little cousin who was sick in bed and had
been sick for three weeks.
She helped her mother fix a nice basket of
goodies that sick people could eat, then she
put on her hat and with the basket in her
hand she ran and kissed her mother good-bye
as the ear was coming and she had to catch it
or else she wouldn't be on time at the drug
store where the carriage was to meet her to
take her to the country home.
"Good-bye, mother."
"Good-bye, my little girl, take care of your-
self and don't be any trouble to any one."
"No, mother, I'll try not to."
Waving and kissing her hand she stepped
on the car.
As she took her seat on the car, what do
you think she saw in the seat in front of her?
A little boy who was crying. She waited for
a few minutes to see if she could tell what he
was crying about, but she couldn't see any-
thing around him to make hir cry, so she
leaned over and said, "Hello, little boy, what
are you crying about?"
"I'm crying because I've lost Frisky."
"Well, who is Frisky?" asked the little girl.
"Frisky is my little dog and I loved him ;
he started out with me to take a walk and be-
fore we had gone very far, he started to run
after another dog and I called and called him,
but he went so fast that he couldn't hear and
I haven't seen him since he turned the corner
by that yellow house."
"Well, don't cry. I'll help you find him ;
he'll come home when night comes, because
all little dogs like to come home at night, just
like boys and girls do."
By this time Anna was almost in sight of
the drug store, so she asked the little boy if
he wouldn't like to go to see her little cousin
who was sick.
"I would like to, but I have to go home be-
cause mother doesn't know where I am."
"John will drive by your house and I can
ask your mother to let you go."
"What is your name and where do you
live?"
"My name is Harold and I live two squares
56
THE KINDERGARTEN-PRIMARY MAGAZINE
from the drug store on the same street."
"That is fine ; we go right by your house
any way, and I can ask your mother — oh !
here is the carriage waiting for us, come on
quick, I am so happy."
"Let me help you with your basket."
"No, I thank you, it has some custard in it,
and I know better how to carry it because I
have carried it before."
"Good morning, John."
"How do you do, little Miss?"
"I am right well, thank you, — John, this is
a little boy named Harold, and he is very sad
because he has lost his dog so you will drive
us by his home, to ask his mother to let him
go with me, wont you?"
"Yes, certainly, jump in, — where is the
house?"
"Just two squares up this street," said Har-
old. "Yonder it is, that white house."
"All right. Get up, Sadie, these little people
want to have a nice ride."
And Sadie surely did hurry ; before they
knew it they were in front of this cottage
where Harold lived. Harold jumped out of
the carriage and there was his mother water-
ing the flowers to keep them from dying. He
told her about meeting this little girl, and
asked if he might go with her to see the little
sick boy in the country.
"Yes, you may go, but wait a minute; I
have two roses in bloom and I would like for
you to take them to the sick boy ; it will make
him so happy," said his mother.
Harold called to Anna to wait just a min-
ute until his mother could cut some flowers.
Holding the flowers very carefully they rode
on.
Every now and then Sadie would pick up
her ears as if she was getting frightened, but
John said she was looking out for her colt
which she left at home and that they could
see the colt when they got to the barn.
Sure enough, just as they came to the house
there was the colt, looking for his mother to
come, and as soon as he saw her he began
to neigh so his mother would know he was
glad to see her. As they drove up in front of
the house they saw Harry at the window.
Anna was so glad to see him sitting up that
she could hardly wait to get to him. John
helped them out of the carriage and drove on
to give the horse something to eat, becasue
she had been so kind to bring the little chil-
dren such a long way.
Harry was so glad to see the children that
it made him feel so much better just to see
them and they sat down by his chair and be-
gan telling him all about their trip down and
how good everybody had been to them all the
way. Harold immediately began to tell about
losing his little dog, but Anna talked about
something else because it made Harold feel so
bad to think about it.
After they had told Harry all about their
pets at home, he told them about the pets he
had on this large farm. Just about that time
Harry's mother walked in and told them that
dinner was ready. Anna said, "Aunt Mary, I
brought Harry some goodies for his dinner
because I knew he was sick." "And I brought
him these flowers," said Harold. "Oh ! I'm so
glad," said Harry, "and I am so much obliged
to you both for thinking about me."
After dinner the children went down to see
the pigeons first, then the chickens, and right
behind the hen house was a pen and in this
pen some dear little rabbits had a home. Oh !
they were so pretty, it looked like they had
on brown dresses with white collars.
Last of all they went to see the little colt
and after feeding it some nice clover they
came back to the house, put on their hats and
got ready to go back home.
"Good-bye, Harry," said the children. "I
hope you will be entirely well in a few days."
"Thank you, I hope so," said Harry, and
they closed the door to find that Sadie was all
hitched up ready to take them home; she
must have heard them say it was time to go.
The children took their turn about to drive
back and it was so much fun, that they soon
found themselves in front of Harold's home,
and as he told Anna good-bye, and thanked
her for taking him for such a nice trip, what
do you think happened when he stepped out
of the carriage? Frisky jumped up on him
and barked as if to say "I'm so glad to see
you."
Harold was so happy he couldn't say any-
thing more, so John drove on to the drug
store, — helped Anna into the car, and very
soon she was at home telling her mother all
about her trip and how nice everybody had
been to her.
MEMORY GEMS
CAUTION.
Caution is the parent of safety.
A grain of prudence is worth a pound of craft.
All things belong to the prudent.
Too great a leap falls into the ditch.
THE KINDERGARTEN PRIMARY MAGAZINE
behavior. NEWS NOTES
57
Levity of behavior is the bane of all that is good
and virtuous. — Seneca.
What is becoming is honorable, and what is hon-
orable is becoming. — Tully.
Never put off till tomorrow what you can do
today.
Never trouble another for what you can do
yourself.
Never spend your money before you have it.
Never buy what you do not want because it is
cheap.
Men resemble the gods in nothing so much as
in doing good to their fellow creatures. — Cicero.
The truly generous is the truly wise. — Home.
BUSINESS.
The man who minds his own business will al-
ways have business to mind.
Despatch is the soul of business. — Chesterfield.
Drive thy business; let not that drive thee. —
Franklin.
Keep thy shop and thy shop will keep thee.—
Spanish.
Business neglected is business lost.
BOOKS.
There is no friend so faithful as a good beok.
There is no worse robber than a bad book. —
Italian.
No book is worth anything which is not worth
much. — Ruskin.
Choose an author as you choose a friend. — Earl
of Roscommon.
BORROWING.
Who goeth a borrowing,
Goeth a sorrowing. — Tusser.
Borrowing is the mother of trouble. — Hebrew.
The borrower is servant to the lender. — Bible.
That is an empty purse that is full of other men's
money.
If you would know the value of money, try to
borrow some. — Franklin.
CONSCIENCE.
A clear conscience is a soft pillow.
A good conscience makes a joyful countenance.
He that loses his conscience has nothing left that
is worth keeping. — Izaak Walton.
To live with no conscience is to live like a beast.
Abington, Mass. — A kindergarten has been open-
ed by Mrs. Margaret Gigger.
Waterbury, Vt. — Miss Florence Morse has a posi-
tion as kindergartner in New York.
Paris, Ky. — Mrs. E. L. Harris has opened a pri-
vate kindergarten at her home in this city.
Athol, Mass. — Miss Esther C. Beane, of Cam-
bridge, Mass., will teach in the kindergarten here.
Hamilton, O. — The Federated Clubs have opened
a free kindergarten at East avenue and Grand
boulevard.
Montreal, Vt. — Miss Margaret E. Gingham of St.
Albans will have charge of the public school kind-
ergartens here.
Green Bay, Wis. — A new kindergarten is being
conducted at the Dousman school with Miss
Loraine Wilse in charge.
'Saginaw, Mich. — The Stone kindergarten has
opened with a good enrollment. The Misses Owen,
Floyd and Ferguson are in charge.
Minneapolis, Minn. — Dr. Jordan has recommend-
ed a number of new kindergartens for this city,
and it is thought that the Board of Education will
grant them.
Spring Hill, Mass. — The private kindergarten
here opens Oct. 2 with Miss Grace Clevenger in
charge. Miss Marie Williams, a senior of the
Training School, Boston, will be assistant.
Bismarck, N. D.— The kindergarten which was
successfully conducted last spring, has opened for
the year, the classes convening in the kindergarten
rooms of the First Baptist church. Miss Emma
Bartel has been employed as teacher.
Beverly Farms, Mass. — The kindergarten depart-
ment of the Farms Baptist Sunday school held a
picnic recently at West Beach, being in charge of
the various teachers. Refreshments were served
and the children had a pleasant time.
Little Rock, Ark. — Miss Eliza Barnett, director
of City Park kindergarten, has gone to her for-
mer home in Louisville, Ky., to be absent indefi-
nitely. On account of ill health she will not be
able to take charge of the school this year.
Baltimore, Md. — A new building has been put up
for resident pupils of the Afferdby Kindergarten
Normal School. Misses Laura M. Beatty and
Elizabeth Silkman are the principals. Dr. John
F. Goucher is on the advisory board. The school
opens October 2.
Wilmington, Del. — The Peoples Settlement Kind-
ergarten is now in charge of Miss Jennie Gadd of
Philadelphia. Because of the many requests from
parents the Ursuline academy has decided to es-
tablish a kindergarten department which will be
an integral part of the school.
St. Louis, Mo. — Ben Blewett, superintendent of
education, announced with the opening of the
public schools Tuesday that kindergartens had been
added in 25 schools, as follows: Baden, Bates,
Clark, Crow, Des Peres, Dozier, Field, Gardenville,
Gratiot Harrison, Hempstead, Hodgdon, Irving,
Longfellow, Lyon, Mann, Marquette, Marshall,
Meramec, Monroe, Mt. Pleasant, Riddick, Rock
Spring, Sherman and Washington.
58
THE KINDERGARTEN-PRIMARY MAGAZINE
Salt Lake City, Utah. — The free kindergarten
has opened at 758 West First South with an en-
rollment of twenty-four pupils. This number over-
taxes the capacity of the small building, in which
the school is now located, but it is hoped to have
the new building which is being constructed just in
front of the old one, completed by the last of Oc-
tober.
Augusta, Me. — A new public school kindergarten
has been established in the Webster school. Miss
Blanche A. Libby, a former assistant at the Wil-
liams kindergarten, will be principal of the kinder-
garten. Equipment has been placed in the Web-
ster school for 30 pupils. Special attention will
be given to instruction in the English language in
this kindergarten.
Cincinnati, O. — Educational activities of the
Elizabeth Gamble Deaconess Home will be in full
swing about September 20, when the kindergarten
training school opens. The Wesley Avenue kinder-
garten opened Monday, with 85 little ones in at-
tendance, and the neighborhood house, on Sixth
avenue, began its work Tuesday. — Cincinnati
Times-Star, Sept. 12.
Lindale, Ga. — The Lindale public schools and
free kindergarten will open Oct. 2. The latter will
have twelve weeks school before Christmas at the
expense of the Massachusetts Mills Company. Miss
M. J. S. Wyly, formerly of Atlanta, will again su-
perintend the school, with Miss Mary Adamson,
of Rome, as principal. Miss Lillie Williamson will
have charge of the kindergarten.
Salt Lake City, Utah. — Following is a list of the
public school kindergartners of this uty: Edith
Smith, Stella Daft, Crescent Smith, Hilda Brown,
Hattie Waples, Martha Smith, Myrtle Wallace,
Helen Denny, Flora McCanne, Mildred Krebs, li-
ma Fenton, Naomi Deal, Vera Fuegar, Beda Nord-
vall, Marie Cushing, - Zora Morse, Gwen Parry,
Ruth Wilcox, Glen Thomas, Jennie Gray, Ethel
Firman, Alvira Cox, Bessie Jones, Cora Bassett.
Florence, Ala. — The Florence Free Kindergarten
Association has purchased a lot near the Brandon
city school in East Florence and will build a hand-
some kindergarten building for the accommodation
of the kindergarten, which has heretofore occupied
the basement of the Brandon school. Miss Maud
Lindsay, the teacher, has through her books and
her lectures on kindergarten work, gained a world
wide reputation and has refused most nattering
offers, preferring to labor with the factory district
of East Florence, and it is through appreciation of
her work that the Kindergarten Association has
planned to build.
Grand Rapids, Mich. — The old association kinder-
garten which for a number of years has been op-
erated at 168 Ellsworth avenue has been abandoned
by the board of education. The school for the lit-
tle tots will be conducted in a room at Smith
Memorial church building, Wealthy avenue and
Finney street. This church building will come into
the possession of the board of education just as
soon as the present owners succeed in clearing up
the title. The Ellsworth avenue kindergarten_ was
established originally as a purely charitable insti-
tution to take care of the children of the poor fam-
ilies in the neighborhood. The litle tots were too
young to go to school. The kindergarten also be-
came the center for considerable settlement work
by a number of philanthropic organizations. Final-
ly the board of education took over the kinder-
garten work. It is expected the settlement activi-
ties will follow the kindergarten to the new loca-
tion.
Philadelphia, Pa. — Miss Hart's Training School
for Kindergartners, located at 1615 Walnut street,
happily combines the junior kindergarten training
with normal training for teachers, who have every
opportunity to complete their instructions and
make them practical by actual teaching in five
kindergarten classes which are set aside for their
practice. Miss Caroline M. C. Hart, the Pines,
Rutledge, Pa., is the principal of the school, which
has had signal success, especially in its training of
teachers. There are junior, senior, graduate and
normal courses offered in the school and numerous
special branches are taught.
Murray, Utah. — The women of this place are
making a determined fight for a public school
kindergarten. Thus far they have not been suc-
cessful, although the state law requires it. It is
now proposed to marshal the children of proper
age— there will be approximately sixty of them —
and demand that they be enrolled at the Central
school. They will knock at he doors of the school-
rooms, which, according to law, should be open
to them, and ask for admittance. If it is refused
the little ones will wait in the halls. As things
are now, it looks as if the Murray board would
expect them to wait there until they were suffi-
ciently grown to enter the first primary. But this
would embarrass the proper conduct of school af-
fairs and something would have to be done. If
the kindergarten resulted, well and good. The
women would lay down their arms and co-operate
with the school board in maintaining the best
kindergarten in the state. But if that move failed,
then the women propose to have recourse to the
law. They could force the board of education to
show cause why they have not installed a kinder-
garten.
During the past year the New York Kindergarten
Association has developed its educational work
into a complete, free department of graduate study.
This has been done in the interests of kinder-
garten education and for the inspiration of teachers
who have been several years at work.
Miss Susan E. Blow and Miss Laura Fisher will
continue to lecture this year. Their subjects will
be the philosophic bases of the kindergarten, and
the aim of the courses is to subject it as a system
of education to every modern scientific test, and
to enable kindergartners to meet and overcome the
objections which imperfect practise arouses, and to
stimulate them to a broader vision of the relation
of Froebel's work to the modern world.
Miss E. I. Cass, who has been studying English
folk dancing at the Shakespearean Festival at
Stratford-on-Avon during the past summer, will
conduct the classes in games and Morris and
English country dances.
The Association has co-operated with the vari-
ous Play Ground Associations in New York and
intends also to offer courses in theory and practise
for Play Ground Workers.
The interest in the work of the Graduate De-
partment last year was so great that not only
Kindergartners, but supervisors and training teach-
ers from other cities took leave of absence from
their work and came to avail themselves of the
opportunity.
Certificates were awarded to all students who
passed the required tests.
THE KINDERGARTEN -PRIMARY MAGAZINE
BOOK NOTES.
Mother Carey's Chickens. By Kate Douglas
Wiggin, illustrated in color by Alice Barber Stephens;
cloth, 353 pps, price |1.25; post paid, $1.37; published
by Houghton Mifflin Co., Boston, New York and
Chicago.
In "Mother Carey's Chickens" Mrs. Wiggin has cre-
ated the ideal American mother, just as in "Rebecca"
she created "the nicest child in American literature.''
It is the story of a critical period in the life of a naval
officer's family, in which the love and tact and example
of Mother Carey leads her four children to adapt them-
selves to the conditions of their new country home
after the loss of their father. Readers of all ages and
all tastes will love Mother Carey and symphathize in the
trials and rejoice in the victories of her interesting
brood. Every one will pronounce it Mrs. Wiggin's best
story.
A Dicken's Reader. Arranged by Ella M. Powers.
Cloth, 158 pps., price 40c, Houghton Mifflin Co., Pub-
lishers, Boston, New York, Chicago,
Designed to present a few brilliant examples from
the many which abound in the works of the eminent
English novelist, Charles Dickens, and to induce a
profound interest in his writings. Preceding each se-
lection is a note regarding the book from which the
extract has been made. It is a work especially use-
ful to persons of adult age who have not the leisure
to read the entire works of this great author.
The Teacher's Practical Philosophy. By George
Trumbull Ladd. D. D„ LL. D., Ex- Professor of Mental
and Moral Philosophy, Yale University. 12mo, cloth,
339 pp. Price, $1.25, net; by mail, $1.36. Funk &
Wagnalls Company, Publishers New York.
This book is so thoroughly practical and helpful that
we advise every teacher to secure a copy.
Tommy Sweet-Tooth and Little Girl Blue. By Jo-
sephine Scribner Gates, illustrated by Esther V. Chur-
buck; boards, 64 pages, price 50c; published by Hough-
ton Mifflin Co., Boston, New York and Chicago.
A book of charming stories for little people. Several
full page color plates and many other illustrations.
Beautifully bound in boards.
Kittens and Cats. By Eulalie Osgood Grover,
author of "The Sunbonnet Babies" Book, "The Overall
Boys." etc. Cloth, 78 large pps, price 75c net. Pub-
lished by Houghton Mifflin Co, Boston, New York and
Chicago.
This beautiful book contains 52 charming stories
of a special interest to children of the kindergarten
age. The illustrations will prove especially attractive
to the little ones.
The Enchanted Mountain. By Eliza Orne White,
with illustrations by E. Pollak Ottendorff. Cloth, 107
pps., $1.00. Published by Houghton Mifflin Co., Bos-
ton, New York and Chicago.
As interesting as the fairy stories of old, with an evi-
dent desire to strengthen character as well as entertain ;
teaches the value of contentment, industry and obedi-
ence, A visit to High Wall Lodge by a trio of runaway
children who are required to build each a part of a stone
wall before getting a good dinner, while an old man
keeping tab compels them to work five minutes longer
for each word spoken, At Farewell Palace they are
kept prisoners till they have learned to like all foods
previously refused. Their last visit is to No Work
Castle, where they all were made to feel that idleness
does not bring happiness,
Oshkosh, Wis., — Miss Elizabeth Young, a graduate
of Teacher's College, has been placed in charge of the
kindergarten department of the State Normal School
here in place of Miss Henley, resigned.
Chicag-o, III,, — Miss Mary L. Morse of Teacher's
College, Columbia University, is to be a member of the
Chicago Kindergarten Institute. The Chicago Froebel
Association and Alice H. Putman have joined with the
Institute.
Milwaukee, Wis.,— Miss Geneva L, Bower, a gradu-
ate of Teacher's College, is now a member of the Mil-
waukee State Normal School faculty, teaching Kinder-
garten Theory and assisting in the Supervision of the
practice teaching.
Worcester, Mass. — Upon petition of 10 parents in
the school district, the board of educa-
tion have recommended a new public school
kindergarten in that section. Each petitioner
promised to send one or more children to the new
kindergarten. Transfers of kindergarten teachers
were made as follows: Fanny M. Hamilton, Eliz-
abeth street school, kindergartner, to Salem street
school, kindergartner; G. Hazel Swan, Upsala
street school, kindergartner, to Elizabeth street
school, kindergartner. These resignations were re-
ceived and accepted: Minnie G. Casey, Salem street,
kindergarten; Emmaline A. Devlin, Upsala street,
grades 4-3; Alzaleen M. Sampson, Classical high, as-
sistant to principal. These requests for leave of ab-
sence were granted: Ruth L. Allen, Dix street, kinder-
garten assistant, to Sept. 1, 1912; Lydia W. Ball,
Belmont street grade 7, to Sept. 1, 1912; Elizabeth
H. Coe, South high school, to Sept. 1, 1912; Agnes
T. Hart, Millbury street, grade 1, to March 1, 1912;
Teresa E. Kerns, Dartmouth street, grade 1, to
Sept. 1, 1912; Edith J. Jones, Gateslane, grade 8, to
Sept. 1, 1912; Ellen C. Murphy, sewing, to Sept. 1,
1912, and M. Rose McGowan, Adams square, grades
3-2, to Jan. 29, 1912.
There is not in nature
A thing that makes a man so deform'd, so beastly,
As doth intemperate anger.
—Webster's Duchess of Malp.
Vessels large may venture more,
But little boats should keep near shore.
— Franklin.
To read and not to know,
Is to plow and not to sow.
Cheap and Excellent Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PT --, 124 pp. All the music to the KNAP-
SACK songs. Sweetest, sanest, jolliest song
book made. Cloth, 50c.
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 by C. W. Mickens. New, 267 pp., 50c.
PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
elegant. 132 pp., 25c.
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 to cure that "tired feeling"
in school.
HENRY R. PATTENGILL, Lansing. Mich.
WANTED- A copy of the Kindergarten-Primary Maga-
zinefor October, 1904. Address, Jennings & Graham, tSZi
W. Fourth St., Cincinnati, Ohio.
WANTED— Position as kindergartner. Graduate of a
good training school. Address, W. 278 River Street, Man
istee, Mich.
WANTED— Back numbers of the Kindergarten-Primary
Magazine, as follows: February, May. June, September,
1889- December, 1890; January, March and April, 1891. Ad-
dress Mrs. Helen B. Paulsen, Buckhannon, W. Va.
WANTED— Back number of Kindergarten-Primary
Magazine for Februarv, 1910. Address, A. Cunningham,
Indiana State Normal School, Terre Haute, Ind.
WANTED— September and October numbers of the
Kindergarten Primary Magazine for 1904. Address
C. M. T. S., care of Jennings & Graham, 222 W. Fourth St.,
Cincinnati. Ohio.
WANTED— Kindergarten-Primary Magazine for Janu-
ary and October, 1894, and October, 1897. Address G. Dunn,
& Company, 403 St. Peter Street, St. Paul, Minn.
WANTED— One copy each of Kindergarten-Primary
Magazine, as follows: June and September. 1894; January,
April and May. 1895; October, November and December,
1863- February, 1898; September to December, 1905; January
to February, 1906. Address, The University of Chicago
Press, Library Department, Chicago ,111.
WANTED— Back numbers of Kindergarten-Primary
Magazine for September, 1909, and February 1910. J. H.
Shults, Manistee, Mich.
FOR SALE— 7 Kindergarten Tables at $5.00 each ; 3 doz-
6th Gifts at 25 cents each ; fdozen 5th Gifts at 25 cents each ;
2 dozen 4th at 10 cents ; 1% dozen 3rd at 10 cents ; 1 dozen
2nd at 30 cents; lYz dozen peg boards at 90 cents per dozen.
Address, Sue W. Frick, York, Pa.
American Primary Teacher
Edited by E. A. W1NSHIP
Published onthly Except July and August
An up-to-date, wide awake paper for tbe grades. Illustrated
articles on Industrial Geography, New Work in the Grades,
Drawing, Fables in Silhouette and other school room work.
Send for specimen copy and prospectus.
Subscription, $1.00 a Year
NEW ENGLAND PUBLISHING CO.
299 BE AXON STR.EET, BOSTON
Dutch Ditties
FOB
CHILRDEN
FIFTEEN SONGS
WITH PIANO ACCOMPANIMENT
Words and Music
by
ANICE TERHUNB
Pictures by Albertine Randall Wheelen
71.25 net
NEW YORK: G. SCHIRMER
BOSTON: BOSTON MUSIC CO
LONDON: SCHOTT & CO.
A ,
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for Young
Children
that stands In a
class by itself
Have You a
Child?
If so, you can (Jo
nothing better than
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CHILD LORE
IT IS A REAL EDUCATION IN ITSELF
™, t, „ „. IT APPEALS
To Every Mother
Because it contains genuine child literature.
To Every Minister of the Gospel
Because it is a magazine of ideals and high moral
purpose.
To Every Kindergarten and Primary Teacher
Because it contains the sort of stories that she can
use in her daily work.
To Every Superintendent and Principal
Because it is a magazine of genuine educational
value.
To Every Lover of Children
Because, on account of its beautiful stories and
dainty illustrations, it makes an ideal present.
CHILD LORE COMPANY
1427 UNION STREET BROOKLYN, N. Y.
Send for Sample Copy
Books for Kindergartners
Kindergarten in the Home
By V. M. Hillyer, Headmaster Calvert
School, Baltimore, Md. Based on exper-
ience; admirably concise. This will make an
invaluable aid to Kindergartners and mo-
thers. Fully illustrated with diagrams and
line drawings. Svo. $1.25 net.
Tales Come True
By Margaret Coulson Walker, author of
Lady Hollyhock and her Friends, Bird Le-
gend, etc. A book designed as an aid to
mothers and kindergartners. A delight also
to the child itself. Fully illustrated in col-
or and black and white. Square, Svo. $1.25
net.
Lady Hollyhock and Her
Friends
By Margaret Coulson Walker. An estab-
lished favorite; on many library lists and
in many school libraries. Lavishly illustra-
color and black and white. Square; Svo.,
$1.25 net.
Portrait catalogue, containing 33
portraits of authors, will be sent free
on request.
THE BAKER & TAYLOR CO.
33 East 17th St.
New York
THE TEACHERS HELPERS
Sie.Ifa^i?.',yelpers are with°u* question the finest
FLAN BOOKS for teachers published. They are
edited by some of the ablest and most practical teach-
ers i n the country . They give programs, methods,
songs, drawing, and devices for each month in the
year, and are beautifully and profusely illustrated.
Four books In the series; named Autumn, Winter,
bpnng, and Summer respectively. The Summer
number covers work for the whole year and is larger
than the others. Cover designs done in beautiful
three-color work. Money refunded to any purchaser
who Is not more than satisfied. >
PRICES: Each Number(except Summer) $ .35
Summer No. [larger than others] .50
Send today forcapy or ask for further Informa-
tien. Address
Teachers' Helper,
Department .. Minneapolis. Mlon.
Some Great Subscription Offers!
In Combination with the
Kindergarten-Primary Magazine
"A Study of Child Nature," ffiS
And the Kindergarten-Primary Magazine one vear, both fcr
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"I ilt« Jirifl I vfirc ' ' by Anna Bedlam and Car
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u
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American Kindergarten Supply House
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LITTLE PEOPLE
EVERYWHERE
A new series of Geographical Readers
based on Child Life.
Kathleen in Ireland (Fourth year)
Manuel in Mexico (Fifth year)
Ume San in Japan (Sixth year)
Rafael in Italy (Seventh year)
Picture cover; colored frontspieces.
Illustrations from photographs
Each Volume, 6oc.
LITTLE BROWN & CO.
BOSTON
34 Beacon Street
CHICAGO
379 Wabash Ave.
T| T Ll P'£L Stick Laying in
The Tenth Gift jsn&st
Price 2ac.
With this book! and a box of sticks any
teacher can interest the little children
The work is fully illustrated.
Also Ring Laying in Primary Schools,
15c. Peas and Cork Work in Primary
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Ail iimp cloth binding. Address,
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CARNEGIE COLLEGE
Home Study-Free Tuition
Carnegie College gives Free Tuition
by mail to one representative in each
county and city. Normal, Teacher's
Professional. Grammar School, High
School, College Preparatory, Civil Ser-
vice, Bookkeeping. Shorthand, T3rpe-
writing, Greek. Latin, German. Spanish,
Italian, Drawing and Agricultural
Courses are taught by correspondence.
Applicants for Free Tuition should
apply at once to Dept. C.
CARNEGIE COLLEGE
ROGERS, OHIO
BOWLDEN BELLS
FOR SCHOOLS
From $8.00 to $35.00
FOR CHURCHES
From $S5.00to $125.00
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AMERICAN BELL &
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American
Kindergarten
Supply
House
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Two Magazines or One
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The Kindergarten-Primary Magazine,
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The subscription price of most profes-
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The Kindergarten-Primary Magazine
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THE BOOKSELLER AND LATEST
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day. $1.00 a year. Sample copy free. Address,
The Bookseller and Latest Literature
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Three and Five Cent Classics
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BEST AND CHEAPEST SUPPLEMENTARY
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REMARKABLE CLUB OFFERS
FOR
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pr0 j ( Educator Journal
I Primary Education
„ ..(Educator-Journal,
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NOVEMBER, 1911
INDEX TO CONTENTS
- 61 62
More Rapids Progress,
Mary E. Law,
Danger Signals in Young Children, -
Maximilian P. E. G
rossmun, 63
Dr. Montessori's New Method in Infant
Education,
.
63
A Problem Solved,
-
67
Picture Study,
- -
68
Kindergarten Daily Program,
Norah Keough,
- 69
The Every Day Adventures of Albert
and Annabel,
Lelia A. Reeve,
71
About Bobbie and Sally and Winifred,
Garrett Williams,
76
Winifred at Kindergarten,
Garrett Williams,
77
" Thanksgiving Song,
.
79
God Bless Our Father Land,
0. W. Holmes,
79
*■ A Thanksgiving Recipe,
-
79
Thank You Day,
.
- 79
A Thanksgiving Letter to Grandma,
.
79
William Cullen Bryant,
...
- 78 81
Kindergarten Growth,
-
82
News Notes, -
.
- 83
Book Notes, -
-
86
*
Volume XXIV^ No. 3.
$1.00 per Year, 15 cents per Copy
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During Spring and Summer Season
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Our Booklets now ready describing a num-
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343 Fulton St.
Est. 36 Yrs.— Tel.
Brooklyn, N, Y.
1803 Tain
Famous Poems Explained
And Other Good Speakers
20% discount to Teachers
Famous Poems Explained $1.00
Patriotic Poems Explained 65
New Dialogues & Plays (Prmy., Int., Ad.).. 1.50
The Best American Orations of To-day 1.25
Pieces That Have Taken Prizes 1.25
New Pieces That H 'ill Take Prizes 1.25
Pieces for Every Occasion 1.25
How to Attract and Hold an Audience 1.00
Three-Minute Declamations for College Men 1.00
Three-Minute Readings for College Girls. . . . 1.00
Handy Pieces to Speak (on separate cards). .50
Acme Declamation Book 50
Readings from the Popular Novels 1.25
Ross' Southern Speaker 1.00
Commencement Parts (and other occasions) 1.50
Pros and Cons (complete debates) 1.50
Instantaneous Parliamentary Guide 50
HINDS, NOBLE & ELDREDUE
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A Dann's Noiseless j postpaid
Blackboard Erases* , 10,0jts
and a Pint Pkg. Rowles' Inkessence )
The above mentioned arti-
cles possess s uth exceptional
meritthatthey are used in
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Special offer is mado to
acquaint school people with
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Write for CATALOG and WHOLESALE PRICES of SCHOOt
SUPPLIES and FURNITURE.
E. W. A. ROWLES,
l . aaa-aaa Marftet bu. ohioago. ' J
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
PITTSBURGH AND ALLEGHENY
KINDERGARTEN COLLEGE
ALICE N. PARKER, Suparintendent.
Regular course, two years. Special ad-
vantages for Post-Graduate work. Twen-
tieth year begins September 27, 1911. For
catalogue address. ., t u
MRS. WILLIAM McCRACKEN, Secretary, *
3439 Fifth Avenue, Pittsburgh, Pa.
KINDERGARTEN TRAINING SCHOOL
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars address
Miss Lucy Harris Symonds
Kindergarten Normal Department
of the Kate Baldwin
Free Kindergarten Association
Savannah, Georgia.
For information, address
HORTENSE M. ORCUTT, Principal of
the Training School and Supervisor of
Kindergartens, 326 Bull Street,
Savannah, Georgia.
Springfield Kindergarten
Normal Training School
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD — LONGMEADOW. MASS.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
Atlanta Kindergarten
Normal School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
G39 Peachtree Street, ATLANTA, GA.
CHICAGO KINDERGARTEN COLLEGE
1200 Michigan Boulevard,
CHICAGO, ILL.
Fall Term opened September 12th, 1911
One year Primary Course,
Two year regular Kindergarten Course.
Mrs. J. N. Crouse, Elizabeth Harrison,
Principals
for KINDERGARTEN and
PRIMARY TEACHERS
Spool Knitting. By Mary A. Mc-
Cormack. Directions are clear and ex-
plicit, accompanied by photographs.
Price, 75 cents to teachers.
Practical and Artistic Basketry.
By Laura A. Pinsley. Illustrated.
Price |1.00 to teachers. Stitches are
taken up in the order of their difficul-
ty. Cud work is given a place. Care-
fully graded.
Outlines for Kindergarten and
Primary Classes, in the study of
Nature and Related subjects. By E.
Maud Cannell and Margaret E. Wise.
Price 75 cents to teachers.
Memory Gems. For school and
home. By W. H. Williams. Price
50 cents to teachers. Contains more
than 300 carefully chosen selections.
Send for Catalogue
The A. S. BARNES CO.
381 Fourth Ave., New York
TRAINING SCHOOL
The Buffalo Kindergarten Association
Two Years' Course.
Vor particulars address
MISS ELLA C. ELDER,
86 Delaware Avenue. - Buffalo. N. Y.
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.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
2050 East 96th 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.
CARNEGIE COLLEGE
Home Study-Free Tuition
Carnegie College gives Free Tuition
by mail to one representative in each
county and city. Normal, Teacher's
Professional. Grammar School, High
School, College Preparatory, Civil Ser-
vice, Bookkeeping, Shorthand, Tvpe-
writing, Greek, Latin, German. Spanish.
Italian, Drawing and Agricultural
Courses are taught by correspondence.
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CARNEGIE COLLEGE
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BOWLDEN BELLS
FOR SCHOOLS
From $8.00 to $25.00
FOR CHURCHES
From $'J5.00to 8125.00
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AMERIGflN BELL &
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Northvillc, Mich.
Dr. Earle's N. Y. Froebel Normal
INCORPORATED. REGISTERED STATE REGENTS.
KINDERGARTEN, PRIMARY CLASSES, PLAYGROUND AND
SETTLEMENT WORKERS' COURSES.
Graduate Courses in Supervision and for all New York City and State Licenses
Lecturers Furnished for University Extension Courses. Dormitory Accommodations for Resident Students
Address for circulars, Dr. and Mrs. E. Lyell Earle, Principals.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Chicago
Kindergarten
Institute
4
Diplomas granted for each of the following: Regular Kindergar-
ten Course [two years]. Post Graduate Course for Supervisors
and Training Teachers [one year] . Home-making Course, non-
professional [one year].
t
Class Rooms and^ QERTRUDE HOUSE,
Students' Resi
54 Scott St., Chicago.
Credit in connection with the above awarded by the University of
Chicago.
Mrs. Mary Boomer Page,
Miss Frances £. Newton,
Miss Caroline C. Cronise,
Directors, 54 Scott Street, CHICAGO
For circulars apply to
Fall term opens Sept. 28, 1911.
GRAND RAPIDS KINtER6AR=
TEN TRAINING SCHOOL
Winter Term opens September 27th.
CERTIFICATE, DirLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal
MAY L. OGILBY. Registrar
.thrnarri Building, - 23 Fountain St.
GRA>D RAPIDS. MICH.
Miss Hart's
TRAINING SCHOOL
For Kindergartners
3600 Walnut Street, Philadelphia
Junior, Senior, Graduate and Normal
Trainers' Courses. Five practice Kin-
dergartens. Opens September 28, 1911.
For particulars address
MISS CAROLINE M. C. HART
The Pines, Rutledge, Pa.
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
FROEISEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-five practice schools.
Certificate and Diploma Courses.
MARY E. LAW, M. D., Principal.
The Teachers' College
of Indianapolis
For the Training of Kindergartners
and Primary Teachers. Accredited by
the State Board of Education in Classes
A B and C. Regular courses, two. three
and four years. Primary Training a part
of the regular work. Classes formed in
September and February. Free scholar-
ships granted each term.
Special Primary Classes in March, May.
June. July. Send for cataloeue.
MRS. ELIZA A. BLAKER, President.
The William N. Jackson Memorial
Institute.
23rd and Alabama Streets.
PESTALOZZI-FROEBEL
Kindergarten Training
School
at CHICAGO COMMONS, Grand Ave.
Mrs Bertha Hofer Hegner, Superintendent
Mrs. Amelia Hofer Jerome, Principal.
FOURTEENTH 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.
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 Kva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich
ave., Chicago.
The Adams School
Kindergarten Training Course
(Two Years)
Nine months' practice teaching dur-
ing1 course. Address,
The Misses Adams
26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building,
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebelian Ideals. IPost-
Graduate Course, also Special Classes for
Primary Teachers.
LUCY S. COLEMAN, Director.
MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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.
Bummer Training Classes at Mt. Chatauqua--— Mountain Lake Park —
Garrett Co., Maryland.
PRATT INSTITUTE
SCHOOL OF KINDERGARTEN TRAINING
Brooklyn, N. Y.
Kindergarten Normal Course, twoyears
Special Classes for Kindergartners and
Mothers. Froebel's Educational Theo-
ries ; Players with Kindergarten Mater-
ials; Games and Gymnasium Work;
Outdoor Sports and Swimming; Child-
ren's Literature and Story Telling;
Psychology, History of Education. Nat-
ure Study, Music and Art. Model Kind-
ergarten for Children. Classes for Older
Children in Folk Games, Dances and
Stories.
Alice E. Fitts, Director.
Year of 1911-12 opened September 25th.
THE HARIETTE MELISSA MILLS
KINDERGARTEN TRAINING SCHOOL
In Affiliation with New York University
For information address
MISS HARIETTE M. MILLS, Principal
New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
New York University Summer School'
NBW
"A POTPOURRI OF RHYTHM,"
For Kindergarten, Home
and School
Composed of music for clapping, skip-
ping, hopping, high-stepping and gal-
loping horse and song; by
MABEL ROGERS.
author of ".Large Rhythmic Movements
for small Children" and "Kindergarten
Marches and other Music."
Price, 60 cents postpaid. Other books
53 cents each, postpaid.
Kindly remit with money order or
check. Address
M. S. ROGERS,
87 Prince St. Rochester. N. Y
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Series Contains
3,880 Pages, 5,300
Illustra-
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FIRST STEPS TO A LITERARY CAREER | REMARKABLE CLUB OFFERS
A Primer for Writers. Tells How to Write;
What to Write; How to Prepare Copy for the FOR
Printer and How to Turn Failure into Success. Do
you%want to learn? Subscribe for ~, j j "N/T w
THE bookseller and latest standard magazines
LITERATURE
and read the series of articles of interest to every
aspiring writer. All who are interested in current
literature will find this magazine desirable. An
epitome of Books, Authors and Magazines of the
day. $1.00 a year. Sample copy free. Address,
The Bookseller and Latest Literature
208-10 Monroe Street, Chicago, Ills.
Three and Five Cent Classics
We will send sample and our graded catalogue to
any teacher or superintendent.
BEST AND CHEAPEST SUPPLEMENTARY
READING
They find friends everywhere and are used north,
west, south and east, everywhere in the United States,
and even in the far away Philippines.
D. H. KNOWLTON'& CO., PUBLISHERS,
Farmington, Maine.
I^0 1 j Educatorjournal
( Primary Educatio:
„ ( Educator-Journal,
^o ~( Popular Educator
.. ( Primary Education
i\o 3} Popular Educator
. . . . ( Educator-Journal,
No,4( World To-day
_T Si Primary Education,
N° 5} World To day
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Address
THE EDUCATOR-JOURNAL CO
28 S. eridan St.
Indianapolis, Ind.
(o\)a Uim6er3artert JprimarT Mlaga^ine
VOL. XXIV— NOVEMBER, 1911— NO. 3.
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. T.
E. I.yell Earle, Ph. D., Editor, 59 W. 9Gth St., New York City
Business Office, 276-278-380 River Street, Manistee, Mich.
J. H. SHUI/TS, Business Manager.
MAMSTEE, MICHIGAN.
All communications pertaining to subscriptions and adver-
tising or other business relating to the Magazine should be
addressed to the Michigan office, J. H. Shults, Business Man-
ager, Manistee, Michigan. All other communications to E.
Uyell 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.
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Make all remittances to Manistee, Michigan.
FOR MORE RAPID PROGRESS
We publish several communications this mouth
in addition to those which appeared in the
September and October numbers. Many helpful
suggestions have been brought out through this
correspondence. We hope other kindergartners
will express themselves. The subject is a vital
one and should interest every kindergartner. In-
difference is not a quality that makes for pro-
gress in any cause. If the kindergarten is a good
thing for children anywhere it is a good
thing for children everywhere, and the friends
of this cause cannot consistently cease their la-
bors while a vast number of the little ones are
deprived of this blessing. A private correspon-
dent said to us: "I am not a kindergartner, but
I believe in the kindergarten. The indifference
of some of these kindergartners in regard to the
advancement of the cause leads me to suspect that
they do not believe in it themselves, or else that
they are kindergartners merely for a job."
This statement may be severe and perhaps un-
just, but the kindergartner who does not have a
real live interest in the progress of the kinder-
garten cause is certainly not living up to her
privilege and may be in danger of "dry rot." Let
us wake up, and be alive to the needs, and let
each kindergartner resolve to do some one defi-
nite thing at least to bring about greater progress
not only in the establishment of public school
kindergartens but in the advancement of the
cause in general. Let kindergartners at all times
be able to give a reason for the faith that is with-
in them, and each in her little corner earnestly
endeavor to demonstrate by the test of actual re-
sults that it is "well with the child" who has
been entrusted to her care and culture.
From "Just a Kindergartner"
I am just a kindergartner in a small city and
hence would prefer not to have my name pub-
lished but I am greatly interested in the kinder-
garten cause . It seems to me that many young
girls who take a course in the training schools
are not fitted by nature for the position of a kin-
dergartner. They do not seem to comprehend
the sacredness and importance of the work. I
am afraid that not every training school would
advise applicants who do not possess the adapta-
bility for the work to take up some other calling.
I hope your magazine will agitate the subject un-
til every city in America is provided with kinder-
gartens in connection with the public schools at
least. In fact, it seems to me that every child is
entitled to the blessings of kindergarten training
and that we as kindergartners have no right to
rest content when so many children are deprived
of this advantage. A KINDERGARTNER.
Not a Kindergartner
While I am not a kindergartner I am neverthe-
less very deeply interested in this cause. It
seems to me that one hindrance to more rapid
progress lies in the want of natural adaptability
of some kindergartners for the work they have
undertaken. Doubtless there are in every city
hundreds of young women who are by nature and
culture admirably adapted to the work but who
are themselves unaware of their talents in this
direction. Is it not possible for the International
Kindergarten Union to adopt some plan by which
these young women can be sought out and so far
as possible enlisted in the work. Having plenty
of competent kindergartners the work of estab-
lishing public school kindergartens is not difficult
if it is undertaken in a. systematic,, business-like
way.
62
THE KINDERGARTEN-PRIMARY MAGAZINE
From Mary E. Law, Toledo, O.
Toledo, O., September 22, 1911.
I am much interested in the effort you are
making to have the kindergarten situation -
analyzed and elucidated by its sponsors, the
training teachers. Your inquiry came while
I was out of the city, but I am only too
happy to accede to your request and tell you
what, in my opinion, is the trouble with the
kindergarten, if trouble exists, for I assure
you your letter took me by surprise, as did
the replies of many of the training teachers
who responded.
I will say in the beginning, that Madame
Krause-Boelte, in her reply, explains the situ-
ation from my point of view : "A departure
from Froebelian principles in the first place
and too many ill-considered and superficial
articles in the kindergarten press and else-
where in the next place."
As I shall have opportunity to touch upon
only a few of Froebel's great principles in
this article, I shall make a practical applica-
tion of one "co-operation." For those who
have not read Judge Grosscup's article per-
mit me to quote a few parag'raphs only :
"Success in enterprise depends on giving
the men whose thought is behind the enter-
prise room to work out their thought. Give
them that room. It not only helps them — it
helps everybody.
"These men, however, are not entitled to
harvest out of it all the profit that concen-
tration puts into their hands. They could
not do that without the aid of the right to
incorporate. And the right to incorporate is
not theirs by natural right, but by corporate
charters given them by government.
"Limit them, then, to a fair return that
they can take out when, through this govern-
ment giving them right to incorporate, they
have thrown off competition. In other words
put ,no obstruction in the way of what men
may do for mankind industrially, but put a
limit on what they may take out as their
individual share when what they do is done
through the instruments put in their hands
by corporate charter.''
What does he mean? Simply that individ-
uals must voluntarily co-operate for the good
of the whole and that as the government
gives them legal right to combine by incor-
poration it must also retain the right of
supervision, so that all may benefit instead
of the few, This is one of the underlying
principles of the kindergarten. "Individual
development and voluntary cooperation."
There is no competition, rivalry and emula-
tion in the kindergarten.
The child is taught to excel his own past
efforts, not another childs. An effort is con-
stantly made to lead the child to voluntary
obedience. He makes with his mates a circle
on the floor, each co-operating with all to
make it round. The painted circles, where
little feet were forced to toe the mark and to
walk upon little paths is a survival of the
early kindergarten era before the great prin-
ciples were understood.
The conservation of forests and mines is in
line with Froebel's great ^principle of individ-
ual freedom and equality of opportunity. See
how skillfully he makes the little child
acquainted with his own powers and limita-
tions. The kindergartner, like nature, furn-
ishes the material and each child is entitled
to the product of his own labor. He owns
the mat he weaves, the boat he folds, the
image he models.
Roosevelt, our greatest modern sociologist,
would combine the two principles just men-
tioned. He would have the government own
the coal, wood and water, conserve and sell
the same to the individual at a small per cent
above the actual cost of production. When
we begin to study Froebel as a great sociox
logist as well as a great educator, we shall
have little time to discuss minor differences.
Froebel based his scheme of educational de-
velopment upon a scientific, not a literary
foundation, and unless kindergartners them-
selves know something of physics, biology,
natural history and other sciences, they can
not teach the children under their care. Here
are a few questions a little boy has asked me
within the last few days and he is not in a
kindergarten either. He has just returned
from the seaside: "What is water made of?"
"Is air lighter than water?" "Why do boats
stay on top of the water?" "Why do people
drown?" "What makes balloons go up?" Is
it possible there are people in the kinder-
garten ranks who do not know that the prin-
ciples are as applicable to the University as
to the kindergarten, that it was "founded and
taught for years by three university-bred
men? AYhat was there in it to interest them?
I should as soon expect to hear that Her-
bert Spencer's theory of evolution is being
repudiated by the leading minds of the world
THE KINDERGARTEN-PRIMARY MAGAZINE
as to hear that the kindergarten was losing
ground. Study Herbert Spencer if you would
understand Froebel.
Mary E. Law.
DANGER-SIGNALS IN YOUNG
CHILDREN.
Dr. Montessori's New Method in
Infant Education.
As many kindergartners in America are dis-
cussing Dr. Montessori's work at this time it
may be well to call attention to the fact that
this magazine published a general outline of
this new method in a series of articles by Dr.
Jenny B. Merrill, which began in the December
number, 1909, and were concluded in the
March number, 1910.
While there is much of interest in Dr. Mon-
tessori's work, it appears to fail to recognize
the value of imaginative dramatic play and
of self-expression . Creative self-activity gives
way to humdrum object lessons long ago
discarded.
While it may be necessary in Italian day
nurseries to teach children to dress themselves
in America we still believe the mother has that
privilege. If necessary to counsel the ignor-
ant mother, the kindergartner or school nurse
does so, or "Little Mothers Leagues" are or-
ganized for big sisters.
We disapprove of the introduction of writ-
ing and reading under the age of six years.
Incidental reading of a few words as for
example sign boards may be allowed. After
criticizing the Froebelian occupations as in-
jurious to the eye, has the good doctor for-
gotten the fixed attention of the eye necessary
in reading? Touch can only be used slightly.
It is the eye that reads.
Children in America beginning at six, surely
soon enough, read a half dozen little books in
the first term of five months and read them
intelligently.
The best authorities claim that early phonic
work tends to make stutterers. Valuable as
it is in proper season, at four years of age it
will prove injurious.
The kindergarten is right in excluding read-
ing and writing. Dr. Montessori is wrong-
on this point. Interest has been aroused on
this subject by a popular magazine, and we
purpose to reprint selections from Dr. Merrill's
four articles on the subject in a future issue.
We believe these were the first articles on the
subject which appeared in America.
Maximilian P. E. Grossman
Educational Director of the National Association for
the Study and Education of Exceptional
Children, Plain field, N. J.
It is one of the wholesome results of child
study that teachers and parents are becoming
aware of the necessity of observing symptoms
of exceptional development in their children so
as to adjust educational measures to individual
conditions. We are gradually, although still
very slowly, outgrowing the conception of a
child as a being which can be handled and
molded at will.
We are beginning to understand that mani-
festations which may be displeasing to us are
not necessarily expressions of a child's evil
genius. The entire idea of discipline and pun-
ishment is undergoing a change. We are learn-
ing that many of the so-called naughtinesses
of children may be merely danger-signals indi-
cating disturbance somewhere. Apparent dis-
inclination to obey may be due to imperfect
hearing; aversion to reading and writing, to
imperfect vision. Ugliness and irritability may
be caused by astigmatism which in its turn
produces eye-strain and persistent headaches.
Laziness may be a symptom of anemia or neu-
rasthenia, or it may be caused by malnutrition,
overexertion at home, lack of sleep, or of ven-
tilation in the child's sleeping-chamber. Fret-
fulness may have its cause in a great number
of various conditions, notably indigestion.
Educators are oftentimes inclined to feel very
much vexed when a child makes grimaces, is
inclined to giggle and babble, and to disturb
the artificial discipline of the schoolroom by
whispering. And yet these manifestations, as
well as others, like sniffing, coughing, restless-
ness, and inattention, may be, and almost al-
ways are, symptoms of nervous disease. They
may be enumerated among the socalled habit
tics or habit spasms, like twitching, shrugging,
shuffling, grinning, sighing, yawning, echolalia
(the repetition of words spoken by another, as
for instance repeating a question before an-
swering), uttering curious sounds such
as chirping, etc. Again, momentary in-
attention and absentmindedness may be
due to a mild form of petit mal, i. e.,
epilepsy. Sudden attacks of excitement, out-
breaks of temper, destructiveness, hitting other
children, and the like, suggest the presence of
psychic epilepsv. Then there are the manifold
64
THE KINDERGARTEN-PRIMARY MAGAZINE
movements characteristic of chorea; and while
true hysteria is a disease which does not de-
velop before the adolescent age, there are quite
a number of conditions in children which may
be counted among hysterical symptoms. An
emotional temperament is one of them, and
the instability of will and irresponsibility, an-
other. These symptoms are very often found
in young girls who seem to be predestined to
develop true hysteria unless preventive meas-
ures are taken at the right time. It has been
observed by many that an exaggerated imagin-
ation and selfishness, or rather self-centered-
ness, go with these symptoms ; and that devia-
tions from the truth and often surprising fabri-
cations are characteristic of this condition.
Children's lies are a chapter in themselves.
Books have been written on the child as a wit-
ness, showing how unreliable are the state-
ments of children, even of those who are usu-
ally considered truthful. Stubbornness and
disobedience, qualities which are usually
judged in the sense of disciplinary conditions,
may reveal themselves to the careful observer
as danger-signals indicating disease of some
kind.
For the sake of completeness of statement it
is necessary to add that the conduct of children
exhibits, in too many cases, conditions which
are danger-signals not so much in the develop-
ment of the child himself as in the manner of
his education. The wisdom and judgment of
the educator are in question when all is told.
Very few of us have as yet a clear knowledge
of the physical and psychical life of the child,
and a faulty reaction on the part of the child
may simply mean that we have handled him
incorrectly. In normal schools and college
courses, teachers are now receiving a better
preparation for the management of these bud-
ding souls. But parents are, as a rule, sadly de-
ficient in the wisdom and training required for
the education of their children. I say this in
spite of the fact that we have hoav mothers'
clubs in all cities of this broad land ; for moth-
ers come together in this way only after they
have made their fundamental mistakes in re-
gard to their own children. And fathers' clubs
there are none. What is needed is to put false
modesty aside and to consider no man or wo-
man fit to marry who cannot give evidence of
a training in parental functions. There are
laws which prevent persons to marry who are
physically unfit. The next step is to prevent
those who are educationally unfit.
To make a more detailed study of danger-
signals, we must first develop the observational
attitude of the diagnostician, and train our-
selves to consider as a symptom everything
which we cannot readily explain. And for
every symptom we must train ourselves to look
for a cause. Proper observation implies a care-
ful distinction between the facts observed and
the explanation we may give them. It is a
very common error to substitute our interpre-
tation of a fact for the fact itself, and thus re-
cords of children are often vitiated. And only
who can inspire a child with confidence, and
who puts the subject under observation abso-
lutely at its ease, will gather reliable data.
The list of symptoms enumerated before will
put many parents and teachers on their guard
and point the way toward a better understand-
ing of a child's real condition. But some more
specific suggestions may be made.
A normal type may be conceived as repre-
senting all functions in proper poise, all poten-
tials of complete personality being present and
unimpaired in growth and development. On
this basis, we may say that any perversion of
function which shows a tendency to persist is
a danger signal, be it in the province of the
physical or the mental life of the individual.
Occasional indigestion, an isolated error of
judgment, or an outbreak of anger or some-
thing like that means nothing; but as soon as
any of these perversions become persistent,
they will destroy the equilibrium of the per-
sonality and must be studied as to cause and
relief.
Poise is established by having the different
aspects of human personality well related.
Human life is determined by principles of
growth and development : growth as to siz,e
and weight, and development as to organiza-
tion, differentiation, and function. There is
first the size and weight of the body as a
whole ; then there is the evolution of the bony
skeleton, of the muscles and organs, of the
central and peripheral nervous system, not to
forget the so-called sympathetic system which
regulates the functions of the viscera. Upon
the growth and development of the nervous
system depends the development of the func-
tions of the intellect and will. Abnormalities
of growth and development are distinct dan-
ger-signals.
In determining growth periods there has re-
cently been made the very helpful distinction
between the chronological, anatomical, physio-
logical, and psychological age of children. A
boy of twelve in years is not necessarily a boy
THE KINDERGARTEN-PRIMARY MAGAZINE
65
of twelve in development. Even if his anatom-
ical growth be normal for his age, his physio-
logical function or his psychological evolution
may lag behind, so that he is actually only nine
or ten years old. Or it may be the other way;
he may be mentally normal or even precocious,
and backward in weight and size. Any such
discrepancy will cause a tension fraught with
danger.
Our first care must be therefore to discover
whether or not the anatomical structure and
the physiological function in a child correspond
to the age standard. This will imply body
measurements and a number of tests and ob-
servations, some of which may be made in the
home and in the schoolroom while others re-
quire the co-operation of a physician.
Child study, it will be remembered, implies
the strictest co-operation of educator and phy-
sician.
In the matter of body measurements, it is
more important that the figures for height and
weight should correspond than that a
child be average in these measurements.
In other words, a child may repre-
sent a smaller (or larger) type with-
out danger to his development. But if he
should weigh less than the average boy of his
age, and his height be average or even above
the averag'e, or vice-versa, there is reason to
investigate. Excessive or distinctly stunted
growth are of course also abnormal.
X-ray pictures of the developmental state
of the small bones of the wrist, according to
the method of Professor Thomas N. Rotch, of
Harvard, promise to become a scientific test
for the anatomic age.
Further observation can be made in the
various provinces of physiological functions.
Facts of respiration and heart action, of appe-
tite and of digestion, of headaches and dizzi-
ness, of muscular strength and grip, enter into
this group of observations. It has been found,
for instance, that the grip of the hand is a good
index of intellectual development. Feeble-
minded children, even those who exhibit much
muscular strength under excitement, have a
"much lower grip figure than normal children.
The element of control enters here, and it is
seen that some of these tests, which appear to
be simply physical, have a psychic element.
Frequent urination is an important symp-
tom. It means either a distinct disease, or lack
of volitional control, in other words a psychic
defect. It suggests itself therefore that regular
examinations of the urine of children be made
for disease of kidneys, diabetes insipidus, in-
testinal intoxication, etc. There might also be
examination of the blood for anemia, leukemia,
parasites, i. e., malaria, inflammatory states,
etc.; also of the feces, for ability to digest vari-
ous foods, intestinal parasites, etc.
The so-called growing pains in children are
a rather suspicious element. They are often
rheumatic in nature and require special atten-
tion. Rheumatism of childhood is dangerous
for the reason of its insidious onset and never
very active acute manifestations.
It might seem needless to say that any weak-
ness of the special senses must be considered a
danger-signal. Yet even defects of vision and
hearing are often overlooked, and what is
caused by inability to see and hear distinctly
is ascribed to inattention and unwillingness.
The acuteness of these two most important
senses should be determined by the ordinary
tests which are so simple that they can be em-
ployed anywhere. As has been said before,
eye-strain is very frequently accompanied by
headaches ; chronic headache is therefore a
danger-signal. The other special v senses —
taste, smell, and touch — not to speak of the
muscular sense, rarely receive the attention
they deserve. Yet we often find curious de-
fects which may be considered as indicative of
incomplete potentials and consequently of in-
complete sensation. If 'we remember that
under certain circumstances we may have to
fall back upon one or more of these neglected
senses, as in the case of Helen Keller, we may
well be reminded of their importance. Speak-
ing of sense tests, it must not be omitted to
state that certain illusions of sense are charac-
teristic of the normal mind, and their absence
consequently is an indication of abnormality.
Let us be reminded of the various optical illu-
sions, and of the well-known weight tests.
There are, however, illusions, and, further,
what have been called hallucinations, which
are distinctly pathological. They may be ob-
served even in young children.
Defective teeth are invariably a danger-sig-
nal. They may prove the existence of various
functional diseases, hereditary or acquired,
which prevent their proper formation and
growth ; or they may point to malnutrition
and other temporary causes. In every instance,
defective teeth interfere with the proper masti-
cation and digestion of food ; with the protec-
tion of the nasal-pharyngeal cavity; and with
proper articulation.
It has often been suggested that left-handed-
66
THE KINDERGARTEN-PRIMARY MAGAZINE
ness is a danger-signal. It certainly indicates
a deviation from typical conditions. Right
handedness is a very ancient characteristic of
the human race and even primitive peoples are
practically right-handed. Left-handedness is
therefore not to be considered in the light of a
primitive trait. As a matter of fact, left-hand-
ed individuals are found among the very intel-
ligent and skillful; left-handedness is, then,
not in itself a danger-signal unless it is coupled
with other defects. It has been shown that
the usual right-handedness may have one cause
in the arrangement of the blood supply from
the heart which favors the right arm ; left-
handedness would, therefore, mean a reversion
of this arrangement.
Another cause of the right-handedness of a
great majority of men, however, is the stronger
development of the left hemisphere of the
brain. When, therefore, left-handedness is
connected with speech-defects, as it often is, it
would reinforce a diagnosis of defective central
condition ; for speech-defects, unless caused by
anatomical defects in the organs of speech
can be explained only by underdevelopment or
lesion in the speech-centers of the left hemis-
phere. Speech defects are most pronouncedly
danger-signals.
Here we come to the large number of dan-
ger-signals in the development of the nervous
system. And this is at the same time the pro-
vince of psychological disorders. It must,
however, again be stated that there is a con-
stant interaction between bodily and psychic
conditions, and that it is impossible to separate
absolutely the psychical from the physical.
Bodily symptoms will indicate psychic defects,
and psychic symptoms will indicate disturb-
ance of physiologic functions. Some of the
danger-signals in this province are changes in
temperament (crying or laughing readily) and
unwarranted attacks of temper; rapid fatigu-
ing and disinclination for effort; drowsiness;
excitability ; insomnia. Of the habit spasms I
have already spoken. Then there are defects
of memory and judgment as well as lack of
determination and decision. A mechanical
memory alone is not a sign of intelligence, and
is found in remarkable development even
among imbeciles. Precocity is another sign
of eventual nervous strain and derangement.
Some very complete measuring scales for in-
telligence have been recently suggested by
such men as Dr. Sante de Sanctis, of the Uni-
versity of Rome, Italy, and the famous French,
psychologist, Dr. Binet. They combine motor,
sense, and intellect tests, so graded that we
may determine the psychological age of a child
by applying them systematically. As they
have been tried with a great many children
they may be considered fit to give truthful re-
sults. If, for instance, a child of nine years
•cannot respond properly to all the tests sug-
gested for children of this age, but only to
those prescribed for children of eight or even
seven, we have a grave danger-signal in the
matter of intellectual development.
In the sphere of will we must consider signs
of weakness and indecision, of wavering and
changeability; and any perversion of will and
moral defects, like persistent lying and steal-
ing, are plain indications of pathological de-
velopment.
A complete system of observations and tests
would embrace all the elements touched upon
in this paper. Experiments along these lines
have already been made in certain school sys-
tems, and in psychological laboratories and
clinics. But the number of children so tested
is small and most of them had already been
found distinctly deficient.
To make the status of the child still more
evident, it will be necessary to include data
from the earliest history of the child; and as
much of the family history as can be ascer-
tained. Only a complete tabulation of all these
data will show all the danger-signals which we
ought to know about, in their perspective so
that we may neither underestimate nor over-
estimate. It is evident that any single fact may
mean little or nothing unless it is taken in con-
nection with other facts. And a consensus
of various observers will eliminate the element
of personal error or emotional bias.
Altho I may say that I have in my own
practical experience proved its feasibility to a
large extent, a complete system such as it has
been my privilege to suggest may not be very
readily introduced anywhere. Nevertheless, it
is to be hoped that these suggestions will open
the eyes of many teachers and parents to what
should be observed and what the educator must
be on the lookout for. We may hope for a
more universal realization when the time comes
that the family physician will be the hygienic
adviser of parents rather than the unwillingly-
called-in healer of diseases; and when every
school will be a pedagogical clinic with the co-
operation of the medical, psychological, and
pedagogical expert. My suggestions of today
will at least affect, I hope, the disciplinary at-
titude of educators, so that teachers and par-
THE KINDERGARTEN- PRIMARY MAGAZINE
67
ents will learn to consider themselves students
of child nature and of the individual children
under their care, rather than their tamers and
drill-masters. And the time may come when
each child will he as carefully observed as the
breeder of horses or chickens observes his
brood; when there will be a science of educa-
tion, a science of parenthood, a science of teach-
ing; when it will not be considered stupendous
and preposterous to give each child such min-
ute care and study as will establish his fail
status.
Some day the beautiful words of Froebel :
''Lasst uns unseren Kindern leben !" (Let us
live with our children!) will become a reality,
and we shall learn to appreciate the full sig-
nificance of the ancient Roman proverb: "Prin-
cipiis obsta!" Resist the beginnings!
A PROBLEM SOLVED.
One Friday afternoon, as we were deeply
interested in the fate of Robinson Crusoe, the
principal brought a new pupil to the room.
"See what you can do with this hoy," he said
impatiently. The other children surprised at
the unusual tone of Mr. Twadwell's, looked
up quickly, while 1, with a sinking heart, went
forward to greet the new arrival.
I can recall him yet, as he stood watching
me defiantly — a little, red-haired, freckle-faced
boy of ten — dirty, ragged, and uncouth. As I
assigned him a place, I offered a prayer that
I might have patience to see what I could do
with him. I felt this unkind introduction,
however much deserved, was unjust and could
do no good. For several days Frank did very
little to annoy ; but, as he became less strange,
the mischief planned in that one small brain
was marvelous. Like a will-'o-the-wisp, he
was never idle, and in whatever part of the
room I placed him, there was trouble. I had
about come to the conclusion that for the sake
of the class, he should leave the school, when
a slight incident occurred which again brought
order to my little world.
It was the morning after Hallowe'en, and,
as the children came trooping in, I saw Frank
among them — hair uncombed, streaks of red
paint on his face, and both shoe strings gone.
Waiting until it was time for the noon dis-
missal, I quietly laid my hand on his shoulder
and said, "Frank, can't you fix up a little this
afternoon? See what soap and water will do
to the red paint, and see if you can't find some
pieces of string for the shoes."
The afternoon session brought a different
Frank, in both appearance and manners. His
face and hands fairly shone, and as he came
close to me, he said, "I done the best I could,
but I haven't any better ones." I knew to
what he referred, and as I drew him closely
to nu.', looked down at the neatly tied and
blackened .dioes, I assured him that now they
were plenty good enough. From this time I
had very little trouble with him, and he
passed with honor to the next higher grade.
What the trouble was I do not know, but he
scon left, and I lost sight of him for almost a
year. ( )ne day the door was suddenly pulled
open, and the little freckle face of Frank ap-
peared. Before I could reach the door he
called out, "Good morning, Miss Williams,"
and dashed out of the hall. I never saw him
again, but since that time I have tried to
study more earnestly each child, and to gain
obedience through love rather than by force.
M. T. L.
It may be well to remember the dangers of vo-
cational training at this time when the subject is
receiving so much attention. The ability to per-
form certain kinds of labor which may be used
as a means of gaining a livelihood later on is cer-
tainly a desirable possession, but this training
must not be secured at the expense of the mental
and heart culture necessary to the development
of a good citizen. The natural result of kinder-
garten culture is to so develop the child that
vocational training follows easily and naturally,
but kindergarten culture develops the child so-
cially, mentally and spiritually as well, and un-
der no circumstances should vocational training
Ke substituted for the culture of the kindergar-
ten.
Good the more communicated, the more
abundant stows.: — Milton.
There's a dance of leaves in that aspen bower,
There's a titter of wind in that beechen tree,
There's a smile on the fruit and a smile on the
flower,
And a laugh from the brook that runs to the sea,
. A man should never be ashamed to own he has
been in the wrong, which is but saying in other
words, that he is wiser today than he was yester-
day.— Pope.
True courage scorns
To vent her prowess in a storm of words,
And to the valiant action speaks alone. — Smollett.
68
THE KINDERGARTEN-PRIMARY MAGAZINE
T
PICTURE STUDY
PILGRIM EXILET— Boughton.
This picture is one of four Pilgrim pic-
tures which have given George H. Bough-
ton a reputation in America as the paint-
er of American Puritanisim.
Although Mr. Boughton is English born,
he came to this country in early childhood
where he was reared. Soon after reach-
ing manhood he made a sketching trip
through England and an exhibition of his
paintings was first made in New York.
His Puritan pictures are the best known
of all his paintings in America, but a
legendary picture entitled "Love Conquers
all Things" is very popular in Europe.
His pictures are American in style and we
claim him as an American.
The style of his Pilgrim scenes is shown
in the picture illustrated on page 60.
It is thought Mr. Boughton's best figure
painting is shown in his representations of
women, revealing gentleness and patience.
The longing for the old home in Eng-
land is plainly revealed in the faces and
attitude of the man and the woman who
is seated. But the central figure reveals
a desire to comfort and encourage her
companion, notwithstanding her yearnings
for the land of their birth.
The rocky land and vegetation are
characteristic of a New England shore.
The surf is seen rolling into the beach.
Tell the Pilgrim story and let the child-
ren tell —
Who are in the picture.
Who the Pilgrims were.
Where they are.
Notice the dress — cloaks, caps, shoes,
and collars— of these people: Would you.
think them poor, or just lonely?
Squirrels — Landseer.
(The characteristics of the squirrel are
well shown in his claw-tipped feet, sharp
ears, bushy tail. His manner of life in the
tree and his peculiar upright position also are
pictured.)
The picture shows the home of two squir-
rels. Their home is in the hollow in the
tree with its rough bark. They feel happy
and safe in this home. Would you? No, it
is a squirrel's home.
On a branch perches a bird, singing" as if
Ins little throat could not pour forth melody
fast enough.
The squirrels are nibbling carrots, and lis-
tening to their happy neighbor, their bright
eyes fixed upon him.
This is a fine lesson to follow one in nature
study of either a bird or a squirrel.
How many are in the picture?
What are they?
Where are they?
What is each squirrel doing?
Do they love each other?
Where is the home of each one?
[Sir Edwin Landseer was the most popular
animal painter of his period — and that not
only in England, his native land. His animal
pictures are perhaps the best-known of
modern times.
He came of a family of artists. Pie was
gentle and courteous, and lovable in disposi-
tion, a welcome guest in society.
Queen Victoria and Prince Albert were
not only his patrons but also his personal
friends. More than thirty of his paintings
are the property of the King of England.
Pictures painted by their favorite artist were
gifts frequently exchanged between the
Queen and the Prince.
Landseer loved animals and painted them
THE KINDERGARTEN-PRIMARY MAGAZINE
69
with joy in his heart. The stag and the dog-
were his favorite subjects, and the only
adverse criticism to be made of his work is
that he exaggerated their admirable qualities,
making them too nearly human in feeling and
intelligence.
Landseer's use of the brush was amazing,
sometimes a single drag of it gave the effect
better than could be achieved by a painstak-
ing imitation of each single hair.
Other pictures of Landseer's are :
The Challenge.
Monarch of the Glen.
The Stag at Bay.
Suspense.
The Highland Shepherd's Chief Mourner.
Dignity and Impudence.
KINDERGARTEN DAILY PROGRAM
NORAH KEOGH
DECEMBER.
FIRST WEEK.
Circle — Monday — Thanksgiving experiences
are told. Another holiday coming. Santa
Claus and his presents. How he looks.
Rhythms — Chosen.
Table 1st — Beginning Xmas present for
mama.
Suggestions — Candle-sticks of clay jap-
a-lac.
Calendars — Poinsettas cut from wall-
paper and mounted ; panel picture of tree
mounted with calendar below.
Napkin ring — of raffia.
Baskets ; pin-trays.
Table 2nd — Making Papa's present.
Suggestions — Shaving pad with cover of
conventional holly design tied with raffia;
same idea for laundry list; shaving-ball;
calendar <>r blotter of blue with camels
and star poster effect ; match-scratch of
sandpaper; chimney with Santa's head
painted above.
Games — Those already played. Nothing
new learned in these except with Santa
Claus games.
Circle — Monday — More about Santa Claus.
This is the children's own circle time.
Their interest and perfect freedom, now
will bring about the ideal circle time.
Rhythm — Teaching and playing of Jack Frost
from Hubbard.
Table 1st — Continue mama's present.
Table 2nd — Continue papa's present.
Wednesday — Circle — As before. Santa loves
us so gives us things. So does papa. Tell
of what papa gives us.
Table 1st — Mama's present.
Table 2nd — Papa's present.
Thursday — Circle — Santa Claus, papa and
mama. AVhat mama gives us and does
tor us every day.
Rhythm — Same.
Table 1st — Mama's present.
Table 2nd — Papa's present.
Thursday — Circle — Santa Claus, papa and
mama. What mama gives us and does
for us every day.
Rhythm — Imitative — What we want for
Christmas. Other children imitate and
guess while one child tells by motion.
Table 1st — Finish papa's present.
Table 2nd — Card-board modeling of little
red sled with raffia rope.
Friday — Circle — How we can be a Santa
Claus to those we love.
Rhythm — Week's review.
Tahle 1st — Free cutting of horn, drum, doll.
Table 2nd — Cutting and mounting of silver
bells for decorative purposes.
Games— As chosen.
Finger Rhyme — Clap, clap the hands, from
Emilie Pulson's finger rhymes.
SECOND WEEK.
Circle — Monday — Once upon a time, there
was no Christmas at all. No one ever
heard of such a day. Telling of the first
Christmas day.
Rhythm — Those learned as a general review
for Xmas exercises. Some taken up each
da}' and drilled upon for perfection in uni-
form motion.
Table 1st — Begin scrap-books to be sent to
sick children. Each table makes but one.
Group work.
Table 2nd — Santa Claus poster. Black
mount with hill of white chalk. Santa
and his reindeer of free cutting.
Games — Santa Claus's games — dramatiza-
tion.
Song — The First Christmas, from Tenks &
Walker.
Tuesday — Circle — Review yesterday's circle
talk. A little baby was born that grew
to be a good boy and a kind man. Every-
one noticed His goodness and tried to do
as He did. This boy's name was Jesus.
Show pictures of Madonna.
Table 1st — Finish mama's present.
70
THE KINDERGARTEN- PRIMARY MAGAZINE
Table 2nd — Work on scrap-books.
Wednesday — Circle — Jesus' life as a boy. The
many ways in which He helped His
father in his carpenter work. His kind-
ness to His mother.
Table 1st — Work on scrap-book.
Table 2nd — Free drawing of Xmas tree
with green crayon.
Thursday — Circle — As Jesus grew to be a
man, He loved to help people, to teach
them kindness. Story of Christ in the
Temple and picture shown. The love of
His disciples.
Table 1st — Work on scrap-book.
Table 2nd— Building church with 5th gift.
Friday — Circle — People still hear and read of
Jesus. We love Him so much that we
celebrate His birthday each year and call
it Christmas. He loves us and so is
pleased that we show our love for one
another on His day.
Table 1st — Work on scrap-book.
Table 2nd — Free representation of anything
done or talked of during week.
THIRD WEEK.
Circle — Storv of Gretchen and the
-Making
nit chains for tree dec-
Making lanterns from weaving
Monday
Wooden Shoe.
Table 1st—
orations.
Table 2nd-
mats for decorations.
Tuesday — Circle — Re-telling of story. Begin
telling story of " Twas the Night Before
Christmas." Learn song, "Christmas
Greeting," from C. B. Hubbard's Merry
Songs and Games.
Table 1st — Cutting stars and crescents for
tree.
Table 2nd — Making silver chains.
Wednesday — Circle — " 'Twas the Night Be-
fore Christmas."
Table 1st — W^ork on scrap-book.
Table 2nd — Making straw and parquetry
chains.
Thursday — Circle — Story of the lovely little
fir tree.
Table 1st — Finish scrap-book.
Table 2nd — 'Making crescents of silver pa-
per. <
Friday — Circle — Repeat and review stories.
Tables 1st and 2nd given to unfinished work.
FOURTH WEEK.
Monday — Circle — Last week's Christmas stor-
ies retold.
Rhythms reviewed.
Table 1st and 2nd — String cranberries and
pop-corn.
Games — Santa Claus games.
Tuesday — Circle — Free Christmas talks.
Rhythm — Same.
Table 1st and 2nd — All unfinished work.
Children divided in groups according to
work.
Games — Same.
Wednesday — This day is used as needed.
Every period to further the pleasure and
thought of tomorrow when we invite our
parents to come to see us.
Thursday — The Christmas program.
As summer ends and vacations, whether
long or short, give place to the regular work
of life, it must not be thought that the good
of rest has stopped, and that we must wait
another year for its renewal. Added to the
pleasure of recreation, to change of scene and
habit and invigoration oLbody, there is a ben-
efit of a deeper kind. It is a poor vacation
which does not set in permanent motion what
we may call the spirit of vacation, and show
that that is the normal spirit of all the experi-
ence of the year. Mere reaction is question-
able ; but to get a new tone, a steadier hold
on self, to establish the norm of life, not as
endurance, fidelity, industry, or ambition only,
but, in and above them all, as joy, is the secret
of the summer.
— Christian Register.
I would that I could utter
My feelings without shame;
And tell him how I love him.
Nor wrong my virgin fame.
Alas! to seize the moment
When heart inclines to heart,
And press a suit with passion,
Is not a woman's part.
If man comes not to gather
The roses where they stand,
They fade among the foliage;
They cannot seek his hand.
Stay, rivulet, nor haste to leave
The lovely vale that lies around thee.
Why wouldst thou he a sea at eve,
When but a fount the morning found thee?
— William Cullen Bryant
There is not in nature
A thing that makes a"man so deform'd, so beastly,
As doth intemperate anger.
—Webster's Duchess of Malp.
THE KINDERGARTEN-PRIMARY MAGAZINE
7i
STORIES, GAMES, PLAYS
RECITATIONS, MEMORY GEMS, ETC.
THE EVERYDAY ADVENTURES OF
ALBERT AND ANNABEL.
LELLA A. REEVE.
I.
ALBERT AND ANNABEL CO SLEDDING.
"Albert, Annabel," called a cheery man's
voice from| the next room, "Who saw the
snow fairies this morning?"
It was a bright January morning and the
two children were lying half awake in their
little beds, but when they heard their papa's
voice, they scrambled to the window.
Everything was white with snow. The
ground was white, the trees were white, the
fences and roofs of the houses were white,
all shining and sparkling in the morning sun,
but not a fairy to be seen !
The children were happy and excited, and
longed to run out and plunge into the beau-
tiful snow at once ; so as soon as breakfast
was over, their mamma helped Albert get his
head through a red sweater, and buttoned a
little furry coat around Annabel. Then they
put on their caps and mittens, and Albert
buttoned Annabel's overshoes.
They dragged their sleds across the snow-
covered lawn, over a brook, and up the long
hill that looked so tempting from the nursery
window.
"Here's a good place to start," called Al-
bert, who had gone ahead. "I'll go first, An-
nabel, you're so little." "I'se so little," re-
peated Annabel.
Albert sat down and put out his feet on
each side and away he flew. He went down
twice and pulled his sled up again before his
little sister decided to start.
"Anbel going now," she said.
"All right," said Albert, "put your feet out
each side."
"You didn't needed to told me dat," said
Annabel ; "I knewed it already."
Albert pushed her sled ever so little and
she started down hill ; but when she had gone
only a few feet, her foot struck a stump, the
sled whirled around and she nearly fell off.
Albert ran to help her and found her hold-
ing on with both hands. "Good for you to
stick on, Sister," he said. "I digged my
heels into the snow," replied Annabel.
After many brave little pushes, she put her
sled in the path again, and went straight
down the hill, saying to herself, "Dere, dat's
de way."
After that, she was not afraid and took h&r
turn with Albert until they had both slid
down many times.
The sun was getting high and warm and
had melted the snow from the, trees when
Albert came up the hill one time and found
Annabel with her thumb in her mouth and
her tired eyes almost closing. He knew
then that she was sleepy and he put his arm
around her and told her that Albert would
take care of her. So they trudged down the
hill and home together, dragging their sleds
behind them.
II.
ANNABEL MEETS WITH AN ACCIDENT.
A few days later, as the children were
playing by the brook, Annabel stumbled and
struck her mouth on the railing of the little
bridge. It must have hurt her badly, for
tears were dropping from her eyes when she
looked up to Albert, but being always a
brave child, she said nothing; not then, but
when they had gone a little farther, an idea
came to Annabel that made her suddenly cry
and sob.
Albert was greatly troubled to hear her and
asked anxiously, "What's the matter, Sister?"
"O, I dullened my teef," cried Annabel.
"What?"
"I dullened my teef so I can't chew,"
sobbed the frightened little girl.
Albert thought it would be dreadful to be
unable to chew one's food, but he knew if
there was any help his mother could give it,
so he only said, "Let's run home and tell
mamma."
She saw them coming and opened the door.
"Muvver, I've dullened my teef so I canJt
chew," wailed Annabel, as she ran to her
mother's arms.
Mamma looked, gravely into the little
72
THE KINDERGARTEN-PRIMARY MAGAZINE
mouth. "The best thing to do," she said, "is
to try your teeth on some food at once, and
if you can eat it, then they are all right.
"Sarah," said Mrs. Blake, "please bring the
children some biscuits and warm milk."
Sarah was the children's colored nurse and
they loved her gentle black face in its white
frilled cap.
Annabel ate her luncheon easily and soon
forgot all about her teeth. When the chil-
dren had finished eating, Sarah took Annabel
in her arms and carried her upstairs. The
little girl was fast asleep when they reached
her bed.
Sarah took off her shoes and made her com-
fortable, then she drew, down the window
shades and went softly out of the room. It
was not quite time for Albert to begin his
lessons, but Sarah began to look for him,
muttering to herself, "I speck dat big boy of
mine done go out doah agin."
Finally she reached the front windows and,
looking out, saw Albert by the front gate,
making a snow man to show to his papa
when he came home to dinner.
Sarah opened the door and called, "Honey,
you done hab to come in in a quahtah ob an
houah." "All right," replied the little boy,
"I'll be there." ■
Then Sarah went contentedly about her
work, knowing that the children were safe
and happy.
III.
PUSSY-WILLOWS.
"Papa, won't you take us for pussy-wil-
lows?" asked Albert one mild morning in
late February.
"I wants puss-willows, too, Daddy," said
Annabel.
"You do," said their father, looking lovingly
down at his children, "then I suppose you'll
have to have them."
Their wraps were soon on, and Annabel,
riding on her papa's shoulder, through the
long hall to the front door. It was Wash-
ington's birthday, so Mr. Blake was to be
at home all day, and he liked nothing better
than being out of doors with the children.
They walked the length of the street, then
crossed the fields where the brook ran like a
blue ribbon through the brown grass ; then
they turned into a country road and presently
came to a yellow clay bank, out of which
great bunches of pussy-willow were growing
with little silver blossoms showing, some red,
and some green and yellow underneath, and
looking very brilliant in the morning sun-
shine.
The children wished to get as many as pos-
sible to send to their Aunt Annie, who spent
much time helping the children of the poor.
She had once written their mamma of how
these children longed for flowers, but rarely
saw them.
Mrs. Blake's kind heart was touched and
shortly after she received the letter, she had
gone to the poorest part of Boston, taking
with her a large basket of yellow daffodils.
In the streets, ragged and dirty children
came crowding around her and one little girl
asked, "Be dey real flowers?" "Don't youse
be smart," said another one ; "of course dey
ain't — anyone knows dey's paper."
Mrs. Blake had described this visit to Al-
bert and Annabel. Albert was old enough
to remember the incident, and it was he who
had suggested sending pussy-willows to these
unfortunate little ones.
Papa and Albert cut until their arms were
filled with great bunches, and when they
could carry no more, they all started for
home.
On reaching their own house, a big figure
came running down the steps to meet them.
When they saw it was their Cousin Ben,
they rushed at him with happy little shouts,
crying, "Hurrah for Harvard !"
"That's the stuff," said Ben, as hugged
the children and admired their pussy-willows.
IV.
cousin ben's visit.
They were soon in the house, and eating
a fine dinner. As they sat at the table, Ben
turned to Albert saying, "Well, young man,
I thought you were going to move to Bos-
ton."
"No sirs" said Albert, "you know I like
Fairdale better than anyzvhere."
"But Boston is much larger," urged Ben,
"it has more houses and more people."
Then spoke up little Annabel, thinking of
their morning out of doors, "Fadale has more
sky." Ben laughed so hard at this that An-
nabel looked grieved and Ben hastened to
tell her she was "all right." "An'bel all lite."
responded the little girl.
About two o'clock, the pussy willows were
shipped to Boston, and when the evening mail
came in at six, Annabel asked if she and Al-
bert had a letter. She knew that when flow-
THE KINDERGARTEN-PRIMARY MAGAZINE
7i
ers came to their house, mamma wrote a note
to someone, and why should not the poor
children write to her and Albert.. She wished
a letter so much and was so disappointed at
not getting- one that the next morning Cousin
Ben offered to take her to the postoffice. He
staid at the door while Annabel went up to
the window where it said, "General Delivery."
Her nose hardly came to the bottom of the
window, but she lifted up her sweet little
voice and said, "Box Twenty-four." In reply,
some letters came slipping out toward her,
and one of them, Ben said, was for her. He
told her to take it home for mama to read to
her.
The letter was not about pussy-willows,
but something far more exciting. It said,
"Mrs. Benjamin Woodruff desires the honor
of Miss Blake's company on Saturday after-
noon, to see an exhibition of lions at the Fair-
dale theatre."
"What do it mean?" asked Annabel of her
mama.
"It means that you are to go with Benny
this afternoon to see some lions," said mama.
"What doze lines?" asked Annabel. In re-
ply, Albert brought some books and showed
Annabel pictures of the King of Beasts.
One picture showed a lion standing on a
table-land alone in the desert. The little girl
looked at it for a long time, and then said,
"An'bel not 'fraid to see line in desert. An'-
bel jump on tra car and come right home."
Then she asked with the sweetest of little
smiles, "May we ride on tra car to see lines,
Benny?"
"Sure," said Ben, "We'll go on the trolley."
Albert went too, and they had a beautiful
time with their good big cousin from college.
A few days later came a letter from Aunt
Annie, full of gratitude for the flowers which,
she said, were giving pleasure to many unfor-
tunate people whom she had told of the loving
little children in the country who had thought
of them.
V.
SNOW PICTURES.
"Voila ! Albert," said his mother one March
morning as she looked up from her sewing.
Albert looked too, and saw the snow whirling
down outside.
"Oui, ma chere maman," he replied. "Gee,
I'm glad it's snowing again," and shouting,
"Hurrah for Harvard !" he ran for his cap and
out the front door.
Annabel had looked up with a dark little
face at the French words which she did not
understand. "I don't n't care," she said re-
sentfully. "I can say it just as it is. I
doesn't have to say it in Ja-manny."
"Never mind, baby girl," said mama. "I
have a letter from Uncle George which says
he and Cousin Lucy are coming this after-
noon for a two-day's visit. Lucy speaks your
language."
"What doze gwage?" asked Annabel.
"Little girl talks, like yours," said mama.
"I fink I like Lucy," said Annabel. Their
guests came at three o'clock and Annabel's
eyes grew large as she saw a little girl with
long yellow curls falling over a blue velvet
coat, being carried up the walk, through the
snow in her father's arms.
The children wished to take their pretty
visitor out of doors at once to show her to
their playmates, but it was still snowing hard
and mother said, "Wait until the storm is
over."
The next morning being clear and pleasant,
the children lost no time in getting out of
doors. They had been frolicking for an hour
in the snow, when Mrs. Blake came out with
some sticks. She gave these to the children
and told them to each make a picture in the
snow.
"O good," cried Albert, "I'll make an en-
gine," and he began to draw lines and circles
in the snow.
"What shall you draw, Lucy?" asked her
aunt.
After a minute's thought, Lucy replied.
" 'Golinf of Goff' and a kitty."
"Fse going to draw angel," said Annabel.
"F'hat is angel?" asked Lucy.
"Angel fly like doze," said Annabel as she
struggled with her stick in the effort to draw-
some wings.
"Does dey bite?" queried Lucy.
"Does dey, muvver?" asked Annabel.
"No, dear," said Mrs. Blake as she hurried
into the house that the children might not
see her laughing. Soon she came out again
and sat a long time in the sunshine while the
children worked busily at their drawing.
VI.
MOTHER TAKES A NAP UNDER DIFFICULTIES.
After luncheon, Annabel began to ask as
many other children often do, "Mama, what
can me do?" Albert had gone to Boston with
papa and Uncle George. Sarah had gone
74
THE KINDERGARTEN-PRIMARY MAGAZINE
away for the day, and mama wished to lie
down for a nap. She told the little girls,
however, to stay in her hed-room where they
could play quietly with each other, but not
to talk to her.
Mrs. Blake soon fell asleep. After awhile,-
the little girls grew tired of their dollies and
began to wander about the room.
On mama's dressing-table were some fas-
cinating things — little bottles and jars and
boxes. Annabel had often put out a little
finger and daintily touched them, but she had
never taken them away from their places.
Lucy was younger and had not been so
carefully taught. She took a little cut-glass
jar of cold cream in her hands and lifted the
cover. It looked very white inside. She
stuck in a finger. It was soft and smooth.
"Fhat drot in dere?'' she asked.
"Va lene," said Annabel, meaning vaseline.
"Va lene," repeated Lucy, "F'hat for?"
"For mama," said Annabel, "on face and
hands."
"Oh," said Lucy. She went softly up to
the bed and began to smear the Avhite cream
over her auntie's face and hands.
Mama was so soundly asleep that the soft
little touches did not disturb her. Soon the
jar was empty. What should they do next?
On the table was a little box, round and high.
It had purple violets on it and around the
cover the odor was delicious.
There were tiny holes in the top and one
could shake fine white powder out of them.
Annabel stood smelling the box, when Lucy
grabbed it in her little hands and started for
the bed. She shook powder into all of the
places where they had rubbed the cold cream.
While Lucy was busy at this, Mrs. Blake
came slowly out of her sleep, to find herself
oily and powdery and to see four bright, big
eyes staring at her from beside the bed.
Mama looked first at one little girl, then at
the other, as she realized what had happened.
Lucy's face was untroubled, but Annabel
showed signs of distress.
Lucy held up the empty jar to her auntie
and said joyously, "Va'lene, Aunt Fi, va'lene."
Aunt Fi smiled into the little faces and said
nothing, but Annabel's heart was heavy, nev-
ertheless.
The next day, Lucy and Uncle George went
home, and after they had left Annabel climbed
to her mama's knee and putting both arms
around her neck sobbed cway her remorse.
VII.
HOW SPRING COMES.
One Sunday morning in April, the sun
came shining across the breakfast table in a
long, golden bar. It made little Annabel
think of something for she suddenly asked,
"Papa, how do spring come?" and Mr. Blake
replied, "With green grass, and singing birds
and running brooks." Then he added, "If
the sun still shines this afternoon, I'll show
you."
About eleven o'clock, the rain poured down,
but 'twas only a shower and the afternoon
was bright and clear.
Papa took the children through the front
gate and down the long, paved street. Little
new leaves were out and looked quite green
on some of the trees, but they saw no other
signs of spring until Albert suddenly stopped
and peered under a hedge. Then Annabel
looked also. It was a pretty sight. On the
other side of the hedge, a bank covered with
tiny flowers ; pretty white violets on short
stems with a few green leaves around them.
In the woods, everything looked brown.
The ground under the tall trees was covered
with wet, dead leaves, and the sky was show-
ing above through bare branches.
Mr. Blake saw little flowers among the
dead leaves, but said nothing waiting for the
children to find them.
"Look dere," exclaimed Annabel as she
spied a white dot. Soon she saw a purple
one, then many more ; pink and white and
purple and lavender ones in among the dead
leaves. "They are called hepatica," said papa.
After the children had picked fine bunches of
the lovely blossoms, their father said, "This
is the way spring comes to the woods. Shall
we go home another way, and see how it
comes to the brooks?"
"O, yes, daddy," they replied with enthusi-
asm, for they loved running water.
They walked on through the woods, scramb-
ling over a rocky hillside and out into the
open ground. There were hills all around,
and at the foot of the hills was a tumbling
brook.
"F'are do it go, papa?" asked Annabel.
"We'll follow it and see," was his reply.
They were going down a slope and the wa-
ter leaped and roared. "That's a lot of wa-
ter," said Albert, and Annabel replied, "It
don't am so big as our brook." Papa smiled.
THE KINDERGARTEN-PRIMARY MAGAZINE
75
He let the children run along the banks, and
over the little bridges.
The brook gleamed on under the blue sky
out into a level meadow and then flowed
quietly along for some distance, until by a
dip in the road, it jumped down several feet,
and went tumbling on again, cutting its way
in. big curves through a lower meadow.
After they had been following it for some
distance, the children were surprised to see
their own house near at hand. "Dat my
house," said Annabel in surprise. "You bet
it is \" said Albert, smiling at his father as he
realized 'twas their own brook they had been
following.
Mr. Blake kept looking toward the house,
and soon they all saw mama coming out to
meet them. "Spring is beautiful," said papa,
softly.
Something stirred in the grass near as he
spoke, and shouting, "O there's a meadow-
lark!" he ran to watch the bird.
Annabel trotted off to her mother holding
up her little full hands and saying, "Little
patca for mma."
VIII.
THE RAINY DAY.
Albert was standing by the dining-room
window with a dark little face. He had
heard mama say, "This is the first of our cold
May rains." "Rainy days are no good," he
said. Annabel went to the window and
looked out, too.
The rain was pouring down and rushing off
in streams each side of the street. Tiny riv-
ers ran down the window panes.
"Me don't can't play in de yard today,"
wailed Annabel. "What shall me do mov-
ver?" Mama looked into the dismal little
faces and smiled. "Suppose me play Sun and
Clouds. You be Clouds and I'll be Sun and
chase you away?" so the children scampered
across the room and they were all laughing
and making a great noise, when papa came
to the door.
"What's this! What's this!" he exclaimed,
pretending to look severe. He caught up An-
nabel and set her on his shoulder. "The
Princess Giggle on her throne," he said. Then
he carried her several times around the room
and gave her a "topsy-turvey" to the floor.
Now run to the nursery, princess," he said,
"and learn how to make scrap-books."
They ran off laughing, and mama soon fol-
lowed, bringing advertising pictures from
magazines, and scissors for each child, telling
them to cut out pictures of things they knew
about.
They found houses, book-cases, stoves,
chairs, spoons, brushes, a bath-room, a piano,
a bag with 'a camera, dollies, bicycles, and a
woman, who Annabel said, was a "nice mama."
They worked so busily cutting out and post-
ing in their scrap-books, that when Sarah
brought their luncheon, they thought it was
too early ; but when Annabel saw hot but-
tered toast and cocoa, she cried, "Hurrah for
Harvard!" and found she had a good appetite
after all.
After they had finished eating, Sarah took
up Annabel, saying: "Now my deah HI' lamb
gwine to bye land."
So Annabel was taken for her nap, but Al-
bert begged to go out of doors. "Yes," said
their wise mama, "put on all of your rubber
things and you may go."
Albert rushed to the closet for his wraps,
and soon came out dressed in rubber coat,
boots and a small sou'wester. He couldn't
even wait to shut the door, but plunged out
to "Our Brook," shouting with joy.
The water was high and rushing. All
along the bank were bits of sticks and boards.
They'll make dandy boats," said Albert. He
played with them a long time, steering them
through the whirlpools and beyond the rocks
until finally they went sailing off, out of his
reach, toward the sea.
He was working to get one through some
rapids, when a big voice said, "Hello, my
son !"
"Hello, daddy," replied Albert.
"You find navigation difficult," said papa.
These were big words but Albert knew it was
a joke of some kind, so he said, "O papa,
you're so jokious."
Papa watched his little boy for some time.
Finally he said, "Do you ever eat, Admiral?"
Then a big arm went around the little shoul-
ders, and father and son went into the house
together.
IX.
THE SEASHORE.
Early in July, the Blake family went to the
seashore.
The journey there lasted all day and seemed
long to the children, though often a glimpse
of a river or a boat or of strange wild flowers,
as the train rushed along would divert them
for a moment.
76
THE KINDERGARTEN-PRIMARY MAGAZINE
They were obliged to wait several hours in
Boston in a big station where people went
upstairs to' the dining-room and ate at little
tables.
Then they sat on long wooden seats in an
enormous waiting-room and watched people
hurrying to and from the trains. Everything
seemed very big and tiresome, but at last
'twas their train-time, and they started for
Battle Bay.
On reaching the hotel in the evening, the
children were so tired that they went to bed
at once.
In the morning they were early awake and
looking out of the window as usual. "How
strange it looks, so wide and big !" said Al-
bert. "Down dere's de water; up dere's de
sky," said Annabel thinking they looked
much alike.
After breakfast, their parents took the chil-
dren to explore. A path with wild roses
growing high on either side led to the beach.
They walked through it smelling the sweet
blossoms which were many of them above
Annabel's head.
When they came out on the smooth, hard
beach, they found it full of wonders ; sea
weeds and star-fishes and shining yellow
shells. While Annabel was gathering her
hands full of these shining treasures, Albert
called to her to come and see a star-fish wig-
gle. She ran to him and they both looked on
in great delight to see the queer creature
slowly curl up one arm.
"He would grow a new arm, if one of his
came off," said Mr. Blake.
It was an exciting morning and seemed
hardly to have begun when Sarah came to
call the children to prepare for a bath.
"Had baft" dis morning," said Annabel.
"But you'se gwine in de big watah, dis
time," said Sarah.
'"Too big baft tub," grumbled the little
girl, but she took Sarah's hand and went with
her obediently.
The children liked their bathing-suits, but
going into the big water was quite another
thing.
Albert walked in bravely though his heart
beat fast. Papa came and took his hand.
"Get under water, son," he said. "I'll hold
on to you. Get wet all over the first thing."
Albert obeyed the kind voice, but when he
put his head under water, out it came again.
He shook it hard, and tasted salt water. Af-
ter trying a few times, however, he liked it
better and begged to stay in longer each
time.
Annabel was not so brave. Whenever any-
one tried to lead her into the water, she
lifted up her little voice and cried, "No-o-o,"
and the first time she saw her papa jump
off the float and go out of sight under water,
she screamed in terror. When his head ap-
peared again, his curly hair was hanging
straight over his head and face, and she hardly
knew him. This did not please the little girl
either, and she cried again, "No-o-o."
Each day some one of the family would
try to lead Annabel into the water, but she
always screamed and ran back. One day
when the other children who were at the
beach, were all in bathing, she sat playing in
the sand. She was so interested, that she did
not notice the water which came up over her
feet and slowly, slowly over her little fat
legs. Then suddenly she saw it -and jumped
up and ran ; but all at once she realized that
she was met by the big water and it did not
hurt.
(To be continued.)
ABOUT BOBBIE AND SALLY AND
WINIFRED.
BY GARRETT WILLIAMS.
Bobbie had a sister named Sally. Her re-
ally, truly name was Sarah. She was named
after her Aunt Sarah Matilda Periwig Hop-
kins Stevens Delancy Smith.
Papa and Mamma had told Aunt Sarah that
the baby should be named after her, but when
Aunt Sarah came and saw what a teeny, tiny
baby it was, she said: "That baby's too small
for my long name. We'll just call her Sarah."
So Sarah she was named, and Sally she was
called, because Sally sounds shorter, though it
has just as many letters in it as Sarah. If you
don't understand this ask your Mamma about
it.
Sally was two years older than Bobbie, so
that when Bobbie was five years old and went
to kindergarten, Sally was seven years old and
had been going" to school for two years.
One day Sally came home from school alone,
and when Mamma asked where Bobbie was,
Sally said he ran down the street after a kitten
and wouldn't come back when she called him.
"Oh he will get lost," said Mamma, and she
began to cry so hard that the tears splashed
THE KINDERGARTEN-PRIMARY MAGAZINE
77
all over her face, and down the front of her
dress, and onto the floor. "O run back and
find him quick, Sally ; he may get run over,
something dreadful might happen to him. Oh
dear! oh dear! oh dear!'' Mamma kept cry-
ing so loud and so hard that Sally ran back
as fast as she could to find Bobbie.
She found Bobbie coming home carrying a
dear, little, tiger-striped kitten in his arms.
He said a lady gave it to him for his very own,
and he wasn't lost, and he knew the way home.
Sally and Bobbie ran home together as fast
as they could to tell Mamma about it, and ask
her if they could keep the kitten. Mamma said
they could, but first she kissed Bobbie about
twenty times. She was so glad to see him
alive and well, and to know that nothing dread-
ful had happened to him.
Bobbie named the kitten Winifred after a
little girl who lived next door. Papa bought
a leather collar for it, with a name-plate with
the name Winifred, and 36 Main Street on it.
"Now," he said, "if Kitty runs away and gets
lost she will be brought back to Bobbie again."
Mamma gave Bobbie a red rubber ball, with a
string fastened to it, for Kitty to play with.
When Bobbie or Sally held the string and ran,
Winifred ran after the ball which rolled along
the floor.
Oh, what a good time they had ! They
played with her all the afternoon until Win-
ifred was tired and wouldn't play any more.
Then Bobbie held a saucer while Sally poured
milk into it for her supper. Mamma gave
them an old black shawl, and they made a soft
bed for her near the fire where she would be
warm and comfortable. After that Bobbie
and Sally had their supper and went to bed
too.
( hie day Winifred went to kindergarten with
Bobbie, but that doesn't come in this story. I
will tell you about that some other lime.
big dog. Then she bristled and spit, and
scratched Mamma's hand. Bobbie said all the
hairs in the fur
icr outside got fat. Mamma
WINIFRED AT KINDERGARTEN.
1!V GARRETT WILLIAMS.
( )ne morning Bobbie put Winifred's collar
on, and Mamma went with him to kindergarten
and carried her. Miss Grant, his teacher, had
told Kim the day before that he could bring
her, so that all the children could see a kitty
close to. You remember Bobbie named his
kitty, Winifred, after the little girl who lived
in the next house.
Winifred lay quite still in Mamma's arms
and didn't try to get away, until they. passed a
held tight onto her, and she did not get away,
and pretty soon they came to the school.
Mamma went in with Bobbie and stayed
while Miss Grant showed kitty to the children,
and talked to them about her. Miss Grant let
each little boy and little girl hold her in their
arms and smooth her fur. AVinifred purred
and seemed to like to be held very much.
After each of the children had held her,
Winifred jumped to the floor and went
sniffing and smelling about. She smelt of
the legs of the chairs and the tables, and she
smelt of the floor, and along the side of the
wall. Miss Grant told them she was learn-
ing to know the room that way, just as they
had learned to know the kitten by holding
it in their arms.
While Miss Grant was talking Winifred
jumped on a chair. From the chair she
jumped to a table and then, before Mamma
or Miss Grant could stop her, she sprang to
the window-sill, and was out the window and
down the street in a flash.
Bobbie's mamma and Miss Grant rushed
to the door, but kitty was way down the
street, nearly out of sight. Mamma ran after
her as fast as she could go. Inside the
school-roo'm Miss Grant could hear the chil-
dren all talking at once, and making a great
noise, so she hurried back again.
Bobbie cried very hard, for he thought he
would never see his dear little Winifred
again. He cried all the morning till eleven
o'clock came, and Sally came from another
room to take him home. His mamma would
not let him go home alone, yet, for fear some-
thing dreadful might happen to him.
As soon as Bobbie told Sally that Wini-
fred was lost, Sally said "we will find her,"
and taking hold of hands they ran toward
home as fast as they could. At the corner
they met Mamma coming to meet them. \n
her arms was, what do you think? Little
Winifred Kitty, safe and purring.
Wasn't Bobbie and Sally glad ! Bobbie
stopped crying and when he reached home,
and had had his dinner and had given kitty
her dinner of bread and milk, he played ball
with her all the afternoon. Each time he ran
past Mamma with his string and ball, which
kitty was chasing, he said, "O Mamma dear,
I'm so glad AVinifred isn't lost."
WILLIAM CULLEN BRYANT
"The Father of American Poetry."
(See page 81)
THE KINDERGARTEN-PRIMARY MAGAZINE
79
Thanksgiving Song.
Tune: "Old Hundred."
For flowers so beautiful and sweet,
For friends and clothes and food to eat,
For precious hours, for work and play,
We thank Thee this Thanksgiving- Day.
For father's care and mother's love.
For the blue sky and clouds above,
For spring-time and the autumn gay,
We thank Thee this Thanksgiving Day!
For all Thy gifts so good and fair,
Bestowed so freely everywhere,
(live us grateful hearts we pray,
To thank Thee this ThanksgivingDay.
— Mattie M. Renwickt in Child Garden.
God Bless Our Fatherland,
O. W. HOLMES.
God bless our fatherland,
Keep her in heart and hand
One with our own;
From all her foes defend,
By her brave people's friend;
On all her realms descend;
Protect her throne.
Father, in loving care
Guard Thou her kingdom's heir,
Guide all her ways;
Thine arm his shelter be
From harm by land and sea;
Bid storm and danger flee;
Prolong his days.
Lord, bid war's trumpet cease;
Fold the whole earth in peace
Under Thy wings,
Make all Thy nations one,
All hearts beneath Thy sun.
Till Thou shalt reign alone,
Great King of kings.
A Thanksgiving Letter to Grandma.
"Dear Dranma. I finked I would rite you a letter
To tell you how Hove you — a bushel or more;
Mamma hopes that now your sore foot is all better;
And we'll come to Thanskgiving as we did before.
"Please make us some pies and some pudding and jelly
A turkey with stuffing and onions, and then
Please don't you forget that I like stuffing smelly
Of sage, From your 'fectionate Charlie, Amen."
And grandma, dear soul, as she pores o'er the letter,
With a smile on her lips and such mist in her eyes,
That she wipes off her glasses to see through them
better,
Plans out a whole shelf full of puddings and pies.
Of tarts and of cookies, of custard and jelly,
A good battalion of gingerbread men;
At last, but not least, fat turkey cooked "smelly"
Of sage, for the youngster who wrote her "Amen."
— Good, Housekeeping.
A Thanksgiving Recipe.
It takes one little girl or boy,
Two hands to work and play,
And just one loving little heart
To make Thanksgiving Day.
THANK YOU DAY.
The "Thank you Day" again is here,
Upon this day in every year
The thankful people, large and small,
Praise God, the Father, all in all.
FAREWELL SUMMER.
(The Wild Aster.)
Cecil Cavendish in October St. Nicholas.
In the meadows near the mill,
By the wayside, on the hill;
In the fields that wander down
aO the edges of the town,
And beside the farm house door,
"Farewell summer" blooms once more.
Little asters blue and white,
Many as the stars at night.
Summer's flowers have blown away;
Now you come to make us gay.
When the fields are growing brown,
And the leaves come fluttering down.
How I love to gather you,
Purple flowers, and white and blue,
On the cloudy afternoons,
When the wind makes pleasant tunes
In the orchard grasses dry,
Where the ripened apples lie.
Dear to me are days of spring,
Ann the summer makes me sing ;
Winter has its times of cheer,
But the best days of the year
Come when, close beside our door,
"Farewell summer" blooms once more.
PARENTAL THOUGHTFULNESS.
(Eunice Ward in October St. Nicholas.)
My big doll is called Hildegarde;
The little one is Marjorie;
±ne paper dolls are Evelyn,
Bettii.a ,nd Elaine.
a he rag doll is named Claribel;
The baby I call Gwendolen.
I've different taste from my mamma —
She named me Susan Jane.
"Had I Thought" died in the poor house. — Ger-
man.
Better a mistake avoided than two corrected.
'Tis not how much but how well we read.
8o
THE KINDERGARTEN-PRIMARY MAGAZINE
ETHICAL CULTURE
Why They "Were Thankful
an ethical entertainment
Characters
Rosebud, a tot with a rag doll.
Prince Charley, a boy with a drum.
Pansy, a girl with a new dress.
Duke, a boy with a kite and marbles.
Pink, a very little tot.
Mamma.
Papa.
(Children come running in as if turned loose to play.)
Rosebud. To-day is "Givin' fanks" day. and I'm
"fankful" cause I've got Jeremiah.
Prince Charley. Oh, you silly little Rosebud, 1 wouldn't
give a cent for that old rag doll; it can't make a bit of
noise. I'm thankful for my beautiful great big drum.
Just listen to it.
Pansy. I'm thankful for my lovely new silk dress
(shaking her curls) . I am going to wear it to church
next Sunday. I'll look real pretty, too.
Prince Charley. You vain little minx! (pinching the
ear nearest to him). Dress, dress, dress, that is all
you think about.
(Pansy gives Charley a comical look.)
Duke. Well, I'm thankful because my kite flies the
highest. I'm first in my lessons, too, and I beat all
the boys playing marbles. Do you want to see my ag-
ates? They are the finest in town; that is what I am
thankful foi.
(Rattles marbles.)
Prince Charley. Why, Pink hasn't told us what she is
thankful for. You must say something, Pink, or you
can't have any turkey or mince pie for dinner.
(Pink hangs her head and acts embarrassed.)
Duke. Yes. of course, let's hear what Pink has to
say.
Pansy. Pink doesn't like dresses very much.
Rosebud. Nor Jeremiahs. ((Jiving her dolly another
hug.
Prince Charley. Nor drums. (Laughing.)
Duke. Nor marbles, nor kites, nor being first; now,
what can you be thankful for, anyway?
Pink. (Shyly and softly.) I'm thankful for papa and
mamma, because they are such a dear good papa and
mamma
[A moment of silence.]
Prince Charley. Why (letting his drum sticks fall),
papa gave me this drum on my birthday,
Duke. And mamma made my beautiful kite.
Pansy. And my silk dress.
Rosebud. And my Jeremiah, too.
Prince Charley. I wonder what mamma is thankful
for?
Duke. Suppose we go and ask?
Pansy, Pink and Rosebud. All right.
(They make a rush towards the door. Enter Mamma.)
Duke. Oh, mamma, to-day is Thanksgiving; what are
you thankful for? We all want to know.
Mamma.- (Looking from one to another, smiling.)
Can't you guess?
Pink. (Takes one of Mamma's hands.) I think
mamma is thankful because she's got me.
Pansy. And me (running over to take the other hand) .
Rosebud. And me, too (nestling in her lap).
Duke and Prince Charley. (Crowding close up.) And
me, and me.
(Enter Papa.)
Papa. And me (puts arms about all). Now, what do
all these "me's" mean?
Pink. Why, we were all telling what we were thankful
for, and we were guessing that mamma was thankful
because she had us.
Duke. But, papa, whom must we thank because we
have you and mamma, and you and mamma have all of
us?
Papa. (Soberly.) Can't you guess?
Pink. (After a slight pause.) You mean God, papa?
Papa. Yes. Praise God from whom a!! blessings
flow?
Curtain.
MEMORY GEMS.
Life is what we make it.
As you sow you shall reap.
Nothing certain but uncertainty.
it is better to be sure than sorry.
Present neglect makes future regret.
"Don't Care" has no house. — Negro.
Every why hath a wherefore. — Dutch.
Better twice measured than once wrong.
When in doubt what to do — don't do it.
The way to be safe is never to feel secure.
Llope for the best; get ready for the worst.
Catch no more fish than you can salt clown.
We find in life exactly what we put in it. — Em-
erson.
The better part of valor .is discretion. — Shakes-
peare.
A bird in the net is worth a hundred Hying. —
Hebrew.
A thousand probabilities do not make one truth.
— Italian.
True happiness consists in making happy. —
Hindoo.
When angry, count ten before you speak; if very
angry, a hundred, — Jefferson.
Next to being a great poet is the power of un-
derstanding one. — Longfellow. .
The books which help you most are those which
make you think most. — Theodore Parker.
THE KINDERGARTEN-PRIMARY MAGAZINE
8 1
William Cullen Bryant
Has been called "The Father of American
Poetry." Most of his best known poems relate
to Autumn and he has also been called the "Poetof
Autumn." He was born inCummingham, Mass.,
November 3rd, 1794, and began his education in
a country school when he was four years old. He
spent two years at Williams College, then stud-
ied law, and afterward moved to New York,
where he began work as an author.
Following are two of his complete poems and
extracts from others:
From "Thanatopsis"
To him who hi the love of nature holds
Communion with her visible forms, she speaks
A various language; for his gayer hours
She has a voice of gladness, and a smile
And eloquence of beauty, and she glides
Into his darker musings, with a mild
And healing sympathy, that steals away
Their sharpness, ere he is aware. ;:"
So live, that when thy summons comes to join
The innumerable caravan, that moves
To that mysterious realm, where each shall take
His chamber in the silent halls of death,
Thou go not, like the quarry-slave at night,
Scourged to his dungeon, but, sustained and
soothed
By an unfaltering trust, approach thy grave.
Like one who wraps the drapery of his couch
About him, and lies down to pleasant dreams.
To the Fring-ed Gentian
Thou blossom bright with autumn dew,
And colored with the heaven's own blue.
That opened when the quiet light.
Succeeds the keen and frosty night.
Thou comest not when violets lean
O'er wandering brooks and spring unseen,
Or columbines, in purple dressed,
Nod o'er the ground-bird's hidden nest.
Thou waitest late and com'st alone,
When woods are bare and birds have flown,
And frosts and shortening days portend
The aged year is near his end.
Then doth thy sweet and quiet eye
Look through its fringes to the sky.
Blue-blue— as if that sky let fall
A Hower from its cerulean wall.
I would that thus, when 1 shall sec
The hour of death draw near to me,
Hope, blossoming within my heart,
May look to heaven as I depart.
The Wind and Stream
A brook came stealing from the ground;
You scarcely saw its silvery gleam
Among the herbs that hung around
The borders of that winding stream,
The pretty stream, the placid stream.
The softly-gliding, bashful stream.
A breeze came wandering from the sky,
Light as the whispers of a dream;
He put the o'erhanging grasses by,
And softly stooped to kiss the stream,
The pretty stream, the flattered stream.
The shy, yet unreluctant stream .
'flic water, as the wind passed o'er.
Shot upward many a dancing beam,
Dimpled and quivered more and more.
And tripped along a livlier stream.
The flattered stream, the simpering stream.
The fond, delighted, silly stream.
Away the airy wanderer flew
To where the fields with blossoms teem.
To sparkling springs and rivers blue,
And left alone that little stream.
The flattered stream, the cheated stream.
The sad, forsaken, lonely stream.
That careless wind came never back ;
He wanders yet the fields, I deem.
But; on its melancholy track,
Complaining went that little stream.
The cheated stream, the hopeless stream.
The ever-murmuring, mourning stream.
From "O, Mother of a Mig-hty Race
What cordial welcomes greet the guest
By thy lone rivers of the West;
How faith is kept, and truth revered,
And man is loved, and God is feared.
In woodland homes,
And where the ocean border foams.
There's freedom at thy gates and rest
For Earth's down-trodden and oppressed,
A shelter for the hunted head,
For the starved laborer toil and bread.
Bower at thy bounds,
Stops and calls back his baffled hounds.
All things that are on earth shaltwholly pass away
Except the love of Cod, which shall live and last for
aye.
From "Autumn Woods"
lire, in the northern gale,
The summer tresses of the frees arc gone,
The woods of Autumn, all around our vale
Have put their glory on.
Oh, Autumn! why so soon
Depart the hues that make thy forests glad;
Thy gentle wind and thy fair sunny noon.
And leave thee wild and sad!
Ah! 'twere a lot too blessed
Forever in thy colored shades to stray;
Amid the kisses of the soft southwest.
To rove and dream for aye;
And leave the vain low strife
'that, makes men mad— the tug for wealth and power.
The passions and the cares that wither life,
And waste its little hour.
82
THE KINDERGARTEN-PRIMARY MAGAZINE
KINDERGARTEN GROWTH
[NOTE: — Under this heading we shall give from time to
time such items as come to our notice relative to the estab-
lishment of new kindergartens as well as articles or state-
ments in the public press or from noted educators favor-
able to the kindergarten cause,]
Good Words for the Kindergarten
Speaking of the 850 kindergartens in New York City,
The Times has this to say:
•'Two years of training for these children at their pres-
ent age is more to be desired, from the standpoint of
the public need, than the four years' course in the high
schools for those who can enter them. The late Mr.
Richard Watson Gilder used to say: " Plant a free kin-
dergarten in any quarter of the overcrowding metropo-
lis, and you have begun then and there the work of
making better lives, better homes, better citizens, and
a better city."
We agree with these high opinions, The best way to give
the tree symmetry is to begin at the twig. Froebel says:
'"The child learns as many new thingsiduring the first
five years of his life as lie does all the other years put
together." It is of the highest importance that this
knowledge shall be of a hopeful, elevating and fruitful
character. Two years in the kindergarten is of more
value than four years in the high school, as The Times
contends, is an opinion that Froebel supports and there
is no greater authority than Froebel. — Golumbus, Oliio,
State Journal.
Hammond, La.-
Kindergarten here.
-Miss Josie Smollen has opened a
We have only one little daughter, a child of four, and
she is often so lonely we are considering sending her to
a kindergarten. Some of my friends, however, do not
believe in kindergarten training. Would you send her
to one now, or wait until she is older and then let her
go to a regular school? T. M. X.
In the case of your little girl I would advise sending
her to the kindergarten as soon as possible. It will
teach her to associate happily with other children and
do much to prevent selfishness, besides keeping her
employed part of the day. — Ladies Home Journal.
Galesburg, III. — The Evening Mail says: "The Free
Kindergarten Association and the visiting Nurse Asso-
ciation are two efficient and indispensable institutions.
Each has its established program and its admirable re-
cord. Each deserves the whole-souled support of our
citizens, who, for the most part, have shown their ap-
preciation of these societies by generous contributions
— none too generous — to their work. Their efforts are
intelligently directed, and their service is far-reaching.
The work of the Free Kindergarten has become fami-
liar through years of successful operation. Its imme-
diate needs are called to our attention in the Even-
ing Mail of last Tuesday, in an appeal which will no
doubt receive the response it deserves.— Evening Mail.
Newark, Ohio. — Misses Mary Louise Wales and
Mabel Jones have opened a private Kindergarten here.
Nashville, Tenn. — Mrs. H. B. Porter will open a
private Kindergarten in West Nashville.
Medford, Mass. — Sara E. Graham has opened a
private Kindergarten in the Randall Block.
Somerville.— Etta E. Traftorn opened a private kin-
dergarten at 160 Willow Ave . , Oct. 1st .
Cannon City,; Colo. — Mrs. 0. A.
lately moved to Kansas City, Mo.
Birkhardt lias
Webster Grove. — Miss Edna Flint has opened a
Kindergarten here.
Lee, Mass.— Miss Clara Phelps has resumed her
kindergarten work at Milton.
Gt. Barring-ton, Mass. — Miss Margaret Tanner has
taken upddndergarten work at Oberlin, Ohio.
Hingham, Mass. — The Free Kindergarten received
a substantial benefit by a sale of ladies' fancy work Sept.
29th.
Franklin.— A Kindergartner is wanted here to take
charge of the private kindergarten which has heretofore
been conducted by Miss Rice.
Rockland, Mass. — Grace E. Smith, a graduate of a
Boston Training School, has opened a private Kinder-
garten on Park Street.
Revere, Mass. — Miss Marjorie E. Barton, a gradu-
ate of the Lucy Wheelock training school has opened a
Kindergarten here.
Portland, Ore. — Mrs. E. L. Clark read an excellent
paper Oct. 23, on ''The Kindergarten — its Possibilities"
before the civic improvement club.
Medford, Mass. — Miss Sara E. Graham has re-op-
ened her Kindergarten in the Randall block and is
meeting with success.
Chester, Pa. — The Misses Sprogell are meeting with
success in their new Kindergarten on Front and Jack-
son street,s--the first Kindergarten in the borough.
Jamaica Plains, Mass. — The new Kindergarten
opened in the Geo. Putnam District, Egleston square,
is meeting with success. Miss Nellie Morse is in charge.
Everett, Wash. — Miss Robinson of the Western Illi-
nois State Normal School and Miss Mercer of Philadel-
phia, have opened a private Kindergarten at 3413 Colby
avenue.
Knoxville, Tenn.— At the Mothers' Congress held at
the Appalachian Exposition Mrs. G. H. Robertson of
Jackson, President of the Congress, came out strongly
in favor of the free kindergarten system in public
schools.
Auburn, N. Y. — Two new Kindergartens have been
opened in connection with the public school system.
The Kindergartners are: Miss Charlotte E. Crossman, of
Owascoroad, as kindergarten assistant at an annual sal-
ary of $500 and Miss Ernestine Neumeister as assistant
at an annual salary of ?400.
THE KINDERGARTEN-PRIMARY MAGAZINE
»3
NEWS NOTES
Lowell, Mass. — The Moody School Kindergarten
has been transferred to the High street school.
Wilmington, Del. ---The Kindergarten at the West
End Reading Room is in charge of Miss Jennie M-
Weaver.
Denver. Colo. — The Wolcott School Kindergarten
opened September nineteenth in charge of Miss Grace
Laird.
Portsmouth, N. H. — Miss Margaret Garrett has re-
signed as pianist at the Cabot street Kindergarten, and
Miss Jesse Woods has taken her place.
Silvermine, Conn. — Miss Mary Lockwood of this
place is attending the Bridgeport Training School for
Kindergaitners.
Wilming-ton, Del. — Miss Neva C. Smith has secured
a position as instructor in Miss Hart's Kindergarten
Training School, Philadelphia.
Manchester, N. H. --Grace Moore of this city is tak-
ing a course in kindergarten training at a Boston Kin-
dergarten Training School.
South Bend, Ind. — The Kindergarten Training
school here has a line attendance. A dormitory has
been established in connection on West Wayne street.
Grand Rapids. — Miss Florence Finlay of Escanaba,
Mich., who is a student in the Grand Rapids kindergar-
ten training school here, was nearly asphyxiated in her
room by accidentally turning on a gas jet.
Macon, Ga. — Miss Estelle Newman and Miss Pattie
Mae Brannon are in charge of the South Macon Inde-
pendent Free Kindergarten. Its headquarters are lo-
cated corner of Williams and Second streets.
Oklahoma City, Okla. — The City schools have an
enrollment of 10.000 pupils. Supt. Brandenberg says:
"Children who are within four months of being four
years of age are eligible to attend the kindergarten."
South Bend, Ind. — A kindergarten for very young
children has been opened in South Bend under the aus-
pices of the Kindergarten Training School, and Miss
Greta Benedict of Ossining. New York, has charge of
it.
Dallas, Texas. — The cornerstone of the new kinder-
garten home of the Dallas Free Kindergarten Associa-
tion was laid September 30th. The new building is be-
ing erected at the corner of Hanvood and Cedar Springs
Road, near the site of the old Neighborhood House.
McKeesport, Pa. — The McKeesport Kindergarten
Association have opened the afternoon session of Kin-
dergarten school in the South Park District in the
McCleary building, corner Evans and Versailles avenues.
The school is in charge of Miss Bertha Angle and Miss
Margery Fowler.
Cincinnati, Ohio — At the first weekly meeting of
the Cincinnati Kindergarten Training School, Miss
Annie Laws gave a delightful talk relative to the Froe-
bel Pilgrimage to Europe. Miss Lillian Stone and Mrs.
Annie Gilchrist also gave addresses and an afternoon
tea was served.
Lafayette, Ind. — Four Kindergartens under the
Free Kindergarten and Industrial School Association
will soon open. The work of the past year was very
successful under the superintendency of Mrs. Jessie E.
Matlock, who will again have charge of the schools this
year.
Baltimore, Md. — A novel enterprise in the educa-
tional line has been started by Misses Belle M. Lauph-
eimer and Florence Nusbaum in the way of an open-air
kindergarten. The young ladies are graduates of the
Affordby School. Their new kindergarten will be lo-
cated at 2429 Madison avenue.
Miami, Fla. — The new school building in which the
new Kindergarten is to be located has' advanced toward
completion sufficiently to enable the Kindergarten to
open. Miss Nellie MacNulty, of Glencarlyn, Ya.,u
graduate of the Washington training school for teach-
ers, will have charge of the kindergarten.
Galveston, Texas. — The JohannaRunge Free Kin-
dergarten now occupies a new building with modern
conveniences. This kindergarten was established IS
years ago by Mrs. Johanna Runge when the cotton
mills were in operation. The new building which is on
the north-western corner of Forty-second street and
Avenue H, is 32 feet b/ 54 feet. The cost of the build-
ing is approximately $ L800.
Anniston, Ala. — The Anniston Free Kindergarten
Association, trying to improve conditions amoug the
factory children of Anniston, benefited very hand-
somely by the mock baseball game which was played be-
tween the Fats and Leans of Anniston Tuesday after-
noon. The kindergarten has just begun its scholastic
year's work with a good attendance
New Orleans, La. — Two new Kindergartens have
been opened this year as it was found that there was
not enough public kindergartens to accommodate the
children of this city, so the tw:ojust decided upon, one
at the Walter C. Flower School, Miss Eddie Bentley,
principal, and the other located at McDonogh, No. 15,
Miss Theresa Gordon, principal, are expected to prove
welcome additions.
Baltimore, Md. — For the present time, it has been
decided the Highlandtown kindergarten will remain in
the old quarters, at Rescue Hall. 4L2 Third street, High-
landtown. and will not move into School No. 2, on Pratt
street, as had been planned. Already 175 children have
reported. There are fourteachers-Miss Sarah E. Now-
ell, Miss Mary A. Forrester, Miss Helen O'Rourke and
Miss Alice Reinhart.
Pittsburg-, Pa. — The opening of two kindergartens
was reported by the monthly meeting of the Pittsburg
and Alleghany Free Kindergarten Association. One is
in the Hancock School, and the enrollment is so large
there are nearly enough children to fdl another kinder-
garten. The second is in the Ella street public school
and is a gift made by Louis Aaron as a present to his
wife on her 70th birthday anniversary.
84
THE KINDERGARTEN-PRIMARY MAGAZINE
Cincinnati O. — At the annual election of officers of
the Kindergarten Association the following officers
were elected: President, Miss Annie Laws; vice-presi-
dents, Miss Fannie Field, Mrs. Charles Fleischmann,
Mrs. John M. Withrow, Mrs. P, H. Hartman, Miss
Eugenie Werk, Mrs. William Kennon Dnnhani; record-
ing secretary, Mrs. Austin Goodman; corresponding
secretary, Mrs. ,). R.Holmes; treasurer, Mrs. Charles
H. Kellogg.
Harrisburg, Pa. — The kindergarten opened Septem-
ber IS, with a good enrollment of little dark-eyed Ital-
ian boys and girls and their brothers and sisters, many
of whom have just arrived here with their parents from
Hungary? Miss Helen Kirk of Philadelphia, a gradu-
ate of the Washington training school for deaconesses,
will continue to have charge of the work this season.
Miss Mary Mardorf, of Berwick, Pa., also a graduate of
the Washington school, will be superintendent.
Memphis, Tenn. — The Jewish Free Kindergarten of
the Educational Alliance, of which Mrs. Henry Oppen-
heimer is chairman, opened Oct. 6. The kindergarten
will be under the direction of Mrs. John M. Gray, who
has had charge for the past two years. In connection
with the kindergarten, Mrs. Gray will give a two years'
course in kindergarten training to all young ladies who
express a desire to take up the work. There are eighty-
live children enrolled and fifty waiting to enter.
Nashville, Tenn. —The kindergarten of the state
fair grounds was the means Friday of returning three
little children to their anxious mothers. The little ones
strayed from their mothers' sides and became lost in
the crowds that surrounded the grandstand. Finding
themselves alone in the crush, they began to cry and
when found by the teachers of the kindergarten they
could hardly tell their names. The mothers were found
by announcements from the judges' stand.
Scranton, Pa, —The Kindergarten at iSTo. 18 school^
which the school board decided to open at the last
meeting, will begin as soon as the employes of the board
can get the building in shape. This will take two or
three weeks, as new seats and desks will have to be put
in. Since the announcement was made that a kinder-
garten would lie opened applications have been made
by nearly fifty parents within the Second and Fourth
Districts of the Fourth ward for places for their little
ones.
Harrisburg-, Pa. — The Methodist Deaconess Home
conducted a successful Kindergarten last year and is
introducing several new branches this year. One of
the new branches will be a meeting for mothers at the
home several days of each week; the mothers will be
instructed in the care of the family and household.
Another new class will be a sewing class for older girls,
and clubs for boys will be formed. Under them all lies
the work of the Sunday school, which is one of the
strong points of the Home.
Dallas, Texas. — The training school here has a
large enrollment. A new building is being erected for
the Nerth Dallas District. The East Dallas Kindergar-
ten will be conducted by Miss Mary Bissett, in the reg-
ular quarters on Dawson street. The North Dallas Kin-
dergarten will be conducted by Miss Ella Ewing, in the
parish house of the Church of the Incarnation. The
South Dallas Kindergarten will be in charge of Miss
Kittie Belle Blair and the day nursery in the care of
Miss Anna Dobbs.
Washing-ton, D. C. — The kindergarten which has
been established in connection with the Tacoma School
occupies the newly completed parish hall of the Trini-
ity Episcopal Church. The hall is one of, the largest
suburban structures of its kind in the district. A pro-
test is being made against overcrowding the schools in
that suburb. It is stated that because of the congested
conditions many of the children are being forced to sit
on steps and in aisles, while attending classes.
Hamilton, Ohio. — The Free Kindergarten conducted
under the auspices of the Federated Clubs is held every
morning except Saturday, closing at 11:30 o'clock. A
hall at Grand Boulevard and East Avenue, commodious
and airy, has been very kindly offered for the use of the
kindergarten, by William Koetker, the owner. Miss
Marion Fitton and Miss Lillian Dickinson have charge
over the children, who number about fifty. The two
girls who are teaching the children have become well-
acquainted with conditions in the neighborhood of the
kindergarten and feel very strongly the need of such an
institution.
Galesburg, III. — Here is a chance to help a worthy
cause. Galesburg's Free Kindergarten Association, one
of the best charitable institutions in Galesburg and
Knox county, is under quarantine because of three
cases of diphtheria there. Those in charge of the insti-
tution are working hard with the little ones to prevent
further spread of the disease and the announcement
comes that they are in need, not only of funds but of
clothing and things to eat as wrell. Charity begins at
home and we have no doubt that Galesburg's philan-
thropic public will rally to the aid of this institution — a
worthy home cause. — Galesburg Mail.
Bailey Island, Me.— A most interesting meeting was
held here during Mrs. Alice Putnam's stay at her sum-
mer home to discuss the new Montessori Kindergarten
method which has been introduced in Rome, Italy.
Miss Mott of the Felix Adler School, New York, gave
an interesting account of it. Many of the poor child-
ren, not only in Pome but in the surrounding country,
were getting the benefit of this new and very suggestive
method wdiich gives greater freedom and where child-
ren are taught many practical things which they ought
to know in the play spirit. A second meeting on this
subject took place at the home of Mrs. Cullen Carter of
Montclair, N. J., who spends her summers here.
Hilton, N. J.— Hilton was like a deserted village last
night. Kearly all its adult population were in South
Orange urging the Board of Education to hasten the
construction of a new school and to restore to Hilton
the kindergarten which was abandoned this year. The
children are now conveyed by stage to Maplewood. The
Hiltonites did not leave until they had been assured
that something tangible in the way of a school site was
THE KINDERGARTEN -PRIMARY MAGAZINE
85
in view and thai the Board of Education members
would do all they could to restore the kindergarten.
The Maplewood stage arrangement for Hilton children
will, however, lie continued for the present.
Wakefield, R. I.— The Stepping Stone Kindergarten
this year will be conducted as a free kindergarten, and
the small weekly fee heretofore charged for tuition will
not he asked. The kindergarten was founded in 1891
by the late Mrs. Rawland Hazard. Since her death in
1895 it has been carried on by her eldest daughter. The
house is owned by R. G. Hazard, who gives it rent free
to his sister for this work.
Miss Anna Schliepstein has been the able and de-
voted teacher from the first, and was installed by Mrs.
Hazard herself. During these twenty years, live hun-
dred and seventy children have been instructed in the
kindergarten. Since 1904 each year there have been
graduates from the High School who began their edu-
cation in the Stepping Stone Kindergarten.
Louisville, Ky. — The meetings of the Kindergarten
Alumnae Club have been attended by many enthusi-
astic Kindergartners. The year's program has been
definitely mapped out. Active work will be confined to
four main branches, to be managed by four committees.
The work to be done by these committees is varied, but
will consist chiefly of story and game hours for the
children of the Industrial school, the Home of the In-
nocents, the Detention Home, and all of the social set-
tlements throughout the city. At the October meeting
groups of children from these homes 'and settlements
were taken to the park by the members of the club and
given a play carnival Those which follow have not-
been entirely arranged for, but it is understood that
speakers will be asked to address the club on subjects
relating to education and philanthropy.
Brooklyn, IN. Y. — The new Elementary School build-
ing on the Eastern Park Way, will accommodate 2,300
children. It will contain two kindergartens. The Wil-
liamsburg school will accommodate 1400 pupils. The
Queen's school building will accommodate 1974 pupils.
Three other big elementary schools are well under way,
all of them contracted to be finished before January I.
These three extra buildings will seat (i,000 children, and
are to cost $725,000 altogether. The three combined
will have 125 classrooms. One of these is to be at Lott
and. Hopkinson avenue, just on the edge of East New
York; another at Throop avenue and Whipple street, in
the Eastern District, and the third at Ridgewood, Lin-
coln and Nichols avenues, close to Woodhaven and
Highland Park. Besides these the Bushwick High
School is contracted to be ready a year and a half from
now, and sketches have been submitted for the Bay
Ridge High School, which will stand at Fourth avenue
and Forty-seventh street.
Murray, Utah.— The Woman's club of Murray some
time ago began agitating the kindergarten question and
communicated with the Murray school board on the
subject, with the result that the board in an open let-
ter, promised to install a kindergarten in the Hillcrest
school provided enough children were enrolled to justi-
fy the outlay. The Hillcrest school is situated more than
half a mile south of the center of Murray proper,
though nearly in the geographical center of the town,
which embraces several square miles of country district.
It is most inconveniently located and has been a sub-
ject of hitter strife to the parents who live in the north-
ern limits of Murray and whose children are in some
instances compelled to walk over two miles to school;
and most certainly is inaccessible except by street car
for more than one or two children of kindergarten age.
In Murray proper there are from 50 to 75 children of
kindergarten age whose parents are anxious that, they
shall have kindergarten training. The kindergarten law
says most plainly that all towns of 2.000 Or more popu-
lation must maintain one or more kindergartens, and
this law went into effect in 1907. Murray has an official
population of 5,000. and is a city of the second class.
New York. — In the effort being made to reorganize
the public school kindergartens in a manner contrary
to the best interests of the youngest pupils is presented
a striking evidence of the needfor a change in the Board
of Education. No consideration whatever has been
given the young children whom the change would so
vitally affect. Under the plea of economy and of ex-
acting extra labors from teachers, members of tin-
board are asked to make a change which would ell'ecl-
ually cripple the entire kindergarten system. Already
the policy, of doubtful legality, is being followed of as-
signing regularly licensed Kindergarten teachers to sub-
stitute in actualyacancies. The next step is to be an
attempt to force a majority of the members ol'tli1'
board to agree to a modification of the by-laws', which
would, increase the register of classes, double the labors
of the teachers, and overturn the present efficient organ-
ization. The proposition to crowd into one room fifty
children under six years of age, and to require the same
kindergarten teacher to serve two sessions with two
different classes or a total of 100 different children, is
regarded by educators qualified to speak as most detri-
mental to the children, and as too great a strain upon
the teacher. The failure to appoint kindergarten teach-
ers to actual vacancies can hardly be justified. —X. )'.
Globe.
Los Ang-eles, Cal. — All public Kindergartens are
greatly crowded this year, owing to the removal of the
vaccination law. Four afternoon kindergartens have
been opened, at Main Street, McKinley Avenue, Twen-
ty-eighth Street and Trinity Street schools. Miss Led-
yard is again at her post supervising' the work, having
fully recovered from her illness of the summer. Super-
intendent Francis believes that the new rule of the
school department, requiring that kindergarten teach-
ers, who wish to receive the maximum rate of salary,
must do afternoon work, helping the regular teachers in
the lower grades, will result in much good both to the
kindergarten and to the lower grades, and help to bridge
the gulf between the kindergarten and first grade. So
successful has been the open air school at West Vernon
avenue that others are to be opened at Xormandie ave-
nue and Sixty-sixth street schools, and bungalows are
being built for this purpose. The one at Normandie
avenue will be ready in about two weeks. The building
is open on two sides. C. A. Faithfull, head of the ar.
86
THE KINDERGARTEN- PRIMARY MAGAZINE
chitectural department, Polytechnic High School, has
worked out a plan for folding- walls, which may he
placed in position in inclement weather. At West Ver-
non avenue, the principal. Miss Josephine Bont, reports
that the restlessness which characterized the class hefore
its outdoor exodus has entirely disappeared, though
the class was an ungraded one, and naturally more rest-
less than the regular classes. The school will lie kept
open all winter, though a room is provided to which
the class may retire if necessary.
Salt Lake City, Utah. — The officers and hoard of
directors of the Free Kindergarten state that the year
has started in a very satisfactory manner. Already
there is an average attendance of twenty-five and the
day nursery in connection is also filling a long-felt want
in the community. Mothers are very glad to take ad-
vantage of the place to leave their little ones while they
go out to work for the day.
The Kindergarten Circle of the Alurnni Association
of the Brooklyn Training School for Teachers has elect-
ed its officers for the year 1911-12. They are Miss Ag-
nes I. Priscoll of Public School No. 128, president; Miss
Edna C. Luscomb of Public School No. 83, secretary;
and Miss Marguerite Crespi of Public School No. 46,
treasurer. At the meeting on Monday there was pres-
ent, besides fifty members of the Circle, Miss Ruth E.
Tappan, head of the kindergarten department of the
Training School. The Circle has planned to study kin-
dergarten program this year and excellent reports
of the first two weeks in their own kindergartens were
presented by members of the Circle. Those who made
the reports were Miss Henrietta Hearsey of Public
School No. 41, Miss Maud E. Tanner of Public School
No. 20, Miss Mary M. Stitt of Public School No. 64,
Miss Ida F. Duncan of Public School No. 146, and Miss
Alice K. Young of Public School No, 82. Most of the
members present at the meeting made application to
join the class in kindergarten games to be conducted
by Miss Ella I. Cass of the New York Kindergarten
Association. It is expected that the lessons will be giv-
en in the gymnasium of the Brooklyn Training School
for Teachers, beginning in October.
St. Louis, Mo. The Department of Superintendence
of the National Education Association will hold its next
meeting here, February 27, 28, 29, 1912; the National
Council of Education and the Department of Normal
Schools will meet with the Department of Superintend-
ence, holding separate meetings.
The headquarters hotel will be the Planters Hotel and
the general sessions will be held in the Odeon Theatre.
Be ye angry and sin not; let not the sun
down upon your wrath. — Eph. iv., 2(5.
CHARACTER.
Character is what we are in the dark.
One's character will never rise higher than his
aims.
A character's like a kettle, once mended always
wants mending.
BOOK NOTES
Dick Among- the Seminoles. By A. W. Dimock,
author of "Dick in the Everglades," "Dick Among the
Lumber Jacks," etc. With 16 full-page half-tones
from photographs by J. A. Dimock. Cloth, 5 1-8x7 3- 1
ins., 324 pps., $1.50, published by Frederick A. Stokes
Company, New York.
Dick and Ned again visit Florida, for even more stir-
ring adventures than in "Dick in the Everglades." They
race a secret service detective to save a mysterious out-
law hidden among snake-filled swamps. The manly
comrades defy a moonshiner, negro renegades, water
moccasins, treacherous rivers and other dangers and
have exciting hunts. Old Indian friends reappear in
this dashing story. The 16 full-page photographs by
J. A. Dimock are from actual Florida scenes.
Animal Secrets Told. A book of "Whys." By Har-
ry Chase Brearley. Cloth, 5 1-8x7 t-4 ins. 274 pps., §>L, 50.
Published by Frederick A, Stokes Company, New York.
Unlike Sherlock Holmes, many people look at the
world about them, hut do not see or understand. This
book aims to direct the natural curiosity about ani-
mals, by going beyond the mere shape of various eyes,
ears, noses, tails, etc., and telling why they happened
to be as they are. The reasons for the slits in cats' eyes,
for the large ears of elephants, for the shape of the
horse's mouth, for the squirrel's bushy tail, etc., make
fascinating reading. The book takes up in succession
the eyes, noses, ears, mouths, tongues, teeth, bills, feet,
tails, covering and protection of many living creatures.
Twelve full-page illustrations from photographs and
many drawings in the text help much in the explana-
tions.
The Runaway Equator. By Lillian Bell, illustra-
tions by Peter Newell. Cloth, 6x8^ ins., 118 pps.,
price $1.25. Published by Frederick A. Stokes Com-
pany, New York.
In a story full of exciting adventure and as amusing
as the Peter Newell illustrations, Miss Bell tells how Billy
helped Nimbus, the fairy, search for Mr, Equator, who
had slipped off the Earth and gone rampaging through
space. It was a serious matter, for the seasons were
upset, and all of Mr. Jack Frost's best glaciers were
being melted. On this varied breathless chase Billy
learned many Geography things that delighted him
hugely.
Go to Sleep. A new idea; stories in which ~the
sound of words lulls the child to sleep; by Stella George
Stern Perry. Illustrated, with frontispiece by S. D.
Runyon. Cloth, 40 large pages, 7x9, $1.00. . Published
by Frederick A. Stokes Company, New York.
A series of very short, simple tales for "reading child-
ren asleep." Instead of the disturbing excitement of
angry giants and adventurous boys, to make the little
one more wakeful, there are bright, beautiful pictures,
as cozily drowsy as a sunny meadow. By repetition of
the idea of sleep, soothingly expressed in descriptions
of the murmurming brook and the lazy kites swinging
in the sky, and other slumberous things, the author
has given these tales so real an atmosphere of com-
fortable drowsiness that the adult reader cannot help
THE KINDERGARTEN-PRIMARY MAGAZINE
$7
nodding, while even a fretful child is lulled to pleasant
dreams.
The Surprise Book, Adventures of Jack and Bet-
ty, by Clara Andrews Williams, with illustrations in col-
ors by George Alfred Williams. Boards, 64 large pps,
9x11 ins., price $1.25. Published bv Frederick A. Stokes
Company, New York.
Each right hand page of this book is a picture in col-
ors. In each picture is a knot-hole, a door, or other
object which the children can cut out, revealing some
surprising object in the picture beneath. The text on
the left-hand pages tells the story of Jack and Betty's
adventures — how, by crawling through one aperture
after another, they came to wonderful new places in
the enchanted wood. The description of their arrival
at a new place always comes at the bottom of the page,
so that turning the leaf shows the new scene of their
adventures after they have gone through the hole in
the previous picture. The book is a fascinating one to
children.
The Dutch Twins. By Lucy Fitch Perkins, illus.
trated by the author. Bound in cloth, 199 pps. Price
$1.00 net. Houghton Mifflin Co., publishers, Boston
New York, Chicago.
This story of "Kit" and "Kat" (Christopher and
Katrina) is very simply written, with abundant play of
wholesome humor. It is quaintly and spiritedly illus-
trated by the author and, in an enjoyable way, will give
children an excellent idea of Holland and how young
people are brought up there.
The One-Footed Fairy, and Other Stories. By
Alice Brown; with illustrations. Price, $1.25. Large
pp., 8 vo. Houghton MurHin Co., publishers, Boston,
New York, Chicago.
The only collection of Miss Brown's fairy stories —
selected from those which have most delighted child-
ren.
Ducky Daddies. By Grace G. Wiederseim. II.
luminated cut out board covers, 20 large pages, 8x15 ins.
Price, 50c. Published by Frederick A. Stokes Co., New
York.
This book with its striking cover is sure to attract the
attention of children. It abounds in illustrated nursery
rhymes in large type.
The Moving- Picture Book. By A. C. Baker. Cloth
52 large pages, 8x11 ins. Price $1.50. Published by
Frederick A. Stokes Company, New York.
The 25 full page illustrations in colors by a clever de-
vise can be given the appearance of moving pictures. A
novelty that will certainly be appreciated by the little
ones.
The Bible and Modern Life. By Clayton Sedgwick
Cooper, International Secretary for Bible Study of the
Y. M. C. A. Cloth, 208 pages, 5VS x8 inches. Price,
$1.00 net. Funk & Wagnalls Company, publishers,
New York and London.
This book makes the bible attractive as a theme of
human interest. Its purpose is to present a type of
Bible Study fitted for the requirements of modern times.
It shows how up-to-date Bible Study may be organized
and developed in different communities, to meet the
current needs of men. It aims to show how Bible
Teaching may and must supplement and vitalize the
varied social propaganda being widely put forth. It
pictures clearly the way in which 80,000 college men, in
eighteen different nations, are engaged in practical and
scholarly study of the Christian Scriptures.
Strawberry Acres. By Grace S. Richmond. Illus-
trated by J. Scott Williams and Florence Storer. Cloth.
366 pages, size 5>£x7>£ inches; price, $1.20.
When the Lanes lost their father and mother within
a year's time, many were the changes of plans among
the four boys and their sister.
How this little family is eventually transplanted to
"Strawberry Acres," as Sally names the country place,
and how the scientific cultivation of strawberries is taken
up by Jarvis Burnside and the Lane- Boys, (who, one by
one, give up their city positions,) is a charming story
with the breath of the outdoors blowing through it.
Stories of Useful Inventions. By S. E. Forman.
Author of "A History of the United States," "Advanced
Civics," etc. Profusely illustrated. Cloth, 248 pps
5^x8 ins. Price, $1.00 net. Postage 11 cents. New-
York: The Century Co.
A more profitably interesting book has not been
written recently. It tells simply and entertainingly of
the beginnings of familiar, everyday things — the match,
the stove, the lamp, the plow, the house, the clock, etc.
— making the most of all the history and humanity
wrapped up in these inventions. It is a regular picture
book of useful inventions, too.
The Transfiguration of Miss Philura. — By Flor-
ence Morse Kingsley; with four full-page illustrations
in color by Ethel Pennewill Brown. Cloth, 78 pages,
5>£x8 1-4 ins. Published by the Funk & Wagnalls,
New York.
A beautifully illustrated edition of this popular little
story. Miss Philura, a timid, self-depreciating spinster,
attends a lecture in Boston, where she hears expounded
the theory of the all encircling Good — that it is impossi-
ble to desire anything that is not already your own--ask
and believe that you have, and at once return thanks
for what you have asked, etc. She accepts the lectur-
er's views at once and proceeds to make a practical ap-
plication by writing down a list of her wants, ranging
from pretty wearing apparel to a lover and husband,
all of which speedily come into her possession, the last
acquisition being the husband who is secured in a
most unique way.
St. Nicholas in 1912. A great St. Nicholas serial
during 1912 will be a story by Frederick Orin Bartlett,
author of "The Forest Castaways," — -'The Lady of the
Lane." It is a story of a young girl, the daughter of
the great man who owns the big house on the hill, and
how she comes to be the real "Lady of the Lane."
A wise man takes a step at a time; he establishes
one foot before he takes up the other. — Sanscrit.
"I don't care,"
Is a deadly snare.
A habit all should cultivate,
Is to read and ruminate.
Cheap and Excellent Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S Pr '->., 124 pp. All the music to the KNAP-
SACK songs. Sweetest, sanest, jolliest song
book made. Cloth, 50c.
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, 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 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 to cure that "tired feeling"
in school.
HENRY R. PATTENGILL, Lansing. Mich.
FOR SALE— 7 Kindergarten Tables at $5.00 each; 3 doz.
fith Gifts at 2T cents each; 2dozen 5th Gifts at 25 cents each;
2 dozen 4th at 10 cents; 1% dozen 3rd at 10 cents; 1 dozen
2nd at 30 cents; 1% dozen peg boards at 90 cents per dozen.
Address, Sue W. Frick, York, Pa.
WANTED— A copy of the Kindergarten-Primary Maga-
zine for October, 1904. Address, Jennings & Graham, 221
YV. Fourth St., Cincinnati, Ohio.
WANTED— Position as kindergartner. Graduate of a
good training scUool. Address, W. 278 River Street, Man-
istee, Mich.
WANTED— Back numbers of the Kindergarten-Primary
Magazine, as follows: February, Ma3', June, September,
1889; December, 1890; January, March and April, 1891. Ad-
dress, Mrs. Helen B. Paulsen, Buckhannon, W, Va.
WANTED— Back number of Kindergarten-Primary
Magazine for February, 1910. Address, A. Cunningham,
Indiana State Normal School, Terre Haute, Ind.
WANTED— September and October numbers of the
Kindergarten Primary Magazine for 1904. Address
C. M. T. S., care of Jennings & Graham, 222 W. Fourth St.,
Cincinnati. Ohio.
WANTED— Kindergarten-Primary Magazine for Janu-
ary and October, 1894, and October, 1S97. Address G. Dunn,
& Company, 403 St. Peter Street, St. Paul, Minn.
WANTED— One copy each of Kindergarten-Primary
Magazine, as follows: June and September, 1894; January,
April and May. 1895; October, November and December,
1863: February, 1898; September to December, 1905: January
to February, 1906. Address, The University of Chicago
Press, Library Department, Chicago ,111.
American Primary Teacher
Edited by E. A. W1NSHIP
Published Monthly Except July and August
An up-to-date, wide awake paper for the grades. Illustrated
articles on Industrial Geography, New Work in the Grades,
Drawing, Fables in Silhouette and other school room work.
Send for specimen copy and prospectus.
Subscription, $1.00 a Year
NEW ENGLAND PUBLISHING CO.
299 BEACON STREET, BOSTON
Dutch Ditties
FOR
CHILRDEN
FIFTEEN SONGS
WITH PIANO ACCOMPANIMENT
Words and Music
by
ANICE TERHUNB
Pictures by Albertine Randall Wheelen
^1.25 net
NEW YORK: G. SCHIRMER
BOSTON: BOSTON MUSIC CO
LONDON: SCHOTT & CO.
A ,
Magazine
for Young-
Children
that stands in a
elass by itself
WANTED — Back numbers of _ Kindergarten-Primary
Magazine for September, 1909, and February 1910. J. H.
Sliults, Manistee, Mich.
Have You a
Child?
If so, you can do
nothing: belter than
to send $1.00 for
CHILD LORE
IT IS A REAL EDUCATION IN ITSELF
IT APPEALS
To Every Mother
Because it contains genuine child literature.
To Every Minister of the Gospel
Because it is a magazine of ideals and high moral
purpose.
To Every Kindergarten and Primary Teacher
Because it contains the sort of stories that she can
use in her daily work.
To Every Superintendent and Principal
Because it is a magazine of genuine educational
value.
To Every Lover of Children
Because, on account of its beautiful stories and
dainty illustrations, it makes an ideal present.
CHILD LORE COMPANY
1427 UNION STREET BROOKLYN, N. Y.
Send for Sample Copy
Books For Kindergartners
Kindergarten in the Home
By V. M. Hillyer, Headmaster Calvert
School, Baltimore, Md. Based on exper-
ience; admirably concise. This will make an
invaluable aid to Kindergartners and mo-
thers. Fully illustrated with diagrams and
line drawings. Svo. $1.25 net.
Tales Come True
By Margaret Coulson Walker, author of
l,ady Hollyhock and her Friends, Bird Le-
gend, etc. A book designed as an aid to
mothers and kindergartners. A delight also
to the child itself. Fully illustrated in col-
or and black and white. Square, Svo. $1.25
net.
Lady Hollyhock and Her
Friends
By Margaret Coulson Walker. An estab-
lished favorite; on many library lists and
in many school libraries. Lavishly illustra-
color and black and white. Square; Svo.,
$1.25 net.
Portrait catalogue, containing 33
portraits of authors, -will be sent free
on request.
THE BAKER & TAYLOR CO.
Some Great Subscription Offers!
33 East 17th St.
New York
THE TEACHERS HELPERS
The Teachers' Helpers are without question the finest
PLAN BOOKS for teachers published. They are
edited by some of the ablest and most practical teach-
ers in the country. They give programs, methods
songs, drawing, and devices for each month in the
year, and are beautifully and profusely illustrated.
Four books In the series; named Autumn, Winter,
Spring, and Summer respectively. The Summer
number covers work for the whole year and Is larger
than the others. Cover designs done in beautiful
three-color work. Money refunded to any purchaser
who is not more than satisfied.
PRICES: Each Number(except Summer) $ .35
Summer No. [larger than others] .50
Send today for cepy or ask for further informa-
tion. Addrest
.Department
Teachers' Helper,
. i> Minneapolis, Minn.
In Combination with the
Kindergarten-Primary Magazine
"A Study of Child Nature," S^SSgSS
And the Kindergarten-Primary Magazine one year, both fcr
while our stock lasts. "We have but a few copies on hand.
"I life nnH I \/rirc " by Anna Bedlam and Car-
i^llis dllU LVIICS, rieBullard. $1.00, and THE
KINDERGARTEN-PRIMARY MAGAZINE one year for
The KINDERGARTEN-PRIMARY MAGAZINE with
Needlecraft, regular price $1.25, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
McCall's Magazine, regular price $ r.50, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Housekeeper, regular price fi.70, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Home Needlework, regular price $1.75, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Health Culture, regular price $2.00, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Primary Education and School Arts Book, regular price
$3.75, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
kindergarten Review, regular price $2.00, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Women's Home Companion, regular price $2.50, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Pictorial Review, Modern Priscilla and Ladies' World, re-
gular price $3,25, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
American Primary Teacher and School Century, regular
price $3. 25, our price
$1.10
$1.50
$1.15
1.35
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1.60
2.65
1.70
HO
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2.60
Many other combinations. Give us the names of the Magazines
you want. Address J. H. SHULTS, Manistee, Mich.
KINDERGARTEN
MATERIAL
Of the Highest Grade at Lowest Prices
Send for Price List
American Kindergarten Supply House
276-278-280 River Street, Manistee, Mich,
*4fi
\J5u ySchoq^Suppl ies ■
At Wholesale Prices
^AHD SAVE tllDDLLntnS PROFIT. .
Report Cards.—), 4 or JO months,
per 100. 27k-. postage 5c
U. S, Wool Bunting Flags
6x3 Ft $1 75 Postage 14c
8x4 Ft 2.45 Postage 20c
Class Recitation Records
Each 15 cents. Postage 3 cents
Set Primary Reading Charts
Complete IJS4.75
Set Primary Arithmetic Charts
Complete !?4 75
Japanned Handle Scissors
Per Dozen 45 cents
Alphabet Cards. Per Pox 12 cents
CAJfttOG-MEZONREQUESr
CATALOG DiSCRIBES &SH0W5 WHOLESALE;.
PRICED 0NABS0LUTE.LY EVERYTHING,*
iiOR schools ; '--'t-'sk
233 -ZSS^fRHET STREET, CHIQA
LITTLE PEOPLE
EVERYWHERE
A new series of Geographical Readers
based on Child Life.
Kathleen in Ireland (Fourth year)
Manuel in Mexico (Fifth year)
Ume San in Japan (Sixth year)
Rafael in Italy (Seventh year)
Picture cover; colored frontspieces.
Illustrations from photographs
Each Volume, 6oc.
LITTLE BROWN & CO.
BOSTON
34 Beacon Street
CrllCAOO
370 Wabash Ave.
SOME GOOD BOOKS FOR TEACHERS
Readings and Recitations 20 cts.
Riffle Creek Papers and Little
Sermons for Teachers 65 cts.
Patrick's Pedagogics 65 cts.
Patrick's Pedagogical Pebbles 25 cts.
Grains of Wheat without the
Chaff 20 cts.
Mathematical Geography 10 cts.
A Summer of Saturdays 65 cts.
Problems without Figures. ... 10 cts.
On orders amounting to SI. 50 to
one address, a reduction of ten
per cent.
S. Y. GILLAN & CO.
MILWAUKEE, - WISCONSIN
The Tenth Gift
Stick Laying in
Primary and
Rural Schools.
Price 25c.
With this book and a box of sticks any
teacher can interest the little children.
The work is fully illustrated.
Also Ring Laying in Primary Schools,
15c Peas and Cork Work in Primary
Schools. 15c.
All limp cloth binding. Address,
J. H. Shults, Manistee Mich
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THANKSGIVING
By all means celebrate Thanksgiving for
gratitude is a virtue greatly to be desired.
We list a few inexpensive aids that will as-
sist you in inculcating thankfulness.
Thanksgiving- Souvenir Post Cards
These are very high grade embossed cards
emphasizing "the better thanksgiving sen-
timent. Wholesale prices, 6 for 8c. ; 12 for 15
cents, postpaid. Usually sold for 3c. each.
Pictures. Landing of the Pilgrims,
Pilgrims going to Church, John Alden and
Pri'scilla, Pilgrim Exiles, Plymouth Rock?
Thanksgiving stencils. landing of Pilgrims, Home
for Thanksgiving, Mavflower, Pilgrims Going to Church,
John Alden and Priscilla, Corn, Pumpkin. Horn of Plenty.
Sheaf of Wheat. Motto, "O, give thanks unto the Lord, for He
is good; for Bis mercy endureth forever," 10c.
Stories of Old ATeir England. A well written story of the
maltreatment of the Pilgrims of England, their settlement
in Holland, their sailing for America and founding a new
home, the strange welcome received from the Indians, the
hard times, the First Thanksgiving, etc. Illustrated; 48 pa-
ges. Third grade. Price, 6c. ; postage. 2c.
Our Pilgrim Forefathers. The story of the Pilgrims from
the time of their sailing for Holland until their settlement in
this country. The book also is a study in story-form ot
Thanksgiving subjects of famous pictures. Finely illus-
trated: 32 pages. Fourth grade. Price, He. ; postage, lc.
Thanksgiving Stories. The stories are Turkey Lurkey,
A Story of a Pumpkin, and Story of.the Pilgrims. Illustrated;
32 pages. Second grade. Price, tic. ; postage, 2c.
Thanksgiving Entertainments by Harie Irish, Clara J. Denton.
Laura R, Smith and others i
The best arranged collection for
Thanksgiving published- The book is
divided into three parts: The first for
Primary Graces contains 2 acrostics,
6 dialogues and exercises, Pumpkin
Drill, 28 recitations, 1 new song with
music, two new songs to old tunes and
12 primary quotations. The second for
Intermediate Grades contains 4 dia-
logues and exercises, Corn Drill, 27 rec-
itations, 1 new song with music, 3 new
songs to old tunes and 11 intermediate
quotations. The third, Higher Grades,
has 2 dialogues, Fruits of the Harvest
Drill, 22 recitations, 1 new song -with
music, 2 new songs to old tunes, the
origin of Thanksgiving, and 9 quota-
tions, for higher grades. The book also
contains 12 tableaux for all grades. Illustrated. 144 pages. 35c
FIN UE S1ECLE THANKSGIVING EXEKCISfcS. Contains
material for several entertainments. Separate program for
each grade. Original songs, recitations, dialogues, and many
other features. Bright, enthusiastic, sensible. Price 15 cents.
THE TWENTIETH CENTURY THANKSGIVING EXER-
CISES. Provides an abundance ot choice new material for
celebrating Thanksgiving In the schoolroom. Practical, gratl-
fvtne. sensible. Price 15 cents.
Celebrating the Birthdays of Great Americans at Little Cost
This can be easily done without any interruption of the reg-
ular work. To illustrate: On Longfellow's birthday place
his portrait on the blackboard, using a stencil, let the morn-
ing exercises include a talk concerning him or a reading from
one of his great works, give the pupils memory gems fiom
his writings to learn, give out Longfellow sewing cards, etc.
Of course this can be enlarged upon as desired, even to an
evening's entertainment with an admission fee to be used
for the purchase of kindergarten material or other supplies.
Whittier's Birthday, Dec. 17th
READINGS— Storv of Whittier— 3d year, 5c. ; 59
selections from Whittier's Child Life in Poetry.
15c • postage lc, ; Whittier's Snowbound, Songs
of Labor, the Ship-Builders and fourteen other
poems. 15c. ; postage, lc— 8th year. Memory Gems
and short verses, 5c. ; postage, lc— Any grade.
Portraits. Size, 3x354 ins., per dozen, 6c. ; postage, lc. -size
5%x8ins., per doi en, 12* ; postage, 2c. ; size 7x9 ins., Sepiatone,
each 2c. ■ postage lc. ; size about 11x13, each 5c, postage lc. A
large, beautiful portrait 22x28 ins., 25c ; 5 for $1.00, postpaid.
Stencils. Blackboard stencils, portrait, 5c, home, 5c
Sewing Cards. Beautiful half tone portrait with border de-
sign for perforating and sewing; per dozen, 10c. ; postage 2c
Whittier and his Snow-Bound A story o^eQuakM
poet, and his famous poem simply told inmM^ .With ^por-
trait illustration : 33 pages. Second grade. Pri^e, 6c , post-
age, 2c,
Also the following, with notes for teaching, 2c each, lie
per doz Z postpaid: "The Kitchen Scene and The Snow
Storm "-Barbara Frietchie;" "The Pumpkin;" The Hus-
ker""'For an Autumn Festival;" "Abraham Davenport,
Address The J. H. Shults Co., Manistee. Mich.
CHRISTMAS NUMBER, DECEMBER, 1911
Volume XXIV, No. 4.
$1.00 per Year, 15 cents per Copy
KINDERGARTEN SUPPMES
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
PIANO
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The many points
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SOHMER £y CO.
NB WAREROOM - - 315 Fifth AVF, Corner 32nd St., NEW YORK CITY
\JZuyScmolSuppl ies)
\At Wholesale Prices i
l AMD SAVE tllDDLLtlLMS PROFIT.
Report Cards.— 1, 4 or 10 months,
per 100. 25c, postage 5c
U. S, Wool Buntina Flags
6x3 Ft $175 Postage 14c
8x4 Ft 2.45 Postage 20c
Class Recitation Records
Each 15 cents. Postage 3 cents
Set Primary Reading Charts
Complete §4.75
Set Primary Arithmetic Charts
Complete $4 75
Japanned Handle Scissors
Per Dozen 45 cents
| Alphabet Cards. Per Box 12 cents
CATALOG-FREEONREQUEST
CATALOG DISCRIBLS &. SHOWS WHOLESALE.
PRICES ON ABSOLUTELY EVERYTHING
FOR SCHOOLS ra
233-233 MARKET STREET, C ft /Q AGO,
LITTLE PEOPLE
EVERYWHERE
A new series of Geographical Readers
based on Child Life.
Kathleen in Ireland (Fourth year)
Manuel in Mexico (Fifth year)
Ume ?an in Japan (Sixth year)
Rafael in Italy (Seventh year)
Picture cover; colored frontspieces.
Illustrations from photographs
Each Volume, 6oc.
LITTLE BROWN & CO.
BOSTON
34 Beacon Street
CHICAGO
370 Wabash Ave.
SOME GOOD BOOKS FOR TEACHERS
Readings and Recitations . . '. . . 20 cts.
Riffle Creek Papers and Little
Sermons for Teachers 65 cts.
Patrick's Pedagogics 65 cts.
Patrick's Pedagogical Pebbles 25 cts.
Grains of Wheat without the
Chaff 20 cts.
Mathematical Geography 10 cts.
A Summer of Saturdays 65 cts.
Problems without Figures 10 cts.
On orders amounting to $1.50 to
one address, a reduction of ten
per cent.
S. Y. GILLAN &, CO.
MILWAUKEE,-
WISCONSIN
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
PITTSBURGH AND ALLEGHENY
KINDERGARTEN COLLEGE
ALICE N. PARKER, Superintendent.
Regular course, two years. Special ad-
vantages for Post-Graduate work. Twen-
tieth year begins September 27, 1911. For
catalogue address.
MRS. WILLIAM McCRACKEN, Secretary,
3439 Fifth Avenue, Pittsburgh, Pa.
KINDERGARTEN TRAINING SCHOOL
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars address
Miss Lucy Harris Symonds
Kindergarten Normal Department
of the Kate Baldwin
Free Kindergarten Association
Savannah, Georgia.
For Information, address
HORTENSB M. ORCUTT, Principal of
the Training School and Supervisor of
Kindergartens, 326 Bull Street,
Savannah. Georgia.
Springfield Kindergarten
Normal Training School
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
8PRINGFIKLD— LONGMEADOW, MASS.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
Atlanta Kindergarten
Normal School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
039 Peaehtree Street, ATLANTA, GA.
CHICAGO KINDERGARTEN COLLEGE
1200 Michigan Boulevard,
CHICAGO. ILL.
Fall Term opened September 12th, 1911
One year Primary Course,
Two year regular Kindergarten Course,
Mrs. J. N. Crouse, Elizabeth Harrison,
Principals
For KINDERGARTEN and
PRIMARY TEACHERS
Spool Knitting. By Mary A. Mc-
Cormack. Directions are clear and ex-
plicit, accompanied by photographs.
Price, 75 cents to teachers.
Practical and Artistic Basketry.
By Laura A. Pinsley. Illustrated.
Price $1.00 to teachers. Stitches are
taken up in the order of their difficul-
ty. Cud work is given a place. Care-
fully graded.
Outlines for Kindergarten and
Primary Classes, in the study of
Nature and Related subjects. By E.
Maud Cannell and Margaret E Wise.
Price 75 cents to teachers.
Memory Gems. For school and
home. By W. H. Williams. Price
50 cents to teachers. Contains more
than 300 carefully chosen selections.
Send for Catalogue
The A. S. BARNES CO.
381 Fourth Ave., New York
TRAINING SCHOOL
OF
The Buffalo Kindergarten Association
Two Years' Course.
Tor particulars address
MISS ELLA C. ELDER,
«<» Delaware Avenue, - Buffalo. N. Y.
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Years' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Oraniee, N. J.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
2050 East 96th 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.
CARNEGIE COLLEGE
Home Study-Free Tuition
Carnegie College gives Free Tuition
by mail to one representative in each
county and city. Normal, Teacher's
Professional. Grammar School, High
School, College Preparatory, Civil Ser-
vice, Bookkeeping, Shorthand, Type-
writing, Greek, Latin, German. Spanish,
Italian, Drawing and Agricultural
Courses are taught by correspondence.
Applicants for Free Tuition should
apply at once to Dept- C.
CARNEGIE COLLEGE
ROGERS, OHIO
BOWLDEN BELLS
FOR SCHOOLS
From $8.00 to $25.00
FOR CHURCHES
From $25.00 to $125.00
Write for free
catalogue.
AMERICAN BELL &
FOUNDRY CO.
Northville, Mich .
Dr. Earle's N. Y. Froebel Normal
INCORPORATED. REGISTERED STATE REGENTS.
KINDERGARTEN, PRIMARY CLASSES, PLAYGROUND AND
SETTLEMENT WORKERS' COURSES.
Graduate Courses in Supervision and for all New York City and State Licenses
Lecturers Furnished for University Extension Courses. Dormitory Accommodations for Resident Students
Address for circulars, Dr. and Mrs. E. Lyell Earle, Principals.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Chicago
Kindergarten
Institute
A Diplomas granted for each of the following: Regular Kindergar-
£ ten Course [two years]. Post Graduate Course for Supervisors
V and Training Teachers [one year]. Home-making Course, non-
tj professional [one year].
t
Class Rooms and
Students' Residence
GERTRUDE HOUSE,
54 Scott St., Chicago.
Credit in connection with the above awarded by the University of
Chicago.
Mrs. Mary Boomer Page,
For circulars apply to *JISS £r,m?.e" E- Newton,
Miss Caroline C. Cromse,
Fall term opens Sept. 28, 1911. Directors, 54 Scott Street, CHICAGO
GRAND RAPIDS KINDER 0AK=
TEN TRAINING SCHOOL
Winter Terra opens September 27th.
CERTIFICATE, DIPLOMA AND
NORMAL, COURSES.
CLARA WHEELER, Principal
MAY L. OGILBY. Registrar
3hepard Building:, - 23 Fountain St.
GRAND RAPIDS, MICH.
Miss Hart's
TRAINING SCHOOL
For Kindergartners
3600 Walnut Street, Philadelphia
Junior, Senior, Graduate and Normal
Trainers' Courses. Five practice Kin-
dergartens. Opens September 28, 1911.
For particulars address
MISS CAROLINE M. C. HART
The Pines, Rutledge, Pa.
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.
The Teachers' College
of Indianapolis
For the Training of Kindergartners
and Primary Teachers. Accredited by
the State Board of Education in Classes
A B and C. Regular courses, two, three
and four years. Primary Training a part
of the regular work. Classes formed in
September and February. Free scholar-
ships granted each term.
Special Primary Classes in March, May,
June, July. Send for catalogue.
MRS. ELIZA A. BLAKER, President.
The William N. Jackson Memorial
Institute.
23rd and Alabama Streets.
PESTALOZZI-FROEBEL
Kindergarten Training
School
509 S. Wabash Ave,, Opposite Auditorium
Mrs Bertha Hofer Hegner, Superintendent
Mrs. Amelia Hofer Jerome, Principal.;
FIFTEENTH 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 at Chicago Commons. Fine
equipment. For circulars and information
write to
MRS. BERTHA HOFER-HEGNER,
West Chicago, 111.
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.
The Adams School
Kindergarten Training Course
(Two Years)
Nine months' practice teaching dur-
ing course. Address,
The Misses Adams
26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building,
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebelian Ideals. Post-
Graduate Course, also Special Classes for
Primary Teachers.
LUCY S. COLEMAN, Director.
MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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.
Hummer Training Classes at Mt. Chatauqua — Mountain Lake Park —
. . Garrett Co., Maryland.
THE HARIETTE MELISSA MILLS
KINDERGARTEN TRAINING SCHOOL
In Affiliation with New York University
For information address
MISS HARIETTE M. MILLS. Principal
New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
New York University Summer School
Oakland Kindergarten
TRAINING SCHOOL
2119 Allston Way, Berkeley, Calif.
Grace Everett Barnard,
principal.
Four Good Things
i. The Pennsylvania School Journal.
Sixtieth Volume. Monthly, $1.50, 600
double column pages.
2. Songs of the Million. "Flag of the
Free" Song Books, Nos. 1, 2, 3, 4. Favor-
ite Songs in Each Book. 25 cents per
copy; Send for Contents.
3. "Lincoln Aft Series," Thirty Choice
Pictures, size 22x28 and 24x30. 50 cents j
Four for $1.00. Send for Illustrated
Circular.
4. "Good Memory Work." 20 cents.
The influence of Good Songs and
Hymns, Good Pictures and Good Mem-
ory Work in the School Room and in the
Home is felt, in blessing, through all
our lives as men and women.
Address J. P. McCASKEY,
LANCASTER., PA.
KINDERGARTEN
SUPPLIES
And all kinds of Construction
Material for Kindergartners and
Primary Teachers. Catalogue
Free. Address,
Garden City Educational Co.
no So. Wabash Ave., CHICAGO
EDUCATIONAL SPECIALTIES. £:*£-
Game, 15c ; History Game, 15c ; 2750 Les-
son Plans, 50c; Educational Puzzle, 10c ;
Year's Subscription to N. J. School
News, 40c. W. C. MOORE, PUB., New
Egypt, N.J,
INDEX TO CONTENTS.
Educational Toys Appealing to the Sense of Touch Jenny B. Merrill, Pd. ]). £7
The Kindergarten— Its Influence upon Higher Education - - - Richard G. Boone 89
Abstract in the First Gift Beatrice Louy. 93
A New Method in Infant Education Jenny B. Merrill, Pd. I). 96
Kindergarten Daily Program - - - Nora Keogh. 99
A Toledo Kindergarten - - 101
A Day with Bobbie at the Kindergarten Barrett Williams. 103
The Everyday Adventures of Albert and Annabel, II Leila A. Reeve. 103
How Bobbie Ran Away from Home and was Brought Back Again - - Garrett Williams. 103
When Bobbie was Five Years Old Garrett Williams. 107
The Christmas Tree 108
John Greenleaf Whittier 109
Picture Study ... - 109
It was an Old, Old, Old, Old Lady - . - II. Br Banner. 110
Ethical Culture • Ill
News Notes ----- - 113
Book News 115
IDEAL BLACKBOARD STENCILS
FOR THE KINDERGARTEN.
In one minute a kindeigartner can place on blackboard, wall or paper a complete outline drawing of any one
of a hundred seasonable, artistic designs. These outlines filled in with colored chalk, wax crayon or water colors
make exceedingly attractive pictures, large enough to be clearly seen from any part of a school room. The de-
signs are all new, full of action and touch both the daily life and the imagination of the child.
Ten sets of ten stencils each, as follows: Price 50 cents a set, postpaid.
Set 1. Nursery Rhyme Designs Set 4. Child Occupations
Set 2. Fairy Tale Friends Set 5. Child Activities
Set 3. Child Games Set 6. Life Interests
Set 7.
Set 8.
Set 9.
Set 10.
Child Holidays
Animals We Know
People Who Help Us
Flowers We Love
Ten Child Life Calendar Stencils (one for each school month) and two
postpaid for 50 cents. These are specially good.
Full catalogue of school room stencils sent on request. Also 1912 Catalogue of Busy
Material and School Specialties for Primary Grades.
Kindergarten Border Stencils
Work, Construction
6 I 55 Wentworth Ave-
IDEAL SCHOOL PUBLISHING CO.
Chicago, 111.
A Vital Book for Every Parent
A PRACTICAL TREATISE ON THE TRUE RELA-
TIONSHIP OF PARENT TO CHILD
A father or mother yourself you wrestle with the hundred
and one different problems which arise every day in your
desire to bring your boy up to be a true man or your little
girl a noble woman.
Are you certain of each move yoa make in directing the
conduct of your child?
Our Children
By Dr. PAUL DARUS
offers a unique contribution to pedagogical literature. The little book deals
with the rights of the child, the responsibilities of parenthood and with the first
inculcation of fundamental ethics in the child mind and the true principles of
correction and guidance. Each detail is forcefully illustrated by informal in-
cidents from the author's experience with his own children, and his suggestions
will prove of great value to young parents and kindergartners.
If you cannot get this book at your bookstore, order it direct from us. Price
$1.00". Send us the name of your bookdealer and we will see that he is supplied
with our publications.
We publish a very interesting catalogue of some very interesting books. Write today.
THE OPEN COURT PUB. CO., Wabash Avenue, Chicago, Illinois.
V
■w
J it-::}
JOHN GREENLEAF WHITTIER
(See page 109)
T5^d 3im6er9arUn ^primary ¥tla%azin<i
VOL. XXIV— DECEMBER, 1911— 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 Rooms, 59 West 96th Street, New York. N. Y.
E. I.yell Earle, Ph. D., Editor, 59 W. 9Cth St., New York City
Business Office, 270-278-2K0 River Street. Manistee, Mich.
•I. H. SIIt'LTS, Business Manager.
MANISTEE, MICHIGAN.
All communications pertaining to subscriptions and adver-
tising or other business relating to the Magazine should be
addressed to the Michigan office, J. II. Shults, Business Man-
ager, Manistee, Michigan. All other communications to E.
I.yell 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 (Samoai, Shanghai, Canal Zone,
Cuba and Mexico. For Canada add 20c and for all other
countries in the Postal Union add 30U for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of dis-
continuance is received. When sending notice of change of
address, both the old and new addresses must be given.
Make all remittances to Manistee, Michigan.
EDUCATIONAL TOYS APPEALING TO
THE SENSE OF TOUCH.
Jenny B. Meebill, Pd. D.
In selecting toys for children it is desirable
to consider the sense of touch as well as the
senses of sight and hearing.
Touch is the fundamental sense. Children
love to touch, to feel, to rub, to press, to
squeeze.
Colors and form appeal to sight, sound to
hearing, but numerous qualities are learned
thru the sense of touch.
A knowledge of form is acquired more
accurately by the fingers than by sight, but
it is such qualities as hard and soft, rough
and smooth, cold and hot, silky and wooly,
fine and coarse, elastic and firm, tough and
fragile, heavy and light, sticky and polished
that are experienced mainly thru the touch
of the hand.
Consideration must be given to the mater-
ials of which toys are made in order that
many tactile sensations may be gratified.
For example, take the ball. It is important
for the child to play with hard balls as well
as soft ones. In turn from time to time, the
child should have worsted balls, wooden balls,
balls of rubber, celluloid, cloth, kid, even
glass. It is a mistake to confine baby to a
soft ball altho he must be guarded when play-
ing with the first hard ball very closely.
The sound of a hard ball as it falls or rolls
is an added attraction and the sense of touch
is gratified by pressure and resistance.
Recently in entertaining a little boy not
quite two years old, I have been very deeply
impressed with his interest in the feeling of
every object he has played with. He will sit
quietly for minutes at a time simply passing
a few round sticks, a clothes pin or a shell
from one hand to the other.
He has developed a remarkable interest in
touching the block of ice as it arrives each
day in the kitchen. He was at first encour-
aged to touch the ice with the tips of his
fingers. He was surprised, pleased, laughed,
wanted to touch again. Then a few small
bits were cracked for him to play with and to
eat.
When we pass an ice cart in the street, he
is all attention, and calls "ice, ice." If acci-
dentally his little bare foot touches the mar-
ble floor in the bath room, he immediately
associates the sensation of cold calling out,
"ice, ice."
One can easily imagine that a small iron
or china toy held in the hand might soothe
a feverish child thru the cooling sensation
such substances give. The sensation of weight
in iron toys is also an added interest. A tin
engine will answer for a time but the iron
engine must come later.
Strong contrasts are essential to a child in
learning quality. Such contrasts are observ-
ed constantly in the kindergarten method.
Strong contrasts occur in nature, our best
teacher. In toyland we must be imitators
again and again of Dame Nature.
Dr. G. Stanley Hall speaks in his recent
great pedagogical work of a child's love of
stones and the value educationally of playing
in a stone yard. My grandfather owned a
stone yard so that I fully appreciate Dr. Hall's
pedagogical insight.
In walking out with my little two-year-old
companion, I found him much more anxious
to pick up stones than leaves. Finding re-
paving going on in a neighboring street, we
frequented it, and watched for such opportu-
nities as arose to play with broken bits of
the old paving stones. Indeed we soon con-
trived to have a stone yard in miniature in a
88
THE KINDERGARTEN-PRIMARY MAGAZINE
secluded spot which we visited every day
while the workmen were busy. Alas ! One
day we found our stone yard had disappear-
. ed.
The stone building blocks known as "an-
chor blocks" that have been so popular with
the children of all ages owe part of their at-
tractiveness to the sensation of weight. Chil-
dren are usually more familiar with the cheap-
er wooden blocks, but for variety if for no
other reason, it is well to add a box of stone
blocks and note the advance in building plays.
Stone, china animals and little vases, to
say nothing of china dishes are very precious
to a child. A little girl seven years old once
presented to me as a token of her affection a
small china cat which her mother assured
me was her little daughter's idol. The moth-
er said, "I did not believe any one could in-
duce Bessie to part with her china pussy."
While I could not refuse the offering, it
grieved me sorely to accept it for I well re-
membered my own interest in a miniature
china toy when a child.
A lady visiting me from Mexico upon hear-
ing this incident immediately related her de-
light in a china doll and the pleasure derived
from feeling the polished surface as she play-
ed with it. "Children are the same the world
over."
What is the cause of the children's great
love for Teddy-bears? Do not for a moment
believe that the little girl has given up her
dolly! Teddy is just a doll that is softer
and more like a baby than the doll usually
provided. The sensation of touch is gratified
in a natural way and the child heart responds
without knowing why. .v ■.
In providing clothing for a doll the sense
of touch may be gratified and trained by the
use of a variety of fabrics, as cotton goods,
linen and lace in the undergarments, dresses
of woolen and silk. How a child delights in
velvet, kid, plush and in feathers ! This is
in part because of the new touch sensations
that are aroused by these materials.
It is claimed that in the new infant schools
of Rome under Dr. Maria Montessori that
"the ten fingers have been rediscovered"
which simply means that more appeal is
being made to the sense of touch. One of
the devices introduced is an alphabet cut from
sand paper so that the seeing child learns his
letters by touch rather than by sight. This
seems to us a clever but unnecessary expe-
dient. Embossed alphabet blocks might be
used in similar fashion if any one desires a
very young child to learn letters. Our own
experience in this particular leads us to delay
reading and writing until such devices are not
needed.
Writers upon the hygiene of reading are
now warning us against all early reading so
that I am constrained to step aside from my
main topic to ask, "Should any device be used
to engage the interest of a child of three or
four in the alphabet?" It has long been
known that children can and will often pick
up a nursery knowledge of letters and even
reading, but has it not been the work of Froe-
bel and many other educators to teach what
we advocate in this article, that the child
needs more of the "A B C of things" than he
usually receives before turning to books?
Touch sensations are among the "real A
B C's." They are a part of the alphabet of
things. The child needs long practice and
many experiences in the alphabet of Nature.
All early training should provide these as the
kindergarten does. When parents urge teach-
ers with eagerness to hasten on to letters, the
child is in danger of losing more than he
gains.
It is not that it is difficult to teach letters
that we object, for a child of three can tell an
A from a B by sight or touch as quickly as
he can tell a pin from a needle, a ring from
a marble, or a mosquito from a fly. But why
should he?
It is not merely the size of the letter to
which we object for letters may be enlarged,
but it is to the fact that the child needs at
least the first six years of his life if not more
to attend to the "real" alphabet of things. .,
Sand paper, which has always proved at-
tractive to children, is not needed in learning
to read, but it can be used in making toys,
and is so used in the kindergarten. It is at-
tractive to a child because of the strange
rough sensation if gives. Highly glazed paper,
by contrast and tissue paper also have their
attractions. The smooth surface of one and
the power of the hand to crush and form
the softer paper into balls, to braid it, to feel
it yield to the sense of touch, are all pleas-
urable experiences.
Sensations of stickiness are not agreeable
but at first even these fascinate the child and
hold his attention. He is interested in glue,
paste, dough, molasses and moist sugar. Kin-
dergartners who use paste and clay freely
know their fascination to the child. It is true
that there are yet higher gratifications in the
use of clay. The modeling instinct is more
THE KINDERGARTEN-PRIMARY MAGAZINE
89
than a mere touch sensation, but the new sen-
sations acquired by means of sand and clay
as educational materials are not without im-
portance.
Passing the hands thru sand or thru run-
ning water are true baby plays. Even the
slipperiness of soap pleases baby in the bath
in his second year. A close, psychological
study of the sense of touch will surely repay
the intelligent parent or teacher.
Commonly speaking, we include a great var-
iety of sensations under touch, but there are
now subdivisions of this fundamental sense,
resident in the skin, recognized by experts.
This wonderful sense which has made it
possible for Helen Keller to receive a college
education, to enjoy with her finger tips the
finest of French bronzes, which has enabled
her to write a wonderful appreciation of Na-
ture as it has "touched'' her, deserves the first
attention in home, kindergarten and school.
It plays its part in Toyland.
THE KINDERGARTEN.
Its Influence Upon Higher Education.
Hy Richabd G. Boone,
Lecturer in Education, University o£ California, Berkeley.
In a very recent educational work of more
than one thousand pages by a university
president and one of the leaders in such dis-
cussion, the first chapter of forty pages is
given to the Pedagogy of the Kindergarten.
Among the topics are the ideal kindergar-
ten ; its value as a means of educating young
women ; Froebel as a seer anticipating mod-
ern ideals; the training of kindergarten teach-
ers; and the great ideas which the world
owes to Froebel : — that he antedated the mod-
ern discoveries in embryology that the child
recapitulates important stages in the race's
history ; that feeling and instinct are primary,
and germinative of intellect and will ; that
through the play instincts man first becomes
creative ; that he believed in the original
soundness of human nature ; that during the
animal stages of his being the child should
be complete animal as the condition of his
highest maturity on the human plane later;
that the only test of state, home, church,
school, or civilization is whether or not it
brings childhood and youth to the fullest ma-
turity ; that a wholesome intuition in the
teacher is to be preferred to an elaborate
methology; and that a belief in sound health
is one of the tenets in every educational
creed — all of which have been incorporated
into the accepted pedagogy of one or another
of the stages of directed education.
The same author characterizes Froebel's
Education of Man as "one of the best and
most nourishing of all infant foods for novices
in the speculative field, a book which will
and should be dear to all women's souls, not
so much for what it teaches their intellects,
as because it makes them feel so profoundly
the burden of the mystery of the nascent soul
and shows that this insight and function are
central and cardinal in the universe."
It is the fate of new movements, and espe-
cially those of far-reaching import, to be mis-
understood. Those of Comenius, Pestalozzi,
and Froebel are only more notable modern
instances. Froebel was and remains particu-
larly open to misinterpretation.
The writer quoted above, on a sympathetic
page, speaks of Froebel's "nebulous specula-
tions which were bred by the Zeitgeist in the
natal age of German philosophy, and by the
great idealistic movement which accompanied
the birth of this puissant nation. His weird
and bizarre version of this metaphysical fer-
ment was a unique culture bouillon, concocted
of various ingredients : theosophic mysti-
cism, foregleams of evolution, a passionate
enthusiasm for nature just as the great scien-
tific movement was dawning", and love of
childhood." It need not seem strange that
not only among foreigners but among his
own people he was often, generally, misunder-
stood, or half understood, and by some held
in derision. Indeed, earnest readers of Froe-
bel may be grouped in three classes : those
who will have none of him ; those who are
his devoted disciples and take him whole;
and those who see in the substance of the
Education of Man an expression of determin-
ing tendencies which modern education is
maturing. It is my privilege, in a half hour,
to characterize typical forms of these tenden-
cies, and find their counterparts in the current
educational life and in our American social
life.
The Education of Man was written after
ten years of teaching and a dozen years be-
fore the kindergarten took either its name or
its form of even adolescent maturity. Out
of two hundred and fifty pages, thirty pages
are devoted to "man as child," twenty pages
to "man as boy," and two hundred pages to
"man as scholar." This first important con-
tribution by Froebel was not primarily a
treatise on the nurture of infancy, but, shot
90
THE KINDERGARTEN-PRIMARY MAGA7INE
through the work of the fabric of his child-
hood training, were the constantly recurring
intuitions of the basic importance of care in
the earliest years, like the woof that gives
pattern and color and meaning to an other-
wise aimless structure. To the last of the
two hundred and fifty pages of the Education
of Man, the importance of the right training
of infancy grew upon Froebel, and it led a
few years later to his converging interest and
effort upon the kindergarten age. He saw,
as few of the teachers and reformers of the
present day even yet come to see, that "the
child is the focus of interest for every kind
of a social and humanistic study." All shap-
ing of purposes, and the recasting of pur-
poses, and the recasting of society, and ideals
of legal and moral justice and human rights,
must take their rise in the child and in his
nurture.
It is not my purpose here, at all, to discuss
the kindergarten as such ; but to trace, very
briefly, its influence upon other parts of the
school system and upon doctrines of educa-
tion as applicable in after years, and their re-
actions upon the common life. Not forget-
ting other principles, but disregarding them
for the time, I venture to remind you of
three Froebelian dicta that have had a posi-
tive shaping influence upon elementary edu-
cation.
The first is that learning not only may be
or should be, but, if effective, must be con-
sciously connected with and grow out of the
experiences of the life being lived by the
learner ; bromidic enough as a mere state-
ment, but painfully unfamiliar in most school
practice. A second conception is that of the
importance of the knowledge and habit of co-
operative intercourse ; the socializing of the
individual, fitting him to count for one in an
institutional life. And, thirdly, there is the
increasing recognition of the value of creative
work over mere copying or unquestioning ac-
ceptance ; an ever-present correlative of the
last factor.
No one who is even superficially familiar
with the Education of Man or the other Froe-
belian literature, either by the projector of
the system or by his disciples or critics, will
doubt that these are factors in the distinctive
kindergarten training. Current ideas and
ideals, the home and economic interests, pre-
valent codes and behaviors, contemporary in-
terests, neighborhood achievements and local
institutions, occupations, amusements and
arts — all are drawn upon as raw material for
shaping interest and purposes in the little
ones. In a similar sense, typical exercises of
the kindergarten look to socializing the child,
linking his interests with others and fixing
the habit of sharing with his fellows ; in all
of his social doings taking others into ac-
count; finding his dependence upon compan-
ions matched by his ability and disposition
to offer wanted service. And nowhere in all
the range of schooling is more emphasis, and
intelligent emphasis, placed upon individual
initiative and first-hand effort, the ability and
disposition to plan, in however simple way,
than in the kindergarten.
Now, however these may be found to work
out in practice, they are all accepted theoret-
ically as valid principles in the teaching of
the grades up to the high school. More and
more the curriculum of the elementary school
has been enriched by a crop of nature and
earth studies as a means of understanding
and interpreting existing arts and industries;
the interrelations of the social and economic
life ; by civic and municipal studies ; the vital
calculations of the shop and the store ; by
exercises of social and civic habituation; and
training in design, construction, and the more
independent adjustment of means to ends.
In American schools especially, a large ma-
jority of whose pupils receive no further
schooling, and few of whom get any training
for specific vocations or industries, it becomes
particularly important that they acquire not
only a mastery of the book and language as
the means of both intelligent social inter-
course and further learning, but the ability
and habit of vitalizing the daily activities by
all the fund of learning they have ; by a sense
of common social interests and a share of re-
sponsibility for the social good ; and by such
training in self-dependence and personal
initiative as makes standing alone easy if
standing alone becomes necessary.
In order to see a connection between the
common recognition of these principles by
the kindergarten and the subsequent classes
of the elementary school, it is not necessary
to argue that the schools derived them from
Froebel or from the kindergarten. Their
more general introduction into the practices
of the kindergarten, and their easier applica-
tion there, have stimulated their adoption as
working principles in all grades of schools ;
have immensely broadened the modern con-
ception of an education for the masses of the
people whose schooling is foreshortened, and
have opened the way for using the child's
THE KINDERGARTEN PRIMARY MAGAZINE
9*
instinctive interests in much doing and in
fruitful companionship to fit him for a future
of responsibility and intelligent service in
which the instincts shall be less dominant.
Dr. Dutton, in characterizing the "Modern
school and what it owes to Froebel and Her-
bart," says : "In a complete statement of
what the kindergarten undertakes to do for
little children it would probably be found to
contain the germ of every reform now being
attempted," and names "various elements
found there which are all capable of being
developed in a greater or less degree during
the entire school life :" the sympathetic
teacher for whom we are primarily indebted
to the kindergarten ; play, games, and the
song as means of expression ; story-telling,
from folklore to the picturesque presentation
of great historical movements; the first-hand
interest in and acquaintance with things and
their behavior as the initial step toward
science ; concrete relations in mathematical
training ; the occupations of the kindergarten
as a true introduction to manual training;
facility in the use of the mother tongue as
one means of expressing a real inner experi-
ence— all of which represent one or another
of the influences named as touching the ele-
mentary school and shaping its teaching.
But the vitality of the so-called kindergar-
ten conception of education is quite as obvi-
ous in all higher education.
When the emphasis is put upon the learner
as one, an individual with more or less ex-
clusive aptitudes, interests to be conserved
and stimulated, a fund of energy that shapes
both his growth and his rate of growth, his
own particular type of efficiency ; as having
intellectual and moral rights as against an-
other, or others, or all maybe; a free spirit
whose first right is to find an adequate ex-
pression of itself — this, in the conception of
Froebel, it is, to be educated. Not in the
kindergarten only, but in schools of all
grades, it is coming to be recognized as
measurably true that lessons and privileges
and ideals of responsibility and achievements
are to be shaped by the personal characteris-
tics and native faculty or lack of faculty.
A recognition of the varying claims of sex;
inherited family and class biases ; precocity
and sluggishness ; vigorous health and a weak
body ; the motor and the sensory-minded ; the
vivid, or heavy imagination — all call for more
or less manifold courses and varying options;
for a regard for particular needs and selected
stimuli; for yielding standards, high as each
can reach — but for each ; and an attempt to
equip for the particular service or joy or effi-
ciency for which he possesses faculty.
In times, all down through the ages, this
ideal has found acceptance by great minds
who saw clearly, who believed in the soul's
unshared responsibilities, and who had faith
in ideals as too sacred to be chopped into
shreds of mere partnership ; but for its effec-
tive presentation as a working principle in the
schools, educational practice is indebted to
the founder of the kindergarten, or more ac-
curately, perhaps, to the general movement
toward a positive individualism, of whose
meaning for education Froebel was the chief
exponent. Like most good things, it is a
principle that is easily abused in application.
But it stands opposed to all uniformity in
matter or method for the sake of uniformity;
to all martinetism in the control of conduct;
to all platforms and philosophies ; to fixed
class distinctions ; to imposed curricula ; and
to any training that merges the individual in
the mass, so that he no longer acts as an
individual but as a part.
In American life, and antecedently in the
American school, this individualizing tend-
ency shares with the socializing tendency the
position of focal interest in public significance.
How to stand for one and yet work co-
operatively with one's fellows for the good of
the whole ; how to respect one's conscience
and join with others in an organized effort
to realize a common creed ; how to conform
to exacting conventional standards of social
intercourse and maintain a high level of self-
respect are not easy; but the lesson must be
learned, and, for the most part, must be ac-
quired in the schools. The home life is, for
most persons, too narrow to accomplish the
task, the law too unyielding or apologetic
where it should be firm, the prohibitions and
sanctions of the church too abstract and re-
mote from life, and politics only tardily re-
sponsible. So the burden is more and more
laid on the school to harmonize in any pur-
poseful way these seemingly conflicting im-
peratives of social efficiency. Nowhere is this
better done or begun than in the kindergar-
ten and among the agencies that have shown
themselves willing to take suggestion from
the practice of the kindergarten.
All sorts of team work in which the
achievements of the group depend upon the
loyal, efficient work of each ; student co-
operation, and, where possible, student initia-
tive in the management of distinctly student
02
THE KINDERGARTEN-PRIMARY MAGAZINE
affairs ; a stimulus to high personal endeavor
with a constant and wholesome reference to
the claims of the group ; and intimate
handling of concrete problems of civic and
historical and social forces at work, and the
resulting movements, are important means at
the call of secondary and higher schools for
working out a harmony of these two appar-
ently antagonistic ideals. In every good, real
kindergarten practice in such training is at-
tempted, and with more or less success
achieved. In many of the better elementary
schools this is the ideal, and in more of the
high schools, perhaps, but in the true kinder-
garten it is the daily order. For inspiration
in the effort to fit the individual to share in
the functions of an institutional society and
to find it a means of the fullest self-expres-
sion, we must look to the kindergarten as
having proved its faith by its works. To
have produced a community of individuals
capable of co-operative effort such that none
should suffer and all should share would
greatly exalt both the group and the school.
With respect to no other one academic
interest does the contemporary best school
differ more from traditional schooling than in
a recognition of the importance of the first-
hand studies, whether in the secondary school
or the college. This is a phase of the general
enlargement of the function and field of
science and the method of science as worked
out in the last century. But the influence of
Bacon and his immediate followers upon gen-
eral education and the teaching of the schools
was almost nil. until well along toward the
middle of the last century, in the movement
which found its best nominative expression
in Pestalozzi and Froebel and the reorgan-
ization of schools from below and not from
above. Crude as were the first efforts at
nature study and object teaching, they led to
real studies, lessons in the field, and the in-
quiry of things themselves as to their be-
havior ; not at all for the purpose of extending
the field of knowledge, but as furnishing a
sure method of learning, and a basis of ex-
perience for future use in reflection. The
teaching of physical science in secondary
schools, so marvelously re-enforced in recent
years by the reactions of the college and the
university, at first waited upon the stimulus
derived, not from the lessons of the school-
room, but from the teaching of the philo-
sophers, Comenius and Froebel and Fferbart,
that such studies are basic at any stage of
instruction. This has revolutionized the
teaching of most subjects, even the languages
and philosophy and the humanistic studies of
history, economics, ethics, of art and the arts,
and religion.
All this makes for independence of judg-
ment, because it rests upon self-achieved ex-
perience. It makes equally for independence
of citizenship, and intelligent morality, and all
helpful neighborly qualities. It makes one to
be true cause, and not a mere effect among
his fellows. The habit of dealing with reali-
ties of one's own discovering, the temptation
to be content with shams and pretenses and
mere phrases, prompts an effort to get at
the real meaning of creeds and laws and plat-
forms and civic and moral obligations.
There are not lacking, also, signs of the
kindergarten influence even in the college
university. "It might be a watchword of
most educational reforms now needed," says
the writer first quoted, "to carry the Froe-
belian spirit, as its author intended to do, up
through all grades of school work, even the
university," and elsewhere adds that "every
educator, even the university pi;ofessor, will
profit by a careful study of the kindergarten."
In a memorable address before the Ameri-
can Institute of Instruction, in 1894, Dr.
Eliot, then president of Harvard University,
under the caption, The Unity of Educational
Reform, said that the ideals through which
the human race is uplifted and ennobled —
the ideals of beauty, honor, duty and love —
all constitute a part of education, "to be sim-
ultaneously and continuously developed from
earliest childhood to maturity." So con-
vinced was Dr. Eliot of the identity of aim
and motive throughout the twenty or twenty-
five years of formal schooling that, in the
same address, he was constrained to testify
that "some of the administrative improve-
ments then lately made in universities re-
semble strikingly improvements made at the
other extremity, namely, in the kindergarten."
"In this process of educational construction,
so new, so strange, so hopeful, I believe that
the chief principles and objects are the same
from the kindergarten through the uni-
versity."
Among these common aims Dr. Eliot
named (1) "the addressing of instruction to
the individual pupil rather than to groups or
classes" (he avowed that "the kindergarten
and the university best illustrate the progress
of this reform") ; (2) the careful training of
the organs of sense; (3) practice in grouping
and comparing different contacts, and in
THE KINDERGARTEN-PRIMARY MAGAZINE
93
drawing inferences from such comparisons;
(4) the practice of making accurate records
of one's judgments; (5) the holding in mind
for use these records; (6) training in the
power of adequate expression. While the
steady inculcation of those ideal principles
has its most obvious and picturesque setting
in the elective courses and major subjects
and special training of the colleges and higher
schools, it found its first acceptance, except
in sporadic cases, in the established and con-
sciously directed practice of the kindergarten,
whence it spread in time to the colleges,
thence down to the high schools, and appears
in current elementary education as a practice,
in all subjects, of taking into account the
child's natural or stimulated want. To throw
upon each individual the responsibility — the
privilege of doing what he can do well, and
of wanting to do the needful best — is not
only the problem of the schools, of all grades,
but of every cultural, economic and political
society. The best results cannot come from
doing tasks set by others, but those set by
one's self and cherished as one's own.
From all of which it would appear evident
that the kindergarten may not safely be re-
garded as a device for the training of poor
children only, or the families of the working
classes, but that it is a scheme of education
for all — for those who direct ; for him who
follows and him who leads ; for the girls who
may be mothers and the boys who may be
fathers; for the one who must fill his time
with labor, and the other who must make his
leisure worthy. It is needed for the capable,
that their great powers be not wasted, and
by the less competent, that the most may be
made of whatever faculty there remains. It
is not an exclusive device for the infant years,
but beginning there is valid for every subse-
quent year or age. It stands for universal
principles and faith in human growth. It is
optimistic and believes with Emerson that
there is that among us which "tends to make
the best better and the worst good."
The kindergarten, when not even indirectly
the originator, is yet organically interested in,
and in entire accord with, a long train of
allied movements for the better understand-
ing and the amelioration of child life ; the
humane movement in all its manifold forms ;
numerous children's welfare societies, not for
charity, but for education ; for child labor
laws and juvenile courts, and opportunities
for play, and clubs for the young, of their
own administering, and stimulating interests
converged upon them — all of which are inci-
dent to the marvelous, much-organized and
far-reaching interest in the child as the true
raw material of civilization, an interest that
began with the kindergarten and looks yet to
the kindergarten for its chief inspiration.
ABSTRACT IN THE FIRST GIFT.
Beatrice Louy, Toledo, Ohio.
Force exerted equally in all directions re-
sults in a sphere.
After studying the process of the formation
of the earth, we learn that, by the action of
its own gravitation, the nebulae assumed
globular form. This sphere form is the
ideal form ; the form of all the heavenly bod-
ies, and the one from which the entire or-
ganic world proceeds. It is force that ap-
pears to be the principle of all things, and
of every manifestation in nature. The swell-
ing of the soap bubble, and the falling of a
stone in the water, furnish the child with
a clear intuition of the production of the
sphere.
Three different parts are included in or
comprise this sphere, the center, the peri-
phery and the radii. The center is the gen-
erating point, where the creative germ of the
ball is conceived ; while the periphery is the
outer surface, that which is seen ; and the
radius is conceived as a connecting line from
the outward to the inward.
Thus the First Gift consists of the ball,
covered with yarn with a chain stitch string
in the form of a radius springing out of the
center, thus suggesting the movement from
the central point outward. And this one cen-
ter controls the periphery through the radius.
Just as the radius is the connecting line be-
tween the center and the periphery of the
sphere, just as the universe connects man
with God, so the ball connects the child with
nature and is the mediating link between the
child and the world. For the center of the
ball corresponds to the child's inner world
or soul ; its periphery is compared to the out-
ward world or the child's sensations; its con-
necting link between the outer and inner is
the nerves, by means of which he is in touch
with the external world ; while the string
unites the ball, the symbol of, or key to the
outer world, with the child, and is the means
by which it can act upon his inner nature.
The ball is one of the first means used in
awakening and developing the dawning con-
sciousness and growing faculties of the child.
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THE KINDERGARTEN-PRIMARY MAGAZINE
He both sees himself in it, and expresses
himself through it, and through this reflection
and expression, learns to know himself and
the world around him. It serves to assist
the development of all his powers, that, by
his own actions, he may be rendered capable
of living out his inner self in accordance
with his individual endowments.
The gifts are so-called because they awaken
in the child a sense of pleasure or gratitude.
Froebel chose the ball as the first, because
of its simplicity and great adaptability, as it
is constantly in motion and responds to the
-activity of the child. Because of its regu-
larity of form, the same impression being
made when viewed from all directions, the
ball should be given to the babe at the dawn
of consciousness.
Froebel considered this ball as an external
counterpart of the child in the first stages
of his development, its undivided unity corre-
sponding to his mental condition, and its
movableness to his instinctive abilities.
Through its recognition, he is led to separate
himself from the external world, as well as
the external world from himself.
The salient characteristic of this gift is
unity, the ball being a unit, and also the
child being a unit. It is with this gift, first,
that the importance of working together, in
unison, or harmoniously, is emphasized.
Froebel says, "Where there is unity, there is
life ; where there is separation, there is death,
or the germs of death." All the different
parts of the body working" together promote
health, but if one organ is impaired, it affects
the whole. Hence it is necessary to instill
in the child the great lesson of co-operation —
together spirit — this essence, keynote or
motto of the kindergarten, as well as the
problem of the age. He thus learns to do
the same thing at the same time, and for the
good of not only himself, but of the whole.
In this way, as an individual, he helps carry
out the idea of the basis of the kindergarten
system — organic unity.
The ball of the First Gift possesses all of
the universal properties of matter, which illus-
trates its natural law, that "Everything in
nature possesses all the powers of nature."
We may impart this to the child by having
him notice the elasticity of the ball, for when
squeezed it always returns to its normal
shape. In this way, by simple experiments
the child unconsciously learns all the proper-
ties of matter, which are, extension, impen-
etrability, inertia, elasticity, porosity, divis-
ibility and indestructibilty.
The ball is classified under three heads. It
is a type of motion, illustrating the three
kinds, that of rotary, lateral and pulling mo-
tion. Besides this, the ball is also a type of
simplicity and of beauty. As the most uni-
versal type-form, it affords a satisfactory
basis for the classification of objects in gen-
eral.
But not only does this First Gift consist of
a ball, but of six balls, each representing a
color of the solar spectrum, which is our
standard of color. In teaching color, each is
matched in the room, in nature, etc., that the
child may have a perfect standard as a basis
for his color education. Thus is color learned
thru sight, while form thru touch.
From this color work the powers of ob-
servation are developed. We learn to appre-
ciate the beautiful in nature, and the artistic
sense is cultivated. The knowledge of class-
ifying colors is necessary in most all lines of
business ; for the paperhanger must know
how to blend them, so as to obtain the best
results; an engineer must be able to distin-
guish readily the colors of the various sig-
nals ; and people in all industrial arts must
have a quick perception of color. Children
often fail to recognize colors readily because
of lack of what is known as color education,
but color blindness is arrested development
and cannot be cured. The first color used to
test the eyes for this is green, and then the
tints of red. If a person fails to see these,
his vision is said to be defective.
We arrive at diversity of colors by mixing
or combining. If we analyze these combina-
tions, we receive the three primary ones, red,
yellow and blue. These are the colors in pig-
ments and all study along this line must start
from this basis. Hence a painter really needs
only these three and all the others can be
produced by combination. Thus the second-
ary colors are obtained by mixing two of
these; as, orange, from red and yellow; green,
from yellow and blue ; and violet, from red
and blue. These six are the colors of the
rainbow, and by a standard is meant the
purest possible expression of that color. Thus
a tint, which is lighter than the standard, is
produced by mixing white with the color ; a
shade, which is darker, by mixing black with
the standard ; and a hue, by mixing two of
more colors, is a combination of these colors,
one of which predominates.
THE KINDERGARTEN -PRIMARY MAGAZINE
95
In all of the color work of the kindergarten
the standards are adhered to, as they are the
best pigmentary imitations of the six found
in the spectrum — "Nature's palette of pure
colors" — and as the children advance in this
work, they learn to appreciate the beautiful.
After the children are perfectly familiar with
these and their corresponding tints and shades,
they learn to recognize the different harmon-
ies of color, or the pleasing association of un-
like colors. They first become familiar with
a contrasted harmony, as a white used with
blue, then the dominant harmonies. Later
the complementary, and analagous harmonies
are mastered, and finally the broken chords.
In becoming familiar with these harmonies,
one learns to appreciate the blending of col-
ors in art and in nature, and it is the source
of development from an artistic standpoint.
Froebel says "The thought always grows
clearer to the child when words and motion
go hand in hand." For this reason and for
that of the psychological fact that one re-
members only that to which he has given
his interest and attention, the ball games and
songs or rhymes are used in connection with
this gift. We realize that to the young child,
the activity of the ball is more pleasing than
its qualities, so a series of games and songs
with the fascinating plaything, which will
lead the child to learn these qualities by
practical experience, is necessary. For in-
stance, the ball can play a symbolic part in
action, and it is here in this game of "make
believe" or "pretense," that the child is most
at home. Hence it is evident, that the points
illustrated in these games and songs, will be
retained, "For the child remembers only what
interests him."
QUESTIONS ON ABSTRACT
CLASS.
SENIOR
The First Gift.
Describe the first gift.
Why called a gift?
Why did Froebel select the ball for the
first gift?
What can you say of it as a plaything?
When should it first be given to the child?
What is the salient characteristic of this
gift?
What is the basis of the kindergarten sys-
tem?
What is the natural law of this gift?
Name the universal properties of matter.
What is the ball a type of?
What does the child learn of motion?
How many kinds of motion are there?
How are form and color learned?
How would you bring out the idea of form
with the child?
How would you develop color?
What is the standard of color?
Define a standard color; a tint; a shade; a
hue.
Why is it important that the child should
gain a clear idea of the six (6) standard col-
ors, before more artistic colors are attempted?
What is color blindness?
In what trades or professions is an abso-
lutely perfect color sense necessary?
Why play games and say rhymes with this
gift? '
The best thing in the world is work, and
the best work in the world is for the chil-
dren. It is the seed and the soil and the
planting that we must look after, together
with watchfulness of the growing plants.
What the harvest will be we know not. We
may never know and we need not know. The
influence of a great teacher may reach — must
reach — through all the years. And the great
teacher, whether in the country school or the
university, is the one whose work is limited
only by his possibilities — not for self, but for
children. — Orville T. Bright.
That which attracts the mind and absorbs
the thought of the child is forming for him
his character as a man. If he is given a field
of exercise in pure, active and productive
thought, it will develop in him a purpose in
life and open to him a sphere where his en-
ergies may be directed by some definite aim.
There are two good rules which ought to
be written upon every heart. Never believe
anything bad about anybody, unless you posi-
tively know that it is true. Never tell even
that, unless you feel that it is absolutely
necessary, and that God is listening while
you tell it. — Van Dyke.
There is not a coin small enough ever
stamped by the hand of man to pay the salary
of a poor teacher; there is not gold enough
in the mines of the world to measure the
value of a teacher who lifts the souls of chil-
dren to the true dignity of life and living. —
Theodore Parker.
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THE KINDERGARTEN-PRIMARY MAGAZINE
A NEW METHOD IN INFANT EDUCATION.
Jenny B. Merrill, Pd. D.
(Reprinted in part by request)
Recently an able woman physician, Dr. Med. Ma-
ria Montessori, Docente all' Universita di Roma,
has modified the kindergarten methods to such an
extent as to warrant the title of this article.
Dr. Montessori found the Seguim exercises so val-
uable in the training of defective children, changing
some of them into normal children, that she was led
to believe that the exercises could be modified for
use with normal children.
"Stated boldly," says the London Journal of Edu-
cation, "the general fundamental principles of the
"Metodo Montessori," will not perhaps sound very
novel. For the ground idea of the new pedagogy,
as Dr. Montessori conceives it is liberty, the free
development of the spontaneous individual manifes-
tations of the child, an idea which Froebel enunci-
ated long ago and which we all hold in theory.
But Dr. Montessori is perhaps justified in point-
ing out that, in spite of theory, education in fact is
still infused by the spirit of slavery. So far, she
says, education may be typified by the school desk
which has been carefully perfected to permit "of
the greatest possible immobility" of the child. And,
as his free bodily activity is hindered, so, too, his
spirit is forced and constrained — * * *
As for the teacher, she, under the new pedagogy,
must be content to play a much more passive, if at
the same time a much more scientific role than has
hitherto been assigned her. She is to be primarily
a trained scientific observer of the phenomena ex-
hibited by the child, and her office is rather to direct
than to instruct. Her active intervention is to be
reduced to a minimum, and her art lies in knowing
just when her help is necessary to spur on the de-
veloping intelligence of a child and when he may be
safely left to himself."
In 1906, Dr. Montessori was given an opportunity
to test her theories practically in a kindergarten
day nursery in Rome for children between three and
seven years of age.
The various occupations appear to be indicated
by the practical needs in the life of the little child
and to be closely related to his environment. To
quote again from the article in the Journal, "The
keynote of the Montessori method is simplicity.
The equipment is similar to an ordinary kindergar-
ten. The rooms are furnished with small tables
seating two or three children, and little chairs;
there are pictures and blackboards on the walls, and
there is a piano. There is also a room with a bath
and low washstand basins, and, if possible, the ac-
commodation includes a garden with flower beds
and homes for pet animals.
The education begins naturally with "exercises
of the practical life." The children are led first of
all to make themselves independent and masters of
their surroundings. They learn to dress and undress
and wash themselves; to move among objects with-
out noise and disturbance; to see that the cupboards
are tidy and the furniture dusted. To facilitate
these exercises Dr. Montessori has invented certain
occupations, consisting of wooden frames containing
each two pieces of cloth or leather, which can be
hooked or buttoned or laced or tied together, as
the case may be. The children enjoy fastening and
unfastening these, and the skill they thus attain
comes into practice on their own clothes or each
other's."
The garden work, the care of pets and simple
gymnastic exercises, marching and singing games
are similar to those already familiar to us.
The sense of touch is specially trained by the use
of wooden boards covered with paper of different
qualities from very rough to smooth as well as col-
lections of velvet, satin, cotton cloth, etc. The child
is taught to finger lightly, to recognize the distinc-
tive quality and to name it blindfolded.
There are blocks for developing the sense of
weight. Quick perception of dimension is taught
by means of boards which contain wooden pegs of
graduated sizes fitting into corresponding holes.
Bulk is taught in a similar way by blocks of the
same length but varying thicknesses; length by flat
sticks of different lengths.
The varying color shades are arranged on mov-
able spools and matching exercises are the rule.
One of the distinctive features of the new method
of infant education as planned by Dr. Montessori
in Italy is the return to old fashioned methods of
learning to read by starting with letters. Even up
to the present date in our own land alphabet blocks
and alphabet books are many and beautiful, and one
almost has to do battle to keep them out of the
nursery. During the past few years, however, a
deeper interest than ever has arisen in "The Natural
Method of Learning to Read" by starting with the
actual reading of rhyme or story, thus going beyond
the long time popular word method.
Our kindergartens have succeeded in excluding
reading and writing and have emphasized the prin-
ciple so well enounced by Froebel, "The A B C of
things should precede the A B C of words." It did
seem that we had succeeded in cutting out the three
R's, but Dr. Montessori has put them back in the
infant school in Rome and we must convince our
Italian friend of the error or let her convince us.
Altogether it behooves us to be liberal, not dog-
matic, and to listen to the tale with interest.
In the Montessori method writing comes first.
Drawing precedes writing as with us, but it would
seem that the exercises are given to practice work
rather than free expression.
The children learn the letters through touch as
well as sight. The letters are cut out of emery
paper and gummed on to cardboard. The child feels
the letters as he does other objects. The child
learns the names and phonetic sounds as he handles
the letter forms.
Games are played blindfold with the letters when
the names are known.
In the third stage, the child is given letters cut
THfi KINDERGARTEN-PRIMARY MAGAZINE
07
out and tries to make a printed word which corre-
sponds to the spoken sounds of a spoken word.
After this it is said that the children try to write
spontaneously — "No child is forced to learn to write
— writing is taught only to children who desire it."
It is said that under this method, without compul-
sion, that a child of four takes on an average one
and a half months to learn to write That a child
of five will learn in a month; and that all the chil-
dren write well and in a flowing hand."
(The daily program as given below shows long
hours.)
The method as it proceeds to reading reminds us
of the well-known Word Method, now giving way
to "the Natural Method" in many schools.
There are reading games similar to those used in
our "busy work." The reading is mental, not vocal
at first. The child reads the name of a toy, then
finds the toy and shows it. He must have read the
word or he could not know what to find.
The reading game may finally take the form of
"a paper on which quite a long sentence is written
describing some action which the child forthwith
performs."
It is claimed that while no child is forced to learn
to read, many learn in fifteen days! We do not
fully understand just how much this signifies but it
must be remembered that the institution in which
these methods are being introduced has an all-day
program. It is a sort of day nursery. The children
are left free to play or sleep or work.
It is said that they leave toys for letters. Is this
desirable in four-year-olds?
The daily schedule of exercises has been trans-
lated for me from the original by Miss Mary F.
Schell of P. S. 125, Manhattan, and reads as follows:
9:00 — 10:00 — Health — Visits for cleanliness. Ex-
ercises of practical life, to visit the
room, to put it in order and to
clean the objects.
Language — Talk of what was done
the previous day. Moral exhorta-
tion.
Prayer together.
10:00 — 11:00 Intellectual exercises. Object lessons
with brief intermission for repose.
Nomenclature.
Exercise of senses.
11:00- — 11:30 Simple gymnastics. Movements for
exercise and grace. Normal posi-
tion of the body, walking in order,
salutes, motions for attention. Mov-
ing objects with grace.
11:30 — 12:00 Recess — short prayer.
12:00— 1:00 Free play.
1:00'— 2:00 Directed play, if possible in the fresh
air. Exercises of practical life as
cleaning a room, dusting, putting
objects in order. Conversation.
2:00 — 3:00 Hand work — drawing, etc.
3:00 — 4:00 Gymnastics, collectively with song, in
open air if possible.
Visit plants and animals.
In a very interesting chapter upon "Pottery and
Construction," Dr. Montessori recognizes clay mod-
eling as "the most rational" of all the hand work
planned by Froebel.
If we understand her point of view, it fails to
recognize the value of the simple modeling of the
kindergarten and moves on too soon to "the pro-
duction of useful objects" as vases.
She says "In giving clay to model at caprice, the
children are not directed to produce useful work."
She says, "Work in free modeling serves in the
study of the psychic individuality of the child in his
spontaneous manifestations but not to educate him.
With this point of view we do not agree. We
claim that it is of educational value, of great educa-
tional value to the child to use clay as a means of
expression.
It is certainly true, however, that the children
will soon love to make some simple objects of use
such as little dishes, baskets, flower pots, standards.
These we always prefer to balls, cubes or cylin-
ders of clay.
Dr. Montessori writes that she thought to ex-
periment in the "Case dei Bambini" with some work
in clay suggested by an artist in "The School of
Noble Youth." This school and also the society
connected with it 'aim to educate the youth to an
appreciation of the beauty of their surroundings,
especially objects, edifices, monuments."
The Case dei Bambini, it should be remembered
is held in close touch with the home life of the
Ichildren and one of its aims is to develop a re-
gard of the house and its surroundings.
This Dr. Montessori wisely recognizes as the
best beginning of a civic education.
Professor Random, the artist to whom she refers,
objects to "dry moral treatises upon civic life" but
proceeds by means of an artistic education "to lead
the children to prize and love the objects about him,
especially the monuments."
His school aims to reproduce these city monu-
ments and to study their history.
We understand that it is situated in one of the
most beautiful parts of Rome. The school has en-
deavored also "to revise a form of art which the
Italians, especially the Florentines, excelled in
namely: pottery.
Taking her clue from this school for older chil-
dren, Dr. Montessori seems to us to be making the
same mistake that our elementary schools are now
discovering they have been making of late years,
namely, too close a following of the work of primi-
tive man.
She speaks of the great historic and artistic im-
portance of the vase, of the fact that it was man's
first cooking vessel. She recommends that the lit-
tle children model vases of various sizes and shapes,
with one or two beaks, with handles, etc.
98
THE KINDERGARTEN -PRIMARY MAGAZINE
She comes nearer the play spirit of the kinder-
garten when she says, "The small pupils love to
make the vases and preserve their own work of
which they are very proud. With the clay, after-
wards, they model small objects such as eggs or
fruit with which they fill the vessels."
But if it is true that children of five or six "com-
mence work with the wheel" we fear she is getting
too near child labor. It would be sad, indeed, if
the kindergarten or any system of early training
should be the means of showing parents that their
babies can work.
In "The School of Noble Youth," the pupils con-
struct small houses, making their own bricks. This
too has suggested constructive exercises to Dr.
Montessori and she speaks of the pleasure the little
ones have in making walls of small bricks. This
we can approve for we have often seen a group of
kindergarten children unite in utilizing the waste
pieces of clay in making a fence or wall.
We agree fully with Dr. Montessori in the im-
portance of the occupation of clay modeling.
We would have the children model any objects of
interest about them, including vases but we believe
the historic sense is entirely lacking at this early
age, and therefore, we would not confine ourselves
to any object because of its historic meaning. We
would leave that for later grade work.
Dr. Montessori excludes weaving and sewing on
cardboard as they are "not adapted to the physi-
ologic state of the infantile organ of sight when the
power of accommodation of the eye has not yet
reached its complete development."
We agree with her view in regard to these occu-
pations in the main.
The chapter on "Nature in Education" in Dr.
Montessori's "II Metodo dela Pedagogia Scientifica,"
is most reassuring. Genuine work in gardens such
as Froebel urged and such as all kindergartners be-
lieve in and encourage, is given place in this Italian
Infant school.
We understand that the Italian Infant school is
intended to be placed in the house in which the
children live, not only for the comfort of the young-
er children who are permitted to enter at even two
and three years of age, but also that the mothers
may be at ease, and that they, too, may observe and
learn gradually how to deal with their little ones.
We hope that some model tenement houses will
soon be constructed in our city with a model infant
play room opening on a garden or at least on a
playground. Our settlement houses in which kin-
dergartens formed the nucleus, seem best to corre-
spond with this Italian plan said to be already in
existence in Rome and Milan.
In the first garden thus planned for the children
in the heart of Rome, the surrounding neighbors, as
they have here in New York, despoiled it with ref-
use thrown from the windows. Soon, however, lit-
tle .by little, the children themselves so interested
their parents in their garden that "without any ex-
postulation" but seemingly out of "respect for the
work of the children," this annoyance ceased.
In the "Case dei Bambini," the garden has a cen-
ter path, one side being planted with trees for the
children to play under. Probably the sand pile is
on this side.
The other side is divided into individual plots for
each child, so that we find essentially the Froebc-
lian garden recognizing both individuality and the
community spirit.
By conversation with the Baroness Franchetti,
who called my attention to this interesting work in
Italy, I learned that in some of the later work in
the elementary grades each child keeps a record
book of his or her observations upon one individual
seed which he or she plants.
Miss Lucy Latter, who visited our schools upon
the Mosely invitation, centered her success in Eng-
land around the school garden. Her excellent book
upon the subject seems to have guided to some ex-
tent the work in Italy.
It is delightful to realize these happy interchanges
between the kindergartens of different speaking peo-
ple and to know that nature that "makes all the
world akin" is the best connecting link.
EFFECT OF HABIT.
Grace Dow.
"Habit is a cable. We weave a thread of it each
day, and it becomes so strong we cannot break it."
Scientists tell us that each thought and act of
mind leaves a path on the brain.
Repeated action deepens the path, and makes it
more difficult to act in another line, and easier to
follow the beaten track. An education along any
line is but the result of path making. Teachers
should emphasize in every possible manner through
precept and example the importance of making
paths both good and true, and of changing very
quickly when a wrong course is begun.
During the first few years of a child's life he may
be taught good habits nearly as easily as careless
ones, so every lesson given a child should have this
object in view above all others: — character building.
DEADLY DRY AIR.
Dr. Snedden maintains that all heated rooms
should be provided with constantly boiling water
giving off steam in order to prevent the deadly dry-
ness, which causes eye and ear trouble,' pneumonia,
and all forms of colds, catarrh, etc. Where heating
is done with stoves, an open vessel filled with water
can be easily provided, and with steam heat, per-
haps a valve could be left open. With other forms
of heating a small gas or oil stove should be pro-
vided. In an extremity an ordinary kerosene lamp
could be so arranged as to keep a vessel of water at
the boiling point. The health of both pupils and
teacher will warrant the trouble.
To read and not to know,
Is to plow and not to sow.
THE KINDERGARTEN -PRIMARY MAGAZINE
99
KINDERGARTEN DAILY PROGRAM
Noea Keogh
JANUARY.
Thursday — Circle — Day of return after vaca-
tion. Children's relating of Christmas
doings. Their tree and what Santa Claus
brought.
Rhythms — Chosen by piano and followed
by children.
Table 1st — Free drawing of Christmas pres-
ents.
Table 2nd — Building church with Hennes-
sey blocks.
Friday — Free choice day.
FIRST WEEK.
Monday — Circle — The New Year. Its days,
weeks, and months. The name of New
Year, 19 — . The names of days of week.
How many?
Rhythm — Those learned reviewed in turn.
Table 1st — Free cutting and mounting of
things to represent days of week. Mon-
day, tub ; Tuesday, flat-iron ; Wednesday,
mop ; Thursday, needle ; Friday, broom ;
Saturday, dish and spoon ; Sunday,
church.
Table 2nd — Clay-modelling of Christmas
presents. !W-if£f3M
Games — Two Santa Claus games and squir-
rel game from Jenks & Walker.
Tuesday — Circle — The name of New Year
19 — . The name of new month — January.
The names of days of week. The names
of months.
Rhythm — Here we go round the Mulberry
Bush, from Mari Hofer's Singing Games.
March by twos.
Table 1st — Laying Hailmann cubes in groups
of seven. Naming them the days of
week.
Table 2nd — Make forms with seven rings.
Games — Pussy Corner; How do you do;
Find button to music.
Wednesday — Circle — The New Year facts re-
viewed. The names of months: their
number. The story of Father Time from
Child-World.
Rhythm — Toy Day. This time given to free
play with children's Christmas presents
brought to school.
Table 1st — Lay Hailmann cylinders in
groups of twelves to represent months.
Table 2nd — Free drawing of the play things
brought to kindergarten.
Rhythm — March by twos and fours.
Games — Toy Time.
Thursday — Circle — 'Repetition of year work
and yesterday's story. The thought of
each month particularly. Four weeks in
a month.
Rhythm — March of twos and fours.
Table 1st — Draw pictures of toboggan slid-
ing down hill. The hill of chalk.
Table 2nd — String beads in groups of four
according to color.
Games — Toy Time.
Friday — Circle — Week's review.
Rhythm and Games — Given to play with
toys.
Table 1st — Free cutting of Christmas toys.
Table 2nd — Free choice.
SECOND WEEK.
Monday — Circle— Esquimo week. A picture
of esquimo life has been put upon the
board. Study of this pictvire. The peo-
ple that live in the north where it is al-
ways winter. Their homes called igios.
Rhythm — Skating, marching.
Table 1st — Make igloas with half rings on
the peg boards.
Table 2nd — Clay modelling of igloas.
Games — Pussy Corner, Competition games.
IOO
THE KINDERGARTEN-PRIMARY MAGAZINE
Tuesday — Circle — The clothes of the esqui-
mo and how secured. The hunting of
the fathers for walrus, bears, etc.
Rhythm — Skipping, marching.
Table 1st — Sand-table work. Make esqui-
mo village. Use cotton-batton for snow.
Table 2nd — Cut esquimo from white paper
doubled so they'll stand.
Games — Tap stick number of times on floor;
imitated correctly by children.
Wednesday — Circle — The Mother Esquimo's
work, making the clothes. Their lives;
food ; care of the dogs.
Rhythm — Skipping tag; in and out tag.
Table 1st — Cut dog from black cardboard.
Table 2nd — Cut sled from black cardboard.
Harness together with black shoe-string.
Games — Play games with bean bags that
Esquimous do with arrows. Throw and
land in given circle. This used as com-
petition game.
Thursday — Circle — Their lives, games, care
of the dogs and all else of interest.
Rhythm — Running around circle and adding
one more each time. Running tag.
Table 1st — -Free-hand bear and mount.
Table 2nd — Free-hand candle-sticks of gilt,
candle of white, mount on brown.
Games — Roll, throw, bounce ball.
Friday — Circle — Review talk of week.
Rhythm — Review.
Table 1st — Cut free-hand anything of es-
quimau life.
Table 2nd — Mount as poster with chalk for
snow.
Games — Free choice.
THIRD WEEK.
Monday — Circle — Holland week. The land
of mills and dykes. All about dykes.
Rhythm — Hopping on one foot. Hopping
tag. Snow man. Skating.
Table 1st — Build dyke with Hennessey
blocks.
Table 2nd — Clay modelling of wooden shoe.
Games — With first gift balls. All on floor
in row. Hide one and guess. Change
their place and put right. Same game
with children instead of balls.
Tuesday — Circle — Wind-mills, boats, sports,
skating.
Rhythm — Snow man. Chimes of Dunkirk
from Mari Hofer's Singing Games.
Table 1st — Make poster in the blue and
white of ship on the water.
Table 2nd— Wind-mills with second gifts.
Games — Same as yesterday with various
articles.
Color Games — Color pinned on child's back.
Colors on end of yard stick.
Wednesday- — Circle — Costumes. Love of flow-
ers, buds.
Rhythm — Chimes of Dunkirk.
Table 1st — Make tulips of cutting paper
folded, wound on end of long straw over
which is rolled green tissue paper. These
make good window-box decorations.
They have a conventional pattern effect.
Table 2nd — Make wind-mills of second gift.
Games — "I Spy." Competition game with
blocks.
Thursday — Circle — The Gretchen Christmas
story re-told. The brave stork story re-
told. The story of the Leak in the Dyke.
Rhythm — -Chimes of Dunkirk.
Table 1st — Paint Dutch boys and girls.
Table 2nd — Cut same.
Games — Snow man. Drop the handkerchief.
Friday — Circle — Review Holland.
Rhythm — Review.
Table 1st — Unfinished work.
Table 2nd — Free choice of material.
Games — Free choice of material.
FOURTH WEEK.
Monday — Circle — Japan ; the country of sun-
shine and flowers. Their love of the
chrysanthemum.
Rhythm — Teach Japanese bow to music.
Table 1st — Make charcoal drawing of
chrysanthemum on narrow panels.
Table 2nd — Clay-modelling of flower in
flower-pot.
Games — Pussy Corner with Japanese de-
rivation. (Truth on each corner, evil in
middle).
Tuesday — Circle — Their costumes; their ex-
treme politeness and never-changing pleas-
antness.
Rhythm — As yesterday.
Table 1st — Make Japanese poster of colored
papers for kimona and sash with wall-
paper umbrella.
Table 2nd — Begin weaving paper mats.
Games — Run around circle and bow low
when you meet, as Japanese do.
Wednesday — Circle — Customs, jinrikishas,
eating on tiny table, chop-sticks, tea.
Rhythm — As before.
Table 1st — Make Japanese fan of wall-
paper with short split straw for handle.
Table 2nd — Continue weaving mat.
THE KINDERGARTEN-PRIMARY MAGAZINE
101
Games — Imitation and guess.
Thursday — Circle — Japanese Fairy Tales,
"The Wonderful Tea Kettle."
Rhythm — As before.
Table 1st — 'Paint Japanese lanterns.
Table 2nd — Cut same. These make very
pretty room decoration when strung across
a dark background.
Games—Mulberry bush, Little Miss Muf-
fet.
Friday — Circle — Review Japan.
Rhythm — Review.
Table 1st — Continue weaving.
Table 2nd — Free choice.
Games — Free choice.
A TOLEDO KINDERGARTEN
The Toledo News-Bee gives the illustra-
tion on the opposite page and the following
extract from a morning exercise :
"What live things have you got at home?"
Raymond gets up and answers, in the ab-
sence of other responses, "Two dogs, chick-
ens, rabbits and a canary bird."
The kindergarten teacher smiles. All faces
are turned toward Raymond.
"What do you other children say?" asks the
teacher.
"Parrot," "goat," "geese," "ducks," "pony,"
come the rapid responses from the other 5-
year-olds.
"Is that all?" asks the teacher. She smiles
at a chorus of "yes." Then, "Can't you think
of any other live thing that you have at your
house?" The baby class is silent.
Big eyes look up in wonderment. Little
mouths open in amazement. Baby feet
shuffle uneasily. There is squirming and
fidgeting.
Something Missing.
The kindergarten teacher goes down among
her "babies" as would a mother. All gather
around her. Nellie and Maud and Hazel,
Tom and Earl and Michael all feel that they
are not quite complete in their answer. In
the child mind there is a psychic something,
whispering.
"Oh, Miss Mary, we's got a baby. He's
alive," shouts little Nell.
The door of the child mind is unlocked.
A gleam of light illuminates every eye. "So
'as we," "I'se got a baby bruver," "We's got
a little sister — teeny, weeny."
"That's just perfectly lovely," assures the
teacher; "all be seated, and we'll sing the
song of the little squirrel that lives up in the
big oak tree and carries nuts to its babies."
"And you little men and women "
Little minds not accustomed to being ad-
dressed that way are dazed. Fitful glances
to and fro in wonderment.
"You are real sure you have mentioned all
the lives things you have at home? But be-
fore you answer we'll all sing the song of the
bee." There's a rift in the cloud of child
thought. Piping voices in various keys fill
the air.
Another Ray of Light.
"But you all have fathers and mothers at
home?" Another dawn in the infant intellect.
Surprise is in every child face. Why didn't
they think of that? Why should Miss Mary
ask such a question? Little Nell is alone in
her feelings. She has no papa. He is dead.
Then follow explanations from the teacher
concerning mother and father, the obligations
of children to their parents and instructions
to "love, honor and obey." The struggle that
papa and mamma make to provide for their
little ones, the same as does the squirrel and
the bee in the songs, is a part of the work
of the teacher in Toledo kindergartens, to-
gether with teaching handicraft as exempli-
fied in paper chains and different designs in
various colors and shades.
You cannot train a child for life by teach-
ing- it to do what it hates. — Dr. C. W. Eliot.
"What we make our children love and de-
sire is more important than what we make
them learn." — John Ouincy Adams.
Every word has only the meaning which
its hearers can receive ; you cannot express
honor to the shameless nor love to the un-
loving.— Ruskin.
"The rights of all are equal. Justice, poised
and balanced in eternal calm, will shake from
the golden scales in which are weighed the
acts of men, the very dust of prejudice and
caste : No race, no color, no previous condi-
tion, can change the rights of men."
To be angry is to revenge the fault of others
upon ourselves.— Pope.
Know how sublime a thing it is to suffer and be
strong. — Longfellow.
Honesty in little things is not a little thing.
It is a great thing to do a little thing well.
1 02
THE KINDERGARTEN-PRIMARY MAGAZINE
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THE KINDERGARTEN -PRIMARY MAGAZINE
103
STORIES, GAMES, PLAYS
RECITATIONS, MEMORY GEMS, ETC.
A DAY WITH BOBBIE AT KINDER-
GARTEN.
By Garrett Williams
One morning when Bobbie went to kinder-
garten he told his teacher, Miss Grant, all
about Winifred. Miss Grant was very much
interested, and all the little boys and girls
crowded around Bobbie to hear about his
kitten.
Johnnie Jones asked : "What does it look
like? Is it hard or soft on its outside?"
Quite a number of the little boys and girls
said they had never seen a kitty close to, so
Miss Grant told Bobbie that when he came
to school the next day he might bring Wini-
fred with him. She wanted all the children
to see a kitty close to, and to feel it, and
know what it was like.
"Bobbie," she asked, "what does your kitten
look like?"
"It looks nice," answered Bobbie.
"Yes," said his teacher, "but how else does
it look?"
Bobbie didn't know. He only knew it
looked nice and was a kitty, and its name was
Winifred; so teacher tried a different way.
She asked Bobbie what he saw when he
looked at his kitten.
"I see my kitty," said Bobbie, "and her
name's Winifred."
Just then a little boy called, "You see a
tail, because kitties have tails. Then Bobbie
understood what Miss Grant meant, and he
said, "I see two ears." A little girl called,
"A mouth to eat with," and another, "A nose
to smell with." Then all the children shout-
ed at once, "Tail, eyes, nose, mouth, ears,
legs, feet."
When they had finished, Miss Grant said
they had not told her yet all about a kitten.
There was still something more. Tommy
Johnson said, "Teeth," and Bobbie thought of
tongue; yet still Miss Grant said that those
were not all.
The children thought and thought, but they
couldn't think of anything more about a kit-
ten. Miss Grant called Bobbie to come and
stand in front of her, then she said, "Here'
are Bobbie's eyes and nose and mouth. You
all see them, don't you?" All the children
said "Yes."
"Now tell me where they are," said Miss
Grant.
Johnnie Jones pointed at Bobbie and said,
"There they are."
"They're in his face," called Tommy John-
son, and then all the children saw that Bob-
bie's eyes and nose and mouth were in his
face ; so, of course, kitty had a face, too.
Then they thought of a head and a body,
but still Miss Grant said they hadn't told
all yet.
Again they thought, and thought, and
thought, and finally Tommy Johnson said
that a kitten had an outside and an inside,
but none of the children could tell the name
for a kitten's outside. They said it wasn't a
dress, and it wasn't a coat or trousers, and
it wasn't skin.
"Are you sure it isn't skin?" asked Miss
Grant, and all the children answered, "Yes,
they were sure."
Miss Grant told them they were partly
wrong and partly right ; that a kitten's out-
side was not called skin, but a kitten had
skin on the outside. She said that on this
skin grew hair and the hair was called fur.
She told Bobbie to bring his kitty next day
and all the children should see it close to and
feel of its fur. Some other day Miss Grant
promised to tell them about a kitten's inside.
Pretty soon it was eleven o'clock and time
to go home, but all the children said they
would come early the next rnornmg to see
Bobbie's kitten.
THE EVERYDAY ADVENTURES OF
ALBERT AND ANNABEL.
LELLA A. REEVE.
IX
(Continued from last issue.)
She was just going to sit down with her
feet in it again, when she saw a head with
long yellow hair rising up out of the water
very near her.
"Is you a little dirl?" she asked, sweetly, of
the head.
io4
THE KINDERGARTEN-PRIMARY MAGAZINE
"No, I ain't," was the decided answer, and
a square little boy's figure scrambled out of
the water towards her.
"I'm Jim Palmer," it said, "if you call me
a dirl, I'll lick you."
"O," cried Annabel, "O," and fled up the
beach to her mama.
X.
AN OCTOBER AFTERNOON.
On one of the most beautiful of October
days, the Blake family accompanied by Sarah,
started for a visit to the children's aunt, An-
nabel, who had a summer home in New
Hampshire which she loved so much that this
year she and Uncle Ben, her husband, were
staying there for the winter with their five boys.
Aunt Annabel met the Blakes at a little
station called Glen. She had been in Europe
for several years and Annabel had never be-
fore seen her. When she kissed her name-
sake, the little girl turned to her mama and
said in a whisper: "Who is dat person?"
"That is your dear Aunt Annabel; once
she and I were little girls together in grand-
ma's house in Boston.
Aunt Annabel had a great deal of pretty
hair, and she wore beautiful clothes. Annabel
looked at her foi some time. She certainly
was lovely. "Isn't she a dandy?" whispered
Albert to his sister. Annabel put her arms
quickly about her mother and replied, "She
don't is so pretty as mama."
New Hampshire is a picturesque state as
many people know. Mr. and Mrs. Blake
talked a great deal about the blue mountains
and the rushing rivers and the wooded roads.
They took long walks and drives with Uncle
Ben and Aunt Annabel, but the children
cared more for play and things to do.
One afternoon Ben was home, and the five
Woodruff boys with Albert, Annabel and
Sarah started off to gather nuts.
In one of Uncle Ben's gardens which came
up to the roadside, yellow pumpkins were
lying all over the ground, and some cattle
had been turned in to eat them.
The garden was' on a steep side hill, and
just as the children came walking down the
road, they saw a cow put down her head and
jump. Little Annabel ran behind Sarah,
though the cow was on the other side of the
fence, but the boys all hurried to the fence
to look over. Soon they began to laugh.
The cow had tried to bite a pumpkin, but
when she touched it, it had begun to roll
down hill. Then the cow had started after
it, and found she couldn't stop. "Go it, old
mooley," cried one of the boys. At the bot-
tom of the garden, the fence stopped both
mooley and her pumpkin, and the old cow
began to eat as quietly as if nothing had
happened ; then the nutting party started on.
They crossed the road and climbed up a
hillside, under trees hanging full of red ap-
ples, which looked so good it was hard to
pass them; but Cousin Ben said, "Don't fill up
your baskets, leave room for beech-nuts ;" the.
children turned away from the apples and
clambered on up the hillside toward the
beech woods.
Over the stone wall that divided the or-
chard from the woods, were vines heavy with
clusters of purple wild grapes, and in amongst
the grapes were the pink fruit and pinker
blossoms of the thimbleberry.
Still the children left their baskets empty,
which was well, for they found the spreading
beech trees loaded with delicious little nuts,
different from any Albert or Annabel had ever
before tasted.
When they were all busy and interested in
gathering the nuts, Ben slipped away from
the little party and went to a clearing near
them but out of sight, where he knew the
grown members of the family were preparing
a surprise for the children.
The surprise was a hot supper to be eaten
out of doors. Already a fire had been built
and by it stood Mrs. Blake, broiling imported
sausages which she held over the fire on a
pointed stick. Aunt Annabel had brought
some long rolls into which the sausages just
fitted. Uncle Ben was making coffee, and
papa uncorking olives.
Just before things were ready, Ben went
back to the beech trees for the little children
and Sarah, and brought them to the clearing.
The little people danced and shouted for joy
at sight of the bright fire and the loving faces
of their parents.
It was a picturesque scene. The tall flames
leaping up and casting deep shadows around ;
the glare of the light on the faces ; the tall
trees and dark evening sky, making a picture
that the children always remembered. Little
Annabel grew sleepy before supper was over,
but Sarah's strong arms were always ready
for "111' lamb" and she carried her tenderly
home.
The boys packed the things to be taken
back, while the older people sat about on logs
and sang a few songs as the fire died out.
THE KINDERGARTEN PRIMARY MAGAZINE
105
Then it grew too cold for comfort, and they
all went trailing down the hillside to Uncle
Ben's house tired and happy and ready for a
night of sound sleep.
XI.
SKATING WITH MOTHER.
Early one November afternoon, Albert and
Annabel stood looking out of the sitting-room
window, longing for amusement.
Thanksgiving was past; all of the cousins
had gone; lessons for the day were over; the
weather was cold, and what was there to do?
A tradesman was running to the kitchen
door, looking very cold.
"Mama," asked Albert, "could we do any-
thing out of doors on such a cold day?"
"I think so," she said. Four shining eyes
watched her eagerly.
Mama understood the dear, little, longing
faces, and did not keep them waiting, but told
Sarah at once to prepare the children for
skating. When she said "skating," they
danced and clapped their hands. Mama
brought a pair of new skates from a closet
and told Annabel she should learn to use
them.
"The ice is strong," said mama, "we will
walk on our brook until we come to the
pond."
The children were very happy to have their
mama with them. When she took one by
each hand, they reached nearly across the
brook. As they walked along over the ice,
she told them how the water was flowing
along under the ice, just the same as in sum-
mer. "The ice," she said, "is the brook's
winter overcoat."
Their frozen path turned and led in be-
tween some trees, and soon they were in the
woods.
They could not see their own house now.
Little Annabel's eyes opened wide. She
thought that things were strange and queer,
when the only path was a brook and there
was nothing on either side but trees and
bushes.
Mama saw the half-frightened little face
and said gaily, "Isn't it pleasant to explore?"
Whatever that meant, of course it was pleas-
ant if mama said so, and Annabel answered
brightly, "An'bel likes to splore."
Soon after, the brook widened, and they
came to the pond. After much buckling of
skate straps, all were ready.
Albert had learned a little about skating
the winter before, and so started out readily,
but down he went at once. Clambering up,
he caught hold of mama's dress and kept
along with her, but some boys called out to
him, "You'll never learn to skate if you hold
on to your mama,"' so he started off alone,
falling down and getting up until finally he
kept up very well.
Little Annabel tried, too, and at last could
stand on her skates.
On the farther side of the pond, there was
a fire of brush and logs with many people
about it. Mama told Albert that if he could
skate across and get it, he might buy some
hot pop-corn of the man by the fire.
Albert made the journey safely, and came
back proud and delighted. "You know what
to do on a cold day, don't you, mama?" said
Albert.
They walked back over the brook path to
their home, and the way seemed much shorter
than before.
Albert told mama that next summer he
would like to take a row-boat and follow Our
Brook to the end of it. "It would take you
across the pond," said mama, "and far through
the Long Meadows to the river," and she
smiled down into her little boy's face, for she
understood his desire, having often wished
herself to make the same little journey.
When they came out of the woods, it was
very pleasant to see their house with the
trees around it, standing dark against a yel-
low sunset sky.
They climbed the hill feeling warm and
happy, and were soon enjoying their supper
and telling daddy all about their afternoon.
HOW BOBBIE RAN AWAY FROM HOME
AND WAS BROUGHT BACK AGAIN.
By Garrett Williams.
Bobbie's mamma went out to make some
calls, and before going she told Bobbie not
to go outside of the yard until she came back.
Bobbie said, "No, Mamma," and kissed her
good-bye, then climbed on the gate and wav-
ed his hand and called good-bye about ten
times. By that time she was too far away
to hear him, so he jumped down from the
gate and wondered what he would do next.
There was no one for him to play with.
All the little boys and girls he knew were at
kindergarten. Bobbie had stayed home be-
cause he was going to have something clone
to one of his teeth, but the dentist had tele-
phoned his mamma, and his mamma had told
him to run out and play, because the dentist
couldn't fix his tooth till tomorrow.
io6
THE KINDERGARTEN-PRIMARY MAGAZINE
That was what Bobbie told the boy with
a gun and two dogs who called, "Hello, Bub,
why ain't you in school?"
Bobbie climbed on the gate again and
shouted, "Where you going?" He didn't know
the boy, but there wasn't anything to do and
Bobbie was lonely.
"To a man's house. Want to come?"
Bobbie jumped down from the gate, open-
ed it and ran across the street as fast as lie
could go. The boy was a big boy, he was
ten years old. Bobbie was only five and a
half.
"What's your name?"
"Bobbie Graham. What's yours?"
"Fred Smith. Do you live in that big
house?"
"Yes. Where do you live?"
"Other end of town. Say, will your folks
let you come along with me?"
"Sure." Now after Bobbie said "Sure" he
had a queer feeling in his stomach. He stood
still a moment, for he remembered what his
mamma had said to him. Then he thought,
"I'll just go a little way, and then run right
home again."
But Fred Smith went across some one's
yard and then turned a corner, and soon
Bobbie didn't know which way was home.
Fred wouldn't go back with him, because
he had to take the gun and the dogs to a
man who was waiting for them.
"What man," asked Bobbie, and then he
became so interested in what Fred told him
about the man that he forgot all about want-
ing to go home.
Fred said that the man lived in a house
almost as big as all out-doors, and almost as
high as the sky. He said the house was full
of lion's skins and leopard's skins and tiger's
skins, and in one room there was a live lion
tied to a table, so it couldn't get away and
eat people up.
"Will we see it?" asked Bobbie. His eyes
were big and shining. There was a colored
picture of a big lion in his ABC Book, at
Lisa Lion, but, my ! he never thought they
were alive before.
"Maybe we won't see it," said Fred, "but
we'll hear it growl. Fve heard it growl awful.
And once it, it, it ate a man right up, but he,
it, it made him awful sick to his stomach and
he threw the man up, and he wasn't dead at
all. I saw the man."
Now Fred didn't mean to be a bad boy.
He was just telling stories the way he read
them sometimes in books, for Fred had read
Grimm's Fairy Tales, and Anderson's Fairy
Tales, and The Red Fairy Book, and The
Blue Fairy Book, and The Sky-Blue-Scarlet
Fairy Book and a great many others; But
Bobbie believed it was all true, and so he
opened his eyes very wide and his face got
red with excitement.
Pretty soon they came to the house. It
did not reach to the sky, and it was not as
big as all out-doors. It was not any bigger
than the house that Bobbie lived in.
Bobbie said angrily, "This ain't the house,"
but Fred pulled him along and rang the bell.
"Yet, it is," he said. "The man he, he, —
but here the door opened and Fred asked
for the man. His name was Mr. Goode.
Mr. Goode came and talked to Fred, but
Bobbie did not hear what he said for he was
listening for the lion to growl. He did not
hear any lion growl, and he did not see any
lion's skins or leopard's skins or tiger's skins,
so he began to cry. Then Mr. Goode took
the dogs around the house to the barn, and
Fred went with him, but Bobbie sat on the
steps and cried as hard as he could.
Pretty soon a tall man came along with
yellow mustaches that curled up at the ends.
He was walking very fast, and didn't see Bob-
bie. As soon as Bobbie saw the man Ke
jumped up and ran after him screaming,
"Papa, boo-hoo! Papa, boo-hoo-hoo !"
The tall man was Bobbie's papa. He turn-
ed around and picked Bobbie up in his arms
and carried him home.
Bobbie's mamma was very much frighten-
ed when she came home and couldn't find
her little boy. She looked everywhere in the
house. She even looked in the pantry draw-
ers and on the shelves in the preserve closet.
Then she looked out in the yard, and up in
the trees, . though she knew Bobbie was too
small to climb them.
When Papa came home carrying Bobbie,
she was crying and wringing her hands and
tearing her hair, and was just going to send
for the police to hunt for him.
Mamma was so glad to see Bobbie alive
and well that she hugged and kissed him
about twenty times, and did not scold him at
all.
After Mamma had stopped kissing him,
Papa took Bobbie between his knees and ask-
ed, "Bobbie why did you run away?"
"I don't know," said Bobbie.
"Didn't Mamma tell you to stay home?"
"Yes."
"Then why did you run away?"
THE KINDERGARTEN-PRIMARY MAGAZINE
10
7
"I, I forgetted to stay home."
"Then," said Papa, "I must give you some-
thing so you will remember better next tim.e."
So he laid Bobbie across his knees and
spanked him very hard. And Bobbie cried
hard, too, because it hurt, and when Papa
stopped spanking him, Bobbie promised that
he would never run away any more.
Then Bobbie and Bobbie's papa and mam-
ma went out and sat on the piazza and watch-
ed the sun set, and the lady who lived next
door brought them over some ice cream. She
said they had more than they could eat at
her house, and she thought it was a shame
for it to melt and go to waste.
Bobbie sat on Papa's lap and ate his ice
cream, and he thought how much nicer it
was to be home than to be running away, so
he said as loud as he could, "Bobbie loves
Papa and Mamma. Bobbie will not run away
from home any more."
WHEN BOBBIE WAS FIVE YEARS OLD.
By Garrett Williams.
From the time Bobbie was four years old
he wanted to go to kindergarten. Some days
he wanted to go so bad that he cried, and
when Bobbie cried he could be heard all over
the house. Mamma told him each time that
he could go when he was five years old, but
Bobbie didn't want to wait.
Every day he would ask "Am I five years
old yet?,' and when Mamma said no, Bobbie
felt very badly. Once he told his mamma
he didn't believe he would ever be five years
old, because it took him so long to grow.
One morning when Bobbie woke up Mam-
ma told him he was five years old. O, how
happy Bobbie was ! He could scarcely wait
for breakfast to be over. He would not eat
anything at all until Papa told him if he did
not eat he would not be strong enough to go
to kindergarten. Then Bobbie ate a whole
saucer of oatmeal and drank a big glass of
milk.
After breakfast Mamma took Bobbie by
the hand, and they walked three blocks and
turned a corner, and then walked three blocks
more, and came to a big house. A great many
little boys and girls were going into the house,
and Mamma said "Here it is ;" then she and
Bobbie went in too.
They went down a long hall and into a
room where there was a lady that Mamma
talked to. The lady smiled at Bobbie, and
when she smiled she wrinkled her nose, and
her eyes looked kind, just as if she wanted
to kiss some one, so Bobbie didn't feel at all
afraid. He walked close up to her and said,
"Why do you make your nose go that way?"
The lady laughed and wrinkled her nose
more than before, but she did not tell him
why she did it.
Then Mamma kissed him good-bye and
went away. When Mamma went away a
queer feeling came into Bobbie's stomach,
and two big tears jumped right out of his
eyes and splashed on the floor. Bobbie was
so surprised that he jumped too. The lady
with the kind eyes and wrinkley nose took
his handkerchief, which Mamma had put in
his pocket before they started' from home, and
wiped his face for him. Bobbie said, "I'm
not crying. The tears just came all over my
cheeks before I could stop them." The lady
said sometimes her tears did that way too.
The lady's name was Miss Grant.
The children were calling, "Miss Grant,
Miss Grant"; and laughing and talking and
shouting. One little girl called, "Miss Grant,
Johnnie Jones pushed me." A little boy pull-
ed at her skirt and asked if he could play in
the sand, so, as soon as Bobbie's tears had
stopped coming, Miss Grant made them all
get in a line and march around the room and
take their seats.
Bobbie had such a good time when eleven
o'clock came he didn't want to go home. He
sang and marched and played in a sand bed
and looked at pictures and played games, and
all the time the lady with the kind eyes stay-
ed with them, and played with them, and
showed them how to do things. She told
Bobbie what the little boys' and girls' names
were and called him dear, and dear child, and
darling boy just as his mamma did.
At eleven o'clock Bobbie marched out with
the others, but at the door he ran back to
where Miss Grant stood watching them, and
put up his face for a kiss, and told her he
loved her and was coming again every day.
Mamma was waiting outside to take him
home, and all the way home Bobbie told her
what a good time he had, and when they
reached home he said, "Mamma how did I
ever grow five years old so soon?"
I wrote a letter to to Santa Claus,
And this is what I said:
Dear Santa, I'm an honest boy,
I never had a sled.
So bring me one all bright and new,
A wee sled that will fly;
I want no other kind of toy,
Dear Santa Claus, good-bye.
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THE KINDERGARTEN-PRIMARY MAGAZINE
FOR CHRISTMAS
THE CHRISTMAS TREE
A short play for seven little children, one
representing a small fir tree, four represent-
ing presents, the other two being a little
boy and girl.
A child can be made to represent a fir
tree by a cap and costume of dark green
crepe paper, the arms being wound with
strips of the paper, yet free to move.
The presents are, a basket, a calendar, a
yarn chain, and a paper mat.
The Basket —
Slant four oblong pieces of cardboard slightly
and fasten edges with yarn or cord. Cut holes
for the child's arms and make basket large enough
so that only the head and feet of the child will
show.
The Calendar:
Draw a picture such as kindergarten children
can make on a good sized piece of cardboard,
pasting a month from a calendar at the bottom.
Tie a string or ribbon through the top of the card
to be placed over the child's head.
The Chain —
Fasten a pair of mittens on a yarn chain such
as the kindergarten children make. The child can
have the chain around his neck and his hands in
the mittens.
The Mat —
One of the paper mats that the children weave
is held before the child.
The little boy and girl face the audience. The
Fir Tree stands at some distance. The Presents
are not in sight.
Little Boy:
"We must have a Christmas tree."
Little Girl:
"Yes, do you know where one grows?"
Little Boy:
"By the side of the road there is one"
Little Girl:
"Let us go to it and ask it then, if it will come
to us for Christmas."
Children run to the Fir Tree and say:
"Dear little Fir Tree will you come with us?"
Fir Tree:
"Little children, I can come with you, if you
wish to hang on my boughs only gifts of love."
Boy and girl clap their hands and say:
"Dear little Fir Tree come with us and we will
show you all our presents."
Each takes one of the Fir Tree's hands and runs
back across the room, where the Presents come
out to meet them. The Basket steps forward.
Little Girl:
"Here is the basket, that we have made for
Little Boy:
"And here is the calendar, that we have made
for father."
Little Girl:
"And see the chain, which we have made for
little lame Tom's mittens."
Little Boy:
"And the mat for Uncle Jack's study."
Together:
"Dear little Fir Tree, we have made them every-
one, and we would much rather give them away
than keep them for ourselves."
Fir Tree:
"Little children, I shall be very proud and very
happy to hold such gifts on my branches."
The Fir Tree stretches out his arms, while the
children gather the Presents around him.
Boy faces the Tree:
"Thank you, thank you little Tree."
Girl faces the Tree:
"Thank you dear little Christmas Tree."
The children take each other's hands and bow.
Oh, Christmas time is coming soon,
And all the girls and boys
Will hang their stockings up and ask
For many kinds of toys,
Jolly old Kriss, what a fellow you are,
Riding all over the world in the air;
Sliding down chimneys, through ashes and smoke,
Fur-covered Kriss you're a regular joke.
How do you manage to carry such loads?
How do you manage to keep the right roads?
How do you know all the good girls and boys?
Why don't we wake with your clatter and noise?
Now kitten cat, Daisy, just hear me,
And mind each word that I say,
And don't frisk 'round about nothing,
To-morrow'll be Christmas day.
I s'pose you don't know about Chsistmas,
'Cause you haven't had one before;
I'll tell you there'll be a big turkey,
And presents for all and more.
I wonder if old Santa Claus,
When he was just a boy,
Was very good at Christmas time,
His parents' pride and joy!
I wonder if his stocking hung
Beside the chimney tall
I wonder if dear Santa Claus
Had any toys at all!
I saved my cake for Santa Clause
One Christmas eve at tea;
For if riding makes one hungry,
How hungry he must be!
I put it on the chimney shelf,
Where he'd be sure to go —
I think it does a person good.
To be remembered so.
When every one was fast asleep
(Every one but me) ,
I tiptoed in to mamma's room —
O! just as still — to see.
If he had been there yet. Dear me!
It made my feelings ache —
There sat a mizzable little mouse
Eating Santa's cake!
In the dawning, in the dawning,
The first Christmas morning;
Our dear Saviour who so loves us,
Was born far away;
When the daylight is breaking,
And the bells are all chiming,
We'll sing our gay carols
In this glad Christmas morn.
THE KINDERGARTEN-PRIMARY MAGAZINE
109
JOHN GREENLEAF WHITTIER
Birthday, December 17
Suggestions for a talk with small children
John Greenleaf Whittier was a great writer
who lived in our country — America. He was
born at Haverhill, Mass., and was called
Greenleaf. His father was a farmer and they
lived in an old house with a roof that leaked
and the rain and snow sometimes came in on
the bed where Greenleaf slept. He had a
brother and two sisters and they were ver}r
fond of each other.
There was a big fire place in the house and
in the evening the children often roasted
apples or popped corn, while their mother told
them stories of her early daj's. At nine
o'clock they went to bed.
Across the road from the house there was
a barn and Greenleaf loved to play on the
hay. He helped his father gather the corn
and the pumpkins into the barn, and then
sometimes they would have a husking bee.
The neighbors would come from many miles
and the barn would be lighted up with lanterns.
First they would husk the corn and when the
work was all done the children would play
hide and seek and other games and make
jaek-o'lanters of pumpkins.
There was a brook back of the house and
Greenleaf loved to wade in it. He did not
wear shoes when the weather was warm and
he wore his pantaloons turned up so he could
wade in the brook.
Greenleaf had very bright eyes and learned
to see many things. The flowers, the trees,
the birds, and insects, and animals in the
woods all delighted him and with nature for
a teacher he learned many things.
His father and mother were quakers, who
are gentle, loving people, and on Sunda3~s
(they called it First-Day) they went to the
meeting houses. The men sat on one side of
the house and the women on the other. The
Quakers do not pay any one to preach to
them. They all sit still, the men wearing their
broad-brimmed hats and the women large
gra\r or drab bonnets. They sit very still
until some one feels that he ought to speak
and then he takes off his hat and stands up.
When a woman speaks she takes off her
bonnet.
Greenleaf went to school in a little school
house with one room and one teacher for all.
There were no blackboards nor pictures on
the wall. Here he learned to read and spell.
When spelling the children all stood in a line.
When a child could not spell a word the next
one who could spell it went above him in
the line. Greenleaf kept at the head of the
line and felt very proud of it, but one day he
missed one word and alittle girl spelled it and
went above him. He felt very much ashamed
and did not want to go home with the other
children so he waited for them to go away.
He pulled his cap over his eyes and hung his
head; as he stood there he felt some one touch
his arm. He turned and saw a little girl with
her eyes full of tears. As she fingered her blue
checked apron he heard her say:
"I am sorry that I spelt the word;
"I hate to go above you;
"Because" - the brown eyes lower fell —
"Because, you see, I love you."
When Greenleaf grew to be a man, he wrote
many poems. The "Barefoot Boy," and
"Snow Bound," are two of them.
Note — Study selections from some of Whittier's famous
poems.
PICTURE STUDY
Madonna of the Chair — Raphael.
(See cover page.)
Raphael Zanzio was born in Italy. His father was an
Italian painter and poet and Raphael was taught to love
art and when a little child showed talent in that direc-
tion. He had an excellent teacher and his first work
resembled the style of his tutor, but he soon showed
remarkable powers of originality and soon became
known both in Rome and Florence as a great artist, as
he is now throughout the world. His greatest works
were done in Rome, and there was so great a demand
for his productions and so eager was he to follow his
chosen profession that he greatly neglected his health
and he died at the early age of 37 years,
Studying the Picture.
With a spirit of seriousness and reverence pervading
the room tell the story of the Christ Child and of His
mission on earth; explain the meaning of "Peace on
Earth" and how much better than peace is "Good Will
Toward Men," of little children toward each other, etc.
Tell the real meaning of Christmas.
The picture has been called the favorite of the world
and was originally painted on wood. The Madcn a is
seated on a low chair, clasping the infant Jesus in her
arms, who is nestling close to her. In the background
stands the little St. John, with hands clasped. Raphael
painted more than 100 pictures of the Madonna, but
this is considered by many the best, and is the more
beautiful because it is so simple. The dress of the
Madonna was probably in vogue in Italy in Raphael's
time.
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THE KINDERGARTEN-PRIMARY MAGAZINE
POEM:— "IT WAS AN OLD, OLD, OLD, OLD
LADY."
By H. C. B'unner.
Dramatis Personae.
Grandmother.
Little Boy.
1st Person.
2nd Person.
3rd Person.
4th Person.
The four people stand in a group at a distance
from the Grandmother and Little Boy. The four
people engage in conversation and comment con-
cerning them.
The two principal characters — Grandmother and
Little Boy — sit on chairs in the front of the room
facing each other.
1st Person. There is that old, old, old, old lady.
2nd Person. So it is and the little boy who is al-
ways with her.
3rd Person. I wonder how old the little fellow is?
4th Person. His Grandmother says he is just
half past three.
1st Person. I think the way those two play to-
gether is beautiful to see.
2nd Person. The old lady can't go running nor
jumping.
3rd Person.
4th Person.
1st Person.
to play now — as they
And the boy — no more can he.
Why? Is the little fellow sick?
Oh, he is a thin little fellow with a
poor little twisted knee.
Plush! They are beginning
always do.
Boy. How warm the sunlight is today, Grandma,
and how yellow it looks on the grass.
Grandma. Yes, it is well we have this big maple
tree to shade us, or we'd be too warm.
Boy. What game shall we play, Grandma; Hide
and Seek?
Grandma. Yes, I like that game as well as any.
You blind first, boy.
2nd Person. See! He bends his face down on his
one little sound right knee.
3rd Person. And then you see he guesses where
she is hiding in guesses — one — two — three.
Boy. You are in the china closet, Grandma. I
have found you with my first guess.
Grandma. No, it isn't the china closet — but you
still have two and three.
Boy. You are up in Papa's big bed room — in the
chest with the queer old key.
Grandma. You are warm and warmer, but you
aren't quite right, my boy.
Boy. It can't be the little closet where Mother's
things used to be.
Grandma. Xo, you know we never hide there.
Boy. So it must be the clothes press, Grandma.
Grandma. Yes, you have found me with your
three. Now I'll cover my face with my fingers and
I'll guess where you are hiding — in guesses — one —
two— three.
Boy. And be sure you count one hundred,
Grandma, so I'll have time to think of a good place.
Grandma. Yes, I will and I'll count slowly, too.
1st Person. Just think! Playing Hide and Seek
and never stirred from their places — out under the
maple tree.
2nd Person. She's a dear, dear, dear, old lady and
how she loves that little fellow.
3rd Person. How they love each other — that old,
old, old, old lady and the boy with the poor, little
twisted knee.
FINGER PLAY
This is the store where mother will buy
Some ripe, red apples and spice by and by.
This is the soft, white flour she will take,
And soon a good, apple pie she will make.
This is the spoon in which as you know-
Is measured all spice and salt for the dough.
These are the cutters all sharp and all bright,
To mark out in scallops the pie-crust so light.
This is the straw that will surely tell true
Whether our pie is baked well through and through.
If you are here when our pie is complete,
Ask mother to give you a piece for a treat.
CRADLE HYMN
Martin Luther
Away in a manger, no crib for a bed,
The little Lord Jesus laid down His sweet head.
The stars in the bright sky looked down where He lay-
The little Lord Jesus asleep on the hay.
The cattle are lowing, the Baby awakes,
But little Lord Jesus, no crying He makes
I love thee, Lord Jesus ! look down from the sky,
And stay by my cradle till morning is nigh.
WHAT MEANS CHRISTMAS?
Bright little -star, shining afar,
Tell me, pray,
What means Christmas day?
Christmas, my child, is a song from above ;
The sweet, happy song of God's great love.
'Tis the music of heaven on earth below,
'Tis the Spirit of Christ in the world aglow;
For in every heart iz the pulse and thrill
Of loving and giving, of peace and good-will.
There'll be dolls and books and pictures,
And candies and fruits, such a treat!
And if you're a good kitten, Daisy,
You'll get a nice plateful to eat.
All hail, jolly Christmas,
The children's own day.
The time of all times
Is most joyous and gay.
O wonderful Christ-child,
Of far Galilee!
For blessings so countless,
Our thanks are due thee;
Our young hearts are thine,
And thy words we obey;
Who said let the little ones
Come unto me.
THE KINDERGARTEN- PRIMARY MAGAZINE
1 1 1
ETHICAL CULTURE
ETHICAL VERSE
JESSIE'S CHRISTMAS PRESENTS
"Oh! I ana so glad, I've a shilling to spend,"
Said Jessie one cold winter day;
"And to-morrow it's Christmas, the shops are so
grand,
And every one's happy and gay."
"I'd like to buy father a grand walking stick,
And for mother some gloves lined with fur,
And as for dear baby, I think a nice ball
Would be the best present for her."
But Jessie was only a wee little girl,
And a shilling meant riches to her;
She had no idea of what it would buy
When she thought about gloves lined with fur.
She was dressed like Red Riding Hood, in a warm
cloak,
With a hood and a soft wooly muff.
She was ccsy and warm, though the snow-flakes
fell fast
And the biting No:th wind was so rough.
But just at that moment, she saw a sad sight.
A little girl, just her own size,
Stood, holding out matches, which no one would
buy,
"While the tears gathered thick in her eyes.
And as Jecsie looked at her thin tattered clothes,
And her poor little arms bare and red,
She forgot all the gifts she intended to buy, —
"I'll give her my shilling," she said.
When no one was looking, she took out the coin,
Dropped it into the thin pleading hands, and
Then for fear she should alter her mind,
walked on
Without even once looking behind.
That night, when she sat on her dear father's
knees
And talked about glad Christmas Day,
"I can't give you a present dear daddy," she said,
"For I've given my money away."
When she told him about the poor sad little girl,
Her father said, "Mother and I
Would rather our darling was loving and kind
Than have all the gifts money could buy."
WHILE THE STARS C^ CHRISTMAS SHINE
Emilie Poulsson
While stars of Christmas shine,
Lighting the skies,
Let only loving looks
Beam from our eyes.
While bells of Christmas ring,
Joyous and clear.
Speak only happy words,
All love and cheer.
Give only loving gifts,
And in love take ;
Gladden the poor and sad
For love's dear sake.
SCATTER GLADNESS.
If you have a word of cheer,
Speak it where the sad may hear;
Can you coin a thought of light?
Give it wing and speed its flight;
Do you know a little song?
Pass the roundelay along;
Scatter gladness, joy and mirth
All along the ways of earth.
— Progress Magazine.
A DEVOTIONAL EXERCISE.
The following exercise always interests the little
ones. It can be shortened or lengthened at any
time without confusion to the children:
Teacher — What does the Great Teacher say to
little children?
School — Little children, love one another.
Teacher — What else did He say?
School — Do unto others as you would have oth-
ers do unto you.
Teacher — What is the value of a good name?
School — A good name is rather to be chosen
than great riches, and loving favor rather than sil-
ver or gold.
Teacher — Can. a little child have a good or had
name?
School — Even a child is known by his doings,
whether his work be pure or whether it be right. —
American Primary Teacher.
MEMORY GEMS.
Honesty.
Truth needs no color, beauty no pencil. — Shake-
speare.
The basis of high thinking is perfect honesty. —
Strong.
Nature has written a letter of credit on some
men's faces which is honored whenever presented.
Self-control.
Self-mastery is the essence of heroism. — Emcr-
He who reigns within himself is more than a king.
—Milton.
I have only one counsel for you: Be master! —
Napoleon.
Perseverance.
Success in most things depends on knowing how
long it takes to succeed. — Monsequin.
Perseverance is failing nineteen times and suc-
ceeding the twentieth. — Dr. Anderson.
Promptness.
Promptness takes the drudgery out of an occu-
pation.— The True Citizen.
Be prompt to catch the minutes as they fly, and
make them yield the treasures they contain, or
they will be lost forever. — The True Citizen.
Napoleon onCe invited his generals to dine with
him; but, as they did not arrive at the moment
appointed, he began to eat without them. They
came in just as he was rising from the table.
"Gentlemen," said he, "it is now past dinner, and
we will immediately proceed to business."
T 12
THE KINDERGARTEN-PRIMARY MAGAZINE
KINDERGARTEN GROWTH
[NOTE:— Under this heading we shall give from time to
time such items as come to our notice relative to the estab-
lishment of new kindergartens as well as articles or state-
ments in the public press or from noted educators favor-
able to the kindergarten cause,]
Good Words for the Kinderg-arten
Elbert Hubbard says in Fra:
Within thirty years a sure evolution has been
going on in the method of teaching children. T)
changes have been so great that they have truly
amounted to a revolution. These changes in method
have sprung from the influence of one man.
That man is Friedrich Froebel.
Froebel was the inventor and originator of the
Kindergarten.
The Kindergarten was the greatest, most impor-
tant, most useful innovation of the nineteenth cen-
tury, save none. No rapid-transit scheme of moving
men from this point to that with lightning-like
rapidity, no invention of calling up folks 500 miles
away and talking to them can compare in value
with that which gives love for brutality, trust for
fear, hope for despair, the natural for the artificial.
The Kindergarten! The Child-Garden — a place in
which the little souls fresh from God bloom and
blossom!
You can not make the plant blossom. You can,
however, place it in the sunshine and supply it ali-
ment and dew; but Nature does the rest.
So it is with teaching. All we can do is to com-
ply with the conditions of growth in the child, and
God does the rest.
We are strong only as we ally ourselves with Na-
ture. We can make head only by laying hold on
the forces of the Universe.
Alan is a part of Nature — just as much so as are
the tree and the bird. In the main, every animal
and every organism does the thing that is best for
it to do. Froebel thought that human nature in all
its elements is as free from falsity and error as Na-
ture is under any other aspect.
The idea that man is constantly prone to do that
which is hurtful to himself was revolting to this
wise and gentle man.
The Kindergarten System is simply the utiliza-
tion of play as the prime factor in education, broe-
bel made the discovery that play was God's plan
of educating the young, so he adopted it.
The Old and the New Pedagogics.
Before Froebel's day everybody seemed to think
that play was a big waste of time in the children,
and a sin in grown-ups. That which was pleasant
was bad. Some people still hold to this idea, but
such folks, I am glad to know, are growing a trifle
lonesome. In eighteen hundred fifty, the year be-
fore Froebel died, he said, "It will take the world
four hundred years to recognize the truth of my
theories."
Only seventy years have gone, and already we
find the Kindergarten Idea coloring the entire
scheme of pedagogics. Like a single drop of aniline
in a barrel of water, its influence is shown in every
part.
Napoleon's character stands out sharp and clear,
etched against the sky. He killed a million men,
made homeless and houseless five million women and
children, and left a trail of death and desolation be-
hind him. We may admire the power of the man, but
his life does not influence us; we do not imitate
him, and between him and us there is nothing in
common. He stands away out yonder with folded
arms, upon a barren rock at Saint Helena, looking
out upon the sad and solemn sea — and we are here.
More Expression — Less Introspection.
Two men of modern times have influenced the
inner life of the race to a profound extent. Yet
they are not widely known, nor are their names
household words. They have mingled their lives
with ours, and the river of their existence is lost in
the ocean of our being.
There is not a single home — among the better
class of homes — in Europe or America but shows
the influence of William Morris. The simplicity,
genuineness, truthfulness and quiet good taste of
Morris have influenced the entire housekeeping
world.
Not a schoolroom in the world of civilization that
does not show the influence of Friedrich Froebel.
The Kindergarten Idea has also crept into the
homes, and is influencing and educating the parents,
too.
The use of pictures as a means of exciting self-
activity is seen everywhere; children are being
taught to observe Nature, and they are encouraged
to bring to the school the curious things they find in
woods or fields — birds' nests, flowers, fungi — and
these things are discussed with animation in open
court.
There are fewer books and greater interchange of
thought and feeling — more expression and less in-
trospection.
Disgrace through the dunce-cap, "standing on the
floor;" humiliation through corporal punishment,
when the entire school quit study to look on; use of
the ruler on the open hand on account of lessons
not memorized — all these things are becoming beau-
tifully less. Naggings, prohibitions, chidings and
threats have now no legitimate place in any school.
The End of Squeers and His Brood.
But the things I have just mentioned, and which
every man of, say 40 years, so well remembers, are
as nothing compared to the inquisitorial horrors
that childhood of a hundred years, or even fifty
years ago, had to endure. Thomas Carlyle once
wrote: "Most people seem to think that when Jesus
said, 'Suffer little children to come unto Me and
foibid them not,' He held a rod behind Him and
was only trying to coax the youngsters within easy
reach.''
It is not necessary here to catalog the villianies
of the past, done in the name of education; but the
THE KINDERGARTEN-PRIMARY MAGAZINE
"3
matter was summed up by a friend of mine, an
Englishman, a few weeks ago, when he said: "I
believe most emphatically in Hell, for I've been
there. When I was seven years old my parents
placed me in a boarding-school for boys, and I re-
mained there five years. The fagging and beastly
brutality of the big boys toward the little ones was
only a reflex of the mental attitude held toward us
by the head master and his wife, who were
neither better nor worse than the average teacher
of the time. They were 'educated' folks, and piled
up forty lines of Virgil on you for trivial acts or
omissions; and when you were hopelessly bankrupt
they canceled the score with a cat-o'-nine-tails and
the dark room, with bread and water. My life
there seared my very soul, and filled my heart with
so much hate that I am at times a victim to it yet.
The only compensation for that nightmare of my
childhood lies in the fact that I saw the wickedness
and atrocious error of a system that sought to sup-
press and break the spirit, instead of giving it
wings."
■And that is the kind of education the Froebel
System has supplanted. We have kindness now,
and faith and love; and he who has the most sym-
pathy, the greatest patience, shall be crowned with
honor, and above all he shall feel the approval of
his Other Self.
We will call him Rabbi — Teacher — Master
Ionia, Michigan. To the Kindergarten Magazine:
I have been most interested in reading about the pro-
gress of the kindergarten and the various articles and
letters that have been published in your paper and I
thought you might like to know what we have ac-
complished in Ionia. Three years ago next June, the
first pure kindergarten was opened in the city hall where
two large sunny rooms proved nearly ideal for the work.
Previous to this time, a sub-primary was the only form
of kindergarten work in the schools and each first grade
teacher did as much as possible along kindergarten
lines. With a splendid assistant well trained in music
we started forth. Many townsmen were much opposed
to our being located in their new city hall, but we invit-
ed all to visit us and see our work and now I feel sure
that all Ionia fully appreciates the value of a kinder-
garten. We have eighty-four children enrolled, dividing
them in two sections, one for the morning and one for
the afternoon . Our kindergarten band has interested
many people and Dr. Winship of Boston published the
picture of the same in the "American Primary Teacher."
We plan to entertain all the mothers at least three times
a year in various ways, inviting them to Hallowe'en,
Christmas and May parties and this month Miss Edith
E. Adams, of the State Normal School Kindergarten
will conduct a mother's meeting in the evening. We
have made a special effort to interest every one in this
great kindergarten work and feel that we have succeed-
ed in permanently establishing a kindergarten in con-
nection with the Ionia schools. I only hope that every
kindergartner enjoys her work as much as I and has met
with such appreciative people who have helped to make
the kindergartena success. I am always willing to do
or say a kind act or word to help any kindergarten.
THE KINDEROIAKTNEK
NEWS NOTES
Portland, Ore. Miss Marjorie Taylor has been
placed in charge of the Unitarian Church Kindergarten.
Bar Harbor, Me. A movement is on foot to secure
the Ledgelawn Avenue Public Library Building for a
kindergarten.
Dover, N. H. Miss Bertha Wimffheimer opened her
Kindergarten here, October 3, and is meeting with suc-
cess.
Reading-, Pa. The Cotton Street neighborhood, which
has long felt the need of a kindergarten, has been sup-
plied by a change that is proving very satisfactory. Miss
Howe is in charge.
Rutland, Vt. Miss Marjorie Barton of Royce Street,
who graduated from Miss Wheelock's Kindergarten
Training School in Boston last June, has taken a posi-
tion at Revere, Mass.
Boston, Mass. The lecture by Dr. H. D. Willard on
Michael Angelo under auspices of Lucy Wheelock
Kindergarten Training School at Parker Memorial Hall
was a very enjoyable event. A reception and tea
followed.
Salt Lake City, U. The officers and board of direct-
ors of the free kindergarten are much pleased with the
way the year has started. An average of twenty-five
daily are in attendance, and the day nursery in connec-
tion is also proving a big success.
Nashville, Tenn. Among the educational institu-
tions of Nashville is the Kindergarten opened this fall
on Terrace Place by Mrs. Pearl Hedges of this city. Her
kindergarten opened October 4 with flattering pros-
pects. Mrs. Hedges is a trained teacher of recognized
ability in both Sunday School and day school work. She
has of late years been associated with Mrs. McHenry
and Miss Halverson in the kindergarten work.
Milwaukee, Wis.— Miss Minetta F. Sammis, of the
Michigan State Normal College at Ypsilanti, has been
elected to the kindergarten position in the Milwaukee
State Normal School, made vacant by the resignation of
Miss Ruth W. Norton, who has held the position for the
past four years. Miss Norton was married Nov. 7 to
Dr. Samuel Warren Hamilton. After a six month's tour
abroad, Dr. and Mrs. Hamilton will make their home
in Utica, New York.— Miss Nina C, Vaudewalker of the
Milwaukee State Normal School addressed the Minne-
sota Educational Association at Minneapolis, Oct. 27, on
"The Kindergarten as the Basis for the entire Education-
al System."
Nashua, N. H. With a careful solicitation of the dif-
ferent kindergartens of the city this morning, a Tele-
graph reporter got a very line estimate of the little tots
who attend the kindergartens from the age of 4 to 6
years. There are many cute incidents which happen at
the different kindergartens which please the parents as
well as the teachers. After the little folks get acquaint-
ed with the ideas that the teachers are trying to instil
in their young minds, they do not mind going to school
1*4
THE KINDERGARTEN-PRIMARY MAGAZINE
alone for half a day, but on the contrary, many are un
happy if obliged to remain at home. The kindergarten
is certainly a great blessing to the mothers as well as
the children. — Telegram.
Portland, Ore. With the opening of the boys'
classes at the Irvington Club under the direction of A,
M. Grilley last Saturday afternoon was inaugurated a
movement for outdoor playgrounds in Portland during
winter months. Equipment has been provided for the
playground which will be in use whenever the weathe1'
permits, and in inclement weather the clubhouse will be
used. For the smaller children it is proposed to main
tain a kindergarten during the winter months. This
will be in charge of Miss Katherine Taylor, who had
charge of the playgrounds in the Park Blocks during
the summer. Quarters will be provided in the club-
house assembly room.
Denver, Colo. Kate Douglas Wiggin, the author,
ess, spends part of her year in England and finds the
associations and surroundings of her life there most
attractive, but unlike Anne Warner French, who has
just repudiated America, she remains loyal to her
country and her countrymen. Her home is in New
irork City and she has a summer home in Maine.
Miss Wiggin is really Mrs. George C. Riggs, but she
uses her pen name in literary work. Mrs. Wiggin is
different from Mrs. French in another particular, She
has a large reading public in America and few Ameri.
can writers have more friends. Much of her writing
has been based on experiences abroad. Mrs. Wiggin
is much interested in educational matters and she
organized the first free kindergarten for poor children
on the pacific coast. — Denver Times.
Chicag-o, III. The students of Pestalozzi-Froebei
Kindergarten Training School of Chicago were entertain-
ed at Park No. Ill by Miss Mary Goldsmith, director,
and Miss Laura Hassenstein, director, of Chicago Com-
mons Kindergarten. During the afternoon the students
were happily surprised by a visit from Kate Douglas
Wiggin who talked to them informally on what the
kindergarten has meant in her life and literary career.
The occasion will be long remembered by all who were
present. The Alumnae of the Pestalozzi-Froebei Kind-
ergarten Training School of Chicago gave a Harvest
Festival, Nov. 18th. The program consisted of Thanks-
giving Processional in Costume, Pastoral Tableaux,
Nature Folk Songs, Games, Dances conducted by Miss
Mari Ruef Hofer followed by a Sale of Nature Materials
suitable for School Use, Exhibit of Objects made from
Nature Materials, Grains, Grasses, Boughs, Cotton Bolls,
Leaves, Etc.
N ew York. The National Association for the Pro-
motion of Kindergarten Education in No. 1 Madison
Avenue, organized in 1909 to arouse interest in the
kindergarten cause throughout the United States, hag
been authorized by the Supreme Court to change its
name to National Kindergarten Association. It is said
there are four million children now deprived of school
life at a time when they have no wage-earning value, but
are most sensitive to impressions, and this organization
is using every method in its power to stimulate an in-
terest in the subject, realizing that additional kinder-
gartens will greatly increase the average intelligence of
the country. Edwin S. Marston is president of the
association and George W, Perkins, treasurer. Among
the board of directors are John D. Archbold, William
S. Ball, Mrs. W. D. Gaillard, Mrs. John Greenough,
-Herbert F. Gunnison. Miss B. Locke, Mrs. Ceorge
Grant Mason, Mrs. Levi P. Morton, Mrs. Robert Over-
field, Mrs. Henry Phipps, Mrs. Charles Cary Rumsey,
Miss A. Schurz.
Grand Rapids, Mich. The Grand Rapids Kinder-
garten Training School, under the excellent manage-
ment of Clara Wheeler and her able assistant, May L.
Ogilby, has a very large attendance, students coming
from several of the adjoining states. Several new and
interesting features have been added for the winter
term, including special training in vocal music, and a
course in primary methods. Special work in nature
study, with field classes, is also being arranged for the
senior students. Among the senior students from out
of the city who have registered for advanced work are
Misses Nora Barbour, Fort Wayne, Ind.; Willie Mc-
Alpine, Helena; Ruth Shapre, Springfield, OhiojGarnett
Burt Ingeborg Simpson and Pearl Hanson, Manistee;
Marguerite Crotser, Petoskey; Isabella Choleston, Helen
Look, Lowell; Esther Crowley, Manistee; Amy Dickin-
son, Grand Haven; Florence Jacobs, Fowlerville; Lorna
Murphy, Lowell; Harriett Steketee, Holland; Josephine
Townsend, Algonac; Anna Warnshuis, Holland, and Ola
Wellman, Bellaire.
St. John, N. B. The reports of the Free Kinder-
gartens for the past month show that there is a growing
interest and realization of the benefits of the work for
the children, both on the part of parents and citizens.
Each Kindergartner reports a large number of new
scholars, room being made for these by many of last
year's pupils entering school. In some cases mothers
have been so eager to bring their little ones at the ear-
liest age possible that they have had to be advised to
keep them home for another year, for some seemed
mere babies. Another thing that shows the apprecia-
tion of parents is that many of the little ones bring cents
for the Kindergarten bank regularly. This money is •
used for the children's good in some extra supplies or
comfort. Through the kindness of benefactors the
rooms have all been thoroughly renevated during holi-
days and the scholars much appreciate their nice clean
quarters and improved sanitary arrangements. Ap.
preciation on the part of Kindergartners is expressed
for visits made to the schools and helpful gifts of cloth-
ing, fruit and flowers. The Kindergartnershave direct-
ed the thoughts of the children from the home and
family to the life of nature, where the growth of veget-
able, fruit and seed has been studied, leading the
thought to the Giver of all good gifts, the little minds
thus developing for a real Thanksgiving— Globe.
Philadelphia, Pa. The Alumnae Association of the
Philadelpia Training School for Kindergartners (1333
Pine Street) holds its annual meeting, Saturday, January
13th, 1912, at 3 o'clock, at the Industrial Art School,
Broad and Pine Streets, The Association will have the
privilege of listening to a lecture by Miss Agnes Ripplier
on "Women at Work." (Mrs.) Margaret Morris Sibley,
Corresponding Secretary.
THE KINDERGARTEN-PRIMARY MAGAZINE
"5
BOOK NOTES
Live Dolls in Fairy Land. By Josephine Scribner
Gates, with illustrations by Virginia Keep. Cloth, 140
large pages, 7x9 1-4 ins.; beautifully illuminated cover.
Published by The Bobbs-Merrill Co., Indianapolis,
Ind. Price $1.25 net.
A wonderfully fascinating book for little children and
especially suitable for Christmas gifts. There are ten
illustrated stories about live dolls, and one under the
caption "Sunshine Annie."
The Girl That Goes Wrong-. By Reginald Wright
Kauffman, author of "The House of Bondage," Etc.
Cloth, 226 pps.. 5x7^ ins. Published by Moffat Yard
& Co., New York. Price $1.25.
The inexpressible conditions of human bondage of
many young girls and women in our cities demand a
fearless and uncompromising warfare. The terrible
peril that lingers just around the corner from every
American home, and threatens to undermine the very
foundation of civilization, must be stamped out with
relentless purpose. The facts contained in this new
work have been verified by the author while collecting
material for his novel on White Slavery.
Honey Bee. By Anatole France. Translated by Mrs.
John Lane, illustrations by Florence Lundburg.
Cloth, 172 pps., Illuminated cover, 7x8 3-4 ins. Price
$1.50 Published by John Lane Co., New York.
Anatole France, the greatest of living French novelists,
has written for children a story overflowing with poetic
imagination, wisdom and humor — divine qualities to
which the heart of the child is always open. "Honey
Bee" is the story of a golden-haired princess who reign-
ed over the dwarf. It is of absorbing interest to child-
ren.
The Jaunts of Junior. By Lillian B. Hunt. Pictures
by Arthur B. Phelan. Cloth, 52 large pages, 8^x11^
ins. Price, $1.25. Published by Harper Bros., New
York.
A delightful book for children and especially attractive
at the Christmas time. It abounds in beautiful full page
illustrations and tells in rhyme a story of Junior's
Jaunts in a way that ail children are sure to enjoy.
WOMAN'S PART IN GOVERNMENT WHETHER
SHE VOTES OR NOT. By William H. Allen, Direc-
tor, Bureau of Municipal Research and Training
School for Public Service, author of "Efficient Dem-
ocracy," "Civics and Health," etc. Cloth, 375 pps.
5x7j^ inches. Price, $1.50 Net. Published by Dodd,
Mead & Company, New York.
This is a new kind of book about government. It
makes you want to work for better government between
elections. It also tells you many ways to do it. It is a
handbook on straight-seeing, straight-thinking and
straight-acting on public questions between election
times. It Js for editors, speakers, club workers, stu-
dents, givers, voters and not-yet-voters, men as well as
women. "It aims not to settle but to raise questions,
to encourage self analysis and study of local conditions,
to stimulate interest in methods and next steps of get-
ting done what we all agree should be done to make
democracy efficient."
The Fourth Physician. By Montgomery B. Pick-
ett. Cloth, 51-4x8 inches. 144 pages. This is a Christ-
mas story of a new and distinctive type. It is based on a
play which won first prize over eleven hundred others
submitted in a recent contest. Andrew Alexnder Bruce
says of this book in The Quarterly Journal: "A little
novel which is full of psychological and sociological
interest, but which is so fascinating in its style and so
interesting in its theme, that it is only after we have
laid it aside that we realize its depth and its meaning.
It is a beautiful Christmas story, but it is a story which
is more than beautiful. It is a novel, but it is some,
thing more than a novel. It is timely at this Christmas
season, and it will be timely at all Christmas seasons.
Published by A. C. McClurg & Co., Chicago.
How To Read and Declaim. By Grenville Kleiser-
428 pages. Cloth. 5x7y^ ins. $1.25 net; by mail $1.39.'
Funk & Wagnalls Company, Publishers, New York.
This book is a course of instruction in reading and
declamation having as its prime object the cultivation
of taste and refinement in the student. The book is
divided into five parts. Part One— Preparatory Course:
Twenty lessons on Naturalness; Distinctness; Vivacity;
Confidence; Simplicity; Dehberateness, and kindred
topics. Tart Two — Advanced Course: Twenty lessons
on Thought Values; Thought Directions; Persuasion;
Power; Climax, etc., etc. Part Three — Articulation and
Pronunciation. Part Four — Gesture and Facial Ex-
pression . Part Five is made up of the most up-to-date
and popular prose and poetic selections that havev re-
cently been put together.
The All Sorts of Stories. By Mrs. Lang. Edited by
Andrew Lang. Illustrated by H. J. Ford. Cloth, 377
pages, 5 1-4x7 1-4 ins. Price $1.60 net. Published by
Longmans Green & Co., New York City.
This book has many fascinating stories both old and
new, fairy tales, etc. Especially interesting at the
Christmas season. Beautiful gilt-edges and an at-
tractive Christmas Gift.
The Story of the Roman People. By Eva March
Tappan, Ph. D., author of "European Hero Stories,"
"The Story of the Greek," "American Hero Stories,"
"Our Country's Story," "England Story," etc. Editor
of the "The Children's Hour." Cloth, 252 large pages,
6x8^ ins. Published by Houghton Mifflin Co., Boston,
New York, and Chicago. Price, $1.25 net.
An elementry History of Rome, told so interestingly
that it will be eagerly read by all interested in Roman
history.
Courage, Ambition, Resolution. Compiled by Grace
Browne Strand, cloth, 62 pps., 5x7V2 ins. Price, $.50
Published by A. C. McClurg & Co , Chicago,
A beautifully gotten up book with many quotations
on the subjects named in the title, A very acceptable
Christmas gift.
Conduct, Health, Good Fortune. Complied by Grace
Browne Strand, cloth, 5x7>£ inches, price, $ .50. Pub-
lished by A. C. McClurg & Co., Chicago.
A book of quotations relating to Conduct, Health, and
Good Fortune. Similar to the volume listed above.
Honey Sweet. ByEdnaTurpin. Illustrated by Alice
n6
THE KINDERGARTEN-PRIMARY MAGAZINE
E. Beard. Cloth, 316 pps., 5 1 -1x714 inches, published
by The MacMillan Co., New York. Price, $1.25 net.
A most wholesome interesting- story, attractive alike
to children and adults.
Catch Words of Cheer. Complied by Sara A. Hub-
bard, Cloth, 51 pages. Price, $1.00. Published by
A. C. McClurg & Co., Chicago.
This is the third series of this helpful little work, con-
taining helpful quotations for each day of the year, from
Great Authors, Statesman, Philosophers and Divines.
Gotten up in a very attractive style and suitable for
Christmas gifts.
Building- Your Girl. By Kenneth H. Wayne. Cloth.
141 pages, 4x7 ins. Price, 50 cents. Published by A.
C. McClurg & Co., Chicago.
The scope of this helpful book is indicated by the
contents which follow: The New Position of Femininity;
The Girl in the Home; The Physical Basis in Girl Build-
ing; A Girl and Her Reading; Your Girl and Her Ethi-
cal Training; Your Girl and the Elements of True
Womanhood; Your Girl in Relation to Domestic Science
and Charm; Your Girl and Her Relation to Marriage;
Your Girl on the Threshold of Real Life.
The Children's Book of Christmas. Beautifully
bound in cloth, 111 large pages, 7 3-4x10 ins. Publish-
ed by The MacMillan Co. Price, $1.50 net.
This book contains 49 poems and stories in large type
and of special interest to children. There are 8 full page
colored plates, 21 other full page illustrations. It
is just the book that children delight in. Extract
from a letter to a little girl who writes that her play-
mates tell her there is no Santa Claus: "Virginia, your
little friends are wrong. They have been afflicted by'*-*
the scepticism of a sceptical age. They do not believe
except they see. They think that nothing can be which
is not comprehensible by their little minds. All minds,
Virginia, whether they be men's or children's, are little-
In this great universe of ours man is a mere insect, an
ant, in bis intellect, as compared with the boundless
world about him, as measured by the intelligence cap-
able of grasping the whole of truth and knowledge.
Yes, Virginia, there is a Santa Claus. He exists as
certainly as love and generosity and devotion exist."
Home Life in All Lands. By Charles Morris, author
of "Historical Tales," "History of the World," etc.
Book 3, cloth, 340 pps., 5x7yi inches. Regular price,
$1.00 net; School edition, 60 cents net. Published by
J. P. Lippincott Co., Philadelphia, Pa.
This is Volume 3 of this interesting series, and is
entitled "Animal Friends and Helpers." The book
contains many illustrations with instructive and inter-
esting talks relative to many different animals and birds.
Ideal for school or home reading for the young.
The Streng-thoftheWeak. Cloth, 450pps. 51-4x7 1-2
ins. Price 50 cents, net. Published by the Broadway
Publishing Co., New York City.
An interesting romance which has the virtue of mak-
ing its characters act and think like people in real life.
The writer shows a familiarity with the habits and cus-
toms of the South, as well as its traditions and supersti-
tions. Sweet womanly qualities, with the love of home
and children, are shown to exert a stronger influence
over men than mental ability, wealth or social position.
At the Ag-e of Eve. By Kate Trimble Sharber, with
illustrations by PaulNaylen. Cloth, 351 pages., 5x7 Ji
inches. Price $1.25 net. Published by Bobbs Merrill
Co., Indianapolis, Ind.
A charmingly written story in which the author, Kate
Trimble Sharber, sets forth the thoughts and ideas — yes,
and ideals— of a young woman on matters grave and
gay in such a captivating manner as to hold the atten-
tion of the reader until the last leaf is turned. When
you have made the acquaintance of Ann Fielding you
will not be content till you know all there is to tell about
her, and will be glad to find her sweet and true
throughout. A few things you will wish she had not said)
but will be glad that she did say a great many more,
and when you close the book it will be with the wish
that "They may live happy ever after."
Marriage and Divorce and The Downfall of the
Sacred Union. By Jeanette Laurance. Cloth, 45
pages, 5x7^ inches. Price $ Published by
Broadway Publishing Co., 835 Broadway, New York
City.
A book out of the ordinary on these subjects— one
that will command attention and interest.
The Winning of Barbara Worth. By Harold Bell
Wright. Cloth 5L1 pps., size, 51-4x73-4 inches.
Published by The Book Supply Co., Chicago, 111.
Price $ L. 30 net.
In this present-day story of desert life andthenation-
al reclamation work we have as clean and wholesome a
book as a man ever wrote; a story of big things, strong
people, and high ideals. He has delineated the passions,
the longings, the motives, the loves and hatreds of men
and women with added skill, and he has also with finer
power analyzed human emotions and penetrated more
keenly the depths of the human soul. The plot, through
which there runs an intense love interest, is mighty in
its conception and is carried to a satisfactory close with
the smoothness of running water. It is one of big in-
cidents and rapid action, and bears a message as broad
as humanity itself— The Ministry of Capital. In his
descriptions the author has exceeded his own past efforts.
He knows the desert and desert life, and has so vividly
clothed his story with the local color and breezy atmos-
phere of the West that we also are privileged to see and
know the great silent land and feel its spirit call.
A Book of Programs. By Jane L. Hoxie. Paper,
100 pps., 5x7 y2 ins. Price 25c. Published by F.
Steiger & Co., New York.
This book provides a general program, a nature pro-
gram, an industrial program, a festival program and a
Sunday School program covering an entire school year.
The Treasure Babies.— By Maria Thompson Daviess,
with illustrations by W. B. King. Cloth, 51-4x8 ins.,
204 pps. Published by the Bobbs-Merrill Co., Indian-
apolis.
A most delightful book of stories for small children,
especially interesting at this season. Excellent for
morning exercises.
BOOK NOTES-Concluded
The Problems of Youth. By Louis Albert Banks.
Cloth; 391 pps , 3x8 ins. Price, $1.30 net. Published
by Funk& Wagnalls Company, New York City.
Dr. Banks bas shown in his long and varied ministry
wonderful tact in reaching and holding the attention of
the young men and women who have chanced to come
within range of his strong personality. Many have been
the touching occasions where he has personally sought
out in their own homes these chance strangers to his
church. It is evident tbat such an intimate acquain-
tance with the young, in learning their temptations,
and appreciating their difficulties, eminently fits him to
speak now of "The Problems of Youth." This he has
done in this intensely interesting and practical book.
Parent and Child. A Treatise on the moral and re"
ligious Education of Children. By Sir Oliver Lodge,
D Sc, F. R. S. Boards, 73 pps. 4^x7 ins. Pub-
lished by Funk & Wagnalls Co., New York. Price,
Among the subjects ably treated are: Child Nature,
Parental Influence, Imparting of Knowledge, Prepara-
tion for Life; Preparation for Science; Preparation for
Literatare; Preparation for Religion.
The Indian Book. By William J. Hopkins. Cloth,
240 pages. Size 6x8 ins. Published by Houghton
Mifflin Co., Boston, New York, and Chicago.
23 wholesome Indian Stories for little folks with 24
full page illustrations. One of the most interesting
Christmas books for children published this year.
WILL CARLETON'S
MAGAZINF
EVERY WHERE
Contains each month the latest Poems, Sketches,
Editorials, and Literary Talks of Will Carleton, author
of "Farm Ballads", "Farm Legions", "City Festivals",
"Over the Hill to the Poorhouse", etc. Each one brim-
full of the same qualities that have made him world-
famous.
Contains each month poems by the greatest woman-
poet Margaret E. Sangster. Also some of the best work
of other distinguished poets,
Contains best of additional literature by popular
authors.
Contains ten complete Departments, each ably and
interestingly edited. Handsomely Illustrated, and fine-
ly printed in clear type on super-calandered paper.
Price, $1. 00 per Year. 10 cents a copy.
SPECIAL — To any one mentioning in his or her
letter this advertisement, we will send Will
Carleton's Magazine for Six Months, on receipt
of Twenty-Five Cents. Address,
EVERY WBEREPUBLISHING CO.
BROOKLYN, N. Y.
The most charming scenery in the world is to be found in
Beautiful New England
Every foot is historic ground, rich in literary associa-
tions, and hallowed by the struggle for American In-
dependence. As a teacher you need the
New England Magazine
with its wealth of local pictures illustrating these very
scenes. Children become interested and gaima clearer idea
of this historic section of our land and the events which
have made it world-famous. Each number contains
six full page engravings that are alone worth the price
of the periodical.
Our SPECIAL OFFER to
TEACHERS
To all readers of The Kindergarten-Primary Magazine
we will send the New England Magazine for one year at
33 1-3 per cent, reduction from the regular price of $1.75.
Send us $1.30 between now and the first of January and
we will credit you with one full year's subscription.
The New England Magazine
Old South Building, Boston
READ
The best school journal published the South, the land
of opportunity, and one of the best in the Union,
THE EDUCATIONAL EXCHANGE,
BIRMINGHAM, ALA.
Get in touch with the New South, learn something of
its problems and how they are being solved. $1,00 for
twelve issues, or $1.45 with the Kindergarten Primary
Magazine.
American Primary Teacher
Edited by E. A. W1NSHIP
Published Monthly Except July and August
An up-to=date, wide awake paper for the grades. Illustrated
articles on Industrial Geography, New Work in the Grades,
Drawing, Fables in Silhouette and other school room work.
Send for specimen copy and prospectus.
Subscription, $1.00 a Year
NEW ENGLAND PUBLISHING CO.
299 BEACON STREET, BOSTON
CLASSICS FOR SCHOOL AND HOME
We now offer more than 200 titles
to the public in our
Three and Five Cent Classics
We have a catalogue showing the titles and contents of
these classics. We will send samples and a copy of our
graded catalogue. Best and Cheapest Supplementary
Reading for any teacher or school superintendent.
On account of the excellence and low price of these
classics they are making friends wherever they are
known.
D. H. Knowlton & Co., Farmington, Maine.
Every home, every child
ought to know these pictures.
The Perry
Pictures
- — I
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f
• •". 'THE ' - ••• ' :#
: PERRY
PICTURES [fj|
h-s
Teachers' Agencies
-THE-
DON'T READ AT RANDOM
Read This Course
(Thirty-fourth C. L. S. C. Year)
The Spirit of American Government. By J. Allen Smith,
University of Washington $1.25
The Twentieth Century American. By H. Percy Robinson,
British Journalist, Washington correspondent London
Times 1.75
Materials and Methods of Fiction, By Clayton Hamilton.
Introduction by Brander Matthews, Columbia University, 1.50
Twenty Years at Hull-House. By Jane Addams. Etched
Illustrations 2.00
The Chautauquan Magazine (Monthly — Illustrated. Mem-
bership included if desired). Containing: As We See Our-
selves— In drama, novel, short story, essay, journalism,
etc. (Benj. A. Heydrick, Commercial High School, New
York) ; A Reading Journey Through South America
(H. M. Van Dyke), American Engineering (Carl S. Dow
of Boston), The monthly magazine also serves in many
interesting ways as a teacher for the reading course 2.00
Total $8.50
All four books (cloth bound) and the Magazine. . . .$5.00*
*Remit30c extra for postage or prepaid express. "Collect" charges are more.
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Address CHAUTAUQUA INSTITUTION, Chautauqua, N. Y.
GET THE CHAUTAUQUA IDEA
Another Book of Delight Stories for Primary Grades
By Mrs. Lyda B. McMurry
MORE CLASSIC STORIES
This is a companion book to Mrs. McMurry's "Classic Stories for
the Little Ones." These are two of the six books for use in the first
three grades published under the general title of "Literature for
Little People." The other books are "Rimes and Stories"; "Stories
of Indian Children"; "The Little Cliff-Dweller"; and "Robinson
Crusoe for Boys and Girls." All are excellent stories for school use.
"More Classic Stories" will be easy reading for second and third
grade. Some of the stories are The Town Mouse andthe Country Mouse;
The Shoemaker's Helpers; The Wonderful Pot; Beauty and the Beast; etc.
Short poems rythmic and full of bright imagery which supplements
the stories appear throughout the book. List price, 35 cents.
Special prices to schools.
Order from the Public School Publishing Co., Bloomington, 111.
Reproductions of the World's Great Paintings
ONE CENT EACH lo\£ll™T
Send 25 cents for 25 art subjects, or 25 for children, or 25 Madonnas, or 25
Kittens, etc., or $1.00 for the four sets, or $1.00 for art set of 100 pictures.
Smaller, Half Cent Size, 3x3y2. Larger, Five Cent Size, 10x12.
Bird Pictures in Natural Colors. 7x9. Two cents each for 13 or more.
Large Pictures for Framing. 22x28 inches, including margin. Price 75 cents
each ; 8 for $5.50.
Send three two-cent stamps for Catalogue of 1,000 miniature illustrations,
two pictures and a colored Bird picture.
The PERRY PICTURES COMPANY
Awarded Four Gold Medals Box 1120, Maiden. Mass.
NORTHWESTERN TEACHERS' AGENCY
310-311 Providence Building
DULUTH, MINN.
The TEACHERS' EXCHANGE of Boston
Recommends Teachers, Tutors and
Schools, No. 120 Boylston street.
The Pratt Teacher's Agency, New York
70 Fifth ave. Recommends college and
normal graduates, specialists, and oth-
er teachers to colleges, and schools.
Receives at all seasons: many calls for
primary and grammar grade teachers.
Win. O. PRATT, njr.
Unemployed Teachers
IF FOR ANY REASON YOU HAVE
NOT ACCEPTED WORK FOR THE
SESSION OF 1911-1912 WRITE ME.
MANY UNEXPECTED VACANCIES
OCCUR ALL DURING THE FALL
AND WINTER. THERE ARE ALSO
MANY SCHOOLS WHICH DO NOT
OPEN UNTIL LATE IN THE FALL.
OVERFLOW TEACHERS ARE CON-
STANTLY NEEDED SOMEWHERE;
WE CAN GENERALLY TELL YOU
WHERE. IF OPEN, WRITE FOR
INFORMATION ABOUT THE
SOUTHS NUMEROUS OPPOR-
TUNITIES.
W. H. JONES. Mgr. and Prop.
COLUMBIA. S. C.
CHILD LORE
MAGAZINE
"It Fills the Need."
Every mother of a boy or girl feels
the need of supplying reading of the
right kind, — reading that interests,
educates, helps. CHILD LORE solves
the problem. It is simple enough
for the child, interesting enough for
anybody, and strong in its appeal to
everybody.
Subscription Price, $1.00 a year.
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Books for Kindergartners
Kindergarten in the Home
By V. M. Hillyer, Headmaster Calvert
School, Baltimore, Md. Based on exper-
ience; admirably concise. This will make an
invaluable aid to Kindergartners and mo-
thers. Fully illustrated with diagrams and
line drawings. Svo. $1 .25 net.
Tales Come True
By Margaret Coulson Walker, author of
Lady Hollyhock and her Friends, Bird Le-
gend, etc. A book designed as an aid to
mothers and kindergartners. A delight also
to the child itself. Fully illustrated in col-
or and black and white. Square, Svo. $1.25
net.
Lady Hollyhock and Her
Friends
By Margaret Coulson Walker. An estab-
lished favorite; on many library lists and
in many school libraries. Lavishly illustra-
color and black and white. Square; Svo.,
$1.25 net.
Portrait catalogue, containing 33
portraits of authors, -will be sent free
on request.
THE BAKER & TAYLOR CO.
33 East 17th St.
New York
THE TEACHERS HELPERS
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PLAN BOOKS for teachers published. They are
edited by some of the ablest and most practical teach-
ers in the country. They give programs, methods,
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year, and are beautifully and profusely illustrated.
Four books In the series; named Autumn, Winter,
Spring, and Summer respectively. The Summer
number covers work for the whole year and is larger
than the others. Cover designs done in beautiful
three-color work. Money refunded to any purchaser
whc is not more than satisfied. .
PRICES: Each Number(except Summer) $ .35
Summer No. [larger than others] .50
Send today for c«py or ask for further informa-
tion. Address
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.Department n, Minneapolis, Minn.
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FOR CHRISTMAS
Christmas-tide, By Elizabeth Har-
rison. This Look will help mothers and
teachers to give their children the right
Christmas spirit and also help them in
the wise selection of presents for children.
In addition to Miss Harrison's Christmas
talks and stories it contains a reprint of
Dickins' beautiful Christmas Carol.
Price, $1. Postage. 7c.
Jiristrrias, jiff;
Tide. !Z
Th° Coming of the -Christ- rhild. The story of the com-
ing of Christ and of the first Christmas, told in such a way
as to acquaint the child with the faces that figure most prom-
inently in Madonna and Holy Family pictures. Well lllus-
trated ; 32 pages. Third grade. Price, 6c. ; postage, 2c.
NEW CHRISTMAS RECITATIONS, DIALOGUES, SONGS, ETC.
Thirty New Christmas Dialogues and Plays. By Clara J.
Denton. This is the up-to-date book. For all grades. 175 pps.
New fresh material. It will please you. Price 30c.
The New Christmas Book. Right up to date. Sixty recita,
tions, 10 dialogues and exercises, 4 drills, 10 songs, some with
music, 5 tableaux, 4 pantomimes, CO quotations and a novel
entertainment. 165 pages, 30c.
Little Plays and Rhymes for Liitle People, Contents: Plays;
T Court of the Little New Year; The Christmas Snow Flake;
A Cl^ristmas Play for the Tiny Folks; May Day Play; Easter
Exercise; Memorial Day Exercises; Bargains for .-•cholars-
A Closing Exercise; Christmas Stories; The Vegetable Par
ty at Roy's; Lazy Kitty; The Reward of the Cheerful Candle;
Memory Gems; Rhyme for Free Hand Cutting; Drawing and
Seed Laying; Rice only 6c. postage ic.
Christinas Chimes, with Kindergarten Exercises, 6c.
Feast of Lights, for Primary Classes, 6c.
Christmas Crowns, 6c.
Christmas Recitations, 6c.
Select Readings and Recitations for Christmas, thirty-two choice
readings and recitations, ioc, postpaid.
Filmore's Christmas Recitations and Dialogues— Very satisfac-
tory. Prepaid 10c
Fin deSiecle Christmas Exercises — Great variety. Postp'd 15c,
CHRISTMAS DIALOGS, GUPTILL'S ORIGINAL. By Eliza-
beth F. Guptill. Few persons have the ability to write dialogs
as successfully as the author of this collection. Here are many
of her choicest productions. The contents are not only In-
tensely interesting, but the dialogs can be given anywhere, and
with few requirements. For children of all ages. 25 cents.
CHRISTMAS DIALOGS AND PLAYS. A superb new collection
of strictly original dialogs and plays, all expressly for Christ-
mas. Written by the most successful authors, such as Jean
Halifax, Faith Dennlson and Catherine Wentworth Rothsay.
Original, clever, appropriate, delightful. 25 cents.
— k ^— ~ ^^ Christmas Celebrations
The matter in this book is all new.
It is bv far the largest, choiestandbest
arranged collection for Christmas pub-
lished. Three parts. Part 1 for Pri-
mary Grades contains 1 acrostic, 4 dia-
logues and exercises. Waiting for
Santa (drill), 29 recitations, new songs,
and 16 primary quotations. Part II, In-
termediate Grades, has 1 acrostic, 6 dia-
logues and exercises, Stocking Drill,
3 new songs, 9 quotations. Part III,
Higher Grades, contains 1 dialogue. Ev-
ergreen Drill, 17recitations, 3 new songs
the origin of Christmas, a Christmas
Prayer, and eight quotations. The book
also contains 4 tableaux for all grades.
Illustrated. 160 pages. Price, as cents.
CHRISTMAS PLAYS
THE HIGHWAY ROBBERS. A play for twerve boys, by
Eleanor Allen Schroll. Nine of the boys have speaking parts.
Three larger boys appear only In the first scene, but have no
speaking part. This is a thrilling play for boys, teaching a
good lesson impressively. Time — 20 minutes. Price 10 cents.
A CHRISTMAS RAINBOW. A play for four girls and four
boys, six or seven years old, by Adaline Hohf Beery. The chil-
dren play Sunday-school, and at the close represent the rain-
bow in tableau, in colors, with appropriate recitations and
action. Time — 12 or 15 minutes. Price 10 cents.
HOW SANTA CAME TO THE HOME. A play for small
children, by Lizzie De Armond. The characters are Santa
Ciaus and Brownies (about ten boys In all); also Pollle, Jennie,
Fannie, and nine other little girls, and Miss Bessie. Time —
12 or 15 minutes. Price 10 cents.
THE ORPHANS' CHRISTMAS EVE. A play for fourteen
girls and boys, by Elizabeth F. Guptill. Price 10 cents. Time
— 20 minutes.
A very Interesting story (or plot) of two orphan children,
who start out to find their uncle's home. They not only find
It, but many cousins who welcome them to their Chrlstma»
ealebratlon. An Ideal play for children.
KRIS KRINGLE JINGLES. By Effie Louise Koogle. Songs
of the Christmas time for young and old. A versatile collection
embracing Songs of the Christ Child, Songs of Jolly Saint Nick,
Songs of the Yule Tide, many old favorites almost forgotten,
etc. There are solos and choruses abundant. The book will
furnish ample provision for the Church or School Entertain-
ment, or for any other occasion. This Is the only collection of
Christmas songs of this character. $2.50 per dozen, postpaid.
Sample, 25 cents.
A HOME FOR THE CHRIST. A play for eleven boys, by
Adaline Hohf Beery. In this play the boys each contribute his
services and his talent toward fixing up a suitable home fur the
Christ. Time — 12 or 15 minutes. Price 10 cents.
THE SHIRKERS. A play for ten or more small children.
Six small boys and girls represent Mother Goose's children,
and four or more boys represent little Moon Men, and Santa
Claus, by Elizabeth F. Guptill. Time — 15 minutes. Price 10
cents
SENDING A CHRISTMAS BOX. A play for six girls and
one boy, by John D. McDonald. In this play the girls plan to
send a Christmas Box to the missionaries, and are compelled
to call in a boy to help pack the box and address It. An inter-
esting play. Time — 12 or 15 minutes. Price 10 cents.
WHY CHRISTMAS WAS LATE. A play for small children,
by Lizzie De Armond. The characters are Santa Claus. Brown-
ies, Northwind, Jack Frost, Elves and Gnomes. Time — 12 or
15 minutes. Price 10 cents.
THE BROWNIE'S VACATION. A play for boys from seven
to ten years, by Elizabeth F. Guptill. The characters are
Brownies, seven in number, and Santa Claus. Time — 15 min-
utes. Price 10 cents.
CHRISTMAS
BOOKLETS
We list a few but
have more. When
a card is sold out it
cannot be replaced
hence order early
as possible.
R. 50. A handsome card folder, embossed in gold and
colors, size 3x3%, 2c each, 10 for only ltic. ; postage 2c.
R. 51. Very beautiful embossed card folder, size 2%x3% 2c
each. 10 for only 16c. ; postage 2c.
R. 52. A most exquisite little folder, size 3x4 inches, 2c
each, 10 for only 16c. ; postage 2c,
These are 4x3 ins. in
autifully embos'd
de of cardboard.
ope. Price, each, 2c.
Ic. Per dozen, 3c. Ask'for
CHRISTMAS EOOKLETS
size, contain four page
in many colors on a "
Each in separate envel-
Per dozen, 20c. Posta
ETS, n The
iges IP 1 ea
No. 120b. No. 120c. is a similar booklet but size SVpx
3 inches. No. 120d is also similar hut size about 4^
x2*4. All are furnished in assorted designs.
No. 121b. "CHRISTMAS BOOKLETS * These are similar to
above but much larger, some be- /I f i ng nearly 4x5 ms. in
size. Manv have beautiful cut- tM out designs. Similar
Booklets are frequently sold at ~ from 8 to 10c. Only 4c
Pistacre, lc. Per dozen, "40c. Postage. 4c.
Mo. 122b. CHRISTMAS BOOKLETS o These
are the regular 10c. goods. Con- |%r> tain 8
pages, usually tied with ribbon or \j\j% cord,
Each, 6c. Postage, Ic. Per dozen, ** 6 5 C ,
Postage, 4c. All have greetings, poems, etc.
No. 123b. Same as above but oblong in shape,
(open end.) Prices same as for No. 122b.
ASSORTED BOOKLETS, 3c. These arefmade up
of regular 3c, 4c. and 5c. booklets. Extra values.
MORE EXPENSIVE BOOKLETS, We have some big bargains
in these, ranging in price from 10, 15. 20, 25 and "Oc. each. Why
NOT do this: Send us the amount of money you want to in-
vest, tell us how manv cards or booklets you wish to buy and
leave the selection to us. Your money will be returned if not
satisfied, or goods exchanged if you prefer.
. Little Folk Series. Each book contains
)J 16 pages and cover, beautifully bound in boards,
every page illustrated and printed in colors, con-
taining appropriate verses, etc. "Tales of all kind9
for Little Minds". "Little jokes for Litte Folks,"
"Short Stories for Little Boys and Girls", "Tiny
Tinkles and Little Jingles": Regular price 10c
each, our price only 5c each, postage 3c.
Dainty Series of Beautiful Books. A
series of large, beautiful books, for boys and girls,
attractively bound in boards, with floral decora-
tions; the subjects include; Honor Bright, Voyage
of Mary Adair, Story of Joseph, Golden Apple,
Mother s Little Man, Big Temptation, Princess
Token, Our Soldier Boy. Size 6)4 x 8%, a regular
25c book. Having purchased these in large quan-
e offer them at 15c each, postage 6c.
all Orders to The J. H. Shults Co., Manistee, Mich.
INDEX TO CONTENTS
Jenny B. Merrill,
Editorial Notes ...
The Social Side of the Kindergarten,
The National Child Welfare Conference,
its Work and its Relation to Child Study, G. Stanley Hall,
How Every School May be a Child Welfare
Conference, - - - William H, Allen,
The Kindergarten Out Doors: Gardens, I Anna E. Harvey,
The Kindergarten Out Doors: Walks and
117
118
120
124
125
Excursions, II
The University and the Kindergarten,
Kindergarten Daily Program.
Abraham Lincoln, - - -
Picture Study,
Kindergarten Growth,
Helpful Hints and Suggestions,
Ethical Culture,
Current Events,
Book Notes,
Mrs. Alma Oliver Ware, 126
Dr. Burtis Burr Breeze, 130
Nora Keough, - - 134
Grace Dow, - 139
139
140
141
142
- 143
144
Volume XXIV, No. 5.
$1.00 per Year, 15 cents per Copy
WATER COLORS
The Devoe Water Color Boxes.
The quality of the Devoe colors is
much superior to those ordinarily fur-
nished for school use, and really high
class work can be produced with them.
They are used in many of our large
cities, are recommended by drawing su-
pervisors, and give entire satisfaction.
Boxes made of J apanned Tin.
i, 6 cakes, Crimson Lake, Gamboge, TJlt. Blue,
, Burnt Sienna, Orange; with camels' hair brush
only i2c. Postage 4c. 6 boxes 60c, postage
Little (Jem.
New Green
with handle
2CC.
Box No. 4Yz G. Contains 8 half pans, com-
prising the six standard colors, warm
and Cool Gray, with one quill brush.
Postage, each, 5 cents. Price »0.30. Per
doz $2.05. Per hundred $16.75
We also supply all other Devoe Water
Color boxes at these reduced prices.
The Little Artist Complete Color Out-
fit: The outfit consists of an enamel
mixing palette with its seven com-
partments filled with semi-moist
colors (which may be replenished
with color from tubes), consisting of
the six spectrum colors, Red, Orange, Yellow, Green, Blue,
Violet, and Charcoal Grav. A good quill brush with detach-
able wood handle is included, and the whole is inclosed in a
strong cardboard case, daintily labeled. Price, per box, $0.15 ;
postage, $0.03
The Three Color Box No. 2. A box con.
taining 4 cakes; 1 Carmine, 1 Ultrama-
rine, and 2 Perfect Yellow, with two quill
brushes. Postage, each, 3 cents. Price,
«0.20. Per dozen, $1.70. Per hundred, $U50.
Alizarin Crimson
Burnt Sienna
Charcoal Grey
Chinese White
Cold Grey
Crimson Lake
Per dozen.
Warm Grey
Gamboge
Lamp Black
Light Fed
Ivory Black
New Blue
New Green
Yellow Ochre
Art Vellum, very beautiful colors, per yard,
Art Canvas, rich colors, per yard,
Binder's Cloth, per yard ...
Book mending paper, in strips, per envelope
Powdered Paste per % pound box
Calender pads, per ltiO
Metal eyelet binders per 100 large dr small
Eyelet sets for binding papers with eyelet9
Eyelet Punch . - i ' •
40
"
04
20
"
05
10
"
00
05
44
05
40
(<
51
10
11
10
1.00
u
55
1.10
M
11
Japanese Water Color
Brushes
Price per dozen, 40c
Best Quality Camels Hair Brushes
Made of selected camel's hair and ferruled to polished
wooden handles. An excellent quality for all school uses.
I-i seven sizes, No. 1 being the smallest and No. 7 the largest.
rtllton Bradley Water Colors
We also furnish all the Bradley Water
Color boxes, etc., at lowest prices.
No 112 Box. No. 112. Long box containing 4 cakes; 1 Car-
mine, 1 Ultramarine, 1 Perfect Yellow, and 1 black, with one
No. 7 Brush. Postage, each, 4 cents. Price, $0.24. Per dozen,
$2.35. Per hundred, $18.50. Cakes, for refilling boxes Nos. 2
and 112. Price, per dozen, $0.20. Postage, per dozen cakes, 5
cents. Per gross, 52.25
'■ACADEniC'J
.lolst Water
Colors. In
Collapsable Tubes
Orange
Prussian Blue
Sepia
Vandyke Brown
Vermilion
Violet
90c
Devoe Water Color Cakes
For refilling boxes or pans. Red. green, yellow
blue, black, etc. Per dozen, 24c. Postage, 4c.
Enameled Water Cups ^
These water cups are made of tin, whit e
'enameled on inside. Perfectly rust proof
Per doz., 30c. post'a, 13c. 3 doz.. 75c. post 25c.
Superior Gold and Silver Paint
These paints are very satisfactory for decorating or
lettering on metal, glass, paper, wood, etc. Gives a
smooth, brilliant finish, holds its color, will not rub
off, dries quickly; just the thing for decorating calen-
dars, valentines, booklets, etc., made by pupils.
Price, 10 cents per bottle for either kind. Postage, 4c.
Miscellaneous Decorative Material
i.40 Postage, $0.04
No. 1. Per doz. 2oc
No. 2. Per doz. 30c
No. 3. Per doz. 35c
No. 4. Per doz. 40c
No, 5, Per doz, 45c
No. 6. Per doz. 50c
No. 7. Per doz. 50c
Postage, 2c per dozen,
(1
EASY DYES"
For dyeing Tilo Matting, Tilo Strands, Raffia, Burlap, etc
and for all textile art work. Especially valuable in primary
schools.Putupin tubes with full directions for use. We keep
in stock the following colors: Red, Orange, Yellow, Green ,
Blue, Violet, Old Rose, Heliotrope, Medium Brown. Price
ner tube, isc. Postage, 4c. Per dozen tubes. $1.30; post'g 38c
Toy Knitter. —This little Toy
amuses and keeps the children
busy; they make Cords and
Braids with same for horse reins
and fancy work; the children are
delighted. Instructions with each
one, Price, each, 5c; postage, 2c;
per doz., 40c., postage 8c.
Mosaic Tiles.— In eight different
colors ; 34 inch square and % inch
thick, indestructably made of
clay and burned. An endless va-
riety of designs can be made
with same; parquetry and weav-
ing patterns can be used. A box containing 100 assorted tiles
; postage 20c.
Door and
House
Numbers
3 in. nickel
pl'td; tang
fasteners;
Each, 7c.
Ink Well
Carriers
A necessity in ev-
ery school room ; ca-
pacity 18 wells. Or-
der at least one as a
sample. Price, 90c
Dissecting Set
In neat leather case
with clasp. One fine
nickel-plated pair of
scissors; fine nick-
el-plated forceps; fine steel dissect-
ing knife; two adjustable bone han-
dle dissecting needles. Price, $'.oo
Acme Flower Press
Acme Flower Press Simple, strong, portable, satisfactory.
The quickest drying press ever invented. When hung in
the sunlight and air or over a stove dries specimens so quick-
ly that their natural colors are preserved. From one to fifty
or more specimens may be pressed at one time. For reduced
P'lre, see insidecover page.
Mottoes in Large Letters on Heavy Paper.
Four cents each, postpaid. Easily read across the room.
God Bless our School i : WELCOME, FRIENDS. !
; Gome, let us Live with
j the Ghildren-Froebel.
i You are Invited to visit;
Our School
Address The J. H. Shults Co., Manistee, Mich.
A Great Dictionary Triumph!
Series Containa
3,880 Pages, 5,300
II lustra-
tions, 56
full-page
plates.
Combines Low Prices v . - A - , T», . .
cuiny, Laird € Lee s Webster s
Bult and
E8Uty NEW STANDARD
SwwVgY
DICTIONARIES
J^ — =FOR= — ^d
Schools, Academies,
Colleges, Universities,
Libraries and
jb&~ general use.
Laird & Lee's Webster's New Standard American Dictionary —
Fnrwrlnnprlir FHifinn FnU flflXible straight, pr-aia cowhide, polished
I^IllyyUlUpCUlO L/U111U11 colored edges, patent thumb index, 1,280 pp.,
2,000 illus. (in a box), $4.00. % leather, marbl d edges, thumb index $3.00
Laird & Lee's Webster's New Standard Dictionaries-
High School and Collegiate Edition ggw>HMrie..i«r,iooo
patent thumb indexed, $1.75.
pages, 1,400 illustrations,
Half leather, not indexed $1.50
Students' Common School Ed. [Revised] JB&Smot!
840 illustrations, gold and blind stamped 80c
Intermediate School Edition ^IW.^C
Elementary School Edition ggig^^^ggjg
A good dictionary is just as essential to good school work as an arithmetic, a grammar,
a history or a geography. We have made it possible for principals, teachers, students,
and all educational institutions to obtain a new, first-class, high-grade, Standard
Dictionary of the English Language, and at prices within the reach of all.
The flexible cowhide binding', Encyclopedic Edition, makes a
BEAUTIFUL. GIFT for any member of the family or friend.
All school-book supply houses and dealers carry these dictionaries. Ask for the
Laird & Lee Editions. Accept no others and you will get the best. "3PH
LAIRD & LEE, Publishers 1732 Michigan Ave., CHICAGO, ILL
Envelope Openers
Made of steel . nickel finish, length 9 inches
Each, 25c
SBBB aaw>
Nickeled steel, length 9 inches
Each, 20c
Wire Filing
Hook
Well made
and handy
10 CTS. EACH
Delivered
only with other
goods
PAPER CLIPS
No. 120. ever handy. eteel
blued. I* ln<*h«* wide, on
No. 121, «»er hoady eteel
blued i* Inches wide. o«t
No. \'i.'l. eser hfiadv it eel
Waed.iH Inches wide, 10*
No. 123, »rtrA heavy, steel
tolued. 3 loobM wide, 1&«
HORSESHOE
No. 124. Brio, 1*i2K In.
" 126, " 2W»3H "
- 126, " 2Hz4 "
" 127. Nick*]. 1Ks2K "
" 128. " I*i3H "
b i2#t ~ 2H»2« "
TIGER
MeUl blued eteel •prlng
witb extra Urge trip.
No. 130, 2H inch*. Im*
e«cli, ■••
* ENVELOPE
RACK
Made of Plated Wire
Is Deal and
perfectly clean
Price, SOc Each
Size 4 Inches
by 8 laches
J. H. Shults, "Manistee, Mich.
FIRST STEPS TO A UERARY CAREER
A Primer for Writers. Tells How to Write;
What to Write; How to Prepare Copy for the
Printer and How to Turn Failure into Success. Do
you want to learn? Subscribe for
THE BOOKSELLER AND LATEST
LITERATURE
and read the series of articles of interest to every
aspiring writer. All who are interested in current
literature will find this magazine desirable. An
epitome of Books, Authors and Magazines of the
day. $1.00 a year. Sample copy free. Address,
The Bookseller and Latest Literature
208-10 Monroe Street, Chicago, Ills.
Three and Five Cent Classics
We will send sample and our graded catalogue to
any teacher or superintendent.
BEST AND CHEAPEST SUPPLEMENTARY
READING
They find friends everywhere and are used north,
west, south and east, everywhere in the United States,
and even in the far away Philippines.
D. H. KNOWLTON & Co., PUBLISHERS,
Farrnington, Maine.
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THE EDUCATOR-JOURNAL CO.
28 S. eridan St. Indianapolis. Ind.
NEWS NOTES-Continued
Brockton, Mass. The day nursery and kinder-
garten in connection with the fall carnival is a welcome
haven for mothers who visit the carnival. Over one
hundred children under three were cared for in the
nursery daily and nearly three hundred in the kinder-
garten. Some of the kidlings sleep peacefully in their
little nests but there are others who have to be cajoled
to take their usual nap and there are still some few who
much prefer to sit up and play with their pink toes. It
is certainly a pretty sight to see the white-gowned,
white-capped nurses taking care of the little ones.
When the nap is over forth comes baby to sit at the
little table and enjoy the toys that are prepared for his
benefit. There are plenty of these amusements, steam
engines that wheel around, and little horses that move,
and dolls that bob up straight when you tip them over,
but strange to relate it is often the toy that the other
chap has that is the only toy that will satisfy this baby.
Many of the children are placed in the kindergarten
for a short time while the mothers take a stroll about
the grounds. Others come in late in the day after little
feet have become too tired to trot about and then the
kindergarten games and music help them to forget how
tired they are. The weaving interests all the little ones,
who are ever ready to make something '"to take home
and show papa," — poor papa who couldn't come to the
big fair. A busy mother on the grounds was Mrs. Henry
Berman of Edson Street. She came to the fair with 10
children, all her own, too. She "cached" four of the
little ones at the kindergarten and nursery and took
the other half-dozen with her on her stroll about the
grounds. Late in the afternoon she rounded up her
nock and departed. — Brockton Enterprise.
Ill habits gather by unseen degrees,
As brooks make rivers, rivers run to seas.
— Dryden.
Vessels large may venture more,
But little boats should keep near shore.
— Franklin.
He who fights and runs away
May live to fight another day.
— Goldsmith.
Dutch Ditties
FOR
CHILRDEN
FIFTEEN SONGS
WITH PIANO ACCOMPANIMENT
Words and Music
by
ANICB TERHUNE
Pictures by ATbertine Randall Wheelen
yl.25 net
NEW YORK: G. SCHIRMER
BOSTON: BOSTON MUSIC CO
LONDON: SCHOTT & CO.
Cheap and Excellent Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PT ._, 124 pp. All the music to the KNAP-
SACK songs. Sweetest, sanest, jolliest song
book made. Cloth, 50c.
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, by C. W. Mickens. New, 267 pp., 50c.
PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
elegant. 132 pp., 25c.
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 to cure that "tired feeling"
in school.
HENRY R. PATTENGILL, Lansing, Mich.
FOR SALE— 7 Kindergarten Tables at $5.00 each; 3 doz.
fith Gifts at 25 cents each ; 2dozen 5th Gifts at 25 cents each ;
2 dozen 4th at 10 cents; Wz dozen 3rd at 10 cents; 1 dozen
2nd at 30 cents; 1% dozen peg boards at HO cents per dozen.
Address, Sue W. Frick, York, Pa.
WANTED— A copy of the Kindergarten-Primary Maga-
zine for October, 1904. Address, Jennings & Graham, siai
W. Fourth St., Cincinnati, Ohio.
"WANTED— Position as kindergartner. Graduate of a
good training school. Address, W. 278 River Street, Man-
istee, Mich.
WANTED— Back numbers of the Kindergarten-Primary
Magazine, as follows: February, May, June, September,
1889; December, 1890; January, March and April, 1891. Ad-
dress, Mrs. Helen B. Paulsen, Buckhannon, VV. Va.
WANTED— Back number of Kindergarten-Primary
Magazine for February, 1910. Address, A. I'unniugham,
Indiana State Normal School, Terre Haute, Ind.
WANTED— September and October numbers of the
Kindergarten Primary Magazine for 1904. Address
C. M. T. S., care of Jennings & Graham, 222 W. Fourth St.,
Cincinnati. Ohio.
WANTED— Kindergarten-Primary Magazine for Janu-
ary and October, 1894, and October, 1897. Address G. Dunn,
& Company, 403 St. Peter Street, St. Paul, Minn.
WANTED— One copy each of Kindergarten-Primary
Magazine, as follows: June and September, 1894; January,
April and May. 1895; October, November and December,
1863: February, 1898; September to December, 1905; January
to February, 19H6. Address. The University of Chicago
Press, Library Department, Chicago ,111.
WANTED— Back numbers of Kindergarten-Primarv
Magazine for September, 1909, and February 1910. J. H.
Shults, Manistee, Mich.
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
PITTSBURGH AND ALLEGHENY
KINDERGARTEN COLLEGE
ALICE N. PARKER, Superintendent.
Regular course, two years. Special ad-
vantages for Post-Graduate work. Twen-
tieth year begins September 27, 1911. For
catalogue address.
MRS. WILLIAM McCRACKEN, Secretary,
3439 Fifth Avenue, Pittsburgh, Pa.
KINDERGARTEN TRAINING SCHOOL
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars address
Miss Lucy Harris Symonds
Kindergarten Normal Department
of the Kate Baldwin
Free Kindergarten Association
Savannah, Georgia.
For Information, address
HORTBNSE M. ORCUTT, Principal of
the Training School and Supervisor of
Kindergartens, 326 Bull Street,
Savannah. Georgia.
Springfield Kindergarten
Normal Training School
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
•»T»RING FIELD — TOVP.VIF, AI>OW. M*S<5
Kindergarten Normal Department
Ethical Culture School
For Information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK
Atlanta Kindergarten
Normal School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
G39 Peachtree Street. ATLANTA. GA.
CHICAGO KINDERGARTEN COLLEGE
1300 Michigan Boulevard,
CHICAGO. ILL.
Fall Term opened September 12th, 1911
One year Primary Course,
Two year regular Kindergarten Course,
Mrs. J. N. Crouse, Elizabeth Harrison,
Principals
for KINDERGARTEN and
PRIMARY TEACHERS
Spool Knitting. By Mary A. Mc-
Cormack. Directions are clear and ex-
plicit, accompanied by photographs.
Price, 75 cents to teachers.
Practical and Artistic Basketry.
By Laura A. Pinsley. Illustrated.
Price $1.00 to teachers. Stitches are
taken up in the order of their difficul-
ty. Cud work is given a place. Care-
fully graded.
Outlines for Kindergarten and
Primary Classes, in the study of
Nature and Related subjects. By E.
Maud Cannell and Margaret E Wise.
Price 75 cents to teachers.
Memory Gems. For school and
home. By W. H. Williams. Price
50 cents to teachers. Contains more
than 300 carefully chosen selections.
Send for Catalogue
The A. S. BARNES CO.
381 Fourth Ave., New York
TRAINING SCHOOL
OF
The Buffalo Kindergarten Association
Two Years' Course.
^or particulars address
MISS ELLA C. ELDER,
<fl Delaware Av#»nne. - RufTalo. N. V
Miss Cora Webb Peet
KINDERGARTEN NORMAL TRAINING
SCHOOL
Two Tears' Course.
For circulars, address
MISS CORA WEBB PEET,
Ifl Washington St.. East Orange, N. J.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE)
2050 East 96th 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 NBTTA FARIS, Principal.
MRS. W. R. WARNER, Manager.
CARNEGIE COLLEGE
Home Study-Free Tuition
Carnegie College gives Free Tuition
by mail to one representative in each
county and city. Normal, Teacher's
Professional. Grammar School, High
School, College Preparatory, Civil Ser-
vice, Bookkeeping, Shorthand, Type-
writing, Greek, Latin, German. Spanish,
Italian, Drawing and Agricultural
Courses are taught by correspondence.
Applicants for Free Tuition should
apply at once to Dept. C.
CARNEGIE COLLEGE
ROGERS. OHIO
BOWLDEN BELLS
FOR SCHOOLS
From $8.00 to $25.00
FOR CHURCHES
From $25.00 to $125.00
Write for free
catalogue.
AMERIGflN BELL S
FOUNDRY CO.
Northville, Mich.
The Kindergarten-Primary
Magazine
Only 50c. for remainder of School year
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Chicago
Kindergarten \
Institute
Diplomas granted for Regular Kindergarten Course (two years),
and Post Graduate Course (one year). Special Certificates for £
Horne-making Course, non-professional (one year).
Class Rooms and
Students' Residence
GERTRUDE HOUSE,
54 Scott St., CHICAGO.
Credit in connection with the above awarded by the University of
Chicago.
Mrs. Mary Boomer Page,
Directors: Mrs. Ethel Roe Lindgren,
Miss Caroline C. Cronise,
For circulars apply to Chicago Kindergarten Institute, 54 Scott St.
GRAND RAPIDS KINiERQAR=
TEN TRAINING SCHOOL
Winter Term opens September 27th.
CERTIFICATE. DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal
MAY L. OGILBY. Registrar
Hiepard Building, - 23 .Fountain St.
GRAM) RAPIDS, MICH.
Miss Hart's
TRAINING SCHOOL
For Kindergartners
1615 Walnut Street, Philadelphia
Junior, Senior, Graduate and Normal
Trainers' Courses. Five practice Kin-
dergartens. Opens September 28, 1911.
For particulars address
MISS CAROLINE M. C. HART
The Pines, Rutledge, Pa.
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. I).. Principal.
The Teachers' College
of Indianapolis
For the Training of Kindergartners
and Primary Teachers. Accredited by
(he State Board of Education in Classes
A B and C. Regular courses, two. three
and four years. Primary Training: a part
of the regular work. Classes formed in
September and February. Free scholar-
ships granted each term.
Special Primary Classes in March, May
June. July. Send for catalogue.
MRS. ELIZA A. BLAKER, President.
The William N. Jackson Memorial
Institute.
23rd and Alabama Streets.
PESTALOZZI-FROEBEL
Kindergarten Training
School
509 S. Wabash Ave., Opposite Auditorium
Mrs Bertha Hofer Hegner, Superintendent
Mrs. Amelia Hofer Jerome, Principal.;
FIFTEENTH YEAR.
Regular course two years. Advanced
courses for Graduate Students. A course
in Home Making. Includes opportunity to
become ramiliar with the Social Settle-
ment movement at Chicago Commons. Fine
equipment. For circulars and information
write to
MRS. BERTHA HOrER-HEGNER,
West Chicago, 111.
KINDERGARTEN TRAINING SCHOOL
Resident home for a limited number of
students.
Chicago Free Kindergarten Association
H. N. Hlglnbotham, Pies.
Mrs. P. D. Armour. Vice-Pres.
SARAH E. HANSON. Principal.
Credit at the
Northwestern and Chicago I'niversities.
For particulars address Eva B. Whit-
more, Supt., 6 E. Madison St., cor. Mich
ave.. Chicago.
The Adams School
Kindergarten Training Course
(Two Years)
Nine months' practice teaching dur-
ing course. Address,
The Misses Adams
26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building,
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebelian Ideals. Post-
Graduate Course, also Special Classes for
Primary Teachers.
LUCY S. COLEMAN, Director.
MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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.
Hummer Training Classes at Mt. Chatauqua — Mountain Lake Park —
uorrett oo., Maryiana.
THE HARRIETTE MELISSA MILLS
KINDERGARTEN TRAINING SCHOOL
In Affiliation with New York University
For information address
MISS HAR.RIETTE M. MILLS. Principal
New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
New York University Summer School
Oakland Kindergarten
TRAINING SCHOOL
2119 Allston Way, Berkeley, Calif.
Grace Everett Barnard,
principal.
Four Good Things
1. The Pennsylvania School Journal.
Sixtieth Volume. Monthly, $1.50, 600
double column pages.
2. Songs of the Million. "Flag of the
Free" Sons Books. Nos. 1, 2, 3, 4. Favor-
ite Songs in Each Book. 25 cents per
copy; Send for Contents.
3. "Lincoln Art Series," Thirty Choice
Pictures, size 22x28 and 24x50. 50 cents ;
Four for $1.0j. Send for Illustrated
Circular.
4. "Good riemory Wck." 20 cents.
The influence of Good Songs and
Hymns. Good Pictures and Good Mem-
or j- Work in the School Room and in the
Home is felt, in blessing, through all
our lives as men and women.
Address J. P. McCASKEY,
LANCASTER. PA.
KINDERGARTEN
SUPPLIES
And all kinds of Construction
Material for Kindergartners and
Primary Teachers. Catalogue
Free. Address,
Garden City Educational Co.
no So. Wabash Ave., CHICAGO
EDUCATIONAL SPECIALTIES. ?££
Game. 15c ; History Game, 15c; 2i50 Les-
son Plans, 50c ; Educational Puzzle, 10c ;
Year's Subscription to N. T. School
News, 40c. W. C. MOORE, PUB., New
Egypt, N.J.
Ol)£ HfindergarUrt primary yCta^azirtd
VOL. XXIV— JANUARY, 1911— NO. 5.
The Kindergarten- Primary Magazine eciual Pa^ .for eclual ser.vice regardless of sex.
Greater things are predicted for the future.
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
E. J.yell Earle, Ph. D., Editor,
Business Office, 278-278-280 River Street, Manistee, Mich.
J. H. SHUI/TS, Business Manager.
MANISTEE, MICHIGAN.
All communications pertaining to subscriptions and adver-
tising or other business relating to the Magazine should be
addressed to the Michigan office, J. H. Shults, Business Man-
ager, Manistee, Michigan. All other communications to E.
I-yell Earle, Managing Editor, 59 W. !)6tli 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 i, Shanghai, Canal Zone.
Cuba and Mexico. For Canada ndd 20c and for ail other
countries in the Postal Union add 30c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of dis-
continuance is received. When sending n tice of change of
address, both the old and new addresses must be given.
Make all remittances to Manistee, Michigan.
EDITORIAL NOTES
If we can not get the best now let us use
the best we can get and strive for the better.
Dr. Claxton, Commissioner of Education, is
an apostle of the present needs in education.
Philosopher he may or may not be, but a
doer of practical things he certainly is, and
we need people who do things now, using the
best at their command, not waiting for some-
thing better, but developing the better by the
doing.
And let us remember that the children are
here now; that if the kindergarten is to do
anything for the little ones of today it must
do it quickly. To wait for perfect conditions
before establishing kindergartens means the
waiting of eternity to many children. It
means robbing them of their birthright en-
tire because it cannot be bestowed in full.
During the past two or three years the
world has had an object lesson demonstrating
the fitness of women for large responsibilities
along educational lines by the marked success
of Ella Flagg Young, superintendent of Chi-
cago schools, and Grace Strachan, district
superintendent of Brooklyn, the apostle of
Why should any one question for a mo-
ment the equity of the proposition — "equal
pay for equal service, regardless of sex" — yes,
regardless of everything. The service deter-
mines the value wholly and it alone should fix
the price. The example of New York is most
wholesome and we trust there will be many
followers.
The gracious influence of the Froebelian
System of child development is by no means
confined to those who have become the di-
rect beneficiaries of its benignity. All de-
partments of education have profited by it.
There is probably not a single regular kin-
dergarten in the rural schools proper yet the
blessings that have come to the little ones
through the use of the gift and occupation
material of the kindergarten is incalculable,
even when used as "busy work." The trials
of "sitting on a hardwood bench" to the child
whose previous life has been almost a con-
tinuous round of play has been greatly am-
eliorated by the bright, attractive material
and something has been gained. The result
of course is by no means a test of the value
of the kindergarten, nor need we fear that it
will be so considered by people of intelligence
anywhere. It is a boon! a blessing! there-
fore let us be thankful.
Philander P. Claxton, the new Commis-
sioner of Education, has outlined far reaching
plans for the work of his bureau in the fu-
ture, and will ask congress for an appropria-
tion of $250,000 for the present, whereas,
heretofore, $80,000 has been the largest
amount at the disposal of the U. S. Commis-
sioner of Education. Mr. Claxton says that
65% of the children of America are in rural
districts, and will ask for $40,000 to be used
in employing experts to study the problems
with a view to improving educational condi-
tions there. The N. E. A. at the last meet-
ing appropriated $10,000 for a somewhat sim-
ilar purpose. It is to be hoped that in all
this investigation the needs of children from
5 to 7 years will be carefully considered.
They suffer most from the inefficiency of rural
schools.
ii8
THE KINDERGARTEN-PRIMARY MAGAZINE
THE SOCIAL SIDE OF THE KINDER-
GARTEN.
BY JENNY B. MEEEILL, PD. D.
Former Supervisor of Kindergartens in Manhattan and
the Bronx, New York.
Some years ago in an endeavor to state
the fundamental reasons for my belief in the
kindergarten I wrote a "Kindergarten Creed."
The first, the very first article of this creed
reads :
"I believe that children need each other's
society for their highest development."
In the multiplicity of play activities in the
kindergarten, in the over-zealous advocacy of
"gifts and occupations," in the endeavor to
hand on and on a well rounded definite series
of "things to do," there has been times of par-
tial forgetfulness of the life to live with each
other or in other words, the development of
the child's social self.
Notwithstanding this seeming forgetful-
ness of the importance of the social life of
the kindergarten, notwithstanding the fact
that it is not written about as frequently as
its importance demands, it will be found upon
investigation that in the opinion of Froebel
himself it is the cornerstone of his system of
education.
This is certainly indicated by the motto,
"Come let us live with the children," which
he gave to mothers and kindergartners.
It is true that this motto was intended to
place a needed emphasis upon the relation-
ship of adult life to child life, upon the en-
trance of the adult into companionship with
children for needed guidance, rather than
merely the social life of child with child, but
it does not exclude the latter.
A bright young mother recently para-
phrased this classic motto by advising that
we change it to :
"Come, let the children live."
I presume she realizes that the adult some-
times overshadows the child.
It is, however, only the story of the gold
and silver shield repeated. There is truth on
both sides. Froebel caught a glimpse of both
sides of the shield. He knew what the child
meant to the child. He also saw the need of
adult life entering into the play of children.
"The only child is the spoiled child" is gen-
erally regarded as a truism. If any one
wants to exercise his sense of pity upon a
child, let him find the child whose mother
tries to entertain him all day or sends him
out alone with a stolid nurse to perambulate
the streets or park for hours with instruc-
tions that he is not to be allowed to play with
other children. I met such a child the other
day, a sturdy boy who was clearly angry
through and through ! I stopped and. tried
to divert him. His nurse was above the aver-
age, but sadly did he need another child.
"He is not allowed to play with other child-
ren," was the response I met, and expected.
The danger of physical contagion seems to
be one of the chief reasons for keeping the
well-to-do child away from his fellows. But
the mother's fear seems often to bring to the
child these dreaded ills in spite of his isola-
tion, and the losses he suffers from this lack
of companionship overbalance the sting of
child diseases. Poverty of spirit, poverty of
experience, poverty in self-forgetfulness are a
few of the serious losses of the child who is
socially ostracized, the child who is doomed
to play alone.
Child psychology is being written more and
more from its social aspects. "We are mem-
bers one of another" must be learned at an
early age. It is quite true that there is an
early period of individual living during which
the child delights to play alone much of the
time. He pulls and kicks, he holds and lets
go, he crows and jumps, unable to do much
more than take in and experiment upon his
physical surroundings, including his own
body. Many months do not pass, however,
before he recognizes a difference between ob-
jects that move of their own volition, as his
dog, his cat, the horse trotting by, and those
objects, such as his own toys, which he must
move himself. He loves changes, he loves
motion, he loves to watch things that come
and go. He arrives at a peculiar fellowship
with animal life which is, in some ways, near-
er his own life than that of adult human be-
ings. His ball is his favorite plaything, for
is it not almost alive?
Babies, even, seem to recognize other ba-
bies as they begin to develop into their social
life. They are, as it were, on their own so-
cial level. I was visiting in a house recently
where a baby boy of eighteen months was
playing alone. His aunt arrived bringing his
little cousin who was about two years of age.
The baby's interest was immediately centered
in the little girl, apparently not observing his
aunt at all. The whole face of the boy light-
ed up. He touched the little girl's coat gent-
ly; he laughed; he pulled her sleeve; he was
radiantly happy in her presence. It was a
THE KINDERGARTEN-PRIMARY MAGAZINE
IIQ
beautiful picture- to one who could see the
dawning social life in these two children, the
need of one baby for the other.
Hundreds of mothers have written me ask-
ing how to begin kindergarten work in the
home, evidently not realizing that it had al-
ready begun on just simple lines as the above
instance. Their queries related to the hand
work of the kindergarten ; paper folding,
weaving, sewing, and cutting which they
were in danger of introducing at too early
an age. It does not seem to be fully recog-
nized as a fundamental kindergarten idea
that "the child needs the child," more than
he needs even toys, or the hand work of the
kindergarten. Balls and blocks are essential
to the child's early education, but I wish in-
deed that every one interested in the growth
and recent developments of the kindergarten
could be made to fully believe that in many
kindergartens where a paper-weaving mat,
a sewing card, and a pricking needle have
never been seen, hundreds of children are
being taught by means of the games and so-
cial life of this child-garden to live in broth-
erly companionship and are in process of
training for future citizenship.
Why is the kindergarten so fundamentally
necessary a part of every child's education?
I maintain that it is not because of its hand
work, mainly, but because of its social func-
tion in bringing little children together where
they learn to forget themselves and their pos-
sibly selfish ways and enter, little by little,
into the life of a small, embryonic commun-
ity. This is the secret of children's often
marvelously good behavior in kindergarten.
It is not that they are entertained or charmed
into goodness.
The home fills this social need in the com-
munity life of the child, in part, if there are
brothers and sisters, cousins, and little
friends admitted freely to the child's play-
1 room during the first four years or possibly
five. Normal children have, by the beginning
of the sixth year, begun to break away from
the home environment, or to need other social
experiences than those of their home life.
In some of our states the school-entrance
age is still set at five years. The need of
more occupation than the home can supply
has led many a mother to send her little child
to school at this early age. In the city of
New York in 1890 there were in one prim-
ary school thousands of children only five
years old and some a few months younger,
sitting in constrained positions at desks for
twice the length of time that children of that
age are now kept in our kindergartens. Where
there 'was a kind, understanding teacher,
many children loved even this school life be-
cause of its socializing pleasures. They en-
joyed just the fact of seeing each other every
day. They loved to meet each other for a
few moment's romp in the stone-paved, dingy
school yard at recess time. They loved to
sing and march and clap together. They
loved just to be together, and they loved the
daily going out into the street side by side
when the school day was ended, and the re-
turn to mother. At present these social ad-
vantages are enjoyed in thousands of free
kindergartens, but the injurious lessons in
reading and writing so detrimental to child-
ren's eyes are put off for a year. When we
have grown still wiser, they will be put off
even longer.
What are the social advantages that the
kindergarten offers to the five-year-old child
above his home and school life?
In the first place, the kindergarten offers
the child a gradual transition from the home
life to school life, which is surely desirable.
The kindergarten insists upon smaller num-
bers than the school allows. There is a
danger creeping in here, especially in mission
kindergartens. The custom of claiming un-
necessarily large room and insisting upon
two kindergartners working together has led
to an evil in the life of the kindergarten,
worse even than the mat or much decried
sewdng card. This evil lies in the crowding
of tables and of the story circle. The long
line of march and the necessity of too rigid
discipline follows such crowded conditions
and must be avoided or the best social fea-
tures of the kindergarten are lost.
The mission kindergarten and the kinder-
garten connected with the day nursery admit
children young enough to play undirected
much of the time or in groups of two or
three. In one of our New York kindergartens
groups of four, five, and six children often
play and work together. In this way social
life and the "living-together" spirit can best
be observed and guided by the intelligent kin-
dergartner. A child who has the ability to
lead or organize a game or play can be more
quickly detected and encouraged.
It is difficult to lead a few primary teach-
ers and, now and then, a superintendent to
realize that we are rousing the kindergarten
child to activity for social purposes. It is
easy to suppress children, to drill, to train
120
THE KINDERGARTEN-PRIMARY MAGAZINE
them — and perhaps these methods are neces-
sary in the crowded schoolroom. But in the
well-conducted kindergarten, the children
govern themselves.
The genuinely social life of the kinder-
garten leads the child to an intelligent giv-
ing up of himself. It leads him to yield his
lower desires, to gratify higher ones. I do
not claim that this is consciously done, but
it is learned by practice.
Community life such as that given the kin-
dergarten child enlarges human relationships
at a time when they need enlargement, at a
time when the young child needs to find
equals or "near equals." His efforts to find
his social level provide him with the right
moral atmosphere. He learns to respect the
rights of others.' He alternates as leader and
follower. He is allowed to choose at times,
but must also give way to the choice of the
majority in a game.
The instinct to imitate makes it easier for
the kindergarten child to conform to rules
than if he were not helped by the modifying
stimulus of other children's presence and
opinions. Public opinion may govern the
child to a great extent even at this early age.
He feels the force of the example of a com-
pany of good children. He feels the spirit
of the jingle as he sings lustily with the
others:
"We all sit still together.
We'll all stand up together."
If he were not to use his hands at all dur-
ing a term of kindergarten, the child who
has learned through story, song, and game
to love his neighbor, to control himself, and
to be helpful will have gone a long way on
the road to future usefulness as a member
of his family and of the community. — The
Mother's Magazine, Elgin, 111.
The human race is divided into two classes
— those who go ahead and do something, and
those who sit still and inquire, "Why wasn't
it done the other way?" — Oliver Wendell
Holmes.
Life is so short for us all ; let us make the
most of it for ourselves and for each other. —
Sir Walter Besant.
If every child was brought up right, wick-
edness would cease from the face of the earth.
— Ennis Richmond.
THE NATIONAL CHILD WELFARE
CONFERENCE; ITS WORK AND ITS
RELATIONS TO CHILD STUDY.
G. STANLEY HILL
President of Clark University, Worcester, Mass.
Child study has now so many departments
— medical, hygienic, criminological, legal, reli-
gious, pedagogic, linguistic, social, and the
rest — its literature is so vast, and the acade-
mic chairs and journals and sciences devoted
to it are so numerous, that no one can master
all its fields. Specialization in it is already
well advanced. It has a great and growing
influence upon education and the list of re-
forms in method, matter, buildings, hour-
plans, text-books, and ideals that now stands
to its credit, is a long and noble one. Indeed,
it is not too much today to say that in every
educational problem he who tells us authori-
tatively what the nature of the child requires
speaks the final word. Nothing in the history
of education has contributed so much to make
teaching professional and scientific. Profound
as all this influence has been, it has been from
the start silent and spontaneous. Now, how-
ever, we are organizing a more active and
aggressive campaign to extend the applica-
tion of its results and its influence outside the
school proper to the thousands of child-wel-
fare institutions which Dr. Theodate L.
Smith, of Clark University, has tried to class-
ify into eighty or ninety species, of which
the following ten are the genera, viz., insti-
tutions for defectives, delinquents, depend-
ents, those that deal with health and disease,
morals and religion, protection, recreation,
sex, motherhood and eugenics, and general.
Our Child Welfare Conference which held its
second annual five-day meeting last week
aims to unite all these into a national orga-
nization in order to secure the same advan-
tages of co-operation, avoidance of duplica-
tion, the closing of gaps, enhanced efficiency,
etc., that the Associated Charities have gain-
ed by co-ordinating local relief work. Our
program is first local, to bring all child-wel-
fare agencies outside the school in each city
together so that they may know each other's
work, catch each other's spirit, profit by each
other's experience, and impress the commu-
nity more strongly. We wish them to effect
state, and last of all, a national organization
of organizations with perhaps a head or s
central bureau at Washington, for the conser-
vation of American Childhood, which is the
most precious of all our national resources
THE KINDERGARTEN-PRIMARY MAGAZINE
121
and indeed of all earthly treasures. This
federal bureau ought ultimately to be repre-
sented in the President's cabinet and rank
with the departments of state, agriculture,
the navy and the rest, and should eventually
include education as well as all the agencies
connected with child labor, hygiene, relief,
delinquency, juvenile courts, and all the other
above-mentioned scores of organized interests
of the rising generation, always including eu-
genics. The practical ends aimed at are the
following:
I. All social workers and all heads of in-
stitutions caring for dependent or delinquent
children and their helpers should have special
training for their work. Child philanthropists,
too, need to know children better and draw
upon all this fund of paidology. The work
of all these institutions could be better done
and every dollar contributed by patrons would
have enhanced value by training of this sort.
There are no more devoted friends of chil-
dren than they, but to the high virtue that
prompts to their work they should now add
science for the sake of the children, not to
mention their own interests. Slogan I. No
worker for exceptional children untrained for
his or her work.
II. From 1 to 3 per cent, of the children
of the land, hundreds of thousands in num-
ber, who are defective, dependent, or delin-
quent should be studied. We now spend
nearly $1,000,000 yearly upon classes of the
population, old and young, that are a fearful
drag upon the advancement of civilization.
If a new pestilence were to break out that did
damage of this magnitude, we should turn
every available agency to the work of inves-
tigating causes and cures and should not be
content with merely ameliorating present con-
ditions. This last field of observation is now
very inadequately utilized for the permanent
lightening of this heavy national burden. Ex-
perts in every such institution should work
together systematically to draw lessons from
this field, so ripe in harvest, and where the
scientific wastage is too incalculable. The
end should be prevention even more than
cure. Every child publicly cared for fihould
be systematically tested, his hereditary and
personal history laid under tribute for the
good of others and for that of science. This
work, too, is already well begun in certain
favored localities. Slogan II. No exceptional
child unstudied — each must teach us all the
lessons in it.
III. In every institution for the training o!
teachers, some special course should be given
in order that they may get and keep in touch
with every child-welfare agency outside the
school in their community. We urge, too,
that all upper-grade pupils be informed of
the work for dependent, delinquent, and de-
fective classes in their vicinity as part of thefr
education for citizenship and also that every
teacher of child study and every pedagogical
department in normal schools, colleges, and
universities conduct extension work in this
field and make systematic surveys of all child-
helping agencies about them with the double
purpose of learning and helping. We have
found it profitable to assign topics in this
field fcr thesis work and also to organize a
series of committees of citizens to advance
local playgrounds, promote better probation
work, improve the milk supply for babies
during the fatal hot months, to promote school
gardens, vocational training to help depend-
ents and the neglected school hygiene, thea-
ters, festivals, recreations, etc. It is to this
great and new task to which we students of
children feel called and are now applying
ourselves that we invite your good will and
if possible, your active co-operation in your
several fields of labor. We believe the time
has come to unite on the one hand all ex-
perts in paidology and practical agencies, to
put what we know to work and to utilize
children in institutions in every way for our
science, which now has so much to say not
only on juvenile vice and crime and pedia-
trics, on nursing, feeding, and dress of in-
fants and children, their contagious diseases,
games, habituation, vocations, social activities,
adolescence, the psychology of poverty, crim-
inal legislation, the child's relation to nature
and to the city, on arrested development,
truancy, gymnasia, bathing, prostitution,
story-telling, but even has something new
and great to tell concerning wedlock and race
suicide. So our third slogan is: Teach this
applied child study everywhere from the high
grammar grades up, put it to work for the
charities, as college and university extension
work.
Let me now tab off a few of the specific
contributions which the larger child study
has made toward better knowledge and treat-
ment of some of these classes, altho each of
the following points needs a chapter or an
hour :
1. No one is qualified to deal with boys
in groups who does not know and has not
pondered the studies of the gang which con-
122
THE KINDERGARTEN-PRIMARY MAGAZINE
stitutes a unique and integral part of genetic
social psychology. This the judge of the
juvenile court, the probation and truant offi-
cers, heads of boys' clubs, or adult improved
or controlled organizations of boys for reli-
gious, moral, and other ends, and those in-
terested in school self-government should
know by heart. A large fraction of all juve-
nile delinquencies are due to the gang spirit
which is of course that of the savage tribe.
The reformer here has succeeded in propor-
tion as he knows enough to become a true
member and leader of the gang, for even
members of such organizations as the Junior
Endeavorers, Knights of King Arthur, etc.,
are in boy language members of God's gang,
or of the church gang. Gang psychology is
the master key to juvenile crime.
2. Purity workers of all kinds must know
the genetic psychology of sex or they can
never cope with the gigantic evil of vice of
which this is the key. Would that I had time
to point out the positive injury done by well-
meaning ignorance here, the harm done by
those who strive to help. Nowhere have our
ideas undergone such sudden enlargement
and transformation in recent years as in this
domain concerning the age of greatest dan-
ger, the predisposing and active causes, the
modes of cure, the nature and consequences
of error, etc. We can now detect several of
the roots of sex aberration in the infant in
arms and a group of others in the child be-
fore school age. We know, thanks to t&e
Freud School, the peculiar and hitherto un-
suspected vulnerability of the years from
eight to ten. We can appreciate the great
significance of physiological age. We know
from special studies something of the magni-
tude of this generally hidden evil in school
and college and our ideas of self-abuse and
of gonorrhea have undergone great change,
while the effects of the social evil and the
methods of moral prophylaxis are now re-
vealed in a new light. Here lie the roots
of nearly all the psychoses of later life and
of many of the elements that Emmanuelists
and mind-curists have reached. The time is
at hand when these topics and eugenics will
be taught in the schools, but here, if any-
where, every worker must have special train-
ing and should earn a certificate before being
permitted to enter this field.
3. The nature of the transforming era of
adolescence, as it is now understood, is chang-
ing our ideas and methods of education at
this age in home, school, and church and in
all special and private institutions for excep-
tional youth. Over the door of every such in-
stitution should be written, "Let not him or
her who knows not the laws and facts of
adolescence enter here." It is in many res-
pects the most plastic and vulnerable of all
ages, easiest helped by those who know it and
easiest harmed by those who know it not.
How harmful the moral or physical trainer,
or the Sunday-school teacher of youth who
does not understand it, and what a blessing
are those true shepherds who can penetrate
to the secret soul of the budding girl or the
boy in the awkward age !
4. At least 1 per cent., or some one hundred
and seventy thousand American children of
school age, are subnormal or in some way
arrested, altho only a small percentage of
these come into institutions. I need only re-
fer to the clinical work for this class lately
done by Witmer at Philadelphia, Goddard at
Vineland, Healey and Macmillan at Chicago,
Chase and O'Connor at Clark, and others in
this country. Their achievements constitute
one of the most brilliant chapters of psycholo-
gy applied with the most beneficent practical
results. Here we have an almost ideal rela-
tion. These children are being studied more
thoroly than any other class ever were and
they are adding much to our knowledge so
that they are at the same time material for
research and are being helped themselves by
being segregated in special classes or schools
and given the special individual care they
need. Standards of ability, physical and men-
tal, are being established for each age, on
which we can grade subnormality, and a
wealth of data for heredity is also being slow-
ly accumulated. Thus, it is no longer suffi-
cient to herd and care for these unfortunates.
Each such child is a class by himself and
must be specifically studied by the expert
methods now being evolved ; and nowhere
has pedagogic genius and inventiveness ac-
complished better results.
5. Again, take playgrounds, games, and
toys. How grossly ignorant and negligent
we were a few years ago until various studies
of childhood showed that in play children both
practice and train themselves for future voca-
tions and what is still more important, are
rehearsing many, if not most, of the practical
activities and vocations of the race thru its
ancient phyletic history! So, in right play-
teaching we are working in the very depths
and not in the shallows of the soul. Thus we
woke up to the fact that many city children
THE KINDERGARTEN-PRIMARY MAGAZINE
12
did not know half a dozen of the scores or
hundreds of plays and games they should and
had no place to play in. We realized that if
the boy without a plyground did not make
the man without the job, he was at any rate
dwarfed and distorted, if not a half-evolved
being. The present magnificent playground
movement is a direct product of the better
knowledge of the nature and needs of the child.
With what we are now learning of the psy-
chology of toys, it is easy to predict a new
dispensation impending in this field, too, when
play material shall come to its rights.
6. The work of the Story-Tellers' League,
library and other story-telling represent a
contemporary revival of the antique method
of education which was universal, for once all
education was story-telling. Here pedagogic
psychology has much to teach that would
render this work more effective and intelli-
gent concerning not only the history of the
art from the Homeridae down, the nature of
tradition, the advantages of oral-ear over the
later long-circuited tract of the eye that reads
and the hand that writes, but its best and
surest teachings concern the nature of the
story material and the kind of tale that knits
up the very brain itself into a better-organized
unity. Concerning the most vital point of
matter, the modern story-teller is usually
singularly and pathetically astray. While
children do not want a tale with a too direct
or obvious moral, every story should bear
essentially upon conduct and form sentiment.
It should be an instrument and every story-
teller should be able to stand and answer as
to what he expects to do and to accomplish
with each tale. The school canon of stories
should include only the best classics, standard
works which introduce the child into the very
best things in Greek, mediaeval, and other
material which have shaped the masterpieces
of literature, the tales of Troy, of the Greek
dramatists, of Reynard the Fox and animal
legends, the Niebelungen and Arthuriad
groups, the wandering Jew, Bible, some of
Shakespeare, etc. Story-tellers are too prone
to strive for entertainment only and be con-
tent to amuse, to have little idea of real edifi-
cation or even what it means ; and here the
natural corrective lies in the history of their
art and in the better knowledge of the nature
of childhood. Until this reform is effected,
story-telling will never take the place it de-
serves in our educational system.
7. The big-brother movement is in great
need of pedagogic psychogenetic explication.
Its history and its motivation date back to
Plato who held that it was a shame to any
boy not to have an older mentor, hero, inspir-
er, and that it was a disgrace to a young
man not to make himself a special ideal or
spiritual father of a younger boy. This prin-
ciple has a long special ideal or spiritual
father of a younger boy. This principle has
a long history from the apprenticeship to the
fatherland to apprenticeship to a trade. It
has other outcrops in a system of the personal
advisers lately in use in many high schools
and colleges of this country, in the ancient
method of fagging, or initiation, of the con-
trol and hazing of freshmen and all the man-
ifold monitorial care of younger by older
children and youth. Indeed, this is one of the
ideal types of friendship and prompts the
mentor to always be at his best as a pattern-
setter to his ward. As a godfather or guar-
dian, or quasi — or supplementary parent to
boys or girls, older youth are themselves
given great and new reinforcements to mental
and moral progress.
8. At the opposite extreme, we have the
psychology of orphans which shows what
fatherhood and motherhood mean by their
loss, and here belong sad lessons of parental
cruelty and abuse, the effects of disharmony
between the parents and divorce, also the ef-
fects of institutionalization compared with the
placing-out system. Defective parenthood
has many outcrops from inability and unwill-
ingness to nurse, which is absolutely neces-
sary to complete motherhood and the failure
to do which always involves other parental
defects to the problem of the duties of unwed
mothers toward their children and problem
of foundling asylums with their fearful
mortality. Shall we rehabilitate these un-
fortunate mothers at the expense of their
children, or shall we teach them to face the
shame, retain their children, and develop
them and themselves? Shall our agency con-
tent itself with trying to secure marriage or
support from the fathers? Upon all these
problems genetic psychology has distinct new
light to shed which will make every agency
here more effective.
This list of things genetic psychology is
now able and willing to do for child workers
might be greatly extended were there time,
and this survey is of course extremely inade-
quate.
But let me in closing touch more briefly a
few of the challenging questions now put up
to the psychologist by the practical workers
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THE KINDERGARTEN-PRIMARY MAGAZINE
in fields where we have more to learn from
them than to teach them, to some of which
problems we are still, tho not to our credit,
rather dumb. Here it behooves us to listen,
ponder, go to work and feel ourselves put on
our mettle and more or less at fault till we
can say some authoritative word. For in-
stance, how shall we treat young girls in re-
formatories who have gone wrong and are
so prone to relapse to vice as soon as they get
out? Our present methods are inadequate
and radical reconstructions are now needed
for this very unique class to whose nature
and needs we cannot reason from another
class. We want to make these studies and to
send our experts to these institutions. Again,
how shall we balance up the pros and cons
between those who would raise the age of
consent and those who deem it already in
many places too high? Once more, child
labor has its advantages as well as its abus-
es. How shall we foot up this account for
different industries, ages, communities, social
classes, etc. Again, what shall we do for
high-grade idiot girls who can just support
themselves outside institutions but are prone
to be the victims of scoundrels and mothers
of human spawn of degenerates? Shall we
keep them always sequestered or tubo-liga-
ture them and let them loose, or what? And
the same in modified terms for young male
imbeciles of this grade. Again, how can we
reconstruct the juvenile court, the success of
which as at present organized seems now
hanging in the balance, for it is in most places
too much like an adult tribunal with sworn
witnesses, publicity, jury, habeas corpus, ap-
peal, when it should be based on pure equity
principles and so organized that it can work
well as a system and without being so de-
pendent on the personality of the judge, who
of course ought to be an ideal father for all
the delinquent boys in his bailiwick, altho
this requires a supply of genius which we
cannot rely upon? Again, how can we elim-
inate the evils of the placing-out system
which has spread so fast and far that, altho
statistical data concerning its success are
lacking, we are beginning to hear serious re-
ports of its evils in the way of spreading
moral infection and of manifold bad relations
between adopted and natural children. What
are the facts about the appalling mortality
and morbidity of foundling asylums and how
can both be reduced? How can we extend
the educative influence of moving pictures
which have greater pedagogic possibilities
than any invention since printing and how
can we reduce their present dangers to eyes
and morals? But such questions are legion
and I must close. Here child psychology
has a vast and to a great extent newly opened
field for applying what it knows and for learn-
ing more, and here all child helpers can great-
ly increase the intelligence and the efficiency
of their work by coming in contact with the
rich store of facts and principles for which
this section stands and which we in a sense
hold in trust as its custodians. Here we must
have a new and vital bond between knowing
and doing, for the two in many fields are yet
sadly isolated. The National Child Welfare
Conference is a forum where genetic psycho-
logists work for the exceptional child, get
together and put mutual questions, report
results and pool their knowledge for mutual
benefit. Our motto always is that the cause
of the child is the most precious of all the
world's causes because it controls the future.
HOW EVERY SCHOOL MAY BE A
CHILD WELFARE CONFERENCE.
WILLIAM H. ALLEN
Director of the Bureau of Municipal Research, 261 Broad-
way, New York City.
(Synopsis)
Out-of-school conferences on child welfare
can be successful only as they effect confer-
ences on child welfare within the school and
between school teachers and parents.
Because the majority of our twenty million
school children are in small cities and rural
districts, they are certain not to be funda-
mentally benefitted by any conference that
does not center in the schools. The same
energy which an outside agency will spend
in getting data for one thousand children,
will interest one thousand principals in secur-
ing more complete data for five hundred
thousand children.
The teacher whose pupils present to her
one hundred and ninety days each year the
best index of how thirty to fifty families live,
can accomplish more than an out-of-school
conference where one hundred and ninety
people listen to a lecture and adjourn to meet
again another day.
In New York City there are two hundred
and thirty members of local school boards
charged with the duty to learn about school
progress, sanitary conditions, and teaching
efficiency of schools which are supposed to
THE KINDERGARTEN-PRIMARY MAGAZINE
!25
minister to nearly eight hundred thousand
children. Systematically for years effort has
been made to prevent these local board mem-
bers from knowing the essential facts about
school progress and school problems. Snub-
bed and almost reviled, this asset has been
lost to New York City, tho potentially more
valuable than any national conference. As
a consequence no one can tell the parents of
New York why two hundred thousand chil-
dren have failed of promotion this school year,
why there is a difference of one hundred
thousand between net enrollment and average
register, whether the part-time day, which
New York City is spending millions to abol-
ish, is better for the child than the full-time
day, or why public imagination and sense
of duty are focused upon giving out-of-door
fresh air to a handful of children while neg-
lecting to consider physical and mental
breakdown, due to lack of out-of-door fresh
air for hundreds of thousands.
To make every school a child-welfare con-
ference, the supreme need at the present time
is a demand on the part of the national and
state bureaus of education for essential in-
formation as to the welfare of each teacher's
pupils.
THE KINDERGARTEN OUT OF
DOORS: GARDENS.
A writer in Primary Education says : "The
Kindergartner must visit as often as possible
the primary room which is to receive her pu-
pils next year to see what is needed in order
to offer that which she herself knows so well
and which she forgets is still a mystery to the
primary teacher whose training has not in-
cluded kindergarten methods." "Still a Mys-
tery!" That is the trouble. We forget that
kindergarten principles and methods are still
a mystery to the great rank and file of the
teaching force in America. We are concerned
about the new problems and' developments
before us and forget that these teachers will
not be interested in kindergarten methods un-
less they understand them and to understand
them, they must begin where we began ten,
fifteen, twenty years ago. Let us endeavor to
dispel the mystery, for to understand is to
approve.
Every school that fails to train its pupils in
both morals and manners is remiss in its duty
and false to its opportunity. — Educator Jour-
nal.
ANNA E. HAEVEY
Adelphi College, Brooklyn, N. Y.
Lord Bacon says :
God Almighty first planted a garden, and,
indeed, it is the purest of human pleasures.
It is the greatest refreshment to the spirits
of man, without which buildings and palaces
are but gross handiworks. And a man shall
ever see that when ages grow to civility and
elegance, men come to build stately, sooner
than to garden finely. As if gardening were
the greater perfection. I do hold it in the
royal ordering of gardens there ought to be
gardens for all the months in the year, in
which severally things of beauty may be there
in season.
"God Almighty first planted a garden" ;
and it was in the garden that man first be-
gan. Yet though man was obliged to leave
this garden, the garden instinct did not leave
man ; and, as our first parents turned with
longing eyes and looked back, so, throughout
the ages, that longing is ever present. It is
doubtless true that conditions and experi-
ences may dim the longing in the adult ; but
the little child, or growing boy or girl, has
this undeveloped instinct to get nearer to the
heart of nature.
It was an appreciation of the prime im-
portance of this instinct that led Froebel to
plan a garden, where each child should have
his own plot of ground, and a share in an-
other reserved for united work by all, as a
part of his wonderful system of education ;
and happily and significantly he called it his
"kindergarten" ; thus doing, he made the gar-
den one of the essential parts of his great
system.
It is surprising that educators throughout
our country have been so slow to recognize
this valuable adjunct to the regular curri-
culum. We read that the pioneer work in
this movement was started by the German
States as early as 1814. Yet only since 1895
has England included "cottage gardening" as
an optional study for boys ; and the United
States has been equally tardy. I believe
Massachusetts, the state of good schools and
good roads, had the first school garden, in
Roxbury, in 1891. New York did not become
vitally interested until 190:2, when Mrs. Henry
Parsons converted an empty lot, which had
been used as a tenement dumping-ground,
into "The Children's School Farm."
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THE KINDERGARTEN-PRIMARY MAGAZINE
But the work has prospered. We may re-
joice that in eight years interest in it has
grown so that, at present, school gardens
brighten the lives of hundreds of our chil-
dren in the public and vacation schools, and
in the settlements. So popular is the work
that 'Mrs. Parsons' son, Henry Griscom Par-
sons, has a class at the New York University
for training teachers in the "art of garden-
ing." We read of the work in Chicago,
Cleveland, Philadelphia, in many of the
Western states, and in New England, where
school gardens have not only attained a high
degree of excellence, but are recognized as a
most important part of the educational sys-
tem. The seed is sown and the garden is
growing. When the little children of today
are the men and women of tomorrow we shall
see the fruit.
What the fruit will be, we may easily sur-
mise. The longer we keep the child in the
garden, and the stronger we make him, the
longer we can keep him from the cramping
influences of the worldly pursuits of his later
life. Happy are the little men and women
of the tenements, who may be brought into
this little Eden and smell the flowers of Para-
dise. And happy too the children of the
country, who have eyes but see not, to whom
familiarity has made nature stale— happy will
they be when their eyes are opened to see,
and their minds stimulated to appreciate, not
only what is in the garden, but what is in
our beautiful world. So there is work to do.
It should not be by the hand of man that
the gates should be closed to these little ones
who have not tasted of the tree of knowledge.
On the contrary, it is the duty of all to whom
little ones are given, to see that ignorance,
prejudice, and indifference are thrust aside,
and that the little child is given the oppor-
tunity to get close to the mother of us all.
And why? Let me tell you one of many sig-
nificant stories.
In the city of Brooklyn a few years ago, a
young woman was assigned to a kindergar-
ten in one of the most depraved parts of the
city, crowded with dirty tenements, built of
wood, filled with numberless families. The
outlook from the kindergarten rooms was
over back yards where ashes, tin cans, bot-
tles, filth, and rubbish of every kind were
lodged. The young kindergartner began
with a window box; then she interested the
janitor and then a few parents; and at length
she had a tiny garden in the back yard of the
school. And that is not all. By patient,
painstaking work, visiting in the homes and
doing a little at a time, this young woman
has been able not only to have a beautiful
garden connected with her kindergarten, but
she has managed to convert those filthy back
yards into gardens that delight the eye and
uplift the soul. She tells me that, although
the people of the neighborhood are exceed-
ingly poor, their interest in the school gar-
den and in their own is so great that she
scarcely expresses a wish for some necessity
or even what might be termed a luxury for
the garden, but the parents, with combined
effort, see that she gets it.
Now this is more than the story of the
planting of a garden. It is a story of Froe-
bel's kindergarten for grown children. It is
the story of the sweeping-away of the ashes,
the rubbish, the filth of the entire commun-
ity, the tearing-down of the veil of conditions
and circumstances, and the bringing into
light of that old garden spirit that our first
ancestors knew when they loved the simple
and the good. It is this love of the simple
and the good that the garden develops in the
child. He tills the ground. He plants the
seed. He fosters it with loving care. He
watches it spring into life and come into
sturdy growth. And for his reward he sees
it bear fruit and flower. No child can do this
thing without knowing full well what he
means when he sings, "My heart is God's lit-
tle garden."
And furthermore, no child can do this thing
without realizing that his garden is not only
for himself, but that there are other gardens
besides his own, and that in the places where
there are no gardens it is for him to plant
them. For
It is everybody's business
In this great world of ours
To pull out all the weeds they find,
And make room for the flowers ;
So that every little garden
No matter where it lies,
Shall be like one that God made,
And called it Paradise.
II. THE KINDERGARTEN OUT OF
DOORS: WALKS AND EX-
CURSIONS,
MRS. ALMA OLIVER WARE
Principal Kindergarten Training School. South Bend,
Ind.
We kindergartners have learned that in the
big circle of life every segment has its value,
THE KINDERGARTEN-PRIMARY MAGAZINE
127
and who can say but what that of early child-
hood is the rainbow of prophecy as to what
all the future life may be? In fact, all future
educational life is but the unfolding or round-
ing out from the fundamental notions and
experiences received in some germinal form
at this period.
The most impressionable time in the child's
whole existence is when he is from four to
six years of age, just the period when the
kindergarten claims him. These early im-
pressions are the germs from which spring
all later thought-activities, and however much
they may be modified by future experience,
they ever remain "the fountain light of all his
day." The observations in early life, partic-
ular kinds of observations and many of them,
will largely determine the quality and
strength of the child's mental capacity later
on. The quality of thought is influenced by
that which remains in the mind ; and strength
by the vividness of that which has been ob-
served or its direct appeal to his interest.
There are double doors to the child's con-
sciousness. While impressions are surging
in, if that were all, our task would seem an
easy one indeed ; but in the wonderful work-
ing of that much-discussed self-activity, out-
ward swings the door and forth springs an
impulse propelled by an instinct which has
gained the accumulated strength of many
successive generations. On the threshold im-
pulse meets impression and ever they work
hand in hand: heredity and environment.
These are the two great forces that make or
mar the young life. It is our task, O kinder-
gartner, so to adjust the weight of each as to
secure the happy equilibrium. We attempt
it by giving such environment as will stim-
ulate the best reaction to the impulse, know-
ing for the unfolding life that each time we
do this we increase the possibility of its be-
coming habitual.
What are some of the strong old instincts
which ripen at this kindergarten age? Ever
since the early birth of a self, when our an-
cestors in an unconscious effort to express
individuality reached out to grasp for them-
selves the apple of knowledge, has each suc-
ceeding generation exhibited a similar investi-
gative tendency.
Thru the inherited knowledge which has
come to us as the result of successive stages
of experience, we begin to see1 that the in-
vestigation is legitimate and wholesome if
guided in the right direction. In the kinder-
garten the consideration of investigation must
be a preponderance on the side of environ-
ment or the value of "sense-perception." This
seems carrying coals to Newcastle, as we have
carefully studied that dominant word which
stands as the keynote to Pestalozzi's method
of instruction, but if we hold to this funda-
mental and add to it the leaven of Froebel's
"self-activity," we will have the full loaf of
"apperceptive mass" which is the child's
most valuable asset when he enters the grade
work, and the teacher in the grades finds it
uphill work without it. This, I believe, is
our contribution to the educational life of the
child : not what we teach him, but what we
help him to find and store away as a basis for
future thought. His own self-activity makes
him an explorer, but we influence its direction
and at this stage the wisest teaching that we
can do is that of opening the right gate just
at the auspicious moment. Last summer
after our Denver meeting I journeyed over
the great Rocky Mountain Ridge and rested
on the other side at a beautiful ranch in a
valley near Glenwood Springs. Here I saw
a strong illustration of this idea in the method
of irrigating the cherry orchards and alfalfa
fields. A bold natural stream came dashing
down the well-worn hollow in the mountain-
side, making its rapid way to Grand River,
but gates were closed or opened which turned
that mountain stream into such directions as
would gain the most desirable results for the
future productivity) of the mother earth of
which it was a part. That mountain stream
symbolized the instinct of the child and its
eager, onward rushing, the child's impulsive
acts — shall we allow the bold stream of in-
vestigation to rush unguided on its way or
direct its course to where the result will be
a rich harvest of food for future thoughts?
This I take to be the educational value of
the walks and excursions of the kindergarten.
Do not for one moment think that I am over-
looking the purely physical benefits accruing
from the exercise in the open air, but that is
a foregone conclusion and must be so accepted
at every step in this discussion.
We must help the young explorer to go in
the right direction. Every mother and teacher
knows what I mean and could give us many
examples of a wrong expression of this in-
stinct because at the critical period of its
maturity there was lacking the wholesome
stimuli.
What does the grade teacher wish as men-
tal content when she substitutes textbooks
for things? She immediately begins to find
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THE KINDERGARTEN-PRIMARY MAGAZINE
what sorts of images the child has already
formed — for abstract thinking is the work of
the imagination, and though the imagination
is a wonderful magician, it works in a per-
fectly scientific way and can no more build
up finished conclusions out of nothing, than
dreaming of millions could give you your
daily bread.
No one can fully estimate the working
value in education of good, clear images.
And this again is our opportunity : to go with
the child to where his investigative instinct
can gain such images as will be clear and
strong and of the right sort, thus forming a
storehouse from which the succeeding years
may draw and upon which the whole struc-
ture of education may be started and evolved
from gaining in clarity of concept with each
succeeding stage, for images change in qual-
ity. We walk to the park or to the open
square, perhaps to the lake-front or to the
seashore ; it may be there's a hay-ride to
some distant country house, some day a
street-car ride with a picnic at the end. If
you had asked me fifteen years ago what was
the purpose of all this, I should no doubt
have answered promptly that the outing
brought relief from the tedium of the school-
room and helped us in our work of illustration
next day. This is still true, but there is
more.
The kindergarten works no more in an
isolated way, but while seeking to do its part
as seems best for the immediate stage of the
child, yet works with a knowledge of what is
its obligation to the stage that is to follow.
''The intelligent, co-operative kindergartner,"
says Dr. Dewey, "works not in the grades but
for the grades." And yet we sometimes find
the kindergartner floundering in her unintel-
ligent effort to put the cart before the horse.
The child sees that which touches his own
personal experience, or which may be inter-
preted through the light of his own experi-
mental life. It is very different when he has
an image and we attempt to clarify the con-
cept about it. We had better be careful lest
our own be a little hazy or vague, like that
of the young lady who was endeavoring to
have her group of children understand the
colors of the rainbow. She had learned them
very correctly in textbook order and stepping
to the blackboard drew a small down-swinging
crescent. An assistant gasped, which so
strongly suggested alarm that the question
was asked, "What is wrong?" The arch was
then drawn with the whit? chalk and then
the colored crayon applied in short sections
transversely, first red, working to two or three
inches, then orange and so on. She had not
walked with open eyes but was teaching al-
together from text-books, when one good,
clear image may be the basis for many text-
books. She, like Mr. Bradley Headstone in
Dickens' Mutual Friend, "had acquired me-
chanically a great deal of teacher's knowl-
edge."
Don't you think that we oftentimes forget
the stage of the child and expect him to see
as we see? In a kindergarten which I knew,
the kindergartner and children went out for
a walk to the lake-front, and much care was
taken to help the children to see "far away on
the water to where the sky seemed to meet
the lake," hoping that they would be able
next day to paint sky and water showing
horizon-line. Next day when the time came
for the representation of the scene one little
lisping fellow of less than five years stolidly
refused to take the brush and "paint from left
to right above and below the pencil line"
placed there by the kindergartner. The
young lady asked him if he remembered the
walk to the lake. "Yeth," he answered.
"Then didn't you stand with us and look
out far over the water?" No answer came
and in despair she said, "Well, Robert, how
have you seen the lake?" "Wite and nathty,
where my papa let me paddle my toes in it."
He was given the brush, the paint box and
water, and allowed to paint the thing as he
saw it and it is needless to add that he
painted no horizon line, but he made it "wite"
and frothy as the waves ripple upon the
shore. This reminds me of the great Turner.
When an old man, and critics had attacked
his "Storm," Ruskin heard him muttering,
"Soapsuds and whitewash, say they. What
would they have? I wonder what they think
the sea is like. They should have been in it."
As has been suggested, the kindergarten
age is one of image-making and getting ac-
quainted with the world outside, bounded by
no horizon-line as yet. How well I can re-
call my early school days ; no walks to see
the new buds on the trees, no hunting for
first birds in the spring, no guided tramps to
the lake and stream, but day after day books,
a desk, and a bench, until as Richard Hovey
says, "one grew sick of four walls and a ceil-
ing." That was at five years of age, and
when at seven the teacher wished me to un-
derstand a lake she poured a glass of water
on the schoolroom floor, but even today my
THE KINDERGARTEN-PRIMARY MAGAZINE
129
image is of the spreading water with the
floating dust-particles which had to be wiped
up. The country child who had to walk a
mile, or maybe two, to the country school-
house had every advantage. He overcame
distance, felt space-freedom, saw complete
processes in the woods and homes about him,
his images were strong and clear of field, for-
est, and animal life — the tendency to explore,
to investigate, found and worked upon na-
ture's own material where every suggestion
was to construction rather than destruction,
as is the case where our city children are
given everything "ready made." Our kinder-
garten in America is a modern city institu-
tion and a part of that complex civilization
where child life is verv often most unchild-
like.
The kindergarten walk begins the habit of
going with a purpose, seeking for something
that the teacher feels quite sure will be found
and that will satisfy some need of the child.
The teacher should prepare as carefully for
the walk or excursion of the kindergarten
children as she prepares her story or other
work of the morning. Once when we were
talking about the farmer and his animals, the
children were asked to tell what they knew
about the cow. One boy said, "I know how
to get the milk, for I saw a cow at Coney
Island, and the man just pressed the button,
so, and filled my cup," a patent arrangement
like the soda fount. Very soon we had an
excursion to where the children could see
"real" cows and the discussions which fol-
lowed were delightfully alive. When those
children are ten years of age they will not
ask, as a boy did of a farmer, "Don't you
have to buy a great deal of gum for all those
cows to be chewing?"
One of the strong influences of the outdoor
walk on the eager, impressionable mind of the
child is the development of a sense of space-
freedom. It is impossible to expect free ex-
pression of mind or hand from children who
live in cramped homes, in dwarfed domestic
atmosphere, with no outlook but on chimneys
or nearby walls. It has been said that the
only way to secure free activity with blind
children is to have them play in a large field
where there is not a single obstruction, and
that after a time they cease that pathetic
appeal of the outstretched arm which we
usually expect to see in them. If the sense
of the space-freedom removes fear and gives
free expression to these little ones, its value
should be proportionately more to the normal
child whose vision goes far afield. It is well
known that our largest images are of the sea
and the mountains; the one guides the vision
out and far away over the broad and limitless
deep, while the other has lines which if fol-
lowed lead up, up— who knows where the
imagination may take one? We have not
taken enough thought of this sense of space-
freedom ; we have too often been satisfied to
go out on the school playground with its fine
but adult appliances. This is good, having
a most valuable function to perform, but can-
not do for the little ones by way of enlarge-
ment of primal impressions what the stretch
of grass, the tall trees, or the flight of birds
will do. Freedom of hand comes from free-
dom of thought and this is a result of larger
vision out of an awakened and enlarged sense
of space-freedom.
Our writing supervisors, our drawing
teachers all urge freedom of hand with the
use of the larger muscles ; we help them when
we give our kindergarten children such im-
ages out of a free environment as will stim-
ulate to freedom of expression. In a certain
kindergarten I found the director struggling
to carry out my recent suggestion to secure
more blackboard expression from the children.
She was justifiably disappointed with the
cramped, almost invisible, result. Upon in-
quiry I learned that in that school there
never had been a walk or excursion.
There is a fine opportunity after an excur-
sion for blackboard work so little usedj by
most kindergartners. Too frequently there
is a finely executed picture put upon the
blackboard, perhaps by the art teacher, and
left for weeks. There is no objection to that
picture, but it serves its purpose in two or
three days and should not be considered per-
manent. I have found that the drawing by
the children during the morning circle is also
a fine opportunity to secure true criticism
from each other, and they learn to meet pub-
lic opinion.
But impression alone is not educative, there
must be interaction ; the manner in which
investigation is directed toward securing right
results and the training toward free but sin-
cere accurate expression, however simple it
may be, will be our task.
In view of the child's future social develop-
ment and knowing that as soon as he comes
to kindergarten he is learning of an institu-
tion other than home, his interests are broad-
ening and he feels relationships with the out-
i3o
THE KINDERGARTEN-PRIMARY MAGAZINE
side world of society as well as that of na-
ture; do our walks and excursions meet this?
Not by going around the corner that he may
see horseshoes at the blacksmith shop only
to draw better horseshoes the next day, but
that he may feel his kinship with the worker,
may see the cold, stiff, unyielding iron serve
man's purpose through action of the wonder-
ful forge fire. He feels the might and skill
of the worker, respect follows, and a vague
awakening of desire to do strong, skillful
work. Anything that stimulates respect for
good workmanship increases the possibility
of better work, even in kindergarten, and it
is just here that habits begin of effort to ac-
complish, and accuracy in the doing. The
results are clear and forceful from thus com-
ing into direct relationships, interest is
aroused which can be turned into an immedi-
ate wholesome channel. Fear of others
makes one a coward, but respect and admira-
tion for the deeds of another breed self-re-
spect and stimulation.
Stories and pictures are valuable aids in
teaching children of their relationships, but
they can never wholly take the place of first-
hand impression or experience. Never would
a pictured sand-pile give to the children more
than a suggestion of its possibilities, while
no one can tell the suggestiveness of the real
experience with one. In the same way there
comes to the child's social nature through the
walks and excursions that which nothing else
can supply.
The walk or excursion brings the child into
immediate relationship with the larger world
of nature, the broader view of society, meet-
ing his out-reaching interests and stimulating
his innate desire to do.
In summing up, let me say that the walks
and excursions stimulate investigation which
is the dynamic factor in education ; give op-
portunity for clear images which are the con-
crete foundation of thought-activities ; and put
the child into closer relationship with society,
thereby broadening his interests and meeting
the development of his institutional nature.
The ends of culture, truly conceived, are
best attained by forgetting culture and aiming
higher. — J. C. Sharp.
Men are seldom more innocently employed
than when they are honestly making money.
— Samuel Johnson,
THE UNIVERSITY AND THE KINDER-
GARTEN
DE, BURTIS BURR BREEZE
Professor of Psychology, University of Cincinnati
The kindergarten and the university occupy the two
extreme positions in our system of education. The
one begins and the other finishes the formal attempt
to prepare the child for the world in which he is to
live. Whatever may have been the causes which have
contributed to making the relationships between the
kindergarten and the university what they are, the fact
remains that these elements of the school system stand
too far apart for the best interests of the kindergarten,
and may I say also for the best interests of the univer-
sity. I speak especially of the attitude of the university
toward the kindergarten and the reluctance with which
the kindergarten opens her doors to the university.
The lack of sympathetic interest in the one is too often
offset by the feeling of aloofness and suspicion on the
part of the other. In the university there is a tendency
to look upon the kindergarten as a plaything, too trivial
to be worthy of academic consideration and too ab-
normally feminine, poetic, and imaginative to be seri-
ously treated.
Child study, the corner stone of the kindergarten, has
become almost a term of reproach in the university.
The announcement of a course in child study in the
university catalogue occasions an academic smile of
superiority. The life history of the crawfish or the
cycles of development of the butterfly may claim the
serious attention of the university, but the nature and
development of the child — "that's too trivial and be-
longs in the kindergarten." It is unfortunate that this
attitude has arisen, for the kindergarten is becoming
more and more a factor in the educational program,
and the study of the child and his proper education
is one of the biggest problems of the times. Both are
entirely worthy of academic consideration.
On the other hand there is a feeling in kindergarten
circles that the work offered in the university is too
scientific and too abstract to be of any immediate prac-
tical value for the kindergartner. There is hesitation
in taking advantage of university instruction in the
preparation of kindergartners. This hesitation is based
upon the belief that the work offered in the university
is too materialistic, difficult, and unpractical, and is
therefore over the heads of the young people who are
preparing to take up kindergarten work as a profession.
Thoroughly impressed with the importance and serious-
ness of her calling, the kindergartner is impatient when
confronted with anything which does not drive straight
at the immediate task in hand, and which interferes
with the rules of action given her by the kindergarten
system. This again is unfortunate, for too often it
leads to a lack of perspective, without which Froebel's
plan of education cannot be carried through success-
fully. The very largeness of the kindergarten concept
demands the highest and best in culture and scholar-
ship to make it manifest in the actual day's work with
the children. There ought to be no shrinking from
anything that will give a better understanding and ap-
preciation of the real principles of life as a whole.
THE KINDERGARTEN-PRIMARY MAGAZINE
m
The university stands for the highest and best en-
deavor to lay bare these principles and the kindergarten
should make the most of whatsoever the university may
offer, even though it may not seemingly have a direct
bearing upon the immediate work of the kindergarten.
The more we find out about the real nature of the
world the more evidence we discover that its various
elements hang together in a system, — -"that through the
ages one eternal purpose runs." What seems from the
superficial point of view diverse and heterogeneous,
appears, when we delve a little deeper into underlying
principles, related and homogeneous. As we advance
in science and art and literature we slowly round out
a conception of life in which all its parts are bound
together and unified by a few fundamental laws. This
was the conception that prompted the poet to say to
the flower plucked from the garden wall : —
"Flower in the crannied wall,
I pluck you out of the crannies,
•Hold you here, root and all, in my hand,
Little flower — but if I could understand
What you are, root and all, and all in all,
I should know what God and man is."
Froebel's idea of the child is a world concept. For him
the key which unlocks the secrets of the world is not
the flower in the crannied wall, but the child. Within
the child he saw the possibilities of the whole world,
and he made it his life work to point out the rela-
tionships of that which he saw within the child to the
world without. He attempted to pick from the world
the material and activities which presented to the
child would bring about self-realization in the fullest
mami.r. Self-realization for him meant the harmoni-
ous synthesis of all the possibilities within, and of the
world without, — a union of temporarily estranged ele-
ments into a realized and unified world. To bring this
about the kindergartner and those who direct her
work should keep in touch with the highest develop-
ment of research and scholarship ; in other words,
should keep the totality of human knowledge in view.
Froebel seized upon the maternal element as the guid-
ing principle because he thought it the largest and deep-
est and broadest tiling in life and because it touches
the world in all its aspects, and is therefore best adapt-
ed to call out the inner possibilities of child life and
make them manifest in self-realization. However, any
considerable advance in the future within the kinder-
garten demands that the maternal element be supple-
mented by another element, that of scholarship. All
that art and science and literature can give is not too
much to bring to bear upon its problems. Science has
gone far towards the understanding of the nature of
the flower since Tennyson's time, but before the ad-
vance could be made the poetic conception had to turn
into scientific observation and experimentation.
Science has also gone far in the better understand-
ing of the nature of the child since Froebel's time, but
here again the philosophy of Froebel had to be turned
into scientific observation and experimentation. The
results of this scientific procedure have helped us more
and more "to sec things in their unity and to grasp
them in their totality." Froebel speaks of the "orig-
inal wholeness of things" and in many places I see
this concept used in kindergarten literature. It is a
big concept ! An idea to conjure with ! But before
we make use of it in educational prescriptions we
should know some of the facts concerning these rela-
tionships which bind the diverse elements of the world
into a "grand" and "all embracing" and "divine unity."
Otherwise the concept may in our hands prove to be a
mere fragment. Again, let me reiterate that the very
bigness of the kindergarten ideas demands the broad-
est and deepest preparation for those who propose to
put them in operation.
The kindergarten must broaden and enrich its pre-
parative courses for its teachers or it will run the risk
of degenerating into an apprentice system in which
each beginner learns her trade and plies it without
much thought afterwards. The young kindergartner
is, I think, too apt to do in any situation just what she
has seen an older kindergartner do in similar circum-
stances, and to apply rules of thumb dictated to her by
the initiated. She needs a broader culture to give her
independence of action. She needs a deeper insight
into the principles underlying and surrounding the kin-
dergarten rather than more rules of action to apply in
given situations, in order to give her spontaneity. She
must learn to think for herself. If in addition to the
time that she now spends learning what to do in the
kindergarten she were given more time and opportunity
lo develop her own personality, the kindergarten would
gain much, for a large part of the child's best devel-
opment is brought about by unconscious absorption
from the personality of the teacher — her culture, re-
finement, and education.
It has often been said that only rarely endowed and
therefore rarely to be found persons can successfully
conduct a kindergarten. This seems to me to put the
emphasis in the wrong place. Native ability to handle
children is, of course, an excellent thing in a kinder-
gartner, but it is not the most important thing. A well-
trained mind stored with knowledge, a well-balanced
judgment, and enough of the scientist's attitude to
properly evaluate facts, together with the mastery of
the principles and practices within the kindergarten, are
more to be desired than the variable special endow-
ment which too often means only native tact and fem-
inine sweetness of character. Whatever the native en-
dowment may be, the stress should be placed upon the
preparation, upon the education of the kindergartner.
To possess native aptitude in music is to be desired if
one is to be a musician, but this alone is not sufficient.
Long years of hard work in preparation must be gone
through in order to attain proficiency. The kinder-
gartner is no exception to a very general rule. The
high school graduate is not mature enough and does
not have a sufficient grasp of the realities of life to
appreciate the philosophy of the kindergarten.
There are many subjects taught in the university that
are of especial importance for the kindergarten teacher.
I shall have time to mention only two or three of them.
For instance, the selection of verse for the songs of
the kindergarten demands a thorough knowledge of
literature. The past has left us a rich legacy in this
field and only that of good quality in form and
thought should be given to children. The songs of the
132
THE KINDERGARTEN-PRIMARY MAGAZINE
kindergarten sung day after day make a deep im-
pression upon children. They ought to be the best rep-
resentatives of the different epochs of literary devel-
opment, and at the same time should be good literature
and art judged by the highest standards of our own
times. There is a tendency to underestimate the abil-
ity of young children to understand and appreciate real
literature, and serious attempts are made to give them
a peptonized substitute. Much of this stuff is being
placed in the hands of our children to-day and kinder-
gartners should be on guard lest it find its way into
the kindergarten, and the best safeguard against this
cheapened literature is a first-hand knowledge of real
literature on the part of the kindergartner.
Another department in the university in which the
kindergartner ought to have an abiding faith is that
of biology. In order to lead the child into any part
of nature's domain, the leafy forest, the shaded brook,
or the open field where life abounds, and in order to
teach him to open his eyes to nature's wonderful se-
crets, the kindergartner ought to have a real knowledge
of the representative facts of animal and plant life.
Without it distortion and misrepresentation are sure
to creep in. The kindergarten will never knowingly
tolerate a flimsy sentimentality about nature in place
of a real love and knowledge of nature. The right
emotional attitude toward nature comes only when the
child is led to observe her accurately and to think
clearly about her. As his knowledge increases he
grows in a true appreciation of the fitness and beauty
of nature.
Another study that ought to occupy a prominent place
in the kindergartner's preparation is that of psychology.
I fear, however, that there is a misunderstanding as to
the exact nature of this subject. Again and again
teachers come to me asking to be allowed to enter
advance courses in psychology. They assure me that
they have had psychology before and that they are very
much interested in it. I find out, however, upon fur-
ther inquiry that the psychology that they have had is
James' Talks to Teachers, an interesting and valuable
little book, but it is not psychology, nor did its author
intend that it should be taken as such. An interesting
talk about psychology and its educational applications
is too often taken for psychology itself. This con-
fusion contributes to superficiality and is unfortunately
a fruitful source of educational fads. Before attempt-
ing to apply psychology we should first master the
fundamental facts, principles, and laws of mental life,
and this is what I would have the kindergartner do. It
is not an easy task and in many places there is a de-
cided reaction against attempting it. For instance, not
long ago I received the following inquiry from a kin-
dergartner of high standing, — supervisor of kinder-
gartens and principal of a kindergarten training school.
I quote from it because I believe it is a representative
attitude among kindergartners toward the more scien-
tific aspect of this subject of university instruction.
She asks:
"What use is this study of the science of psychology?
It is interesting to know how mind works and also it
is fascinating to me in connection with biological study
— this evolution of consciousness. Also it certainly aids
the teacher in helping the child's mind to develop, be-
cause she knows how to present the lesson and what to
expect in response from the child. But when it is
learned by the individual, does it aid his growth of con-
sciousness really and truly? Is scientific, psychology
just a recapitulation of facts which scientists have dis-
covered about the brain, or does it lead to something
higher in self-culture? Will the race grow in con-
sciousness and get nearer the truth through the study
of it?"
There are two practical questions which one may ask
of any subject which he is pursuing: First, will it help
him in his chosen work? Second, will it help him in-
dividually? As we have seen, even these questions
overlap one another. For whatever adds to the per-
sonal equipment and enriches one's knowledge must
make for greater efficiency. However, these two ques-
tions are involved in the inquiry quoted. The first
question is partly answered in the admission : "And it
(psychology) certainly aids the teacher in helping the
child's mind to develop, because she knows how to
present the lesson and what to expect in response from
the child." There is, of course, no doubt about this
point. Systematic study of the nature of conscious-
ness, its elements, its physiological correlates, and the
laws of mental development, stands in the same rela-
tion to the art of teaching as the study of chemistry,
physiology, and anatomy to the practice of medicine.
The teacher who attempts to teach without having
made some endeavor to systematize her knowledge of
the mental life of the child is like the grandmother who
doctors with herbs and common sense. Both may do
good, but certainly both have done harm, harm which
might have been avoided if they had had some scien-
tific knowledge of the nature of the things with which
they were dealing. How many children have been and
still are literally persecuted simply because teachers do
not have adequate knowledge of the mental processes !
A few or even many teachers have escaped dis-
aster, but there is no reason why all may not avoid
mistakes in dealing with children by acquiring a little
scientific knowledge about the laws of mental growth
and control.
Now the second question: "But when it (psychology)
is learned by the individual, does it aid his growth of
consciousness really and truly? Does it lead to some-
thing higher in self-culture?" The answer follows
from the answer to the first question. Anything that
aids the individual to help others is cultural. In fact,
this is the real test of the thing we call culture. If
psychology can help one to a more efficient service to
others, that is a sufficient justification for a serious and
thorough study of it. Time will not allow me to take
up in detail the principles of psychology which have a
direct bearing upon the work of the kindergarten, and
yet I cannot sit down without mentioning some of its
important applications.
The charge has been brought against the kindergar-
ten that it develops a lack of concentration in its chil-
dren. That the large number of different impressions
and the rapidity with which they are given during the
morning's work of the kindergarten foster a habit of
mental distraction is maintained by the critics. The
THE KINDERGARTEN-PRIMARY MAGAZINE
*33
truth or falsity of this charge might be established by
a series of experiments and tests scientifically con-
ducted and properly safeguarded. This has not yet
been done and so there is no convincing evidence bear-
ing upon the question raised. It is still a matter of
opinion so far as actual facts are concerned. How-
ever, a careful study of the nature and function of at-
tention ought to furnish some guilding principles, and
it does. One of the most characteristic things about the
normal attention is the rapidity with which it shifts.
Change seems to be a primal and fundamental law of
mental life. Healthy consciousness is always moving.
The rapidity with which it moves is underestimated by
the casual observer. It is only when the experimen-
talist times the flow of consciousness that we get a true
conception of its flight. The ordinary recognition and
discrimination of an object from other objects, plus
the time for a simple reaction to the discriminated ob-
ject, requires about three hundred thousandths of a
second. The purely mental part of this process prob-
ably takes place in less than fifty-one thousandths of a
second. The length of time that attention rests upon
a single thing or quality of a thing is surprisingly short.
It is practically impossible to hold the attention upon a
single thing for any length of time. The very life of
consciousness depends upon change. Mental processes
which cease to move cease to exist. To hold the at-
tention of the child the kindergartner must continually
vary the material of the day's work, either by pre-
senting different aspects of the same subject matter
or by changing the subject matter itself. By so doing
she keeps the child's mind wide-awake and active. If
the material of the kindergarten is properly organized,
presented in the right order and in such a manner that
it brings out the right relationships and so leads to log-
ical systems of thought, the activity of the kindergar-
ten ought not, according to the law of mental change,
to lead to the condition of scattered attention or men-
tal dissipation, but on the contrary to habits of con-
centration and mental alertness.
From another point of view we get still more light
on the question when we consider the function of con-
sciousness. Genetic psychology tells us that the func-
tion of consciousness has been from the very first the
control of the adaptive responses of the organizm, —
the control of bodily activity for purposes of adjust-
ment. Now these motor responses of adjustment have
required in all stages of development only an instant
of time, and, when the responses were made, conscious-
ness moved on to the next adjustment and so on, even-
new stimulus requiring a new adjustment. This con-
stant change of consciousness has been one of its es-
sential characteristics in all its stages of evolution, both
in its phylogenetic and in its ontogenetic development.
It is not strange, then, that the mind of the child
shows this characteristic, and the kindergarten is wise
in adjusting its program to fit the real nature of the
child in this respect.
The study of psychology ought to lead the kinder-
gartner to first-hand observation of child life, and to
give her a basis of empirical facts rather than gen-
eral theories, which the educational enthusiast is too
apt to force upon her. For instance, the culture epoch
theory has been very much overlooked. It has been of
value, no doubt, in emphasizing the fact that in child
life there are epochs of development and that meth-
ods of treatment should harmonize with the nature of
these things. However, a careful study of the stages
of child life fails to show any very close relations be-
tween them and the different epochs of racial devel-
opment. These relationships, assumed by the theory,
are very much overestimated, more fanciful than real.
They are taken by analogy from the facts of recap-
ulation in the individual embryo of racial physiolog-
ical characteristics. Instead of inferring what the
stages of child development are from a rather frag-
mentary history of racial development, and then mak-
ing the inference the basis of a doctrine in education, it
would be better to find out what the real nature and
characteristics of these stages are by actual observa-
tion of child life itself.
Perhaps one of the most important factors to con-
sider in the education of the young child is the rela-
tion of the motor response to consciousness. Popular
language has it : "No impression without expression."
Yet the interpretation of this usually misses the point
entirely and makes it innocent of any value as a prin-
ciple in education. A deeper insight into the nature
and growth of consciousness will reveal the fact that it
is not the impression which occasions and determines
the nature of the expression, but rather that the char-
acter of the expression occasions and determines the
nature of consciousness, and that genetically conscious-
ness does not make new movements possible but new
movements make consciousness possible. When this
principle is thoroughly understood in all its bearings,
it becomes the most effective key that the educator can
use in unlocking the possibilities of the child's mind,
and it really lies at the bottom of the kindergarten
concept. The complete elaboration of this principle
within the kindergarten awaits a full and complete un-
derstanding of the laws of mental life.
The scientific spirit and the scientific method will
come to the kindergarten with a broader preparation
of its teachers. The kindergarten need not sacrifice any
of its more human and maternal character in embrac-
ing a higher scholarship. The love and sympathy
which the kindergartner has for her children is not
diminished by a more thorough knowledge of them
and the world in which they live. Such knowledge
tempers and refines her love and sympathy, broadens
and deepens her personality, and gives her power and
efficiency.
Is true freedom but to break
Fetters for our own dear sake,
And, with leathern hearts, forget
That we owe mankind a debt?
No! — true freedom is to share
All the chains our brothers wear,
And with heart and hand to be
Earnest to make others free!
134
THE KINDERGARTEN-PRIMARY MAGAZINE
KINDERGARTEN DAILY PROGRAM
NORA KEOUGH
[NOTE— Owing to the delay necessary to reach our sub-
scribers in foreign countries we adopted the plan of print-
ing this program one month ahead. Some of our Amer-
ican subscribers, however, prefer the program in the issue
ior the current month. We have theiefore decided to re-
publish the program for January and subsequent months,
followed by the program for the succeeding month, be-
lieving this the best plan for the accommodation of all.]
JANUARY.
Thursday — Circle — Day of return after vaca-
tion. Children's relating of Christmas
doings. Their tree and what Santa Claus
brought.
Rhythms — Chosen by piano and followed
by children.
Table 1st — 'Free drawing of Christmas pres-
ents.
Table 2nd — Building church with Hennes-
sey blocks.
Friday — Free choice day.
FIRST WEEK.
Monday — Circle— The New Year. Its days,
weeks, ana months. The name of New
Year, 19 — . The names of days of week.
How many?
Rhythm — Those learned reviewed in turn.
Table 1st — Free cutting and mounting of
things to represent days of week. Mon-
day, tub ; Tuesday, flat-iron ; Wednesday,
mop ; Thursday, needle ; Friday, broom ;
Saturday, dish and spoon ; Sunday,
church.
Table 2nd — Clay-modelling of Christmas
presents.
Games — Two Santa Claus games and squir-
rel game from Jenks & Walker.
Tuesday — Circle — The name of New Year
19 — . The name of new month — January.
The names of days of week. The names
of months.
Rhythm — Here we go round the Mulberry
Bush, from Mari Hofer's Singing Games.
March by twos.
- Table 1st — Laying Hailmann cubes in groups
of seven. Naming them the days of
week.
Table 2nd — Make forms with seven rings.
Games — Pussy Corner; How do you do;
Wednesday — Circle — The New Year facts re-
viewed. The names of months: their
number. The story of Father Time from
Child-World.
Rhythm — Toy Day. This time given to free
play with children's Christmas presents
brought to school.
Table 1st — Lay Hailmann cylinders in
groups of twelves to represent months.
Table 2nd — Free drawing of the play things
brought to kindergarten.
Rhythm — March by twos and fours.
Games — Toy Time.
Thursday — Circle — Repetition of year work
and yesterday's story. The thought of
each month particularly. Four weeks in
a month.
Rhythm — March of twos and fours.
Table 1st— Draw pictures of toboggan slid-
ing down hill. The hill of chalk.
Table 2nd — String beads in groups of four
according to color.
Games — Toy Time.
Friday — Circle — Week's review.
Rhythm and Games — Given to play with
toys.
Table 1st — Free cutting of Christmas toys.
Table 2nd — Free choice.
SECOND WEEK.
Monday — Circle — Esquimo week. A picture
of esquimo life has been put upon the
board. Study of this picture. The peo-
ple that live in the north where it is al-
ways winter. Their homes called iglos.
THE KINDERGARTEN PRIMARY MAGAZINE
'35
Rhythm — Skating, marching.
Table 1st — Make igloas with half rings on
the peg boards.
Table 2nd— Clay modelling of igloas.
Games — Pussy Corner, Competition games.
Tuesday — Circle — The clothes of the esqui-
mo and how secured. The hunting of
the fathers for walrus, bears, etc.
Rhythm — Skipping, marching.
Table 1st— Sand-table work. Make esqui-
mo village. Use cotton-batton for snow.
Table 2nd — Cut esquimo from white paper
doubled so they'll stand.
Games — Tap stick number of times on floor ;
imitated correctly by children.
Wednesday — Circle — The Mother Esquimo's
work, making the clothes. Their lives;
food; care of the dogs.
Rhythm — Skipping tag; in and out tag.
Table 1st — Cut dog from black cardboard.
Table 2nd — Cut sled from black cardboard.
Harness together with black shoe-string.
Games — Play games with bean bags that
Esquimous do with arrows. Throw and
land in given circle. This used as com-
petition game.
Thursday — Circle — Their lives, games, care
of the dogs and all else of interest.
Rhythm — Running around circle and adding
one more each time. Running tag.
Table 1st — Free-hand bear and mount.
Table 2nd — Free-hand candle-sticks of gilt,
candle of white, mount on brown.
Games — Roll, throw, bounce ball.
Friday — Circle — Review talk of week.
Rhythm — Review.
Table 1st — Cut free-hand anything of es-
quimau life.
Table 2nd — Mount as poster with chalk for
snow.
Games — Free choice.
THIRD WEEK.
Monday — Circle — Holland week. The land
of mills and dykes. All about dykes.
Rhythm — Hopping on one foot. Hopping
tag. Snow man. Skating.
Table 1st — Build dyke with Hennessey
blocks.
Table 2nd — Clay modelling of wooden shoe.
Games — With first gift balls. All on floor
in row. Hide one and guess. Change
their place and put right. Same game
with children instead of balls.
Tuesday — Circle — Wind-mills, boats, sports,
skating.
Rhythm — Snow man. Chimes of Dunkirk
from Mari Hofer's Singing Games.
Table 1st — Make poster in the blue and
white of ship on the water.
Table 2nd — Wind-mills with second gifts.
Games — Same as yesterday with various
articles.
Color Games — Color pinned on child's back.
Colors on end of yard stick.
Wednesday — Circle — Costumes. Love of flow-
ers, buds.
Rhythm — Chimes of Dunkirk.
Table 1st— Make tulips of cutting paper
folded, wound on end of long straw over
which is rolled green tissue paper. These
make good window-box decorations.
They have a conventional pattern effect.
Table 2nd — Make wind-mills of second gift.
Games — "I Spy." Competition game with
blocks.
Thursday — Circle — The Gretchen Christmas
story re-told. The brave stork story re-
told. The story of the Leak in the Dyke.
Rhythm — Chimes of Dunkirk.
Table 1st — Paint Dutch boys and girls.
Table 2nd — Cut same.
Games — Snow man. Drop the handkerchief.
Friday — Circle — Review Holland.
Rhythm — Review.
Table 1st — Unfinished work.
Table 2nd — Free choice of material.
Games — Free choice of material.
FOURTH WEEK.
Monday — Circle — Japan ; the country of sun-
shine and flowers. Their love of the
chrysanthemum.
Rhythm — Teach Japanese bow to music.
Table 1st — Make charcoal drawing of
chrysanthemum on narrow panels.
Table 2nd — Clay-modelling of flower in
flower-pot.
Games — Pussy Corner with Japanese de-
rivation. (Truth on each corner, evil in
middle).
Tuesday — Circle — Their costumes ; their ex-
treme politeness and never-changing pleas-
antness.
Rhythm — As yesterday.
Table 1st — Make Japanese poster of colored
papers for kimona and sash with wall-
paper umbrella.
Table 2nd — Begin weaving paper mats.
1-3^
THE KINDERGABTEN-PRIMARY MAGAZINE
Games — Run around circle and bow low
when you meet, as Japanese do.
Wednesday — Circle — Customs, jinrikishas,
eating on tiny table, chop-sticks, tea.
Rhythm — As before.
Table . 1st — Make Japanese fan of wall-
paper with short split straw for handle.
Table 2nd — Continue weaving mat.
Games — Imitation and guess.
Thursday — Circle — Japanese Fairy Tales,
"The Wonderful Tea Kettle."
Rhythm — As before.
Table 1st — 'Paint Japanese lanterns.
Table 2nd — Cut same. These make very
pretty room decoration when strung across
a dark background.
Games — Mulberry bush, Little Miss Muf-
fet.
Friday — Circle — Review Japan.
Rhythm — Review.
Table 1st — Continue weaving.
Table 2nd — Free choice.
Games — Free choice.
FEBRUARY.
FIRST WEEK.
Monday — Circle — Mother Goose week. Let
children repeat the Mother Goose rhymes
that they know.
Rhythm — All week teach action to the
Mother Goose melodies from "The House
That Jack Built," by Riley & Gaynor.
Table 1st — Lay sticks to make skeleton
action figures. Round tablet for head.
Tell the story of the "crooked man" this
way.
Table 2nd — Tell this same story with char-
coal and paper free-hand drawing.
Games — Crooked Man dramatized. Bean
bags.
Tuesday — Circle — More rhymes.
Table 1st — Humpty Dumpty Sitting on the
Wall. Mount on gray paper; wall of
white paper marked with black ; egg of
white paper, free cutting.
Table 2nd — "Humpty Dumpty" had a great
fall. Same with egg at bottom of wall.
Games — Crooked Man and Humpty Dumpty
dramatized. "Three Little Pigs" dram-
atized.
Wednesday — Circle — Story of Hey Diddle,
Diddle" from "Mother Goose in Prose,"
by Baum.
Table 1st — Free drawing with black cray-
ons of Jack and Jill.
Table 2nd — Weaving.
Games — Humpty Dumpty, Crooked Man,
and Jack and Jill dramatized. Sense
games.
Thursday — Circle — Re-telling of story.
Table 1st — Jack and Jill with colored cray-
on.
Table 2nd — Cutting and folding envelopes.
Games — Same.
Friday — Circle — Week's review.
Rhythm — Week's review without direction.
Table 1st — Make valentines from red paper,
fold and cut. Mount on white.
Table 2nd — Free choice.
Games — Use this time to direct and mail
valentines. Mail-boxes have been put up
in kindergarten previously.
SECOND WEEK.
Monday — Circle — Valentine's Day. Children's
thought. A day of love. Song. A recipe
for a valentine from Gaynor I.
Rhythm period used for playing mailman.
The valentines are gathered that were
mailed in kindergarten mail-boxes. These
are distributed to children on circle.
Table 1st — Period and as much more time
as needed is used for the valentine party.
Children have brought their lunches.
The lunches are divided and arranged
tastily on tables spread in middle of kin-
dergarten. Decorations in red and red
candles add to the appearance.
Tuesday — Circle — Talk of the mailman. What
the children know about him. Story of
"Jerry, the Postman," from Kg. Rev.
Feb., 1907.
Rhythm — March, one child as mailman.
Table 1st — Make mailman of sticks and
rings.
Table 2nd — Make mailman of blue par-
quetry and strips.
Games — Little Dave, you are Welcome,"
from Jenks & Walker. .
Wednesday — Circle — Eugene Field's "Sugar
Plum Tree," read and told.
Rhythm — Marching.
Table 1st — Clay modelling of candy cones
that hung on tree.
Table 2nd — Wrap colored strips of paper
around canes.
Games — Dramatize the story.
Thursday — Circle — Re-telling of yesterday's
story.
THE KINDERGARTEN-PRIMARY MAGA21NE
ttf
Rhythm — Animals, dogs and cats. Blowing
trees.
Table 1st — Free drawing of sugar-plum
tree, and things it grew.
Table 2nd — Weaving.
Games — Dramatize this story and "Puss in
Boots."
Friday — Circle — Review week's stories and
songs.
Rhythm — Review.
Table 1st — Continue weaving.
Table 2nd — Free choice.
Games — Free choice.
THIRD WEEK.
Monday — Circle — Geo. Washington. Who he
was. Good child. Brave man.
Rhythm — "Soldier Boy" from Mari Hofer's
Singing Games.
Table 1st — Draw free hand flags with col-
ored crayons on white paper. Cut them
out.
Table 2nd — Cut hatchets. First traced, then
free.
Games — Competition game with flags ;
"Marching Through Georgia."
Tuesday — Holiday.
Wednesday — Circle — Geo. Washington, a sol-
dier.
Rhythm — As above with soldier drill.
Table 1st — Fold soldier tent.
Table 2nd — Use tents and flags and make
soldier's camp in sand table.
Games — As above.
Thursday — Circle — Soldiers. Their lives. Their
obedience.
Rhythm — Soldier drill; tramping horses;
bugle. A very good rhythm is the com-
bination of Clara Anderson's High-Step-
ping Horses, bugle, then Gaynor March
and run, bugle, and back to the horses
quietly until no sound is heard.
Table 1st — Making red, white, and blue
badges.
Table 2nd — Make fort with Hennessey
blocks, and break down with 2nd gift
cubes.
Friday — Circle — A visit to an upper grade
room with some definite object in view
as to watch a drill or to see a dramatiza-
tion of some story.
Rhythm — This period used to tell of what
was seen and try it, ourselves.
Table 1st — Free-drawing of soldier picture.
Table 2nd — Free choice.
Games — Free choice.
FOURTH WEEK.
Monday — Circle — Begin story of the knights.
Rhythm — Marching and bugle call. Gay-
nor's "We March Like Soldiers Straight
Tall."
Table 1st — Third and fourth gift, build
castle.
Table 2nd — Cut castle of four sides of rather
stiff paper, fold and fasten with paper
fasteners.
Games — Dramatize "I'm Going to Write to
Papa" and guess riddles.
Tuesday — Circle — Telling story of how Ar-
thur became king from Homer's stories
as told by C. H. Hanson.
Rhythm — As yesterday.
Table 1st — Make castle of Hennessey blocks.
Table 2nd — Finish castle of paper begun
yesterday.
Games — A tournament with staff and rings
and galloping horses.
Wednesday — Circle — Re-telling of story.
Teach "When the Wind Blows," by Bat-
chelor, from Kg. Rev.
Rhythm — Same.
Table 1st — Knight on horse poster from
black cutting paper mounted on white.
Table 2nd — Make castle with 5th gift.
Thursday — Circle — All about knights. Read
from Eugene Field, "Little Boy Blue,"
etc.
Rhythm— As before. And "Tin Soldiers"
from Neidlinger.
Table 1st — Cut shields free hand until each
child has a good pattern, then use it to
cut another from black cardboard. Paste
cross of white.
Table 2nd— Make castle of 6th gift.
Games — Dramatize Cinderella, play the
tournament.
Friday — Circle— Review the story of the
knights.
Rhythm — Review.
Table 1st — Make soldier caps of newspa-
pers.
Table 2nd — Free choice.
Games — Soldier drill and marching with
flags and caps.
We forget too often that language is both
a seed-sowing and a revelation. — Amiel.
ABRAHAM LINCOLN
THE KINDERGARTEN-PRIMARY MAGAZINE
139
ABRAHAM LINCOLN
GRACE DOW
Suggestion for talk with small children.
Over one hundred years ago in a log shanty
on a lonely little farm in Kentucky was born a
boy who was named by his parents Abraham,
but soon he was known by all the plain country
people around as "Honest Abe Lincoln", or, for
short, "Honest Abe". Why do you think he
received this title? Let us see if we can tell Irom
the story of his life?
When Abe was seven years of age, his father,
Thomas Lincoln, moved with his family to Indi-
ana; there our little hero and his mother worked
in the woods and helped to build a new home.
It was only a hut, very unlike our own comfort-
able homes of to-day. It was made of rough
logs and limbs of trees, and had no door and no
windows. One side of it was entirely open, and
if a friendly Indian, or bear, cared to stroll in,
there was nothing to prevent him. During the
winter months skins of animals were hung up to
keep out the cold, but in summer it was really
living out-of-doors.
In about a year they moved into a new log
cabin which had four sides to it; and they made
a new set of furniture for the new house. Their
chairs were three legged stools, and perhaps
little ''Abe" helped his father drive in the legs.
Abe's father split a large log in two, bored holes
in the under side, and drove in four stout sticks
for legs, and that made the table.
In one corner near the roof of this cabin, our
little boy had a big bag of dry leaves for his bed.
After eating his supper, which was usually a
piece of cornbread, he climbed a ladder made of
wooden pins driven into the logs, to his bed in
the dark.
Abe's mother was not strong, and died soon
after they moved into their new cabin.
His new mother was a good, kind-hearted
woman, and did all she could to make this poor,
ragged, barefooted boy happy.
He learned to read and write a little while at-
tending school a short time in a log school house
some distance from his home. His father was
too poor to buy him books and pencils, and send
him to school, so he studied alone at home. After
the rest of the family had gone to bed, he would
sit up and study by the light of the great blazing
logs heaped in the open fireplace.
He used to write and cipher on a wooden
shovel, shaving the surface off when it was cov-
ered. He had but few books, but those he
read again and again.
While a boy he did all kinds of hard work,
rail-splitting, farm work, and whatever he could
do to earn a little money. He clerked in a gro-
cery store for a short time, and at the same time
studied law. While in the grocery business a
poor woman once paid him six cents too much.
After the store closed he walked five or six miles
into the country to return the money. It was
acts like this that first won him the title "Honest
Abe." Lincoln was also very kind-hearted and
gentle. Once, when riding along dressed in his
best clothes, he heard a pig squealing that was
caught in a mud-hole. He rode on for some dis-
tance, but went back and helped it out.
Lincoln was several times elected to the Illi-
nois Legislature, where he helped to make the
laws for his own state. He was afterward sent
to Washington to help in making the laws for
the whole country.
Finally he became President of the United
States, because the people trusted him.
Apr. 14, 1865, aninsaneman named Booth shot
the good President while he was sitting in a
theater at Washington. Even his enemies wept
bitter tears feeling that their best friend was
gone.
PICTURE STUDY
Feeding the Hens — Millet
Jean Francois Millet was born in France in
1 814 and died in 1875.
His parents were French peasants and his
life was one of toil, privation and hardship.
When a boy he told his father he meant to
paint pictures of men and most of his pictures
related to the lives of the people around him.
They were remarkable for their simplicity
and faithfulness and are now known nearly
all over the world.
He lived in a humble home in the midst of
a garden which abounded in trees, flowers
and vegetables. The roof of the house was
covered with vines. The doors nearly always
stood open. In the morning he dug in the
garden and after breakfast painted his pic-
tures jin a low-roofed room which he called
his studio. His sketches were made out-
doors and afterwards were finished with
great care in this studio.
140
THE KINDERGARTEN-PRIMARY MAGAZINE
The surroundings of this picture indicate a
country home. The view through the arbor sug-
gests a garden with bee hives. A humble life,
but not a life of destitution, is suggested. At-
tention to duties is also indicated.
The woman is clad in coarse, but whole gar-
ments; she evidently left the little child, seen in
the doorway, while she went to feed the hens,
and the child has followed her by creeping on the
floor.
KINDERGARTEN GROWTH
[NOTE:— Under this heading we shall give from time to
time such items as come to our notice relative to the estab-
lishment of new kindergartens as well as articles or state-
ments in the public press or from noted educators favor-
able to the kindergarten cause,]
The increase in kindergarten attendance in New
York City during the past ten years exceeds 800 per
cent, and the number of kindergartens from 115 to
nearly 900. The demand for new kindergartens
greatly exceed the provisions of the board.
At Portland, Oregon, the kindergarten attend-
FEEDING THE HENS-millet
Some of the fowls are already eating eagerly
while others are coming at her call.
Lead pupils by suggestion to tell what they
see in the picture and what they know about
hens, chickens, eggs, etc.
Other famous pictures by Millet:
The Angelus; First Steps; The Gleaners; The
Sower: The Man with the Hoe; Feeding Her
Birds.
To make your children capable of honesty
is the beginning of education. — John Ruskin.
ance has greatly increased. New kindergartens
have been opened.
Several new kindergartens have been opened in
Chicago the present year.
Additional kindergartens will greatly increase the av-
erage intelligence of the country and tend to reduce the
criminal population,— A7. Y. Ma.il- Express.
My whole life has fallen short of its possibilities be-
cause there were no kindergartens in my city when I
was a child. Even the hand work development which
I should have received would have aided me greatly.
The Kindergarten was the greatest, most important,
most useful innovation of the nineteenth century, save
none,— Fra.
I4i
THE KINDERGARTEN-PRIMARY MAGAZINE
HELPFUL HINTS AND SUGGESTIONS
For Kinclergartners, Rural ana Primary Teachers
TO RECOGNIZE WORDS.
MERRY-GO-ROUND.
Teach the pupils to make a Merry-Go-Round by
placing a Second Gift cylinder on end and placing
a number of 5-inch colored sticks evenly around so
as to form a circle one end of the sticks resting
against the cylinder and at the opposite end of each
stick, placing a square or round Seventh Gift tab-
let to represent the seats. Select from the pupils'
sentence building box the new words you wish to
teach, placing one on each of the tablets. The teach-
er then rides around once or twice with the child-
ren— that is, teacher pronounces the words and
they pronounce after her. Each child then under-
takes to ride alone, falling off when they miss a
word and starting over again.
A PAIR OF STAIRS.
Teach pupils to construct a double pair of stairs
with Third Gift blocks. Put about five steps up one
side and the same down the other. Then use for
recognizing words in same way as the Merry-Go-
Round.
CALENDAR FIGURES FOR DRILL.
One of the most popular and instructive forms
of busy work for the first grade children with us, is
that supplied by using old calendars. We cut the
numbers apart on the separating lines and place
each month's series of numbers in an envelope by
itself. The children place them on their desks in or-
der, guided by the large school calendar which hangs
in a conspicuous place. To them it is a sort of puzzle
and while working it out, they learn a great deal
about the formation and arrangement of figures. —
Primary Plans.
TO RECOGNIZE WORDS.
Tell the story of the little boy who was lost in
the woods and came to a wide brook, but there
was no bridge across it. He noticed some stones
here and there and tried to walk across the brook
on the stones. Illustrate the brook and the stones
on the board, writing one of the new words on
each stone. Who can get across the brook without
falling off — missing a word.
CURE FOR DISORDER.
Did you ever try chalking disorderly desks after
school? A large cross on the top of such desks when
all understand what it means, does more toward the
keeping of orderly desks than dozens of lectures.
When thu owhers of the disorderly desks appear in
school the next morning you will notice a cleaning
up begin immediately. When this is done the child
erases the cross, but not until then. — Primary Plans.
A BUTTERFLY CORNER
We have gained a great deal of pleasure as well
as information by having, as we call it, Our Butter-
fly Corner. The children draw, color and cut out
butterflies of various sizes and colors and then we
string the butterflies on threads suspended from a
thread that is stretched across the corner of the
school room and as the breeze blows through the
room, they gently stir, looking very much like live
butterflies. We also study about the butterfly and
use what information we have obtained for language
lessons. — Primary Plans.
ANSWER CARDS AS INCENTIVE.
Pupils like varied ways of working so I some-
times let the multiplication class use answer cards.
1 write the problems on small cards and place the
answers which they must obtain to be correct on
large sheets of cardboard ruled into oblong spaces.
The problem cards are placed by the pupils in the
blank spaces above the proper answers when the
correct answer is found. The small problem cards
are in envelopes. The children will work to get the
exact answer and I find that valuable time is saved.
— Selected.
Teachers Should Remember That —
1. Suggestions and anticipations prevent friction
and almost do away with the need for harsh discipline.
2. By trusting and confiding in pupils they will
usually prove worthy of the trust.
3. Good nature and a smiling countenance are more
to be prized than rich scholarship and a strong arm.
4. Sympathy and justice properly balanced cover
the entire field of discipline.
5. That no child should be cheated of his birthright.
Don't Make It Too Easy.
Difficulties should not be made too simple for child-
ren. The teacher's aim should be to make the pupils
get over the difficulties themselves, to present difficul-
ties in their proper order, a natural series of steps, to
graduate the steps to suit the advancement of the pu-
pil, to avoid giving explanations as far as possible, and
to explain when necessary in a clear, definite, brief
manner. The golden rule of the teacher should be not
to tell the pupil anything he should know or can learu
by judicious teaching. — Hughes.
142
THE KINDERGARTEN-PRIMARY MAGAZINE
ETHICAL CULTURE
RUPERT'S MISFORTUNE.
S. T. Luhs.
OBEDIENCE.
Teacher: I have a sad story to tell you about
a little boy who disobeyed his mother.
Rupert Ray was just five years old and had been
to kindergarten one week.
His parents lived on a quiet street in a large city
and Rupert's mother went with him to kindergarten
until he had learned the way, which led through
quiet residence streets where few people passed.
Two blocks away from Mrs. Ray's house in
another direction there was a busy business street
where automobiles and teams seemed to be always
passing.
Rupert had often visited this street with his
parents and loved to look at the pretty things in
the windows of the candy and toy stores.
He enjoyed the noise and clatter of the street,
and often wished to go there alone, but his mother
told him how dangerous it would be — that he
might be run over and killed.
She told him he must never go there alone.
One day while coming home from kindergarten
he heard a band playing on the street and said to
himself I will just go a little ways so I can see
the big drum and then I will run right straight
home.
As he ran along something seemed to say to him
almost like a whisper, "Mama don't want me to
go" and he stopped to turn back. It was the voice
of conscience speaking to him and if he had listened
and obeyed, this story would not be a sad one, but
just then he looked down toward the street and
saw a large bear standing on his hind feet. It was
not a wild bear that lived in the forest, but a tame
one and a man held it with a chain which was
fastened to a collar about the bear's neck. Rupert
had seen the same bear once before and knew that
it would not hurt him, and he wanted so much to
see it dance while the man sang a tune.
So he ran away so fast that he could not hear
the little voice at all, and laughed very loudly to
see the big bear dancing.
After the man had collected all the pennies he
could he led the bear away.
Rupert was very much excited and started to
follow the man with the bear, going off the side-
walk into the street.
Suddenly he remembered what his mother had
told him about the dangers of the street, and
started to turn back and go home.
A team with a heavy wagon was following along
behind the bear and as Rupert turned suddenly
around he saw himself right in front of the horses
and before the driver could stop the team he had
been knocked down by the wagon tongue and one
wheel had passed over his right ankle, crushing it
badly.
He was carried to his home and the doctor told
his weeping mother that his foot must be taken
off.
Then came long weeks of pain and suffering. It
was a sad household. Rupert knew if he had
obeyed his mother it would not have happened. At
last he was able to walk on crutches. He could
not run and play with other children and was
often left alone with no share in the sports and
games of the school.
He is a grown man now and often thinks how
his disobedience has cast a deep shadow over his
whole life and that he can never be a whole man.
Children should always obey their parents in
everything. How nice it is to have parents who
can tell you what is right and wrong before you
are old enough to find it out for yourselves.
How fine to belong to a household, with father
and mother to love and protect you and keep you
from harm and then if you have sisters and broth-
ers how beautiful it is to love them and always
be kind to them.
A BEAUTIFUL CHAIN.
Children are like links in a beautiful chain. Every
smile, every kind word or action adds more beauty
to the link.
Impatience, anger, disobedience, shirking of
duties, quarreling, telling falsehoods, all tarnish and
blacken the links.
Let each one keep his link bright and beautiful
and we shall have a splendid chain.
A little girl once said to herself: "I shall always
try very hard to obey my parents and teacher
cheerfully and quickly in everything they ask. I
know they are given to me by my Father in Heaven
to teach me what is right. I shall always try to do
what I know my parents and teacher would like
me to do even if they do not tell me about it. I
will try to be always kind and patient with my
little sister and brother."
That little girl was loved by all who knew her,
and so if you want to be happy and kept from
trouble and harm always remember to obey your
parents quickly and cheerfully and to do nothing
that you know will displease them.
I would not enter in my list of friends,
(Though grac'd with polish'd manners and fine
sense,
Yet wanting sensibility), the man
Who needlessly sets foot upon a worm.
— Cowper.
But screw your courage to the sticking place
And we'll not fail.
— Shakespeare.
In the lexicon of youth, which fate reserves
For a bright manhood, there is no such word as fail.
— Bulwer,
THE KINDERGARTEN-PRIMARY MAGAZINE
'43
CURRENT EVENTS
New York City. — The New York Public School Kin-
dergarten Association announced this fall a course of
six lectures on "Democracy in the Kindergarten," by
Miss Patty S. Hill of Teachers College.
Miss Hill's subject at first sight seemed far away
from the thought of the little child, but after an able
re-statement of democratic principles in government
at large, Miss Hill in her first lecture showed clearly
the difference between governing "over the will" and
governing "through the will," which latter is the demo-
cratic and the kindergarten ideal.
Miss Hill spoke of the three levels of human experi-
ence applicable both to child and adult, viz.: 1. Rela-
tion to our equals. 2. Relation to those weaker than
ourselves. 3. Relation to those stronger and wiser.
To the child, the third level is represented mainly in
parent and teacher.
In a country where every individual is expected "to
c'loosa," we should begin to get ready in childhood.
Government "through the will" does not ignore lead-
ership. The three levels of experience indicate different
capacities. Strength, wisdom, training give worth and
develop leaders for society, state, home and school.
Democracy differing from other forms of government
endeavors to set up ideal relations of respect, sympa-
thy and comradeship.
Some are higher not to keep others down but to help
others up.
Those on the highest level are to respect and to nur-
ture those still on lower levels. The higher cannot es-
cape their duty to those on lower levels in a true de-
mocracy.
Miss Hill applied the democratic principal to leaders
in education who are leaders to help. She holds also
that in democratic leadership those who are being led
have the right to criticize kindly their very leaders.
The supervisor holds a lonely position unless willing
to confer with tliose supervised, and unless those super-
vised feel free to offer suggestions from their varied ex-
periences.
There must be both docility and initiative, both con.
servation and progress. Conservation and progress
have been called the "two legs" upon which civilization
walks.
Society can be enriched only in one way, namely, by
variation of one individual from another.
Society depends upon the individual to "see a vi-
sion."
The business of society is to scan closely to see if
the new is better than the old.
In the kindergarten world what is your attitude to-
wards initiative?
Every individual has two tendencies, namely, to con-
form and to vary; both are social if the leader knows
how to use variations for the benefit of the group.
In the succeeding very practical lectures, Miss Hill
has considered the kindergarten program from the
point of view of the child's instincts and experiences.
One cannot do justice in a short report but briefly
stated Miss Hill has shown, for example: 1. That the
childish instinct to nurture, to protect, to control is
being fostered in the care of plants, of pets, and of young-
er children in the kindergarten. 2. That the instinct
to talk, to feel, to communicate is met in conversations,
stories, songs, nursery rhymes, gestures leading to
simple dramatizing. 3. That the instinct to make, to
create is encouraged in building gifts and in all manual
work. 4. That the instinct to investigate, to explore,
is encouraged in walks, excursions, as well as in gift
work, industry and art. 5 That the child's instinct
to admire, to decorate, to arrange is fostered in string-
ing, to make chains, in simple designing with tablets
and sticks, in the study of pictures, in dramatic games,
in the dance, in color work. 6. That the child's in-
stinct to wonder and to worship are fostered in the kin-
dergarten in song and story, in observing natural phe-
nomena as the sky, the clouds, the sun, the storm, the
rainbow, in looking up with respectful attitude to pa-
rent and teacher and with leverence towards God.
The last two lectures will be given on Jan. 4th and
Jan. 11th in the Assembly Hall of the School of Peda-
gogy, New York University, Washington Square South,
Indianapolis, Ind. — At the annual session of the
Indiana State Teacher's Association, the Kindergarten
meetings were held at Teachers College. The program
consisted of music by the students of the college, a
story by Miss Prudence Kinner of Huntington, a game
festival and story hour, and an address by Miss Emma
Colbut of Indianapolis, Subject: "The Extension of Fro-
belian Principles in the Grades."
Des Moines, la. — At the annual meeting of the Iowa
State Teacher's Association, which closed here Nov. 11,
addresses were given by Miriam Hoover of Waverly,
Louise Whitney of Dubuque, and Mrs. A. L. Haas of
this city on the benefits of the I. K. U. Other speak-
ers told how Des Moines captured the convention for
1912.
Hannibal, Mo. — The Fiftieth Annual Convention of
the Missouri State Teacher's Association, held here,
was very successful. Resolutions strongly recommend-
ing arbitration and favoring an early ratification of the
treaty now pending before the U. S. Senate, were passed.
Topeka, Kan. — Dr. P. H. Claxton, U. S. Commis-
sioner ofEducation, attended the Meeting of the State
Superintendents here. He is described by the Mis-
souri School Journal as the apostle of the concrete and
immediate needs in educational procedure.
Salt Lake City, Utah. — The program for the An-
nual convention of the Utah Educational xlssociation
contained the following: Paper by Miss Qualtrough
entitled ' 'The Relation of the Kindergarten Teacher to
the School," also "Practical Suggestions," by Mrs.
Mary B. Fox.
Spring-field, III. — I was a visitor at the 58th annual
meeting of the Illinois State Teacher's Association and
was surprised to find that no department had been pro-
vided for the kindergarten. Evidently the friends of
the cause in Illinois have been caught napping.
Great Falls. Mont. — The annual meeting of the
Montana State Teachers' Association was held in this
city December 27-29. The Montana Schoolmaster's
Club and the School Ma'ams of Montana also held
their annual meetings and banquets at this time.
i44
THE KINDERGARTEN-PRIMARY MAGAZINE
Toledo, Ohio. — The Law Froebel Kindergarten Train-
ing School gave a Twilight Concert December 12th, un.
der direction of Leon E. Edoine. ' A rich musical treat
was provided for all who were fortunate enough to be
present.
Sacramento, Calif. — An open-air kindergarten by
Miss Shieha, a graduate of Oakland Kindergarten Train-
ing School, class of '07, has been opened here.
Oakland, Calif. — Dr. Force, of the University of
California, is giving a course in First Aid to students of
Oakland Kindergarten Training Class.
New York City. — Myron T.Scudder took possession
of the New York Froebel Normal at 59 W. 96th street,
some time since, having purchased it. Dr. Scudder is
well known as a successful educator.
Laramie, Wyoming-. — The annual meeting of the
Wyoming State Teacher's Association closed here Dec.
30th. It proved very successful.
Fargo, N. D. — At the annual meeting of the North
Dakota Educational Association which closed Nov. 3.
considerable prominence was given to rural and indust-
rial education.
TO PRESERVE PICTURES.
It is difficult to use pictures in the schoolroom
without their becoming soiled. To avoid this, cut
pasteboard a little larger than the pictures and fix
to each corner a corner cut from an envelope.
These envelope corners hold the picture firmly and
yet permit of its being removed. — Western Teacher.
DAILY PREPARATION.
Preparation for a day's work or a single lesson
is never ( omplete till the teacher has answered ques-
tions like these, satisfactorily: Have I put just as
much freshness and variety in this work as I can?
Have x t ied my best 10 put myself in _e place of
these children, and to look at things through their
eyes? Have I provided for their natural restlessness,
by pleasant surprises, and fresh ways of presenting
.hings? Ask yourself these questions at least once
•ach week. — School Education.
Suggestions for Teachers.
The mental states make the man. The teacher's
troubles can be reduced by reducing the mental worries.
Nothing great was ever achieved without enthusiasm.
One teaches much more by what he is than by what
he says.
He who has learned how to obey will know how to
command.
Punishment should never be greater than is needed
to prevent the offense.
That the successful teacher understands that he must
educate the parents of the community as well as the
children. — Selected.
BOOK NOTES
A Book of Prog-rams. By Jane L. Hoxie. Paper,
100 pps., 5x7^ ins. Price 50c; cloth 75c. Published
by E. Steiger & Co., New York.
This book provides a general program, a nature pro-
gram, an industrial program, a festival program and a
Sunday School program covering an entire school year.
The Moral and Religious Challenge of our Times.
By Henry Churchill King. Cloth, 391 pps. Price
$1.50. Published by the MacMillan Co., New York.
Truly a valuable book on a great subject. The
author holds that reverence for personality is the guid-
ing principle in human development and succeeds ad-
mirably in convincing the reader of the truth of his
conclusions.
The American Woman and Her Home. By Mrs.
Newell Dwight Hillis. Cloth, 181 pps. Price $1.00
net. Published by Fleming H Revell, New York,
Chicago, Toronto.
The American woman is indebted to Mrs. Hillis for
this most stimulating and suggestive volume. The
Outlook in announcing Mrs. Hillis' articles said "In
line with The Outlook's purpose to supply more that
concerns woman's special sphere, it announces a new
series of articles on the American Woman by Mrs.
Newell Dwight Hillis." These articles, which called
forth wide-spread expressions of appreciation, possess
such worth and practical value that there has been a
demand for their preservation in permanent book form.
The Secret Garden. By Frances Hodgson Burnett,
author of "The Shuttle," "Little Lord Fauntleroy,',
etc. Cloth, beautifully illuminated cover, 375 pps.
Price $1.35 net. Published by Frederick A. Stokes
Co., New York.
The story itself is most beautiful and inspiring.
There is mystery in it and the suspense is maintained
to the very end. There is "magic" — the magic of love,
the magic of growth, the magic of the joy of living.
The secret garden, walled in and locked for years, is al-
most a character in the story. Dickson, who can make
anything grow and is loved by all living things; dear,
wise mother Sowerby; Colin, the invalid; the wilful
Mary; Ben Weatherstaff; and, by no means least, the
joyous little robin, who also plays his part — all are fig-
ures to delight the imagination and to live in memory
indefinitely. "The Secret Garden" opens its kindly
gates, not only to all children, but to all who have been
children, no matter how long grown up.
He who lends to the poor gets his interest from
the Lord. — German.
He most lives who lives most for others.
Before reprimanding a child, if such a course
seems actually necessary, be very certain:
First — That the child knows exactly what you
want him to do.
Second — That he knows how to do or to under-
take to do that which you request of him.
Third — -That the child is not incapacitated by fear
Af displeasing you from making a start in the right
All children should be carefully tested for defec-
tive vision and hearing.
THE KINDERGARTEN-PRIMARY MAGAZINE
H
A January Birthday Cake.
(For five little girls, each givinga stanza ; or, it desired
may be given as single recitatation.)
Said Winter, "This little round hill I will take,
And out of it such a fine cake I will make!"
She frosted it thickly with very white snow,
And patted and smoothed it and shaped it — just so.
With sharp winds to help her. she put on the date —
Nineteen Hundred and Twelve — in figures quite
straight.
She edged it with icicle tapers so bright,
Along came the sun and set them alight
"My cake is all ready," cries Winter. (All) "Hooray!
Has anyone here a birthday to-day?"
— Primary Education.
THE AMERICAN FLAG.
(For tl'.ree tiny girls — first one to be dressed in
red, the next in white, and the third in blue, and each
carrying a flag.)
All — We wear today the colors
To which our men were true ;
Long may they wave above us,
The red, the white, the blue.
Red-
Bright as the rays of the morning,
When comes the dawn's first gleam,
Within our much-loved banner
The crimson bars are seen.
White-
Pure as the snowflakes falling
Or early morning light,
Among the bars of crimson
Appear the bars of white.
Blue-
Bright as the sky at evening
When gleam the stars of night,
The blue within our banner
Enfolds the stars of white.
All-
All red, white, and blue,
Forever "shall wave
O'er the land1 of the free
And the home of the brave."
BONNY FLAG.
Song. Air: — "Baby Mine."
Oh, I love to see you waving,
Bonny flag, bonny flag ;
And I feel like danger braving,
Bonny flag, bonny flag ;
Oh, the beautiful, the true,
All my heart goes out to you,
Bonny flag, bonny flag;
All my heart goes out to you,
Bonny flag.
In the thickest of the battle,
Bonny flag, bonny flag ;
There, amid the drum's loud rattle,
Bonny flag, bonny flag ;
You were carried to the fore,
There in spite of cannon's roar,
Did the soldiers love you more,
Bonny flag, bonny flag ;
Did the soldiers love you more,
Bonny flag.
WANTED— Back numbers of the Kindergarten-Primary
Magazine for October, 1911. Address. J. H. Shults, Manis-
tee, Mich.
NEW BLACKBOARD
STENCILS
We can supply any Blackboard Stencil made at lowest
prices. The following are all 5c. each, 5 or more at 4c.
each, unless the price of 10c. is given after the name of
the stencil. In such case the price is 10c or any 3, 8c.
ANIMALS. We can supply stencils
for illustrating all domestic ani-
mals, wild animals, and animals
of the field. Send to us for what-
ever is wanted in stencils.
BIRDS. Stencils to illustrate all
birds of every clime. Also fowls.
State your wants and will supply
it promptly.
INSECTS. All ordinary in-
sects, including silkworm
and cocoon will be supplied.
FISH. Sword fish. Shark,
Jelly fish, Star Fish, etc.
FRUITS. All kinds, also plants, trees, etc.
FLOWERS. Many different kinds.
MAPS. Hemispheres, Continents, countries
and states. Each 10c. Any three 8c. each.
WRITING CHARTS. Complete set. Vertical or
Slant. State which is wanted. Per set, 40c.
PHYSIOLOGY. 1. Skeleton; 2. Lungs; 3. Heart;
4, Intestines; 5, Brain; 6, Nervous System; 7,
Eye; 8, Ear. Price, 10c. Three or more, 8c.
CALENDAR. An appropriate design for each
month, illustrating principal holiday and birth-
days which occur. 10c. ; three or more, 8c. each.
AMERICAN HISTORY CHARTS. Illustrating
all important historical events. Send for list.
We can supply any stencil made at lowest prices.
Christmas stencils. A complete list will be found else-
where in this price list. Also Hallowe'en, Thanksgiving, New
Years, Washington's Birthday, Easter, Arbor Day, Flag Day,
Memorial Day, and birthdays of Longfellow, at. al. See index.
Patriotic. TJ. S. Shield, Statue of Liberty, Coat of Arms,
IT. S., Liberty Bell, Bunker Hill Monument, Mayflower, U. S.
Flag, 21x36, Landing of Pilgrims, Goddess of Liberty.
DECORATIVE. Roll of Honor, Welcome, Program, Good
Morning, Good Night, Memorial Day, Queen of May.
Christmas Stencils. Merry Christmas, Same, 24x63, 10c. ;
Santa Claus Border. Holly Border, Christ-
mas Tree, New Santa Claus, Santa Claus,
Sled and Reindeer. Santa and Stocking,
Happy New Year, Christmas Morning, 10c.
Thanksgiving stencils. Landing of Pilgrims, Home
for Thanksgiving, Mayflower, Pilgrims Going to Church,
John Alden and Priscilla, Corn, Pumpkin, Horn of Plenty,
Sheaf of Wheat, Motto, "O, give thanks unto the Lord, for He
is good ; for His mercy endureth forever," 10c.
Many other stencils are listed under Special Day goods.
SPECIAL BRILLIANT CRAYON
To be used with these stencils. Two sticks each red-
yellow, orange, green, blue and violet, 12 in all. Thecol-
ors are most beautiful. Per box, 20c.
New Busy Work Stencils
Designed to be used by children at
their desks on paper or other material
and most excellent for teaching draw-
ing, coloring, literature, language, &c.
Ten stenctls in an envelope, at 10c. per
set. Sold in sets only, never singly.
Set 1, Large Animals, Horse,
Elephant, etc.
Set 2. Small Animals, Cat,
Dog, etc.
Set 3. Flowers, Rose, Lily,
Tulip, etc.
Set 4. Birds, Robin, Eagle,
Fishes from the Sea.
Language Stencils.
Maps of Continents,
Washington Stencils.
Set 13.
Set 15.
Set 16.
Set 17.
Set 18.
Set 19,
Set 20.
Set 21.
Set 23. Vegetables.
Set 26. Borders.
Set 59. Patriotic.
Set 28, Snowflake.
Set 22. Fruits,
Lincoln Stencil0.
Thanksgiving Stencils.
Cliristmas Stencils.
Valentine Stencils.
Hollowe'en Stencils.
Hiawatha Stencils.
Eskimo Stencils.
Indian Stencils.
Address The J. H. Shults Co., Manistee. Mich.
Every home, every child
ought to know these pictures.
The Perry
Pictures
Teachers' Agencies
-THE-
Reproductions of the World's Great Paintings
ONE CENT EACH
for 25 or more.
Size T»yz x 8.
Send 25 cents for 25 art subjects, or 25 for children, or 25 Madonnas, or 25
Kittens, etc., or $1.00 for the four sets, or $1.00 for art set of 100 pictures.
Smaller, Half Cent Size, 3x1%. Larger, Five Cent Size, 10x12.
Bird Pictures in Natural Colors. 7x9. Two cents each for 13 or more.
Large Pictures for Framing. 22x28 inches, including margin. Price 75 cents
each ; 8 for $5.50.
Send three two-cent stamps for Catalogue of 1,000 miniature illustrations,
two pictures and a colored Bird picture.
The PERRY PICTURES COMPANY
Awarded Four Gold Medals Box 1120, Maiden, Mass.
DON'T READ AT RANDOM
Read This Course
(Thirty-fourth C. L. S. C. Year)
The Spirit of American Government. By J. Allen Smith,
University of Washington $1.25
The Twentieth Century American. By H. Percy Robinson,
British Journalist, Washington correspondent London
Times 1.75
Materials and Methods of Fiction, By Clayton Hamilton.
Introduction by Brander Matthews, Columbia -University, 1.50
Twenty Years at Hull-House. By Jane Addams. Etched
Illustrations 2.00
The Chautauquan Magazine (Monthly — Illustrated. Mem-
bership included if desired). Containing: As We See Our-
selves— In drama, novel, short story, essay, journalism,
etc. (Benj. A. Heydrick, Commercial High School, New
York) ; A Reading Journey Through South America
(H. M. Van Dyke), American Engineering (Carl S. Dow
of Boston). The monthly magazine also serves in many
interesting ways as a teacher for the reading course ...... 2.00
Total $8.50
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*Remit30c extra for postage or prepaid express. "Collect" charges are more.
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Address CHAUTAUQUA INSTITUTION, Chautauqua, N. Y.
GET THE CHAUTAUQUA IDEA
Another Book of Delight Stories for Primary Grades
By Mrs. Lyda B. McMurry
MORE CLASSIC STORIES
This is a companion book to Mrs. McMurry 's "Classic Stories for
the Little Ones." These are two of the six books for use in the first
three grades published under the general title of "Literature for
Little People." The other books are "Rimes andStories"; "Stories
of Indian Children"; "The Little Cliff-Dweller"; and "Robinson
Crusoe for Boys and Girls." All areexcellent stories for school use.
"More Classic Stories" will be easy reading for second and third
grade. Som e of the stories are The Town Mouse and the Country Mouse;
The Shoemaker's Helpers; The Wonderful Pot; Beauty and the Beast; etc.
Short poems rythmic and full of bright imagery which supplements
the stories appear throughout the book. List price, 35 cents.
Special prices to schools.
Order from the Public School Publishing Co., Bloomington, 111.
NORTHWESTERN TEACHERS' AGENCY
310-311 Providence Building
DULUTH. MINN.
The TEACHERS' EXCHANGE of Boston
Recommends Teachers, Tutois and
Schools. No. 120 Boylston street.
THE PRATT TEACHER'S AGENCY
Recometids college and normal gradu-
ates, specialists, and other teachers to
colleges, public and private schools, in
all parts of the country. Advises pa-
rents about schools.
WM. O. PRATT, Manager
70 Fifth Avenue New York
MIDLAND SPECIALISTS AGENCY
Station A. Spokane, Wash.
We will have openings for a large num-
ber of Primary and Kindergarten teach-
ers. No enrollment fees. Blank and
booklet for the asking.
Unemployed Teachers
IF FOR ANY REASON YOU HAVE
NOT ACCEPTED WORK FOR THE
SESSION OF 1911-1912 WRITE ME.
MANY UNEXPECTED VACANCIES
OCCUR ALL DURING THE FALL
AND WINTER. THERE ARE ALSO
MANY SCHOOLS WHICH DO NOT
OPEN UNTIL LATE IN THE FALL.
OVERFLOW TEACHERS ARE CON-
STANTLY NEEDED SOMEWHERE;
WE CAN GENERALLY TELL YOU
WHERE. IF OPEN, WRITE FOR
INFORMATION ABOUT THE
SOUTH'S NUMEROUS OPPOR-
TUNITIES.
W. H. JONES, Mgr. and Prop.
COLUMBIA, S. C.
CHILD LORE
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anybody, and strong in its appeal to
everybody.
Subscription Price, $1.00 a year.
Sample copy for a stamp.
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WE ARE HEADQUARTERS FOR ALL THE ABOVE. Send for Catalogue.
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per 100, 25c, postage 5c ■
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LITTLE PEOPLE
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A new series of Geographical Readers
based on Child Life.
Kathleen in Ireland (Fourth year)
Manuel in Mexico (Fifth year)
lime San in Japan (Sixth year)
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Picture cover; colored frontspieces.
Illustrations from photographs
Each Volume, 6oc.
LITTLE BROWN & CO.
BOSTON
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CHICAGO
379 Wabash Ave.
SOME GOOD BOOKS FOR TEACHERS
Headings and Recitations 20 cts.
Riffle Creek Papers and Little
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Patrick's Pedagogics 65 cts.
Patrick's Pedagogical Pebbles 25 cts.
Grains of Wheat without the
Chaff 20 cts.
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A Summer of Saturdays 65 cts.
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MILWAUKEE.
WISCONSIN
Books for Kindergartners
Kindergarten in the Home
By V. M. Hillyer, Headmaster Calvert
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line drawings. 8vo. $1.25 net.
Tales Come True
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Lady Hollyhock and her Friends, Bird Le-
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mothers and kindergartners. A delight also
to the child itself. Fully illustrated in col-
or and black and white. Square, 8vo. $1.25
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Lady Hollyhock and Her
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By Margaret Coulson Walker. An estab-
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The KINDERGARTEN-PRIMARY MAGAZINE with
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The KINDERGARTEN-PRIMARY MAGAZINE with
Pictorial Review, Modern Priscilla and ladies' World, re-
gular price $3,25, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
American Primary Teacher and School Century, regular
price $3. 25, our price
1.35
1.40
1.50
1.60
2.65
1.70
190
2.15
2.60
Many other combinations. Give us the names of the Magazines
you want. Address J. II. SHUI/TS, Manistee, Mich.
'%^<%**/*%>*'*%^+^%*
►'W'^W
KINDERGARTEN
MATERIAL
Of the Highest Grade at Lowest Prices
Send for Price List
American Kindergarten Supply House
276-278-280 River Street, Manistee, Mich,
Celebrating the Birthdays of Great Americans at Little Cost
This~can be easily done without any interruption of the reg-
ular work. To illustrate: On Longfellow's birthday place
his portrait on the blackboard, using a stencil, let the morn-
ing exercises include a talk concerning him or a reading from
one of his great works, give the pupils memory gems from
his writings to learn, give out Longfellow sewing cards, etc.
Of course this can be enlarged upon as desired, even to an
evening's entertainment with an admission fee to be used
for the purchase of kindergarten material or other supplies.
James Russell LowelMs Birthday
February 22nd
READINGS— Vision of Sir Launfal, 6c,; Rhoe
cus and other poems, fie, : Under the Old Elm
Tree and Other Poems, with notes and biograph
ical sketch of author, 15c. All above for 8th year
POST CARDS. Beautifully embossed with
portrait of author and poetical selection. A
superbly beautiful card. Wholesale prices,
6 for 8c, 12 for 15c, postpaid.
Portraits. Size, 3x3% ins., per dozen, 6c.
postage, lc. ; size 5%x8 ins., per dozen, 12c. ;
postage 2c. ; size 7x9 ins., Sepia tone, each.
Sc. : postage, lc. ; size about 11x13, each 5c,
postage lc- A large, beautiful portrait 22x
28 ins.. 25c ; 5 for $1.00, postpaid.
STENCILS, Blackboard stencils, portrait,
5c. home, 5c.
SEWING CARDS. Beautiful half tone por-
trait with border design for perforating and
sewing; per dozen. 10c. : uostage, 2c.
Longfellow's Birthday, Feb. 27
MEMORY GEMS.— Longfellow Memory Gems,
including short poems, pamphlet form, 6c.
READINGS (5c. each, post'g, lc)— Story of Long-
fellow— 3rd year; Selections from Longfellow,
Part 1— 4th year; Same, Part 2— 6th year; Evan-
geline— 7th year, Also Hiawatha, with notes, 15c
Portraits. Size, 3x3*3 ins., per dozen, 6c. ; postage, lc. ; size
5%x8ins., per dozen, 12c. ; postage, 2c ; size 7x9 ins., Sepia tone,
each, 2c. ; postage lc ; size about 11x13, each 5c, postage lc. A
large, beautiful portrait 22x28 ins., 25c ; 5 for $1.00, postpaid.
Stencils. Blackboard stencils, portrait, 5c, home, 5c.
Sewing Cards. Beautiful half tone portrait with border de-
sign for perforating and sewing; per dozen, 10c. ; postage 2c
Our Little Sisters and Hiawatha. Includes the Little
Brown Baby, the Snow Baby, Gemila, and Hiawatha. Illus-
trated; 32 pages. Second grade. Price, 6c, ; postage, 2c.
Hiawatha and its Author. A story of "the children's
poet," and his beautiful Indian poem told in simple language.
Illustrated. 32 pages. Second grade. Price, 6c ; postage, 2c.
Longfellow and the Story oi Hiawatha A slory of the
life of Longfellow, enriched by illustrations of liis portrait,
birthplace, home, study, chair and clock. The story of Hia-
watha is told in simple language and quotations from the
poem, with three illustrations from life. 32 pages. Third
grade. Price, 6c ; postage, 2c.
Also the following with notes and hints on teaching. 2c
each, 14c per doz., postpaid; "Paul Revere's Ride;" "Hiawa-
tha's Childhood ;" "The Old Clock on The Stairs ;" " The Day
Is Done;","TheTwo Angels." "The Emperor's Bird's-Nest ;"
"The Village Blacksmith;" "The Children's Hour;" "Christ-
mas Bells and While Shepherds Watched Their Flocks by
Author's Birthdays.
No. 1 contains 25 separate programs on Longfel-
low, Bryant, Hawthorne.Holmes, Burns, Dickens
and Shakespeare. Price, 25c No. 2 contains 25 separ-
ate programs on Whittler, Emerson, Lowell, Irving,
Milton, Tennyson and Scott Price. 2Ko.
UP-TO-DATE VALENTINES
Very artistic. Low prices, from lc. up.
All are refined and suitable for messages
from teachers to pupils.
No. 1. Assorted designs, each, lc. Post-
age, lc. Per dozen, lie. Postage, 4c.
No. 2. Assorted designs, larger and more
beautiful, each, 2c. ; postage, lc. ; per doz.,
20c. Postage, 6c,
No. 3. Each, 3c. ; doz., 30c. ; pstg., lc— 6c.
We have many others at real bargain prices, from 5cts. up.
If you will send us the amount you wish to invest, stating
how many valentines you wish to purchase, we will give you
good values and you can get your money back or exchange
the goods if not entirely satisfied.
Washington's Birthday
POST CARDS. Beautifully embossed in
many attractive and artistic colors. As-
sorted designs. Wholesale prices, 6 for 8c. ;
12 for 15c, postpaid. Usually sell for 3c. ea.
READINGS. The Story of Washington.
A well written account of his life from hi9
birth to his death, Illustrated, 4th grade,
32 pages. Each, 6c ; 5 for 25c. Post'g 2c. ea.
The Story of the Revolution. Contains a
short storv of Washington, the Story of
Brindle, and Paul Revere's Ride; al9o Sto-
ries of '76. Third grade, Price of either,
each, 6c. ; 5 tor 25c. Postage, 2c each.
The Storv of the Revolution. Containing also a short
storv of Washington, the Storv of Brindle, and Paul Reveres
Ride. Illustrated; 32 pages. Fourth grade. Price, 6c ; post-
age, 2c.
Stories of '76. Stories of the stirring davs of the times of
the Boston Tea Party, Paul Revere, Washington, and the
first Fourth of July. Illustrated; 40 pages. Third grade.
Price, 6c. ; postage, 2c
WASHINGTON STENCILS. George Washington, Washing-
ton Monument, Washington
and Hatchet, Washington re-
ceiving instructions from his
mother, Washington as Sur-
vevor, Washington as Commander-in-Chief, Washington as
President, Washington's Tomb, all above, 5t-jn^u"ender of
Cornwallis, 10c. ; Hatchet and Cherry Border. 10c ; Family at
Mt. Vernon, 10c,
HATCHET AND CHERRIES. An unusually at-
tractive Washington souvenir. Made ot me-
tal, 2 ins. long, natural colors, with pin at-
tached. Try a few. Each, 3c. ; 30c. dozen.
WASHINGTON HATCHETS. Carved from wood;
two inches long, appropriately decorated in
color and silver, and tied with a bow of rib-
bon. A unique and fitting souvenir. Post-
paid, 3c. each; per dozen, 30c.
CHERRY BOQUETS, A boque
of cherries, branch and leave*
full size, natural color, perfectly life-like an°-
full of beauty. A very dainty and appropriate
souvenir. Each, 4c. Per dozen, 45c.
PORTRAITS. Size, about 3x3»s ins., 6c.
per doz. ; postage, lc. Size, 5^x8, per
dozen, 12c. ; postage, 2c Size, /x9,
extra fine, each, 2cts. ; postage, lc.
Size, about 11x13, Sepia tone, each Sets. ; postage, lc.
Extra large size, 22x28 ins., very fine ; each, 25c ; 5 for $1.00.
How To Celebrate Washington's Birthday. By Alice M
Kellogg. The best special book of exercises for this occasion,
it contains ten attractive exercises, three flag drills , fifty
patroitic quotations, recitations, declamations and songs.
The material is for all grades. 25 cents.
LIINL«LJLINO Din P nUA T MUSLIN FLAGS MOUNTED ON STAFFS, Prices per doz., prepaid
February 12
Portraits. Size, 3x3^ ins., per dozen, 6c ; postage, lc. ; size
5%x8ins., per dozen, 12c. ; postage, 2c. ; size 7x9 ins., Sepia tone,
each, 2c. ; postage lc. ; size about 11x13, each 5c, postage lc. A
large, beautiful portrait 22x28 ins., 25c ; 5 for $1.00, postpaid.
Stencils. Blackboard stencils, portrait, 5c, home, 5c,
Sewing Cards. Beautiful half tone portrait with border de-
sign for perforating and sewing; per dozen, 10c ; postage 2c
Speeches by Lincoln. Contains the "House-Divided'
Speech, Lincoln's Farewell Address to the Citizens of Sprin g
field (Illinois), First Inaugural Address, Emancipation
Proclamation, The Gettysburg Address, Second Inaugural
Address, and Last Public Address. 32 pages. 6c ; postage lc
Washington and Lincoln. By Miss George and Mrs.
AveryCoonley. Wholly original throughout. Mrs. Coonley,
a writer of much ability, has written in rhyme descriptions
of their early homes, their mothers, their school days, the
particular work of each, their particularly good qualities,
etc. These are excellent for readings and recitations. Then
Miss George has given plans for observing the birthdays of
each, in several pages of specially good matter. Songs and
pictures complete the book. 25 cents.
No.l. 2Ux3% in $0.04
3. 4x6 in 07
5. 6x10 in 20
6. 8x13 in 32
12x18
15x23
20x28
23x36
.48
.$1.20
.$1.40
We do not sell less than one dozen of Nos. 1, 3 and 5, nor
less than x/z dozen Nos. 6. 7, 7V2, and % dozen Nos. 8 and 9~
Gummed Stars and Seals ,—
**>■■
459 B 100 gilt stars, . .. . . .
4590 100 silver stars
459D 100 holly leaves, . .-...'
459E 100 U. S. Flags, . ■ .
(These flags are shown in the cut,
100 Easter seals, . . • . . , . .., .. ' »
100 Valentine seals, . ' ,
100-Santa Claus seals, . — . . . , „ ,
Best Bunting Flag, length 8 ft., price $2.40,
Best Bunting Flag, length 10 ft., price 3.50,
Best Bunting Flag, length 12 ft., price 4.50,
Best Bunting Flag, length 14 ft., price 6.55,
rrtce. Postage.
*0. 10' $0.01
i •"> ■ -o»
1 .10 .01
I .15 .03
to. 10 $0.01
.10 .01
.10 .01
postage 21c
postage 30c
postage 46c
postage 60c
Address The J. H. Shults Co., Manistee, Mich.
IDEAL BLACKBOARD STENCILS
FOR THE KINDERGARTEN.
In one minute a kindergartner can place on blackboard, wall or paper a complete outline drawing of any one
of a hundred seasonable, artistic designs. These outlines filled in with colored chalk, wax crayon or water colors
make exceedingly attractive pictures, large enough to be clearly seen from any part of a school room. The de-
signs are all new, full of action and touch both the daily life and the imagination of the child.
Ten sets of ten stencils each, as follows: Price 50 cents a set, postpaid.
Set 1. Nursery Rhyme resigns
Set 2. Fairy Tale Friends
Set 3. Child Games
Set 4. Child Occupations
Set 5. Child Activities
Set 6. Life Interests
Set 7. Child Holidays
Set 8. Animals We Know
Set 9. People Who Help Us
Set 10. Flowers We Love
Kindergarten Border Stencils
fen Child Life Calendar Stencils (one foi each school month) and two
postpaid for 50 cents. These are specially good.
Full catalogue of school room stencils sent on request. Also 1912 Catalogue of Busy Work, Construction
Material and School Specialties for Primary Grades.
6 I 55 Wentworth Ave-
IDEAL SCHOOL PUBLISHING CO.
Chicago. 111.
A Vital Book for Every Parent
A PRACTICAL TREATISE ON THE TRUE RELA-
TIONSHIP OF PARENT TO CHILD
A father or mother yourself you wrestle with the hundred
and one different problems which arise every day in your
desire to bring your boy up to be a true man or your little
girl a noble woman.
Are you certain of each move you make in directing the
conduct of your child?
Our Children
By Dr. PAUL DARUS
offers a unique contribution to pedagogical literature. The little book deals
with the rights of the child, the responsibilities of parenthood and with the first
inculcation of fundamental ethics in the child mind and the true principles of
correction and guidance. Each detail is forcefully illustrated by informal in-
cidents from the author's experience with his own children, and his suggestions
will prove of great value to young parents and kindergartners.
If you cannot get this book at your bookstore, order it direct from us. Price
$1.00. Send us the name of your bookdealer and we will see that he is supplied
with our publications.
We publish a very interesting catalogue of some very interesting books. Write today.
THE OPEN COURT PUB. CO., Wabash Avenue, Chicago, Illinois.
Headquarters for Temperance Supplies
Books
Song Books
Leaflets on Scientific Temperance Teaching
Story Leaflets
The Young Crusader— Temperance paper for boys and girls; profusely illustrated; and aside
from stories it contains splendid ideas for entertainments and selections for rec.tation — help-
ful alike to teacher and pupil. Published monthly, 25 cents per year.
Toots— An illustrated book of stories by Anna A. Gordon. Price 60 cents postpaid. Send for
latest bulletin.
NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION
Literature Building
Evanston, Illinois
3RAf
FEBRUARY, 1912
INDEX TO CONTENTS
Editorial Notes,
Homely Plays in the Kitchen
The Froebel Pilgrimage,
The Kindergarten Movement in Des Moines,
Abstract of Lecture on Third and Fourth
Gifts, ....
Growth of the Kindergarten in the South,
Kindergarten Daily Program,
Reed and Raffia Construction Work in Pri-
mary Schools, ...
Stories of the Month as a Basis for Gift and
Occupation Plays, -
Henry Wadsworth Longfellow,
James Russell Lowell,
George Washington - -
Heroism, - -
To be like Washington,
Stories, Memory Gems, etc.,
St. Valentine and the Fairy,
Helpful Hints and Suggestions,
Ethical Culture, -
Kindergarten Growth,
Book Notes, -
Current Events, -
- 145
Jenny B. Merrill, 146
Lucy Wheelock, 147
Minnie Waite Rozelle, 150
Helen Laskey,
Myra Winchester,
Nora Keogh,
Grace Don-
Grace Dow
152
153
155
159
162
162
163
164
164
164
165
166
167
168
170
171
172
Volume XXIV, No. 6.
$1.00 per Year, 15 cents per Copy
Books for Kindergartners
Kindergarten in the Home
By V. M. Hillyer, Headmaster Calvert
School, Baltimore, Md. Based on exper
ience; admirably concise. This will make an
invaluable aid to Kindergartners and mo
thers. Fully illustrated with diagrams and
line drawings. 8vo. $1.25 net.
Tales Come True
By Margaret Coulson Walker, author of
Lady Hollyhock and her Friends, Bird Le-
gend, etc. A book designed as an aid to
mothers and kindergartners . A delight also
to the child itself. Fully illustrated in col-
or and black and white. Square, 8vo. $1.25
net.
Lady Hollyhock and Her
Friends
By Margaret Coulson Walker. An estab-
lished favorite; on many library lists and
in many school libraries. Lavishly illustra-
color and black and white. Square; Svo.,
$1.25 net.
Portrait catalogue, containing 33
portraits of authors, will be sent free
on request.
THE BAKER & 1AYL0R CO.
33 East 17th St.
New York
THE TEACHERS HELPERS
The Teachers* Helpers are without question the finest
PLAN BOOKS for teachers published. They are
edited by some of the ablest and most practical teach-
ers in the country. They give jrograms, methods,
songs, drawing, and devices for each month In the
year, and are beautifully and profusely illustrated.
Four books In the series; named Autumn, Winter,
Spring, and Summer respectively. The Summer
number covers work for the whole year and Is larger
than the others. Cover designs done in beautiful
three-color work. Money refunded to any purchaser
who Is not more than satisfied. •
PRICES: Bach Nutnber(except Summer) $ .35
Summer No. [larger than others] .50
Send today for c«py or ask for further Informa-
tion. Address _
Teachers' Helper,
Department n. Minneapolis, Minn.
Vi
Some Great Subscription Offers!
In Combination with the
Kindergarten-Primary Magazine
"A Study of Child Nature," S3ESSS
And the Kindergarten-Primary Magazine one year, both fcr
while our stock lasts. We have but a few copies on hand.
$1.10
"I Its and I vnc«? " by Alice c- D- Riley and <QM ci\
LUIS rfllU l^yrit&, Jessie L.Gaynor$1.00, and Jhl-Sli
The Kindergarten-Primary Magazine one year for *K" •*■' *•'
$1.15
ary Magazine one year
The KINDERGARTEN-PRIMARY MAGAZINE with
Needlecraft, regular price $1.25, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
McCall's Magazine, regular price $1.50, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Housekeeper, regular price $1.70, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Home Needlework, regular price J1.75, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Health Culture, regular price $2.00, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Primary Education and School Arts Book, regular price
$3-75, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
kindergarten Review, regular price $2.00, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Women's Home Companion, regular price $2.50, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
Pictorial Review, Modern Priscilla and Ladies' World, re-
gular price $3,25, our price
The KINDERGARTEN-PRIMARY MAGAZINE with
American Primary Teacher and School Century, regular
price $3. 25, our price
Many other combinations. Give us the names of the Magazine*
you want. Address J. H. SHUI/TS, Manistee, Mich.
1.35
1.70
1.5ft
IM
2.65
1.70
190
2.15
2.60
KINDERGARTEN
MATERIAL
Of the Highest Grade at Lowest Prices
Send for Price List
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 HEADQUARERS FOR ALL THE ABOVE. Send for atalogue.
THOS. CHARLES CO. 125 Wabash Avenne., Chicago, 111.
THE
SOBMSB
PIANO
THE
WORLD
RENOWNED
The many points
of superiority
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.
SO HMER £y CO.
NB WAREROOM
315 Fifth AVE, Corner 32nd St, NEW YORK CITY
JZuyScmool5upplies
At Wholesale Prices
AH D SAVE rUDDLLflLfiS PROFIT.
Report Cards.— 1, 4 or 10 months,
per 100, 25c, postage 5c
U. S, Wool Bunting Flags
6x3 Ft $175 Postage 14c
8x4 Ft 2.45 Postage 20c
Class Recitation Records
Each 15 cents. Postage 3 cents
Set Primary Reading Charts
Complete $4.75
Set Primary Arithmetic Charts
Complete $4.75
Japanned Handle Scissors
Per Dozen 45 cents
Alphabet Cards. Per Box 12 cents
CtXJAm-FftEE-ON-REQUEST
CATALOG DISGRI BLS 8c SHOWS WHOLES ALF.
PftlCES ON ABSOLUTELY EVE.RYTMIMC
FOR SCHOOLS
233 - 235 MARKET STfrEET,CHIGAGO^
LITTLE PEOPLE
EVERYWHERE
A new series of Geographical Readers
based on Child Life.
Kathleen in Ireland (Fourth year)
Manuel in Mexico (Fifth year)
Ume San in Japan (Sixth year)
Rafael in Italy (Seventh year)
Picture cover; colored frontspieces.
Illustrations from photographs
Each Volume, 6oc;
LITTLE BROWN & CO.
BOSTON
34 Beacon Street
CHICAdO
379 Wabash Ave.
SOME GOOD BOOKS FOR TEACHERS
Readings and Recitations 20 cts.
Riffle Creek Papers and Little
Sermons for Teachers 65 cts.
Patrick's Pedagogics 65 cts.
Patrick's Pedagogical Pebbles 25 cts.
Grains of Wheat without the
Chaff 20 cts.
Mathematical Geography 10 cts.
A Summer of Saturdays 65 cts.
Problems without Figures 10 cts.
On orders amounting to §1.50 to
one address, a reduction of ten
per cent.
S. Y. GILLAN &, CO.
MILWAUKEE. -
WISCONSIN
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
PTTSBURGH AND ALLEGHENY
KINDERGARTEN COLLEGE
ALICE N. PARKER, Superintendent.
Regular course, two years. Special ad-
vantages for Post-Graduate work. Twen-
tieth year begins September 27, 1911. For
catalogue address.
MRS. WILLIAM McORAOKEN, Secretary,
3439 Fifth Avenue, Pittsburgh, Pa.
KINDERGARTEN TRAINING SCHOOL
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars address
Miss Lucy Harris Symonds
Kindergarten Normal Department
of the Kate Baldwin
Free Kindergarten Association
Savannah, Georgia.
For Information, address
HORTBNSE M. ORCUTT, Principal of
the Training School and Supervisor of
Kindergartens, 326 Bull Street,
Savannah, Georgia,
Springfield Kindergarten
Normal Training School
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TW1CHELL,
SPRINGFIELD— LONfiMEADOW, MASS.
Kindergarten Normal Department
Ethical Culture School
For information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
Atlanta Kindergarten
Normal School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
639 Peachtree Street, ATLANTA, GA.
BOWLDEN BELLS
FOR SCHOOLS
From $8.00 to $25.00
FOR CHURCHES
From $25.00 to $125.00
Write for free
catalogue.
AMERICAN BELL &
FOUNDRY CO.
Morthville, Mich.
CHICAGO KINDERGARTEN COLLEGE
1200 Michigan Boulevard,
CHICAGO, ILL.
Fall Term opened September 12th, 1911
One year Primary Course,
Two year regular Kindergarten Course,
Mrs. J. N. Crouse, Elizabeth Harrison,
Principals
Summer School
New York University, University Heights
New York City.
July! to Aug. 9,1912.
Dr. James E. Lough, Director.
KINDERGARTEN DEPARTMENT
Courses given for kindergarten train-
ing school and university credit.
For information, address,
Miss H. n. Mills, Principal of Department,
New York University, Washington Square,
New York City.
Stick Laying in
Primary and
Rural Schools.
Price 25c.
The Tenth Gift
With this book and a box of sticks any
teacher can interest the little children.
The work is fully illustrated.
Also Ring Laying in Primary Schools,
15c. Peas and Cork Work in Primary
Schools, 15c.
All limp cloth binding. Address,
J. H. Shults, Manistee, Mich.
CARNEGIE COLLEGE
Home Study-Free Tuition
Carnegie College gives Free Tuition
by mail to one representative in each
county and city. Normal, Teacher's
Professional. Grammar School, High
School, College Preparatory, Civil Ser-
vice, Bookkeeping, Shorthand, Type-
writing, Greek, Latin, German. Spanish,
Italian, Drawing and Agricultural
Courses are taught by correspondence.
Applicants for Free Tuition should
apply at once to Dept. C.
CARNEGIE COLLEGE
ROGERS. OHIO
TRAINING SCHOOL
OF
The Buffalo Kindergarten Association
Two Years' Coarse.
Vor particulars address
MISS ELLA C. ELDER,
Kfi Delaware Avenue. - Buffalo. N. Y
GRAND RAPIDS KINDER GAR=
TEN TRAINING SCHOOL
Winter Term opens September 27th.
CERTIFICATE, DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal
MAY L. OGILBY. Registrar
Jhepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
2050 East 96th 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.
CHILD LORE
MAGAZINE
"It Fills the Need."
Every mother of a boy or girl feels
the need of supplying reading of the
right kind, — reading that interests,
educates, helps. CHILD LORE solves
the problem. It is simple enough
for the child, interesting enough for
anybody, and strong in its appeal to
everybody.
Subscription Price, $1.00 a year.
Sample copy for a stamp.
A FEW SPECIAL OFFERS.
Child Lore ."|
McCall's [ $L5°
Everyday Housekeeping]
Child Lore
Everyday Housekeeping
Child Lore )
McCall's S
Child Lore "1
Everyday Housekeeping J-
Uncle Remus J
Child Lore
McCall's
Uncle Remus
}
$1,15
$1.10
$1.65
$1.50
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Chicago
Kindergarten
Institute
Class Rooms and
Students' Residence
GERTRUDE BOUSE,
54 Scott St., Chicago.
Diplomas granted for Regular Kindergarten Course (two years),
and Post Graduate Course (one year). Special Certificates for
Home-making Course, non-professional (one year).
Credit in connection with the above awarded by the University of
Chicago.
Mrs. Mary Boomer Page,
Directors: Mrs. Ethel Roe Lindgren,
Miss Caroline C. Cronise,
For circulars apply to Chicago Kindergarten Institute, 54 Scott St.
THE.
Teachers' College
OF INDIANAPOLIS
Accredited by State Board of Educa-
tion. Professional Training for all grades
of teaching. Two, Three and Four Year
Courses.
This College specializes in Kinder-
garten, Primary and Intermediate
Grade Teaching.
Special classes in Public School Draw-
ing and Music, Domestic Science and
Art. and Manual Work.
Send for catalogue.
MRS. ELIZA A. BLAKER, President
The William N. Jackson Memorial
Building.
23rd and Alabama Street,
INDIANAPOLIS, IND.
Miss Hart's
TRAINING SCHOOL
For Kindergartners
3600 Walnut Street, Philadelphia
Junior, Senior, Graduate and Normal
Trainers' Courses. Five practice Kin-
dergartens.
For particulars address
MISS CAROLINE M. C. HART
The Pines, Rutledge, Pa.
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.
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
PESTALOZZI-FROEBEL
Kindergarten Training
School
509 S. Wabash Ave., Opposite Auditorium
Mrs Bertha Holer Hegner, Superintendent
Mrs. Amelia Hofer Jerome, Principal. •
FIFTEENTH 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 at Chicago Commons. Fine
equipment. For circulars and iniormation
write to
MRS. BERTHA HOFER-HEGNER,
West Chicago, 111.
KINDERGARTEN TRAINING SCHOOL
Resident home for a limited number of
students.
Chicago Free Kindergarten Association
H. N. Higinbotham, Pies.
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.
The Adams School
Kindergarten Training Course
(Two Years)
Nine months' practice teaching dur-
ing course. Address,
The Misses Adams
26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building,
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebelian Ideals. Post-
Graduate Course, also Special Classes for
Primary Teachers.
LUCY S. COLEMAN. Director.
MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
1616 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,
Hummer Training Classes at Mt. Chatauqua — Mountain Lake Park —
Garrett Co., Maryland.
THE HARRIETTE MELISSA MILLS
KINDERGARTEN TRAINING SCHOOL
In Affiliation with New York University
For information address
MISS HARRIETTE M. MILLS, Principal
New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
New York University Summer School
Oakland Kindergarten
TRAINING SCHOOL
2119 Allston Way, Berkeley, Calif.
Grace Everett Barnard,
principal.
Pour Good Things
■ . The Pennsylvania School Journal.
Sixtieth Volume. Monthly, $1.50, 600
double column pages.
2. Songs of the million. "Flag of the
Free" Song Books, Nos. 1, 2, 3, 4. Favor-
ite Songs in Each Book. 25 cents per
copy; Send for Contents.
3. "Lincoln Art Series," ThirtyChoice
Pictures, size 22x28 and 24x30. 50 cents ;
Four for $1.00. Send for Illustrated
Circular.
4. "Good rtemory Work." 20 cents.
The influence of Good Songs and
Hymns, Good Pictures and Good Mem-
ory Work in the School Room and in the
Home is felt, in blessing, through all
our lives as men and women.
Address J. P. McCASKEY,
LANCASTER. PA.
KINDERGARTEN
SUPPLIES
And all kinds of Construction
Material for Kindergartners and
Primary Teachers. Catalogue
Free. Address,
Garden City Educational Co.
no So. Wabash Ave., CHICAGO
EDUCATIONAL SPECIALTIES. *£*£
Game, 15c ; History Game, 15c j 2750 Les-
son Plans, 50c ; Educational Puzzle, 10c ;
Year's Subscription to N. J. School
News, 40c. W. C. MOORE, PUB., New
Egypt, N.J.
15l)e 3iin6er3arten fivimavy Mtaga^irKt
VOL. XXIV— FEBRUARY, 1911— 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.
E. Uyell Earle, Ph. D., Editor,
Business Office, 27G-278-280 River Street, Manistee, Mich.
J. H. SHUI/TS, Business Manager.
MANISTEE, MICHIGAN.
AH communications pertaining to subscriptions and adver-
tising or other business relating to the Magazine should be
addressed to the Michigan office, J. H. Shults, Business Man-
ager, Manistee, Michigan. All other communications to E.
Lyell Earle, Managing Editor.
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 20c and for all other
countries in the Postal Union add 30c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of dis-
continuance is received. When sending notice of change of
address, both the old and new addresses must be given.
Make all remittances to Manistee, Michigan.
EDITORIAL NOTES
Department of Superintendence, N. E. A.,
St. Louis, February 27-29, 1912.
The nature study that really measures up has
to do with the things of nature much more than
with books about nature.
To place an irreverant, frivilous woman in
charge of a room full of little children at their
most impressionable age is crime.
The nurture instinct and the ability to really
"live with the children" are important factors in
the make up of every good kindergartner.
Kindergarten culture is the best possible
foundation lor vocational training. Its value lies
quite as much in the ideals instilled as in the
hand work developed. The worker without an
ideal is hardly worthy the name.
Not by precept chiefly but by example must
the kindergartner lead the children to c/ioose
the right. What the kindergartner really is has
more to do with the moral culture of the child-
ren than anything she can say or command.
of the great prairie land, with its central locality,
excellent transportation facilities and ample
hotel accommodations, affords an ideal place for
the annual meeting of the International Kinder-
garten Union.
The small cities, villages and rural districts
present a great opportunity for kindergarten
growth. They contain over 65 per cent, of the
children of America and the field is as yet but
little cultivated. Of course kindergartens are
not practical in all country districts throughout
the year, but there is enough that can be done
to warrant a vigorous undertaking with better
prospects for growth than in any other direction.
The following educational societies will meet
at St. Louis, February 27-29, 1912, during the
annual session of the Department of Superintend-
ence: National Council of Education, N. E. A.
Department of Normal Schools, N. E. A. Na-
tional Society for the Study of Education. So-
ciety of College Teachers of Education. Nation-
al Committee on Agricultural Education. Edu-
cational Press Association of America.
The Educational Press Association, of
which the Kindergarten-Primary Magazine is a
member, will hold its annual meeting at St. Louis
at the time of the annual session of the Depart-
ment of Superintendence, N. E. A., February,
27-29, 1912. The exercises will include a din-
ner, round table discussion of subjects relating
to the interests of the Association, business meet-
ing (for members only), reports, miscellaneous
business, election of officers, etc.
The beautiful city of Des Moines, in the heart
Secretary Irwin Shepard, of the N. E. A.,
has been considerably embarrassed relative to
special rates for the annual session of the Depart-
ment of Superintendence at St. Louis, February,
27-29, 1912, in consequence of the withdrawal by
certain transportation lines of special rates after
his advertising had gone out. It is not under-
stood that the withdrawal applies to other than
the Central Passenger Association but intending
visitors should consult their local ticket agents
in advance asking them to obtain necessary infor-
mation in ample time, or write Mr. Shepard,
146
THE KINDERGARTEN-PRIMARY MAGAZINE
HOMELY PLAYS IN THE KITCHEN.
(For Mothers or Mothers' Meetings.)
By Jenny B. Meeeill, Pd. D.
One rainy day last summer when the house
was not quite big enough for a strong, active,
joyous little boy of twenty-two months, I
planned to amuse him, after other plays had
lost their charm, with a modification of the
kindergarten clock games.
Froebel presents "Tick-tock" in his Mother
Plays as an exercise to develop the arms by
swinging them in imitation of a pendulum.
The child may also swing one leg and then the
other, even one finger, or mother may catch
him up and swing his whole body to and fro
much to baby's delight.
Froebel thought that such playful rhythmic
exercises would gradually develop the time
sense, and possibly aid in orderly living as well
as prove good exercise. The young child loves
at first to feel these motions in his own body.
Later the motion is repeated with swaying
balls.
Upon this particular rainy day when we
were playing in the kitchen, I was housemaid
as well as baby-tender. As no ball was at
hand, I thought of an apple, for the kitchen
can usually furnish an apple and a string from
its many packages. I suspended the apple
from the gas fixture just in reach of baby's up-
lifted arm. He had to stretch well to touch
the apple even with his finger tips but that
meant a wholesome movement and more fun.
Baby laughed and jumped, sometimes miss-
ing, sometimes hitting the apple as it swung
to and fro. It went higher and higher as he
used more force. We sang:
Tick tock,
Goes the clock;
Tick, tick, tock.
Baby had listened many times to the kitchen
clock but we listened again to refresh mem-
ory, and then returned to the swinging apple to
sing over our "Tick, tock, goes the clock."
Mother wit must again work for the rain
continues. A rainy day is long and trying to a
child who should be running in the open air.
Why not swing two apples and so give a fresh
impetus to the fun ? A shorter cord is tied upon
the second apple and the merry chase begins.
The movements doubled made a contrast to
the former more regular beat of "tick, tock."
Another jolly time followed as one apple tried
to catch the other apple. Suddenly down
came one apple. Baby's surprise at the new
experience proved a good resting point while
auntie found another apple with a stem.
The cheerful tones of conversation help to
keep up baby's spirit. It is as it were a "play"
with words, and at the same time a lesson in
language. Each day enlarges the child's vo-
cabulary. Our baby caught 'tick tock" and
played with the words on his lips evidently
enjoying them as well as the swinging apple.
He is not forward in speech but is picking up
a few striking words. "Ice" is one such word
learned in his kitchen plays. Every day he is
allowed to touch the block of ice before it is
placed in the refrigerator and to play with a
few small pieces. It has proved one of his
happiest experiences, and "ice" has come to be
a favorite word. He applies it very intelligent-
ly to any cold spot which he happens' to touch
with hand or foot.
Froebel in "Education of Man" writes on
baby language advising many simple rhymes
to accompany baby plays. So we improvise,
"Ice, ice, ice. How very, very nice."
Our baby loves Mother Goose rhymes, too,
and they are classics. They can hardly be in-
troduced too early — and have they not some
affinity with the kitchen? There are "the dish
and the spoon," "the baker's man," "the pie."
"Necessity is the mother of invention." The
busy housewife must not desert her kitchen
tasks, and yet children must be amused. In
reality a kitchen makes quite an ideal play-
room. A child of two or three years will
amuse himself for hours with paper bags or the
clothes-pins or a few pieces of kindling wood.
It is interesting to note what a slight novelty
will hold a little child's attention at this age.
All the world is new. So many fail to realize
this and seek unnecessary toys and exciting
experiences that do harm. Give a child a few
apples one day, a few potatoes or onions an-
other day to put into the paper bags and he
is content. Some mother may object to the
use of good food in this way. Then baby's
blocks or the clothes-pins may be put in and
out. However, a city child is deprived of
handling natural objects, hence I use natural
forms for playthings whenever possible. A
few fruits may be sacrificed for mental food
without extravagance.
Our little boy is at the age when he is con-
tinually practising "in and out." "In and out"
of paper boxes of different sizes, in and out of
a wooden box, in and out of a tin box, in and
out of a basket, of a stone jar, of a milk bottle,
THE KINDERGARTEN-PRIMARY MAGAZINE
[47
every variety of receptacle that a kitchen af-
fords, comes into play but one only at a time.
Baby is learning as well as playing. Every
change of material gives him a new sensation
of touch or possibly a new sensation of sound.
Paper, wood, tin, stone, glass are to baby what
some newly discovered element in a chemist's
laboratory might be to you and to me. He
loves to hear the rattle, to feel the smooth sur-
faces, to grasp and let go, to see the smallei
objects he puts in a receptacle disappear and
reappear.
While he is playing as we call it, we are priv-
ileged to study his little mind. It fascinates
us. Some things will hold his attention longer
than we expect, some not so long. Follow
cautiously his lead is the best rule. What
pleases him one day may be discarded next
day, for baby is learning the "A, B, C" of
materials and when his mind has taken in one
lesson, he asks for a harder one. A day in his
development advances him possibly more than
a week or a month later on. This is why he
may be no longer charmed with something
that pleased him so much yesterday. Some-
times he will renew his interest in an object
after an interval of a few days.
Children differ in their capacity to find pos-
sibilities of play in common things. Some
must be helped more than others.
The necessary activity of the kitchen makes
it the best play-room in the house. Happy is
the baby who plays while mother works in
the kitchen. He is in the right atmosphere,
the busy atmosphere of work. Gradually he
may learn to help in baby ways.
Note. — Mothers and kindergartners are referred to
two excellent books which indicate the use of kitchen
materials for older children, viz. : Home Occupations
by Bertha Johnston, and The Little Folks' Handy
Book," Beard.
It is suggested that kindergartners read and discuss
this paper at a Mothers' meeting, or possibly lend the
magazine to a few mothers if no meeting is held.
(To be continued.)
Loyalty is the quality that prompts a person
to be true to the thing he undertakes. It
means definite direction, fixity of purpose and
steadfastness. Loyalty supplies power, poise,
purpose, ballast, and works for health and suc-
cess. Nature helps the loyal man. If you are
careless, slipshod, or indifferent, nature as-
sumes you wish to be a "nobody" and grants
your desire. Success hinges on loyalty. Be
true to your art, your business, your employer.
Loyalty is for one who is loyal. It is a quality
woven through the very fabric of one's being,
and never a thing apart. — Mahin's,
THE FROEBEL PILGRIMAGE.
By LucyWheelock, Boston.
"I like the name of your party," said a
Scotchman in Edinburgh to one of the Pil-
grims, "but it sounds very un-American."
"And why?" asked the Pilgrim.
"Because a pilgrimage suggests an ideal,
and we do not associate ideals with America;
we think of you as a commercial people," was
the answer.
"Possibly the seventy Pilgrims are a saving
remnant who will help to redeem the reputa-
tion of America through their pursuit of an
ideal," said the Pilgrim.
To promote an educational ideal, to honor
the name of the man who gave this ideal to
the world, and to strengthen the ties which
bind together those pursuing the same purpose
was the goal of the Froebel Pilgrimage of
1911. Forty Pilgrims sailed from Boston June
17 on the Devonian as the advance guard of
the Pilgrimage, visiting Edinburgh and the
cathedral towns of northern England, en route
to London, where they were joined by the later
detachment sailing July 1, augmenting the
number to seventy. This number was further
increased during the tour in Thuringia to
ninety. Never were there more ideal condi-
tions for any trip than those which prevailed
during the entire Pilgrimage. Providence
favored with fair weather during the entire
summer, such as has never been known before
in Europe. The conduct of the Bureau of the
University of Travel furnished all that could
be desired for comfort and for the promotion
of the aims of the Pilgrimage. Dr. H. F. Wil-
lard proved to be an ideal leader, not only as
an interpreter of art and guide in our visits to
museums and galleries and for general sight-
seeing, but also for his sympathetic interest in
kindergarten matters. The first relations with
school interests were established in the pic-
turesque city of Edinburgh, where the Pilgrims
were most hospitably welcomed at an evening
reception given by two members of the school
board, Mrs. Gulland and Mrs. Leslie McKen-
zie. With members of the school board and
other Scotch people interested in philanthropy
and education, a delightful evening was spent
listening to Scotch ballads and other music.
The next center of educational interest was
the great city of London, where a mass meet-
ing was held in Birkbeck College, under the
auspices of the London County Council. One
thousand English elementary teachers crowded
the room to the top gallery, and such enthus-
i48
THE KINDERGARTEN-PRIMARY MAGAZINE
iasm at an educational meeting has never been
known in this country. James L. Hughes of
Toronto, Miss Mary C. McCulloch of St. Louis
Miss Lucy Wheelock of Boston, Miss Clara E.
Grant and Miss A. K. Williams of London
were the speakers on the general topic, "Kin-
dergarten Ideals." A spirited discussion fol-
lowed, and at the end resolutions of apprecia-
tion for those who had contributed to the even-
ing were offered by a lady-in-waiting to the
queen. Most excellent and elaborate arrange-
ments had been made by the London County
Council for visits to infant schools, which were
visited in groups of eight members. The
schools selected gave a wide range of observa-
tion of the conditions of the people and of the
children in Various sections of London, and
also of the methods employed in the school-
rooms. In every instance a most hospitable
welcome was given to the Pilgrims, and in
many places refreshments were offered during
the morning with true English hospitality. An-
other delightful occasion here was the recep-
tion given at the Froebel Institute in Kensing-
ton by the London Froebel Society. Dr. Keat-
ly-Moore, well-known as a former mayor of
Croyden, and known to kindergartners as one
of the translaters of Froebel's autobiography,
was chairman of the evening. Five-minute
speeches were made by several of the Ameri-
can kindergartners, and the program was fin-
ished by a delightful story told by our beloved
fairy godmother, Miss Mary L. Shedlock. A
social hour, with refreshments, followed, dur-
ing which all had an opportunity to meet some
of the heads of the elementary schools in Lon-
don and members of the Froebel Society. After
a week in London, the Pilgrims took ship
across the channel, and then made their way
to the capital of France, where a warm wel-
come awaited them, given by Madame Charles
Bertinot, the president of the Union Familiale.
On a lovely July day the Pilgrims coached
through the green shades of the Bois de Bou-
logne to the villa of Monsieur and Madame
Bertinot at St. Cloud, where a delightful lunch-
eon, with all the glory of French cookery, and
the grace of a charming French home, was
served to seventy joyous Pilgrims. The grand-
children of Madame Bertinot, with flags and
drums, were grouped upon the steps as the
visitors arrived, and a little boy greeted them
with a welcome spoken in excellent English.
The villa was set in a lovely garden, rich in
lilies, the favorite flower of Froebel, and, as
we finished the luncheon with coffee in the
arbor, we felt anew the significance of Froe-
bel's choice of the name, garden, which sug-
gests growth and beauty and the true joy of
life. Many of the people interested in educa-
tion assembled on a memorable Sunday after-
noon spent at the Union Familiale, built in a
quarter of Paris inhabited by the working peo-
ple, and near the famous cemetery of Pere la
Chaise. Here was offered the rare privilege of
seeing the wonderful work of Mile. Gahery,
the remarkable French woman who devotes
her life and her fortune to the work of the
social uplift of the people. Mile. Gahery lives
in the settlement and has organized many in-
teresting lines of educational work, including
a kindergarten for the children, classes in do-
mestic science, classes for child study, and a
committee for the Trousseau Classes and the
Mothers' Union. It was a bit of good fortune
that Mile. Gahery decided to join the Pilgrim-
age during the German tour, so giving oppor-
tunity to know more intimately of her work
and of her ideals.
From Paris the Pilgrims passed swiftly
through Switzerland to the city of Munich,
where many plans had been made for the en-
tertainment of the party under the direction of
Fraulein Boeck, the supervisor of the Munich
kindergartens. These plans included a delight-
ful evening concert and exhibition of kinder-
garten work.
The next stage of this modern Pilgrim's
Progress was in Thuringia, the scene of Froe-
bel's life and labors. A more interesting and
picturesque country cannot be found anywhere,
and never was a more unique and ideal experi-
ence offered to travelers. Eisenach, the city
filled with traditions of Martin Luther and of
Saint Elizabeth, was our point of entry. The
great day of the feast, however, was Sunday,
August 6, when all took an early train to
Schweina-Siebenstein to visit the little town
and cemetery in which Froebel sleeps his last
sleep. Never were skies more blue and an hour
more fair than that when we stood, delegates
from all parts of America, from Scotland, Eng-
land, Denmark, Russia, France, and many sec-
tions of Germany, around the grave of Froebel.
Laurel wreaths from different organizations
all over the world were laid upon the grave
with appropriate words of appreciation. Sev-
enteen old people of Schweina, who remem-
bered the games they played with the great
Froebel in their childhood, brought a beautiful
wreath of flowers and laid it upon his grave
as a tribute to the friend of their childhood.
School children of Schweina sang a hymn, and
the little kindergarten children marched around
THE KINDERGARTEN-PRIMARY MAGAZINE
149
the grave with reverent steps, and left each a
bunch of flowers upon the grave. Froebel has
somewhere said that if in a hundred years his
cause should prosper, he would rejoice in
heaven. Perhaps his spirit rejoiced on that day
when this recognition of his great educational
ideal was given by those who had come from
many lands and climes to pay their tribute to
the great leader. The last evening in Eisenach
was spent at the Wartburg, where the illumin-
ation of this famous castle made one feel like
a visitor in fairyland.
And can any Pilgrim ever forget the cordial
reception given us at the school in Keilhau by
its present head, Herr Dr. Wacher, and his
friendly wife on a sunny August morning after
a delightful drive through picturesque scenery?
Shall we ever forget the taste of the potato
salad, made famous in Keilhau by many
generations of boys and training stu-
dents who have sampled its excellence,
or the charming setting of the little
group of school buildings circled by the
friendly and smiling hills, giving of their
strength and health to the boys so favored by
fortune as to gain their education amid such
pleasant surroundings, and under the guidance
of so many enlightened teachers, and in such a
true home? Let us not forget either the all-
day drive through the superb Schwarzwald, ac-
companied by the singing Schwarza river to
Oberweissbach, the birthplace of Froebel. At
the end of the long and narrow street of this
little town we find the house and room in
which the child was cradled who was from
these narrow surroundings to send forth a
message to be heard around the world. One
could only ask "Can any great thing come out
of Nazareth?" as one saw the narrow, cramped
conditions of the people of this little village.
Dresden was full of interest for the kinder-
gartners, with a visit to the Institute founded
by the Baroness Marenholz von Biilow, and
still carried on in her name. Another day was
spent visiting one of the typical institutions of
Dresden, the Volksheim. Here, in a great for-
est of many acres, we saw hundreds of little
children of Dresden who are carried out every
day to play in the green wood and to gain
health and strength and joy. A membership
of 5,000 parents who pay a small sum every
year makes this work possible and permanent,
as the forest is a gift to the city by a public-
spirited citizen of Dresden.
The days in Berlin were red-letter days, be-
ginning with a charming reception at the
Lyceum Club, where we were privileged to
meet some of the leading club women of this
German city, and to enjoy the delights of tea
in a German garden. One of the most notable
institutions in Berlin is the Pestalozzi-Froebel
House, which provides for children, from the
babies in the nursery, cared for under modern
hygienic conditions, to the young women train-
ing in domestic science and in kindergarten
work. During the day hundreds of little chil-
dren come to the several kindergartens, and
after school hours older children come to the
kinder-horte, where manual training is given,
and also an opportunity for study of school les-
sons in quiet rooms under direction of teachers.
After the supper an hour for play in the garden
is allowed, and then the older ones take the
little ones home, thus keeping together the
members of the family. The doors of this hos-
pitable institution were wide open for the Pil-
grims, and two very profitable days were spent
there inspecting the complete and interesting
exhibit of the hand work of children and train-
ing students and in visiting the various kinder-
gartens and other departments. The social
afternoon spent with Frau Dr. Clara Richter,
her colleagues, and members of the committee
over the tea cups and in the garden listening
to the strains of the orchestra, strengthened
the bond of friendship and made the Pilgrims
feel at one with these German women who
are working towards the same end.
Frankfurt also opened her hospitable doors
to the Pilgrims, including the historic Kaiser-
Saal in Romerberg, one of the most pictur-
esque of the mediaeval squares in Europe. The
Pilgrims' feet here trod upon velvet carpets
spread for the occasion and walked between
rows of palms and potted plants, arranged in
their honor, and were greeted in the splendid
hall by the second Burgomeister with words
of warm welcome from the city of Frankfurt.
The city's treasures of silver and gold were
spread upon tables to gladden our eyes, and
an English-speaking teacher gave us a run-
ning sketch of the history of Germany as illus-
trated by the pictures of Emperors upon the
walls. The ladies of the Frankfurt committee,
under the leadership of Frau Marta Back, the
president of the Deutscher Froebel Verband,
entertained the Pilgrims royally at a banquet
given on the evening of their arrival. Two
hundred people sat together and enjoyed the
viands and the toasts given by both German
and American speakers. Scenes from the
Mother-Play and from the life of Froebel were
shown upon the stage. These little plays were
especially written and arranged for the enter-
So
THE KINDERGARTEN-PRIMARY MAGAZINE
tainment of the American guests. The city of
Frankfurt has an especial interest for the kin-
dergarten world because it was the place where
Froebel first discovered his life work when he
became a teacher in the model school, and felt
himself, as he expressed it, "Like a fish in the
water, or a bird in the air."
From Frankfurt to Heidelberg was a short
trip made in the evening. Nowhere were more
delightful arrangements made than in Heidel-
berg by the ladies serving on the reception
committee. Every Pilgrim will treasure her
leaf of ivy given as a souvenir of the day with
this inscription in letters of gold :
"Alt Heidelberg du feine
Du Stadt an Ehren reich
Am Neckar und am Rheine
Kein andre kommt dir gleich."
The evening spent in the Schloss garden
illuminated with hundreds of golden lanterns
was a fitting climax to a glorious day. There
we were honored with the company of the
Burgomeister and Frau Burgomeister and
other notable women of Heidelberg. At the
end we were ushered into wonderland through
the illumination of the castle. The old "Ges-
prentge Thurm," covered with the growth of
ivy of centuries, revealed the mystery and
beauty of its cavernous recesses under the
glow of the rosy light. It was well that the
last day of the pilgrimage in Froebel land
should end in a high and glorious light, sug-
gesting the illumination and uplift of the ex-
periences in the old country, to which we had
come as strangers, and which we left with
warm feelings of friendship.
Of the results of this pilgrimage it would be
premature to speak. Of one thing we are cer-
tain, that in the future there will be closer
affiliation with our foreign sisters, broader
sympathy and better understanding of the
dream of universal peace which is cherished by
all who desire to bring nearer the era of good
will and peace to men.
The teachers of little children should be the
leaders in this movement, as they are the lead-
ers to the gate of the future, and the Froebel
Pilgrimage of 1911 has been and will be a
means of strengthening the links of fellowship
which bind together by golden chains the
whole round world.
— American Primary Teacher.
The Kindergarten Movement in Des Moines.
MINNIE WAITE EOZELLE.
It is better to be ready and not be called for,
than to be called for- and found wanting. — Kate
Douglas Wiggin.
All through the Autumn days, out of the frost
and glow of Winter, through the mellow sun-
shine of the Spring, they came marching into
our forty one kindergartens, fifteen hundred
strong, fifteen hundred pairs of sturdy feet, danc-
ing and skipping their way into the path of
knowledge; fifteen hundred children awaiting
the touch which should make of them good men
and women, and loyal citizens of these United
States.
These were but the van guard.
Des Moines is the City of Certainties, and her
progress is marked, not alone by the smoke of
her busy factories, nor by her boundaries of rich
farm lands, nor by her teeming population, but
by her comfortable up-to-date school buildings,
which dot the city, by her seventeen thousand
happy faced children found in the fifty nine
buildings, and by the hearty co-operation between
patrons and schools. Twe;ity per cent of the
city's population is to be found in the school
rooms of Des Moines. As the city grows the
schools will grow. "In a lew years the fifteen
hundred children in our kindergartens last year
will make but a small showing.
The kindergartens of today date their start
from a very humble beginning. There came to
Des Moines, many years ago, a lovely cultured
woman recommended by Miss Blow as a good
kindergartner. Her name was Mrs. Lucy B.
Collins, and her coming was in response to a call
from some ladies, who wished her to open a pri-
vate kindergarten for their children. Her work
was eminently successful. We have with us to-
day, kindergartners, who, as little girls, attend-
ed that memorable school of Miss Collins. Her
works do follow her, for we have none in the
corps better trained, or with higher ideals of
living.
Mrs. L- M. Wilson, Principal of Irving School,
(later connected with Stevan School,- Chicago)
kept close watch of the little kindergarten, and
when a vacancy occurred in her building, in the
primary grade, prevailed upon Mrs. Collins to
accept the position, using her kindergarten
method in so far as they seemed compatible with
the primary work. So favorable an impression
did the work of Mrs. Collins make that in 1884
she was installed in the first public kindergarten
in connection with Irving School. The Foard
THE KINDERGARTEN-PRiMAfcY MAGAZINE
J5i
of Education of that day are to be commended
for their prophetic vision. The kindergarten in
the United States was then in its infancy, Des
Moines being the second city to adopt the sys-
tem.
The story of the years is soon told. After
three years of steadfast effort, Mrs. Collins laid
down forever the work of her hands. Her death
came as a severe blow, but so well had she
wrought, that kindergartens were firmly estab-
lished in Des Moines. Her labors had been ar-
duous for she continued in the practical work of
the kindergarten, as well as in the training of
young teachers for future work.
Mrs. Collins was succeeded by Miss Rose
Morrison. It was left for Miss Morrison to work
out many details, and to continue Mrs. Collins'
work of strengthening the tie between the kin-
dergarten and primary grades. Right bravely
did she meet the issue. Weakness or uncertain-
ty, at this crisis, would forever have settled the
destiny of the kindergarten in Des Moines.
Miss Morrison received a flattering call to
Cleveland, Ohio, and was succeeded by Miss
Emma Fletcher, who, after a year's faithful ser-
vice, resigned in order to have further study in
Europe.
Miss H. Adelia Phillips followed Miss Fletcher
as supervisor. The qualifications of Miss Phil-
lips, for her work, were of the best. Coupled
with her excellent training, she had executive
ability which amounted to genius, and it is to
her untiring efforts and consummate skill that
the kindergartens of Des Moines have won place
in the front ranks of the country. She held
office between the years 1894 and 1910.
The year 1907 marks a memorable epoch in the
history of the Des Moines schools. Up to that
time the city had been divided into seventeen
independent school districts. In 1907, by popu-
lar vote, the districts were merged, and the Her-
culean task of the consolidation of districts de-
volved upon Supt. W. O. Riddell. It was a
time almost of peril for the schools, but Mr.
Riddell has handled the situation so courteously,
and carefully, that in an unbelievably short time
the schools are one. District prejudices have
fallen, and intense loyalty prevails along all lines.
Very few of the annexed districts had kinder-
gartens, and the work of equipping the rooms,
and starting the new workers fell upon Miss
Phillips. One can readily see the difficulties
which lay before her. Primary teachers, who, for
years, had taught beginning children, were like
Rachel weeping for her children; parents had to be
taught that the kindergarten was not a new fan-
gled play room; public sentiment had to be edu-
cated. In all this work of guiding and shaping
the new policy, Miss Phillips was a leading
spirit, and it was with sincerest regret that her
constituency learned of her resignation on ac-
count of ill health.
To-day the kindergarten and the primary
teacher are good comrades. The present super-
visor, Miss Bessie Park, means that they shall be.
Miss Park is a graduate of Drake University,
and has had the advantage of Columbia Univer-
sity. She is a womanly woman, who brings to
her work enthusiasm and perseverance.
She feels that her best aid, aside from the loyalty
of her teachers, comes from the mothers' clubs.
There is an atmosphere of home, very delightful,
when one sees the mothers of a district, bringing
their work and spending an occasional afternoon
with the little ones. The help and understanding
received from the joint meetings of mothers and
teachers is mutual.
A wheel within a wheel is that of the Froebel
Association. The membership includes, kinder-
gartners, grade teachers, principals and many
mothers. Their meetings occur monthly, and
the programs are devoted to those subjects tend-
ing to the welfare of all childhood. The Associa-
tion is responsible for the opening of the first
Vacation Schools, and has been an active force
in assisting Roadside Settlement House in social
work.
One long ago meeting of the Association is
specially remembered. Miss Annie Howe, now
widely known to all kindergartners, as the direct-
or of a model kindergarten in Japan, gave an
address upon her work, showing the copper
bowls and individual towels used by her little
people in Japan. That was nearly fifteen years
ago, so the hue and cry against the common bowl
and towel is not entirely modern. On Miss
Howe's departure she left upon the library
shelves, two volumes of Mother-Play printed in
Japanese, which recall anew the pleasure she
gave the Association.
During many years our kindergartners were
chosen from our own training class for young
teachers. This class was limited in membership,
the work covering two years, and being conduct-
ed by the supervisor. As the city grew, the
supervisor found her entire time taken by actual
152
THE KINDERGARTEN-PRIMARY MAGAZINE
class room supervision, so the city work was
turned over to Drake University, which was just
at that time starting a training department for
kindergartners.
The cadets take a two years course, doing their
practice work in the city kindergartens, under
the supervision of the kindergarten directors.
For some years it has seemed expedient to
handle the kindergartens in crowded districts in
two sessions, half of the children (usually the
younger) coming from nine until eleven fifteen
in the morning, and the other half from one
fifteen, until three fifteen in the afternoon.
Just now there is in Des Moines a feeling of
pleasurable anticipation, not only among the
kindergartners, but among teachers, principals,
supervisors and officials all along the line. We
await the coming of the I. K. U.
Across the hills and rivers, over mountains and
plains we send our greetings and warm words of
welcome.
Abstract of Lecture on Third and Fourth Gifts.
Helen Las key
Senior Class, Law Froebel Kindergarten Primary
School, Toledo, Ohio.
The third gift consists of a wooden cube two
inches in each dimension divided twice vertically
and once horizontally into eight small cubes.
"The most important characteristics of the gift
are contrasts of size resulting in the abstraction
of form from size; increase of material as a whole,
decrease of size in parts; increase of facilities in
illustrating form and number. ' '
The fourth gift consists of a two-inch wooden
cube, divided once vertically, and three times
horizontally, into eight equal parts. Each part,
two inches long, one inch wide, and one-half an
inch thick, is known as a parallelopipedon.
Hence we derive at once the salient characteristic
of the gift, dimension.
Though the third and fourth gifts resemble
each other in their entirety, they are quite differ-
ent when resolved into their parts. Each cube is
composed of the same number of equal parts,
but in the oblong or parallelopipedon of the fourth
gift we have three different dimensions, while
each part of the third gift cube is a perfect one
inch cube.
The salient characteristic of the third gift may
well be brought out by comparing this cube with
the second gift cube. Like the latter cube, the
third gift cube is based on the idea of unity; it. is
a unit in itself, but now divisibility enters as a
new factor.
Essentially a building gift, it appeals to the
child because it corresponds to his blocks. The
child to whom this gift is given is at the age
when he wants to investigate everything, and
take everything apart. It is the destructive age.
He loves this cube because he can take it all
apart and build things with the blocks.
As we have seen, the salient characteristic of
the fourth gift is dimension. The advantage of
the different dimensions in this gift is immediate-
ly seen in building with it, for now a greater
height and greater extension is possible, result-
ing in a greater possible inclosure of space.
There is greater scope for the child's creative
ability, since he is able to build with his "bricks"
placed in three different positions, enabling him
to construct high, long, and square forms.
The natural law of the third gift is transforma-
tion, and here we must constantly bear in mind
"always transform, never destroy." With this
idea in mind we first give the child the unit, the
whole cube, then by a series of simple changes
connected throughout with a little story, we lead
him by means of these transformations back to
the original form, the cube, showing by this pro-
cess what can be done by changing the relation
of parts of the cube, and at the same time the
importance of the unity of the gift. Satisfying
his desire to investigate and pull to pieces, we
must show him that the power to combine is just
as great.
The fourth gift brings out two important phys-
ical laws, those of balance andcontinuousmotion.
For example, take walking. So unconsciously
do we do this that we hardly realize that it is
only by a perfect balance of the body that this
exercise is possible. An instance of the second
law, is the action of the waves, never-ending and
restless. This can be well demonstrated with
the fourth gift blocks by placing them in a line,
on end, with the broad faces toward each other.
Strike the first block gently, and the remaining
seven will fall in rapid succession. By this
means, a great principle can be put in attractive
form for children, who are always entertained
with this performance.
Three rules are important in giving the build-
ing gifts.
I. Always build on the squares of the table.
By insisting on this rule, the children have a
basis on which to work, and hence are more
THE KINDERGARTEN-PRIMARY MAGAZINF
153
accurate and careful than they could be if allow-
ed to build at random.
II. Always transform, never destroy. This
puts before us the necessity of presenting the
idea in its unity with other ideas as necessarily
secondary. Again we have a simple expression
of a fundamental principle in nature for nothing
in nature is ever destroyed, but only transformed.
III. Use all the material, for unused material
is wasted material. This fact is significant with-
out explanation. It is the same with any talent
we may possess. It does no one any good if
allowed to lie dormant.
Using these two gifts separately, the child
learns something of symmetrical design in the
beauty forms; learns the general forms of objects
in the life forms; and obtains the first four prin-
ciples in arithmetic in the knowledge forms. He
should gain a clear knowledge of these things
before working with the two gifts combined.
For with the gifts in conjunction there is a
greater complexity in arranging the material and
in using all his material. With this difficulty
comes also an advantage; greater accuracy, beauty
and intricacy of design; greater scope for his
creative ability in building; and a clearer way of
presenting number work, also greater possibility
for advanced work in this line.
Something of square measure can be taught by
showing by means of the squares in the table
that one small cube fits exactly over one square
inch. With the fourth gift, linear measure can
be shown by arranging the blocks in a long line.
Since Froebel's gift system follows a logical
sequence, the fourth gift is naturally more ad-
vanced than the third, for the idea of three differ-
ent dimensions instead of three like dimensions
is more complicated and difficult for the child .
It is interesting to notice that the third gift cube
symbolizes the first perfect cube, 8, thus giving
a correct beginning for this part of arithmetic
After becoming fairly well acquainted with
each gift, it is a good exercise for the child to
use the two together. This gives variety and
strength to the building, whether forms of life,
beauty or knowledge are constructed.
By giving this combined work, the child gains
in dexterity, and in ability to handle more mat-
erial, which is the preparation he needs for his
work with the fifth gift, with its many parts.
Questions on Third and Fourth gifts.
1. Describe third and fourth gifts fully.
Give comparisons.
2. Give the salient characteristic of each.
Illustrate.
3. Give the natural law of each. Illustrate.
4. How are the building gifts given?
5. What is gained from life, beauty and know-
ledge forms of each gift, when used separately,
and when used together?
6. From which gift is square measure learned?
From which linear measure?
7. Which is the more advanced gift and why?
8. What is the advantage of using the two
gifts together? Illustrate.
9. How should this exercise be given?
10. How does it prepare the child for the fifth
gift?
THE GROWTH OF THE KINDERGARTEN IN
THE SOUTH.
By Myra Winchester, Ft. Worth, Texas.
When we were little children we loved to stand
with our backs to the door-post once a year and
have our height measured, and the number of feet
and inches recorded and compared with the previ-
ous year's record. We liked also to speculate on
what the next year's measure would probably be.
It was a good experience. It is an experience
which we do not tire of repeating; for that reason,
we never get over liking to measure our growth.
Hence arises our interest, as teachers, in verbal
and printed reports concerning the increase in the
total number of kindergartens in our section of
the country, the number of training schools, the
number of students in these schools, the number
of cities having public school kindergartens, and
so on.
As we acquire years and wisdom, we learn that
some phases of growth are neither measurable nor
recordable. We begin to understand that there is
a distinction between growth and development, and
that the series of marks on the door-post, however
agreeable and gratifying, do not serve to tell us of
the invisible progress made of the gradual unfold-
ing of powers and of insight.
In considering, then, the growth of the kinder-
garten in the South, we shall do well to bear in
mind this distinction and to note not only the
quantitative extensive increase, the figures and facts
that can be counted and tabulated, but also the
qualitative intensive development, less obvious than
size and numbers, but none the less real and vital.
It is not my purpose in this paper to deal with
statistics, interesting though they be. The reports
of our officers give us numerical details in concise
form, and we can study them at our convenience,
and be encouraged by them.
Rather do I wish to discuss:
1. Two of the factors which are potent in fer-
tilizing and shaping the kindergarten in the South
(indeed in America).
2. The probable direction of our future expan-
sion and our responsibilities therewith connected.
1. Of the factors which make for growth we
154
THE KINDERGARTEN-PRIMARY MAGAZINE
should recognize first what may be called "Exten-
sion of Motherhood." Gradually we are coming to
understand that motherhood is something far more
than a relationship between parent and child. Moth-
erhood is a quality, an attitude of mind, a spiritual
property possessed by men as well as by women.
Our entire country is being touched and penetrated
by the spirit of motherly nurture and earnestness.
It is this which is responsible for the establishment
everywhere of agencies for the better care and un-
derstanding of children. The Child Welfare Move-
ment, the National Congress of Mothers, the Visit-
ing Nurses' Association, the Playgrounds Associa-
tion, and so on, with their various branches are
directly motivated by the sense of nurture stirring
in the hearts of motherly men and women.
The kindergarten owes its visible existence to
this fertilizing, fostering impulse; for the needs of
helpless little children have never failed to bring
a tangible response from society. And so there
has sprung into being various instrumentalities
through which the motherly instinct has raised itself
into consciousness, and reached out to bless.
Church societies, social settlements, kindergarten
associations, and other forms of private benevo-
lence have brooded and nursed into healthy life our
kindergartens, and the kindergartens have brought
with them a train of other good things for children.
Paternal government we fight shy of; but the
maternal attitude in society we rejoice in and plead
for its continuance.
If the first factor in our growth is the mother-
element of humanity, the second factor may be
termed the mother-in-law. The first gives us our
being, and the second helps to shape and direct us.
Criticism is its other name.
Sometimes the criticism is harsh, undeserved and
ignorantly applied, sometimes it is kind, just and
intelligent; always it is productive of good results
in the long run. To be sure, our spirits sink under
the sense of disapproval. We fear setbacks and
failures. Consciousness of obstructions and dread
of defeat make us heavy-hearted. But since we
have lived through so many threatened disasters
we have begun to recognize the existence and
meaning of the two forces at work in the universe,
the centripetal or closing-in and the centrifugal or
raying-out. And we learn that the drawing in proc-
ess is necessary, and is really preparatory to a
fresh outflow of strength and vitality. So we com-
fort ourselves and re-read our Browning with keen-
er appreciation than ever before of his words:
"Then welcome each rebuff
That turns earth's smoothness rough,
Each sting that bids nor sit nor stand, but go!
Be our joys three parts pain!"
Criticism— the mother-in-law of society — therefore
has taught us to be grateful for the exposure of
our weaknesses and errors, since censure tends to
make us less bumptious, more wise, and more zeal-
ous to reform the abuses that constantly creep in
among us. Criticism is making us look well to the
hygiene of our kindergartens, to the improvement
of conditions which affect the physical child. It is
stirring us up to be better psychologists, to be sen-
sibly scientific in our ideas and methods. It is
rousing us to understand wherein lies our respon-
sibility for bringing about a closer relation between
the kindergarten and the graded school.
2. This suggests the secret point, the direction
and character of our future development.
Looking back over two decades of kindergarten
in the South, we see how its numerical strength
has increased, and also how there has been a steady
advancement in public sentiment and intelligence.
This advancement has taken the shape of a definite
sequence like the following: First, there were pri-
vate kindergartens regarded as more or less of a
luxury for the children of well-to-do people. Sec-
ond, the motherliness of good men and women
began to provide "charity" kindergartens for the
poor and neglected children, and churches and set-
tlements and kindergarten associations gave and
continue to give glad and generous support to such
kindergartens. Third, as a direct outgrowth of the
work of kindergarten associations there have
evolved training schools for young women, estab-
lished primarily to fill an immediate need, and con-
tinued since because they have become their own
excuse for being. Fourth, the state legislature has
been induced to pass a bill making it legal to insti-
tute public school kindergartens. Fifth, local
boards of education have partially, then entirely,
taken over the care and education of little children.
And sixth, the state and city normal schools have
incorporated the kindergarten training schools,
making them into a regularly integrated department.
Thus we see that the path of progress has been
from a private and narrower philanthropy towards
a broader sense of social relationships which real-
izes that the state should be the true nurturing
agency; that a country like America, in which the
ideals of democracy obtain, should of all countries
be the one to provide for every stage of education
from babyhood up.
We are glad to have it so, and yet a question
forms itself naturally, and we ask, "What will the
kindergarten grow into as it becomes more deeply
and firmly integrated with the public school sys-
tem?" which of course is its logical aim. Our feel-
ing in letting go is like that of a mother who cuts
off her baby's curls and puts him into trousers, and
suffers pangs of reluctance all the time she does so.
Some other questions which we must face are:
(1) How can we help to keep the mother-element
strong and vital in the midst of the necessary
machinery of the public school? (2) How can we
induce an increasingly better quality of young
womanhood to take up the vocation of kindergarten
teaching?
In our next period of growth everything will
depend upon the character of the young women
who go into new localities and there represent the
kindergarten. They must be fine and strong and
full of the spirit of sacrifice and service. At the
same time they must possess excellency of scholar-
ship and a clear idea of their institutional obliga-
tions. They must be equal to the situation. They
must feel themselves as part of a great vibrating
force which is steadily impregnating our social life.
Finally, they and we must all learn to be con-
tented and patient with the apparently halting prog-
ress of our work, and frequently remind ourselves
that "Growth is slow when roots are deep."
THE KINDERGARTEN- PRIMARY MAGAZINE
155
KINDERGARTEN DAILY PROGRAM
NOEA KEOUGH
[NOTE— Owing to the delay necessary to reach our sub-
scribers in foreign countries we adopted the plan of print-
ing this program one month ahead. Some of our Amer-
ican subscribers, however, prefer the program in the issue
for the current month. We have theiefore decided to re-
publish theiprogram for February and subsequent months,
followed by the program for the succeeding month, be-
lieving this the best plan for the accommodation of all.]
FEBRUARY.
FIRST WEEK.
Monday — Circle — Mother Goose week. Let
children repeat the Mother Goose rhymes
that they know.
Rhythm — All week teach action to the
Mother Goose melodies from "The House
That Jack Built," by Riley & Gaynor.
Table 1st — Lay sticks to make skeleton
action figures. Round tablet for head.
Tell the story of the "crooked man" this
way.
Table 2nd — Tell this same story with char-
coal and paper free-hand drawing.
Games — Crooked Man dramatized. Bean
bags.
Tuesday — Circle — More rhymes.
Table 1st — Humpty Dumpty Sitting on the
Wall. Mount on gray paper 3 wall of
white paper marked with black ; egg of
white paper, free cutting.
Table 2nd — "Humpty Dumpty" had a great
fall. Same with egg at bottom of wall.
Games — Crooked Man and Humpty Dumpty
dramatized. "Three Little Pigs" dram-
atized.
Wednesday — Circle — Story of Hey Diddle,
Diddle" from "Mother Goose in Prose,"
by Baum.
Table 1st — Free drawing with black cray-
ons of Jack and Jill.
Table 2nd — 'Weaving.
Games — Humpty Dumpty, Crooked Man,
and Jack and Jill dramatized. Sense
games.
Thursday — Circle — Re-telling of story.
Table 1st — Jack and Jill with colored cray-
on.
Table 2nd — Cutting and folding envelopes.
Games — Same.
Friday — Circle — Week's review.
Rhythm — Week's review without direction.
Table 1st — Make valentines from red paper,
fold and cut. Mount on white.
Table 2nd — Free choice.
Games — Use this time to direct and mail
valentines. Mail-boxes have been put up
in kindergarten previously.
SECOND WEEK.
Monday — Circle — Valentine's Day. Children's
thought. A day of love. Song. A recipe
for a valentine from Gaynor I.
Rhythm period used for playing mailman.
The valentines are gathered that were
mailed in kindergarten mail-boxes. These
are distributed to children on circle.
Table 1st — Period and as much more time
as needed is used for the valentine party.
Children have brought their lunches.
The lunches are divided and arranged
tastily on tables spread in middle of kin-
dergarten. Decorations in red and red
candles add to the appearance.
Tuesday — Circle — Talk of the mailman. What
the children know about him. Story of
"Jerry, the Postman," from Kg. Rev.
Feb., 1907.
Rhythm — March, one child as mailman.
Table 1st — Make mailman of sticks and
rings.
Table 2nd — Make mailman of blue par-
quetry and strips.
Games — Little Dave, you are Welcome,"
from Jenks & Walker.
Wednesday — Circle — Eugene Field's "Sugar
Plum Tree," read and told.
i56
THE KINDERGARTEN-PRIMARY MAGAZINE
Rhythm — Marching.
Table 1st — Clay modelling of candy cones
that hung on tree.
Table 2nd — Wrap colored strips of paper
around canes.
Games — Dramatize the story.
Thursday — Circle — Re-telling of yesterday's
story.
Rhythm — Animals, dogs and cats. Blowing
trees.
Table 1st — Free drawing of sugar-plum
tree, and things it grew.
Table 2nd — Weaving.
Games — Dramatize this story and "Puss in
Boots."
Friday — Circle — Review week's stories and
songs.
Rhythm — Review.
Table 1st — Continue weaving.
Table 2nd — Free choice.
Games — Free choice.
THIRD WEEK.
Monday — Circle — Geo. Washington. Who he
was. Good child. Brave man.
Rhythm— "Soldier Boy" from Mari Hofer's
Singing Games.
Table 1st — Draw free hand flags with col-
ored crayons on white paper. Cut them
out.
Table 2nd — Cut hatchets. First traced, then
free.
Games — Competition game with flags;
"Marching Through Georgia."
Tuesday — Holiday.
Wednesday — Circle— Geo. Washington, a sol-
dier.
Rhythm — As above with soldier drill.
Table 1st — Fold soldier tent.
Table 2nd — Use tents and flags and make
soldier's camp in sand table.
Games — As above.
Thursday — Circle — Soldiers. Their lives. Their
obedience.
Rhythm — Soldier drill ; tramping horses ;
bugle. A very good rhythm is the com-
bination of Clara Anderson's High-Step-
ping Horses, bugle, then Gaynor March
and run, bugle, and back to the horses
quietly until no sound is heard.
Table 1st — Making red, white, and blue
badges.
Table 2nd — Make fort with Hennessey
blocks, and break down with 2nd gift
cubes.
Friday — Circle— A visit to an upper grade
room with some definite object in view
as to watch a drill or to see a dramatiza-
tion of some story.
Rhythm — This period used to tell of what
was seen and try it, ourselves.
Table 1st — Free-drawing of soldier picture.
Table 2nd — Free choice.
Games — Free choice.
FOURTH WEEK.
Monday — Circle — Begin story of the knights.
Rhythm — Marching and bugle call. Gay-
nor's "We March Like Soldiers Straight
Tall."
Table 1st — Third and fourth gift, build
castle.
Table 2nd — Cut castle of four sides of rather
stiff paper, fold and fasten with paper
fasteners.
Games — Dramatize "I'm Going to Write to
Papa" and guess riddles.
Tuesday — Circle — Telling story of how Ar-
thur became king from Homer's stories
as told by C. H. Hanson.
Rhythm — As yesterday.
Table 1st — Make castle of Hennessey blocks.
Table 2nd — Finish castle of paper begun
yesterday.
Games — A tournament with staff and rings
and galloping horses.
Wednesday — Circle — Re-telling of story.
Teach "When the Wind Blows," by Bat-
chelor, from Kg. Rev.
Rhythm — Same.
Table 1st — Knight on horse poster from
black cutting paper mounted on white.
Table 2nd— Make castle with 5th gift.
Thursday — Circle — All about knights. Read
from Eugene Field, "Little Boy Blue,"
etc.
Rhythm — As before. And "Tin Soldiers"
from Neidlinger.
Table 1st — Cut shields free hand until each
child has a good pattern, then use it to
cut another from black cardboard. Paste
cross of white.
Table 2nd— Make castle of 6th gift.
Games — Dramatize Cinderella, play the
tournament.
Friday — Circle — Review the story of the
knights.
Rhythm — Review.
Table 1st — Make soldier caps of newspa-
pers.
Table 2nd — Free choice.
Games — Soldier drill and marching with
flags and caps.
THE KINDERGARTEN-PRIMARY MAGAZINE
57
MARCH.
Monday — 'Circle — The trees of the forest. The
winter here, now. Trees are bare. How
used instead of coal.
Rhythm — Dramatization of Circle talk.
Chopping falling trees.
Table 1st — Panel pictures of bare trees done
on white with brown crayons mounted
on brown.
Table 2nd — 'Sixth gift play. Trees of pil-
lars. Houses of bricks.
Games — Snow-man. Marching through
Georgia."
Tuesday — Circle — The hauling of trees to
river, and how they float down the stream
to the mill.
Rhythm — Begin teaching See Saw from
Gaynor I.
Table 1st — Tree-cutting of group of trees
from folded paper. Mount.
Table 2nd — Red, white, and blue weaving.
The two-strip weaving to bring out the
idea of over and under.
Games — Dramatization of "Billy Goat
Gruff."
Wednesday — Circle — What happens at the
mill. Recalling of story of Pine Tree.
Rhythm — As above.
Table lst^Make mill with 5th gift.
Table 2nd — Making screens — folding, cut-
ting, and border of parquetry.
Games — As above.
Thursday — Circle— Putting week's subject to-
gether in form of a story.
Rhythm — As before with actual see-saw on
circle.
Table 1st — Make sequence story of lumber
work with 6th gift.
Table 2nd — Two-strip weaving.
Games — Same.
Friday — Circle — Review.
Rhythm — Review.
Table 1st — Weaving.
Table 2nd — Free choice.
SECOND WEEK.
Monday — Circle — Trees of the forest; the
maple trees.
Rhythm — See saw continued.
Table 1st — Weaving.
Table 2nd — Sugar camp with 5th gift.
Games — "Little Mice Are Creeping," from
Jenks & Walker.
Tuesday — Circle — Story of the sugar-camp.
Rhythm — Same.
Table 1st — Weaving.
Table 2nd — Clay-modelling of pail to catch
the maple sap.
Games— Same. And competition bean bag
game.
Wednesday — Circle — All we know of making
syrup and sugar of the maple sap.
Rhythm — See-saw.
Table 1st — Sand-table sugar camp. Twigs
for trees. Clay pails, tent, and fireplace.
Table 2nd — Free drawing of sugar camp.
Thursday — Circle — All about our camp in the
woods re-told. The story of "The Man's
Boot in the Woods," by Gertrude Sellon.
Rhythm — Same.
Table 1st — Free cutting of sugar camp.
Table 2nd — Sew circle.
Games — Dramatization of week's circle
talks.
Friday — Circle — Review.
Rhythm — Review.
Table 1st — Weaving.
Table 2nd — Free choice.
Games — Free choice.
THIRD WEEK.
Monday— Circle — The coming of spring. Free
discussion. Teach "Good Morning Merry
Sunshine." Plant seeds in sponge.
Rhythm — The waking of the flowers.
Table 1st — Fold kites and mount.
Table 2nd — Make gate of slats for gift
work.
Games — Bean bags and Loobly Loo.
Tuesday — Circle — More about the Coming of
Spring. Begin teaching "Finger Folk"
from March, 1907, Kg. Rev.
Rhythm — Flying kites.
Table 1st — Drawing pussy willows with
black crayons, mounted on gray mats.
Real pussy heads pasted on.
Table 2nd — -Make fence, group work, all
around edge of table with long sticks and
Hailmann cubes.
Games — The Little Mice are Creeping and
Loobly Loo.
Wednesday — Circle — Story of Mother Earth's
House Cleaning, from Kg. Rev. March,
'07.
Rhythm — Same.
Table 1st — Fold and mount cup and saucer.
Table 2nd — Make designs with parquetry.
Draw it with colored pencils.
Games — Loobly Loo and Billy Goat Gruff.
Thursday — Circle — Re-telling of story.
Rhythm — Same.
158
THE KINDERGARTEN-PRIMARY MAGAZINE
Table 1st — The border idea of yesterday re-
peated.
Table 2nd — Poster of fence with pussy sit-
ting on the rails. Draw tail and ears
with black.
Games — The Tournament and Loobly Loo.
Friday — Circle — Review and talk of Easter.
Rhythm — Review.
Table 1st — Weaving.
Table 2nd — Finish border work.
Games — Free choice.
FOURTH WEEK.
Free
Monday — Circle — Easter experiences,
discussion with children.
Rhythm — High stepping horses and butter-
flies.
Table 1st — Free drawing of Easter thoughts.
Table 2nd — Free cutting of rabbit from
black paper, mounted in poster effect.
Games — Telling and dramatizing the story
of the "Hare and the Tortoise."
Tuesday — Circle — Re-telling of story and
teach "Little Yellow-Head" from Neid-
linger.
Rhythm — Ten little Indians, rabbits.
Table 1st — 'Cut chickens free hand from
yellow paper. Mother hen from black.
Table 2nd — Make barn with clothes-pins.
Games — Dramatize story.
Wednesday — Circle — Begin telling Soap-Bub-
ble Story.
Rhythm — Marching by twos.
Table 1st — Cut egg free hand until you get
a good pattern both as to size and shape.
Then use it to trace around.
Table 2nd — Paint egg and cut.
Games — Dramatize today's story.
Thursday — Circle — Tell Soap-Bubble story all
over again.
Rhythm — As yesterday.
Table 1st — From given pattern, cut an egg
broken in middle with chicken's head
sticking out. This is cut from egg-shell
paper and the two parts are fastened to-
gether with paper fastener. Head of
chicken colored yellow.
Table 2nd — Build barn with Hennessey
blocks.
Games — Drop the handkerchief.
Friday — Circle — Tell Soap-Bubble story. Chil-
dren re-telling it. Then dramatize story
and at the appropriate time bring in
bowls of soap water and new clay pipes.
The rest of time is spent in soap bubble
party.
THE GUEST.
Perhaps you have heard of Jack Frost,
Who's traveling down from the north
To give you a call,
Big folks and small,
No matter what it may cost.
He sails on an iceberg, I know;
And the wind is his captain and crew;
And he reaches our shore
A short time before
The beautiful lady of snow.
He's a reckless young fellow, is Jack;
He has the most wonderful knack
Of pinching your ears
And bringing the tears,
And giving your pitcher a crack.
He cries to the brooks, "Silence, all!"
While he holds every bubble in thrall;
And the finest of skating
Is surely awaiting
The boy who fears not a fall.
— Selected.
THE GRAND RAPIDS KINDERGARTEN
TRAINING SCHOOL.
The members of the faculty of the Kindergarten
Training School who remained in the city during
the holidays, Miss Wheeler, Miss Clark and Miss
May Ogilby, received informally Friday afternoon,
Dec. 29th, at the school for the graduates who are
spending the holidays in the city. About fifty en-
joyed an exceedingly pleasant reunion. Represent-
atives from almost every graduating class were
present. Among those from out of the city who
attended were: Mrs. Ethelyn Haines Woodruff, of
Detroit; Mrs. Birdie Bennett Chesley, of South
Bend, Ind.; Mrs. Mary Bennett Cranston, of Ada;
Miss Nellie Burgess, of Grandville; Mrs. Blanche
Fox Steenman, of Texas; Miss Margaret Hopson,
of this city, now teaching at Holland; Miss Marie
Loomis, who is spending the year in the Univer-
sity at Ann Arbor. A pleasant feature of the after-
noon was the reading of Christmas messages from
over one hundred graduates from various states,
including California, Texas, Mississippi, Wisconsin,
Iowa, Ohio, Indiana, Arkansas and others. The
Training School re-opened Wednesday, Jan. 3rd.
Mrs. Estelle W. Gorrie, an instructor in the school,
returned January 2nd, from Chicago, where she spent
the holiday vacation, and another instructor, Miss
Grace E. Mix, is expected to return from Teachers'
College, where she is completing her B. S. degree,
about Jan. 30th. Seventy-four students are regis-
tered in the school this year.
There is no great genius free from some tincture
of madness. — Seneca.
Education gives power; hence it is a blessing or
a curse, according to how we use it. — Selected.
THE KINDERGARTEN-PRIMARY MAGAZINE
*59
REED AND RAFFIA CONSTRUCTION
WORK IN PRIMARY SCHOOLS.
I
NOTE.— With slight modification the instructions given
will be found suitable for the younger children of the
kindergarten.
Raffia is the inner bark of a kind of palm
found chiefly in Madagascar. It possesses the
advantages of great strength, extreme soft-
ness and pliability and cheapness in price.
Raffia is usually received from kindergarten
and school supply houses in the form of braided
skeins and should be loosened and shaken out,
then dipped in water and hung up to partially
dry. This will not only remove the kinks, but
raffia will work more easily if slightly damp.
In all work of this kind the development of the
pupils, rather than the rapid construction of
articles, is the end to be attained, but a definite
purpose for the articles should always be in view.
The construction work can be adapted to
the capacity and taste of children of every
age, but we shall now consider methods suit-
able for first and second grade pupils. The
easiest and simplest process consists in wind-
ing the blades of raffia around a twine or cord,
and the covering of a piece of twine for a
picture cord will be the first work suggested.
As these exercises will include braiding, it
is best to provide at the outset a number of
screw-hooks to be fastened to the top mold-
ing, which surmounts the wainscoting in most
school rooms, so arranged that the pupils can
stand or sit in line while doing the braiding,
winding, etc.
For the picture cord above mentioned take a
piece of twine about half the size of an ordi-
nary lead pencil, (a few strands of raffia may
be used instead of twine), and, say, 30 inches
in length. Select a blade of raffia, natural
color, and folding back one end of the twine,
tie it with the raffia so as to form a loop as
shown by Fig. 1. Place the loop over a
screw-hook and for first grade pupils let one
child hold the other end of the twine perfectly
taut while another pupil does the winding.
Let the pupils alternate the work of winding
and holding the twine from lesson to lesson,
thus encouraging the idea of unity of purpose
and mutual helpfulness. The raffia should be
wound just so as to cover the cord entirely,
and when nearly completed the opposite end
of the twine can be formed into a loop if de-
sired and securely tied. The loops can be
wound also if desired.
A neater job will be had if raffia strands of
nearly a uniform width are selected.
Next select two blades of colored raffia
which will harmonize with each other and the
natural raffia, as red and green. Take one
strand of the colored raffia and begin winding
from the same end as before but wind around
Fig. 1.
Fig. 2.
NOTE.— Fig. 2 shows the winding with colored raffia. If
it proves too difficult at first it can be taken up later.
in the opposite direction and in such manner
as to leave about one-half inch of the natural
raffia exposed between the windings. After
this is completed and securely fastened by
tying or otherwise, take the other blade of
colored raffia and wind as with the last ex-
cept in the opposite direction. The result if
neatly done will be a beautiful tri-colored
cord. In the same way jumping ropes, In-
dian bows, hoops, canes, etc., can be covered.
We will next construct a picture frame.
Take a piece of cardboard the size desired for
the frame. Cut it in the form of a circle or of
an oval. If the oval form is selected notch
the outer edge with a pair of shears, then let
the children wind with raffia either colored or
Fig. 3. Showing cardboard wound with colored raffia for
a picture frame.
plain or assorted colors, as preferred. The
circular frame can also be notched, if desired,
and it will simplify the work of winding.
Paste the picture on the back so as to show
through the opening to best advantage, and
for a neater back finish cut out a piece of col-
ored paper in shape like the frame but about
i6o
THE KINDERGARTEN-PRIMARY MAGAZINE
an inch smaller all around ; paste this down
evenly. Suspend with a strand of colored
raffia or a ribbon, as preferred.
Fig. 4. Showing back of picture frame with loop for
suspending the picture.
For another style of picture frame, take a
piece of box or pasteboard the desired size,
and cut in form of a circle, oval, heart, dia-
mond, shield, etc. Cover the outer surface
of the cardboard with gray or other suitable
colored paper which will serve as a mat for
the picture, then paste on a Brown or a Perry
picture or something selected from a maga-
zine or elsewhere, pressing flat until thor-
oughly dry. Cover twine in the same man-
ner as described for the picture cord, suffici-
ent to extend around the outer edge of the
cardboard. Sew the cord so prepared on the
edge of the cardboard to form a border, tak-
ing care not to let the edge of the board pro-
ject beyond the cord. The ends of the latter
&
Fig. 5. Showing twine wound with raffia and sewed
around the border to form picture frame,
may be covered with a tuft of the raffia or
the cord left long enough to tie in a double
bow knot, the ends being neatly wound with
raffia or finished with small tassels of same.
After sewing or pasting on the back a loop
made of two or three blades of raffia, the pic-
ture will be completed ready to hang on the
wall.
Another method of fastening the suspension
loop to the back is as follows: From heavy
paper cut a back to fit the frame. Half-way
between the center and the top cut a slit, slip
the loop of raffia through the slit, and paste
down smooth on opposite side. Then paste
the paper down evenly on the back of the
frame and the picture is ready to hang up.
To make a neat and pretty box, use a strip
of cardboard about ten or twelve inches long
Fig. 6. Showing manner of fastening cardboard ends
together for sides of a round box.
and two inches wide. Lap the ends and sew
flatly. Wrap it closely around with raffia.
This forms the sides of the box. For the cover
and the bottom cut a piece of cardboard to
fit and make as for picture frames, only mak-
ing the opening smaller, which may be after-
wards darned or woven. 'Stripes of colored
raffia may be used in sides and cover. The
bottom is to be sewed in and the cover fas-
tened by a few stitches.
Fig, 7. Showing completed box above described.
After the pupils have mastered the plain
winding they will be ready to undertake
winding in connection with the buttonhole
stitch. This can be practiced best on a ring
two inches or more in diameter. One of the
Eleventh Gift will answer, or preferably one
made by first soaking a hardwood slat of the
Ninth Gift, or a piece of flat reed in water
until flexible, and forming in the shape of a
hoop, lapping the ends and tying securely.
Fasten the end of a single blade of raffia to
the ring or hoop and holding it where tied,
between the thumb and fingers of the left
hand, with the right, put the loose end of the
THE KINDERGARTEN-PRIMARY MAGAZINE
161
raffia through the ring to the left and after
drawing the blade nearly through, bring the
end back over the ring and down through the
Fig. S. Showing the manner of making the button hole
stitch.
loop thus formed, drawing clost. Continue
around the ring in the same manner till cov-
ered (see illustration).
This is a simple process, probably familiar
to every teacher, and is easily learned by the
pupil, but requires considerable practice be-
fore the child will be able to draw the knots
equally tight each time, which is necessary in
order that the work may present a neat ap-
pearance. Two of the smaller rings may be
sewed together neatly through the twisted
stitches, forming a napkin ring or fastened
together in forms as in ring laying.
A pretty little box may be made of three
buttonholed hoops by buttonholing the plain
edge, also, of one, and sewing the others on
either side, putting the plain edge out and
sewing together through the twisted stitches.
Fig. 9. Showing box made of hardwood slats or flat reeds
•wound with raffia.
The center hoop may be colored and a bottom
and cover made as previously described.
After having learned to make the button-
hole stitch correctly in this way give the pu-
pils a needle and let them put a buttonhole
finish on such of the round picture frames as
were made without notched edges, or on other
similar work.
Beginning this work run the needle through
Fig. 10. Showing manner of making blanket button hole
finish.
a little back from the edge so as to hide the
knot and bring it out at the extreme edge of
the mat ; put the needle through from the
underside about one-fourth inch back from
the edge. Proceed as directed with the hoop,
but taking- the stitches about one-fourth inch
apart. For this purpose use raffia of a con-
trasting color.
Cross Stitch. — What is known as a double
overcast or cross stitch makes a very satis-
factory finish for an edge, and is easily
learned by the children. Insert the needle
about three-eighths of an inch from the edge,
and sew over and over, taking the stitches
about one-half inch apart and keeping them
Fig. 11. Showing manner of making double over cast or
cross stitch.
of an even slant. After sewing once around,
use another blade of harmonizing color and
sew around in the opposite direction, insert-
ing the needle in the same holes.
(To be continued)
The hearts of the Froebel Pilgrims have been sadden-
ed by the death of Mr. Henry Snowden Ward, who gave
them such a cordial reception at Stratford. Mr. Ward
died in New York where he came to lecture on English
writers. Also by the death of Fraulein Eleonore
Heerwarf of Eisenach, Germany, well known as one
who had a Close personal acquaintance with Froebel and
who has done so much for the Kindergarten in Ger-
many, Her death occurred Dec. 19.
162
THE KINDERGARTEN-PRIMARY MAGAZINE
STORIES OF THE MONTH AS A BASIS
FOR GIFT AND OCCUPATION PLAYS.
NOTE, — These brief biographical sketches can be used as
convenient data from which the teacher can construct a
story suited to the capacity of the pupils, who may repre-
sent some of the objects referred to in the story with the
building blocks, tablets, sticks, splints, rings, lentils, etc.
Paper folding and cutting, peas and stick work, clay and
cardboard modeling, drawing, coloring, etc., can also be
employed.
HENRY WADSWORTH LONGFELLOW.
Born February 27, 1807.
Suggestive story for young children.
This is a picture of Henry W. Longfellow,
one of the great poets of our beloved country.
He was born in a city named Portland, in
Maine, in a home that stood by the sea where
ships could be seen sailing in and going out.
Henry went to school when he was only
three years old, riding on horseback with a
servant of the family. When he was six years
old his teacher wrote of him: "Master Henry
Longfellow is one of the best boys we have in
school."
Henry was very fond of playing ball, flying
kites, swimming, fishing and coasting.
He went hunting one day with his older
brother who shot a robin. When he saw the
poor little dead robin it made him feel so sad
that he never went hunting again.
Henry's grandfather lived on a farm and in
the summer time he went there with his
brothers and sisters where they enjoyed them-
selves very much hoeing corn, raking hay,
LONGFELLOW SEWING CARD
NOTE.— Above design can be used as a pattern for sewing cards by placinglseveral blank cards about 5x5 inches in size
under this leaf with a perforating cushion under them. Then perforate on the outlines through the cards thus forming
patterns for sewing, using thread or zephyr of suitable color. Paste on a Perry picture as shown above.
His father was a lawyer and a very just and
honorable man, and his mother was very kind
and loved flowers, music and all that was
good.
She taught her children to love these things
also and often read beautiful poems to them in
the evening.
Henry had three brothers and four sisters.
They were all younger than Henry except his
brother Stephen who was the oldest.
They were a very happy family a\d played
together bappily and contented many merry
games.
playing in the hay mow, riding the horses and
watching their grandfather milk the cows and
feed the calves. They enjoyed hunting for
eggs, watching their grandmother make butter
and tried to help her churn it.
Henry was a handsome boy, always neat in
his dress and habits and his sister once wrote
of him that he was "true, high minded and
noble."
He was unselfish and kind to every one. He
wrote poems that made people gentle and
better.
He was a teacher in Harvard College at
THE KINDERGARTEN-PRIMARY MAGAZINE
163
Cambridge and lived there many years. People
came from all parts of the world to see and
talk with the great poet.
He wrote the story of Hiawatha, which we
all know so well, and many other beautiful
poems.
Our public schools are rapidly becoming
practical training-schools for practical people,
instead of literary academies for supposed fu-
ture ladies and gentlemen of the leisure class.
The situation is most encouraging. — The Path-
finder.
HIAWATHA SEWING CARDS
For suggestions as to use, see preceding page.
JAMES RUSSELL LOWELL.
Born Feb. 22, 1819— Suggestion for Talk With
Young Children.
James Russell Lowell was born at Elmwood, Cam-
bridge, Mass., and died in the same house in 1891.
His father was a minister. He graduated from
Harvard College and published at different times
several magazines and papers, and was the editor
of several well-known magazines. He wrote much,
both in verse and prose. Perhaps the "Vision of
Sir Launfal" and the "Bigelow Papers" are the best
known.
A funny old fellow is Winter, I know,
A merry old fellow is he;
He paints all the noses a beautiful hue,
He counts all our fingers, and pinches them, too;
Our toes he gets hold of through stocking and shoe,
For a funny old fellow is he.
If a man empties his purse into his head, no man
can take it away from him. An investment in
knowledge always pays the best interest. — Franklin.
A thing is worth precisely what it can do for
you, and not what you choose to pay for it. — Ruskin.
164
THE KINDERGARTEN -PRIMARY MAGAZINE
GEORGE WASHINGTON
Grace Dow.
George Washington was born Feb. 22, 1732, on a plan-
tation in Virginia.
Washington's father died when George was only
eleven years old, leaving him, with his brothers and
sisters, to the care of a most excellent mother. It was
the influence of his good mother, more than anything
else, which made him the great man which he became.
George went to a little country school where he
learned to read and write. In one of his writing-books
he copied many good sayings.
He was a tall, strong boy, and very fond of all out-
door sports and games. He was the leader in all games
of daring. It is said he could run faster, jump further,
and throw higher than any boy in school.
The boys enjoyed playing soldier, and "Captain
George" was always chosen commander. Years later
when the war broke out, many of his school friends
marched under him as their real leader.
He was always good to his mother. At one time he
wished to become a sailor, and the boat came for him,
but when he went to say "Good-by" to his mother he
found her crying, so he said, ''Mother, I will not go. I
will stay with you until I am a man."
Lord Fairfax, an English nobleman, owned a large
estate along the Potomac river. George's brother had
married the daughter of Lord Fairfax, and when George
was fourteen he visited his brother at Mount Vernon,
and became acquainted with the Fairfaxes. Lord Fair-
fax although a gray-haired man of sixty enjoyed the
companionship of this boy of fourteen, and they spent
much time together on horseback in fields and woods
hunting deer and foxes.
By the time George was sixteen he had learned
surveying, and Lord Fairfax hired him to survey his
lands. He and another young man would work all day,
then wrap themselves up in their blankets, and lie down
on the ground to sleep.
He did his work so well the governor of Virginia
made him one of the public surveyors.
The French were building forts along the Ohio river,
on lands claimed by the English. The governor of
Virginia wished to send a message to the commander
of these forts.
Washington's life in the woods had well fitted him for
this perilous journey. Dressed as an Indian and with
an Indian guide he took this trip, the entire distance
being about a thousand miles.
When Major Washington returned to Virginia the
Governor made him a colonel. During this war with
the French Washington had two horses shot from under
him and four bullets went through his coat, but his life
was spared for a greater war later.
Colonel Washington was made commander-in-chief
of the American army in the Revolutionary War. This
war lasted seven years, and at its close America was free
from England.
Now Washington wished to live a quiet life at Mount
Vernon, but the country still needed him, and a few
years later he was chosen the first President of the
United States.
New York City was then the capital, and from the
time he left his home at Mount Vernon till he reached
the capital crowds of gaily-dressed people bearing
baskets of flowers hailed his appearance with songs
and shouts of joy.
He had left off his blue soldier coat, and was now
dressed in a handsome suit of black velvet, with white
silk stockings, and a satin waistcoat. He was tall,
straight, and very distinguished in his appearance.
After serving as president for eight years, he retired
to his home at Mount Vernon, where he spent the
remaining days of his life, and where he now lies buried.
"Tolling and knelling,
With a sad sweet sound,
O'er the waves the tones are
swelling,
By Mount Vernon's sacred ground."
HEROISM.
Too much cannot be done to instill into the hearts
of children an honest love and respect for heroic
deeds. They should be led to see that being a heroic
boy or girl leads to being heroic men and women.
Have a large picture of Washington draped with
the national colors placed in the most prominent place
in the room. Drape the walls with red, white, and
blue bunting, flags and pictures descriptive of the life
of Washington. Red, white, and blue chains made by
the little ones may be used for festooning. Decorate
the blackboards tastefully with patriotic drawings or
stencils and appropriate quotations written with red,
white, and blue crayons, and the date 1732-1799 —
Selected.
LIKE WASHINGTON.
We cannot all be Washingtons,
And have our birthdays celebrated;
But we can love the things he loved,
And we can hate the things he hated.
Perhaps the reason little folks
Are sometimes great when they grow taller,
Is just because, like Washington,
They do their best when they are smaller.
— The Sunbeam.
Good that comes too late is good for nothing.
THE KINDERGARTEN-PRIMARY MAGAZINE
165
STORIES, GAMES, PLAYS
RECITATIONS, MEMORY GEMS, ETC.
CHILDREN'S GAMES.
Games take a leading part in the life of the child.
They add wonderfully to his joy. Many of them
help in his physical development. And there are
very few games that do not aid in his mental de-
velopment.
From this it may easily be seen what an important
thing the game is to the child. The mother who
has an intelligent regard for her child's welfare
must take games into account.
It is, of course, foolish for her to try to make
each game in which the child indulges an obvious
step in his education. Such a procedure would de-
feat the very end aimed at. To speak of only one
feature, it would make work out of what should
be, in its very nature, play. The indirect influence
of games is the powerful influence.
All life, in a very real sense, is a game to the
child. That is, he enters into first one activity and
then another with infinite interest and zest. It is
for the mother to help, in a reasonable way, to
increase the enjoyment, and at the same time to
aid in his development by the medium of each
activity.
Children are naturally imitative, and they are nat-
urally imaginative. Both these facts are to be
taken into account in planning for the little one's
games. The child learns very quickly by imitating.
His powers of observation thus are trained, and
by modeling his actions on certain examples, he
comes to have a knowledge of the way to do
things.
The point is to have the examples, so far as pos-
sible, those from which he may gain something by
imitating. Direction is needed here, and direction
also is needed in the matter of imagination.
However, in imagination let the child have the
freest possible play consistent with his actual well-
being. A child's bent is his very own; it is a pos-
session to be treated with respect. Children are
sensitive, especially to ridicule. The little games
that they make up themselves are the outgivings of
their own nature. Such games indicate originality,
initiative, enterprise.
Simple games that children play together are the
very best for little folks. Encourage such games.
When instructions are needed, have the instructions
comprehensible. From the very first, insist on ab-
solute fairness. This is a most important point. It
is not difficult to make children realize the impor-
tance of this feature. Children are naturally fair;
they resent injustice; they soon come to see that
all have a better time when each is fair with the
others.
If any tendency toward unfairness is in evidence,
appeal to the child's reason. Make him understand
that the person who is distrusted is disliked. Make
him realize that the only victory worth counting
is the victory fairly won. A victory obtained by
unfair means is infinitely worse than defeat. Show
him that in games one cannot always win; that first
one and then the other must be the victor, and that
the loser should accept his fortune with good grace.
In indoor games, as in outdoor games, some
directions often are needed. But, when once start-
ed, do not have the children under the impression
that they are supervised in their play. Let them,
so far as you can, work out their own salvation.
This is better for them, and in the end will save
the mother much time and effort.
Children, even in large families, will have occa-
sionally to play alone. This is something to be
considered by the wise mother. Do not give the
child, when he is to play by himself, something in
which he cannot reasonably be expected to take in-
terest. Perhaps his interest will have to be stimu-
lated; he may have to be shown how to get what
he should out of the game. In this case, start him
off; a few minutes spent with him will yield rich
return.
Plan out, so far as you can, his lonely hour or
day; only, do not let him be too much aware of
the planning. The child who can play well by him-
self is laying the foundation for resourcefulness, for
having stores within himself on which he can draw
when necessary.
Above all, be your child's confidant in games, as
in other things. Make him see that you are inter-
ested in what interests him. Encourage him to talk
to you about his games; applaud his success and
try to have him understand his failures. Nothing
of importance to the child in his own little life
should be without importance to you.
FEBRUARY CALENDAR.
By Edith E. Adams, Michigan.
How can a little child be merry
In snowy, blowy February?
By each day doing what is best,
By thinking, working for the rest;
So can a little child be merry
In snowy, blowy February.
— Progressive School Journal.
He that does good to another, does good to him-
self.— Seneca.
1 66
THE KINDERGARTEN-PRIMARY MAGAZINE
ST. VALENTINE'S DAY— FEBRUARY 14.
Tell the children of this good saint whose birth-
day we celebrate, and how this kind old man
showed love for his fellowmen, and how others
caught this meaning and helped to carry it out by
sending loving letters and verses to their friends.
The valentine thought should be a continuation
of Christmas — that of unselfishness and charity.
Kind messages may be sent to the old and sick
when other help would be undesirable.
ST. VALENTINE AND THE FAIRIES.
A Dialogue.
Suitable for ten small children.
Grace Dow.
Suggestions— The Fairies may be dressed in white dresses
made of cheese-cloth or white crepe, white shoes and stock-
ings, gauze wings and red caps, hair flowing. The other
pupils dressed in any plain color or white covered with
hearts.
Tune— Comin' Thro' the Rye.
All.
We are happy little fairies,
Dancing as we go,
For Saint Valentine is bringing
Gifts for us, we know.
Do the children wish to please him?
This shall be the sign:
Those who really love each other
Send a valentine.
First Fairy.
St. Valentine so good and true
Brings what message now to you?
All.
We are not only to remember a friend,
But a message true to a lonely one send.
First Fairy.
Who will you remember?
First Pupil.
This heart so blue and true,
Sick Johnnie, I send to you.
Second Pupil.
Lame little Mary, so gentle and kind,
A token of love from me you will find.
• i
Third Pupil.
Poor Newsboy Willie, who is out in the cold,
With this tinseled heart I also send gold.
Fourth Pupil.
To motherless Carrie, so lonely and sad,
I send these red roses to make you feel glad.
Fifth Pupil.
To sick little Jim, who never can play,
Beautiful love hearts we're sending this day.
Second Fairy.
The children's hearts are lighter by your kindly
words of cheer,
But you should also remember the old, who are
near and dear.
All.
Papa and mamma the first we will find.
And give to each loved one our best valentine.
Sixth Pupil.
Then each will find an aged friend,
And him a good-will message send.
Seventh pupil.
The good which is to others shown.
Returns again to be our own.
All — Tune: Tramp! Tramp! Tramp!
Hearts, hearts, hearts we still are sending
To our friends both great and small;
They will cheer them on their way,
And will help us all this day
To think more kindly of our good Saint Valentine.
BEDTIME.
E. H. T.
Do you know
Why the snow
Is hurrying thru the garden so?
Just to spread
A nice soft bed
For the sleepy little flowers' head.
To cuddle up the baby ferns and smooth the lily's
sheet,
And tuck a warm white blanket down around the
roses' feet.
— Progressive School Journal.
THE TINY SNOWFLAKES.
Tiny little snowflakes
In the air so high,
Are you little angels
Floating in the sky?
Whirling on the sidewalk,
Dancing in the street,
Kissing all the faces
Of the children sweet.
Loading all the housetops,
Powdering all the trees —
Cunning little snowflakes,
Little busy bees.
— Lucy Larcom.
ASSOCIATION.
Fools go in crowds.
The goose goes with the geese.
He makes a good journey who gets rid of bad
company.
In vicious company you are among your ene-
mies.
THE KINDERGARTEN-PRIMARY MAGAZINE
167
HELPFUL HINTS AND SUGGESTIONS
For Kindergartners, Rural and Primary Teachers
TRAIN YOUR VOICE.
A soft musical voice that pleases the ear and
soothes the nerves is a valuable acquisition to any
kindergartner or teacher. It can be acquired with
practice and is well worth the effort.
SENDING WORK HOME TO PARENTS.
There is no one little thing that a Kindergartner
or teacher can do that will be more effective than
the practice of sending the work of the pupils
home to the parents. The children will be inspired
to do their best, and even the most indifferent par-
ent will soon become interested.
FOR DISPLAYING WORK.
The following plan has served my purpose ad-
mirably: I tack up cloth between the windows,
fastening it securely to the edge of the casing,
which does no injury to the casing or wall. Then
I attach sewing cards, drawings, paper cuttings,
etc., to the cloth with a little bit of iron glue, which
is easily done and as easily removed when new
work is to be put up.
NUMBER GAME.
I place primary number cards on desk or table,
printed side down. A child picks up the card and
if he can name it the card is his. If he cannot, he
places it on the table again and when his turn
comes again he picks up another card. When all
the cards have been picked up, each pupil counts
those he has won and the child who has the great-
est number is declared the winner.
EDITH M.
GAMES FOR RECREATION.
The best games for recreation in first grade are
those which take but a few minutes to play in which
all the children can participate. The following are
selected with these points in view:
Place a yard stick across two kindergarten chairs
in the front of the room.
The children stand, one row at a time. Each
child in the row runs from his seat, jumps over the
stick and runs around the room to his place.
The stick must be placed low enough so that the
smallest child can clear it easily.
Denver. CAROLINE SMITH.
A LITTLE THING WORTH KNOWING.
A cedar pencil with a hard, sharp rubber in the
end, the kind that can be bought of your stationer
for a penny, is a good substitute for a rubber pen.
It will be found a great convenience when a chart
is to be made or when word or number cards are
to be written or printed. Dip the rubber in ink
and use as you would a pen.
When a ruler is to be used, as in drawing long
lines, draw first with pencil, remove the ruler and
trace with the rubber pen.
— Selected.
DO IT BETTER.
Do it better!
Letting well enough alone never raised a salary
or secured a better position.
And what was well enough yesterday is poor
enough today — do it better.
Rescue that daily task from the maw of dull
routine — do it better.
Seek out that automatic act of habit — do it
better.
Put another hour on the task well done — and do
it better.
Strive not to equal yesterday's work — strive to
surpass it.
Do it better! — Timely Topics.
DECORATION.
Julia Lehmann.
1. I give the children colored paper strips and
they make rings from these and the rings are joined,
forming chains. These chains are hung in a corner
to form a curtain. In this corner I keep all the
articles which they have made, such as wagons,
baskets, and paper furniture.
2. I cut out all the little pictures, as horse-
heads, and scenes that I can find in magazines. I
give these to the pupils to paste on a mounting
card about 5 by 3 inches. Then they take a
crayola and draw a circle around the pictures for
frames. A margin of the same color is put around
the mounting card. These make pretty pictures
with which to decorate the room. — School Educa-
tion.
BUSY WORK DEVICE.
Draw circles about four inches in diameter upon
drawing paper. By the use of colored crayons
have the children make strings of beads. This
may be varied in many ways, and thus be made
useful in teaching number and color. Have the
children draw two black beads, followed by two
red beads, one red and two green, or alternate the
colors till the string is completed.
Heroism is simple, and yet it is rare. Everyone
who does the best he can is a hero. — Josh Billings.
i6i
THE KINDEfcGASTEN-PRIMAfcY MAGAZINE
ETHICAL CULTURE
THE OLD MAN'S MISHAP.
Kindness.
An old man was passing along the streets on a
windy winter morning.
The sidewalks were covered with snow and ice.
Suddenly a gust of wind blew off his hat and sent
it whirling along on the snow.
The old man tried to hurry along after his hat,
but was so feeble that he could only creep along
over the snowy walks.
Two large boys who were on their way to school
saw the poor old man's mishap and began laughing
aloud.
A little boy six years old was passing and ran
at once to get the hat which had lodged against a
post. He brought it to the old man, who thanked
him many times and offered him a dime for his
kindness.
But the little fellow said, "No, I do not want to
take anything for that," and tripped along to
school.
The old man cried aloud, "May the Lord bless
the manly little fellow."
The big boys had stopped to see the fun, as they
called it, but when they saw the kindness of the
little boy they felt ashamed and one of them said:
"I wish we had tried to help the old man instead
of laughing at him. I am ashamed of myself and
will never do such a mean thing again."
Which of the three boys do you like the best?
Why?
Which of the two older boys do you like the
best?
Why?
Because he was sorry for what he had done and
resolved to do so no more.
TEACHING VIRTUE.
Sometime since a committee appointed by N. E.
A. to consider the matter of teaching virtue in the
public schools made an interesting report. A few
of the points given are as follows:
Elemental virtue can and should be inculcated in
childhood and youth. To say that children dislike
moral preaching is to utter an irrelevant common-
place. There is preaching and preaching, teaching
and teaching. Educators must devise and adopt
the right methods, but that there are right and suc-
cessful methods is beyond question.
As the committee suggests, tidiness, obedience,
self-subordination may be taught in kindergartens.
Honesty, manliness, justice, civic courage can be
inculcated in the grammar grades, while the high
school — and why not also the college? — should deal
with the obligations of family life, citizenship, in-
dustrial and social relations and the like.
Mere dry sermonizing will do little good. But
illustrations from history and contemporary life,
object lessons, readings from classical authors .tales
calculated to stir admiration and present ideals of
conduct are not "preaching" or "sermonizing."
Youth is impressionable and responsive to noble
deeds and eloquent words that come from the heart.
"Perfunctory" moral lessons might, indeed, be
worse than nothing, but sincere, inspired moral
teaching, with concrete applications, cannot fail in
the majority of cases.
HOW JOHNNY LEARNED TO HATE A LIE.
Johnny's found an onion;
Least, he thinks it is;
Calls mamma to see it —
Wishes it were his.
"Darling, that's a treasure
Brought me from afar;
Now we'll lay it gently
In the ginger jar."
Johnny grew quite naughty —
Stole the thing away,
Dug a hole and buried it,
When he tired of play.
"There!" he said, "It's hidden-
Hidden quite away;
No one ever can know
I stole it today!"
O, poor, naughty Johnny.
Stolen treasure knew it;
Sent a scarlet tulip up —
Everyone could view it.
Johnny doesn't steal now;
Johnny doesn't lie;
Says it isn't any good
To make his mamma cry.
" 'Sides," he says, "It makes me
Feel all bad inside.
Lies are worse than measles;
Know it, 'cause I've tried."
— Alice Spicer.
2012 N. Weber St., Colorado Springs, Colo.
FOUR BE'S.
Be fair in all your work and play,
Be truthful in the words you say,
Be kind to both your friend and foe,
Be patient when things "criss-cross" go.
— Selected.
The purest treasure mortal times afford
Is spotless reputation; that away
Men are but gilded loam or painted clay.
— Shakespeare.
The intellect is perfected not by knowledge but
by activity. — Aristotle.
THE KINDERGARTEN-PRIMARY MAGAZINE
169
AN APPEAL
Mabel A. MacKinney, president of the In-
ternational Kindergarten Union, has issued
an able address to the members of the organ-
ization in which she states the need of funds
for the inspirational and propagatory work
of the union which is sadly handicapped for
that reason, and concludes with the follow-
ing appeal:
The Executive Board desires to make
an earnest appeal to every Branch,
and each individual member to make
every possible effort to bring associ-
ate members into the Union. If two
thousand members could be secured
it -would make possible vastly more
effective operations than can be car-
ried on at present. If each Branch
■will make it a part of its winter plan
to secure from its numbers twenty
associate members we should have
that number. The contribution of
$1.00 per year is a small amount for
each one to give, and in return she
has, besides, the satisfaction of know-
ing that she is aiding the work of the
Union, a copy of its annual proceed-
ings. These reports are in reality a
history of the progress and develop-
ment of the kindergarten in this coun-
try, and will, in time, prove invalu-
able records to possess.
Let us all determine we shall not
cease our efforts until these two thou-
sand associate members of the union
are secured!
Mabel A. MacKinney, President.
Now why not have a prompt and hearty
response from Kindergartners everywhere to
this appeal, so reasonable and easy of accom-
plishment. There is scarcely a Kindergart-
ner anywhere who could not secure at least
five associate members if she will but set
herself about it, and -why not do it at once,
within 24 hours after reading this appeal.
It will help yourself, it will help the cause, and
it will gladden the hearts of the faithful ones
who are carrying the responsibilities of this
work through the I. K. U. Two or three
hours work or a half dozen letters to your
friends may accomplish the slight task. Then
^why not'do it now?^ [Editor.
NEWS NOTES
Washing-ton, D. C. — Susan Plessner Pollok, of the
Kindergarten Normal Institutions, is sojourning with
relatives at Gotha, Germany.
Brookline, Mass.— The Brookline Kindergarten As-
sociation is doing excellent work locally in the way of
advancing the kindergarten cause.
Boston, Mass. — Miss Annie Laws, the well known
kindergartner of Cincinnati, has been a welcome guest
among kindergartners of this city.
New York City. — Miss Jenny Hunter gave an ad-
dress on the occasion of the Christmas meeting at the
kindergarten training school bearing her name, on the
subject: "The Gift of Love and the Christmas Spirit of
Giving."
New York. — The Committee of Nineteen met in New
York City during the holidays, holding a three-day ses-
sion.
Fourteen members were present and full reports were
presented from sub-committees. A report will be
made at Des Moines, where the next meeting of the I.
K. U. is to be held late in April.
Miss Mabel A. MacKinney is president of the I. K. U.
She called at the hotel where the Committee was in
session and conferred with the members at one of the
evening sessions.
BOOK NOTES
Music for The Child World. Complied by Mari
Rouf Hofer. Musical editor, Fannie L. Gwinner Cole.
Volume 3 of this excellent music for the kindergarten
contains 132 pages of music, divided into eleven sections
representing every phase of child interest, seasons
holidays, etc., with marches, plays, songs and dances
for the kindergarten. Published by Clayton F. Summy
Co,, 220 S. Wabash Ave., Chicago, 111. Price, $1.50.
Child Songs, by Mary GrantO'Sheridan and Beatrice
MacGowan. 15 songs of the season, and other phases
of child life, with music. Paper, 32 pages. Price, 50c.
Published by Clayton F. Summy Co., 220 S. Wabash
Ave., Chicago.
Children's Songs, by Anna Goedheart. A selec-
tion of eleven songs with music for the kindergarten
and primary grades. Price, 50c. Published by Clay-
ton F. Summy Co., 220 Wabash Ave., Chicago, 111.
Everyday Songs and Rhythms. By Mary Leora
Hall and Sarah Elizabeth Palmer. 25 Songs with music
for the children relating to the seasons and things of
child interest; published by Clayton F. Summy Co.,
220 S, Wabash Ave., Chicago, 111. Price, 50c.
All animal life is sensitive to environment,
but of all living things the child is the most
sensitive. A child absorbs environment. It is
the most susceptible thing in the world to in-
fluence, and if that force be applied rightly and
constantly when the child is in its most recep-
tive condition, the effect will be pronounced,
immediate and permanent. — Luther Burbank.
170
THE KINDERGARTEN-PRIMARY MAGAZINE
KINDERGARTEN GROWTH
[NOTE:— Under this heading we shall give from time to
time such items as come to our notice relative to the estab-
lishment of new kindergartens as well as articles or state-
ments in the public press or from noted educators favor-
able to the kindergarten cause,]
THE HISTORY OF A GREAT MOVEMENT.
Samuel Levi was only four years old, he had red
hair and a stubborn expression, and when his
mother brought him to kindergarten she remarked,
"My Sammie is as tough as he can be. I lick him
something awful and I can't make him mind."
Sammie looked furtively at Miss Atwater and was
surprised to receive a pleasant smile of welcome,
instead of the look of reproval he expected. Three
months later his mother called again and asked,
"What have you done to Sammie? I never saw
such a change in a child, and he tells me you never
lick him." Miss Atwater explained that he was not
by nature a naughty child, only stubborn, and that
stubborn children should be led and reasoned with,
instead of being driven. Mrs. Levi looked happy,
and remarked, "I have another little boy, Ikie; I'll
bring him around and you can make him over, too."
Little black-eyed Rosie was only three and a half
years old when she came to the Hoagland kinder-
garten in Brooklyn. She looked very old-fashioned
and quaint, for her gown, passed down from an
older sister, nearly touched the ground, and in her
ears were large loops of gold, but, alas, little Rosie
had a grave fault; she stole everything within
reach, and secreted the articles in her shoes, which
were always too large, whether intentionally or not
the kindergartner was never able to discover. In
vation of frankness, truthfulness, and honesty, and
this case special attention was given to the culti-
at the end of a year little Rosie had quite outgrown
the habit, which would very likely have led her to
a life of crime but for the work of the kinder-
gartner.— Exchange.
KINDERGARTEN FOR THE INSANE.
What is to all intents and purposes a kinder-
garten for the insane at Bayview has lately been es-
tablished by the Supervisors of City Charities, with
a view to keeping the minds of the unfortunates
off their condition and helping to bring about cures
in cases that are not hopeless. So far as is known
it is the first movement of the kind to be started in
this country for the relief of the insane. It will
be adopted at Springfield and Spring Grove in the
fall, the superintendents of these hospitals having
found it to be one of the best systems of the kind
yet thought out.
Under the direction of an expert teacher the in-
sane at Bayview who are physically unable to work
are taught how to play, how to do fancy work,
basket making, etc. Technically it is called a re-
educational school, for many of the unfortunates
have to be handled as children in the nursery or the
kindergarten. At the present time instruction is
given twice a week, and the work outlined by the
teacher is sufficient to keep the classes employed
all the time. Nurses in the department are being
trained in the art of teaching, and they will be re-
quired to keep the work up all the time.
The experiment is meeting with great success,
giving light employment, as well as enjoyment, to
those who would otherwise be compelled to spend
their time sitting about the wards nursing their
misfortunes and thinking, as well as they are able
to think, of their ultimate end. — Baltimore Ameri-
can.
MODELING IN CEMENT.
How Boys and Girls May Turn Their Skill to Good
Account.
From Farnham Bishop's "The Story of Panama,"
in February St. Nicholas:
The country boy or girl is familiar with mud-
pies, which every child has made by the roadside.
The city boy or girl has in a great many cases done
considerable sand modeling, clay modeling and pot-
tery work. Now, why not use sand with some
cement and make the objects permanent? It re-
quires no more skill to do good work with cement
than to use carpenter's tools.
A bag of cement, commonly known as one-quar-
ter of a barrel, costs only about forty cents. Such
a bagful, when mixed with sand, would form a
large number of interesting objects and afford much
scope for the exercise of skill. There is a satis-
faction in seeing a plastic bit of mud grow into a
form under skilful hands, and the use of a trowel,
perhaps, and the pleasure is enhanced by the
thought that the object may be made as permanent
as a rock, and may endure for ages. With this
material our young people could easily make flower
pots, aquariums, vases for plants in the yard and
small pools for frogs and turtles.
So far as we are informed Michigan is the banner
state in the number of teachers attending the State
Association. The meeting was held Nov. 2 and 3
and the actual paid enrollment was 8,222. There
were something over 3,600 paid memberships in
Kansas and about 2,500 in Missouri. — Missouri
School Journal.
FLOWERS' BED TIME.
The little flowers have gone to sleep
Their playtime now is o'er;
Nor from their earthly beds will peep
Till spring comes back once more.
— Selected.
A good word is an easy obligation, but not to
speak ill, requires only our silence which costs us
nothing. — Tillotson.
Cheerfulness is health; melancholy is disease. —
Haliburton.
WILL CARLETON'S
MAGAZ1NF
EVERY WHERE
Contains each month the latest Poems, Sketches,
Editorials, and Literary Talks of Will Carleton, author
of "Farm Ballads", "Farm Legions", "City Festivals",
"Over the Hill to the Poorhouse", etc. Each one brim
full of the same qualities that have made him world-
famous.
Contains each month poems by the greatest woman-
poet Margaret E. Sangster. Also some of the best work
of other distinguished poets.
Contains best of additional literature by popular
authors.
Contains ten complete Departments, each ably and
interestingly edited. Handsomely Illustrated, and fine-
ly printed in clear type on super-calandered paper.
Price, $1.00 per Year. 10 cents a copy.
SPECIAL— To any one mentioning in his or her
letter this advertisement, we will send Will
Carleton's Magazine for Six Monfhs, on receipt
of Twenty-Five Cents. Address,
EVERY WHERE PUBLISHING CO-
BROOKLYN, N. Y.
Cheap and Excellent Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PT -v, 124 pp. All the music to the KNAP-
SACK songs. Sweetest, sanest, jolliest song
book made. Cloth, 50c.
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, by C. W. Mickens. New, 267 pp., 50c.
PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
elegant. 132 pp., 25c.
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 to cure that "tired fteling"
in school.
HENRY R. PATTENGILL, Lansing, Mich.
The most charming scenery in the world is to be found
Beautiful New England
Every foot is historic ground, rich in literary associa
tions, and hallowed by the struggle for American In
dependence. As a teacher you need the
New England Magazine
with its weallh of local pictures illustrating these very
scenes. Children become interested and gaina clearer idea
of this historic section of our land and the events which
have made it world-famous. Each number contains
six full page engravings that are alone worth the price
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IF FOR ANY REASON YOU HAVE
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CURRENT EVENTS
Louisville, Ky. — It has been decid-
ed to hold the Kentucky Educational
Association meeting here June 25,
26, 27.
Houston, Texas.— A petition ask-
ing for cleaner amusement from
managers of such places has been
signed by 3000 school children of this
city.
Cincinnati, Ohio. — Miss Edith
Campbell who was recently elected a
member of the Board of Education
is the first woman to hold any pub-
lic office in this city.
St. Louis, Mo. — It has just been
announced that arrangements have
been made by Supt. Ben. Blewett of
St. Louis to hold all meetings of all
departments of the Department of
Superintendence in the convention
halls, banquet halls and club-rooms
of the Planters Hotel and the South-
ern Hotel, situated but three blocks
apart, much more convenient than
holding sessions at the Odeon Thea-
tre, about twenty blocks away, as
formerly announced.
Nashville, Tenn. — The trustees of
the Peabody Education Fund have
made an appeal to the friends of
Education in America for $1,000,000
to make the George Peabody College
for Teachers at Nashville, Tenn., a
great memorial to Peabody's bene-
ficence to the South. Already the
trustees have given a million dollars,
and the State of Tennessee and the
city of Nashville half as much more.
The trustees offer, in the final dis-
solution of the fund, to endow the
college with an additional half mil.
lion, provided the college within two
years from November 1, 1911, raises
$L ,000,000.
After reduced railroad rates had
been secured and advertised for the
meeting of the Department of Super-
intendence, N. E. A., the Central
Passenger Association canceled its
agreement, so that at the time of go-
ing to press nothing definite can be
announced. Everyone who is inter-
ested should write the secretary,
Irwin Shepard, Winona, Minnesota,
for full information about latest agree-
ment with railroad officials and for
complete program of the meetings of
the various departments.
Dr. Claxton, the new Commission-
er of Education, is a most aggressive
worker and his administration prom-
ises much for education in this
country.
We hope to be able to give the pro-
gram of the I. K.N. meeting in our
next issue.
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for KINDERGARTEN and
PRIMARY TEACHERS
Spool Knitting. By Mary A. Mc-
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plicit, accompanied by photographs.
Price, 75 cents to teachers.
Practical and Artistic Basketry.
By Laura A. Pinsley. Illustrated.
Price $1.00 to teachers. Stitches are
taken up in the order of their difficul-
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Outlines for Kindergarten and
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Nature and Related subjects. By E.
Maud Cannell and Margaret E Wise.
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Memory Gems. For school and
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McCALL'S MAGAZINE
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Note — Sample Copj, Premium Catalogue, and Pattern Catalogue
free, on request.
Celebrating the Birthdays of Great Americans at Little Cost
This can be easily done without any interruption of the reg-
ular work. To illustrate: On Longfellow's birthday place
his portrait on the blackboard, using a stencil, let the morn-
ing exercises include a talk concerning him or a reading from
one of his great works, give the pupils memory gems from
his writings to learn, give out Longfellow sewing cards, etc.
Of course this can be enlarged upon as desired, even to an
evening's entertainment with an admission fee to be used
for the purchase of kindergarten material or other supplies.
James Russell Lowell's Birthday
February 22nd
READINGS— Vision of Sir Launfal, 6c,; Rhoe
cus and other poems, 6c, : Under the Old Elm
Tree and Other Poems, with notes and biograph
leal sketch of author, 15c. All above for 8th year
/TrtEEv. HATCH E
wTTt— k%Sf*ftrffr7 tractive
POST CARDS. Beautifully embossed with
portrait of author and poetical selection. A
superbly beautiful card. Wholesale prices,
6 for 8c, 12 for 15c, postpaid.
Portraits. Size, 3x3V2 ins., per dozen. 6c.
postage, lc. ; size 5*2x8 ins., per dozen, 12c;
postage 2c. ; size 7x9 ins.. Sepia tone, each,
vc. : postage, lc. ; size about 11x13, each 5c,
postage lc- A large, beautiful portrait 22x
28 ins.. 25c ; 5 for $1.00, postpaid.
Stencils, Blackboard stencils, portrait,
5c. home, 5c.
SEWING CARDS. Beautiful half tone por-
trait with border design for perforating and
sewing; per dozen. 10c. : nostage, 2c.
Longfellow's Birthday, Feb. 27
MEMORY GEMS.— Longfellow Memory Gems,
including short poems, pamphlet form, 6c
READINGS (5c each, post'g,lc)-Story of Long-
fellow— 3rd year; Selections from Longfellow,
Part 1— 4th year; Same, Part 2— 6th year; Evan-
geline—7th year. Also Hiawatha, with notes, 15c
Portraits. Size, 3x3% ins., per dozen, 6c. j postage, lc. • size
5%x8ins., per dozen, 12c ; postage, 2c. ; size 7x9 ins., Sepia tone,
each, 2c ; postage lc. ; size about 11x13, each 5c, postage lc. A
large, beautiful portrait 22x28 ins., 25c ; 5 for $1.00, postpaid.
Stencils. Blackboard stencils, portrait, 5c, home, 5c.
Sewing Cards. Beautiful half tone portrait with border de-
sign for perforating and sewing; per dozen, 10c. ; postage 2c
Our Little Sisters and Hian atha. Includes the Little
Brown Baby, the Snow Baby, Gemila, and Hiawatha. Illus-
trated ; 32 pages. Second grade. Price, t>c, ; postage, lc.
IJiaivattia and its Auilior. A story of "the children's
poet," and his beautiful Indian poem told in simple language.
Illustrated. 32 pages, tecontl fciade. Price, 6c. ; postage, lc.
LnmrfelJow and the Story of Hiawatha A story of the
life of Longtellow, enriched by illustrations of his portrait,
birthplace, home, study, chair arid clock. The story of Hia-
watha is told in simple language and quotations from the
poem, with three illustrations liom life. 32 pages. Third
grade. Price, 6c. ; postage, '£c.
Also the following with notes and hints on teaching. 2c
each, 14c per doz., postpaid; "Paul Revere's Ride;" "Hiawa-
tha's Childhood ;" "The Old Clock on The Stairs;" " The Din-
Is Done ;", "The Two Angels." "The Emperor's Bird's-Nest ;"
"The Village Blacksmith;" "The Children's Hour;" "Christ-
mas Bells and While Shepherds Watched Their Flocks by
Night."
Washington's Birthday
POST CARDS. Beautifully embossed in
many attractive and artistic colors. As-
sorted designs. Wholesale prices, 6 for 8c. ;
12 for 15c, postpaid. Usually sell for 3c ea.
READINGS. The Story of Washington.
A well written account of his life from his
birth to his death, Illustrated, 4th grade,
32 pages. Each, dc ; 5 for 25c. Post'g 2c. ea.
The Story of the Revolution. Contains a
short story of Washington, the Story of
Brindle, and Paul Revere's Ride; also Sto-
ries of 76'. Third grade, Price of either,
each, 6c. ; 5 tor 25c. Postaue, 2c each.
The Story of the Revolution. Containing also a short
story of Washington, the Storv of Brindle, and PhuI Revere's
Ride. Illustrated; 32 pages. Fourth grade. Price, 6c ; post-
age, 2c
Stories of '76. Stories of the stirring days of the times of
the Boston Tea Party, Paul Revere, Washington, and the
first Fourth of July. Illustrated; 40 pages. Third grade,
Price, 6c ; postage. 2c
How To Celebrate Washington's Birthday. By Alice M
Kellogg. The best special book of exercises for this occasion,
it contains ten attractive exercises, three flag drills , fifty
patroitic quotations, recitations, declamations and songs.
The material is for all grades. 25 cents.
HATCHET AND CHERRIES. An unusually at-
,re Washington souvenir. Made of me-
long, natural colors, with pin at-
tached. Try a few. Each, 3c; 30c. dozen.
WASHINGTON HATCHETS. Carved from wood ;
two inches long, appropriately decorated in
color and silver, and tied with a bow of rib-
bon. A unique and fitting souvenir. Post-
paid, 3c. each ; per dozen, 30c.
CHERRY BOGUETS, Aboque
— of cherries, branch and leave?
full size, natural color, perfectly life-like an"
full of beauty. A very dainty and appropriate
souvenir. Each, 4c. Per dozen, 45c.
PORTRAITS. Size, about 3x3H ins., 6c.
per doz.; postage, lc. Size, E^xB, per
dozen, 12c. ; postage, 2c. Size, 7x9,
extra fine, each, 2cts. ; postage, lc.
Size, about 11x13, Sepia tone, each Sets. ; postage, lc.
Extra large size, 22x28 ins., very fine ; each, 25c ; 5 for $1.00.
WASHINGTON STENCILS. George Washington, Washing-
ton Monument, Washington
and Hatchet, Washington re-
ceivinginstructionsfrom his
mother, Washington as Sur-
veyor, Washington as Commander-in-Chief, Washington a9
President. Washington's Tomb, all above, 5c; Surrender of
Cornwallis, 10c. ; Hatchet and Cherry Border. 10c ; Family at
Mt. Vernon, 10c.
Books for School
Exhibitions
Paper binding', each, 15c. Boards, 25c.
TINY TOTS SPEAKER. By Mlssee Rook * Qoodfellow.
Contains more than one hundred and fifty pieces of only a few
lines each, expressed In the simplest language. For the wee one*.
LITTLE PRIMARY PIECES. By C. S. Griffin. It Is a big
day for the small person when he "speaks his piece." Here
are over one hundred short, easy selections, mostly new, aiid
all the rery best. For children of Sre years.
CHILD'S OWN SPEAKER. By E. C. & L. J. Rook. A col-
lection of Recitations, Motion Songs, Concert Pieces, Dialogues
and Tableaux. Contains over one hundred pieces, many of
which were specially written for this book. For children of
six years.
PRIMARY RECITATIONS. By Amoa M. Kellogg. A verit-
able storehouse of short rhymes and brief paragraphs adapted
to the aere when he aspiring speaker first selects his own pleee. .
For children of seven years.
LITTLE PEOPLE'S SPEAKER. By Mrs. 3. W. Shoemaker.
A superior collection of recitations for little people, mostly In
verse and ranging In length from four to twenty line*. For
children of nine years.
PRIMARY 8PEAKER. By Amos M. Kellogg. This YOlume
contains 200 carefully selected pieces for Just that age when
the child's natural diffidence makes the right piece very necesv-
sarv. For children of ten years.
YOUNG PEOPLE'S SPEAKER. By K. C, 4 L J. Rook.
This book Is composed of bright, cheery, and wholesome rael-
MtloriB by the most popular authors. For children of twelve
years.
PRACTICAL RECITATIONS. By Amoa M. Kellogg. Up-
ward of seventy recitations of exceptional merit, carefully ax-
ranged for grammar grades and ungraded schools. Longfellow,
Lewis Carroll, Bryant, Farrar, Heine, Saxe, are arnone the
contributors. For children of thirteen years.
YOUNG FOLKS' RECITATIONS. By Mrs. J. W. Shoeaeaker.
An excellent collection of fresh and crisp recitations adapted
to the various needs of young people's entertainments. For
children of fourteen years.
The Penn Publishing Company
623 Arch Street. Philadelphia
READ
The best school journal published the South, the land
of opportunity, and one of the best in the Union,
THE EDUCATIONAL EXCHANGE,
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Get in touch with the New South, learn something of
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twelve issues, or $1.45 with the Kindergarten Primary
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*W^* " ' — ^^— «— HIMI II ■■■! ■IIWIIIMBIW,*-MillW III M 1
A Vital Book for Every Parent I
A PRACTICAL TREATISE ON THE TRUE RELA-
TIONSHIP OF PARENT TO CHILD
A father or mother yourself you wrestle with the hundred
and one different problems which arise every day in your
desire to bring your boy up to be a true man or your little
girl a noble woman.
x-\re you certain of each move you make in directing the
conduct of your child?
Our Children
By Dr. PAUL DARUS
offers a unique contribution to pedagogical literature. The little book deals
with the rights of the child, the responsibilities of parenthood and with the first
inculcation of fundamental ethics in the child mind and the true principles of
correction and guidance. Each detail is forcefully illustrated by informal in-
cidents from the author's experience with his own children, and his suggestions
will prove of great value to young parents and kindergartners.
If you cannot get this book at your bookstore, order it direct from us. Price
$1.00. Send us the name of your bookdealer and we will see that he is supplied
with our publications,
very interesting catalogue of some very interesting books. Write today.
We publish a
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ful alike*to teacher and pupil. Published monthly, 25 cents per year.
Toots — An illustrated book of stories by Anna A. Gordon. Price 60 cents postpaid. Send for
latest bulletin.
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FIRST STEPS TO A LITERARY CAREER
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you want to learn? Subscribe for
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CLASSICS FOR SHCOOL AND HOME
We now offer more than 200 titles
to the public in our
Three and Five Cent Classics
We have a catalogue showing the titles and contents of
these classics. We will send samples and a copy of our
graded catalogue. Best and Cheapest Supplementary
Reading for any teacher or school superintendent.
On account of the excellence, and low price of these
classics they are making friends wherever they are
known.
D. H. Knowlton & Co., Farmington, Maine.
International Kindergarten Union
Nineteenth Annual Convention at Des Moines April 29th-
May 3rd, 1912. See Advance Program, Page 194
Br. _
MARCH, KI2
INDEX TO CONTENTS
Editorial Notes,
Homely Kitchen Plays,
Jenny B. Merrill, Pel. D.,
The Kindergarten as a Factor in Edu-
Bertha M. MeConkey,
Emma B. Colbert,
Katherine D. Blake,
Margaret E. Schallenberger,
C. E. Rugh,
Horace H. Cummin gs,
J a mes T. Jojrn er,
Nora Keogh,
cation for Efficiency,
The Application of Froebelian Princi-
ples to Teaching in the Grades,
Peace Heroes, - - - -
Teaching Humor, .
Moral Instruction of the Child,
Imitation and Habit in Moral Edu-
cation, ....
The Altruistic Tendency,
Kindergarten Daily Program
Reed and Raffia Construction Work
in Primary Schools, - - - -
Toys in the Kindergarten, - Jenny B. Merrill, Pd. D.,
Kindergarten Growth, - - ....
19th Annual Meeting of the Interna-
tional Kindergarten Union at Des
Moines, _...-.-.
Helpful Hints and Suggestions. -
Ethical Culture, - - -
Meeting of the Kraus Alumni Associ-
tion, ._->- -- . ..
171
172
175
178
179
179
180
183
184
185
188
191
192
194
196
197
198
Volume XXIV, No, 7.
$1.00 per Year, 15 cents per Copy
KINDERGARTEN SUPPLIES
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Report Cards.— 1, 4 or 10 months,
per 100, 25c, postage 5c
U. S, Wool Bunting Flags
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8x4 Ft 2.45 Postage 20c
Class Recitation Records
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Set Primary Reading Charts
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LITTLE PEOPLE
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A new series of Geographical Readers
based on Child Life.
Kathleen in Ireland (Fourth year)
Manuel in Mexico (Fifth year)
lime San in Japan (Sixth year)
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Picture cover; colored frontspieces.
Illustrations from photographs
Each Volume, 6oc.
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SOME QOOD BOOKS FOR TEACHERS
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Riffle Creek Papers and Little
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Patrick's Pedagogics 65 cts.
Patrick's Pedagogical Pebbles 25 cts.
Grains of Wheat without the
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A Summer of Saturdays 65 cts.
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MILWAUKEE, -
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RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
PTTSBURGH AND ALLEGHENY
KINDERGARTEN COLLEGE
ALICE N. PARKER, Superintendent.
Regular course, two years. Special ad-
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tieth year begins September 27, 1911. For
catalogue address.
MRS. WILLIAM McCRACKEN, Secretary,
3439 Fifth Avenue, Pittsburgh, Pa.
KINDERGARTEN TRAINING SCHOOL
82 St. Stephen Street, Boston.
Normal Course, two years.
For circulars address
Miss Lucy Harris Symonds
Kindergarten Normal Department
of the Kate Baldwin
Free Kindergarten Association
Savannah, Georgia.
For Information, address
HORTENSE M. ORCUTT, Principal of
the Training School and Supervisor of
Kindergartens, 326 Bull Street,
Savannah, Georgia.
Springfield Kindergarten
Normal Training School
Two Years' Course. Terms, $100 per year.
Apply to
HATTIE TWICHELL,
SPRINGFIELD — LONflJIBADOW, MASS.
Kindergarten Normal Department
Ethical Culture School
For Information address
MISS CAROLINE T. HAVEN, Principal,
Central Park West and 63d St.
NEW YORK.
Atlanta Kindergarten
Normal School
Two Years' Course of Study.
Chartered 1897.
For particulars address
WILLETTE A. ALLEN, Principal,
639 Peachtree Street, ATLANTA, GA.
BOWLDEN BELLS
FOR SCHOOLS
From |8.00 to $25.00
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■CHICAGO-
KINDERGARTEN
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SUMMER TERM
June 12 Aug. 9
KINDERGARTEN COURSE
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applied on Freshman and Junior years
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Primary Methods
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5-120O MICHIGAN BLVD.
CHICAGO, ILL.
Summer School
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New York City.
July 1 to Aug. 9,1912.
Dr. James E. Lough, Director.
KINDERGARTEN DEPARTMENT
Courses given for kindergarten train-
ing school and university credit.
For information, address,
Miss H. H. Mills, Principal of Department.
New York University, Washington Square,
New York City.
The Tenth Gift
Stick Laying in
Primary and
Rural Schools.
Price 25c.
With this book and a box of sticks any
teacher can interest the little children.
The work is fully illustrated.
Also Ring Laying in Primary Schools,
15c Peas and Cork Work in Primary
Schools. 15c.
All limp cloth binding. Address,
J. H. Shults. Manistee, Mich.
CARNEGIE COLLEGE
Home Study-Free Tuition
Carnegie College gives Free Tuition
by mail to one representative in each
county and city. Normal. Teacher's
Professional. Grammar School, High
School, College Preparatory, Civil Ser-
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writing, Greek, Latin, German. Spanish,
Italian, Drawing and Agricultural
Courses are taught by correspondence.
Applicants for Free Tuition should
apply at once to Dept. C.
CARNEGIE COLLEGE
ROGERS, OHIO
TRAINING SCHOOL
OF
The Buffalo Kindergarten Association
Two Years' Course.
Vor particulars address
MISS ELLA C. ELDER,
8fi Delaware Avenue. - Buffalo. N. Y.
GRAND RAPIDS KINLERGAR=
TEN TRAINING SCHOOL
Winter Term opens September 27th.
CERTIFICATE, DIPLOMA AND
NORMAL COURSES.
CLARA WHEELER, Principal
MAY L. OGILBY. Registrar
ihepard Building, - 23 Fountain St.
GRAND RAPIDS, MICH.
CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
2050 East 96th 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.
CHILD LORE
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For circulars apply to Chicago Kindergarten Institute, 54 Scott St.
THE-
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OF INDIANAPOLIS
Accredited by State Board of Educa-
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The William N. Jackson Memorial
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3600 Walnut Street, Philadelphia
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For particulars address
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The Pines. Rutledge. Pa.
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THE MISSES LAW'S
FEOBBEL KINDERGARTEN TRAIN-
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KINDERGARTEN NORMAL TRAINING
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Two Tears' Course.
For circulars, address
MISS CORA WEBB PEET,
16 Washington St., East Orange, N. 3
PESTALOZZI-FROEBEL
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509 S. Wabash Ave., Opposite Auditorium
Mrs Bertha Hofer Hegner, Superintenden
Mrs. Amelia Hofer Jerome, Principal.
FIFTEENTH YEAR.
Regular course two years. Advanced
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write to
MRS. BERTHA HOFER-HEGNER,
West Chicago, 111.
KINDERGARTEN TRAINING SCHOOL
Resident home for a limited number o'
students.
Chicago Free Kindergarten Association
H. N. Higinbotham, Pres.
Mrs. P. D. Armour, Vice-Pres.
SARAH E. HANSON, Principal.
Credit at the
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For particulars address Eva B. Whit
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Nine months' practice teaching dur-
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26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
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Richmond, Va.
Virginia Mechanics' Institute Building,
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Two years' training in Theory and
Practice of Froebelian Ideals. Post-
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MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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.
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Garrett Co., Maryland.
THE HARRIETTE MELISSA MILLS
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In Affiliation with New York University
For information address
MISS HARRIETTE M.MILLS, Principal
New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
New York University Summer School
Oakland Kindergarten
TRAINING SCHOOL
2119 Allston Way, Berkeley, Calif.
Grace Everett Barnard,
principal.
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KINDERGARTEN
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Ol)e Ufindergarten ;primarY ^tlaoja^tne
VOL. XXIV— MARCH, 1912— NO. 7.
The Kindergarten-Primary Magazine
Devoted to the Child and to the Unity of Educational
Theory and Practice from the Kindergarten
Through the University.
E. Eyell Earle, Ph. D., Editor,
Business Office, 276-278-280 River Street, Manistee, Mich.
J. H. SHULTS. Business Manager.
MAMSTEE, MICHIGAN.
All communications pertaining to subscriptions and adver-
tising or other business relating to the Magazine should be
addressed to the Michigan office, J. H. Shults, Business Man-
ager, Manistee, Michigan. All other communications to E.
Lyell Earle, Managing Editor.
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 20c and for all other
countries in the Postal Union add 30c for postage.
Notice of Expiration is sent, but it is assumed that a con-
tinuance of the subscription is desired until notice of dis-
continuance is received. When sending notice of change of
address, both the old and new addresses must be given.
Make all remittances to Manistee, Michigan.
"Oh, the long and dreary winter."
I. K. U. Des Moines, April 29-May 3. Plan
to go.
At the request of those in charge of the I. K. U.
meeting at Des Moines we have held this issue
awaiting arrival of advance program which will
be found on page 194.
Education for service, and to a knowledge
of the joy of service should be the goal. Educa-
tion for personal superiority or popularity is low
aim in this year 1912.
The people of Des Moines fully appreciate the
advantages that will come to their city as the
place for holding the next annual meeting of the
I. K. U. and a most cordial reception may be
anticipated.
A Heart belief in the essential principles of
Christianity is a well nigh essential qualification
for the successful Kindergartner. The work is
sacred; while joyfulness, humor and companion-
ship should abound, irreverence and frivolity can
have no rightful part in it.
WE publish several excellent articles in this
issue along the line of that most important sub-
ject— moral training in the schools.
Ella Flagg Young has been unanimously
elected superintendent of Chicago public schools.
Harriet L. Keeler was recently elected to a like
position in Cleveland. Verily "the world do
move.
The officers and committees of the I. K. U.
have prepared a most excellent program for the
Des Moines meeting and now it is due them and
they cause in general that each individual kin-
dergartner should endeavor to be present. When
this is not possible, at least send in your name
and the name of a friend as associate members of
the I. K. U. The fee is only $1.00 and each
member will receive the year book free.
Notwithstanding the progress that is being
made in the establishment of public school kinder-
gartens the fact remains that in this year 1912
the kindergarten is an impossibility to nearly 80
per cent, of the children of America. Verily this
ought not so to be, and one way to help in the
right direction is for each kindergartner to do
her share toward securing the two thousand
associate members of the I. K. .U See appeal
published in our last issue.
KindergartnERS are saying many helpful
things at public meetings all over the country
which should have the widest possible publicity.
These addresses are not subject to copyright, and
if they were sufficiently interesting and helpful
to hold the attention of an audience for a half
hour they undoubtedly would also interest
and help the vastly larger audience which the
press can reach. Then why not freely offer your
address not only to the kindergarten and general
educational press but to the publications of
general circulation as well. If the value of the
kindergarten were understood by even a majority
of parents as it is by its followers there would be
such a demand for it that the whole problem of
public school kindergartners would soon be well
along on the road toward solution.
172
THE KINDERGARTEN-PRIMARY MAGAZINE
HOMELY KITCHEN PLAYS.
II
BY JENNY B. MERRILL, PD. D.
(Late Supervisor Public Kindergartens, New York.)
Aunt Charlotte was very wise in managing
children. The most trivial thing she gave a
child to play with was first invested wilh such
a degree of importance that the imagination
was aroused to make the most of it.
There is a philosophy behind Aunt Char-
lotte's method that I , heartily commend to
mothers. A mother may, for example, make
one pea and one toothpick amuse a child more
begin to make them, or if not so early, certain-
ly a year or two later, but mother may use
them much earlier. One can play with words
in the kitchen as well as with more material
things !
To return to our dish of peas. "Can you
push another pea half way up on the stick? Be
careful. Do not push too hard."
There, now, you have a better dolly. Break
one toothpick into two short sticks. What
will you do with them? O, I see, they make
fine arms. Your dolly is like a little jumping
Jack."
DES MOINES— Kingman Boulevard.
than a cupful of peas heedlessly handled,
spilled everywhere and innocent fun shut off
with a scolding.
But it all depends upon the "Play Fairy"
who sees possibly a hat pin, possibly a dolly
when the one pea and the one stick are joined
together! Another pea and another stick and
you have two hat pins which may turn quickly
into two drum sticks if brother is playing too.
The kitchen table, or better yet a small tin
dish turned upside down is the drum. "Rub-
a-dub dub, Two men in a tub," or some other
improvised couplet adds to the fun and socia-
bility and helps develop a sense of rhythm.
Nonsense couplets are invaluable for chil-
dren. At five or six years of age children will
"Here is a saucer with many peas and a box
with many sticks — will you be very careful?
I will let you play alone now for I am very
busy." says mother. "You can make a whole
family of dolls or jumping Jacks, or whatever
you please. When I finish my work I will try
to guess what you have made."
These intervals of silence are good for both
mother and child. If there are two children,
the older one may be left in charge, playing
she is mother, or whatever fancy dictates. Chil-
dren need a suggestion now and then from an
adult, but with this slight help, supervision
should cease or at least appear to be withdrawn
else children grow too dependent, and weary
TliE KINDERGARTEN-PRIMARY MAGAZINE
*73
an adult. Mother must not wait very long be-
fore returning to inspect.
If the little one has become interested in
number and loves to count, a new interest may
be aroused by asking, "How many peas have
you used? Now see how many are left. See
if you can put five on one stick." This will be
quite a feat. Such a play as we have suggested
may follow shelling fresh peas in the kitchen,
but dried peas may be soaked until soft enough
for use. Cranberries may be used in a similar
way. If the dried peas are used the older chil-
dren may make a chain. That means a journey
material but recently a small round bag loosely
filled with beans yet quite closely resembling
a ball has been found very attractive and easier
for a little child to catch than a real ball.
After working hours mothers should allow
the children to play ball or bean bag in the
kitchen. It is the best room for such play.
There is little furniture and there are no orna-
ments to be endangered.
Every child should be encouraged to throw
and to catch at an early age even under two
years. There are muscles that demand this
exercise though good Fairy Play does not re-
DES MOINES— Court House.
to the sewing basket for thread and needle.
When the chain is long enough for a necklace
or for bracelets, the play has reached its cli-
max.
Chains of peas may be stained in different
colors and are really very pretty for dolls to
wear, though the children too may claim them
to dress up !
How oats, peas, beans and barley grows.
You nor I nor nobody knows," has long been a
favorite ring game with children who rarely
think of the words until "Open a ring, and
choose one in," calls to action and choice. Per-
haps there are plays for the kitchen in "oats
and barley," but I am sure of "peas and beans."
The bean bag is a great favorite with chil-
dren. It is usually made square of some strong
veal her purpose, but pleasantly accomplishes
it every time. Watchful care is needed indoors
for this exercise until baby learns to be careful.
Even a two year old child may become quite
skillful in throwing if not in catching, and the
running and finding gives such pleasure. Noth-
ing will arouse a child so thoroughly or make
more merriment than the ball plays. Try it
when the child is worrisome, very probably
from lack of genuinely active exercise.
The kitchen will furnish many a ball to be
rolled though not thrown. An apple, a potato
or an onion are the best vegetables for rolling.
I have amused a baby of twenty-two months
by such rolling plays. He developed skill in
following quite a straight line on the kitchen
floor. Eye and hand thus learn to work to-
174
THE KINDERGARTEN-PRIMARY MAGAZINE
gether. Ball playing and building games are
the best of all early plays for children. Moth-
ers should not relegate them to the kindergar-
ten. We must not leave our subject until we
find a building play for the kitchen. Of course
baby's blocks may be carried to the kitchen,
but for a change, he will enjoy a bundle of
kindling wood, or another day, a dozen or more
clothes-pins, joining them together in various
ways. The very effort to unite two pins gives
the young child hand exercise as well as real
pleasure.
Older children may build a log cabin of
clothes-pins at mother's suggestion. Construc-
tiveness, putting things together is opposed to
distructiveness. It is one of the best outlets
for activity and creativeness. Putting together,
who is permitted to wash dolly's clothes in
company with mother or maid.
All such miniature kitchen furnishings were
included in the carefully selected toys exhibit-
ed in the recent "Toy Exhibit" at Teachers'
College, New York City, under the direction
of the Kindergarten Department which is so
ably supervised by Miss Patty S. Hill.
The toy broom and dust pan with a midget
sweeper were also in evidence at this exhibit,
for "cleaning up" is an important part of play-
hour, and may be full of the play spirit too,
and does not the inclined plane present itself
as a new mechanical power in the dust pan?
Wise mothers wonder and ponder and learn
from the little ones how best to play. Still
mother leads while yet she follows.
DES MOINES— Union Depot.
taking apart, finding new relations and possi-
bilities is the secret joy of many simple plays.
Children are too often interrupted.in their sim-
ple plays.
It seems difficult for some grown folk, even
good parents, to understand what really valu-
able lessons in physics are being unconsciously
learned in kitchen plays.
The clothes-line pulley, the ropes of the
dumb waiter fascinate the child who feels they
have a mysterious power.
There is the singing tea-kettle with its
prophecy of steam's mighty power. To be sure
the children cannot exactly play with it, but
they can watch for the boiling point and the
bubbles.
Washing day brings the mysteries of soap-
suds, blueing and starching. The toy stores
furnish miniature washtubs, washboards and
even wringing machines. Happy the child
To live content with small means; to seek
elegance rather than luxury, and refinement
rather than fashion ; to be worthy, not respect-
able; and wealthy, not rich; to study hard,
think quietly, talk gently, act frankly; to listen
to stars and birds, to babes and sages with
open heart; to bear all cheerfully, do all brave-
ly, await occasions, hurry never — in a word, to
let the best, unbidden and unconscious, grow
up through the common; this is to be my
symphony. — William Henry Channing.
The best way to keep a child from doing
something bad is to set him to work doing
something good. It is our duty to find the
something good. It is our shame if the child
chooses the something: bad. — Julia Richman.
Little else is worth study than the devel-
opment of a soul. — Browning.
THE KINDERGARTEN-PRIMARY MAGAZINE
i75
The Kindergarten as a Factor in Education
for Efficiency.
Bertha M. McConkey.
Supervisor of Kindergartens and Primary Schools, Spring-
field, Mass.
During recent years the attention of edu-
cators has been centered upon the more prac-
tical phases of school instruction, and much
thought has been expended upon the revision
of courses of study in order to meet the popu-
lar demand for a scholastic training that shall
be at once broadly cultural and definitely prac-
tical.
With a view to the wisest ultimate expendi-
early youth with a view to making them nar-
rowly efficient in the vocational world, the loss
would be vastly greater than the gain. That
the man is greater than the artisan, the work-
man than the work, is a fact that must be
recognized in a democracy.
A child should be given every possible ad-
vantage by means of which to prepare himself
for the great business of living before he is
encouraged to concentrate his attention and
effort upon preparation for a particular trade
or occupation. The "short cut to the dollar"
is not necessarily the best and happiest avenue
to life. Education should "first render fit to
live, and then assure a fit living."
DES MOINES—
ture of public funds every department of the
public-school system is being called to account
by practical men of affairs who are asking in-
sistently, "How does this or that feature of
school instruction contribute to the child's
education for efficiency?'' The question would
be easier to answer were there a universally
accepted definition of the word "efficiency."
If by efficiency we mean all-around capa-
bility, adaptability, and potential power, and
not merely mechanical skill along certain nar-
row lines, the clamor for manual education
does not constitute a menace to our broad and
democratic system of public education. But
if, on the other hand, the pressure of modern
business conditions should tempt us to reor-
ganize our schools so as to train children from
Historical Building.
Childhood is the formative period of life,
when the perceptive powers, the social in-
stincts, the emotions, and the will seek exer-
cise, and expand in proportion to the opportu-
nities afforded for their development.
It is one of the functions of the school to
prolong the period of childhood, and to de-
velop in children the strength of body, mind,
and spirit that is necessary to successful
achievement in later years, by means of phys-
ical and mental activities suited to each stage
of growth.
From this point of view the training of the
kindergarten is as necessary in a child's de-
velopment as the highly specialized training
of the vocational school, which must be given
much later in life. To the suggestion of
176
THE KINDERGARTEN-PRIMARY MAGAZINE
would-be economists that the money now be-
ing expended for kindergartens in this country
had better be applied to trade schools, reply
may be made that the general all-around train-
ing of a young child's powers, afforded by a
good kindergarten, may mean quite as much
to his success and happiness in adult life as
the acquirement of the rudiments of a specific
trade or avocation.
Why, in this case, should Peter be robbed to
pay Paul ? Surely upon no other ground than
that Peter is undeserving of the confidence of
the public and has but poorly fulfilled his
trust. That such a view of the case is unsup-
ported by evidence is conclusively proved by
powers, has made a unique place for itself in
our system of education.
The necessity for a kindergarten may pos-
sibly be questioned where parents have the
means and the will to supply an equivalent
training, and where the importance to a child
of early association with other children, under
right conditions, is definitely provided for in
the home. But when children are left to the
care of servants, or when the mother of a
family is too busy or too preoccupied to super-
vise, personally, the work and play of its
younger members, the school must supply the
deficiency or the children will be defrauded.
There are comparatively few mothers who
DES MOINES— Drake University
the fact that out of 92 cities in the United
States, having a population of 40,000 or over,
86 have kindergartens. And out of 72 cities
that returned answers to the query, "Have
kindergartens ever been abolished in your
city?" only three cities made answer in the af-
firmative, and in two of these three cities kin-
dergartens have been re-established and are
now in successful operation.
The letters received from school superin-
tendents, in response to a qestionnaire regard-
ing the conduct of kindergartens in various
cities, give evidence that this system of child
training, providing as it does large opportu-
nities for the exercise of self-control, kindness,
generosity, and sympathetic understanding of
the rights and needs of others, as well as for
a harmonious development of all a child's
find it possible under the pressure of home and
social duties to maintain the sympathetic, self-
controlled attitude toward children that is
maintained by the kindergartner who has been
trained for her task. And it is a difficult mat-
ter for any home to provide children with such
opportunities for progressive and educative
activity as are afforded by a properly equipped
kindergarten.
The neglected child, the "only" child, the
lonely, selfish, or wilful child, even when the
latter is surrounded by every luxury and re-
finement that wealth and culture can afford,
all need to be brought under some strong so-
cializing influence while they are in the plastic
period, when habits are readily formed and
conduct most easily influenced. In the case of
children of alien peoples, who must be taught
THE KINDERGARTEN-PRIMARY MAGAZINE
177
a new language and must be prepared for life
under new conditions, there is no more potent
or more effective educational agency than the
kindergarten with its atmosphere of love and
beauty and its opportunities for self-expres-
sion.
A further suggestion is offered by short-
sighted economists to the effect that money
may be saved for vocational schools by dele-
gating to the primary school in well-to-do city
districts many of the functions of the kinder-
garten, and establishing day nurseries for the
children of the poor.
At best such a substitution would be merely
a makeshift, for no primary school can per-
form its own functions and those of the kin-
dergarten. As well may the trade school at-
tempt to give to its pupils the elementary in-
struction in reading and writing that should
have been given earlier in the grades.
To provide day nurseries for the children of
the poor, and substitute the primary school for
the kindergarten in all districts where the
people are well to do, would be to lose more
than anyone who is not a close student of kin-
dergarten methods and results can possibly
apprehend.
The kindergarten is not an experiment. It
has come to stay, for it meets a need that no
other agency can meet so well. It lays broad
and deep foundations for virtuous and effec-
tive living and cannot therefore be spared
from any complete system of education. It is
no nearer perfection than the college or the
high school, but it is growing each year in effi-
ciency, and already many practices to which its
critics object have been abandoned by pro-
gressive kindergartens. Occupations which
have a tendency to strain the eyes or the
nerves of children, such as cardboard sewing,
fine weaving, the stringing of small beads, and
construction with peas and sticks, have been
replaced in a majority of the modern kinder-
gartens by work with materials that are much
larger and much more easily manipulated.
For example, very soft, large-size crayons are
used instead of pencils for drawing and color-
ing; free paper cutting is taking the place of
the old-time cutting to line, and much of the
construction work is with blocks of large size
with which stable and satisfactory structures
may be reared, structures that when completed
stand firmly in place upon the floor and the
building of which brings into play all the
larger muscles of a child's body.
It is true that a primary teacher is now and
then heard to complain that kindergarten chil-
dren are restless and inclined, as one mother
expressed it, "to dance the carpets off the
floor;" but the majority of first-grade teachers
testify that when given work that calls for the
exercise of power the child who has had a year
in a kindergarten gives practical evidence of
the benefit derived from his training. Such a
child is apt to be bored by work that is be-
neath his ability, but he is more responsive,
more ingenious, and more helpful in his hu-
man relationships than the child who has en-
tered the grades without this preliminary
training. Whether he passes through the
grades more rapidly than his neighbor is of
less moment than how he passes through
them, and what he is when he has finished his
school course. How much does he get out
of his educational work What does he con-
tribute to life and to his school? What is the
result in general efficiency? These are more
important questions than, "Did he pass the
examination and reach the high school in
advance of his mates?"
The friends of the schools, by suggestions
based upon a sympathetic and intelligent
study of conditions, and by constructive criti-
cism, may do much to improve them. Open
discussion of educational methods and pro-
cesses is always to be welcomed, for nothing
is of more vital interest to every home in
the commonwealth than the question of public
education.
In the kindergarten is embodied an ideal-
istic philosophy, which has already influenced
greatly and beneficently all departments of
our schools. But the books are not yet
closed, the problems are not all solved, and
kindergarten workers everywhere are calling
for the co-operation of parents, physicians,
and educators in perfecting a scheme of child-
culture that is destined to meet a great need.
Such faults as are apparent in individual
kindergartens are not inherent in the sys-
tem. The doctrines of Froebel are funda-
mentally sound, and the kindergarten as it
exists throughout our country today fully jus-
tifies the refusal on the part of its patrons to
rob Peter in order to finance Paul.
The successful worker must have the spirit
of play in his heart and the successful man is
only the successful boy with a man's experi-
ence.— Charles E. Hughes.
There is no service like his that serves be-
cause he loves. — Sir Philip Sidney.
i78
THE KINDERGARTEN-PRIMARY MAGAZINE
THE APPLICATION OF FROEBELIAN
PRINCIPLES TO TEACHING
IN THE GRADES.
Emma B. Colbert.
It is my conviction that few of our ele-
mentary and upper grade teachers have a
clear notion of that debt which they as teach-
ers owe to the life and work of Friedrich
Froebel. Froebel is, of course, in their minds
associated with the kindergarten, although
(let me whisper it) I have known a few
teachers who have- asked: "Well, who is this
Froebel, anyhow ; I never heard of him be-
fore?"
The term "kindergarten" usually calls up
in the mind of the teacher who has not in-
vestigated the problem a somewhat blurred
and hazy picture of colored sticks and blocks,
associated somehow with skipping, hopping
children, who are allowed to play.
Now, I am persuaded that there would be
a general uplift in our schools if every grade
teacher rightly comprehended and practically
applied the underlying principles of teach-
ing as set forth by Froebel, and because I
think I have seen these principles "work" in
many upper grade class rooms, I venture in
this paper to set forth some of the ideas I
have gained through trying to understand the
Froebelian philosophy, in undertaking to ap-
ply it in my own school room, in watching
others apply it, and in endeavoring to make
it clear to students of pedagogy.
My investigations have led me into many
fields. I have consulted many authorities
and have listened to words of many gifted
educators, but aside from the wisdom of the
"Great Teacher" nowhere else have I found
the sweet reasonableness, the comprehensive
understanding, the far-seeing judgment, the
sympathetic insight of the great Froebel. In
his love for little children, his beautiful
simplicity and his wonderful intuitions, surely
he is close akin to the Master Himself.
My purpose is, however, not to try to
interpret his philosophy, but rather to make
practical suggestions as to its working basis,
and to interest teachers in studying his life,
his work, and his educational theories that
they may gain inspiration from his benign
influence, and thus help to foster in the
graded schools the ideas so patiently and
earnestly wrought out by his genius.
Recently much has been said concerning
Miss Grace Strachan, of New York, who has
at last beert successful irj securing for the
women teachers of her city "equal pay with
men." While much praise, applause and ad-
miration should be given to this undeniable
benefactor of women, let us not forget that
it was Froebel who first advanced the notion
that women were the proper educators of
childhood.
We need teachers who are comrades with
their children, who allow them to discuss the
many subjects which to little folks are so
important and serious, yet which the rock-
ribbed spartan of a teacher regards as trivial.
Our graded schools need teachers who are
not so much concerned in imparting informa-
tion, in preserving discipline or trying to
"catch up" a pupil who makes a mistake, but
who are fairminded, patient, cheerful, warm-
hearted, truly cultured women capable of
forgiving the unlucky, stumbling culprit, if
need be, in the measure of "seventy times
seven." We need teachers who realize that
they are dealing with immortal souls, each
one a "peculiar thought of God."
Froebel's philosophy has taught us to
utilize the child's self-activity, to remember
that play is the business of childhood, to
bear in mind that the early training of the
senses is necessary to all later development,
and to study the child as one who is a repre-
sentative of his race.— Educator-Journal,
"The highest greatness — surviving time and
stone — is that which proceeds from the soul
of man. Monarchs and cabinets, generals
and admirals, with the pomp of courts and
circumstance of war, in the lapse of time dis-
appear from sight ; but the pioneers of truth,
though poor and lowly, especially those whose
example elevates human nature, and teaches
the rights of man so that a government of the
people, by the people, for the people, may not
perish from the earth — such a harbinger can
never be forgotten, and their renown spreads
co-extensive with the cause they served so
well." — Charles Sumner.
Wherefore seeing we also are compassed
about with so great a cloud of witnesses, let
us lay aside every weight, and the sin that
doth so easily beset us, and let us run with
patience the race that is set before us. — Heb.
XII. I.
Power is never good unless he be good who
has it. — King Alfred.
He who loves not his country can love nothing. —
Johnson.
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THE KINDERGARTEN PRIMARY MAGAZINE
*
CURRENT EDUCATIONAL THOUGHT
FROM SUCCESSFUL AMERICAN EDUCATORS
ffi
s
3E
Mr
PEACE HEROES.
Katheeine D. Blake, New York.
(EXCERPT FROM ADDRESS AT N. E. A. MEETING)
I hope to see organized all over this country
an association as honorable as that of the Sons
or Daughters of any war in the past, the or-
ganization of the Sons and Daughters of the
Peace Heroes, those who have conquered the
forces of nature, who have worked to make
life more endurable, who have stood for peace
when there was a war spirit abroad; who have
helped in the uplift of mankind in any way;
a society whose duty it shall be to lift from
obscurity the names of those benefactors of
mankind ; to place, with pomp and ceremony,
tablets upon their birthplaces, even as tablets
have been scattered over this broad land,
holding in the memory of the people the
fighters of the past. I hope that this organiza-
tion will spread from this country all over the
world, so that the honor roll of peace may be-
come as long and as glittering as that of war,
including all the great leaders of thought, the
great educators of the past, discoverers, scien-
tists, or inventors, statesmen who held their
country to the side of peace although it meant
the scorn of their contemporaries. The roll of
honor in our own land would be bright with
the names of Roger Williams Eliot, the great
preacher to the Indians ; Johnson of Connecti-
cut; Henry Clay, John Jay, Harvard, Burr,
Yale, and the other founders of great universi-
ties, Eli Whitney, Elias Howe, Robert Fulton,
Benjamin Franklin — the men who have made
two grains of wheat grow where one grew
before. It is pathetic to see how we have for-
gotten those to whom we owe so much ; the
story of the men who have gone hungry and
cold and tattered in order to carry out some
great scheme for the benefit of the human
race, is forgotten. If we honor them, the
honor comes too often when they are laid in
their graves. Father Mendel, who gave us
the law of inheritance which has made pos-
sible all the modern scientific experiments in
agriculture, died unknown, and with the morti-
fication of knowing that his patient years of
toil, ending in a scientific discovery of in-
calculable value, were unheeded by the people
of his day; and the story of Father Mendel is
the story of a host of peace heroes. Hence-
forth this sin of ingratitude, if it continues,
will lie at our doors. There is enough work
for us to do. If we will do it, we can have
just as much fun as those military people; we
can have bands, we can put on good clothes,
and we can erect tablets, and we can have the
fun of collecting money to buy'birthplaces and
invite the Governor to help dedicate them.
TEACHING HUMOR.
Margaret E. Sciiallenberger, SanJ ose, Cal.
(excerpt for address)
The school as an educative institution has
never taken seriously the education of a sense
of humor. In fact, it has done a good deal to
kill at birth any incipient tendency in this di-
rection. I once heard Homer Davenport, the
noted cartoonist, say that he had attained the
ability which has made him somewhat famous,
in spite of and not because of the American
school system. Every funny picture he drew
as a boy in school was sketched surreptitiously
and he was subject to punishment according
to the degree of mirth the picture was able to
arouse. Every effort was made to induce him
to stop such foolishness and to settle down to
"real work." A small boy with a gentle, un-
obtrusive, rather retiring disposition was sent
from the classroom the other day, because, in
observing the thousand-legged worm, he re-
marked that he was glad he was no tailor to
this particular species of legdom, as it would
take a very long time to make so many pairs
of trousers. The teacher had no sense of hu-
mor. In all earnestness, is there a character-
istic in any personality more attractive, more
winning, more deserving of cultivation than
a sense of humor? It is susceptible of culti-
vation and is at least deserving of apprecia-
tion, when it shoots into life all unexpectedly
and innocently, bright and sparkling as a
shining1 star.
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THE KINDERGARTEN-PRIMARY MAGAZINE
MORAL INSTRUCTION OF THE CHILD
By C. E. Rugh
ASSOCIATE PROFESSOR OP EDUCATION,
UNIVERSITY OP CALIFORNIA, BERKELEY, CAL.
Fortunately we need take no time discussing
the importance of each kindergartner holding the
ethical aim of education as the inspiring and
guiding power of her life and teaching. The
present perplexing problem is how to realize this
aim in the midst of the present social order.
Stated from the standpoint of means, the pres-
ent problem is how to conceive the moral devel-
opment of the child in terms of ways and means
available and appropriate in present-day society.
Probably the quickest and surest way of develop-
ing the educational philosophy for the solution
of this problem, is to make a searching examina-
tion into, and comparison and contrast of, the
life of pioneer parents and children and those of
today.
The pioneer social unit was domestic. In
labor, in leisure, in joys, and in sorrows, parents
and children were companions. Social heredity,
social contagion, and imitation produced moral
character suitable to this social group.
The new social order is not well enough defined
for us to name the unit of structure, if, indeed, it
has one. Social psychologists keep naming "the
crowd" as the unit. The name is not important.
The fact is perfectly apparent that we are in a new
social order. It is just as apparent that the child
has been more affected by the changing social
conditions than any other member of society.
Most children are removed from first-hand con-
tact with Mother Nature as the source of material
comfort. Most children, except those forced in-
to child labor, are removed from first-hand con-
tact with the productive industries, Most child-
ren are removed from most of the modern social
life, for which we may be very thankful. The
old-time home is broken up. Children have been
removed from companionship of adults. They
are now classified on the basis of age, not only in
school but in church, in industries, and in society.
Three effects of this rapid change need special
notice: first, most children lack the sense experi-
ence with many of the things that give concrete-
ness and content to our language and literature;
second, the new economic order makes it unneces-
sary and in many cases impossible for the child to
think thru from raw material to finished product
— a most important kind of thinking; third, th.e
gradation of children . the separation from pro-
ductive labor, has greatly narrowed the child's
social, and hence moral, vision. The child sees
and uses moral standards and situations of his
grade.
These economic and social changes have put
heavier burdens upon the kindergarten than upon
any other branch of our educational structure,
not only because the kindergarten deals with
foundations, but more because these changes have
removed the simpler means of a social sympathy.
No social change will probably ever put the ' 'three
R's" out of the curriculum. The multiplication
table, for example, is a universal means of com-
munication. It is a formula, and comes into the
formula period of the child's development. The
kindergarten, on the other hand, must use the
means available for developing social sympathy,
and at the same time be the first formal attempt
at adjusting the child to the crowd; that is, to a
group founded upon neither a natural nor insti-
tutional base. Sympathy is the primary social
process. The domestic order develops sympathy
because there were examples for imitation and
recurring situations demanding it. The phy-
siological basis of sympathy is certain reactions
of circulation, respiration, and the rest. The
psychic basis is consciousness of kind and the
recognition of a specific situation. To be able to
sympathize with a person or a group, the child
must be able somehow to reproduce some of the
activities of the person or the group. In order
to think and sympathize with a horseman, the
child rides an imaginary horse. To think and
sympathize with the wood-chopper, the child
imitates the motions of the chopper. To think
and sympathize with the mother, the little girl
plays with the doll. To some these seem a far-
away basis of social sympathy, but they are in-
dispensable. The glory and power of the early
kindergarten for moral education came from its
following the principle. There have been few
finer achievements in educational means than the
songs, plays, and occupations of the early kinder-
garten as a means of developing social response.
Since sympathy in this early form demands
imitation and reproduction of acts, the changed
social order puts new and heavy demands upon the
kindergarten and primary schools. Primitive
occupations used primitive machinery and employ-
ed the larger, more fundamental muscles in trans-
forming raw material into finished products.
THE KINDERGARTEN-PRIMARY MAGAZINE
i8i
Present industrial processes use complex machin-
ery, employ finer adjustments of accessory
muscles to make a part or piece of the finished
product. Again, these primitive occupations of
the domestic order were daily recurrent, and
suggestive, and also were associated with known
and respected persons. Division of labor and the
factory system have eliminated most of the per-
sonal elements. The occupations of adults are so
removed from the observation of children, and
are so complex and piecemeal that they furnish
little basis for social sympathy. The songs and
games of the sower, mower, wood-chopper, even
the shoemaker, have lost most of their significance
as means of social sympathy. Whether differ-
entiated factory labor or any present-day general
form of industry can be made the basis of imitative
songs, games, or occupations as means of develop-
ing the physiological and psychic material for
sympathy, is yet to be determined. Of course
there is left concert singing. This is a social
process par excellence independent of literary con-
tent or dramatic motion. The singers must sing
together, have the same rhythm, same movement,
breathe similarly, have the same pitch. Individ-
ual and social control might here be increased by
individual and group responsive singing. For
girls the play and game with dolls still remain as
ways of practicing for adult processes. Many of
the ways Froebel suggests for using nature as a
means of developing insight and sympathy may
still be used.
But all in all, the child's present status in its
relation to nature, to adults, and to industries, is
so new, so different, and so complex that the
kindergarten and primary school are forced to a
reorganization of much of its material. Much of
of the material used when the social unit was
domestic still has educative value because of its
historical suggestiveness. But no intelligent
educator contends that it has the same social and
moral significance.
Moral education can no longer be incidental or
indirect. Many customs and social standards are
still passed on by contagion and imitation, but
the insight and good judgment necessary to live
a moral life in the present social situation require
definite, direct instruction by parents and teach-
ers who know what they are doing and do the
best they know.
Formal education may be described as grafting
social achievements upon instinctive roots. The
moral life is the response a person, that is, a self-
acting, choosing agent, makes to the social order.
Moral education aims to make the child able and
willing to make right responses. The realization
of this aim demands of the teacher: first, a work-
ing knowledge of the child's native tendencies;
second, a clear insight into the meaning and use
of good social standards and customs — an insight
gained only by right thinking and right living;
and third, such a knowledge of teaching as~a fine
art as to be able to graft these good standards
upon the child's instincts.
The situations demanding moral responses are
of two types: first, the formal, recurring ones —
for these, habits of right action must be develop-
ed by drill prompted and directed by moral
motives; second, new and often perplexing situa-
tions—for these, the child needs the development
of insight and moral judgment, the ability and
disposition to think before acting. In addition
to the disposition to think around and thru anew
situation, children need formulas for analyzing
difficult problems.
Moral instruction is accomplished only by a
teacher who aims at a moral result. Let this not
be misunderstood. A child acquires many habits
of right and wrong reactions by the mere example
of the teacher, and there is no stage of a child's
development in which the teacher's personality
is more important, unless, perchance, it is in the
child's second or social infancy, from twelve to
fifteen. But the moral development of the child
of today requires, in addition to these indirect
ways, the formal, direct instruction in thinking
thru moral situations, and instruction and guid-
ance in acting according to ideas rather than
following habits. In short, for many present-day
problems a child has no trustworthy instinctive
basis, and the ability and disposition for right
reaction must be developed thru instruction.
The limitations of time make it impossible to
train by example and imitation for all kinds of
acts. Again, children are thrown upon their own
resources earlier and oftener than in pioneer
times. The supreme problem of moral educa-
tion is the development of self-control. This can
only be accomplished thru moral motives. A
moral motive identifies an impulse with a good
end that is the natural result of the act which it
prompts and directs. Rewards, prizes, and
immunities interfere with moral instruction.
From the standpoint of intelligence, the problem
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THE KINDERGARTEN-PRIMARY MAGAZINE
of moral education is to teach a child to think
straight when thinking about acts and con-
sequences. Artificial incentives interfere with
clear thinking upon causes and effects. The in-
vention of artificial means and devices of motiva-
tion have been brought about by the inability of
teachers to develop motives appropriate to the
stage of intellectual development of the child.
The use of artificial incentives with healthy child-
ren is due either to laziness, indifference, or
ignorance. A normal child is a veritable maga-
zine of energy, and is one of the most easily direct-
ed organisms in the world. The problem is to
develop the power and disposition of self-direc-
tion. In the last analysis, the spiritual life of a
child is determined by the number and kind of
persons with whom he has fellowship, and the
quantity and quality of that fellowship. Now
the primitive companionship is with those who
feed, clothe and care for the child. We are just
coming to understand how sensitive a child is to
persons. There are abundant cases of a child's
discriminating between mother and nurse, and
between father and mother in the early months
of its life. It is not too much to say that many
a child has the physiological basis of a good or
bad disposition laid in the first two or three
months of its life. Regular habits of eating,
sleeping, bathing, can be established during the
first days of life. Sticklers for nomenclature
insist on calling this training, but from the stand-
point of the mother and nurse who purposes and
plans the ways and means of accomplishing this
result, it is instruction. Because of the infant's
sensitiveness to persons in these early days, a
child's disposition is much dependent upon the
disposition and habits of the one who cares for it
in this first stage. A fussy, nervous, jerky
nurse gets from an infant quite different responses
from those of a steady, graceful one. In this first
stage of response to the natural and social order
an infant's standards of right and wrong are
what he wants. The transformation of these
standards is caused by wanting what a kind per-
son wants him to want. The second stage of
moral development, demanding a new means of
instruction and training, is that in which the
wants are not for satisfaction of bodily appetites,
but wants of the mind, at least in the sense of
wanting tools or means to accomplish ends. In
this stage all the essential moral elements bud
forth, but we must remember that they are buds
—the sense of being a cause, the foundation . of
conscience, of responsibilities, the sense of values,
the sense of ends and means, the sense of social
use, that is, of using and being used by persons.
In this stage formal social instructions must
begin. Fortunately we are not left to devise the
formal means of instruction. The instinct for
self-impression and imitation along with the
examples and occasions for co-operation develops
language to such an extent that social intercourse
is not only possible but enjoyable.
If, now, we analyze the social life into which
the child is thrown, we discover here as in the
former stage the two types of reactions. There
are the recurrent ones, and the new ones. The
new, complex social habits require both instruc-
tion and training. Language is the instrument
of instruction, and repetition, or drill under moral
motives, the instrument of training. In either
case the process must be rational in this stage.
It is claimed that you cannot reason with a child
before ten or twelve years of age. If we cannot
and do not reason with a child before this age,
we cannot reason very much with him at any age.
No one has a right to use the plural personal
pronoun "you" in this statement. There are
parents and teachers who might with some degree
of truthfulness say, "I cannot reason with child-
ren tenor twelve years of age," but this is be-
cause of incapacity or disinclination on the part
of the parent or teacher, and not due to the irra-
tionality of the child. There are parents and
teachers who could with perfect truthfulness say,
"I don't want to reason with boys and girls be-
fore the age of twelve. I want them to do what
I say." Such persons refuse to give moral in-
struction. They would rather give commands.
We have somehow drifted into the bad habit of
putting training and instruction over against
each other as alternatives. It is a vestigial rem-
nant of the old controversy concerning the rela-
tion of the theoretical and practical aspect of con-
sciousness. In a self -active, complex agent like
a child, there is no training worthy the name
that is not inspired and guided by instruction.
Instruction is the ingoing informational aspect
as training is the outgoing expressional aspect
of judgment. It is true that with our present
system of education there seems to be something
akin to information stored in memory that in no
appreciable way influences conduct. There seem
to be cases of skill that cannot be referred to any
articulate body of knowledge; but these are either
THE KINDERGARTEN-PRIMARY MAGAZINE
183
only seeming or are pathological rather than
normal.
There is no moral education worthy the name
without moral instruction. This instruction
may be nothing more formal than a good example,
but an example as a means of moral education
is not good, not so good as it can and ought to
be, unless it is deliberately and tactfully set up
as a stimulus and guide to action.
Instruction involves consciously directed
fellowship between two minds. Moral instruc-
tion aims to produce moral conduct. Moral con-
duct is produced by moral intention. A moral
intention is a good end consciously and intelli-
gently chosen . Moral instruction in these two
early stages of development is accomplished by
providing occasions for choosing, occasions for
judging, and acting according to judgment. In
the first stage these occasions must be accompani-
ed by good examples and all stages require social
approval and disapproval.
The confusion in this field arises out of wrong
notions of the function of knowledge and lan-
guage and wrong notions of the relations between
them. Language has come to be almost the sole
instrument of social co-operation in education.
When we speak of information, we almost always
think of it as formulated in language . When
we speak of instruction, we almost always think
of it only as couched in language formulas. This
would not be so bad if we all understood the
right method of developing formulas and their
right use. Formulas have three functions: (1)
to organize and store learning; (2) to analyze
complex presentations; and (3) to guide action.
The controversy concerning direct moral instruc-
tion grows out of a misconception of the use of
formulated knowledge, and an attempt to reverse
the process of teaching a formula. The language
aspect of a formula may be run thru the language
machinery of a child without affecting conduct,
and without any power to guide action. A form-
ula comes at the end of the primary learning pro-
cess. It is the refined product of re-examined
experience. Such an articulated experience can
then be used as a powerful instrument of analysis;
and when a formula can be used as an instrument
of analysis, it can also be used as a guide to
action, i. e., as a guide to life synthesis or social
self-adjustment.
All good and great men have left us maxims
of conduct. Careless thinkers have often con-
cluded that the goodness is the result of having
followed these formulas, whereas it is nearer the
truth to say that these formulas are the result of
good living. While these formulas are the pro-
ducts of right living, they are also the instru-
ment of prompt and accurate action. Life
maxims are as useful to a man of action in the
moral world as formulas concerning matter are
useful to the natural scientist. Moral instruction,
as the etymology of the word suggests, consists
in building into the child's life, as it were, the
formulas for right responses. For common
situations, this means organizing the physiological
and psychic constitution into good habits. For
complex and new situations, this means construct-
ing the formulas for their analysis, and the cor-
relative formulas for choice and action.
This is the age of science. The mind is a real
cause, and the objective world is a real and orderly
world , In such a world the danger of producing
intolerable prigs by teaching children to reflect
upon conduct, are infinitesimal in comparison to
the danger of allowing children to grow up into
coarse, disrespectful boors, because they do not
care or do not think of consequences of action.
This prig problem arises out of another false
assumption. This false assumption is that reflect
upon conduct is thinking about past and bad con-
duct. Moral instruction is constructive, and
consists in getting that good thinking and acting
that insures right living in the future . In a
complex and progressive social order like the
present, direct moral instruction is a necessity.
Imitation and Habit in Moral Education.
An Except for Address
Horace H. Cummings, Salt Lake City.
In the field of habit the psychological law is very
definite. Frequent repetitions of an act create a ten-
dency to its automatic recurrence. Advantage should
be taken of every opportunity to get the pupil to per-
form moral acts and form moral conclusions and determ-
inations. Here also "we learn to do by doing." The
good and true in history, literature, and current events
should be discovered by the pupils and applied as far as
possible in their lives. Their attitude and conduct to-
ward lessons, teachers, and classmates should conform
to correct principles. Study their habits outside of
school. Gain their confidence and they will confide in
you their secrets. Much sin is due to ignorance, and
many a boy's life has been changed for the better by a
heart-to-heart talk with a wise, earnest teacher. * * *
Imitation is perhaps the most important of the
instincts. How many thousand things a child learns by
imitation which he never would learn if he had to wait
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THE KINDERGARTEN-PRIMARY MAGAZINE
until they were taught him! This faculty does not wait
on judgment. The child does what he sees others do
with little or no conception of what it means to him.
Hence only persons of the highest moral attributes
should be engaged as teachers. We should be in truth
what we want our pupils to become. We must exclude
teachers who are insincere, irreverent, or untruthful, if
we would not have our children become like unto them.
Surround the children with the purest atmosphere
possible. Demonstrate in your lives that you love good
and hate evil. Enter enthusiastically into the study o/
ideal characters; impress the ideal and seek opportunity
to apply it in the school, on the campus, in the home,
and in the social circle. Chiefly thru this instinct does
the child become "the product of his environment."
The Altruistic Tendency.
By Jambs T. Joynee, Raleigh, N. C.
Selfishness and separateness will eat out the heart of
any civilization and sow seeds of decay in any system
of education. The spirit of all true democracy is essen-
tially altruistic. There is much cause for rejoicing,
therefore, in the growth of the altruistic spirit in Amer-
ican civilization and American education. In the busi-
ness world where competition is sharpest and selfishness
most to be expected, there is manifest evidence of a
constantly growing sense of obligation by the rich to
hold their wealth in trust for the advancement of society
and to use it for the benefit of humanity. Perhaps no
other century in the annals of time has to its everlasting
credit so much of princely philanthropy. Is it too
much to hope that even before the close of this twen-
tieth century we shall witness the adoption by the rich
everywhere of the high creed of one of the century's
princeliests philanthropists, that to die rich should be
counted a crime?
The true scholar no longer seeks scholarship solely
for personal enjoyment and individual superiority, but
rather for social service and the happiness of humanity.
Consecration of individual talent and power, of intellect-
ual, moral, and spiritual wealth of every sort to the up-
lift of all shall at last become the dominant doctrine in
every American school.
Every child born into the world in a democracy is not
only the parents' child, but also the community's
child, the state's child, the nation's child, and human-
ity's child. Out of every one of those relations grows
a duty and an obligation from every one of us to every
one of these American children, which we neglect at
peril to the family, the community, the state, the
nation, society, and all civilization. The school-less
child is a menace to the best in all. If the child be not
so educated_as to lay upon him a reciprocal duty and
obligation to render in return when he reaches man-
hood's estate a service to all, commensurate with that
which he has received from all, then education is a
failure and the vast expenditure for it a criminal waste.
The fundamental basis of all public education in a
democracy must be social and the fundamental aim of
it must be altruistic. The individual is educated at the
expense of the public, that he may be able to render to
the public the best service of which he is capable; and
he should be so educated as to desire and to determine
to consecrate his education to such service. There can
be no other justification of public.education by general
taxation. The old education was individualistic; the
new education must be altruistic.
This altruistic spirit is but a recognition and an
application of democracy's fundamental principles of
universal brotherhood, individual responsibility, and
social obligation.
PRIZE ESSAY CONTEST
The National Kindergarten Association has been form-
ed for the purpose of promoting interest in the Kinder-
garten subject and of harmonizing the methods of
educating children younger than six years of age, and
it purposes to investigate all methods and to cull from
each whatever may be of benefit to or calculated to
improve the Kindergarten system.
In order to discover the opinions of those persons
who are now engaged in teaching the children, the
Board of Directors has decided to offer three prizes for
Essays on the "Benefits of the Kindergarten," and
suggests that competitors should include such inform-
ation as they may have obtained upon the following
subjects:
1st. Why should all our schools have Kindergartens?
2d. What the Kindergarten does for the child.
3d. The influence of the Kindergarten on the home.
4th. The Kindergarten as an uplifting influence in
the community.
The prizes are: first, $100; second, $50; and third, $25;
and the contest is open to all Kindergartners and
Primary Teachers.
The Association reserves the right to publish such of
the articles as it may select, and will pay $5 for such of
them as may be used other than those for which prizes
are given.
Essays should not contain more than fifteen hundred
words, written on one side of the paper only, and should
be received by the Association not later than April 15th,
1912. They will not be returned.
The decision of the Examining Committee will be
announced on June 1st, 1912.
Address communciations to "Prize Essay Department."
National Kindergarten Association,
1 Madison Ave., New York.
No man believes his creed who is afraid to hear
it attacked. — Wendell Philips.
Just being happy
Is a fine thing to do;
Looking on the bright side
Rather than the blue;
Sad or sunny musing
Is largely in the choosing
And just being happy
Ib brave work and true.
— Selected.
THE KINDERGARTEN-PRIMARY MAGAZINE
i*5
KINDERGARTEN DAILY PROGRAM
NOEA KEOGH
[NOTE— Owing to the delay necessary to reach our sub-
scribers in foreign countries we adopted the plan of print-
ing this program one month ahead. Some of our Amer-
ican subscribers, however, prefer the program in the issue
for the current month. We have theiefore decided to re-
publish the program for March and subsequent months,
followed by the program for the succeeding month, be-
lieving this the best plan for the accommodation of all.]
MARCH.
Monday — 'Circle — The trees of the forest. The
winter here, now. Trees are bare. How
used instead of coal.
Rhythm — Dramatization of Circle talk.
Chopping falling trees.
Table 1st — Panel pictures of bare trees done
on white with brown crayons mounted
on brown.
Table 2nd — 'Sixth gift play. Trees of pil-
lars. Houses of bricks.
Games — Snow-man. Marching through
Georgia."
Tuesday — Circle — The hauling of trees to
river, and how they float down the stream
to the mill.
Rhythm — Begin teaching See Saw from
Gaynor I.
Table 1st — 'Free-cutting of group of trees
from folded paper. Mount.
Table 2nd — Red, white, and blue weaving.
The two-strip weaving to bring out the
idea of over and under.
Games — Dramatization of "Billy Goat
Gruff."
Wednesday — Circle — What happens at the
mill. Recalling of story of Pine Tree.
Rhythm — As above.
Table 1st— -Make mill with 5th gift.
Table 2nd — Making screens — folding, cut-
ting, and border of parquetry.
Games — As above.
Thursday — Circle — Putting week's subject to-
gether in form of a story.
Rhythm — As before with actual see-saw on
circle.
Table 1st — Make sequence story of lumber
work with 6th gift.
Table 2nd — Two-strip weaving.
Games — Same.
Friday — Circle — Review.
Rhythm — Review.
Table 1st — 'Weaving.
Table 2nd — Free choice.
SECOND WEEK.
Monday — Circle — Trees of the forest ; the
maple trees.
Rhythm — See saw continued.
Table 1st — Weaving.
Table 2nd — Sugar camp with 5th gift.
Games — "Little Mice Are Creeping," from
Jenks & Walker.
Tuesday — Circle — Story of the sugar-camp.
Rhythm — Same.
Table 1st — Weaving.
Table 2nd — Clay-modelling of pail to catch
the maple sap.
Games — Same. And competition bean bag
game.
Wednesday — Circle — All we know of making
syrup and sugar of the maple sap.
Rhythm — See-saw.
Table 1st — Sand-table sugar camp. Twigs
for trees. Clay pails, tent, and fireplace.
Table 2nd — Free drawing of sugar camp.
Thursday — Circle — All about our camp in the
woods re-told. The story of "The Man's
Boot in the Woods," by Gertrude Sellon.
Rhythm — Same.
Table 1st — Free cutting of sugar camp.
Table 2nd — Sew circle.
Games — Dramatization of week's circle
talks.
Friday — Circle — Review.
Rhvthm — Review.
1 86
THE KINDERGARTEN-PRIMARY MAGAZINE
Table 1st — Weaving.
Table 2nd — Free choice.
Games — Free choice.
THIRD WEEK.
Monday — Circle — The coming of spring. Free
discussion. Teach "Good Morning Merry
Sunshine." Plant seeds in sponge.
Rhythm — The waking of the flowers.
Table 1st — Fold kites and mount.
Table 2nd — Make gate of slats for gift
work.
Games — Bean bags and Loobly Loo.
Tuesday — Circle — More about the Coming of
Spring. Begin teaching "Finger Folk"
from March, 1907, Kg. Rev.
Rhythm — Flying kites.
Table 1st — Drawing pussy willows with
black crayons, mounted on gray mats.
Real pussy heads pasted on.
Table 2nd — Make fence, group work, all
around edge of table with long sticks and
Hailmann cubes.
Games — The Little Mice are Creeping and
Loobly Loo.
Wednesday — Circle — Story of Mother Earth's
House Cleaning, from Kg. Rev. March,
'07.
Rhythm — Same.
Table 1st — Fold and mount cup and saucer.
Table 2nd — Make designs with parquetry.
Draw it with colored pencils.
Games — Loobly Loo and Billy Goat Gruff.
Thursday — Circle — Re-telling of story.
Rhythm — Same.
Table 1st — The border idea of yesterday re-
peated.
Table 2nd — Poster of fence with pussy sit-
ting on the rails. Draw tail and ears
with black.
Games— The Tournament and Loobly Loo.
Friday — Circle — Review and talk of Easter.
Rhythm — Review.
Table 1st — Weaving.
Table 2nd — Finish border work.
Games — Free choice.
FOURTH WEEK.
Monday — Circle— Easter experiences. Free
discussion with children.
Rhythm— High stepping horses and butter-
flies.
Table 1st — Free drawing of Easter thoughts.
Table 2nd — Free cutting of rabbit from
black paper, mounted in poster effect.
Games — Telling and dramatizing the story
of the "Hare and the Tortoise."
Tuesday — Circle — Re-telling of story and
teach "Little Yellow-Head" from Neid-
linger.
Rhythm — Ten little Indians, rabbits.
Table 1st — Cut chickens free hand from
yellow paper. Mother hen from black.
Table 2nd — Make barn with clothes-pins.
Games — Dramatize story.
Wednesday — Circle — Begin telling Soap-Bub-
ble Story.
Rhythm — Marching by twos.
Table 1st — Cut egg free hand until you get
a good pattern both as to size and shape.
Then use it to trace around.
Table 2nd — Paint egg and cut.
Games — Dramatize today's story.
Thursday — Circle— Tell Soap-Bubble story all
over again.
Rhythm — As yesterday.
Table 1st — From given pattern, cut an egg
broken in middle with chicken's head
sticking out. This is cut from egg-shell
paper and the two parts are fastened to-
gether with paper fastener. Head of
chicken colored yellow.
Table 2nd — Build barn with Hennessey
blocks.
Games — Drop the handkerchief.
Friday— Circle — Tell Soap-Bubble story. Chil-
dren re-telling it. Then dramatize story
and at the appropriate time bring in
bowls of soap water and new clay pipes.
The rest of time is spent in soap bubble
party.
APRIL.
FIRST WEEK.
Monday — Circle — Vacation experiences.
Rhythm — Review.
Table 1st — Free representation of anything
done in vacation.
Table 2nd — Fold umbrellas from circular
paper. Mount them and add handle and
end of handle with black crayon.
Games — Free choice.
Tuesday — Circle — More about vacation and
the changes it brought; new month, new
leaves, etc.
Rhythm — Wheel-barrow rhythm — Ander-
son.
Table 1st — Make wheel-barrow — card-board
modelling.
Table 2nd — Finish first table work.
Games — Review.
Wednesday — Circle — Review chosen stories.
Rhythm — Wheel-barrow.
THE KINDERGARTEN-PRIMARY MAGAZINE
•87
Table 1st — Make log house of clothes pins.
Table 2nd — Make fence of slats and put
around house.
Games — Sense games.
Thursday — Bring up subjects talked of dur-
ing year and let children discuss them.
Rhythm — Same.
Table 1st — 'Cut fence free-hand from folded
paper.
Table 2nd — Make bird houses of Q par-
quetry.
Games — Same.
Friday — Circle — General review.
Rhythm — General review.
Table 1st — Unfinished work.
Table 2nd — Choose something done before
to be done again.
Games — -Free choice.
SECOND WEEK.
Monday — Circle — The flowers that have come.
Name and describe them.
Rhythm — Sunbeam game from Mari Hofer.
Table 1st — Colored pencil drawing of tulip.
Table 2nd — Stringing beads by color.
Games — Out-door games. Take children
out in yard to play tag, hide and seek, etc.
Tuesday — Circle — If possible, give this time
to visiting one or two other grades to
see the hand-work there.
Rhythm — Use this time for re-calling and
describing things seen. Let children
choose what they wish to make and give
their own directions as to making it.
Table 1st — Work chosen as above.
Table 2nd — Make border of tablets.
Games — sense-feeling.
Wednesday — Circle — Use this time to tell
more of yesterday's sights ; to fully de-
scribe the table-work to be done, today.
Rhythm — Sun beam game.
Table 1st — Work as chosen.
Table 2nd — Continue border work with pen-
cil and paper with help of tablets.
Games — Sense games, feeling, taste.
Thursday and Friday can well be given up to
this same work. It brings out the child's
independence in thought and adopts it to
the material in hand.
THIRD WEEK.
Monday — Circle — All the birds we have seen.
The story of the shoe in tree used as a
bird's nest. The story of the man's boot
recalled.
Rhythm and Table 1st — Time used for a
walk to watch the birds.
Table 2nd — Sand table play.
Games — Used for rest time after walk to
talk over what we have seen.
Tuesday — Circle — Yesterday's talk renewed.
Rhythm — "Three Blue Birdies" from Drap-
er's Self Culture, Sec. I.
Table 1st — Free cutting of flying birds from
black paper. Mount these on the wall in
group fashion. Very pretty effect.
Table 2nd — Bird's house made of sticks and
tablets.
Games — Flying birds, hopping birds, etc.
Wednesday — Circle — Re-telling of stories and
the story of bird's nest in scare-crow's
pocket.
Rhythm — Same as yesterday.
Table 1st — Water-color wash of blue and
bird's flying of black water-color.
Table 2nd — Clay modelling of nest and
eggs.
Games— Pigeon-house from Jenks & Wal-
ker.
Thursday — Circle — Telling of bird observa-
tions, bird stories re-told. Teach "The
Swallow," from Merry Songs and Games,
C. B. Hubbard.
Rhythm— Three blue birdies.
Table 1st — Finish poster of sky and birds
begun yesterday.
Table 2nd — Use 5th and 6th boxes to make
bird-houses. Group work.
Games — Pigeon house.
Friday — Week's talk and stories.
Rhythm — Flying birds; Three Crows from
Mother Goose, and other rhymes of week.
Table 1st — Play with slats — children's own
idea of things to be made.
Table 2nd — Free choice.
Games — Free choice.
FOURTH WEEK.
Monday — Circle — Flower week. Free discus-
sion of flowers loved and their planting.
Rhythm and Table 1st time used to go pick-
ing flowers.
Table 2nd — Draw bunch of violets with vio-
let and green crayons.
Games — Sense games of touch ; partners
face each other, take hands, clap hands,
change partners, dance.
Tuesday — Circle — Discussion and describing
of familiar flowers. Poems — Growing and
Who Likes the Rain, by Clara Doty Bates.
Re-telling of the Wind and the Sun.
Rhythm — Sun and wind and rain-drops.
Table 1st — Making dandelions of yellow par-
1 88
THE KINDERGARTEN-PRIMARY MAGAZINE
quetry with yellow crayon stems growing
up from green grass.
Table 2nd — Pegs and boards, rows of flow-
ers, yellow dandelions, etc.
Games — As yesterday.
Wednesday — Circle — Re-telling of Wind and
Sun by children. Read poems again.
Rhythm — Same.
Table 1st — Free cutting of sprinkler from
green paper. Mount it.
Table 2nd — Use sticks, rings, and broken
rings for flower forms.
Games — As yesterday. In sense of touch
game, draw object after feeling of it.
Thursday — Circle — Story of the Rainbow Fair-
ies, taken from May number of the Month,
by Month Books.
Rhythm — Jumping rope.
Table 1st — Boat scene on dark blue paper
with charcoal and chalk.
Table 2nd — Designs with kernels of corn.
Games — Sense of hearing; voice, knocking
articles of different material against one
another.
Friday — Circle — Review of stories and talk of
flowers we will bring for Monday — May
Day.
Rhythm — Review.
Table 1st — Unfinished work.
Table 2nd — Free choice.
Games — Free choice.
"I maintain that it is not an advisable thing
so much as a positive duty for teachers to con-
trive some intellectual life for themselves ; to
live in the company of good books and big
ideas. Everyone cannot be interested in every-
thing, but everyone is capable of being inter-
ested in something; and I do not very much
care what the subject is provided only that
there is a little glow, a little enthusiasm about
it."— A. C. Benson.
We must educate the people to the point
where it will be content to leave some things
to the specialists. In business or in education,
or in diplomacy the expert knows certain
things which the public does not and cannot
know ; and the sooner the general public recog-
nizes this fact, the better for the conduct of
all our various lines of national activity. — Dr.
Arthur Twining Hadley.
Just do a thing? Don't talk about it! This
is the great secret of success in all enterprises.
REED AND RAFFIA CONSTRUCTION
WORK IN PIRMARY SCHOOLS
II
NOTK— With slight modification the instructions given
will be found suitable for the younger children of the
kindergarten.
SQUARE PICTURE FRAME.
Take eight splints, each five inches long,
place two together, ends even and insert the
end of a third one between, holding so as to
form a right angle. Sew through the three
together with needle threaded with a slender
strip of raffia. Wind once around, place
fourth strip under third and take another
stitch through the four and then wind a few
times around the corner and tie and tuck
ends of knot between the splints. This
forms one corner of frame ; make the other
three corners the same way. Thread the
needle with long strand of raffia, sew through
between the splints ; hold frame towards the
2H
Fig. 12. Showing Square Picture Frame.
body and the' outer edge to be worked away
or up and buttonhole stitch across, pushing
stitches close together and holding each
stitch between to a uniform width of three-
quarter inch.
After making this a child would be able to
make a buttonhole in a garment.
Another frame is made by cutting a five inch
F>ig. 13. Showing Square Cardboard Picture Frame Cov-
ered by Using the Button hole Stitch.
square from pasteboard and out of it cutting a
THE KINDERGARTEN-PRIMARY MAGAZINE
189
four inch square, leaving a frame of pasteboard
one inch in width and five inches in length. Pro-
ceed to buttonhole it in the same way as the
other square picture frame only have the stitches
closer together.
The teacher can doubtless invent other
ways of winding the raffia to produce decor-
ative work, and we will next consider articles
made from braided raffia and begin with les-
sons in braiding, commencing with the sim-
plest work, which consists of three-strand
braiding, each strand a single blade of raffia.
Select three strands of uniform size so far
as possible, tie the larger or butt end of the
raffia with a loop knot, slip this over the
screw-hook above referred to. For first les-
Showing manner of braiding with 3, 4 and 5 strands of
Raffia,
sons the pupils may not be able to handle
the raffia in full length, and in such case it
should be cut in two. Braid as shown by
Fig. 3.
This exercise can be continued at short
intervals for several days. At first the work
will appear rough and uneven, and much of
it should be unbraided and done over again.
After the pupils can braid evenly with
three single strands, the work of construct-
ing the mat may be commenced in accord-
ance with the instructions given below, or the
pupils may be taught to braid with three
strands, each of which consists of two blades
of raffia (Fig. 4), or they may be taught
four or five-strand braiding (Figs. 5 and 6).
RAFFIA WHIP.
Probably the simplest work that can be
done with braided raffia will be the making
of a whip. Take two pieces of braided
raffia, one fifteen inches in length and the
other eight inches. Fold the shorter piece in
the center and place the larger end of the
longer piece between the two ends of the
shorter far enough up to leave a loop about
one inch in length. Fasten all together by
winding the entire length (except the loop)
of the short piece, thus forming the handle
and a loop by which to hang the whip. Be-
gin at the foot of the loop and with a smooth
flat blade of raffia wind tightly and smoothly,
Fig. 15. Showing Whip made of braided Raffia.
overlapping the blades, until within five
inches of the end ; tie very securely and un-
braid the remaining five inches and leave
loose. If desired, wind again with contrast-
ing colors same as for picture cord previously
described.
Directions for making other articles of
braided raffia in such a way as to develop
the children, physically and mentally, are
given below :
MAT OF SEWED BRAIDED RAFFIA.
Beginning the work of constructing this
mat for the first lesson, we will select the
five-strand braid, or, if it is desired to com-
mence the work of construction before the
pupils have learned the five-strand braiding,
let them braid together three braids of three
single-blade braiding of sufficient length to
complete the mat.
i go
THE KINDERGARTEN- PRIMARY MAGAZINE
Take a No. 19 tapestry needle, select a
small blade of raffia and thread the needle
with same. Pass the end of the threaded
raffia two or three times around the looped
end of the braided raffia and tie if necessary
to make it secure. Then cut off the loop
and begin winding the braid round and
round, face to face, not edge to edge, as can
be noticed by the illustration (Fig. 8). When
three or four times around, i. e., when three
or four layers have been wound on evenly,
insert the needle in the top of the first layer
and pass it slantingly down through each of
the other layers leftward, bringing the needle
out at bottom of last layer. Reinsert the
needle at point of last divergence, passing it
upward so as to come out on the upper edge
of the first layer, but about one-half inch
Fig-. 15. Showing thick Mat made of Braided Raffia'.
leftward, thus forming a V-shaped stitch
through the layers. Reinsert the needle again
from the point where brought out, and thus
continue until the sewing is completed en-
tirely around. Then wind on three or four
additional layers of the braided raffia and
sew as before. Thus continue until the mat
is of the desired size. An oval mat can be
constructed in the same manner, except when
starting from the center an oblong instead
of a circular form should be maintained.
These mats will be quite thick, but after the
children have become more accustomed to
the work they can sew the three-blade braid-
ing, thus making a thinner and perhaps more
satisfactory mat.
If the work of sewing is found too hard
for first grade pupils it should be done by
the older ones. The work can be accom-
panied by a talk from the teacher relative to
the various purposes for which braiding is
used, the different methods of sewing, as by
machines and otherwise, the importance of
the art of sewing, etc.
A mat much like this one, but thinner can be
made by sewing the braid edge to edge instead
of face to face. This kind of a mat is begun in
the sane way but care must be taken to keep the
Strands flat-while doing the sewing. These mats
can be made after the children are more accus-
thmed to the sewing.
Fig- 16. Showing Mat made by sewing braided Raffia edge
to edge.
The children will be interested in making
things of braided raffia for their dolls. Such as
shoes, Japanese slippers, bags for carrying books,
hats, etc., Ere always of interest.
Fig. 17. Showing School Bag made of braided Raffis
Fig. 18. Showing Shoe made of braided Raffia.
Fig. 19. Showing Hat made of braided Raffia.
Fig. 20. Showing manner of Weaving Braided Raffia.
THE KINDERGARTEN-PRIMARY MAGAZINE
191
WOVEN RAFFIA
In the woven raffia work, children must have
a purpose to work for The interest is very great
if it is found that they are to make rugs or ham-
mocks for the doll house or perhaps weave two
pieces large enough to make a bag that they,
themselves may use to carry books in.
TABLE MAT.
Take eight hardwood slats and place to-
gether in the form of a square, or an oblong
the size desired for the mat, using the slats
double to secure sufficient strength. Fasten
the corners very securely or they will slip.
Wind the entire surface closely with three-
strand braided raffia, the longer way if in
the form of an oblong. Weave with braided
raffia, winding the weaving end with a small
thread of raffia which will give sufficient
stiffness to use without needle. Weave same
as for a paperweaving mat, but pass around
the slats and weave back on the reverse side,
instructing the children to be careful not to
take in the lower strand with the other. The
inconvenience of handling a braid of suffic-
ient length to complete the work can be overcome
by using a shorter strand and afterwards splic-
ing tightly with a small thread of dampened
raffia. If preferred the braiding can be done
as needed. When the weaving is completed
fasten the end strands securely, slip out the
slats and in their place run a couple of braids
of raffia and finish the edge with one of the
stitches as previously described.
TABLET RECEPTACLE.
A convenient holder for the tablets of the
Seventh Gift can be made by weaving braided
raffia as described for the table mat, but of
such size that an ordinary tin fruit can or an
oblong paper box, open at the end, will slip
in between the folds, the braid reaching when
flat about one inch above the top. When the
braiding is completed dampen one end of the
work and cut the lengthwise strands across
the end, and, taking off the first cross strand,
fold each cut end back against itself, sewing
neatly, and when all have been thus secured
dampen the work, and slipping in the can
or box, fit the covering around it. Sew a
five-strand braid of colored raffia flatwise
around the top, or form in loops or points for
a neat finish. If a cover is desired it can be
made from a piece of cardboard, cut to fit
and covered as for picture frames, and fas-
tened at one side. A braid may be attached
to hang them by, and the bottom may be
finished with a small braid and tassels.
(To be continued.)
TOYS IN THE KINDERGARTEN
Dr. Jenny B. Merrill, Pd, D, — The Famous Educator
of .Children, and Former Supervisor of Kinder-
gartens. Boroughs of Manhattan. Bronx
and Richmond — Gives Her Impress-
ions of the Teachers' College Toy
Exhibit.
From "Playthings," New York, Copyrighted 1911.
TEACHERS' COLLEGE, of Columbia University,
has placed an exhibit of toys in its Educational
Museum to assist parents and teachers in making- wise
selections for children's gifts at Christmas, and we may
add for birthdays or any days.
The exhibit was arranged under the auspices of the
Kindergarten-Primary Association of the Horace Mann
School in co-operation with the Department of Kinder-
garten Education of Teachers' College. Miss Patty S.
Hill, head of this department, is a kindergartner of the
progressive type who believes in the use of toys in the
kindergarten as well as in the home.
Miss Hill prepared and presided over the toy exhibit
in the Child's Welfare Congress last year. She writes
that "the primary purpose of the present exhibit is to
consider the welfare of the child, and that an attempt
has been made to set a higher standard and to provoke a
more thoughtful consideration of the question by show-
ing a carefully selected collection of books, pictures and
toys, together with a model play-room."
The explanatory circular of the exhibit further states
that "No effort has been made to secure the latest and
most ingenious products of the market, but it has been
the purpose to select the best examples of what has
been tested and tried in child-life."
The exhibit stands for well-made toys rather than
many; yet it contains an interesting showcase filled with
well selected toys at a very low price as a result of an
investigation to discover the best that may be procured
at a cost not to exceed ten cents. In this very interest-
ing case we noted the delight of a little girl's heart, a
toy broom, a toy dust-pan and brush, a midget sweep-
er, toy dishes, a ball, a wagon, a set of building blocks,
a drum, reins, a trumpet, and, of course, a doll.
These simple housekeeping toys make any little child
happy because the instincts of imitation and of activity
can be gratified.
The exhibit of which we are writing presented a full
line of housekeeping toys, well made, a few unusually
expensive ones, including a set of Colonial furniture
made by craftsmen. The set of mahogany furniture in
the play-room is of the finest workmanship and design.
There was a time in the history of toys when it was
more common for. craftsmen to reproduce in miniature
objects of their craft. Even gold and silversmiths did
so at times. This was before the day of toy factories.
One very pleasing and suggestive case in the exhibit
contained musical instruments for children of varying
A number of these, as the pianos, xylophones, tube-
phones and metallaphones, are said to be accurately
tuned and of permanent musical value, giving children
correct tone impressions. Playings has called attention
192
THE KINDERGARTEN-PRIMARY MAGAZINE
to the value of toys appealing to the sense of
hearing.
The remarkable progress in dolldom is fully recognized
in the exhibit. The reproduction of American children
by American artists is noted. Such artistic dolls are
recommended for older children, while the stockinet
and other unbreakable dolls, those that are durable
and as far as possible hygienic, are suggested for
younger children.
Games are exhibited which encourage play in the open
air. They are arranged "in schemes and sets in which
each holds a relation to the other." For instance, such
material as makes possible the re-living, under make-
believe conditions, of the domestic, social and industrial
life of society, and again sleds, wagons, velocipedes and
doll carriages, which also encourage out-of-door sport,
good tools, purchased possibly one at a time, are suggest-
ed. Animals are represented in the now famous "Do-
With Toys."
We must not forget to mention "The Child's Wel-
fare Table," which provides in a compact form materials
and tools for several fundamental activities of childhood,
as sand-modeling and drawing. A decorated screen,
representing an entrance to a house, with a real door,
would please a child and help preserve order.
Such a screen would prove a blessing in city apart-
ments, where a large doll's house is out of the question.
Clubs and parents' associations throughout the country
may well consider the occasional presentation of such
exhibits to set standards to toy dealers, who gladly study
the needs of children, being parents themselves.
QUICK-WITTED.
Dr. P. S. Henson once delivered his lecture on
"Fools" at the New York Chautauqua. In intro-
ducing him, Bishop Vincent said:
"Ladies and gentlemen, we are now to listen to
a lecture on 'Fools,' by one — (the audience broke
into a roar of laughter, and, after it had died away,
Bishop Vincent added) — of the most brilliant men
in America."
Dr. Henson rose, and, with a genial smile, said:
"Ladies and gentlemen, I am not so great a fool
as Bishop Vincent — (another roar of laughter,
after which the speaker added) — would have you
believe." — Selected.
Los Angeles, Calif. — Not only is the kindergarten
an integral part of the public school system of this
city, but in the slums a social work is carried on
in connection with the kindergarten. Two trained
nurses are employed in each of the slum districts
and free baths are given with the consent of the
parents.
Osceola, Iowa. — The Iowa State Teachers' Asso-
ciation has elected a woman for president in the
person of Miss Alice Dilly, a high school principal
of this city.
KINDERGARTEN GROWTH
[NOTE:— Under this heading we shall give from time to
time such items as come to our notice relative to the estab-
lishment of new kindergartens as well as articles or state-
ments in the public press or from noted educators favor-
able to the kindergarten cause,]
North Carolina Kindergarten Association
Organized
During the recent meeting of the Teachers' Assembly
in Raleigh a number of the kindergartners of the State
got together and organized a North Carolina Kinder-
garten Association. This marks quite a step forward
in that department of education. The kindergarten
has had a struggle to get a foothold here, for the major-
ity of the school men of the State seemed to have taken
the attitude that when the kindergarten makes good
in the North we will adopt it. They have not seemed to
realize that they, by a study of kindergarten principles
and a recognition of their value, could do more than
any other power in the State to keep our little North
Carolina children from missing this early training, which
has been so universally recognized as the right of all
children, that in many places it has become compulsory.
The charter membership of the Association numbers
twenty-two, and so much interest was manifested by
several mothers of children in kindergarten and by
primary teachers, that six associate members were en-
rolled at this first meeting.
The officers are as follows:
President, Miss Mary E. Wright, of Washington, N. C.
Vice-President, Miss Hattie Scott, of Asheville, N. C.
Secretary, Miss Louise Busbee, of Raleigh, N. C.
Treasurer, Mrs. Harvey MacNair, of Wilson, N. C.
The Executive Committee consists of the officers of
the Association, and Miss Meta Eloise Beall, of Greens-
boro, N. C, State Secretary of the Southern Kinder-
garten Association.
Cowards die many times before their deaths;
The valiant never taste of death but once.
— ^Shakespeare.
' 'The beginning of real university work is in the Kinder-
garten, thereby two or three years' work being saved to
the student." — President Harper, of the Chicago
University.
"The motive of the Kindergarten, 'joy in doing,'
should be the motive of all education, and the inspir-
ing happy motive at every stage of human life." — Dr.
Eliot, President of Harvard University.
Friedrich Froebel started the first kindergarten in
1840 in Germany. Today we see the Kindergarten
established as part of the educational outfit of every
progressive country of the world; scores of schools and
colleges filled with young women of the best ability and
finest culture, receiving special professional preparation
for their work with the little ones; thousands of mothers
with loving hearts hearing gladly the words of this great
constructive philosopher and friend of children, and
striving to apply his teachings in the government of
their own households; philanthropists delighting to
give a portion of their wealth to found, equip and sup-
port Kindergarten schools ...... and forward-
ing this movement which already has brought blessings
and happiness to millions of children. — P. P. Claxton.
THE KINDERGARTEN-PRIMARY MAGAZINE
'93
Relation of the Kindergarten to the School.
What the prelude is to the organist and the tuning
up to the orchestra the kindergarten is to the school.
Plunge fifty or more little children from the free life
of the home and the play yard into a typical primary
school, and it dazes many of them socially and mentally
so that they are not at their ease for many weeks.
A few over-ambitious children monopolize the centre
of the stage, making the dazed ones appear and feel
stupid.
About one-half of all the retarded children are re-
tarded in the first two years of school life. Most of
these are retarded because they are made self-conscious
of their slowness, dullness, stupidity. They make no
effort to get in tune, no attempt to get the pace.
The retarded pupils cost the taxpayers upwards of
$25,000,000 a year. They cause four-fifths of the
nervous strain of the teachers. They rob the rest of
the pupils of much of the teachers' attention that
belongs to them.
To save the $25,000,000 of waste, the teachers' nervous
strain, the time and effort that belongs to all the child-
ren, would be a vast achievement.
The kindergarten can do all of this and more if the
primary grades will accept their share of responsibility
for the adjustment.
In the kindergarten there is no magnifying of the
immature, the shy, the timid, the slow, or the blunder-
ing.
The children are taken from the home and the play
yard, and are brought into tune, time, and action
gradually and harmoniously. They are sent forward
with no emphasis upon their differences.
If the primary school accepts its responsibility, a
kindergarten promoted class may keep itself very near
a unit for the entire eight grades.
Who can estimate the significance of this unification
by the elimination of the self-consciousness of the
immature, the shy, the timid, and the slow?
The kindergarten may save to the taxpayers many
times the cost, may postpone the teachers' retirement
several years, and impart to the work with the other
children an inexpressible impulse. — Am. Primary
Teacher.
Progress of Kindergarten Children in the
Grades
The National Kindergarten Association publishes the
following extracts from replies by Boston teachers to
inquiries as to progress made by kindergarten children
in school grades :
"The only entire class that I ever promoted at the
end of a school year were children from the kinder-
garten."
"The habits of obedience, promptness, carefulness,
ure more firmly established in the kindergarten child."
"The fact that the kindergarten, by the numerous
opportunities that it gives for comparison and decision,
affords the earliest well-regulated method of educating
the judgment, is enough in itself to prove that children
from the kindergarten are better prepared for work."
"The thing I value most in kindergarten training is
the ethical benefit to the child. (Kindness, politeness,
consideration of the rights of other people, thoughtful-
ness, and gratitude to their Maker are all taught in
kindergarten.)"
"In my experience the kindergarten children take
hold of the work more rapidly and progress more rapidly
than home children."
"Of all my special promotions made during the five
years I have been teaching, three-fourths of them were
pupils who started in the kindergarten. No city or town
should be without kindergartens."
"The true Kindergarten and the true university are
the two types of educational institutions on which the
uplifting of our entire educational system mustdepend."
— Dr. Nicholas Murray Butler, President of Columbia
University.
"The Kindergarten rightly understood contains all
the germs of modern education as the acorn contains
the oak. In proinoting,the~kindergarten idea you are
promoting the higher, the broader, the more natural
and more spiritual education." — Dr. Lyman Abbott.
Dr. Jenny B. Merrill announces that she is open
to engagements to lecture upon "The Montessori
Method of Infant Education and its relation to the
Kindergarten." Dr. Merrill has been studying the new
system since 1909 when her attention was directed to it
by the Baroness Franchetti to whom Dr. Montessori ded-
icated her book of method. Address for particulars,
The Scudder School, 59 W. 96th Street, New York City.
The oldest and best school agency in the South is the
Dewberry School Agency of Birmingham, Ala., of which
R. A. Clayton is manager. This agency places teachers
over the entire South and Southwest at all times of the
year.
My little pupils delight in colored tooth picks, pegs,
etc., in their seat work and I found by boiling scraps of
crepe'paper I would secure coloring material sufficient
for the purpose. Red and green give the best results.
The Bureau of University Travel, which had charge
of the International Kindergarten Tour last summer,
has a unique method of travel and study in Greece.
The company own a yacht, the ATHENA, which is
fitted up, as they say, "like a camp at sea." You eat
and even sleep out-of-doors, under the most delightful
picnic conditions imaginable. There are cruises vary-
ing from twelve days to two months in length, always
accompanied by such men as Dr. Willard or Professor
Clark, whose work aroused so much enthusiasm last
summer. They are doing much to foster and increase
a real interest in Greek culture.
The surest road to health, say what they will,
Is never to suppose we shall be ill.
— Churchill.
194
THE KINDERGARTEN-PRIMARY MAGAZINE
International Kindergarten Union
Nineteenth Annual Meeting to be held in
Des Moines, Iowa, April 30— May 3. 1912.
Headquarters: The Savery Hotel, Fourth and Locust Sts.
OFFICERS.
President Miss Mabel A. MacKinney
Brooklyn, New York.
First Vice-President , Miss Alice Temple
Chicago, 111.
Second Vice-President Miss Hortense M. Orcutt
Savannah, Georgia.
Recording Secretary Miss Netta Faris
Cleveland, Ohio.
Corresponding Secretary
and Treasurer Miss Luella A. Palmer
New York City.
Auditor Miss Julia S. Bothwell
Cincinnati, Ohio.
Never in the history of the International Kindergarten
Union has a city as far west as Des Moines been selected
as a place of meeting. This is a significant fact in itself.
Des Moines has been eager to entertain the Union and ex-
tends to its members a more than cordial welcome.
The International Kindergarten Union goes to Des
Moines upon the invitation of the Des Moines Freebel As-
sociation, the Mayor of Des Moines, the Superintendent
of the Public Schools, the Commercial Club, the Des
Moines Federation of Women's Clubs, the Women's Club,
the Principals' Club, Drake University, the Superinten-
dent of Polk County Public Schools, the Iowa Congress of
Mothers, the Iowa State Teachers' College and the Iowa
State Kindergarten Union co operate with the Association
in this invitation.
The Executive Board has endeavored to arrange a pro-
gram that will prove attractive and profitable.
Tuesday morning every opportunity will be given to
visit the Kindergartens of Des Moines. Automobiles will
be in readiness to take the guests to them, and also for
drives about the city. Many will wish to avail themselves
of the privilege of seeing the many fine buildings and
various places of interest in this thriving Western city.
Tuesday Afternoon the Conference on Training an<t Su-
pervision will be held. This is a closed meeting, admis-
sion by card to training teachers atid supervisors only.
It is hoped that all eligible will make every effort to reach
the meeting in time for this. The Conference is in charge
of the Committee on Training and Supervision, of which
Miss Alice O'Grady is the Chairman, and it has been the
desire of the Committee to bring before the meeting some
of the many new problems of adjustment which have
arisen in the last few years and which must be considered
and organized. In order to make the discussion as profit-
able as possible, the committee has aimed to arrange the
meeting so that many members may be called upon and a
wide expression of opinion obtained. For this reason the
plan of arrangement is; the opening speaker will outline
the situation and will close her paper of fifteen minutes
with a statement of several fundamental questions invol-
ved. Each one of the speakers will speak to one of these
and general discussion will follow, in which it is hoped
that as many as possible will join. In this way, several
points of view will be given, and a slight summary can be
obtained as a ground work for future progress.
Tuesday evening the convention formally opens. Dr. M-
V, O'Shea. of the Department of Education of the Univer-
sity of Wisconsin, will give an address upon "The Endur
ing Verities in Education." Dr. O'Shea's work as an edu-
cator is thoroughly known the country over and his ad-
dress will be one of deep and popular interest.
The reports of the committees and branches give the
scope of the various lines of effort covered by the Union
and of the activities of the organization and clubs affiliat-
ed with it.
The Union last year merged its Parents' Committee into
one in affiliation with the National Congress of Mothers.
The splendid work of that body of women has grown with
marvelous rapidity the last few years and the Iowa Branch
is one of its strongest. It is very fitting to devote an after-
noon to a consideration of the many common interests of
the Congress and the Union. The program will be in
charge of the Committee on Affiliation, of which Miss Eliz-
abeth Harrison is the Chairman. Mrs. O. T. Bright of
Chicago, Vice President of the National Congress is to be
one of the speakers and others prominent in the Iowa
Branch are hoped for.
One session will be devoted to the Kindergarten in its
broader and more inclusive social aspects. Miss Annie
Laws of Cincinnati, whose years of efficient efforts not
only in kindergarten circles but along many lines of public
service, peculiarly equip her to speak with authority, will
give an address upon "The Kindergarten in Social bife."
This will be followed by a paper, possibly illustrated with
stereoptican slides by Mr. Guy L. Shipps of Chicago whose
Playground work has been attracting nruch attention. He
will tell us of "Municipal Recreation Canters."
Mrs. Susan T. Harriman of Boston, a member of the band
of Froebel Pilgrims, who made the very delightful tour last
summer, will give us an account of the interesting ex-
periences of the party. This will be followed by a paper by
Dr. Herbert Martin of the Chair of Philosophy of Drake
University of Des Moines upon "Problems in Philosophy
which Affects present Educational Ideals."
The Business Meeting has been given a place in an
afternoon session in the hope that with no kindergartens
to be visited, there may be a large attendance. It is urged
that each Branch instruct its delegates to be present at this
meeting. For here the branches learn of the policies of the
Union which affect them as well — here the younger kinder-
gartners, through their knowledge of the inner workings
of the organization, prepare themselves to assume its
duties later.
After the business meeting there will be an opportunity
to listen to short talks from well known kindergarten
leaders— as many as possible— from whom we are always
glad to hear.
Dr. Irving King, of the Department of Education of the
State University of Iowa, known as one of the most
reliable authorities on Child Study and Psychology, will
read an able paper on "Kindergarten Principles and Recent
Developments in Educational Theory." This will be dis-
cussed by different kindergartners and later the discussion
opened to the floor if time permits.
We anticipate a musical treat. Miss Eleanor M. Smith of
Chicago, whose name is known wherever kindergarten
songs are sung, will talk to us of "Kindergarten Music:
Its Relation to Music in the Grades." This will be followed
by short talks by other musicians and we hope illustrated
with songs.
The Board feels the program offers a variety of good
things that will prove most helpful and inspirational.
The Local Committee is making every effort to arrange
an attractive week for its guests. The delegates and
officers will be served luncheon at the Hotel Chamberlain,
Wednesday noon. A reception is to be given by the
Woman's Club at the Club House to all visitors, Thursday
evening and other informal entertainments are being
planned.
ADVANCE PROGAM
Monday, April 29, 2:30 p. m.
Board meeting.
Monday, April 29, ', :30 p. m.
Meeting of Committee of Nineteen.
Tuesday, April 30, 9:00 a. m. to 12:00
Visits to Kindergartens.
Tuesday, April 30, 2:00 p. m.
Conference of TrainingTeachersand Supervisors. Closed
Meeting.
MISS ALICE O'GRADY, Chairman.
General Topic: The Next Forward Movement.
1. The Kindergarten and the Educational World.
Miss Stella Wood of Minneapolis will open the discussion
with a short paper, followed by:
Miss Elizabeth Harrison, Chicago.
Miss Nina Vandewalker, Milwaukee.
Mrs. Ada M. Hughes, Toronto.
Mrs. Mary B. Page, Chicago.
Miss Jeanette Ezekiels, Des Moines.
Followed by general discussion.
2. The Kindergarten and Supervision.
Leader to be supplied.
Miss Olive Russell, Chicago.
Miss Catherine R. Watkins, Washington.
Miss Cora English, Kansas City.
Miss Alice Parker, Pittsburgh.
Mrs. Mary C. McCulloch, St. Louis.
Other members will be asked to respond from the floor.
Tuesday, April 30, 8 p. m.
Invocation.
Address of Welcome.
Response.
Address— "Enduring Verities in Education." Dr. M. V.
O'Shea, University of Wisconsin, Madison, Wisconsin.
Wednesday, May 1, 9:30 a. m.
Report of Recording Secretary, Miss Netta Faris.
Report of Corresponding Secretary and Treasurer, Miss
Luella A. Palmer,
THE KINDERGARTEN -PRIMARY MAGAZINE
195
Report of Auditor, Miss Julia S. Bothwell.
Report of Committee on Foreign Correspondence, Mrs.
Susan T. Harriman, Chairman.
Report of Committee on Foreign Relations, Miss Annie
Laws, Chairman.
Report of Committee on Investigation, Miss Nina Vande-
walker, Chairman.
Report of Committee on Propagation, Miss Myra M. Win-
chester, Chairman.
Report of Committee on Literature, Miss Annie E. Moore,
Chairman.
Report of Committee on Affiliation with National Cong-
ress of Mothers, Miss Elizabeth Harrison, Chairman.
Report of Friedrich Froebel Museum Committee, Miss
Alice E. Fitts, Chairman.
Report of Committee on Nominations, Miss Ella C. Elder,
Chairman.
Appointment of Committee on Time and Place.
Reports of Delegates from Branches in the East and
South.
Luncheon at Hotel Chamberlain for Delegates and Offi-
cers.
Wednesday, May 1, 2:30 p. m.
Meeting in charge of the Committee on Affiliation with
the National Congress or Mothers.
Speakers, Mrs. Orville T. Bright of Chicago, Vice Presi-
dent'National Congress of Mothers and others.
Wednesday, May 1, 8 p. m.
Address: The Kindergarten in Social Life. Miss Annie
Laws, Cincinnati.
Address: Municipal Recreation Centers, Mr. Guy L.
Shipps. Field House Director, Davis Square, South Parks,
Chicago.
Thursday, May 2, 9:30 a. m.
Reports of Delegates from Branches in the West.
Report of the Froebel Pilgrimage, Mrs. Susan T. Harri-
man.
Address: Problems in Philosophy which affect Present
Educational Ideals, Dr. Herbert Martin, Drake University,
Des Moines.
Thursday, May 2, 2:00 p. m.
Business Meeting.
Short Addresses.
Mrs. Ada Mareau Hughes.
Mrs. Mary Boomer Page.
Miss Nina Vandewalker.
Miss Mary C. McCulloch and others.
Thursday, May 2, 8:00 p. m.
Reception by Des Moines Women's Club, Club House, to
all visitors.
Friday, May 3, 9:30 a. m.
Address: Kindergarten Principles and Recent Develop-
ments in Educational Theory. Dr. Irving King, University
of Iowa, Iowa City, Iowa. Followed by Discussion. Speak-
ers to be announced .
Friday, May 3, 2:30 p. m.
Address: Kindergarten Music in its Relation to Music in
the Grades, Miss Eleanor M. Smith. Chicago.
Other Speakers to be announced.
Exhibits
There will be an exhibit of kindergarten hand work from
various cities and Training Schools in the country, in the
Auditorium, where the meetings are held.
There will also be an exhibit of books and pictures suit-
able for young children, along the lines of that held at
Teachers' College, Columbia University, New York City,
in December. This is to be in the Des Moines City Library.
Miss Patty S. Hill will speak informally of the very sug-
gestive Teachers' College Exhibit.
Places of Meeting
The Conference on Training and Supervision will be held
at Drake University, Twenty-fourth Street and LTniversity
Avenue.
All other meetings will be held in the'^Auditorium,
Fourth Street and Grand Avenue, a short walk from Head-
quarters,
Local Organization
Officers of the Des Moines Froebel Association :
President Miss Caroline S. Murphy
Vice President Miss Belle McConnell
Recording Secretary Miss Florence True
Corresponding Secretary Miss Agnes Jennings
Treasurer Miss Naomi H. Smith
Chairman of Local Committee Miss Bessie M. Park
Committees
Headquarters— Miss Mitjnie E. Hopper, Miss Elizabeth J.
Culbertson.
Accommodations — Miss Marie Preston.
Places of Meeting and Program— Miss Bessie M. Park,
Miss Minnie Hyland.
Hospitality- Miss Mary Dunkle.
Badges and Decorations— Miss Henrietta Blessin, Miss
Addie J. Maulsby.
Transportation— Mr. Z. C. Thornburg.
Music— Miss Elizabeth Piatt, Mrs. Harris H. Coggeshall.
Finance— Miss Carolines. Murphy, Mrs. Lizbeth V. Grif-
fiths.
Exhibit— Miss Jessica St. John.
Press— Miss Alice T. Lowry, Miss Nellie Warren, Miss
Minnie Rozelle.
Entertainments— Mrs. Alexander Fitzhugh.
Credentials and Elections— Miss Louisa Huntington, Miss
EUa M. Malone.
Advisory— Superintendent, M. O. Riddell, Prof. Wm. F.
Barr, Drake University.
Accommodations
The Savery— Headquarters — Fourth and Locust Streets.
European plan. Rates: Single room without bath, $1.50 to
$2.00; s;ngle room with bath, $2.00 to $3.50; doub'e rooms
without bath, $2.50; double rooms with bath $3.00 and up.
Chamberlain, European plan, Seventh and Locust Sts.
Rales: Single room, $1.50 to $3."0; double rooms, $2.50 to $5.00.
The Elliott Hotel, European, Fourth and Walnut Streets.
Rates: Single rooms without bath, $1.00 and up; double
rooms with bath, $1.50 and up.
Hotel Randolph. European, Fourth and Court Avenue.
Rates: Rooms \\ ithout bath, $1.00 and up; rooms with bath
$1.50 and up.
Wellington Hotel, European, 417 Fifth S<. Rates: Single
rooms without bath, $ .75 to $1.25; single rooms with bath,
$1.50 to $3.00; double rooms without bath, $1.50 to $2.00; dou-
ble rooms with bath, $2.50 to $3 00.
For information regarding boarding places in private
houses, please write Miss Marie Preston, 1225 East Ninth St.,
Des Moines, Please make all hotel reservations with hotel
management as early as possible.
The following railroads come into Des Moines:
Chicago, Rock Island & Pacific ; The North-Western ; The
Great Western ; Burlington; Wabash; Chicago, Milwaukee
& St. Paul.
CHICAGO
Prof. Walter F. Sargent of Chicago University is giv-
ing a University credit course to the students of the
Chicago Free Kindergarten Association, on Tuesday
mornings at 11 o'clock at the school rooms in the Fine
Art's Building. The subject is a very practical one
"Art in the Kindergarten."
Miss Patty Hill gave a course of three lectures Wed-
nesday, Thursday and Friday, Jan. 31st., Feb. 1st. and
Feb. 2nd. on "Democracy in the Kindergarten" to the
Alumnae and students of the Chicago Free Kindergarten
Association. The Anna"_E. Bryan Memorial Fund of
the Alumnae Club makes it possible for the members
to enjoy from time to time such helpful lectures as Miss
Hill and other prominent educators can give.
196
HELPFUL HINTS AND SUGGESTIONS
For Kinder gartners, Rural ana Primary Teachers
Transfering Pictures
The method of transfering- with carbon paper is
doubtless familiar to all.
Two sheets of this paper can be purchased at any
store book for five cents, and one sheet may be used
repeatedly.
If the picture to be reproduced is one we would not
care to have defaced it should be traced on transparent
paper and the copy used in transfering-.
Though this method mav be employed to an advan-
tage by the teacher in her private work it is not practi-
cal for the class room.
Often we would have our pupils work out a design
first on practice paper and later transfer it to a book
cover, or card but we can not afford to supply an entire
class with carbon paper.
I have found the following- device a convenient sub-
stitute.
Rub a soft lead pencil or black crayola over the back
of the design. Place it face up with the black surface
in contact with the material upon which the copy is to
be made.
Trace with a hard pencil working on a hard surface.
Easter greetings, and designs worked out first on
practice paper, or cut from newspapers, magazines, etc.,
may in this way be transferred to card or booklet by
the smallest children. — Selected.
Paper Pulp for Modeling.
1. Collect all the old newspapers, etc.
2. Tear into bits.
3 Boil for several hours in plenty of water.
4. Work with a potato masher or hands until well
mixed and soft,
5. Add one cupful of carpenters' glue to a half gal-
lon of water and boil a few minutes.
6. When you desire to use the pulp, squeeze out
most of the water from the handfuls of pulp and mix
in to each handful a very little of the glue thus pre-
pared.
7. This pulp can be preserved in Mason glass jars
and used when needed. Add a few drops of oil of
cloves to help preserve the pulp and prevent disagree-
able odor.
8. This is fine for maps.
Number Game
I paste small pieces of coated paper on the square
and round tablets, then placing two or three dozen as-
sorted colors on my desk, I tell Mary or John he can
draw out three red tablets, etc. If he gets the right
number and color he can keep the tablets. If not he
must put them back and wait his turn again. My pu-
pils quickly learn the six principal colors and how to
count in that way.
Bulletin Board
I have what I call a bulletin board, 4x4 feet, made of
soft wood and painted green. It stands about 18 inches
from the floor and can be easily moved about. On this
are thumb-tacked the pictures which illustrate our sub-
ject for the week or month, and sometimes those illus-
trating the story work. These pictures are first talked
about and placed in the hands of the children an the
circle, or at the tables — then they are put on the board
where frequent references are made to them, and where
the children may observe them again and again and
talk over them in little groups, as I have often seen
them do, during their free play periods. All of this I
hope, helps them in this image making period of their
lives. These pictures are changed frequently, while
those hanging on the walls are permanent. — Elizabeth
G. Heyward, in North Carolina Education.
Device for Map Drawing.
Draw a map and cut it out. Mix 2 tablespoonfuls
of Hour with one tablespoonful of salt and a little water.
Put this mixture upon the map, piling it high for moun-
tains, and scooping it out for valleys. If a few drops
of blueing or a bit of egg dye or water color paint is
added, the tint will be pleasing. Care should be taken
not to put in too much color. Before the map begins
to dry, place upon it some production for each section.
Thus: a bit of raw cotton for the cotton section; a few
grains; a little sugar. For the manufacturing section, a
bit of cloth, a picture of a shoe. For the prairie sec-
tion, pictures of cattle, hogs, etc.; also a few grains of
corn, wheat, oats. For the plateau section, a cent, a
bit of tin foil for silver, etc. — School Education,
After the children become familiar with a song that
gives clear pictures to the mind, like Clap, Clap the
Hands, or All for Baby from Emilie Poulsson's Finger
Plays, give the children paper and scissors or paper and
crayons, and ask them to make pictures of the song the
piano tells us. Have the song played over and over
during the period. The music keeps the children quiet,
but not suppressed— the interest keen . Or, if preferred,
the song may be sang during the period. This keeps the
picture, in order, before the childs mind. — Maybell
Thomas, in North Carolina Education.
How I Made a Peg Board
A dry goods dealer gave me a board, such as is used
to hold braid, and I made a peg board out of it by
marking it of in half inch squares, making nail holes
in each corner. I then painted the board and it an-
swers very well. The time spent was really worth more
than the board would have cost at a kindergarten sup-
ply house but I wanted to use one at once and it proved
convenient.
THE KINDERGARTEN -PRIMARY MAGAZINE
197
ETHICAL CULTURE
Moral Education
The Committee appointed by the National Education-
al Association to consider the matter of Moral Educa-
tion in schools and to recommend a course of study, in
their report, suggest the following for the kindergarten
and first-grade:
KINDERGARTEN
1. Obedience. — (Training) In following directions
relative to conduct; also relative to games, marches,
and other exercises.
2. Co-operation. — (Training) Songs, games, marches,
etc.
3. Helpfulness. — (Training) Passing materials, put-
ting on wraps, helping to serve luncheons, etc.
4. Attention. — (Training) To stories told, directions
given, work to be done, part in games, etc.
5. Motor control. — (Training) Games, marches,
paper folding, paper cutting, standing, sitting, motion
songs, and free play.
6. Kindness. — (Instruction) Kindness to parents,
teacher, and to each other. (Training) By being kind
to each other and to pets.
7. Cheerfulness. — (Training) Singing, games, marches,
other school exercises, and free play.
8. Sociability. — (Training) Luncheons, games, free
play.
9. Manners. — (Instruction) How to act in their
games and other exercises; how to answer persons; table
manners. (Training) Luncheons, regular school exer-
cises, free play.
Notes. — A. Instruction given chiefly by means of
storie's, memory gems, and by explanations and direc-
tions given by the teachers. Teachers should remember
that showing is more effective than telling.
B. The marches, songs, games, luncheons, free
play, and much of the constructive work furnish ex-
cellent means for social training and should be fully
utilized.
FIRST GRADE
1. Follow directions. — (Training) Marching; passing
to and from seats, into and out of the room; removing
and putting on wraps; passing and collecting materials;
use of busy work, etc.
Note. — From the very first children should be taught
how to follow directions and then trained in doing so
until it becomes habit.
2. Obedience. — (Instruction) Obedience to parents
and teachers. (Training) Obeying directions given in
reference to conduct and school worR.
3. Cleanliness. — (Instruction) Relative to cleanliness
of body and clo+hing. (Training) Keep hands, face,
and clothing clean.
4. Kindness. — (Instruction) To parents, brothers
and sisters, teachers, playmates. (Training) Kindness
to schoolmates and teacher.
5. Unselfishness. — (Training) Sharing things which
belong to the children with each other; giving way for
others to take part in games and sports.
6. Helpfulness. — (Instruction) How pupils may
help at home and at school. (Training) Help in lead-
ing lines; in games and sports; passing and collecting
materials; erasing boards; help each otherputon wraps-
7. Self-control. — (Training) Keeping quiet, busy
work, standing in lines, sitting, marching.
S. Motor control. — (Training) Writing, talking, read-
ing, phonics, gymnastics, free play.
9. Cheerfulness. — (Training) Stories, singing, march-
ing, free play. The aim should be for teachers and
pupils alike to be cheerful in all their work as well as
playr
10. Love of parents. — (Instruction.)
11. Good manners. { Instruction) Relative to school
manners; manners at table; use of good language. (Train-
ing) School manners, reciting, speaking to the teacher,
treatment of each other in the schoolroom and on play-
ground.
Notes. — A. Instruction to be given chiefly by ex-
planations, directions, stories, memory gems. Showing
pupils what to do and how to act is more effective than
telling. Train leaders among the pupils themselves.
Much greater emphasis should be put on moral training
than on moral instruction.
B. While the opportunities are not so great for
social training as in the kindergarten, yet teachers
should avail themselves of every means to give pupils
social training. Songs, marches, games, constructive
work (make things for parents or friends) . the festivals,
parents' day, special celebrations, and luncheons should
be utilized for social training.
C. The teacher should make a careful selection of
stories, incidents, and quotations a propos of the topic
presented.
The committee in its report sets forth that "The
great need of the times is not so much for men with
brains and money, but for men who posses common
morality. Systematic Moral Education has proven
highly beneficial in France, Japan and other Countries
where it has been definately undertaken.
Memory Gems
The hand that gives, gathers.
He gives double who gives unasked.
A contented mind is a continual feast.
No tent so good to live in as content.
A good cause makes a strong arm. — Shakespeare.
Thrice happy they who have an occupation. —
Byron.
What makes life dreary is the want of motive. —
George Eliot.
That which is good to be done, cannot be done
too soon. — Bishop Mant.
A brave man is sometimes a desperado; a bully
is always a coward. — Haliburion.
He who receives a good turn should never for-
get it; he who does one should never remember it
He'll seldom need aid
Who has a good trade.
198
THE KINDERGARTEN-PRIMARY MAGAZINE
Mrs. Maria Kraus-Boelte
Meeting of Kraus Alumni Association
The recent meeting of the Kraus Alumni Association
at the Hotel San Remo proved a most interesting1 as
well as a most highly enjoyable event. Mothers'
meetings in connection with kindergartners were dis-
cussed by prominent kindergarten leaders who present-
ed the most important feature of the kindergarten
work from both the educational and sociological point
ofview.
Mrs. Kraus-Boelte spoke of Froebel's play with child-
ren and of his lectures to young girls and mothers in
which he endeavored to make plain the principles
underlying his play, and thus raise the plays from those
of the instructive to those of the educative type. The
education of little children was a "royal work" and the
assistance rendered to mothers aided the children and
homes of the community. Miss Mabel MacKinney,
supervisor of the Free Kindergarten Association of
Brooklyn, suggested the three classes of mothers with
whom the kindergartner had to deal — namely, the
cultured, intelligent women who were willing to co-
operate in the education of not only their own but
other children, the uneducated but interested women
in whom motherhood had awakened a desire for
knowledge, and the uneducated, careless women who
because of environment and poverty could not under-
stand how to help the child or the kindergartner.
The kindergarten, therefore, has a triple mission, but
should strive also to include the fathers by inviting
them to parents' meetings held in the evening at the
schools. The kindergarten may be said to have ad-
vanced the child study and child welfare movements,
to have increased the interest of parents in the school
and its work, and made of the school a social centre.
Miss Mary Reid of the Mother Craft School, 566 West
End Avenue, spoke of the classes in child hygiene, die-
tetics, biology, and sociology by which the health and
proper treatment of children were furthered. The
laboratory work in connection with the kindergarten
and nursery of the school, as well as;. the Mibrary and
permanent exhibit of nursery equipment were most
encouraging reports. Mrs. Johnson of Sesame House,
London,' is assisting in^the development of some phases
of this work.
Dr. Jenny B. Merrill spoke of "Mothers' Meetings"from
the mothers' point of view. The kindergartner must
render respect to and ask for the help of the mothers
who are the best fitted by heredity and motherhood t0
know their children, but they may have their attention
called to the librarv, park, playground, and other help.
ful institutions for their children in their own locality.
Mrs. C. E. Meleney spoke of the beauty and value of
the word "co-operation."
The mother was best fitted from both physical and
spiritual sense to help her child, and if in some in-
stances unconscious of her ability must be roused and
aided to her responsiblities. The mother whose in-
dividual problem was that of poverty, grief, or many
cares, as well as those mothers whose general problem
presents itself as unconsciousness of any love or inter-
est for children outside of their own families prove to
be in need of help. The kindergartner enlists the
service of the latter in some general movement of value
to the school community, while to the other she gives
the word of cheer or real practical help.
Among the interesting subjects for discussion in
these meetings current topics in regard to children,
their needs, and the means to satisfy them, will not
only create an interest but bring about a social or
community life. The home, the kindergarten, the
elementary and higher school, and even college life are
but steps which should be so linked and bound that the
child gains the idea of unity from the feeling, thought,
and action of parents and teachers. Miss Theodora
Hay of the Public School Kindergartens spoke of the
value to a community of a "motherly mothers' club"
and Miss Adriana Dorman, the president of the Associ-
ation, thanked the speakers who had so willingly given
their time for the help of children and those associated
with them.
New York City. The Board of Education have
appointed as assistant directors of kindergartens in
the local schools, Miss Luella A. Palmer and Miss
Margaret M. Simmons, Miss Palmer graduated
from a four years' course at Normal College in 1886,
from the two years' kindergarten course at Teachers'
College in 1896, and a post graduate course in 1897.
She pursued special courses at New York University
from 1901 to 1905, and received the bachelor's degree
and diploma in kindergarten supervision at the Teach-
ers' College in 1906. From 1897 to 1905 she was a kinder-
gartner in P. S. 94 Manhattan; from 1906 to 1909 she
was director of the Speyer Kindergarten, a school for
observation and training by students at Teachers'
College, and from 1909 to the present time she has been
in charge of a kindergarten in P. S. 63 Manhattan. She
did summer school work at the New York University
in 1905 and 1906, and gave extension courses under the
auspices of the Teachers' College in 1909-1910 at Newark
and Brooklyn, thirty hours each.
* Miss Palmer was president of the Public School
Kindergarten Association, Manhattan and the Bronx,
from 1904 to 1905, and of the kindergarten department
of the N. E. A. from 1909 to 1910. She has written
articles on kindergarten topics for various journals. She
is now secretary of the I. K. U. Miss Palmer is author
of "Play in the first eight years." This year Miss
Palmer is a member of The Faculty of "The Scudder
School" and is giving the course on Program Making.
fy Miss Margaret M. Simmons is a graduate of the Girls'
High School, Brooklyn. 1900, and of Pratt Institute,
kindergarten normal course, in 1902. She holds a
diploma in kindergarten supervision frqm Teachers'
College, '06, and aedegree of bachelor of sciences from
Columbia University, '10. She served as kindergartner
in P. S. 137, Brooklyn, from 1902 to February, 1911; in
P. S. 3 from February to September, 1911, and is now a
kindergartner in the Brooklyn Model School. In the
summer of 1903 she was principal of a summer play-
ground, and in 1908 she was selected to visit the kinder-
gartens in England.
Schenectady, N. Y. — Dr. Jenny B. Merrill of New
York spoke here a short time since on Montessori
Methods, and also gave an outline for a spring pro-
gram. She also spoke on the gifts. The address
proved a rare treat for the kindergartners of this city.
Teacher's Agencies
-THE
NORTHWESTERN TEACHERS' AGENCY
310-3U Providence Building
DULUTH. MINN.
The TEACHERS' EXCHANGE of Boston
Recommends Teaches, Tutois and
Schools. No. 120 Boylston street.
THE PRATT TEACHERS' AGENCY
Recomends college and normal gradu-
ates, specialists, and other teachers to
colleges, public and private schools, in
all parts of the country. Advises pa-
rents about schools.
WM. O. PRATT, Manager
70 Fifth Avenue New York
MIDLAND SPECIALISTS AGENCY
Station A. Spokane, Wash.
We will have openings for a large num-
ber of Primary and Kindergarten teach-
ers. No enrollment fees. Blank and
booklet for the asking.
REGISTER WITH US.
We need Kindergarten Teachers, Supt.,
Principals, Teachers of Science, Math-
ematics and Language.
OHIO VALLEY TEACHERS' AGENCY
A, J. JOELY.Mgr.
MENTOR., KY.
WESTERN TEACHERS' AGENCY SfcSKS
We want Kindergarten. Primary, Rural
and otherteachers for regularor special
work. Highest salaries. Send for lit-
erature and enroll for the coming year.
P. Wendell Murray, Manag-er.
Unemployed Teachers
IF FOR ANY REASON YOU HAVE
NOT ACCEPTED WORK FOR THE
SESSION OF 1911-1912 WRITE ME.
MANY UNEXPECTED VACANCIES
OCCUR ALL DURING THE FALL
AND WINTER. THERE ARE ALSO
MANY SCHOOLS WHICH DO NOT
OPE\ UNTIL LATE IN THE FALL.
OVERFLOW TEACHERS ARE CON-
STANTLY NEEDED SOMEWHERE;
WE CAN GENERALLY TELL YOU
WHERE. IF OPEN, WRITE FOR
INFORMATION ABOUT THE
SOUTH'S NUMEROUS OPPOR-
TUNITIES.
W. H. JONES, Mgr. and Prop.
COLU BIA, S. C.
POSITIONS
Our Facilities Unsurpassed.]
The Bowen
Teachers'i
Agency
""^ ' 333-4-5 Hood Building, "
BIRMINGHAM, - ALABAMA.
DESIGN FOR A SEWING CARD-FROG.
Place cardboard underneath and perforate through, thus forminj
other cards.
pattern for
Birming-ham, Ala. — Patty S. Hill,
the well known New York kinder-
gartner, will deliver an address at the
Alabama Educational Association
Meeting here, April 6. Subject "The
New Education." Dr. J. H. Phillips,
Superintendent Birmingham Schools,
Prof. S. S. Murphy, Superintendent
Mobile Schools, and Prof. N. R.
Baker, Supervisor of Rural Schools,
Alabama, will talk on "The Kinder-
garten in the Public School."
Am A II a forty-page booklet
K I aU and Our Workshop, an
I Lnil inustrated folder, will
give the enterprising teacher a world
of information about the demand for
teachers in the South, the field of the
greatest promise in America to-day.
Get them for the asking.
W. H. JONES. Mgr.,
Southern Teachers' Agency,
Columbia, South Carolina.
OWN A FARM
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10 acres will make you independent. Pav
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A postal card will bring you particulars
by addressing:
W.R. EUBANK REALTY Co.
303-3 Merrick Lodge.Bldg.,
Lexington, Ky.
Durham, N. C. — As an illustrative
of the wonderful progress education-
ally that is being made in the south,
we wish to cite the fact that with a
population of 35,000 Durham County
has by a careful estimate not over
500 people white and black included
who can not read or write.
Charleston, S. C. — The date of
the Annual Meeting of the State
Teachers' Association has been ex-
tended to April 25, 26 and 27.
for KINDERGARTEN and
PRIMARY TEACHERS
Spool Knitting. By Mary A. Mc-
Cormack. Directions are clear and ex-
plicit, accompanied by photographs.
Price, 75 cents to teachers.
Practical and Artistic Basketry.
By Laura A. Pinsley. Illustrated.
Price $1.00 to teachers. Stitches are
taken up in the order of their difficul-
ty. Cord work is given a place. Care-
fully graded.
Outlines for Kindergarten and
Primary Classes, in the study of
Nature and Related subjects. By E.
Maud Cannell and Margaret E Wise.
Price 75 cents to teachers.
Memory Gems. For school and
home. By W. H. Williams. Price
50 cents to teachers. Contains more
than 300 carefully chosen selections.
Send for Catalogue
The A. S. BARNES CO.
381 Fourth Aye., New York
WILL CARLETON'S
MAGAZINE
EVERY WHERE
Contains each month the latest Poems, Sketches,
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full of the same qualities that have made him world-
famous.
Contains each month poems by the greatest woman-
poet Margaret E. Sangster. Also some of the best work
of other distinguished poets,
Contains best of additional literature by popular
authors.
Contains ten complete Departments, each ably and
interestingly edited. Handsomely Illustrated, and fine-
ly printed in clear type on super-calandered paper.
Prlce^SLOO per Year. 10 cents a copy.
SPECIAL — To any one mentioning in his or her
letter this advertisement, we will send Will
Carleton's Magazine for Six Months, on receipt
of Twenty-Five Cents. Address,
EVERYWHERE PUBLISHING CO.
BROOKLYN, N. Y.
Cheap and Excellent Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PT '-.., 124 pp. All the music to the KNAP-
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book made. Cloth, 50c.
PRIMER OF PEDAGOGY, by Prof. D. Putnam.
Just what the times demand. Cloth 122 pp. 25c.
MANUAL OF ORTHOGRAPHY AND ELEMEN-
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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
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MORNING EXERCISES AND SCHOOL RECREA-
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PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
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OLD GLORY SPEAKER, containing 80 of the
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hints quizzical, hints pedagogical, hints ethical,
hints miscellaneous. Cloth, 50c.
SPECIAL DAY EXERCISES, 165 pp., 25c.
Best medicine ever to cure that "tired fteling"
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HENRY R. PATTENGILL, Lansing, Mich.
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Every foot is historic ground, rich in literary associa-
tions, and hallowed by the struggle for American In
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New England Magazine
with its wealth of local pictures illustrating these very
scenes. Children become interested and gain a clearer idea
of this historic section of our land and the events which
have made it world-famous. Each number contains
six full page engravings that are alone worth the price
of the periodical.
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Books Tor Kindergartners
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mothers and kindergartners. A delight also
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or and black and white. Square, 8vo. $1.25
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By Margaret Coulson Walker. An estab-
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year, and are beautifully and profusely illustrated.
Four books in the ieries; named Autumn, Winter,
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number covers wprk for the whole year and Is larger
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A PRACTICAL TREATISE ON THE TRUE RELA-
TIONSHIP OF PARENT TO CHILD
A father or mother yourself you wrestle with the hundred
and one different problems which arise every day in your
desire to bring your boy up to be a true man or your little
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conduct of your child?
Our Children
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inculcation of fundamental ethics in the child mind and the true principles of
correction and guidance. Each detail is forcefully illustrated by informal in-
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We publish a very interesting catalogue of some very interesting books. Write today.
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KLWm
International Kindergarten Union
Nineteenth Annual Convention at Des Moines April 29th-
May 3rd, 1912. See Advance Program, Page 224
APRIL, 1912
INDEX TO CONTENTS
Editorial Notes,
A Visit in Miss Luella A. Palmer's
Kindergarten
The Home and School Life,
Characteristic Phases in the Personal-
Dr. Jenny B. Merrill,
James M. Greenwood,
199
200
202
ity of Children,
Dr. Jenny B. Merrill,
203
Growth of Personality in the Child,
Dr. Jenny B. Merrill,
204
Kindergarten Daily Program
Norn Keogh,
207
Friedrich Froebel,
Grace Dow,
211
Des Moines Kindergartens,
- . . .
213
Grandma's Luncheon,
Margaret D. Plympton,
215
Willie's Rabbit,
Grace Dow,
216
Moral Education, - -
J a mesj. Jo yn er,
216
The Present Status of Education in
The Elementary Schools,
Ella Flagg Young,
217
Unity of Ideals and Purposes in
Teachers as Gained from
Professional Training,
Alfred C. Thompson,
218
To Exercise the Heroic Impulses; A
Substitute for Military Drill,
Bertha Johnston,
220
Book Notes, -
.
223
Annual Meeting I. K. U. at Des Moines, April 29-May 3
224
Current Events, ...
.
225
Sewing Card Design,
.
227
Volume XXIV, No. 8.
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OF
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Vot particulars address
MISS ELLA C. ELDER,
X(i Delaware Avenue. - Buffalo. N. Y
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:R ram OPENS JULY FIRST
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MAY L. OGILBY, Registrar
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THE.
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1« Washington St.. East Oranee, N. J
PESTALOZZI-FROEBEL
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509 S. Wabash Ave., Opposite Auditorium
Mrs Bertha Holer Hegner, Superintendent
Mrs. Amelia Hofcr Jerome, Principal.
FIFTEENTH YEAR.
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Mrs. P. D. Armour. Vice-Pres.
SARAH E. HANSON, Principal.
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For particulars address Eva B. YV hit-
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ive., Chicago
The Adams School
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Nine months' practice teaching dur-
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26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building.
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebelian Ideals. Post-
Graduate Course, also Special Classes for
Primary Teachers.
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MRS. W. W. ARCHER. Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
1516 Columbia Road N. W., WASHINGTON I>. C.
The citizenship of the future depends on the children of today.
Susan Plessner Pollok, Principal.
Teachers' Training Course — Two Years.
P!>r»ra«r Training Classes at Mt. Chatauqua — WpijrHain Lake Park —
... . Uarrett CO., Maryiaao
THE HARRIETTE MELISSA MILLS
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In Affiliation with New York University
For information address
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New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
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Oakland Kindergarten
TRAINING SCHOOL
2119 Allston Way, Berkeley, Calif.
Grace Everett Barnard^
principal.
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2. Songs of the Million. "Flag of the
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THE KINDERGARTEN
-PRIMARY-
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EDITORIAL NOTES.
I. K. U. at Des Moines, April 29-May 3.
Annual Meeting N. E. A. Chicago, July 6-12.
The new Chinese republic has decided to in-
corporate the kindergarten in its national schools.
Plan to go to Des Moines for the annual meet-
ing of the I. K. U., April 29-May 3. If you have
never visited the Middle West the trip alone
will be well worth the time and expense.
Do not forget the appeal ol the executive
board of the I. K. U. for two thousand associate
members on or before the Des Moines meeting.
Why not send in your subscription at once and
then make a vigorous effort to secure others. If
you live in a small city why not undertake the
work of getting every kindergartner to become an
associate member of the Union. A little earnest
effort on the part of each kindergartner will
greatly encourage the faithful ones who are
devoting so much of their time and substance to
the endeavor to make the Des Moines meeting
the greatest in the history of the Union.
The selection of Chicago as the place of holding
the next annual meeting of the N. E. A. will
meet the hearty approval of educators every-
where. Under present rail restrictions a city
possessing the water transportation facilities of
Chicago has many advantages over inland towns.
Excursions from all points on the great lakes at
low rates frequently prevail at this season render-
ing it possible for a far larger number to attend
than would have been the case had an all rail
point been selected. Then the accommodations
afforded are scarcely unsurpassed and the prevail-
ing lake breezes render it more comfortable in
summer than other cities, less favorably situated.
Dr. Jenny B. Merrill, late supervisor of
kindergartens in New York City, has consented
to write a series of twenty articles relating to gift
and occupation methods as applied to village and
rural schools. The first article will appear in the
September number entitled "Out of Door Life —
Walks and Excursions," followed by "The
Kindergarten Building Blocks." Every gift and
occupation will be taken up and its educational
possibilities outlined for the special benefit of
those engaged in the work in small cities, villages
and rural schools. Dr. Merrill has had a wide
and successful experience, beginning with work in
the rural schools and extending to the super-
vision of probably the greatest public kinder-
garten system in America. Her articles will be
fully illustrated and will constitute a prominent
feature of the magazine for the coming two years.
We are pleased to announce a rich treat for our
readers in the way of a series of eleven articles by
Dr. W. N. Hailmann, the well known kindergarten
author and training school supervisor, of Cleve-
land , Ohio, which will appear from time to time in
future issues of the Kindergarten-Primary Maga-
zine. The first article entitled "The Mission of
Childhood" will be published in the May
number. Other articles to follow are. "Our
Responsibility," "The Martyrdom of the Child,"
"Head, Heart and Hand," "Schoolishness in the
Kindergarten," "The Culture Epoch Theory,"
"The Ethical Gamut," "Socializing the Child,"
"Culture and Efficiency," "Vital Education,"
"The Montessori Method." Dr. Hailmann's
works have been standard in the kindergarten
world for many years and every thing coming
from his pen is so distinctly fundamental, clear
cut and helpful, that we are certain they will
prove a most interesting feature of the magazine
during their continuance.
200
THE KINDERGARTEN- PRIMARY MAGAZINE
A VISIT IN MISS LUELLA A. PALMER'S
KINDERGARTEN.
Jenny B. Merrill, Pd. D.
Hearing of the unanimous nomination of
our Board of Superintendents and the election
of Miss Palmer for the assistant diectorship of
our public kindergartens, I determined to en-
joy one more morning- with her in the kinder-
garten room, where she has worked out so
many interesting problems of child life and
thereby proved her superior qualifications for
the work of helping other kindergartners.
My visit was on a morning in early Febru-
ary, only a few days after the semi-annual pro-
motions. About half of the children had been
entered within a week. The register is low
at this season of the year, but increases day
by day. On this morning there were present
thirty-six children. (The register, may reach
fifty.)
Miss Palmer was alone until 9 :30, when her
able assistant, Miss Berry, arrived. (In the
New York kindergartens the assistant now
helps about half of the session, taking a new
class of her own in the afternoon).
Before nine o'clock, "Before the circle,"
has always been an important time in Miss
Palmer's kindergartens. The children have
free use of the kindergarten room and assist in
its care. They have access to the common
toys children love, including a doll-carriage,
which, Miss Palmer tells me, she secured over
ten years ago. It is still in good condition,
tho1 hundreds of little mothers have wheeled
dollies in it.
At the sound' of just one note upon the
piano the little ones grew quiet and carefully
put away the toys. They then stepped to
their places at the tab'es, standing each be-
hind his own chair. "That's good," was the
strong and simple word of approval.
Miss Palmer meanwhile had simply waited,
standing quietly by the piano.
- One-half of the children were told to take
their chairs to the ring. They walked, without
music, and placed them on the ring. Then fol-
lowed the second half. This division of a
kindergarten is very helpful during the early
days of the term, as it only creates confusion
to attempt to move thirty to fifty children at
once. Even four "details" may be necessary
if fifty are present until the routine is pretty
well established.
AVhen the line is short each child moves
briskly and feels his individuality. The kin-
dergartner, too, can observe .individuals,
whereas if an attempt is made at once to move
a long line of little children, a slow, snail-like
movement is necessary, children press against
each other, confusion may ensue and time is
really wasted, not saved. Remember, young
kindergartner, this simple plan of detach-
ments and groups all thru the day, and you
will best learn to discipline as well as to know
the children even in a large kindergarten.
Miss Palmer advises kindergartners not to.
attempt to form morning ring during the first
few days of the term, but rather to let the
children become familiar with their seats at
the tables, thus establishing one fixed point
in the room that is their very own. It is
found that the little chair is a peculiar object
of interest to each newcomer, and to. go to it
quickly and quietly when the piano "speaks"
is a pleasure. To draw the chair out from
the table, to stand behind it, to learn just
where to take hold to lift it up, are all inter-
esting little details that help later when it is
decided to carry the chairs to the ring and sit
together. The little ones should not be hur-
ried in any movement, but should be given
plenty of time at first, or they will lose their
sweet childish grace.
If we hurry them, we will succeed only in
teaching- them to be awkward and jerky in
moving.
Caesar's good motto, "Make haste slowly,"
is the needed watchword. These every-day
little acts will soon become habitual, but at
first they are most interesting to the child, and
each move absorbs all the little one's attention.
Let one movement be well over before a
second is suggested. The kindergartner is to
"follow the child," we remember, as well as to
lead. She silently observes the children taking
a clue here and there. It may be necessary
to touch some children at first, for all do not
understand quickly a general direction. It is
better not to touch but to wait and secure re-
sults by imitation, if possible, of an older child.
"See how your little friend holds his chair.
Can you do it that way?" may be all that is
needed. Nervous children and those who
have been accustomed to harsh words at every
mistake in the home, may be confused. Notice
such children as little as possible until they
gain composure.
The day of my visit the children walked to
the circle in two detachments and without
music. Especially when there is but one kin-
dergartner in the rocm it is better that she
should be near the children when they are
changing places from tables to ring or vice
THE IttNDEfcGA&TEN-P&lMAftY MAGAZINE
2Ql
versa. Later music will help ; now it is super-
fluous and distracting.
After the little ones were all standing quietly
behind their chairs in the circle, Miss Palmer
said, "Hands up!" "Hands out!" "Hands
down !" This gave the children a short ex-
perience in listening to directions and follow-
ing them promptly; assisted by imitation, for
the teacher suited her own movements to her
words. To give these three movements assists
in securing the final one, which was the one
desired before singing "Good Morning" and a
very simple hymn.
The children now were directed to walk in-
side the circle of chairs and were seated.
Miss Palmer then played a selection upon the
piano. I noticed some of the little ones imi-
tated by "playing piano" in their laps. One
child even crossed his hands in playing, which
indicated to me that he had heard and seen
more of the piano than I would have supposed
had I not observed this movement. We study
children thru their movements. A few chil-
dren chatted a little. No one was corrected
for so doing. It was as a whole a very quiet,
orderly little band, happy and not consciously
repressed.
Miss Palmer next said, "I have a little song
to sing to you about a kitty and a dog.
Listen. The children on this side may play
they are kittens, and on the other side, dogg-
ies." Each side simply imitated the sounds.
A short talk on a phase of cleanliness fol-
lowed. The kinderg-artner walked around the
ring and observed the rows of little white
teeth. One spoke of tooth powder. There
was a pretty picture passed showing this val-
uable toilet article. The children sang, "This
Is the Way We Brush Our Teeth." Indeed
they played out all the desirable morning
preparation in the home, as : —
"This is the way we wash
Our faces so nice and clean."
"Not very poetical," one may say, but it is
all essential during the first days in many sec-
tions of town, and indeed, in our best homes
it is appreciated. We are grateful to Miss
Poulsson for the poetic versions in Father
Play of these homely scenes.
Next a few words about breakfast, and a
make-believe tasting of bread and milk.
One boy ventured, "It's fine." Hands were
again washed to be ready for school, outer
garments fastened (all in pantomine), and
then began a most pleasing dramatic scene of
little ones coming to kindergarten, two by two.
One child was selected at a time to choose a
partner. Together they walked around the
ring several times, finally reaching the kinder-
gartner, who shook hands and gave them a
pleasant welcome Then two more, and two
more. "It is getting pretty late," said Miss
Palmer, "perhaps the next two better walk
faster." The last couples ran. Thus a very
simple game was inaugurated, dramatic repre-
sentation started and a correct image formed
of what constitutes "Getting ready for kinder-
garten." Polite greeting and salutation was
incidentally taught.
Several really choice pictures of children de-
picting these very home scenes were placed
in a row on the blackboard ledge to quietly
impress the children with the poetry of the
"wash-bowl." The last picture was one show-
ing the kindergarten ring.
A very happy ending of the morning circle
followed. A box was opened containing two
new dolls, a boy doll and a girl doll. These
were passed by two children so that all could
see them. Two other children brought a doll's
table to the center of the ring, two others
placed a few dishes and two chairs, and the
new dolls were seated for breakfast. No one
spoke a word. All were eagerly attentive.
Miss Palmer then said quietly, "These dolls
are for you to play with when you come early
in the morning. Tomorrow morning you will
find them in the closet."
"Can we take off their shoes?"
"I don't know, but we will see tomorrow
morning."
"What would you like to name our dolls?"
Finally the names Philip and Mildred were
chosen.
At one note on the piano all rose and, with-
out music, carried chairs back to the tables.
It was now 9 :35 !
How was it possible to do all this in a half
hour? Because there had been careful pre-
arrangement, and secondly, because there was
just enough conversation to keep up the spirit,
but no unnecessary talking.
To recapitulate, the main features were
deeds, viz. : —
1. Preparing for kindergarten.
2. Going to kindergarten.
3. Greeting the teacher.
4. Showing pictures.
5. Setting the table.
6. Finding and naming the dolls.
The general topic for the week had been,
"The Family," with just a suggestion of pets
in the song. The succeeding topic will be
"Pets," and will introduce animal life.
202
THE KINDERGARTEN-PRIMARY MAGAZINE
THE HOME AND SCHOOL LIFE.
James M. Greenwood
Superintendent of Schools, Kansas City, Mo.
Each exact science is based on certain ele-
mentary or primary principles. It is thru the
mastery of a few definite fundamental truths
that the learner comes to a clear and unques-
tioning recognition of the abstract principles
which constitute the foundation of the math-
ematical, physical, biological, and other exact
sciences, and these principles are applicable
to all spheres of mental activity among civil-
ized peoples. In the special sciences of physics,
chemistry, biology, geology, and astronomy,
by the observation of individual facts, general
laws were discovered and universal conclu-
sions established as the groundwork of these
sciences, and what is true of these sciences is
equally true of all other departments of exact
human knowledge. Observed at first as facts,
grouped and classified according to principles
in which uniformities and dissimilarities can
be detected, sciences are created, and the laws
governing them as such are formulated.
In the moral sphere, the child at first has
no intuitions of the abstract principles of right
and wrong, but as he grows in stature and
knowledge, the time is reached that when he
witnesses an act he feels it to be one of love,
kindness, faithfulness, or of gratitude, or its
opposite, and he further decides that it is a
good or a bad act, and it is then that the moral
idea is gaining a foothold in his mind. Thus
by degrees he arrives at the conclusion that
one act is good and another is bad. It is from
this norm, branching out in two different di-
rections, that the child makes his first crude
generalizations on moral questions. By com-
paring an act with the standard that is being
built up in his own mind, whether this par-
ticular act concerns himself or others, is the
method of moral development. As a result
of this kind of mental thinking, a philosophy
of conduct is established that is as valid to
him as are the axioms of mathematics or the
verities of philosophy to the analyst or the
logician. With such mental conceptions firmly
fixed in the learner's mind concerning his
thoughts, feelings, and actions, the basic prin-
ciples of morality are as valid to him in his
modes of thinking as any other group of no-
tions he can possibly have.
Behind1 every act there should be clear
knowledge and a definite purpose, and the
more complete the knowledge, the stronger is
the tendency to act up to the fullest measure
of light one has. A constant repetition of
virtuous acts grows into habit, habit develops
into character, character makes conduct, and
conduct is the greatest part of active life in
conformity to one's nature.
The real problem of moral training from its
theoretical aspect is to investigate the laws or
forces which control people in groups, and to
teach them how to live together in complex
societies so that each will be guided by right-
eousness and justice in his relations with
others.
As a practical science moral education, or
ethics, relates to all kinds of deeds and habits
of doing which concern one in relation to
others, whether in small or large groups. One
may conduct himself in such a manner as to
obstruct the wishes and actions of his fellows,
or render their efforts void, according to his
power and skill in setting his will over against
theirs, or by dividing or nullifying their coun-
sel ; on the other hand, one may think and act
in such a manner as to assist and reinforce
their efforts and bring comfort and satisfaction
to large masses of people.
Give Carlyle's advice — "Let each become
all that he was created capable of becoming,"
and encourage the children by the exercise of
reason to expand to their full growth, like a
sound and healthy plant, and to be careful to
cast off the fungi ot bad habits. Although
we do expect a child's reasoning power to
compel his acceptance of right and his rejec-
tion of wrong, still we do not expect that
child to become perfection. What we do ex-
pect is that he will select the best models for
his imitation, and set up as high a standard
of excellence as he can possibly attain to.
One of the most significant comments I
have heard on nature-study work came from
a country teacher, who said that because she
had taught it, her pupils were no longer
ashamed of oeing farmers' children. If only
that much can be accomplished for each coun-
try child, the result will be enough for one
generation. What can be done for the coun-
try child can be done in a different sphere for
the city child. Fifty years hence the result
will be seen. — L. H. Bailey in "The Nature
Study Idea."
Labor is man's great function. He is noth-
ing, he can be nothing, he can achieve noth-
ing, he can build nothing without labor. —
Orville Dewey.
THE KINDERGARTEN-PRIMARY MAGAZINE
203
CHARACTERISTIC PHASES IN THE
PERSONALITY OF CHILDREN.
By Jenny B. Merrill, Pd. D.
The Age of Approbation.
The child is chameleon-like to a remarkable
degree. He takes on one phase of his environ-
ment and/ then another.
While this characteristic commonly known
as imitation is proverbial, there are marked
tendencies in the development of the child-per-
sonality not at all dependent upon the instinct
of imitation. There is growth from within, in-
dicated by well-defined stages or periods of
development as the years come and go, inde-
pendent of environment. One of these early
periods or stages of growth is marked by a de-
sire to be noticed by adults and a growing
fondness for praise. An English writer has
dubbed this period, "The age of approbation."
The little one watches for sympathy and ap-
proval. He longs for a smile, a nod, a word, or
a pat on the head when he has pleased you.
We are all quite dependent upon judicious
praise throughout our lifetime, but as this par-
ticular age advances the child feeds upon
praise, forms his ideals by means of it, starves
spiritually without it.
There are dangers in all good things, poisons
even in sweets. It is ever difficult to see and to
find Aristotle's "golden mean." Excessive
praise may unduly develop self-consciousness
in children and lead to vanity. It may lower
the child's motives in the end. The far-seeing
Froebel warns the mother in one of his
"Mother Play" commentaries: "When your
child begins to be attentive to the judgment of
others concerning himself, you must solve a
double problem. First, you must clearly dis-
criminate what he is from what he may be-
come, and through your conduct toward him
you must make him aware of this distinction.
Second, you must clearly discriminate between
his visible actions and their motives, otherwise
you will foster in him a false conception of his
own individuality."
Notwithstanding these two difficulties, those
interested in the care of children must never
forget that a love for praise marks a distinct
era in the young child's life. It is both a
natural and a healthy longing. If used judic-
iously, praise will strengthen and encourage
good motives and right action. I have found
it a good rule to praise the act rather than the
child directly. For example: "Where are all
those toys I saw on the floor? Did a little fairy
come and put them away? No? I must look
in the closet. Well, well, here they are, all
packed away where we can find them to-mor-
row." This is praise enough. It is indirect
and leads to the higher ideal of preparation for
the future. Or, at the supper-table, mother re-
marks to father: "I could not find a single
crumb under Bennie's chair to-day after lunch.
Will you look to-night and see if he is as care-
ful again? It helps us so much to have careful
children."
The kindergartner does not rebuke little
ones who are tardy.
She tells a story about children who come
to kindergarten early and cites the good times
they have helping her get the room in order,
feeding the fishes, and watering the plants.
"Mary helped me this morning. I don't re-
member that she was ever early enough to
help so much before," she says in praise of
Mary's promptness.
If a child has done a piece of work well in
school, it is very crude for a teacher to praise
the child too directly, as "What a smart boy;
you will soon be as clever as your father."
There is a suggestion of satire in such extreme
praise that fails to satisfy a child though he
may not fully realize the reason.
In school, praise the work as, "This is a
good drawing, or your books are nicely cov-
ered. This is a fine map; who drew it? Per-
haps some one can do better next time."
Endeavor thus to lead on to a higher level than
that of mere praise. This less-direct method
of approving leads the child to think of his
work rather than of himself. If a child begins
to show a tendency to expect too much admir-
ation, direct him to greater effort, or call at-
tention to another's work. Raise the standard.
"Yes, this is good, but I think you can do
better."
While working along the line of natural de-
velopment, which certainly demands a full
measure of praise, give heed to Froebel's warn-
ing to think of the future, to "discriminate be-
tween what the child is and what he is to
become," but do not forget that "the age of
approbation" is a round in the ladder by which
the child climbs. It is wise even to watch for
opportunities to praise rather than to find
fault. A mother exclaims, "Don't slam the
door, you noisy child !" Let her rather watch
for a moment when the door happens to close
gently and then remark, "How quietly you
closed the door ! You are growing more care-
ful, are you not?"
Praise and good cheer are invigorating. Oc-
204
THE KINDERGARTEN-PRIMARY MAGAZINE
casionally express disapproval, for there is
value in contrasts. Praise with no opposite
would lose part of its virtue. "I am disap-
pointed to-day. I expected better results.
What shall we do to get them?" may arouse a
greater desire for approbation and: lead to
higher results in the end.
It is an exceedingly delicate matter to pry
into children's motives. If we seem to distrust
children, they may lose confidence in them-
selves, or they may become deceitful and try
to hide their motives. Greater prudence must
be exercised in praising motives than in prais-
ing results. When, however, a child has tried
and failed, the effort may be praised, and grad-
ually the child will learn that the motive lies
back of the final result. If a kind act appears
to be prompted merely by a desire for praise
or for any other wrong motive, pass it in
silence. Consider whether you have been
praising too frequently. Treat the act as a
matter of course that does not call for notice.
It does not do to pry too closely into a child's
motives, nor to expect too high a standard.
To praise when the motive is decidedly low
would foster a low ideal. Silence is the best
remedy. The child will feel your unexpected
silence as sufficient reproof. He will miss the
looked-for praise and become thoughtful.
There is no child more disagreeable than one
who strives constantly to court attention
through officious acts. Do not minister to
vanity and self-conceit. As the child advances
in years, limit your praise, but make it hearty
and strong betimes. — Baptist Teacher.
New York City.
GROWTH OF PERSONALITY IN
THE CHILD.
By Jenny B. Merrill, Pd. D.
The point is this : The child's personality
grows ; growth is always by action ; the child
clothes upon himself the scenes of the parents'
life and acts them out. — J. Mark Baldwin.
Professor Baldwin has traced1 very carefully
for us in his little book, "The Story of the
Mind," how the child gradually becomes con-
scious of himself as a "self." His main thought
is that by observing those who minister to his
wants, the child first becomes conscious of the
difference between things and persons. Even
at two months the child knows the difference
in the way he is handled if the accustomed
touch is missing. "I think," says Professor
Baldwin, "this distinction between persons and
things, between agencies and objects, is the
child's very first step toward a sense of per-
sonality." An increasing recognition of per-
sons centers mainly in the movements of
adults and in their voices and their faces.
There is an irregularity, an uncertainty, as per-
sons move and speak that does not inhere in
things, and the child learns to recognize these
differences of mood and method. Professor
Baldwin notes that these irregularities lead the
child to become watchful and hesitating even
as early as the second half of the first year.
All through the second year the child puz-
zles over these differences or irregularities in
persons about him. He is drinking in their
personalities while gradually becoming con-
scious of his own. Observing these differences
and irregularities, the child himself becomes
more or less capricious or "contrary." He is
growing in his own sense of personality. He,
too, can act — sometimes this way, sometimes
that. He acts differently toward father,
mother, and nurse. He obeys one person
quickly ; another he refuses to obey. If left
alone with children his behavior is very differ-
ent from that, when an adult is presei.t. I
once was present when a little girl about five
years old had been very disrespectful to her
mother, who was a poor disciplinarian. Soon
after her father came home. To my surprise,
when he said to his little daughter quietly,
'Your mother is calling you," she answered in
the sweetest tone, "All right, I am coming,
mother dear." The father created a new at-
mosphere for the child, making it eager to
respond graciously.
It is only gradually that the child learns to
know himself "from the inside," as it were.
This is the beginning of subjective life. To feed
and foster this growing personality is the most
delicate task of the parent. "The 'child clothes
upon himself the scenes of the parents' life and
acts them out."
The pretty little dramas between children,
as one assumes the role of mamma and the
other remains a child, or the latter "playing
horse," "playing doctor," "playing driver,"
"playing fireman," all these little dramas cre-
ated by the child through his inborn tendency
to imitate, help in the growth of personality.
Occasionally a child's fancy is so lively that he
assumes a character for days and even weeks.
One little girl of four is so intense that she
says: "I am not playing I am Bo Peep; I am
Bo Peep!" Another little girl would not an-
swer to her own name, but insisted upon being
called by her assumed name, "Cinderella." A
little girl of five visited her sick grandmother.
THE KtNDEkGARYEN-PklMARY MAGAZINE
2o<5
The following day she was found in bed play-
ing she was her own grandmother. She even
tried to imitate her grandmother's voice.
I was once reciting to a boy two years and
a half old the Mother Goose rhymes of "Little
Boy Blue." Again and again I repeated it in
dramatic tones, looking about as if searching
when I reached the line, "Where is the little
boy who looks after the sheep?" After having
heard with increasing interest the story over
and over, perhaps twenty times, suddenly to
my surprise, without a suggestion on my part,
the dear little fellow threw himself down upon
the floor pretending to be "Little Boy Blue,"
fast asleep. I tooted a make-believe horn, he
jumped up, found the sheep, seizing the wash-
basket to bring to me for a sheep.
It is not difficult to realize that the child's
own personality grows by assuming the char-
acters which surround him in life and which
are presented to him in stories. The intelli-
gent parent begins to- realize through careful
observation of these many little dramatic
scenes of the nursery that the child is truly
"clothing upon himself," the very tones and
gestures of father and mother, and other mem-
bers of the household with whom he is in daily
contact.
Professor Sully, in "Studies of Childhood,"
relates an interesting scene of self-mastery
through imitation of the father as follows :
"The father says he had got into the way,
when the child was inclined to be impatient
and teasing, of putting up his finger, lowering
his brow, and saying with emphasis, 'Cliffy, be
good !' After this, when inclined to be
naughty, Cliffy would suddenly and quite
spontaneously pull himself up, hold up his own
little finger, and lower his brow as if repri-
manding himself."
Yet one often hears a parent say: "I don't
know why my little girl or boy acts in this
way," when an outsider can trace the act
easily to a household habit.
It is not difficult to understand with these
facts in mind that the child's personality grows
in the main by what it feeds upon in the en-
vironment. An only child copies adult ways
and assumes adult attitudes to an unfortunate
extent. "The child needs the child." The im-
portance of brothers, sisters, cousins, play-
mates in helping to form and feed personality
is great. While it is true that the child imi-
tates adults, their actions are often too com-
plex for him to understand, and he mistakes
blindly. A childish example, indeed several,
are essential for the best development of per-
sonality.
Even taken in school life, especially in
boarding-schools, mates should be frequently
changed. In an excellent home-school, the
principal told me that she changed seats at
table, and roommates also, every month. This
might also be done in the home with advant-
age. An experienced teacher in a normal class
lately explained to her pupils that if they
wished to broaden their own personality, they
must not seek one companion to the exclusion
of others, but rather, change seats frequently
and cultivate as many of their classmates as
possible. In fact she insists that this shall be
done. Some one may think that this is op-
posed to the formation of true friendships, and
doubtless it could be carried too far, but I am
convinced that it is the wise course for the
growing personality. It also prevents copying
the peculiarities of one person.
Above all things, fathers, mothers, teachers,
elders, give the children room. They need all
they can get and their personalities will grow
to fill it. Give them plenty of companions, fill
their lives with variety. Variety is the soul
of originality, and its only source of supply.
The ethical life itself, the boy's, the girl's con-
science, is born in the stress of the conflicts of
suggestion, born right out of his imitative hesi-
tations.
Another force which goes to make up per-
sonality is the natural endowment and tem-
perament of the individual. The response of
different children in similar conditions of
course varies widely.
The child is not a mere camera to reflect, else
there would be no differences in personality,
no individuality. Nevertheless, the point of
view to which Professor Baldwin has led us
is the one which indicates what we can do to
influence growth in personality, whatever the
original heredity' may be.
No one can doubt that Helen Keller must
have come into the world with an unusual in-
heritance of mentality, but it is quite as certain
that her remarkable personality could not have
been developed, could not have advanced to its
present breadth of view if so much had not
been done to feed it with varying experiences
and from contact with many persons.
The full growth of personality in the child
and youth demands home influences, the kin-
dergarten, the school, society, the church,
visits to places of interest in his environment,
as parks, museums, exhibitions, points of his-
toric interest, and later, if possible, travel.
206
THE KINDERGARTEN-PRIMARY MAGAZINE
I know one father, a busy physician in the
city who yet saves a half holiday for his chil-
dren every week, when he acts as their guide
and friend upon many educational excursions.
Their knowledge of the city, the state, and its
institutions has developed a political person-
ality, so to speak, in the children.
There are distinctive periods in the growth
of personality in the child and the youth which
sometimes puzzle the parent and teacher who
has not considered them. These we hope to
present in another article. At present we are
urging a closer consideration of the possibili-
ties of growth in personality, through imitation
and the absorption of external influences. — ■
Baptist Teacher.
"Beauty of achievement, whether in over-
coming a hasty temper, a habit or exaggera-
tion, in exploring a continent with Stanley, or
guiding well the ship of state with Gladstone,
is always fascinating; and whether known in
a circle large as the equator, or only in a fam-
ily circle at home, those who are in this
fashion beautiful are never desolate, and some
one always loves them. Beauty of reputa-
tion is a mantle of spotless ermine in which,
if you are but enwrapped, you shall receive
the homage of those about you, as real, as
ready, and as spontaneous as any ever paid to
personal beauty in its most powerful hour." —
Frances E. Willard.
A man's country is not a certain area of
land, of mountains, river and woods, — but it. is
a principle ; and patriotism is loyalty to that
principle. — G. W. Curtis.
It is a good and safe rule to sojourn in
every place as if you meant to spend your life
there, never omitting an opportunity of doing
a kindness, or speaking -a true word, or mak-
ing a friend. — Ruskin.
Trace the beneficent influences in our cor-
porate life back to their source, and you will
find that Jesus Christ confronts you with the
golden rule in His hand and the law of love
upon His lips. — Selected.
There are three great virtues to which
every one should be dedicated — the virtue of
civilization, which is politeness ; the virtue
of morality, which is conscientiousness ; the
virtue of religion, which is humility. — Martin
G. Brumbaugh.
The series of three articles on "A Visit to
Miss Luella A. Palmer's Kindergarten," which
Dr. Merrill begins in this number of the Kin-
dergarten Magazine, will be of timely interest
to many kindergartners, not only in New York
City, where Miss Palmer's work has recently
been recognized by her appointment as Assist-
ant Director of Kindergartens, but also to
kindergartens all over the United States, who
will meet her this year as Secretary of the I.
K. U. at Des Moines.
Miss Palmer's work as a kindergartner has
been marked by several distinct features. Her
father and brother being well known phy-
sicians in New York, she has acquired natur-
ally by association with them a peculiar inter-
est and ability in studying the child's physical
needs. The first article which appeared from
her pen related to child study in this direction.
Miss Palmer also led in the instructive study
on "Children's Ideals," undertaken by The N.
Y. Public School Kindergarten Association
and published in this magazine October, 1903.
Her address as president of the Kindergar-
ten Department of N. E. A. (1910) on "The
Principle of Development As the Basis of
Kindergarten Method," is now being used in
many training classes as a text. It is an un-
usually thoughtful paper and requires careful
study. Those who first heard it in Boston be-
fore the department, moved to have it printed
in full for distribution. Miss Palmer's style
in writing is condensed hence one is repaid for
carefully and repeatedly re-reading her papers.
Her last paper before the Training Teachers'
Conference of the I. K. U. upon "The Princi-
ples Underlying the Kindergarten Program,"
also repays study, and is being recommended
in training classes as a text.
Many of Miss Palmer's associates are look-
ing forward to the publication of a book she
has recently completed on "Play in the First
Eight Years of a Child's Life," The very title
suggests her broad outlook and her application
of the principle of continuity.
Miss Palmer has made a close study of art
in its relation to kindergarten occupations,
games and festivals.
We congratulate New York City and the.
cause at large upon her appointment and
through it of the extension of her influence.
Of the St. Nicholas departments, that "For Very-
Little Folk" is especially delightful this month, with
pictures and jingles all about finger and toe plav by
Arthur Guiterman, Fredric B. Hodgins, Alice Tur-
ner Curtis, Florence E. Storer, Emilie Poulsson and
other child play experts.
THE KINDERGARTEN- PRIMARY MAGAZINE
207
KINDERGARTEN DAILY PROGRAM
NOEA KEOGH
[NOTE— Owing to tlie delay necessary to reach our sub-
scribers in foreign countries we adopted the plan of punt-
ing this program one month ahead. Some of our Amer-
ican subscribers, however, prefer the program in the issue
ior the current month. We have theiefore decided to re-
publish the program for April and subsequent months,
followed by trie program for the succeeding month, be-
lieving this the best plan for the accommodation of all.]
APRIL.
FIRST WEEK.
•Monday — Circle — Vacation experiences.
Rhythm — Review.
Table 1st — Free representation of anything
done in vacation.
Table 2nd — Fold umbrellas from circular
paper. Mount them and add handle and
end of handle with black crayon.
Games — Free choice.
Tuesday — Circle — More about vacation and
the changes it brought; new month, new
leaves, etc.
Rhythm — Wheel-barrow rhythm — Ander-
son.
Table 1st — Make wheel-barrow — card-board
modelling.
Table 2nd — Finish first table work.
Games — Review.
Wednesday — Circle — Review chosen stories.
Rhythm — Wheel-barrow.
Table 1st — Make log house of clothes pins.
Table 2nd — Make fence of slats and put
around house.
Games — Sense games.
Thursday — Bring up subjects talked of dur-
ing year and let children discuss them.
Rhythm — Same.
Table 1st — 'Cut fence free-hand from folded
paper.
Table 2nd — Make bird houses of fj par-
quetry.
Games — Same.
Friday — Circle — General review.
Rhythm — General review.
Table 1st — Unfinished work.
Table 2nd — Choose something done before
to be done again.
Games — Free choice.
SECOND WEEK.
Monday — Circle— The flowers that have come.
Name and describe them.
Rhythm — Sunbeam game from Mari Hofer.
Table 1st — Colored pencil drawing of tulip.
Table 2nd — Stringing beads by color.
Games — Out-door games. Take children
out in yard to play tag, hide and seek, etc.
Tuesday — Circle — If possible, give this time
to visiting one or two other grades to
see the hand-work there.
Rhythm — Use this time for re-calling and
describing things seen. Let children
choose what they wish to make and give
their own directions as to making it.
Table 1st — Work chosen as above.
Table 2nd — Make border of tablets.
Games— sense-feeling.
Wednesday — Circle — Use this time to tell
more of yesterday's sights ; to fully de-
scribe the table-work to be done, today.
Rhythm — Sun beam game.
Table 1st — Work as chosen.
Table 2nd — Continue border work with pen-
cil and paper with help of tablets.
Games — Sense games, feeling, taste.
Thursday and Friday can well be given up to
this same work. It brings out the child's
independence in thought and adopts it to
the material in hand.
THIRD WEEK.
Monday — Circle — All the birds we have seen.
The story of the shoe in tree used as a
bird's nest. The story of the man's boot
recalled.
208
THE KINDERGARTEN-PRIMARY MAGAZINE
Rhythm and Table 1st — Time used for a
walk to watch the birds.
Table 2nd — Sand table play.
Games — Used for rest time after walk to
talk over what we have seen.
Tuesday — Circle — Yesterday's talk renewed.
Rhythm — "Three Blue Birdies" from Drap-
er's Self Culture, Sec. I.
Table 1st — Free cutting of flying birds from
black paper. Mount these on the wall in
group fashion. Very pretty effect.
Table 2nd — Bird's house made of sticks and
tablets.
Games — Flying birds, hopping birds, etc.
Wednesday — Circle — Re-telling of stories and
the story of bird's nest in scare-crow's
pocket.
Rhythm — Same as yesterday.
Table 1st — Water-color wash of blue and
bird's flying of black water-color.
Table 2nd — Clay modelling of nest and
eggs.
Games — Pigeon-house from Jenks & Wal-
ker.
Thursday — Circle — Telling of bird observa-
tions, bird stories re-told. Teach "The
Swallow," from Merry Songs and Games,
C. B. Hubbard.
Rhythm — Three blue birdies.
Table 1st — Finish poster of sky and birds
begun yesterday.
Table 2nd — Use 5th and 6th boxes to make
bird-houses. Group work.
Games — Pigeon house.
Friday — Week's talk and stories.
Rhythm — Flying birds ; Three Crows from
Mother Goose, and other rhymes of week.
Table 1st — Play with slats — children's own
idea of things to be made.
Table 2nd — Free choice.
Games — Free choice.
FOURTH WEEK.
Monday — Circle — Flower week. Free discus-
sion of flowers loved and their planting.
Rhythm and Table 1st time used to go pick-
ing flowers.
Table 2nd — Draw bunch of violets with vio-
let and green crayons.
Games — Sense games of touch ; partners
face each other, take hands/ clap hands,
change partners, dance.
Tuesday — Circle — Discussion and describing
of familiar flowers. Poems — Growing and
Who Likes the Rain, by Clara Doty Bates.
Re-telling of the Wind and the Sun.
Rhythm — Sun and wind and rain-drops.
Table 1st — Making dandelions of yellow par-
quetry with yellow crayon stems growing
up from green grass.
Table 2nd — -Pegs and boards, rows of flow-
ers, yellow dandelions, etc.
Games — As yesterday.
Wednesday — Circle — Re-telling of Wind and
. Sun by children. Read poems again.
Rhythm — Same.
Table 1st — Free cutting of sprinkler from
green paper. Mount it.
Table 2nd — Use sticks, rings, and broken
rings for flower forms.
Games — As yesterday. In sense of touch
game, draw object after feeling of it.
Thursday — Circle — Story of the Rainbow Fair-
ies, taken from May number of the Month,
by Month Books.
Rhythm — Jumping rope.
Table 1st — Boat scene on dark blue paper
with charcoal and chalk.
Table 2nd — Designs with kernels of corn.
Games — -Sense of hearing; voice, knocking
articles of different material against one
another.
Friday — Circle — Review of stories and talk of
flowers we will bring for Monday — May
Day.
Rhythm — Review.
Table 1st — Unfinished work.
Table 2nd — Free choice.
Games — Free choice.
MAY.
FIRST WEEK.
Monday — May-Day exercises. Give children
material for making basket — different col-
ored card-board to be bound with raffia —
right on circle. All work busily until
baskets are made. Then, start out for a
walk to near-by woods or field. Baskets
filled with flowers. Circle again formed
out of doors. All blindfold eyes while
one child gives basket to someone on the
circle. So on until all baskets are given
away. Good-bye songs are sung and all
go home.
Tuesday — Circle— Yesterday's good time is
talked over. Other things we love out-
doors besides the flowers. The trees that
give us shade. Learn "The Tree Loves
Me," from Gaynor, 1st.
Rhythm — Growing flowers, blowing trees.
Jumping rope separately and together, etc.
Table 1st — Drawing panel pictures of green
THE KINDERGARTEN-PRIMARY MAGAZINE
209
trees.
Table 2nd — Forms with square tablets and
sticks.
Games — As yesterday. Out of door games.
Wednesday — Circle — Naming of trees we
know and describing them.
Rhythm — Showing different trees by means
of our arms. The swing rhythm.
Table 1st — Making swing with second gift,
card, and a block of 4th gift.
Table 2nd — Forms of life with circular tab-
lets and sticks.
Games — Dramatize story of growing tree
told at Xmas time.'
Thursday — Circle — Our love of out of door
things. How we can help to keep things
looking beautiful. Never throw paper
around. Pick up what we see, etc.
Rhythm — Swing and jumping rope rhythm.
Table 1st — Free cutting of three well-known
trees that have previously been drawn on
board.
Table 2nd — Forms designed from circular
and square tablets.
Games — Dramatization of stories chosen.
ARBOR DAY.
Friday — Children are taken out of doors to
watch the Arbor Day exercises of older
children. The yard is cleaned and picked
up later. Dismissed.
SECOND WEEK.
Monday — Circle — The life of the frog.
Rhythm — "Mr. Frog" from Neidlinger.
Table 1st — Make green wash of water-colors.
Table 2nd — With clay, make placque of frog.
Games — Five little frogs sitting on a stump
learned and dramatized.
Tuesday — Circle — Talk of frog again.
Rhythm — As yesterday.
Table 1st — Paper folding of boat.
Table 2nd — Sand table. Use water for frog
pond, leaves for lily pads.
Games — As yesterday.
Wednesday — Circle — Tell story of Tad Pole
from Cat Tails and Other Tales.
Rhythm — Same. Teach rowing rhythm.
Table 1st — Cutting frogs to mount on green
wash of yesterday.
Table 2nd — Making border designs with
equilateral triangles.
Games — Frog games and sense games of
hearing.
Thursday — Circle— Re-telling of story. Learn
"The Froggie's Swimming School" from
Gaynor, 1st.
Rhythm — As before and wheel-barrow
rhythm.
Table 1st — Make cat-tail panel picture with
brown and green crayons.
Table 2nd — Making from parquetry a beauty
form with tents and shades of green.
Games — The cat and the rat. Competition
game with blocks.
Friday — Circle — Review.
Rhythm — Review.
Table 1st — Free representation of week's
story with lead pencil.
Table 2nd — Free choice.
THIRD WEEK.
Monday — Circle — House cleaning. What
mother has been doing ; taking down cur-
tains, etc.
Rhythm — Dramatization of "Mr. Frog" to
music. Begin drill on marching for
Memorial Day exercises. Movements as
carpet beating, sweeping, etc.
Table 1st — Use cheese-cloth squares and
draw pattern on edge.
Table 2nd — Make picture of woven mat with
paper and colored pencils.
Games — Cat and rat ; competition game with
blocks.
Tuesday — Circle — More about mother's work;
cleaning the carpets, hanging things out to
make them sweet with fresh air.
Rhythm — As yesterday.
Table 1st — Work on curtains.
Table 2nd — Work on carpets.
Games — Drop the handkerchief and Jolly is
the Miller.
Wednesday — Circle — Free discussion of moth-
er's work at home and children's help.
How the clock helps. Begin teaching pa-
triotic song from Gaynor I.
■Rhythm — Especial drill the rest of the week
on figures in marching.
Table 1st — Sew picture of clock.
Table 2nd— Fold boat.
Games — The clock game. Telephone game.
Thursday — Circle — Story day. Japanese story
of umbrellas for one.
Rhythm — Soldier work.
Table 1st — Sew on clock again.
Table 2nd — Mount wall-paper decorations.
Games — Imitative games to music. The
mulberry bush.
Friday — Circle — Many stories re-told and dis-
cussed.
Rhythm — Review.
IO
THE KINDERGARTEN- PRIMARY MAGAZINE
Table 1st — Unfinished work.
Table 2nd — Free choice.
Games — Free choice.
The last two periods might well be used
as time for trial program for Memorial
Day exercises.
FOURTH WEEK.
Monday — Circle — The first two days of this
week given to outdoor life, talks, and ex-
cursions. Take walk in near-by field if
weather permits. Use rhythm and first
table period this way.
Table 2nd — Free drawing of Little Miss
Muffet.
Games — Little Miss Muffet. Little Jack
Horner.
Tuesday — Circle — Free telling of what we saw
yesterday of out-door life and people ;
what we missed seeing and hope to see to-
day.
Table 2nd — Free hand cutting of Miss Muf-
fet.
Games — Bean bag game, keeping score for
competition.
Wednesday — Circle — Talk about soldiers. Let
children tell of soldiers they know.
Rhythm — Marching.
Table 1st — Free cutting of soldier's suit and
cap from blue paper. LTse yellow crayon
for buttons.
Table 2nd — Clay modeling- of flag on pla-
cque.
Games — Competition game with flags.
Thursday — Circle — What we owe to the brave
soldiers. Story of brave deed.
Rhythm — Marching drill.
Table 2nd — Coloring with water-colors the
flag modeled of clay.
Games — Chosen.
Friday — Memorial Day exercises.
SUGGESTED LIST OF TOPICS FOR DISCUS-
SION IN MOTHERS' MEETINGS.
Better the chance of shipwreck on a voyage
(if high purpose than expand life in paddling
hither and thither on a shallow stream to no
purpose at all. — Miss Sedgwick.
Look not mournfully into the past, it comes
not back again ; wisely improve the present, it
is thine; go forth to meet the shady future
without fear and with a manly heart
fellow.
1
Finger Plays.
o
Ball Games.
3
Picture Books.
4
Hand-made Toys
5
Building Blocks.
6
Drawing.
7
Pets.
8
Sand.
9
Pictures.
10
Gardens
11
Parties.
12
Dress.
13
Food.
SPRING STORIES— SUGGESTIONS.
Fairy Tales:
The Ug!y Duckling — Andersen.
The Frog Prince — Muloch's Fairy Tales.
Jack and the Beanstalk.
The Seven Little Kids, and the Wolf — Grimm.
Reference Book, "Fairy Tales, Their Origin and
Meaning," by John Thackray Bunce.
Peter Rabbit.
The Lad Who Went to the North Wind — "Myths
and Myth-makers," by John Fiske (page 67).
The Wind's Wlork — Maud Lindsay.
The Sun and the Wind— Stories to Tell— S. C.
Bryant.
The Lion and the Mouse — Aesop's Fables.
Verses:
The Wind— A Child's Garden of Verses— R. L.
Stevenson.
Long-
G'our little birdies sitting on a tree,
Robin flies away and then there are three.
Robin, robin, happy and gay,
Robin, robin, fly away.
Three little birdies looking at you,
Oriole flew away and then there were two.
Oriole, oriole, happy and gay,
Orio'e, criole, fly away.
Two little birdies sitting in the sun,
Tanager flew away and then there was- one.
Tanager, tanager, happy and gay,
Tanager, tanager, fly away.
One little birdie left all alone,
Meadow lark flew away
And then there was none.
Meadow lark, meadow lark, happy and gay,
Meadow lark, meadow lark, fly away.
Finally all the birdies form a line and fly to their
own tree seat, while the children sing:
(Tune— "Chickadee")
Birdies, birdies, happy and gay,
i__.__ They'll fly back again some day.
THE KINDERGARTEN PRIMARY MAGAZINE
21 1
FRIEDRICH FROEBEL
GRACE DOW
The following is designed as a mere outline from which
the kindergartner or primary teacher can const ruct a little
story to be told in celebration of Frocbel's birthdaj', April 21.
Froebel, a German educationalist, and the
famous promotor of what is known as the
kindergarten movement, was born in Thur-
ingia, April 21, 1782.
He was the son of a Lutheran clergyman,
who was so occupied in caring for a large
parish that he neglected his son.
FRIEDRICH FROEBEL.
(From a Photograph)
Having lost his mother when he was an in-
fant, he was intrusted to the care of a maid,
servant, who gave him as little oversight as
possible.
His father's second marriage did not in-
crease his happiness, as his new mother took
a dislike to him which caused him much
grief.
FROEBEL'S BIRTHPLACE IN OBERWEISSBACH.
At the age often years he went to live with
an uncle, whose home was pervaded with a
spirit of kindness and benevolence. To a boy
of a warm, generous nature who had been
accustomed to severity this was greatly ap-
preciated. He developed bodily strength, and
lost much of the morbidness which character-
ized his earlier years.
He entered the town school where his uncle
lived. The teacher was, "a regular driller of
the old time-honored stamp.'' She knew
nothing of the inner thoughts and feelings of
a child. She pronounced him idle and lazy,
— a boy, in fact, with whom you could do
nothing.
~£r&
4
* .
ISK*'^
llH
■I^Z
B|IKei
ffilMIBrti
j^MMi
OLD POWDER MILL IN BLAN KEN BURG.
Froebel lived here from 1S36 to 1816.
Friedrich was a thoughtful, dreamy child,
indifferent to formal lessons, but he loved to
study nature. In his hours of leisure he used
to steal away to loiter by babbling brooks,
gather flowers, and listen to the songs of birds.
The religious instruction at the school,
however, made a deep impression upon him.
One of the requirements was to repeat every
FROEBEL MUSEUM.
Room in Froebel Haus, Blankenburg.
day of the week a text of Scripture taken
from the Sunday sermon. The first one he
learned always remained with him, and he
claimed did much toward moulding his char-
acter, "Seek ye first the kingdom of God."
At the age of fifteen he became a forester's
apprentice. He spent much time alone, and
made good use of the forester's books, and
lived entirely in and with plants.
212
THE KINDERGARTEN -PRIMARY MAGAZINE
For several years his time was spent in "Eureka! Kindergarten shall the institute be
various occupations, but none of them gave
him much profit, or peace of mind.
One day while engaged as an architect he
met the principal of a model school which was
just established at Frankfort. He said, "Give
called."
Carefully considering the ways of children,
Froebel saw that they delight in movement,
that they observe, invent, and construct.
The children have tauirht me how to teach
SCHOOL AT KEILHAU AS IT IS TO-DAY UNDER
HERR WACHTER.
up architecture. Become an educator. We
need a teacher in our school."
After some hesitation he accepted, and the
ecstasy he felt when he stood for the first time
before the children convinced him he had found
his place.
FROEBEL MEMORIAL HOUSE.
Blankenburg, Thuringia.
In 1836 he established a school of his own
at Blankenburg. While wandering among the
mountains one day, he kept repeating "Oh, it
SQUARE IN BLANKENBURG.
I could only find a good name for my first
school." Then he shouted to the mountains,
THURINGERWALD EN ROUTE TO
OBERWEISSBACH.
this
them. 1 will find means to transform
play into work.
The effects of kindergarten training
have been summed up thus: — "What the
kindergarten has to show are healthy, happy,
good-natured children, and possessing mental,
BLANKENBURG HOUSE.
Where first Kindergarten was carried on.
physical, and spiritual development otherwise
scarcely attainable."
Froebel died June 21, 1852. "Man is born
a child of nature, but is destined to become
a child of God."
He lived with this thought ever before him,
and left an inspiration which wdlleverbe felt.
THE KINDERGARTEN-PRIMARY MAGAZINE
THE DISOBEDIENT YOUNG RABBIT.
Arranged as a recitation for five little boys and a
larger girl.
First Little Boy-
There was a young rabbit
Who had a bad habit,
Sometimes he would do what his mother forbid.
And one frosty day
His mother did say,
Girl — (Shaking her forefinger impressively at him)
"My child, you must stay in the burrow close hid;
For I hear the dread sounds
Of hunters and hounds,
Who are searching around for rabbits like you.
Should they see but your head,
They would soon shoot you dead,
And the dogs would be off with you quicker than Boo! "
Second Little Boy—
But poor, foolish being!
When no one was seeing,
He stole from the burrow to take a short play.
He hopped over the ground
With many a bound,
Looking proudly around as if her would say,
Third Little Boy — (Very importantly)
"Do I fear a man?
Now catch me who can!"
Fourth Little Boy —
And away rabbit ran
To a fine apple tree,
Where, gnawing tho bark,
He thought not to hark
The coming of hunters, so fearless was he.
Fifth Little Boy—
Now, as rabbits are good
When roasted or stewed,
A man came along hunting rabbits for dinner.
He saw little Bun,
He raised his big gnn, (pointing)
Poof! there he lay, dead, the foolish young sinner!
"Whichever way the wind doth blow,
Some heart is glad to have it so.
So blow it east, or blow it west,
The wind that blows, that wind is best."
The board of trustees of the George Peabody College
for Teachers will meet in Nashville on the 17th of this
month for the consideration of plans for the five or six
new buildings to be erected in the near future for the
college. These buildings are to cost about $500,000.
They are to be the first of some thirty or forty to adorn
the campus in the future. — Southern School News.
THE GARDEN
MARY LOIS LOUDON
"The Garden," is a little play or exercise for
four small children, one carrying a small spade,
one a small rake, another a handful of seeds, and
the fourth a small sprinkling pot. The girls wear
large garden hats tied under their chins and the
boys large sun hats.
First Boy recites (pretending he is really spading) :
First the garden bed is made
With sturdy arm and trusty spade.
Second Girl recites while she rakes:
Then the greatest care we take
To smooth the ground o'er with our rake.
Third Girl recites, kneeling as if planting the
seeds:
When the earth is warm and fine
We plant the seeds in proper time.
Fourth Boy recites swinging watering pot:
Should the soil get dry and hot
We sprinkle with our wat'ring pot.
Together:
After that, all of us know
We must wait for the things to grow.
CORNSTARCH MAPS.
Take one pound of cornstarch and two quarts
of salt. Moisten the starch with a very little water,
and heat the salt. Then mix the two together and
bake until thick enough to mold after which mold
and wrap in a damp cloth, and lay aside until want-
ed. The hands should be kept wet while working
the mixture. Draw an outline of the map to be made
on heavy cardboard, and then cut out. Cover this
with a coat of the cornstarch mixture, and then put
on the elevations. When done the map may be baked
until dry. or it will dry of itself if left undisturbed
xor twenty-four hours.
Since January, 1911, the number of open air schools
in operation in the United States has increased 214 per
cent., or from 29 to 91. The open air classroom for
tuberculosis and anemic children are proving invaluable.
— Southern School News.
United States Commissioner of Education P. P. Clax-
ton says he is looking for the man, or group of men,
who will give $25,000,000 to the Federal government for
the education of adult illiterates.
New York. — Percival Chubb of the Ethical Culture
Society spoke under the auspices of the New York
Kindergarten Association March 5th. Joseph Lee, Pres-
ident of the Playground Association, will also speak
April 3th under the auspices of the Association.
"If God gives the play instinct, man ought to provide
facilities." "Crime often means a lack ofathletics and
a place to play," these and similar mottoes appeared on
posters shown at a child's welfare exhibit in Chicago.
The main purpose of this exhibit is to arouse the city
to the necessity of adequate playgrounds for the child-
ren.
a
m
U4
53
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Q
Cu
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THE KINDERGARTEN-PRIMARY MAGAZINE
LITTLE PIECES FOR LITTLE PEOPLE
Clear in the soft, warm sunshine.
The Easter hymns are singing.
The low n6te of a spring bird
Chimes with the children's singing,
To Thee the praise.
The lilies' snowy whiteness
Shines out to grace the day.
May the children's hearts be always
As pure and fair as they,
To Thee the praise.
— Anonymous
Listen, the birds are singing,
Singing on Easter morn:
Bells in the steeples ringing
Welcome the festal morn;
And the message they bear
On the radiant air
Chides sorrow and fear:
Life is life forever, evermore!
Easter Flowers.
Christ hath arisen with "healing in His wings,"
Ye have arisen, oh bright and beauteous things!
To tell us of the resurrection morn,
When we, immortal from the grave new-born
With bodies glorified, to life shall rise,
And meet the Saviour in the bending skies,
Children's Easter.
LUCY LAECOM.
Breaks the joyful Easter dawn,
Clearer yet and stronger,
Winter from the world has gone;
Death shall be no longer.
Far away good angels drive
Night and sin and sadness;
Earth awakes in smiles, alive
With her dear Lord's gladness.
Open, happy buds of spring,
For the sun has risen!
Through the sky sweet voices ring,
Calling you from prison.
Little children dear, look up!
Toward His brightness pressing;
Lift up every heart, a cup
For the dear Lord's blessing.
O, birds on the wing,
Pray, tarry, and sing
A sweet roundelay
For this beautiful day,
For Easter, glad Easter, is here.
He serves his country best
Who lives pure life, and doeth righteous deeds,
He walks straight paths, however others stray,
And leaves his sons as uttermost bequest
A stainless record which all men may read:
MARCH
Anne McMullen Iewin, Hamilton, Canada.
March nodded to winter, "goodby! goodby!
Off to your home in the north you must hie;
Have you forgotten, under the snow
The Wee seeds are waiting longing to grow?
"They are Spring's downy babies: soon she'll be here
Whisp'ring a welcome in each willing ear;
So to tidy the earth I'll sweep and I'll blow
Getting it cleared for the flowers to grow.
"Such a tiresome winter" I hear the folks say,
Just see them all smile when I march you away!
Here's your great coat of snow, and your icicle cane,
Please leave no excuse to slide back here again."
Reluctant old winter receives his conge
From young braggard March, but proceeds to array;
Pretending to fumble with great coat and cane •
He deluges March with snow, ice, sleet and rain.
At last he is off! Young March heaves a sigh!
An army of sunbeams flash down from the sky;
The crow and the blue bird and robin on wing
Whir onward in ecstasy welcoming spring.
Easter Scriptural Quotations
And if Christ be not risen, then is our preaching
vain, and your faith is also vain.
But now is Christ risen from the dead, and be-
come the first fruits of them that slept.
For since by man came death, by man came also
the resurrection of the dead.
For as in Adam all die, even so in Christ shall all
be made alive. ( 1 Cor. 15, 13, 14, 20, 21, 22.)
Knowing that he. which raised up the Lord Jesus,
shall raise up us also by Jesus, and shall present us
with you. ( 2 Cor. 4, 14.)
The sting of death is sin, and the strength of sin
is the law. But thanks be to God, which giveth us the
victory through our Lord Jesus Christ. ( 1 Cor. 15,
53—57.)
The year's at the spring
And day's at the morn;
Morning's at seven;
The hillside's dew-pearled,
The lark's on the wing;
The snail's on the thorn;
God s in his heaven —
All's right with the world.
— Robert Browning.
"If a task is once begun,
Never leave it till it's done;
Be the labor great or small,
Do it well or not at all."
"Do all the good you can,
To all the people you can,
In all the ways you can,
Just as long as you can."
THE KINDERGARTEN-PRIMARY MAGAZINE
213
Des Moines, Iowa.
Educational Interests
Des Moines has 41 Kindergartens with over
1500 kindergarten children in attendance, 63
school buildings valued at $1,913,439.00; 525
teachers, over 17,000 pupils, 2,122 of whom are
in the high schools.
Following is a complete list of the Public
School Kindergartens of Des Moines, together
with the location of the Kindergartens, and
names of Kindergartners:
Bessie Park
Supervisor of Public School Kindergartens of Des Moines.
Public School Kindergartners op Des Moines
Benton School, S. E. 12th & Shaw, Room 1.
Zoe Meir, Kindergarten director.
Bird School, Twenty-first & Woodland Ave., Room 1.
Sadie Galbraith, Kindergarten director,
Mary R. Wyman, assistant.
Bremer School, Bet. First and Second on Des Moines,
Room 1.
Ethel Lee, Kindergarten director.
Brooks School, East Twenty-second and Des Moines,
Room 1.
Mrs. Ann Dixon, Kindergarten director,
Grace Wyman, assistant.
Bryant School, Cor. Grand and Penn Aves., Room 1.
Cecelia Sheehan, Kindergarten director,
Ethel L. Badgley, assistant.
Gary School, East Fourteenth and Court Aves., Room 1.
Jessie St. John, Kindergarten director.
Casady School, Sixteenth and Jefferson Sts., Room 1.
Mary Dunkle, Kindergarten director.
Cattell School, East Thirteenth and Hull, Room 1.
Elizabeth M. Thompson, Kindergarten director.
Clarkson School, Sixth and Franz Room 1.
Elva Lichty, Kindergarten director.
Cooper School, Thirteenth and Ascension, Room 1,
Florence J. Spurrier, Kindergarten director.
Crocker School, Sixth and School, Room 1.
Lilly Weaver, Kindergarten director,
Bethel Huffman, assistant.
Curtis School, Sixth and Raccoon Streets, Room 1.
Blanche V. Williams, Kindergarten director.
Elmwood School, 31st and University Aves., Room 1.
Nellie Stoner, Kindergarten director.
Emerson School, East Sixteenth and Maple Sts., Room 1.
Maud Campbell, Kindergarten director,
Gretchen Garst, assistant.
Franklin School, Thirteenth and Crocker Sts., Room 1.
Ella B. Howell, Kindergarten director.
Garfield School, Third, between Center and Chestnut,
Ella Grigsby, Kindergarten director.
Given School, Twenty-first, bet. Clark & Forest, Room 1 .
Ethyl Hamilton, Kindergarten director.
Grant School, Twenty-third and Cottage Grove, Room 1.
Minnie Hyland, Kindergarten director.
Greenwood School, Thirty-seventh, South of Grand,
Room 1.
Minnie E. Hoppes, Kindergarten director.
Howe School, S. E. Seventh and Davis Aves., Room 1.
Maude Owen, Kindergarten director.
Hubbell School, Forty-second and Center Sts., Room 1.
Adeline Winterble, Kindergarten director.
Irving School, Tenth and Pleasant Sts., Room 1.
Florence True, Kindergarten director.
Kirkwood School, Twenty-seventh and Clark, Room 1.
Ruth I. Denny, Kindergarten director.
Lincoln School, Ninth and Mulberry St., Room 1.
Isabel Marshall, Kindergarten director.
Logan School, Hubbell and Dixon St., Room 1.
Irene Hirsch, Kindergarten director.
Longfellow School, EastSeventh, Bet. Maple and Walker.
Ethel M. Banta, Kindergarten director,
Edna Cassidy, assistant.
Lucas School, East Sixteenth and'Capitol Ave., Room 1.
Lilla Vaughan, Kindergarten director.
Olive McHenry School, Seventeenth and Crocker St.,
Room 1.
Caroline C. VanMeter, Kindergarten directoa.
McKinley School, S. E. Sixth and Jackson Ave., Room 1.
Louisa F. Huntington, Kindergarten director.
Nash School, Forest and Thirteenth St. Place, Room 1.
Agnes Jennings, Kindergarten director.
Oak Park School, South Ninth and Park, Room 1.
Helen Hull, Kindergarten director.
Park Ave. School, Sixth Ave. and Madison, Room 1.
, Emma E. Klinefelter, Kindergarten director,
Florence Stewart, assistant.
Phillips School, Twenty-fourth and Eastern Boulevard,
Room 1.
Minnie Holt, Kindergarten director.
Rice School, Cor. Beaver Ave., and Adams St., Room 1.
Esther Peterson, Kindergarten director.
Sabin School, Fifth and College Ave., Room 1.
Alice T. Lowry, Kindergarten director,
Faye Ogden, assistant.
Scott School, S, E. Twenty-fifth and Maury Sts.
Margaret Murphy, Kindergarten director.
214
THE KINDERGARTEN-PRIMARY MAGAZINE
Wallace School, East Thirteenth and Cleveland St ,
Room 1.
Fern Tedrow, Kindergarten director.
Washington School, Hillside Ave., Room 1.
Henrietta Blessin, Kindergarten director,
Lucille Wilson, assistant.
Webster School, East Twelfth and Lyon Sts., Room 1.
Marie Preston, Kindergarten director,
Grace Kimmey, assistant.
Willard School, East Thirtieth and Dean, Room 1.
Charlotte C. Vilmont, Kindergarten director,
Leta B. Gode, assistant.
Drake University, one of the great education-
al institutions of the Middle West, with an en-
rollment of 2000, is located here. The faculty
numbers 112.
Des Moines College, founded by the Baptists
of Iowa in 1865, has an investment of $400,000.00
and made improvements last year to the value
of $50,000.
Grandview College, a Danish educational
institution, is well sustained.
Still College of Osteopathy is said to have the
largest osteopathic clinic in America and has just
acquired a building which will be converted into
the largest osteopathic hospital in the world.
The Cummings School of Art, the pioneer art
school of the Middle West, is located here.
The largest Commercial College in the Middle
West is located in Des Moines, and there are
several other colleges and private schools in the
city which are well patronized.
The City Library contains 41,000 volumes.
The State Library 120,000 volumes.
The Historical Library 24,033 volumes.
The Drake Carnegie Library 19,000 volumes.
Population and Growth.
Des Moines has grown from a village of 502 in
1852 to 86,368, in 1910, and now claims a
population of 107,000. It has grown steadily
each year since its organization as a village.
It is one of the greatest manufacturing cities in
the prairie land and one of the three largest dis-
tributing points for farm machinery in America.
Des Moines is reached by practically every trunk
line railroad in Iowa. Several of the great trans-
continental lines pass through Des Moines.
The following brief statement of facts regarding
Des Moines, gained from booklets sent out by the
Greater Des Moines committee, will serve to
indicate the importance of the city:
The assessor's valuation is over $100,000,000;
bank deposits, $33,000,000.00; per capita wealth
of Iowa, $[,828; per capita wealth of U. S $1,318;
of Ohio $1,361; railway mileage of state, 9,827;
only one spot in Iowa 12 miles from a railroad;
farms of Iowa produced a surplus last year over
products consumed on farms of $640,000,000.00,
which is $40,000,000.00 more than the yearly
output of the gold mines of the world.
The city covers fifty-four square miles, over
six hundred residences built in 1910, one church
for every one thousand people, twice as many as
in the average city, seventeen public parks, , a
coliseum with a seating capacity of 10, 000 people,
new city hall costing $350,000.00, the best
street lighting system in the world, seventy-six
miles of street railway, 26,000 telephones, 140
miles of water mains, 165 miles of gas mains, 72
miles of paved streets, 105 miles of sewers. The
post office shows the largest receipts per capita
of any city in the United States.
The people are deeply interested in religion,
morality, education, music, art and literature and
— Des Moines.
FINGERS AND TOES.
(Arthur Guiterman in April St. .Nicholas.)
Such funnysongs my grandma sings!
She plays such funny games.
And, oh! she calls a lot of things
Such awful funny names!
She raps my fingers, one by one,
And says, "Now hear me tell
Who picked the currants from the bun,
And pinched the cat, as well!
'T was,
Tom Thumper,
Ben Bumper,
Long Larum,
Billy Barnum,
And little Oker-bell!"
And when, at night, I've taken off
My shoes, and stockings, too,
She'll pat my feet, and frown, and cough,
And say, "It wasn't you
That kicked the pantry door, I s'pose,
And scarred and scratched it so?"
And then she'll laugh, and tweak my toes,
And say, "I guess I know!
'T was,
Toetipe,
Pennywipe,
Tommy Thistle, .
Jimmy Whistle,
And Baby Trippingo!"
Even from the body's purity, the mind.
Receives a secret, sympathetic aid. — Thomson.
THE KINDERGARTEN-PRIMARY MAGAZINE
215
gawiy WWHPJSaBJigHgHI I j *
STORIES, GAMES, PLAYS, DIALOGUES, ETC.
GRANDMA'S LUNCHEON.
By Margaret D. Plympton.
One very sunny morning in June mamma
said to Ned and Elizabeth, "Let's go down in
the hollow and find some strawberries; maybe
there are some all ripe, and ready for us to
pick."
Ned and Elizabeth knew that a very good
time was coming when their mamma asked
them to go to walk, so they made haste to
get their hats and baskets.
Soon they were out in the gay sunshine
with Max, the dog, running along and barking
because he was so happy to be going too.
They took their way through the garden,
where the bees were busy getting pollen ; then
down the hillside and across the fields near
the woods where Elizabeth had the nicest
playhouse under an old fir tree.
Such a lovely time as they all had watching
the bees at their work, and the young birds
trying hard to fly as well as the papa and
mamma birds. At last they came to a hollow
tucked away at the foot of the hills.
"Hi! Here we are!"' shouted Ned.
"How can we get in?" Elizabeth wanted to
know, for there was a fence about the hollow
to keep the cattle from trampling the high
grass.
"Right here," and mamma pushed aside a
loosened beard.
"Oh! daisies and clover; let's pick some,"
cried Elizabeth, as both children scampered
off to wade in the "grass-sea" as Ned called it.
Pretty soon mamma said to them, "Now
play sharp eyes ; we ought to find the straw-
berries right here, for this is where the blos-
soms were thickest."
The children began to hunt, and soon Eliza-
beth called out, "Here, here; come, mamma,
I've found them — big ones !"
Mamma told her little girl to pick them and
fill her basket as fast as she could. All among
the grass and daisies, almost hidden, hung fat,
red berries so sweet and juicy.
The children wanted very much to eat them,
but instead they just picked the berries and
crawled along the sweet smelling earth, and
tried hard to fill their baskets before mamma
could fill hers.
A big robin near by saw the busy workers
and maybe he thought to himself, "Oh! dear;
I do hope they won't pick all those nice straw-
berries. I'm tired and hungry. I've been
working hard all this morning helping to
teach the robin children how to use their
wings properly, and to plume their feathers."
The children didn't see robin, but they
heard him sing, and felt happy to think he
was near.
When the baskets were filled, mamma said,
"Let's leave our baskets beside this big bush
and go down to the spring."
Now Ned liked going to the spring better
than doing anything else, so he quickly hid
the baskets and started on a race with Max.
Mamma and Elizabeth went slowly, looking
about for places where more berries grew.
What a jolly time they all had at the spring,
drinking out of their hands and sailing leaf-
boats loaded with daisy petals and "clover
horns" ! The bees, and birds, and butterflies,
too, were all out, having a busy, happy time
in the sunshine and fresh June air.
When the children were tired of play, mam-
ma told, them a story about the woolley fern
stems that the king of the pixies uses for
canes. Then it was time to go home; so
back they went to get their strawberries. And
what do you suppose they saw? Why, a
plump robin sitting on the edge of mamma's
basket eating a big berry.
"Hush! let's watch him," said mamma. The
children kept still as little mice, and robin
took another berry and flew away. Ever so
many times he flew back for berries.
At last mamma said: "I think he is feeding
his little ones; but we cannot let him spoil
grandma's morning luncheon." So the chil-
dren took up the small baskets and started
along. "Won't he be just s'prised when he
comes back and can't And any more berries?"
said Ned.
Elizabeth was afraid the baby birds would
be disappointed if papa robin didn't give them
any more berries, so she went back and left
two for each baby bird.
When they got home mamma and the chil-
dren laid the berries with their crisp little
stems on a pretty dish, and carried them into
the cosy room where lame grandma had to
stay most of the time.
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THE KINDERGARTEN-PRIMARY MAGAZINE
How she did laugh when they told her
about the robin ! She said, "I am very much
pleased to share my berries with Mr. Robin's
family, and I hope they enjoyed their luncheon
as much as I shall mine."
WILLIE'S RABBIT.
Gkace Dow-
Willie was a kind little boy who was very fond
of animals, though he seldom saw them for he lived
in the great city of Xew York.
Uncle John had promised Willie a pet for his
birthday, and how anxiously he watched for the day.
One bright spring morning Willie said, "Look!
Uncle John, there is something with a white furry
coat hopping along on the lawn." Now what do
you think it was?
Willie's pet, a white rabbit.
Willie caught it, and called it Fluffy, and they
soon became fast friends.
You should have seen him take his long leaps as
he followed Willie about like a little dog.
"I wonder what makes a rabbit so scarey," said
Willie one day.
You see he had been studying the habits of his
new pet, and was anxious to learn more about him.
"His long ears seem always to be twitching, and
he often puts them close to the ground." This is
because he is ever on the alert for danger, for his
only means of protection is to hide in the deep
grass, or under the brush and bushes.
He is the chief meat of the fox, the mink, and
many of the larger birds, and he is also hunted by
the farmer who believes that his crops are destroyed
by poor bunny, but more often he is only taking
the weeds.
And why are his feet padded? Perhaps to enable
him to move about more quietly, and thus be not so
easily detected by his foes.
His principal articles of food are leaves of plants
and vegetables which he clips very easily with his
two long chisel-like teeth.
Willie made Fluffy a nice warm bed, but how
much more he enjoyed his own bed among the gar-
den flowers, or the one in the stump of an old tree,
which we call a burrow.
One day he wandered too far from his hiding
place, and was caught by Fido.
Poor Fluffy came home with a torn ear, and a
broken paw, but by Willie's kind treatment he was
soon cured.
After that he was found more often cuddled down
in Willie's warm nest out of harm's way.
The common ingredients of health and long life are:
Great temp'rance, open air,
Easy labor, little care.
— Sir P. Sidney
He who has health has hope, and he who has
hope has everything. — Arabian Proverb.
ETHICAL CULTURE
MORAL EDUCATION.
(James J. Joyner, Raleigh, N. C.)
As character always determines the use to which
knowledge and training are put, it is of prime im-
portance in education. Unless accompanied with
the development of character, conscience, and con-
viction as guiding principles, the development of
power and efficiency thru education may, thru mis-
application, become a means of degradation. It is
not surprising, therefore, that one of the most
marked tendencies in American education is in-
creased emphasis upon moral education, whereby
there shall be woven into the warp and woof of
the character of the growing child, and youth the
homely virtues needed for the proper guidance of
everyday life. It is as needful and as democratic
that our system of education should minister to the
moral needs of all classes of our population as that
it should minister to their industrial and vocational
needs. In this land of teeming immigration, of
multiplying factories and shops, of growing cities
with their apartment houses and crowded tene-
ments and numberless temptations, when on every
hand the forces that tend to cast asunder the home
ties, to shorten the hours of family association, to
weaken the bonds of parental control, and to de-
crease the opportunities for moral training in the
home are daily multiplying, an increased burden of
moral education has been thrown- upon the Amer-
ican school.
For the formation and fortification of good char-
acter, it is wisely insisted that moral instruction
should be given in all our schools by precept, ex-
morning to inquire whether the children were in
condition to be in school and at work during the
day, deciding whether this child or that child might
in some wav. infect with disease other children in
the room. But we had not reached that point ten
ample, and systematic teaching. It should be
based, I believe, upon the fundamental teachings of
the Book of Books, and the open Bible for moral
hut not sectarian instruction should have and hold
its place in every public school. Example is more
r>;tent than precept, willing and doinsr the right,
impelled by the right motive, the formation of right
habits from right living, more potent than sys-
tematic teaching about right and wrong. "School
is not preparation for life: school is 'life." In
schoolroom and on playground the child finds as
varied and tvpical opportunities as men find in the
wide world beyond for doing right, for refraining
from wrong, for acquiring under prope guidance
and stimulation, by observation, imitation, associa-
tion, and practice, self-restraint, industry, obedi-
ence, courage, courtesy, kindness, .honesty, purity,
charity, and all the other virtues that form and
adorn human character.
There is scarcely a school task, duty, or play_ that
cannot be made by a skillful teacher to contribute
to the moral education of the child. History and
literature and the drama of the world's dailv life
furnish abundant material for illustration and in-
spiration. But over all, above all, more than all, is
the daily example, the personal touch, the dynamic
influence of the teacher with soul and consecration.
217
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3H THE KINDERGARTEN=PRIMARY MAGAZINE H
±
CURRENT EDUCATIONAL THOUGHT
FROM SUCCESSFUL AMERICAN EDUCATORS
■ffi
ffi
ffl"
THE PRESENT STATUS OF EDUCATION IN
THE ELEMENTARY SCHOOLS.
(Ella Flagg Young. Superintendent of Schools,
Chicago, 111.)
The subject before us may be viewed from sev-
eral different standpoints, at several different an-
gles. Upon first thought, in considering the pres-
ent status of elementary education, one would look
to the statistical side, seeking for the advance in
the number of those who are being educated in the
elementary schools today, in comparison with the
number ten years ago. The figures for 1910 are
not ready, and when they are presented in the ad-
mirable report which our Commissioner of Educa-
tion sends out to us, it 'will be much more satisfac-
tory to study statistics from the printed page than
to attempt to take them in rapidly thru the ear.
One might, also consider this question from the
financial side, and it would be interesting to note
the increase in the amount of money poured out
by the people of this country today for the educa-
tion of the children in the elementary stage over
that of ten years ago.
There is another side, however, which appeals to
me more than the statistical side of the number
attending or of the finances, and that is the side
which deals with the change in the interpretation
of the meaning of elementary education, as under-
stood today and as understood ten years ago.
It is true that ten years ago leaders in the theory
and principles of education in this country were
forging ahead, discussing points which we workers
in the field had scarcely touched upon; but with all
their discussion, the ideas which they had grasped
were not generally accepted in the elementary
schools. There is nothing more wonderful in the
history of this country than the remarkable strides
made in the last decade by those who are in the
field — superintendents, principals, and teachers — in
their understanding of what is meant by element-
ary education.
It has long been customary to say that educa-
tion deals with the physical, the mental, and the
moral development; but let the men and women in
this room think back ten years and compare the
practice of physical education in the elementary
schools then with that of physical education today,
and they will say that it was merely a matter of
lip service that we had so short a time ago, com-
pared with what we are doing today on the physical
side for the development of children.
It is true that thirty years ago in France they
had reached the point where the school medical in-
spector, in Paris at least, visited the school each
morning to inquire whether the children were in
condition to be in school and at work during the
day, deciding whether this child or that child might
in some way infect with disease other children in
the room. But we had not reached that point ten
years ago; and yet today all over this country, in
the large cities and towns, special effort is made
to get at the physical condition of the children and
see that they neither injure each other nor are in-
jured by the surroundings of the school. The
school patrons who form a department in the Na-
tional Education Association are making tremen-
dous efforts toward carrying this idea of the physi-
cal well-being of the children into every school in
the land, and they will succeed, because those
women are in earnest.
Think of the exercises that we had for the chil-
dren ten years ago that we called physical exer-
cises, when the little things stood and put out their
arms as if they were trjvng to draw them out of
their sockets; then think of the games, the gym-
nastics for these children today, suited for their
age, and suited for their stage of development.
There is a third phase on the physical side. We
call it industrial or vocational training. We are
still some-what timorous about it, and yet we are
beginning to realize that there are many boys and
many girls in the schools who will not long con-
tinue to be interested in the purely academic or
book work, whose whole being leans toward ma-
terial construction — toward the doing of things
with the hand; and there are many who thru eco-
nomic conditions will be obliged to turn into indus-
trial lines. In the elementary schools today we are
studying to know what we can do to enable our
schools to do their duty toward those children.
On the mental side there is a marked change. We
certainly are much nearer to psychologic method
than we were ten years ago. All method has not
been advance, however. 1 know it is a dangerous
thing, Mr. Chairman, to say here, but many of the
subjects which he have introduced into the schools,
manual training and household arts and science, are
taught in most places as formally as arithmetic,
spelling, reading, and writing are still taught. With
the new studies there has not always come psycho-
logic method. But if we chance into a school in
which old methods obtain in full force, we realize
that in advanced methods altho we have not learn-
ed to open always the way so that the minds of
the children shall play naturally in approaching
and exploring the subject, yet there is something
2i;
THE KINDERGARTEN -PRIMARY MAGAZINE
of Horace Mann's idea that the minds of the early
learners should play about the subject as the waters
lap the shores 'of an island.
On the moral side we are working on perplexing
problems. It is easier to advance physical educa-
tion than mental; mental than moral. This whole
question of instruction in morals has become most
complicated for us with the great influx of peoples
from all nations, with varying standards of morals
and ethics. This whole question, as I say, has
come upon us in such a way that it is most difficult
for us to know just what to do. Here we have one
side, indicated in an address made by Judge Lind-
sey a week ago, to the effect that it is not the
child that has all the little school virtues who is
always the good child. Then we have the other
side, opening up into that tremendous question,
which does not originate in any weakness and
which does not originate in any fault in the school,
but which the school at last sees that it, for the
sake of the nation, must take up and handle. I
refer to the question of social hygiene but shall not
be able to consider it in the time allotted to me.
With that first question we are troubled, because
it necessitates a change in ourselves. With the
strong men and strong women who have taught in
the elementary schools and who have laid the foun-
dations for sterling manhood and womanhood in
the boys and girls, it is true that to a large extent
the measure of goodness of a child has lain in his
conformity to the ideal that the teacher has as to
what a boy or girl should be as his or her pupil. I
remember the first shock I had with regard to that
question after I had taught school four or live
years. A boy who had been a model boy, who had
always locked the wardrobe door and unlocked it,
who had gathered up everything at night and seen
to it that the room was in excellent condition, who
knew all the bad boys and what they were doing,
and told me that such a boy was not so good as
he ought to be, had left school and been free out
in the world. Alas! I soon learned, in hearing of
his career, that he had simply the virtues, the meth-
ods, the customs that suited me in my school; that
he had not been strengthened to go out and meet
the temptations of life that appealed to him. It
was then that I began to study the question as to
whether virtues that are simply school virtues have
lasting value. Do I mean that the children who
are rebellious are the good children? No. But
there is something which we must yet learn, an
ideal which must be developed in our minds as to
what is strength of character, and how strength
of character is developed.
Two years ago I went to one of the large cities
in this country, and was called upon by the news-
paper reporters. It seemed as if they had got to-
gether before I arrived and planned to ask me one
question. This was the question: How do you ex-
plain the fact that all the aldermen and congress-
men that have gone astray are graduates of the
public schools? Of course, I did not attempt to
explain it. I told them that they must first show
me the statistics upon which they based their ques-
tion. We know that somehow we have not thus
far succeeded in laying those foundations which
make for a great nation, which make strong men
and strong women. We are doing a great deal, but
there is more for us to do.
Last October the 'Mayor of Chicago asked me to
be one of the delegates from Chicago to the Inter-
national Prison Congress. At first blush I thought
it a little odd for me to go to a prison congress.
On second thought I believed I should go there to
find out how it happened that any of our boys and
girls go to prison. What an experience I had in
that congress! Those men and women in that con-
gress were bent on studying, not how to punish,
not how to reprove, but how to get nearer the good
which lurked yet in this boy or that girl and to
give it play. It was a wonderful lesson. With all
our ardor for developing goodness, we have much
to learn about that art. The superintendents in the
elementary schools of America into which the
streams are pouring from countless nations are far
from an understanding of moral education as a
means of strengthening and purifying the stream
of civilization — we need another decade before the
status of this work can be presented.
From Address delivere 1 > i 1 1 .
UNITY OF IDEALS AND PURPOSES IN
TEACHERS AS GAINED FROM PRO-
FESSIONAL TRAINING.
(Alfred C. Thompson, Principal of State Normal
School, Brockport, New York.)
The Commissioner of Education of the State of
New York in a recent address said: "Of course the
main educational concern of New York is that her
people shall be trained in common honesty. Where
that is accomplished, much of the other training
takes care of itself. If it is not assured, the other
training is of little avail."
Substitute the word "nation" for "New York" in
this noble sentiment and you have the keynote of
all that I shall say. Unity of ideals and purposes
can be promoted by professional training if ele-
mental honesty is the precept and practice of those
who direct and instruct, and if it is the mainspring
of all thought and action.
The commonest defect in our social organism is
that men, who would not rob a neighbor of the loaf
of bread upon which he nourishes his babes, will
unhesitatingly steal all of the grain in the world,
from which the bread is made, even if it should
mean the destruction of all the babies in the world.
We may quibble about educational creeds and
methods. With equally good intentions one may-
seek good results in one way or another in another
way. We can never state definitely the means by
which teachers may secure the desired ends. David
could not fight in Saul's armor. There can never be
uniformity of method, but there may be and should
be unity of purpose.
We are dealing with the souls of men. Ideals
determine the destiny of souls. Honesty should be
THE KINDERGARTEN-PRIMARY MAGAZINE
219
the essence of all ideals and purposes set up by
professional training. Not the anaemic honesty
that manifests itself in sentimental emotions and
hysterical bursts of spectacular charity; or, in other
words, the kind that men have who do good Sun-
days and "do" their neighbors all the rest of the
week; but the kind that makes people good to live
with and safe to do business with; the kind that
gives men a broad perception and appreciation of
the situation and interests of those remote from
them in distance or social rank, whose lives their
conduct influences for good or ill.
Professional training has much to do with cre-
ating ideals because intellectual content is vitally
essential to the ideal since the ideal must contain
the particular knowledge fitted to arouse thought
and control action.
No longer than a generation ago it was the chief
purpose of teachers to teach subjects rather than
pupils. Even today in many schools it is safe to
say that there is more teacher study by pupils than
pupil study by teachers.
It is undoubtedly the first duty of professional
training to start the teacher on the right track in-
spired with the purpose to know and teach chil-
dren and to help each child attain his highest pos-
sibilities.
Professional training must make it clear that
knowledge is good, but that wisdom is beter; that
a learned man may be a fool and a knave, but a
wise man never; that it is a much greater thing for
one to be good because he wants to, rather than
because he must; that the will cannot be forced,
but that it can be led; that the teacher's province
is. less to instruct than to guide; that it is not a
teacher's business o lay down precepts, but to
teach pupils to discover them; that the quality of
effort one makes is worth vastly more than what
he gets as the result of the effort; that ability to
think and to direct one's efforts economically will
do vastly more toward giving one a position in life
than a knowledge and control of any specialized
symbols of learning; and finally, that the teacher's
responsibility is to arouse a life-long interest in
the things in which the pupil ought to be interested,
in order that when the training of the school is
over, the education of life may continue such
training as long as life lasts.
One of the purposes of a teacher should be to
cultivate the spirit of thrift in himself and in his
pupils. I do not mean thrift as it is popularly un-
derstood and practiced. Under the name of thrift
great masters of finance and corporations have
adopted questionable methods and have devised
subtle means and dishonest ways of misleading, in
order to compel those who must buy the commod-
ity they control to buy at unfair and excessive
prices, that they may wring from the helpless pur-
chaser inordinate gains for themselves. This spirit
has permeated our commercial life and in some
measure all classes of our people.
I mean honest thrift which offers an honest arti-
cle and demands a fair price. Is it not a very prop-
er part of professional training to set a fair esti-
mate on its own product? It is not very long ago
that the notion obtained that the only necessary
qualification for a teacher was the missionary spirit
and the schools were regarded as eleemosynary in-
stitutions in consequence.
The missionary spirit is most commendable, but
the time has come when school work is not mis-
sionary work. There is nothing more vital to a
nation's welfare, and its very existence, than edu-
cation. It is not only a nation's chief defence, but
its cheap defence. The most economical insur-
ance a nation can carry is education, and the nation
must not be relieved of supporting education by
shifting the burden onto the shoulders of mis-
sionaries.
In my opinion, the low financial estimate put up-
on education by our nation is responsible in large
measure for the small number of men engaged in
this work. Not only is the pecuniary compensa-
tion forbidding, but a person's social standing and
influence are too often based, not on the character
of his work, but on the amount of pay that he gets
for it.
Certain it is that pedagogicus mesculinus is fast
disappearing in our country, and unless conditions
change it is very likely that he will at no distant
day become as extinct as the great auk. It is most
unfortunate that he inducements to enter the teach-
ing profession are not sufficient to lead able young
men to make the sacrifice in time and preparation
which the work demands, for the teaching profes-
sion will never receive the recognition which is its
due until more men enter the ranks.
I do not want this interpreted as belittling in any
way the splendid work women are doing, but teach-
ing must be a man's sa well as a woman's job.
Children can be best fitted to take their places in
the social organism only through the instruction of
both men and women. I believe tmU all of us will
accept this without argument.
There are many more reasons why men do not
voluntarily go into teaching. I believe it will be
germane to this discussion to introduce two or
three of the most prominent ones.
Tenure of office is very uncertain. From statis-
tics covering quite a wide field, it appears that the
tenure of office of men in the teaching profession is
less than three years, and in almost all places
teachers must be subjected to the humiliation of
annual elections, when all of their shortcomings
are raked over by school officers and aired in the
community. This nomadic existence with its at-
tendant worries is not likely to induce contentment
and a frame of mind suited to the best intellectual
effort.
When young men about to choose a life's work
see school men and school women, through no fault
of. their own, going down and out, for causes too
numerous to mention, the prospect is not alluring.
School work has not yet attained the dignity of
220
THE KINDERGARTEN-PRIMARY MAGAZINE
a business. The business sense is pretty strong in
most men. They like to engage in callings whose
management is dignified, where authority and re-
sponsibility are commensi'iate, where there are
large opportunities and large outlooks.
Again statistics show that less than three per cent
of men teachers receive what is generally regarded
as a "living" salary for a family. I firmly believe
that the altruistic spirit controls most teachers and
that very few are governed by mercenary motives,
but the -biological end of existence, which is to
perpetuate one's kind, impels a man to choose a
life's work which is likely to afford the means of
supporting a family.
It is my firm conviction that all of us engaged in
the work of education should do all in our power
to improve the condition of the teacher financially
and otherwise. A reasonable spirit of honest thrift
will not lessen the teacher's quality of effort. It
will not prevent him from trying to improve his
skill in teaching and to make his field of learning
more extensive and accurate. It will not lessen his
desire to perfect himself in fine manners. He will
seek just as earnestly to raise the standard of his
character. He will be even more likely to strive
to make himself the desired professional teacher.
We may be sure that nobody will put a higher
estimate on our work than we do ourselves. I be-
lieve that to try to better our financial remunera-
tion and general condition by every honest means
in our power is compatible with the highest pur-
poses and noblest ideals.
Unity of ideals and purposes may do much to
strengthen a public sentiment in favor of those
methods which are best for our country's welfare.
But how bring about unity? Unity is not made.
Like Topsy, it grows. In trees there is unity. In
telegraph poles, uniformity. The first is one of the
highest expressions of a divine power. The last is
man's work.
Undoubtedly, if there is to be unity it must be in
that subtle something we call character in both its
subjective and social phase. What we are, pertains
to the real, true self. What we do, has its influence
on those about us.
A young child acts under the inspiration of sug-
gestion, and when he is older, under the inspira-
tion of ideals. As the chameleon's color changes
with the color of the objects about it, so is the
child's character acted upon by what we teachers
are and by what we do.
This faculty of being easily influenced surrenders
children to the mercy of their ciders; therefore, we,
the elders, the teachers, must have the single pur-
pose of surrounding children with the influences
that will lead them to aspire to the things that are
honest. In all of our ideals and purposes, it seems
to me, that- this should be the ultimate, the su-
preme aim.
Heavy demands are made on the several educa-
tional agencies for professional training which are
endeavoring to meet the exacting- requirements that
are set for teachers, It is most fitting that there
should be among these agencies a unity of ideals
and purposes, for certainly the requirements asked
would tax genius and divinity.
I have made an attempt to collate from different
sources some of these requirements for a success-
ful teacher. A teacher to measure up to the de-
mands must have the learning of a college pres-
ident, the consecration of a clergyman, the execu-
tive talents of a financier, the humility of a deacon,
and the craftiness of a politician. He must be an
angel for temper, a demon for discipline, a chame-
leon for adaptation, a diplomat for tact, an opti-
mist for hope, and a hero for courage. He should
have the wisdom of a serpent, and the gentleness
of a dove, the grace of God, the patience of Job
and the perseverence of the devil.
Let such teachers bring to our schools the cul-
tures that make for a noble citizenship, but let the
people bring to their support the utilities that make
for a material success, without which citizenship is
a mockery and democracy a farce.
TO EXERCISE THE HEROIC IMPULSES: A
SUBSTITUTE FOR MILITARY DRILL.*
Bertha Johnston
The heroes of barbaric times were the men who
killed and destroyed; the heroes of our days are those
who succor and save. — Andrew Carnegie.
Although we believe, with Mr. Carnegie, that the
era of the old-time soldier is passing, we are just. as
sure that the average normal, healthy-bodied, whole-
some-hearted boy is far readier to sing with sin-
cerity and spirit:
"I want to be a soldier and with the soldiers stand;
A helmet on my forehead, a rifle in my hand."
than the words of the familiar old hymn, "I want
to be an angel."
And we must confess that the soldier-admiring
boy is, as a rule, a more promising specimen than
he of the angelic proclivities. It is the purpose of
this paper to suggest a means of consciously evolv-
ing the valiant angel out of the heroic elements in
the boy nature.
For all the ages past man has been a fighting
animal and the fighting instinct is strong in the
boy. The soldier ideal makes the appeal at once of
the heroic and the picturesque. For he is a hero-
worshipper, and is not the soldier, the knight, to him
the hero par excellence, symbolizing physical cour-
age, endurance, loyalty, and conquest?
Of all his playthings, the boy, in one stage of
development, takes most delight in his miniature
soldiers; the rows of infantry, the fiery cavalry, the
tiny threatening cannon — how many hours he
spends in placing in military array the lines of
paper regiments, knowing full well which side is
*Note. — Information regarding the training of the firemen
and the life savers was obtained from' the books "Fighting a
Fire," by C. T. Hill, and "The Lifesavers," by James Otis
(Kaler). We would suggest that a most beautiful little story
illustrating how one may. serve one's country in many ways is
that one entitled "Our Country," contained in S'ouvestre's "Attic
Philosopher,"
THE KINDERGARTEN-PRIMARY MAGAZINE
221
predestined to victory. Now, too, the toy pistol,
the sword, the gun, the warrior uniform are pro-
vided by the unthinking parent to. encourage the
young soldier in his aggressive attitude toward the
unknown foe. The stories that are read and re-read
till worn to shreds are "The Boys of '76," and simi-
lar tales. A 'Caesar, or a Napoleon, a Grant, or a
Sherman — these are the heroes he desires to emu-
late. He sees only the nobler attributes of the man
of war. He does not see the conflict as depicted by
Sumner in his "True Grandeur of Nations;" by
Channing, in his Addresses on War; Bloch, in his
great judicial statistical volumes, or Thomas Hardy
in his tremendous drama, "The Dynasts." He can-
not know war succinctly, not to say sulphurically
defined by General Sherman, as "Hell." He longs
to be a soldier, in part because of his long heredity
from fighting ancestors, and in part because society
thus far, for its own self-preservation, has deliber-
ately fostered the soldier ideal and encouraged in
him the war spirit.
But new ideals are coming to the fore. We are
approaching with swift strides an era when, as men
no longer settle private differences by recourse to
the duel, so nations will determine their differences
by an appeal, not to arms, but to arbitration, to
international law. Can we not consciously co-oper-
ate with this great world-movement? May we not
esteem it a privilege if not a duty, to help usher in
the era of "The Pities?" (See The Dynasts, by
Thomas Hardy.)
And what of the heroic virtues? Must they neces-
sarily decay, and bodily weakness, pusillanimity of
spirit and inefficiency become the accompaniments
of the friendly intercourse of nations? By no means.
Courage, endurance, capacity to command, to act
quickly in extremity, the power of initiative — such
qualities will be needed so long as man must con-
tend with Nature's forces — with fire, flood and earth-
quake— so long as he is subject to accident by sea,
land or air. And the boy and the girl must,
as heretofore, be so trained that these virtues be-
come an integral part of the character both of the
individual and of the nation. The saviors of men re-
quire heroic powers, and these must be exercised
by other means than an appeal to the soldier stand-
ard alone.
The school, the Sunday-school and the boys' club
long ago recognized the strong attraction of the
military ideal for the manly boy and utilized it by
adopting and adapting its most apparent and con-
spicuous features, as, for instance, the drill, the
word of command, the uniform, and the opportunity
for the ambitious to exercise leadership over his
fellows. The military undoubtedly holds many a
boy for whom book-learning or religious education
has no charm. The introduction of this feature into
the school is based upon good psychological founda-
tions. It has its value in the training of character.
Nevertheless, there are those who feel that it is,
as at present employed, out of place both in the
school or club of the democracy and in the Sunday-
school that professes to be guided by the spirit of
the Prince of Peace.
With this in mind we ask, cannot a substitute be
found for the military toy and the soldier drill,
something which will discount the murderous, de-
structively aggressive features of war, but at the
same time serve to inculcate the nobler virtues,
something which exercises the boy's natural inclina-
tion and capacity for action but emphasizes the
saving rather than the taking of life, which sub-
stitutes the aiming of a cannon for the purposes of
rescue for the directing of one with intent to kill?
Can we discourage militarism in the home and
school and yet foster courage, honor, truth, fidelity,
efficiency?
Reverting, first, to the play of the child with his
toy soldiers, let us suggest to the manufacturer of
paper soldiers that he add to his regiments of
gallant warriors companies of brave firemen with
horses rampant and hook and ladder recumbent;
and further increase his output for the Christmas
trade by sets of surfmen of the life-saving corps
with wagon and lifeboat. The makers of metal toys
have already anticipated such a movement; their
iron fire-engines now fascinate the small boy. But
they, too, should begin to manufacture sets of life-
savers with boat and lighthouse and breeches-buoy.
The metal armies should include also the ambulance
corps with the conspicuous red cross. Alines, too,
might be made, with the brave men ready to descend
into deadly danger to rescue helpless comrades. The
makers of Lilliputian uniforms should plan small
helmets for small firemen, with boots and other
accouterments as well as the suits such as are worn
by the life-savers. Thus much for the child's free
play period.
Preliminary to the retirement of the military fea-
tures of the school we would suggest that hose who
are natural leaders of boys' organizations make a
study both of the school of instruction for firemen
in New York City, and of the rules for the men of
the life-saving stations.
The latter are supposed to be within five miles of
each other all along the coast, each group being
composed of seven men, the keeper and six surfmen.
At sunset, two of the men start off in opposite direc-
tions to patrol the beach, no matter what the wea-
ther— cloud or sunshine, biting wind or blinding
snow or drenching rain. Each carries a Coston light,
which is easily exploded by concussion when a ves-
sel in distress is descried. This signal at one and
the same time notifies the vessel that its need has
been recognized, and the men at the station that
their services are required. The crew, trained to
instant action, haul out the service wagon and each
man finds his place at once, for every minute counts
for life or death. The wagon with its equipment
is dragged over all kinds of obstacles to the point
from which its rope can best be sent flying towards
the vesel. Here every manly virtue is called into
being, not to destroy but to save. The men must
know how to handle all the equipment, the shovel,
pick, sand-anchor, shot and line, the pulley and the
222
THE KINDERGARTEN-PRIMARY MAGAZINE
tail-block, and the Coston light. They must be able
to describe and accurately report all accidents in
which they are concerned and they are called strictly
to account if any life is lost from an imperiled ves-
sel. They must be competent to give verbal rea-
sons for each step in the various operations; they
must know how to revive a drowning person and
must be trusted to guard all property found along
the beach after a wreck. Intelligence, intrepidity,
integrity, these must each possess.
The men then who conduct schools, Sunday-
schools and boys' clubs should organize these mem-
bers in groups of seven. Marching, counter-march-
ing, climbing over obstacles may form a part of the
drill, varied by rapidly and without question taking
seats in a real or an imaginary boat. They should
be given practice in using a cannon with which to
fire with accuracy the life-line at an appointed tar-
get. They should learn to tie a firm knot that may
be guaranteed to hold; they should have practice in
handling the pulley and the tail block. We believe
that every attractive and important feature of the
soldier drill may be incorporated, modified, into the
discipline of the life-saving crew. This training may
be made of real value in developing body, mind and
soul, and the knowledge and skill gained may well
be practically available in the event of a real wreck
at sea.
Reviewing the opportunities for drill and disci-
pline offered by the fire department of a large city
we find that the men must be acquainted with the
use of all the modern life-saving apparatus. They
are taught to use the scaling ladders, how to climb
hand-over-hand up, or down a rope, knowing exact-
ly how first to make that rope secure. They must
be trained in the way to best carry another person
down a ladder or rope and must be able to jump
into the life-net in the one way which prevents
broken bones. They must also practice how to
hold this net and how to move simultaneously in
order to catch a falling body exactly in the center.
It is necessary for them to be familiar also with the
use of hose and battering-ram, of saw and hatchet.
They must be quick to obey promptly the command
of the superior officer. Here, again, the born lead-
er of the boy has a field for experiment in adapting
that which is a matter of business to heroic men,
to be a means of grace for the imitative, hero-
worshiping boy. And every degree of skill or
knowledge or quick wit thus gained may be of
service in real emergencies, as in the case of an
earthquake, a Paris flood, or the more frequent rail-
way wreck. The recently developed Boy Scout
Movement could utilize some such drills.
In the kindergarten the children visit the engine-
house and then play at being firemen. With older
children the play may become more exacting, with
much of physical exercise which the usual gym-
nasium affords. They may scale ladders, climb
ropes, jump into nets, and learn to handle these in
unison. Father Jahn, deviser so many years. ago of'
the modern gymnasium, suggested features for
training in muscular control which every public
school could readily introduce; such, for instance,
as the walking along a narrow board, the body per-
fectly balanced, rope-climbing, the scaling of walls,
and other activities akin to those of the present-
day fireman.
When the long line of foreign soldiers and sailors
marched up the avenue during the Hudson-Fulton
celebration, alternating with the columns of gallant
Americans, the heart could not but beat with enthu-
siasm at the stirring spectacle of the manly youths
marching in such goodly fellowship up the city
streets. But what was it all for, — the drilling, the
discipline? That those same men now parading the
thoroughfare in such fraternal spirit might soon be
aiming unerring rifles at each other's hearts. Line
after line they marched in straight, spirited rows.
But the applause of one spectator was lukewarm
until there came into view the beautiful white uni-
forms of the life-saving service, whose men carried
the long, slender lines of the life-line or drew the
long, well-built boats and cannon employed in their
noble life-work. Then one pair of hands let them-
selves express to the full the feelings which had
been but in part called forth by the preceding sol-
dier ranks.
Honor, all honor, to the heroic men of the past
who fought and suffered in the cause of liberty and
right. The soldier protects as well as kills; he de-
fends as well as attacks; he has had his place in the
evolution of society and will have it in the further
developments of associated life. But more and
more his services will resemble those of a national
police called to maintain order and discipline in
times of stress. We offer the above suggestions in
the hope of hastening that glad day. — Unity.
Remaining- Schooi Days to Celebrate for 1912.
April 19th. Battle of Lexington
Froebel's Birthday
Grant's Birthday
Arbor Day
Inauguration of the First President of U.
April 21st.
April 27th.
April
April 30th.
S.
May 1st.
May 18th.
May 30th.
June 14th.
June 17th.
May Day
Peace Day
Memorial Day
Flag Day
Bunker Hill Day
Picture Stories
I cut out quite a large number of card board patterns
of dogs, kittens, horses, birds, etc., and place them in
a basket. For the chart class during the first days of
school I tell a short story about the dog, cat, etc., and
then the little ones are given the basket and told to
find something that looks like a dog. When found I
provide white paper and let them mark around the card
board design then cut out, and when they have pro-
duced one that shows improvement it is pasted in their
booklet.
Thus conscience doth make cowards of us all. —
Shakespeare.
THE KINDERGARTEN-PRIMARY MAGAZINE
223
BOOK NOTES
"Tell It Ag-ain" Stories. By Elizabeth Thompson
Dillingham and Adelle Powers Emerson. Cloth,
173' pages. Price 50c. Illus. Published by Ginn &
Co., Boston, Mass.
This is a collection of 42 short stories, compris-
ing fairy tales and myths, holiday, animal, nature
and Bible stories. Many of these are original with
the authors, others have been taken from magazines
or are adaptations of well-known and proved tales.
The compilation is the result of several years' prac-
tical work in the kg., and both the kindergartner
and the mother of very young children will find
material here to suit various occasions. Included
is the charming little story by Katherine G. Church,
"A Carpenter Builds Shelter for Some Animals,"
which was first published in the Kg. Primary Mag-
azine. The introduction is by Sara E. Wiltse.
Pinocchio in Africa. Translated from the Italian
of Cherubini, by Angelo Patri. Illustrated by
Charles Copeland. Cloth, 152 pps. Price 40c. Pub-
lished by Ginn & Co., Boston.
All children are delighted with the marionette-
hero created by the famous Italian writer, Collodi.
In this volume, the adventures of the little wooden
puppet are continued into Africa, the historian of
his exploits being another Italian writer, Angelo
Patri, who is thoroughly loyal to the original con-
ception, so dear to the hearts of all little people.
Barbarian and Noble. By Marion Florence Lan-
sing. Cloth, 183 pp. Price 40c. Ginn & Co., Bos-
ton.
This is a truly remarkable and valuable little vol-
ume, being one of a series now in preparation, un-
der the general title, "Mediaeval Builders of the
Modern World." In this survey of many mediaeval
centuries we are given a wonderfully comprehen-
sive view of the interaction between the ancient
Roman civilization and the different barbarian
tribes of the Huns> and Goths, and Vandals. The
individual heroes portrayed and the events nar-
rated, which paved the way for modern civilization
are given in a striking manner, which awakens a
new respect for our pagan forbears. People and
events are grouped around ideas, each being treated
from the point of view of the contribution made to
the modern world. Although given in story form,
in a way to interest those in the sixth grade, the
continuous thread of history is not forgotten.
The Home-Made Kindergarten.— By Nora Arch-
ibald Smith. Cloth, 117 pps., 75c. net. Published by
Houghton, Mifflin & Co., Boston, New York and
Chicago.
For all mothers, particularly those isolated from towns
and schools — living as the author says "on the rolling
prairie, the far-off rancho, the rocky island, and the
lonely lighthouse, the frontier settlement, and the high-
perched mining camps" — Miss Nora Archibald Smith
has written this. Miss Smith is one of the foremost
authorities upon kindergarten methods in the training
of children and gives many practical hints in the ap-
plication of these methods. The book cannot be over-
looked by any mother who wishes wisely to direct the
play of her children so as to make it not only a means
of passing the time, but also an important process in
the making of character. Miss Smith is careful to
make her advice applicable to the very busy woman.
The American Government. By Frederic J.
Haskin. Illustrations from photographs taken especial-
ly for this work, Cloth, 398 pages, h%s.l% ins.
Published by J. B. Lippincott Co., Philadelphia and
London.
Among the subjects are: The President, The State
Department, The Treasury Department, The Army, The
Navy, The Postal Service, The Interior Department,
The Patent Office, The Geoglogical Survey, The De-
partment of Agriculture, The Weather Bureau, De-
partment of Commerce and Labor, The Census Bureau,
The Bureau of Standards, The Public Health, The
Smithsonian Institution, The Panama Canal, The Inter-
state Commerce Commission, Our Insular Possessions,
How Congress Legislates, The House of Representatives,
The Senate, The Library of Congress, The Government
Printing Office, The Civil Service, The Supreme Court,
Other Federal Courts, The Department of Justice, The
Pan American Union, The National Capital, National
Political Campaigns.
New York — The Tenth 'Annual Convention of the
Kindergarten Mothers' Club and Parents' Association
of Brooklyn, of which Miss Fanniebelle Curtis, Super-
visor of New York Public School Kindergartens, is
Chairman, was held March 28th, at Association Hall,
Bond Street, near Fulton, and proved a great success as
usual. We trust some of the Kindergartners present
will provide us with a report of this meeting for our
next issue.
Chicago, III. — Mrs. Ella Flagg Young, superintendent
of schools, Chicago, and ex-president of the National
Education association, spoke before the Chicago asso-
ciation of commerce, March 27, on the influence of the
National Education Association upon the public
schools. Prof. Nathaniel Butler, dean of the college of
education of the University of Chicago, spoke upon the
association's influence upon colleges and universities.
Carroll G. Pearse, of Milwaukee, president of the
National Educational association, discussed its influence
upon the educators of the country.
New York City. — A class for the Study of the Mon-
tessori Method has been opened at the Scudder School,
formerly the Froebel Normal Institute, 59 West 96th
Street, of which Dr. Myron T. Scudder, is principal.
The work will be largely in charge of Dr. Jenny B.
Merrill, late supervisor of the public school kinder-
gartens of New York, assisted by MissLuella A. Palmer,
the new assistant director of Kindergartens in New York.
The lessons are given on Saturdays, and the course is
intended only for kindergartners and teachers of ex-
perience, at present, but beginning with October, 1912,
a course which will include both kindergarten and
montessori methods, will be organized in the normal
department of the Scudder School.
!24
THE KINDERGARTEN- PRIMARY MAGAZINE
Annual Meeting I. K. U. at Des Moines, April 29-May 3
Headquarters: The Savery Hotel, Fourth and Locust Sts.
OFFICERS.
President Miss Mabel A. MacKinney
Brooklyn, New York.
First Vice-President Miss Alice Temple
Chicago, 111.
Second Vice-President Miss Hortense M. Orcutt
Savannah, Georgia.
Recording Secretary Miss Netta Faris
Cleveland, Ohio.
Corresponding Secretary
and Treasurer Miss Luella A. Palmer
New York City.
Auditor Miss Julia S. Bothwell
Cincinnati, Ohio.
ADVANCE PROGAM
Monday, April 29, 2:30 p. m.
Board meeting.
Monday, April 29, 7:30 p. m.
Meeting of Committee of Nineteen.
Tuesday, April 30, 9:00 a. m. to 12:00
Visits to Kindergartens.
Tuesday, April 30, 2:00 p. m.
Conference of TrainingTeachersand Supervisors. Closed
Meeting.
MISS ALICE O'GRADY, Chairman.
General Topic: The Next Forward Movement.
1. The Kindergarten and the Educational World.
Miss Stella Wood of Minneapolis will open the discussion
with a short paper, followed by:
Miss Elizabeth Harrison, Chicago.
Miss Nina Vandewalker, Milwaukee.
Mrs. Ada M. Hughes, Toronto.
Mrs. Mary B. Page, Chicago.
Miss Jeanette Ezekiels, Des Moines.
Followed by general discussion.
2. The Kindergarten and Supervision.
Leader to be supplied.
Miss Olive Russell, Chicago. ,
Miss Catherine R. Watkins, Washington.
Miss Cora English, Kansas City.
Miss Alice Parker, Pittsburgh.
Mrs. Mary C. McCulloch, St. Louis.
Other members will be asked to respond from the floor.
Tuesday, April 30, 8 p. m.
Invocation.
Address of Welcome.
Response.
Address — "Enduring Verities in Education." Dr. M. V.
O'Shea, University of Wisconsin, Madison, Wisconsin.
Wednesday, May 1, 9:30 a. m.
Report of Recording Secretary. Miss Netta Faris.
Report of Corresponding Secretary and Treasurer, Miss
Luella A. Palmer.
Report of Auditor, Miss Julia S. Bothwell.
Report of Committee on Foreign Correspondence, Mrs.
Susan T. Harriman, Chairman.
Report of Committee on Foreign Relations, Miss Annie
Laws, Chairman.
Report of Committee on Investigation, Miss Nina Vande-
walker, Chairman.
Report of Committee on Propagation, Miss Myra M. Win-
chester, Chairman.
Report of Committee on Literature, Miss Annie E. Moore,
Chairman.
Report of Committee on Affiliation with National Cong-
ress of Mothers, Miss Elizabeth Harrison, Charman.
Report of Friedrich Froebel Museum Committee, Miss
Alice E. Fitts, Chairman.
Report of Committee on Nominations, Miss Ella C. Elder,
Chairman.
Appointment of Committee on Time and Place.
Reports of Delegates from Branches in the East and
South.
Luncheon at Hotel Chamberlain for Delegates and Offi-
cers. .
Wednesday, May 1, 2:30 p. m.
Meeting in charge of the Committee on Affiliation with
the National Congress or Mothers.
Speakers, Mrs. Orville T. Bright of Chicago, Vice Presi-
dent National Congress of Mothers and others.
Wednesday, May 1, 8 p. m.
Address : The Kindergarten in Social Life. Miss Annie
Laws, Cincinnati.
Address: Municipal Recreation Centers, Mr. Guy L.
Shipps. Field House Director, Davis Square, South Parks,
Chicago.
Thursday, May 2, 9:30 a, m.
Reports of Delegates from Branches in the West.
Report of the F'roebel Pilgrimage, Mrs. Susan T. Harri-
man.
^Address: Problems in Philosophy which affect Present
Educational Ideals, Dr. Herbert Martin, Drake University-
Des Moines.
Thursday, May 2, 2:00 p. m.
Business Meeting.
Short Addresses.
Mrs. Ada Mareau Hughes.
Mrs. Wary Boomer Page.
Miss Nina Vandewalker.
Miss Mary C. McCulloch and others.
Thursday, May 2, 8:00 p. m.
Reception by Des Moines Women's Club, Club House, to
all visitors.
Friday, May 3, 9:30 a. m.
Address: Kindergarten Principles and Recent Develop-
ments in Kducational Theory. Dr. Irving King, University
of Iowa, Iowa City, Iowa. Followed by Discussion. Speak-
ers to be announced.
Friday, May 3, 2:30 p. m.
Address: Kindergarten Music in its Relation to Music in
the Grades. Miss Eleanor M. Smith. Chicago.
other Speakers to be announced.
Exhibits
There will be an exhibit of kindergarten hand work from
various cities and Training Schools in the country, in the
Auditorium, where the meetings are held.
There will also be an exhibit of books and pictures suit-
able for young children, along the lines of that held at
Teachers' College, Columbia University, New York City,
in December. This is to be in the Des Moines City Library.
Miss Patty S. Hill will speak informally of the very sug-
gestive Teachers' College Exhibit.
Places of Meeting
The Conference on Training and Supervision will be held
at Drake University, Twenty-fourth Street and University
Avenue.
All other meetings will be held in the Auditorium,
Fourth Street and Grand Avenue, a short walk from Head-
quarters.
Local Organization
Officers of the Des Moines Froebel Association:
President Miss Caroline S. Murphy
Vice President Miss Belle McConnell
Recording Secretary Miss Florence True
Corresponding Secretary Miss Agnes Jennings
Treasurer Miss Naomi H. Smith
Chairman of Local Committee Miss Bessie M. Park
Committees
Headquarters — Miss Minnie E. Hopper, Miss Elizabeth J.
Culbertson.
Accommodations — Miss Marie Preston.
Places of Meeting and Program — Miss Bessie M. Park,
Miss Minnie Hyland.
Hospitality- Miss Mary Dunkle.
Badges and Decorations — Miss Henrietta Blessin, Miss
Addie J. Maulsby.
Transportation— Mr. Z. C. Thornburg.
Music— Miss Elizabeth Piatt, Mrs. Harris H. Coggeshall.
Finance— Miss Carolines. Murphy, Mrs. Lizbeth V. Grif-
fiths.
Exhibit — Miss Jessica St. John.
Press— Miss Alice T. Lowry, Miss Nellie Warren, Miss
Minnie Rozelle.
Entertainments — Mrs. Alexander Fitzhugh.
Credentials and Elections— Miss Louisa Huntington, Miss
Ella M. Malone.
Advisory— Superintendent, M. O. Riddell, Prof. Wm. F.
Barr, Drake University,
Accommodations
The Savery— Headquarters— Fourth and Locust Streets.
European plan. Rates: Single ronm without bath, $1.50 to
$2.00; single ronm with bath, $2-00 to $3.50; double rooms
without bath, $2.50; double rooms with bath $3.00 and up.
Chamberlain, European plan, Seventh and Locust Sts.
Rates: Single room, *1.50 to $3.:0; double rooms, $2.50to $5.00.
The Elliott Hotel, European, Fourth and Walnut Streets.
Rates: Single rooms without bath, $1.00 and up; double
rooms with bath, $1.50 and up.
Hotel Randolph, European, Fourth and Court Avenue.
Rates: Rooms without bath, $1.00 and up; rooms with bath
$1.50 and up.
Wellington Hotel. European. 417 Fifth St. Rates: Single
rooms without bath, $ .75 to $1.25; single rooms with bath,
$1.50 to $3.00; double rooms without bath, $1.50 to $2.00; dou-
ble rooms with bath, $2.50 to $3.00.
For information regarding boarding places in private
houses, please write Miss Marie Preston, 1225 East Ninth St.,
Des Moines, Please make all hotel reservations with hotel
management as early as possible.
The following railroads come into Des Moines :
Chicago, Rock Island & Pacific ; The North-Western ; The
Great Western; Burlington; Wabash; Chicago, Milwaukee
& St. Paul.
THE KINDERGARTEN-PRIMARY MAGAZINE 225
CURRENT EVENTS Miss ,F°X' \ice P-sidentp Pref ed- » theA *b"
sence of Miss Anna Young, .President or the Asso-
REUNION OF THE ALUMNAE OF THE ciation.
KINDERGARTEN DEPARTMENT OF THE The meeting opened with songs admirably sung
NORMAL COLLEGE, N. Y. C. by the c]ass of 1910j traineci by Miss Crowther.
A very large number of kindergartners gathered The new "Swing Song" especially charmed the au-
at the Normal College, New York City, on March dience.
5 in response to a call from Miss Marie B. Coles, Following the usual business discussion of the
the director of the Kindergarten Department, and Association, Miss Fox introduced Miss Agnes Rep-
Mrs. Helen G. Coles, her assistant. Their present puer> the speaker of the afternoon. Miss Repplier,
class numbers thirty-six. It was the wish of the foremost among the women of whom all Philadel-
class of 1912 to entertain the older graduates. They phians are proud, needed no formal introduction
contributed a number of sweet songs and later to the audjence, who not only know her as a lec-
served refreshments. This, the first public kinder- u,rer of notgi but who read her articles which con-
garten training class in New York City, was or- tinually appear in the Atlantic Monthly, and other
ganized in 1890. It has graduated 202 kindergart- periodicals
ners, of whom about ICO' are now teaching in the ,,._,. . . , . , , , ,,
,,.,., . , . ,, , r Miss Repplier took as her subject before the
public kindergartens of the city, hor the first ten ._ . ,jr . ,, c, , , .,
1 , , ,. . , Alumnae Women at Work. She made clear the
years the class was a post-graduate course limited , . . ,, ... . ,
. , fact of there never having been a time when
to six students. ,. , , . , ,, , ,.
,,r , ^ . , , _ TT , , .... women were not a disturbing force in the worlds
Mrs. Walter Pntchard Eaton (nee Underbill), , , .,
.. , . ~ , , history. In so far as women are concerned, the
who until her marriage was Miss Coles able as- . ■ t , , ■"« L c * *i * >\ „
„ , , ., ,r , speaker pointed out the too evident fact that the
sistant, came from Stockbridge, Mass., to attend _ „ , r , , • ,
, ° . . r women of France have for several centuries been
the reception. Mrs. H. A. Day. one of the first . ". . . _ , ,
- , . , , . . , in advance of the women m either England or
graduates of this department, and former president . . ... ,1,^1^1 1
, it „. ,, T, . , XT ,, , %. , America, which may be due to the thorough course
of the Kindergarten Union of New 1 ork Lity and . , , . , , . , - , f
... . r , . . , in finance and business methods which is a part or
vicinity, spoke a few words of greeting and sug- _ , , , „. . , ,
. „ . . every French woman s education, lhis cannot be
gested a plan for permanent organization. . , , , . „ . , .
,,. T ~ ,1 a- ti 1 1 ■ 1 [j said to be general in England or America.
Miss Luella A. Palmer, who is a graduate of the _ , , „Tj . , , .
AT ,<-.,; , , c -x 1 ■ j j Schoppenhauer s phrase, It is man s business to
Normal College, though not of its kindergarten de- , , . , -^ ••
earn money and woman's pleasure to spend it,"
finds scant favor in France, where the woman's
partment, was present and was most cordially re
ceived.
„ , , ., ., ,, , .■ , capability, and technical skill in handling business
Teachers fro mthe other college departments at- . . ,
tended, among them being Miss Mary C. McGuire,
Superintendent; Miss Estelle Forchheimer, who has
taught psychology in the Kindergarten Department
,, . .. n ,, „ r r ti ■, . A/r- This seeming lack of honor Miss Repplier believes
as well as in the-College; Prof. C. Rem and Miss . , . r . .
often far exceeds the man's.
It has been said that woman's lack of integrity
is much to blame for her somewhat tardy advance.
due to the average woman's ignorance of business
methods, or absence of training. "The woman's
moral sense is as keen as a man's, often keener,"
Virginia Keith, who have advanced the work in
modeling and drawing beyond the ordinary attain-
ments of kindergartners. The Normal College has
1 1 i 1 j • 1 4.1 1 •„ i„^„^^i„„ ;„ she goes on to say, but her lack ot training in
endeavored to guard and guide the kindergarten in- . . s , , r 1 1 i- 1 *. •>
£.«•,.••' ,. „;„„Q n^ business methods often places her in a poor light,
terests of the city m many ways ever since Dr. F "
-T-i tt ,. io~n a i •„ u„a m;„ pi;„Koti, If women do not see far they do see with re-
Thomas Hunter in 1 S i O1 first invited Miss Elizabeth , . , . , , ,
„ , , . , ,, . . j . markable distinctness that which is close at hand.
Peabody to address the students. ,
_ ^ „ „ _ . ., , ., n , In some ways, a woman s business capacity is
. Dr. George S. Davis, now president of the Col- J , ., tu~~,,~u
.'.' ,-. . , greater than a man s, a fact made evident through
lege, is a strong advocate of the kindergarten and n
■ .. . , , . , 1 1 r 4 ^ the remarkable amount which the foremost
has insisted upon a high standard for entrance to .
, . , ' , women s clubs receive for their money compaied
the kindergarten department. . , ,.
. , , , , . , , . .... . to men s clubs of equal standing.
Although higher standards, especially in music, . \ ,
, , . e , . . , inin • ., , „ . In comparison to the opportunities afforded men
have been entorced, the class of 1912 is the largest 1 , . . 4. '' ,„,, n „ . „„ ,.
r , , such women s clubs as the Mayflower in boston,
one in the history of the department. .
,,_ ,_._j _.„„_„ ...,,„ i,0„„ „^rr;nA el-nr* the 'Colony' in New 1 ork city, the Acorn,
"Civic" and "Century" clubs in Philadelphia, are
quick to grasp their opportunities to further civic
betterment.
In reviewing women's achievements in work Miss
Many kindergartners who have married since
their graduation were present at the reception, one
coming from Albany.
Dr. Merrill, who organized the kindergarten in
the college in 1ST7, was present and enjoyed meet-
. . . , • . • fv,_ „,oi„0.Q Repplier mentioned the honored positions which
ing so many of his former associates in the college >-' . - . ,
women held in mathematics and philosophy in the
University of Italy, .during the Renaissance, the
and schools.
The annual meeting of the Alumnae Association names of many French women who had attained
of the Philoda Training School for Kindergartners fame through their remarkable capacity for busi-
was held in the School of Industrial Art on Janu- ness shown in the establishments which they con-
ary 13, 1912. ducted, and the Countess of Warwick's achieve-
226
THE KINDERGARTEN-PRIMARY MAGAZINE
ments in England and still other women who are
doing as much for America, which made one feel
that "women at work" are accomplishing much,
after all.
Miss Repplier gave the impression that she be-
lieves the time will soon come when women will
take life and its successes as naturally as do men.
An enjoyable social hour followed in which each
member present had an opportunity to chat with
Miss Repplier on the renewed interest awakened
through her paper, and to congratulate Mrs. van
Kirk on her choice of a lecturer.
Respectfully submitted,
MARGARET MORRIS SIBLEY,
1 Sec. pro tern.
Tyler, Texas — The Annual Meeting of the East
Texas Teachers' Association was held here March 15-16.
Madison, Wis. — The Annual Meeting of the South-
ern Wisconsin Teachers' Association which was held
here March 8-9, proved a great success.
St Cloud Minn. — The 16th annual meeting of the
Northern Minnesota Educational Association closed
here March 23. A most successful meeting.
Charlotte, N. C. — The Presbyterian College have
been offered $100,000 for their present site, and have
been given 85 acres of land in a new location, and $8000
in cash. They will erect new buildings.
Nashville, Tenn. — The fifteenth conference for edu-
cation in the south will be held here April 3-5. The
general theme of the conference will be education in
reference to the advancement of the Southern states.
Nashville. Tenn. — The Southern Commercial Con-
gress will meet April 8, 9, 10. On the evening of April
8, an educational mass meeting will be addressed by
Superintendents of Education and others from 17
southern states.
New York City, — At the last regular monthly meet-
ing of the Kraus Alumni Kindergarten Association,
held at the Hotel San Remo, March 9th, the subject
was "stories, songs and games for the kindergarten."
The Kraus Alumni are noted for their interest in this
subject and the meeting was characteristic — a great suc-
cess.
St. Louis, Mo. — The great success of the meeting of
the Department of Superintendence despite the refusal
of the railroads to grant reduced rates is a source of
great satisfaction to the friends of education. Follow-
ing are the officers of the association for the coming
year: — President — F. B. Dyer, Cincinnati; First Vice
President — Samuel Hamilton, Alleghany, Pa.; Second
Vice President — Mrs. Eleanor C. Ripley, Boston: Secre-
tary— D. W. Torreyson, Little Rock, Ark.
Brooklyn, N. Y. — The annual meeting of the Brook-
lyn Free Kindergarten Society will take the form of a
luncheon to be held Monday, April 15, beginning
promptly at 1.30 and concluding not later than 4 o'clock,
the idea being to afford business men time to go back
to their offices and close up the days' business. An in-
vitation is extended to — all the officers of the Society;
the members of the Board of Directors; the members
of the General Committee; the members of the Educa-
tional Committee; the members of the Ways and
Means Committee; other standing Committees; the
members of the Board of Visitors; the Kindergartners;
subscribers and friends.
The postponement of the annual meeting of the State
Teachers' Association from March to April 25, 26, 27,
will prove a blessing in disguise. The weather should
be fine; Charleston will be beautiful, and there is no
reason why the meeting should not be the most enjoy-
able and largely attended ever held. — Southern School
News.
Cincinnati is planning to open a model flat as part of
tha city's public school system. There high school
girls will receive training in home-making and house-
keeping. The board of education will fit up the flat
and turn it over to Miss Charlotte Ullrich, supervisor of
domestic science. The girls are to clean the flat, paint
the floors, make curtains and install the furniture, sup-
plied by the board of education. — School Century.
Los Ang-eles, Cal. — The newly-created republic of
China, casting off the shackles of centuries of steel-
bound and monarchical tradition and simultaneously
demanding the best that the example of the new world
can offer her, is to have a complete kindergarten system
installed in her national schools and a Los Angeles girl
is to install it and to have full supervision.
Singled out from a veritable legion of expert kinder-
gartners of this country for perhaps the most unique
honor ever bestowed upon any educator, Miss Mary F.
LedyardofNo. 1313 West Eighth Street, for the past
fourteen years kindergarten supervisor of the Los
Angeles city schools, announced yesterday that she
accepts the offer of the Chinese republic, and will leave
about midsummer to begin work in September.
The first kindergarten training school in China will be
established at Foo-Chow, oneof the five imperial cities.
The plant will consist of a general administrative build-
ing, a dormitory building, residences of instructors, as
well as the regular class rooms and gardens. Miss Led-
yard is now working on the plans for these and the
buildings are to be erected as soon as she arrives in Foo-
Chow. These buildings will be modeled after the most
improved plans as best adapted to the work of training
kindergartners.
Dr. Jenny B. Merrill announces that she is open
to engagements to lecture upon "The Montessori
Method of Infant Education and its relation to the
Kindergarten." Dr. Merrill has been studying the new
system since 1908 when her attention was directed to it
by the Baroness Franchetti to whom Dr. Montessori ded-
icated her book of method. Address for particulars,
The Scudder School, 59 W, 96th Street, New York City.
The N. E. A. at Chicago
Owing chiefly to the fact that satisfactory railroad
rates could not be secured for St. Paul, the place for
holding the next annual meeting of the National Edu-
cation Association has been, changed to Chicago.
Dates July 6-12. The location is much more central
. and while the twin cities of St. Paul and Minneapolis
could undoubtedly have furnished ample hotel accom-
modations yet Chicago possess the great advantage of
cheap water transportation, and a much larger attend-
ance can be expected.
Teacher's Agencies
THE-
NORTHWESTERN TEACHERS' AGENCY
310-311 Providence Building
DULUTH. MINN.
The TEACHERS' EXCHANGE of Boston
Recommends Teaches, Tutoi s and
Schools. No. 120 Boylston street.
K
Yt
/
/ .
THE PRATT TEACHERS' AGENCY
Recomends college and normal gradu-
ates, specialists, and other teachers to
colleges, public and private schools, in
all parts of the country. Advises pa-
rents about schools.
WM. O. PRATT, Manager
70 Fifth Avenue New York
midlandTpecialists agency-
Station A. Spokane, Wash.
We will have openings for a large num-
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ers. No enrollment fees. Blank and
booklet for the asking.
REGISTER WITH US.
We need Kindergarten Teachers, Supt.,
Principals, Teachers of Science, Math-
ematics and l.anguagi'.
OHIO VALLEY TEACHERS' AGENCY
A, J. JOELY, Mgr.
MENTOR. KY.
WESTERN TEACHERS' AGENCY Sna
We wantKindergarten. Primary. Rural
and otherteachers for regularor special
work. Highest salaries. Send for lit-
erature and enroll for the coming year.
P. Wendell Murray, Manag-er.
Unemployed Teachers
IF FOR ANY REASON YOU HAVE
NOT ACCEPTED WORK FOR THE
SESSION OF 1911-1912 WRITE ME.
MANY UNEXPECTED VACANCIES
OCCUR ALL DURING THE FALL
ANDWIN'IER. THEKE ARE ALSO
MANY SCHOOLS WHICH DO NOT
OPEN UNTIL LATE IN THE FALL.
OVERFLOW TEACHERS ARE CON-
STANTLY NEEDED SOMEWHERE;
WE CAN GENERALLY TELL YOU
WHERE. IF OPEN, WRITE FOR
INFORMATION ABOUT THE
SOUTH'S NUMEROUS OPPOR-
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W. H. JONES, Mgr. and Prop.
COLU BIA, S. C.
POSITIONS
Our Facilities Unsurpassed.
The Bowen
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333-4-5 Hood Building,
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v-\~.
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DESIGN FOR SEWING CARD-
DAFFODIL
NOTE.— Above designs can be used as pat
ter ns for sewing cards by placing several
blank cards about 5x5 inches in size un-
der this leaf with a perforaiingcnshion un-
der them. '1 hen perforate on the outlines
through the cards thus forming patterns
for sewing, using thread or zephyr of suit-
able color.
Am A II a fovtv-page booklet
rl AW and Oiir Workshop, an
I LH11 inustrated folder, will
give the enterprising: teacher a world
of information about the demand for
teachers in the South, the field of the
greatest promise in America to-day.
Get them for the asking.
W. H. JONES, Mgr.
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OWN A FARM
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by addressing:
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For KINDERGARTEN and
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Spool Knitting. By Mary A. Mc-
Cormack. Directions are clear andex-
plicit, accompanied by photographs.
Price, 75 cents to teachers.
Practical and Artistic Basketry.
By Laura A. Pinsley. Illustrated.
Price $1.00 to teachers. Stitches are
taken up in the order of their difficul-
ty. Cord work is given a place. Care-
fully graded.
Outlines for Kindergarten and
Primary Classes, in the study of
Nature and Related subjects. By E.
Maud Cannell and Margaret E Wise.
Price 75 cents to teachers.
Memory Gems. For school and
home. By W. H. Williams. Price
50 cents to teachers. Contains more
than 300 carefully chosen selections.
Send for Catalogue
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Contains each month the latest Poems, Sketches,
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of "Farm Ballads", "Farm Legions", "City Festivals",
"Over the Hill to the Poorhouse", etc. Each one brim
full of the same qualities that have made him world-
famous.
Contains each month poems by the greatest woman-
poet Margaret E. Sangster. Also some of the best work
of other distinguished poets,
Contains best of additional literature by popular
authors.
Contains ten complete Departments, each ably and
interestingly edited. Handsomely Illustrated, and fine-
ly printed in clear type on super-calandered paper.
Price* $1.00 per Year. 10 cents a copy.
SPECIAL — To any one mentioning in his or her
letter this advertisement, -we will send Will
Carleton's Magazine for Six Monfhs, on receipt
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SONG KNAPSACK, 142 songs for schools, 10c; $1
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PRIMER OF PEDAGOGY, by Prof. D. Putnam.
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JON
^vai
LIBRARY
MAY, 1912
INDEX TO CONTENTS
Editorial Notes, ......
A Visit to Miss Luella A. Palmer's
Kindergarten, - - Dr. JennvB. Merrill,
Report of an Address on Kindergarten Music
given at the Ethical Culture School by
Dr. Dykema, - - - Dr. Jenny B. Merrill,
Moral Training — The Personality of the
Teacher, ...
Enduring Verities in Education,
Play the Game,
Playgrounds and Health,
John W. Cnrr,
Dr. M. V. O'Shea,
Dr. Luther H. Gulick,
L. H. Weir,
The Place of Certain Kindergarten Principles
Dr. Irving King,
Geo. W. Twitmyer,
J. Howard Moore,
in Modern Educational Theory,
Training of Sub-Normal Children,
Teaching Morals,
N. E. A. at Chicago,
Kindergarten Daily Program,
The White Flower,
Bird Day and Arbor Day,
Hon. Charles H. Doerflinger,
Suggestions for Character Building,
Kindergarten Founded on the Nature of
Childhood, -
Does Kindergarten Training Aid the Child's School Work?
Rhymes and Recitations for little Folks,
No rah Keogh,
Marx May H est on,
Grace Dow,
Bertha Johnston,
Dr. Edward Conradi,
227
228
229
230
233
235
236
239
240
241
241
242
244
245
246
247
248
248
249
Volume XXIV, No. 9.
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OF
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GRAND RAPIDS KINDER GAR=
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THE.
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Mice HarPc TRAINING SCHOOL
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Virginia Mechanics' Institute Building,
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MRS. W. W. ARCHER. Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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The citizenship of the future depends on the children of today.
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Kindergarten
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THE KINDERGARTEN
-PRIMARY-
MAGAZINE
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Annum postpaid in U. S., Hawaiian Islands, Phillipines, Guam,
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EDITORIAL NOTES.
N. E. A., Chicago, July 6-12.
If you have a new idea in paper folding,
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occupation work, send it to us and we will in
turn mail you the magazine gratis for a time.
Some one has said that there are just two
kinds of kindergartners, those who regard the
work as a calling and those who have entered it
with the zeal of the crusader and are working
for the children's sake.
The true Kindergartner is far more deeply in-
terested in the child than in any particular edu-
cational system, hence the intense interest in
the Montessori method, and the desire to fa-
thom its possibilities for the children of America.
In a general sense it may be stated that
whether educational methods are good or bad
depends a great deal on how we take them. If
with great faith and enthusiasm the result is
certain to be far more satisfactory than is pos-
sible with any method which encounters half-
hearted sympathy and faith. Methods which
work out admirably in the hands of enthusiastic
originiators or apostles sometimes, may fail in
the hands of the ordinary teacher.
WE are pleased to announce that Dr. W. N.
Hailmann will have an article in our next issue,
"A Glimpse of the Montessori Method," which
will probably be followed in the September
number with "An Analysis of Montessori's De-
vices with Reference to their Bearing on the
Kindergartner." These articles, coming from
the pen of so able a writer with an experience
dating back perhaps, from the inception of the
kindergarten in America, should be read by
every kindergartner.
We have had under consideration for some
time the establishment of a department of ques-
tions and answers along the line of current
kindergarten problems and announce with pleasure
that Miss Bertha Johnston, the well known
kindergarten writer, who so ably edited the
Kindergarten Magazine for several years, will
take charge of this department, which will prob-
ably begin in the June number. Kindergartners,
primary and rural teachers will be invited to write
for information and assistance relating to any
problems which confront them and all possible
assistance will be given without charge in this
department. We feel certain that this feature
will prove greatly helpful under the management
of Miss Johnston.
IT is considered within the privilege of the
press and public speakers to sharply criticise the
public school system of America, and of course
there is ample room for improvement, but it is
well at times to just remember that the march of
education as we have had it in the past has
been the march of civilization, and has carried
the world upward and forward, conquering the
savagery that arose from universal ignorance,
and bringing peace, comfort, and happiness to a
world that was once devoid of such blessings.
Even as Christianity has forged ahead in its
everlasting crusade for right, truth, and justice,
making the world better and cleaner wherever
its teachings have penetrated, so has the cause
of education, public and private, elevated
nations, enlightened the masses and classes, and
bestowed peace and glory where turmoil and
suffering once prevailed.
228
THE KINDERGARTEN-PRIMARY MAGAZINE
A VISIT TO MISS LUELLA A. PAL-
MER'S KINDERGARTEN.
By Jenny B. Mekeill, Pd. D.
Late Supervisor Public School Kindergartens, New York
(Continued from last issue.)
I once visited a kindergarten room after school
hours with Mrs. Kraus, my teacher and long-
time guide. We were disappointed to have
missed the children and the kindergartner, but
Mrs. Kraus made this sagacious remark, "I can
tell much about this kindergarten by the room
they have left."
First let me say, "The room was in order."
In "the practical exercises of life," of which
Dr. Montessori speaks with such dignity, we find
deep meaning. This deserted room showed that
forethought had insisted upon these practical ex-
ercises.
"A word to the wise is sufficient." Do you,
young kindergartner, leave your room "topsy-
turvy" or in order? Do you spare a few min-
utes to let all the children help in that practical
exercise of "picking up" where every pair of
hands can help and relieve the care-taker of much
unnecessary labor? This is not the main pur-
pose, but it has its social value. The love of
order grows by this habitual practical lesson.
The kindergartner's time and strength ;;re spared
for better work.
Lately, while sitting in Miss Luella Palmer's
room, I scanned the walls, the cabinet, the black-
boards and the narrow mantels above the black-
boards. These all spoke of care and forethought
in decoration. They gave hints of some of the
hand-work of the past.
A vase of fine color here and there brightened
the mantels.
The plants did as well as they could for winter
and a not over- favorable environment.
The plaster casts brought several fine animal
forms to prominence.
The picture subjects all appealed to children,
and yet a few were a little beyond them, to draw
them to "the next higher plane," as it were.
. There were three large permanent pictures
and a number of smaller ones in lighter vein.
The "Windmill" and a "Water Scene," with a
"Field of Poppies," spoke of out-of-doors and
nature. The knight standing by his beautiful
war-horse was also in evidence.
There was the "Big Dog and Her Puppies,"
"The Boy and the Toad," "A Barnyard Scene,"
"A Sleeping Child," "The First Step," and
"Dance for Daddy."
The selected pictures for the day and week,
mounted and standing low en the ledge of the
blackboard, I have already mentioned. They put
art into the common things of every-day life.
They served to raise these simple, oft-repeated,
homely occurrences into the child's consciousness.
We are indebted to such child lovers as Jessie
Wilcox Smith for such elevating views of "The
Wash-bowl !" On the blackboard I noted sketches
illustrating the days of the week.
Have you ever studied the dainty marginal pic-
tures in that rare book entitled "The Luxury of
Children"? It will repay you to do so.
Child study by means of pictures is a possi-
bility. "The Five Senses," the illustrations in
"The Morning Glow," the play pictures in John-
son's "Education by Play and Work" are all in-
valuable for the student of children. (Recently
I have found a book entitled "The Spiritual Life
of the Child," by Henry King Lewis, with studies
of children's photographs accompanied by notes
endeavoring to interpret character. This inter-
esting method of studying the child in pictures
is pursued in some of our best training classes.
The camera snap-shots so easily obtainable now
are very helpful. A few will be found in "The
Paradise of Childhood, Part I."
TABLE PERIODS.
The table periods in Miss Palmer's kinder-
garten were planned for three groups of children.
The arrangement of tables corresponded to this
division based upon age and time in kindergarten.
The occupation came first upon this day, and
took the form of paper-cutting based upon the
thoughts and images already aroused by the
morning talk and the nursery pictures.
Without a word of explanation. Miss Palmer,
standing near one group, held up a square of
paper, cut it into two oblongs, changed one oblong
by cutting it to resemble a comb, and the other
was changed into a brush with a handle.
The children watched attentively. They tacitly
understood that they were to imitate. The se-
lected children distributed materials and all be-
gan their work without another word.
The assisting kindergartner did likewise with
the younger group. The final results showed
the difference of the two groups in experience
with the scissors, but as the objects were simple
and interesting to both groups, there was no
need of difference in this occupation.
Miss Palmer finds it well during the first week
of the new term to unify the work as much as
possible. The older children like to review, and
a RE-view is always a differing view, and hence
has educational value for the older group.
One interesting result in the older group show-
ing a bit of originality was the effort of a child
THE KINDERGARTEN-PRIMARY MAGAZINE
229
to fasten the paper brush and comb together by
slipping the fringed edges together ! The older
group received a second piece of paper to cut
freely.
A very practical device of Miss Palmer's is
to provide a shallow wooden plate for each child,
which is an open suggestion and invitation to
pick up scraps of paper. I observed no paper
on the floor.
As a game period was to follow, the work to
be kept was placed upon direction on the chairs
as the children rose, and the chairs being pushed
under the edge of the tables.
This, Miss Palmer explained, is to prevent dis-
traction during games, as in our crowded city
kindergartens the tables are always in sight.
Hand-work is very attractive to the little ones
and they are tempted to finger it in passing, or
a wind might blow it away.
This is one of the many little ways in which
an experienced kindergartner learns to prevent
mischief. Miss Palmer often has the occupation
later in the day, so that this caution is not needed.
It is her custom, when the object made is a toy
and conducive to the play spirit, to give the chil-
dren a few minutes to play with it and with each
other before taking it home. Sometimes the
little object made is not appreciated when taken
home, or there may be no playmate there to share
the play. I think this free play at the close of
the session a very happy suggestion.
The second table period on the day of my visit
was undirected, a sort of free play with a saucer
full of Hailmann beads. Miss Palmer felt that
the younger children needed relaxation.
It was interesting to note the more orderly
and expressive results obtained by the older
group. Flower beds, candy stores, a parade and
an ice-cream parlor were among those I heard
the children talk over. The little ones sorted the
forms, enjoyed the colors and stood the different
forms in rows. A few built simple objects.
I noted that while the children as a rule passed
and collected materials, the kindergartner col-
lected the plates of Hailmann beads, another wise
provision against a possible spilling accident.
"Trifles make perfection, but perfection is no
trifle."
In the next number I will write of the games
and rhythms which were used on the morning
of my visit.
No talent, no self-denial, no brains, no
character, is required to set up in the grumb-
ling business ; but those who are moved by a
genuine desire to do good have little time for
murmuring or complaint* — Robert West.
REPORT OF AN ADDRESS ON KINDER-
GARTEN MUSIC GIVEN AT THE
ETHICAL CULTURE SCHOOL
BY DR. DYKEMA.
By Jenny B. Mebeill, Pd. D.
Dr. Dykema believes that we should train the
children to respond more freely to music. Music
may impel the child to laugh, to rush, to be
quiet, to dance, to clap.
Give the child freedom to act out the feeling
that the music suggests.
There should be a giving out as well as a tak-
ing in. A ball must rebound, so there should be
a rebound to music. Music gives control. It is
a powerful social factor.
We often hear how music incites the soldier
in war, but we should also remember that music
messages in time of peace. It has soothed in
many ways and even prevented panics.
Music may prove seductive as well as sooth-
ing, and there is such a thing as a surfeit, but
its constant use in joy and in sorrow connects
it with our moral nature.
Music should lead to controlled freedom. It
should lead the child to admire, to reverence, to
fear wisely. Music has a peculiar power over
the emotions. We want not only to secure stim-
ulation, but also interpretive action. Music
should help make the child light, free, nimble.
It should reach every part of the body. A good
singer sings all over. It is not merely the dra-
matic feeling which makes a singer's body re-
spond. He must move to sing well. Dr. Dykema
has no sympathy with those who prohibit move-
ment while singing. He believes proper gesture
helps singing.
If the child is singing about waddling ducks,
let him waddle while he sings ; if he sings tick,
tock, let him swing his arms.
Did you ever notice a crying baby ? His body
helps him cry. Singing is a kind of cry.
Let the child interpret instrumental music.
Did it make him want to romp or go to church?
Did it make him think of fairies or brownies or
bears? Did it make him want to fly his kite or
run with his pin-wheel ? Was it speaking of the
gentle breezes or a gale? Was it telling a sad
story or was it trying to make you laugh?
In order to illustrate some of the results of
this method used in teaching the normal students,
Dr. Dykema called upon the seniors and later the
juniors to sing and interpret many songs, using
many of Miss Bentley's for the purpose.
The first was an Indian song. The words
were simply these:
230
THE KINDERGARTEN-PRIMARY MAGAZINE
We are Indians,
Looking all around.
The girls came in as Indians might, with hand
to eye, stooping and looking eagerly as if to find
something.
2. The Clock Song. This was very effective.
The singers marched in, swinging an arm in imi-
tation of a long pendulum, and also made a reg-
ular sound with the foot that reminded one of a
steady tick-tock.
3. A Soldier Song.
4. The Fiddle.
5. Robin Song.
6. A Cradle Song.
These songs were all sung without accompani-
ment. The key-note was given each time. Dr.
Dykema thinks we use the piano too much in
kindergarten.
In some songs the accompaniment helps. Use
judgment. The following songs were accom-
panied by the piano :
8. The Automobile.
9. Who Has Seen the Wind?
10. My Old Dan.
11. Dancing Song.
Dr. Dykema believes in encouraging not only
students but even kindergarten children to sing
alone. Music is for the individual as well as the
group. By individual singing you secure accu-
racy of hearing, independence, and vitality.
Songs of the echo type are good to begin with.
Children call to each other in musical tones. They
imitate animal sounds. It is difficult to retain
the early child tone. Elocutionists study baby
tones. They are musical.
Cutting songs into parts and singing as dia-
logues is interesting and brings out meaning.
Sometimes a single child sings a line and all
repeat.
Several songs followed to illustrate these
points.
"Three Wise Men" was sung twice: First, to
illustrate how those who saw the wise men upset
would feel and sing; second, how the men who
got wet would sing themselves.
2. Spring is Coming. Spring came dancing
in and awakened the flowers with a touch.
3. Boy going to blacksmith to have his pony
shod.
4. Three little boys.
5. One Misty, Moisty Morning.
The very topics suggested by these child-like
songs suggest life and joy and action. Their ren-
dering was charming and the audience applauded
heartily.
The last point Dr. Dykema made was a most
important one for the kindergarten. He pleads
for a greater play spirit in music. We are taking
our songs too seriously. Play with your songs.
Play with your voice. Cast it this way and that.
Have some fun with music. To illustrate this
point concretely, this delightful entertainment —
for such it had proved — was brought to a close
by a kinder symphony.
The students played first on four simple in-
struments such as children may use — a drum,
cymbals, a castinet and musical dumb-bells. Later
they rendered a more ambitious symphony in
orchestra in three movements.
MORAL EDUCATION— THE PERSON-
ALITY OF THE TEACHER.
By John W. Caee. "
The most important of all school agencies in
the development of moral character in pupils is
the teacher. We would not minimize the value
of a good course in morals, of wholesome en-
vironment, of proper school spirit, of good dis-
cipline and a good course of study, yet it is the
teacher who makes the vital connection between
these things and the lives of the children. It is
the teacher who sets the example in neatness,
orderliness, politeness, cheerfulness, and kind-
ness. It is the teacher who furnishes, or should
furnish, a constant example of poise, self-control,
self-reliance, and true dignity. It is the teacher
who teaches the children industry and the right
spirit toward their work by helping them plan
their work and by doing his own work with
fidelity and zeal. It is the teacher who makes
justice a vital thing by exemplifying it daily in
the school. It is the teacher who molds public
sentiment in the school, who gives timely advice,
who encourages, comforts, restrains, guides, and
controls the children, and whose every look, tone,
and gesture help make or mar human souls.
The influence of a true teacher as a moral
force is exhibited in manifold ways. It is con-
stantly felt in the schoolroom. It is potent on
the playground and on the athletic field. It per-
vades every school club, every social gathering
in which the children participate. It serves as a
guide in the choice of books, playmates, and
friends. It is shown in conduct on the street
and in the home. It is the precious thing that
lives in memory and abides in character after
lessons have been forgotten.
231
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THE KINDERGARTEN-PRIMARY MAGAZINE
3-
CURRENT EDUCATIONAL THOUGHT
FROM SUCCESSFUL AMERICAN EDUCATORS
-BE
m
m
Sh
DR. W. N. HAILMANN
THE MISSION OF CHILDHOOD.
In his essay on "The Meaning of Infancy,"
John Fiske presents a view of childhood that
cannot fail to stir in the heart of the teacher
precious feelings of joyous responsibility in her
work and of profound reverence toward the ob-
jects of her care.
Here we behold conscious, self-directed prog-
ress upward and outward as the distinguishing
mark of humanity in its effort to free itself from
the fetters of brute animality. Brutes rely almost
wholly on the unconscious forces of heredity and
instinct. "They get their education before they
are born." Hence, "brute life is conservatism
cut and dried." But with man progress has be-
come the fundamental law of life, conscious indi-
vidual and racial progress.
We behold brute life as essentially passive
material at the mercy of environment, while man
steadily rises superior to his environment, delib-
erately and actively adjusting himself to its ne-
cessities or adjusting it to his purposes and
needs, himself the guiding factor in his progress-
ive development.
And the key to such progress is placed in his
hands by helpless, dependent, teachable child-
hood and by the extension of this period over a
great portion of individual life, enabling him to
supplant blind heredity with seeing history, for-
tuitous variation with deliberate self-adjustment,
unconscious instinct with conscious intelligence,
national selection with rational choice.
No better proof is needed to controvert the
slander that "the child is only a little animal."
Every living thing essentially is what it is meant
to become. The potentialities of its germinal life
determine its essence. Thus, too, the essential
being of the child is found, not in transient ani-
mal heredities or ante-cultural accretions, but in
the potential humanity of him seeking conscious,
masterful self-assertion.
The child comes to us with the vast potentiali-
ties of humanity re-born in pristine vigor, a reit-
erated call to the conscience-stricken soul of us
"to go and sin no more," a fresh sounding of the
eleventh hour of humanity, the incoming of a
"fifth generation," not to be weighted down by
the sins of the fathers. It comes to us as a new
asseveration of the supremacy of spirit over mat-
ter, of essential tendency over superinduced hind-
rance, as the reiterated prophecy of the ultimate
victory of all things higher, as the renewed in-
junction "to try again." *
A persistent, all-sided vigor of growth per-
vade the being of the child along with its help-
lessness, a decided buoyancy or upward trend.
It does not at first, indeed, distinguish between
good and evil It seeks only action, and appar-
ently for the sake of mere action. It acts and
* I am aware that current conclusions as to tlie
potency of individual heredity seem to invalidate these
statements. Yet re-assurance is found in evidences of one-
sidedness in the exploitation of extreme instances of
apparently hereditary iniquity— as the fukes and feros— in
which, however, environment was strongly yoked with
heredity. It is found in observed instances in which
environment overcame or greatly modified heredity ; in the
fact that rise and fall in the character and life of com-
munities is largely conditioned by environment; and in
the fairly well established fact that general human progress
is upward.
232
THE KINDERGARTEN- PRIMARY MAGAZINE
feels before it thinks and knows. Hence the im-
portance of environment from which proceed
stimulus and opportunity. Hence, too, the vast
responsibility that rests on parent and society
with regard to such adjustment of environment
as shall lead upward and onward, establishing
right tastes and habits of action.
Thus equipped and placed in suitable environ-
ment, the child enters upon its mission as the
founder of the family, the clan and nation, as
the bringer of love and peace. In this moment-
ous work its first appeals are to the mother. And
nobly has she responded to these. For her
child's sake she abandoned all other interests. To
the joy of sustaining the life, of guiding the
growth and development of her child, she sacri-
ficed all other joys and every pleasure. That her
child might have food and shelter and fostering
care she freely made herself the slave of her
mate and the drudge of her clan.
For her child's sake she became an earnest
student of its needs and of the resources of her
environment to satisfy these needs, became a dis-
coverer and inventor, the establisher of a home ;
asked of her husband only protection and game,
and herself became builder, tiller of the soil and
harvester, miller and baker, skin dresser and
weaver, potter and cutler, the inventor and maker
of numberless utensils and tools, the very em-
bodiment of the roots of every form of indus-
try on which rest the wealth and prosperity
of to-day.
To please her child and to make the home
attractive to its protector, she became a poet and
musician, an artist in sculpture and engraving, in
painting and dyeing, in weaving and embroidery,
in the creation of every form of grace and beauty,
by whose further cultivation men of later days
achieved fame and fortune.
Every form of science and art, of pedagogy
and social organization, prosperity and the fore-
sight that revealed to man the ideals of life and
its destiny, came to man from helpless, plastic
babyhood through the mediation of the mother's
love.
To this day the birth of the child is the birth
of the family. The love that draws man to
woman and woman to man suffers much from
selfishness. Man seeks woman for his sake, to
make her his wife, and vice versa. Their love is
chiefly inward, centripetal. But with the advent
of the child there comes a change. Love is
turned outward. Mother and father love the
child for the child's sake, and learn to love each
other with a new and holier love, a love that
seeks the joy of self-devotion for the common,
purpose of lifting the child out of material
bondage into spiritual freedom.
It is not difficult to see how, in due time, the
very safety of the family in primitive days must
bring about the grouping of families into clans
and the expansion of these into tribes and na-
tions. The very nature of family love, in its cen-
trifugal tendency, would tend to this. So intui-
tively mindful, indeed, are even rude men of the
debt they owe to the mother and of the sanctity
of babyhood that in intertribal warfare women
and children are the first to be spared.
I am aware that unfavorable environment and
the perversions of human nature, due to in-
dolence, jealousy, greed and other passions of
egotism, give rise to conditions in no way con-
sonant with our sketch of the triumphs of baby-
hood. Like other missionaries, childhood had to
undergo, still has to undergo, its martyrdoms.
Like other missionaries of the gospel of love, it
has nothing to oppose to brute strength beyond
its mute appeals for sympathy, and these often
remain unheeded. Viewed, even from the his-
toric standpoint of the development of social and
institutional life, this martyrdom presents, indeed,
a harrowing spectacle.
Nevertheless a broad survey of the evolution-
ary and the historic fields must convince us
that the child is conquering, is uniting mother
and father in increasing tenderness and love, goes
steadily on revealing to man his lofty destiny,
teaching him to see in his child his own purer
self reborn, leading him to find his highest duty
in the care and ducation of his child.
Nor is his interest and loving care confined to
his child alone, but is reaching out to all child-
hood. There is growing in his heart a feeling
of universal parenthood that brings to him a
sense of responsibility extending to universal
childhood. More and more the brute within him
is being tamed. ' More and more does he turn
away from satanic militarism and follow the
mother's lead in extending and ennobling the
life of industry, of science and art, of which she
became the pioneer for the sake of her child.
More and more does he honor her for the gift
of the child and for the life of peace -and pros-
perity, of love and purity this gift implies.
We cannot be dragged up, we have got to
push ourselves up. No law that ever was
devised can give wisdom to the fool, courage
to the coward, strength to the weakling. We
must have those qualities in us, for if they are
not in us they cannot be gotten out of us. —
Theodore Roosevelt.
Love is the fulfilling of the law.
THE KINDERGARTEN-PRIMARY MAGAZINE
'■33,
Dr. M. V. O'Shea
University of Wisconsin, Madison, Wisconsin.
ENDURING VERITIES IN EDUCATION.
(DIGEST OF ADDRESS.)
The world is in a state of unrest education-
ally. Everywhere, abroad as well as at home,
changes are being rapidly made in studies, in
methods of teaching, and in discipline. The
old order is passing and a new order is being
ushered in. There are many who regret to
see the changes which are being made, while
others think we are not moving rapidly
enough in the introduction of new subjects and
new methods. Even in the countries of the
old world, which are thought to be extremely
conservative, there is a tremendous pressure
being put upon the schools to modify their cur-
riculum and their methods. We have been ac-
customed to think that the educational system
of Germany was perfect and proof against in-
novations; but there is a large group of stu-
dents of education in Germany who are advis-
ing fundamental changes in the whole German
system. As we have recently seen, the Mon-
tessori system has aroused great interest in
educational reform in Italy. There are indica-
tions that the Italian schools, which have suc-
cessfully resisted changes for many genera-
tions, are on the eve of transformation. Eng-
land is struggling to put new life into its
schools so that it may cope successfully with
Germany in commercial and other forms of
competitive struggle.
We might expect that educational unrest
would be greatest in our own country. Our
system has never been static for any consider-
able period. Our plastic social and industrial
life, in which there has been constant develop-
ment, has been reflected in the program of the
schools. But there is greater unrest today over
the work of the schools than there has proba-
bly been at any time in the history of our coun-
try. Everywhere one goes he finds educa-
tional insurgents who are condemning the
schools because they are not keeping pace with
the demands of the times. The newspapers
condemn our school work because it is remote
from the every-day needs of pupils. We are
said to be formal, scholastic, academic, but not
effective. On the other hand, one may read
criticisms of a directly opposite character,
charging the schools with becoming commer-
cial and materialistic in their tendencies. The
educational conservatives feel we have aban-
doned the high ideals of the past and are adrift
on unknown seas with grave danger of going
on the rocks.
When one attempts to account for the vast
differences of opinion which exist between peo-
ple regarding the proper work of the schools,
he finds that these differences are due mainly
to different conceptions of the nature and
needs of children at different stages in their de-
velopment. In the old world, men have held
to the view that what the child needed was
discipline of mind and of character by formal
studies and methods unrelated to actual life.
We have inherited that conception, and it has
played a prominent role in our educational
work. We have also inherited another view
of child nature which has been prominent in
determining our studies and our methods of
teaching and discipline. In the past it was
generally held that the child and the adult
were not essentially different in their nature
or their needs, except that the former was not
as strong physically or intellectually as the
latter. The chief trait of the human mind is
its tendency to ascribe to others the character-
istics of the self. The adult looking upon the
child interprets him in the light of his own in-
tellectual and emotional nature. But since the
days of Locke, at any rate, there have been
students of human nature who have seen that
the child is essentially different from the adult,
and that his development is a process of meta-
morphosis rather than enlargement up to the
size and form of the adult. For the most part,
men have believed that the child's development
was simply a process of continually increasing
strength, but the newer view regards it as a
process of transformation, so that the imma-
ture individual is actually different in struc-
ture and function from the adult in respect to
!34
THE KINDERGARTEN-PRIMARY MAGAZINE
the organism as a whole and to each part
thereof.
Modern science furnishes us with abundant
evidence that the immature and the mature
individual, whether plant or animal, differ from
each other in their nature and their needs. The
tadpole furnishes an apt illustration. In the
beginning it is suited to live in the water; but
in the process of development, its organism is
completely transformed, until in the mature
stage it becomes the frog, capable of living on
the land. The evolution of the caterpillar into
the butterfly furnishes another typical illustra-
tion of the difference between immaturity and
maturity of any individual creature. And what
is true of the development of the tadpole and
the caterpillar is probably true in principle of
the development of all living things. And it is
particularly true of the child. When he comes
among us he has something of the form and
figure of the adult, but if we watch him de-
velop, we can see changes occurring in the
structure of the body and particularly in its
functions, which are of the nature of metamor-
phosis resembling the changes which occur in
the development of the tadpole and of the cat-
erpillar. And this law of development must
determine our educational regimen. Ever
since men began seriously to study education,
some of them have appreciated this fundamen-
tal basis for educational practice and have sug-
gested educational methods which are as vital
and appropriate today as they ever have been.
Indeed, much of what we are striving for in
these times is by way of recognition of princi-
ples suggested as long ago as Locke's time,
and perhaps earlier, and repeated by many ed-
ucators since his day.
For one thing, students of child nature have
always appreciated that the child is essentially
motor and dynamic in his nature and in his
needs, while the adult is essentially reflective
and appreciative. In all times this difference
between the child and adult has been a source
of confusion and conflict. The typical parent
or teacher thinks the child ought to react as
he does himself upon the world around by re-
flecting upon it, enjoying it, appreciating it.
But the child apparently has memories of the
ancient days when his remote ancestors lived
in direct physical contact with their environ-
ments, when they had to be active with their
muscles in order to survive. The child's mem-
ories may go back even earlier, to the time
when the skin was the primary sense. As a
matter of fact, it was the mother of all the
senses, and in the child, this primacy is still
illustrated. In the beginning, hearing is more
touch than sound ; vision is more touch than
sight; taste and smell are largely touch.
Only with development does each sense be-
come clearly differentiated from its original
touch or dermal character. The mind has been
built up out of touch sensations. They are
really the foundation of intelligence. The child
apparently remembers this in his naive way,
and strives to gain skin and muscle impres-
sions of all objects with which he comes in
contact. The adult is content to look at ob-
jects, or listen to the sounds they make, for he
can interpret them and adjust himself to them;
but not so with the child.
We have inherited a psychology and an edu-
cational theory which places primary value
upon learning in education, learning words as
the symbols of ideas. Of course, words do
symbolize experience to the adult, and in his
naive way, he has declared that words will
symbolize experience to the child, so that if the
child learns the verbal statements of the ex-
periences of his ancestors, he can profit by this
experience. But the kindergarten stands for a
different psychology and educational theory.
It has played a leading role in breaking down
the conception of education as static learning.
It would be well if the kindergarten could ex-
tend its conception of the needs of children to
include contact with real objects in every-day
life, and not only the special materials devised
for the kindergarten as a means of ministering
to the motor needs of childhood. The kinder-
garten recognizes the need of basing its work
upon the constructive impulse, but the range
of work in meeting this need might well be
increased to include construction of objects of
every-day interest. There is undoubted^
value in construction with the gifts, but this
ought to be supplemented with the sort of con-
structive activities which occur in actual life,
reproductions of the activities and objects in
the environment of the child, not esthetically
or technically perfect, but rather rough and
crude, — mere approximations toward perfect
objects. The use of conventional objects is to
some extent unreal to the child ; it takes him
out of the actual world in which he lives, and
while some of this is wholesome and valuable,
still a sound educational regime will seek to
direct the child in the world which he encoun-
ters when he leaves the school room.
The kindergarten has vitalized the whole of
education through its recognition of the dra-
matic interest of the child. In no phase of his
THE KINDERGARTEN PRIMARY MAGAZINE
235
life does he better exhibit his interest in the
active, as contrasted with the static, relation to
the world about him. It is probable that the
kindergarten could well extend its range of
activity in this regard to include the dramatiza-
tion of the ordinary situations arising in the
child's immediate environment. It is well that
he should have experience in dramatizing cer-
tain typical ethical situations, but he should
have experience in impersonating all the
phases of his every-day life. Nature urges him
to dramatize most of the people and objects
about him, and the kindergarten, as well as the
elementary school, could be of immense ser-
vice in aiding him to gratify this consuming
passion. It could be accomplished more com-
pletely in the school than elsewhere, since
most of the situations in daily life require the
co-operation of the group. This furnishes ex-
cellent opportunity, too, to initiate the child
into his social attitudes and relations. Modern
psychology is emphatic in stating that effec-
tive ethical training can never be secured
through the mere learning of rules of conduct.
Only as the child has opportunity to come into
contact with his fellows in ways which will
require him to be courteous, thoughtful,
honest, truthful, and the rest, can he gain les-
sons which will be of service to him in the
larger circle outside the school room.
It has been suggested that the school will
fulfill its function best when it seeks to direct
the child in adjustment to the situations of
every-day life. The tendency of the school in
all times has been to create an artificial envi-
ronment which is so remote from real life that
what is gained in the school cannot function
effectively in the real world. Children learn
maxims and principles in the school, and when
they get out on the street or in the home,
things are so different that they do not seem
to apply.
It must be recognized that the child's inter-
ests are not primarily esthetic; they are cer-
tainly not conventional. Here, too, he differs
fundamentally from the adult who is delighted
with delicate, refined, and esthetic objects and
experiences. But nature says to the child: Go
ahead and have experiences with objects, and
be indifferent to the esthetic effects upon your-
self. The child does not natively like clean
hands, or clean clothes. He is not primarily
interested in delicate and beautiful objects
which appeal to the adult. His passion is to
make things work; not to make them beauti-
ful. He wants objects that can be handled in
rough ways, because nature has not made him
sensitive to delicacy. In our training we
should recognize this. We must be satisfied
with more or less coarse and crude activities
in the child. If we try to impress upon him
too much the esthetic things which delight us,
we may rather handicap him than help him.
As he develops through the schools the esthetic
ideal will ever become more prominent until
when he becomes adult it should be the real
interest of his life, unless he has become blase
regarding it through its having been impressed
upon him too early.
Happily the kindergarten has passed the
period when very young children are required
to execute fine, co-ordinated tasks because
these are believed to be more esthetic and re-
fined than the coarser activities. It would be
well if we could recognize that in the esthetic
and ethical life, the child should not be re-
quired early to execute fine, delicate, co-ordi-
nated adjustments. It is generally recognized
now that if an individual can execute the finest
finger co-ordinations by the time he becomes
mature, this is adequate for his needs, and is
probably best for his sound development. The
same principle should apply to his esthetic and
ethical training.
PLAY THE GAME.
Dr. Luther H. Gulick.
Play is the spontaneous enlistment of the en-
tire personality in the pursuit of some coveted
end. We do not have to pursue the goal we
wish to — it is our main desire. It is the way
in which we take the responsibilities and prob-
lems of life that makes it either a deadly bore —
a mere dull round of routine and drudgery — or
the most interesting and absorbing game capable
of enlisting all the energy and enthusiasm we
have put into it. The people who accomplish
things in the world are the people who play the
game. They let themselves go, they are not
afraid. Under the stimulus of enthusiastic play
the muscles contract more powerfully than under
other conditions. Blood pressure is higher in
play. It is far more interesting to play the game
than to work at it. When you work you are
being driven. When you play you are doing the
driving yourself. We play not by jumping the
traces of life's responsibilities, but by going so
far beyond life's compulsions as to lose sight of
the compulsory element.
When two quarrel, both are in the wrong.
When one will not — two cannot — quarrel.
236
THE KINDERGARTEN-PRIMARY MAGAZINE
PLAYGROUNDS AND HEALTH.
L. H. Weir
Field Secretary of the Playground and Recreation Associ-
ation of America, New York.
Good health, physically speaking, is that
condition of the human organism in which all
organs of the body perform their proper func-
tions with natural vigor and efficiency.
The fundamental conditions necessary for
natural vigor and efficiency are good food,
pure water, air, and sunshine, and exercise
therein. It is of the last three that we shall
speak especially in the discussion of this topic.
First we shall consider some of the conditions
in our modern life that seriously interfere with
a proper amount of air, sunshine, and exercise,
especially as they relate to the development
and health of the children ; then the result of
these conditions; and finally, suggestions as
to remedy.
The most fundamental material fact in so-
cial, educational, and civic problems of the
day is our wonderful industrial expansion.
This has brought profound and far-reaching
changes in our social and governmental or-
ganization, but we shall consider only one of
those changes here, viz., the urbanization of
the people. One hundred and twenty years
ago there were no cities in the United States
with a population of 45,000. Today there are
over fifty cities with more than 100,000 popu-
lation, eight cities with a population of con-
siderably over 500,000 and three of these cities
have an aggregate population of nearly 9,000,-
000. Of the entire population of the state of
New York, 78 per cent live in its towns and
cities, over 55 per cent of the population of
Ohio are town and city dwellers, while Iowa,
a strictly agricultural state, lost 8,000 of its
population within the last decade. It is re-
ported that even in California about 60 per
cent of the population live in towns and cities.
Thus in but little over a century we have
passed from an agricultural country, or rather
from a country-dwelling people, to a city-
dwelling people, and in many cases to cliff-
dwelling people in the modern sense of tene-
ment and apartment houses. There is no
quarrel with this development. It is natural
for people to dwell together and economically
necessary for them to desire to do so, and the
highest expression of the life of the people
not only in this time but in the past and no
doubt in the future is, was, and will be found
in such communities as cities, The trouble,
therefore, is not with cities per se but with the
haste and the greed we have shown in the
building of them, neglecting to provide ways
and means for the maintenance and perpetua-
tion of that physical strength and vigor that
marked the people during the time of their
existence in the open country. The crowding
of the people toward and into the centers of
population of course caused congestion. Pop-
ulation increased faster than the means of car-
ing for the waste and offal and faster than
human organisms change, bringing disease
and death. The number of infantile deaths in
the cities yearly is appalling. It is estimated
that 1,000,000 school children in this country
today will die of tuberculosis before they are
of age and that we are educating children at a
cost of the neat sum of $7,500,000, who will
not live beyond their eighteenth year. It is
true perhaps that the years during which the
school has the children there is the least loss
of life, but even here we find more attention
being paid to physical well-being thru medical
examinations, operations for nose and throat
troubles, clinics for eyes and teeth, visiting
nurses, special classes, and schools for back-
ward, defective, and delinquent children —
pointing to the fact that the condition has be
come serious enough to be made a special
problem of the educational systems of our
cities. The truth seems to be that a vast num-
ber of children are finding it pretty hard to
survive our modern city civilization and they
are finding it hard because crowded living-
quarters shutting out light and air, the grad-
ual deprivation of play spaces, their lack of a
normal home life, the low economic condition
of many of their parents, and, strange to say,
the ignorance of many parents also (in spite
of our admirable school system), and I must
add, a system of education that begins with
the top of the child instead of his feet, all
have produced an environment diametrically
opposed to the needs of his nature. Some of
these conditions and others that might be
mentioned are affecting nearly every city and
town child. Under such conditions it is in-
evitable that we should find a gradual physi-
cal deterioration of the children and of the
people in general. There are two methods of
approach from which to attack this problem,
viz., the cure method (cure of the individual
case), and the prevention method.. The scien-
tific world has been busying itself most largely
in the past and present years with the cure
method — establishment of hospitals, clinics, in-
THE KINDERGARTEN-PRIMARY MAGAZINE
m
stitutions of various kinds for the treatment of
individual cases, etc. The social world, while
sending entirely too much of its energies into
the same channels in times past, is more and
more turning its attention to the prevention of
disease and death. Both under present condi-
tions are necessary. It is the duty of society
to care for the products of its neglect; but it
is a far greater duty to remove the causes of
that product and there is a gradual drawing
together of all forces in society, scientific, so-
cial, educational, religious, and civic, to this
end. Out of the social world the playground
idea has evolved (strange that it did not come
from the educational world!), as best designed
to make modern towns and cities habitable for
the children. It strikes a knock-out blow to
disease because it brings in the free air, the
sunshine in which no germ can live, and full,
free exercise in plays and games, and best of
all it brings a great, full happiness — the real
antitoxin for all ills.
The International Congress upon Tubercu-
losis declared :
"Playgrounds constitute one of the most ef-
fective methods for the prevention of tuber-
culosis and that playgrounds should be put to
the fore in the world-wide propaganda for the
diminution of its unnecessary destruction of
human life."
The tubercular patient costs the state about
$10.00 per week to maintain. The economic
loss to the state is at least $15.00 per week. In
Baltimore it was found that $1.00 pays for one
child on a public playground for six weeks. In
Holyoke, Mass., the examining physician of
the public schools found that in those districts
provided with playgrounds and swimming-
and wading-pools there was a remarkable de-
crease of skin and eye diseases as a result of
the summer's outdoor exercises in plays and
games. A similar result was noted in Phila-
delphia. The loss of life from accidental
drowning in Rochester, N. Y., in 1907, the
year of the opening of playgrounds with wad-
ing- and swimming-pools, was 3. There had
been in the years immediately previous from
15 to 20 annually. Playgrounds lessen the
dangers of injury in the streets from street
cars, automobiles, and vehicles of various
kinds. In the city of New York last year 76
children of school age lost their lives in the
streets and '256 were badly injured. Physical
directors and school physicians are more and
more beginning to prescribe the playground as
the best possible medicine for the correction of
physical defects of various kinds in children,
and the therapeutic value of play in the treat-
ment of children in institutions for the feeble-
minded, epileptic, insane, defective, and delin-
quent is now more generally recognized both
in theory and practice. The superintendent of
the Indian Village for Epileptics, New Castle,
Ind., writes: "It is hard to overestimate the
value of play as a therapeutic agent." It is
carried on in this institution both indoors and
out of doors. The recognition of the import-
ance of play by the officials of these institu-
tions is in line with the most advanced thought
of modern medicine and surgery, which con-
sists largely in giving nature the opportunity
to exercise its marvelous renovating and heal-
ing agencies. Those educators who have made
large use of the playground in their schools
are a unit in stating that supervised play
makes for bodily vigor, mental acuteness, and
improves the discipline of the school. The
playground movement comes as a great ally
to strengthen one of the very greatest weak-
nesses of our public-school system, viz., the
lack of proper physical training — physical
training in the broader sense of calisthenics,
gymnastics, athletics, and especially of organ-
ized plays and games. The fact that the proper
development of the child is largely a question
of motor activity, and that play is the natural
and normal means of the expression of this
law of his development, should have called our
attention to the value of play as a medicine as
well as a proper educational force for us to
utilize long before this. The unfortunate fact
is that school boards and even educators in
many cases still fail to recognize that the sys-
tem of curricula studies, if adhered to alone,
is wrong in principle and faulty in results, be-
cause it gives the child little that will
strengthen him against disease and ofttimes
makes him an easy victim to the omnipresent
germ. A definition of the characteristics of
play at its best will make plain the value of
playgrounds in relation to health : In the first
place, the best form of play promotes vigorous
health because it is out of doors ; it is vigor-
ous, natural, spontaneous in spirit, and makes
use of the fundamental muscles more largely
than the accessory. Secondly, it promotes ner-
vous stability because in the open ; because it
develops and strengthens the vital organs and
fundamental muscles; it rests the higher and
more delicate nervous co-ordinations, as of the
hands and fingers, by using the older and sim-
pler ones of the trunk and legs ; it rests visual
areas by allowing the eye axes to become par-
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THE KINDERGARTEN-PRIMARY MAGAZINE
allei, rests the auditory areas by being reason-
ably quiet (this applies especially to delicate
children) ; throws off the worry and strain of
too much mental effort in the classroom; it re-
lieves the higher centers by action that is
mostly instinctive and attention that is invol-
untary; it tones up the whole system by a
pervading sense of the joy of living. Thirdly,
the activities of the playground develop physi-
cal strength. They have the advantage, as a
method of physical training, of using old co-
ordinations and fundamental muscles; tend to
develop the muscles in much the same se-
quence as they developed in racial history.
But to be effective it must be reasonably fre-
quent and vigorous, using a variety of games
making use of different muscles. Fourthly,
the games and plays of the playground develop
vital and functional strength, because nearly
all play involving the fundamental muscles of
the trunk and legs causes a quickening of res-
piration, of the action of the heart, of perspira-
tion, and the strengthening of the stomach.
This function of play is far more important
than the giving of mere physical strength.
Therefore, among the varied movements for
child conservation and child welfare which the
wants and necessities of modern city and town
life have brought into being within recent
years, it seems that the playground is one most
fundamental, most necessary, supplying as it
does unlimited air and sunshine, and free,
wholesome, spontaneous, vigorous exercise
therein.
SUGGESTIONS FOE STRENGTHENING PHYSICAL TRAINING
WORK IN PUBLIC SCHOOLS
1. There should be a minimum standard of
square feet of play space for every school
building. The maximum should be without
limit. The minimum perhaps should not be
less than 30 square feet for each child, altho in
one state, Washington, this minimum was
sought to be set at one hundred square feet.
2. The scope of physical training in public
schools should be enlarged so as to include not
only calisthenics and gymnastics, but plays
and games in the open, and these should be
the major part of the system, since it is quite
conclusively proven that most of the evils of
the system of classroom work are to be found
in a system of calisthenics and gymnastics as
conducted in a majority of the schools today.
3. The time devoted to physical training
should be extended. The ten or fifteen min-
utes per day devoted to this phase of the train-
ing and the development of the children is a
farce so far as its adequacy is concerned and
when its importance is considered. The recess
periods could well be lengthened and given
over to supervised play and games, or to farm
gardens. In certain circumstances in large cities
it would be very profitable to the community
and make for the well-being of the children to
lengthen the time of the school day and em-
ploy the extra hours on the playgrounds, in
the farm gardens, or some other form of out-
door physical exercise.
4. Every grade building as well as every
high-school building should be equipped with
shower baths and swimming-pools, especially
in the larger cities and towns. We ought to be
past the time when we should expect a single
Y. M. C. A. or Y. W. C. A. to meet this need.
5. Inasmuch as a great part of the actual
supervision of the children upon the play-
ground will fall upon the teachers themselves,
preparation for this leadership should be made
a part of the qualification of a teacher. Among
the many reasons for this the good it will do
the teacher herself is not the least.
6. A primary course of book and practical
instruction in sanitation and hygiene should, I
believe, be introduced into the upper grades
of the common schools at least (perhaps even
before), and continued in the high school.
7. Get absolutely rid of that system of ath- '
letics which has to do with developing spe-
cialists or a winning team. A system of physi-
cal training that does not include every child
and which does not give special attention to
those wh© need it most, even under a certain
degree of compulsion, is not worth the time
and energy and money expended upon it.
8. A thoro system of medical inspection is
essential to the organization of an efficient
physical-training department.
9. The homes cannot be neglected. The co-
operation of parents is essential ; therefore
some plan of parents' meetings, home visita-
tion, and instruction of parents thru visiting
nurses or by the teachers themselves would
aid greatly. In some cases resort to compul-
sion is necessary with parents, hence co-opera-
tion with the juvenile court or other legal
agency is necessary.
There are several other ways in which the
schools can aid in the proper physical develop-
ment and training of the children, such as feed-
ing them under certain circumstances; per-
mitting them to get their lessons in the class-
room in the evening, as is done in some parts
of New York City and other places ; construct-
THE KINDERGARTEN- PRIMARY MAGAZINE
239
ing buildings in such a manner that proper
light, proper ventilation, proper seating, and
proper heating be provided, with absolute
cleanliness of rooms and halls and lavatories;
open-air schools ; sanitary drinking fountains ;
disinfecting of textbooks, and so forth. Fun-
damentally, however, the things that are
needed most are air and sunshine and a great
amount of physical exercise in the open, and
this can best be provided thru ample play-
grounds, athletic fields, and farm gardens. All
these activities of the schools, coupled with
the wide social movements for better housing
conditions, with pure-milk campaigns, better
sewerage-disposal plants, better water systems,
continuous warfare against tuberculosis and
other special diseases, better sanitary condi-
tions in factories and stores, food inspections,
and the movement for better city governments
ought in the course of future decades to make
for a stronger, more vigorous, more intelligent,
and happier people.
To be calm when others about you are
troubled ; to dream dreams and yet not to be
mastered by them ; to think and yet not make
thoughts an end; to meet triumph without
pride and disaster without being embittered;
to walk with the many and keep virtuous ; to
hold converse with the mighty and yet not
lose the common touch ; to be influenced
neither by the criticism of foes nor the flat-
tery of friends ; to endeavor to be of service
and helpfulness to others ; to keep in mind
the transitions of life's experiences ; to love
humanity and to trust in God — these are
guide-posts on the highway to happiness. —
A. T. Fowler.
THE WHY OF THE RAINBOW.
(From "Nature and Science" in May St. Nicholas.)
The rainbow is produced by the reflection of sun-
beams by falling raindrops. We must look toward
the raindrops in order to see the reflected rainbow,
and not toward the sun, which must be behind us. In
the afternoon, when summer thunder-storms occur, the
sun is west of us; therefore, we turn our backs to
the sun, and see a rainbow east of us. We can see a
rainbow in the west when thunder-storms occur in the
morning — that is, in the west while the sun is in the
east.
True worth is in being, not seeming,
In doing each day that goes by
Some little good, not in dreaming
Of great things to do by-and-by."
The tongue of the righteous is as choice silver.
Dr. Ihving King
University of Iowa, Iowa City. Iowa.
The Place of Certain Kindergarten Principles
in Modern Educational Theory.
In appearing before the International Kindergarten
Union, I do not imagine I can tell you anything new
about Kindergarten principles but it is possible, stand-
ing as I do without the pale, that I may be able to point
out to you some interesting connections between certain
of your axioms and the educational currents of the
larger world.
You are the exponents of what has long seemed to
me to be in many ways the most vital conception of
education which has ever been developed. More than
that you are carrying out this theory into practice more
systematically and thoroughly than has ever been done
by the adherents of any other philosophy. We who
stand in the ranks of the general educational thinkers
have need to come to you to learn rather than to pre-
sume to offer you instruction. I am not unmindful of
the fact that Kindergarten principles and practices may,
in some respects, and with justice, be criticized or that
they are subject, in the light of present-day knowledge,
to certain limitations, but these are relatively external
to central Core of truth enunciated by Froebel. It was
the clearness and firmness with which Froebel grasped
the essential conditions of real education that made him
one of the great educators of all time. He was great
also because he realized that his thought was strictly
germinal, not a fixed and changeless affair and, as time
went on and as knowledge increased, his theories must
develop and that their particular mode of expression in
practice would be subject to modification and adjust-
ment.
It is not, however, my desire or purpose to discuss
possible readjustments desirable in the light of 20th
century thought and investigation but rather to indicate
some of the ways in which the educational ideas ex-
pressed in the Kindergarten are to-day confirmed and
strengthened by recent advances in educational theory.
In doing this I do hope, if I may be so presuming, to
strengthen your faith in and enthusiasm for certain
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THE KINDERGARTEN-PRIMARY MAGAZINE
principles which you already believe. It is always inter-
esting- for the advocates of any doctrine to see them-
selves in relation to the great world of thought that lies
outside their particular sphere of action. This is
especially true if the broader view reveals this doctrine
as vital and fundamental in its more remote as well as
in its more immediate relations.
All of the educational philosophies of the first half of
the 19th century have had to be radically reconstructed
in the light of the growing knowledge of the last 25 years.
It should be a satisfaction to the Kindergartner to know
that Froebel's philosophy has suffered less in this direc-
tion than have any of the others. In many respects it
seems that Froebel's educational conceptions have
themselves been the dominant reconstructing factors,
the centers about which the new educational philosophy
has been and is being worked out. They seem, in a
word, to have furnished in many cases the clue to some
of the most important of the recent developments in
educational doctrine. I am not prepared, however, to
say just how far recent changes in point of view are to
be traced directly to the influence of Froebel. I do
know that some of the most virile thinkers of the pres-
ent day owe much directly both in the way of point of
view and of stimulus to Froebel. In many directions,
on the other hand, the influence has been quite in-
direct, Froebel's influence being simply that exercised
by any vital thinker and doer in the great plexus of
modern thought. This latter type of influence should
not, however, be other than most interesting to the dis-
ciple of Froebel. It serves to demonstrate most con-
clusively that many of the principles which he enunciat-
ed were genuine and vital, entirely in harmony with the
great currents and developments of modern thought.
That Froebel conceived of his teachings as having a
general application to all educational work, you well
know. The Education of Man was a general treatise
upon education. He soon realized, however, that if he
was to be successful in its application he must begin
with the child at an earlier period than that which was
recognized as necessary by the traditional educators.
True education must begin with the beginning of life
itself, it must even go back to the mother. If he had
had the time and the opportunity he would doubtless
have attempted to show how these same principles
apply throughout the entire educational process.
The point I wish to make to-day is that many of the
recent developments of educational theory have been
precisely along the lines which Froebel laid down but
which he had opportunity within his life time to work
out only within a limited sphere.
I shall select only a few of the movements in modern
educational theory, some of them not even generally
accepted. I shall, moreover, not pretend to say what
their future may be. The point is simply to call at-
tention to them as present points of interest in the
educational world.
If there is any one thing which in the popular mind
is associated with the Kindergarten, it is the belief in
self-activity as the fundamental principle of all growth,
an unswerving faith in the child's native impulses as of
divine origin and hence as supremely important in any
adequate scheme of education.
This is much the point of view of the present day
dynamic psychology. The person is conceived by it as
first of all a center of energy, of impulses, reaching out
for expression, and the various mental processes such
as sensation, perception, attention, memory, imagina-
tion and even reasoning and emotion are but phases of
this self-expressive activity. The older psychology and
the structural psychology of the present day are not
interested so much in the psychial contents which is
able to discover when it makes a cross-section of the
mind. Thus it asks, what are the qualities of a sensa-
tion, does it have intensity, clearness, . . . etc. What
is the difference between a conscious state in which at-
tention is manifest and one in which it is not? What is
a memory image, how does it differ from an image of
the imagination. What is feeling as an entity? Will
opposite feelings fuse with each other? It is natural that
both the older static psychology and the modern struct-
ural psychology should conceive of learning mainly in
terms of impression or absorbtion. For instance, how
can the impressions be so ordered to produce in the
child or other learner a memory image which is clear
and enduring?
These queries are both legitimate and interesting but
they seem to ignore the fact that the learner is an active
agent and that his desires and purposes have something
to do with his learning. It is quite as legitimate
and much more significant for the educator to view
sensation, perception, memory, imagination, etc., as
processes of activity, as phases in the expression of im-
pulse or the working out of purposes. This is what
dynamic psychology attempts to do. It starts with the
fact that the child is an active creature, from the very
first, reaching out into the world, trying to do something.
This impulsiveness, this eagerness, it holds, is of the
first importance in the infant's mental growth. As
Cooley says from the standpoint of social psychology:
"All views of life are fallacious which do not recognize
the fact that the primary need is the need to do. Every
healthy organism involves energy and this must have
an outlet. In the human mind, during its expanding
period, the excess of life takes the form of a reaching
out beyond all present and familiar things after an un-
known good."
(To be continued.)
TRAINING OF SUB-NORMAL CHILDREN.
Geo. W. Twitmyer, Washington, D. C.
We have no generally accepted standard of nor-
mality and subnormality by which we may readily
recognize what constitutes the normal or the subnor-
mal child, and we have no accepted, standardized uni-
versal tests of mental efficiency by which any and
every child may be classed definitely or surely as nor-
mal or subnormal. It is true that Binet in France
and Lay and Meumann in Germany have done some-
thing toward establishing certain norms, but the re-
sults of their experiments are not yet available or
generally usable in everyday school work. The terms
normal and subnormal, except in the highly gifted or
in the markedly defective and feeble-minded, are still
largely relative terms. There is not much difficulty in
classifying children who are fortunate or unfortunate
enough to find themselves at one or the other extreme
THE KINDERGARTEN-PRIMARY MAGAZINE
241
of the arc, not much difficulty in determining what to
do with them, but what of the great number between
these two extremes?
If we keep clearly in mind what the public school
should do for all children, then we shall be able to de-
rive some basic principle that will serve us in deter-
mining our procedure. It is the function of the public
school to put the child in possession of himself — of
his powers — so that he may know the means and seize
the opportunity for the care of his body, for the de-
velopment of his mind, and the enlargement of his
moral nature.
The paramount problem of the school today is that
of prevention and cure. It is the problem of recog-
nizing physical, mental, moral, or social defect in its
early stages, of alleviating it, of curing it if possible;
or if it is not curable, the problem is that of segre-
gation. The imperative duty of the public school to-
day is to diagnose, that is, to recognize and identify,
bodily defects, deformities, and illness and deviations
from normal development which may produce mental
moral, or social disturbances. Physical defects, mental
delinquencies are nearly always correlative. The
teacher must learn to recognize physical defects, the
physical stigmata which are indicative of certain mental
conditions and attitudes fixed tastes, and abnormal
habits; he must be able to recognize the handicaps of
the dull, the stupid, the unresponsive, and the hope-
less. These are at once the teacher's despair and op-
portunity— despair because of the magnitude of the
problem, what to do with the unfortunates ; and at the
same time a marvelous opportunity of removing in
some degree the causes that are shutting out light and
life and surely dragging them down hopelessly into a
sort of human rubbish pile from which there is no
escape.
Now what can the teacher do? Having diagnosed,
through intelligent, sympathetic study and careful tests
all of the physical defects in the class, she must have
a personal interview with the parents and, if possible,
persuade them to procure medical, surgical, mechani-
cal, or other aid for the several defects of the chil-
dren. Diagnosis must be followed by remedial meas-
ures. All of this work will require large intelligence,
courage, time, energy, a personal sacrifice of comfort,
and a most sacred devotion to ths welfare of the chil-
dren. Not all parents will think kindly of the teach-
er's suggestions; they will sometimes regard them as
an intrusion into affairs that concern the home only,
but the more intelligent of the parents will generally
be quite ready to do what they can to help their chil-
dren into better mental life through the bettering of
physical conditions. This the school children must do
as the first step, and all schools so disposed can by
intelligent, persistent, and determined effort bring
about wonderful results in the improved mental life
in the schools.
ever having been challenged or investigated, like a
great many of our other so-called truths. Kindness,
justice, honesty, humanity, and moral courage can be
taught to young minds just as easily and effectively as
Latin or arithmetic. All that is necessary is to begin
early enough and keep at it. It is not possible to
teach morality to all with complete success. Neither
can all learn geometry. Yet we continue to go through
the motion of teaching geometry for something like
two hundred hours every year, even though our teach-
ing often lands in stony places. We cannot hope to
make every human being healthy and athletic. But
this should not weaken our enthusiasm for physical
culture.
As a general rule, anything can be taught to the
young mind. A child is a tin-pail sitting out under
the drip. It catches everything that comes along. All
one needs to do to realize the truth of this is merely to
look around a little. The most foolish ideas and the
most useless and idiotic ways of acting are, in every
generation, taught to men by the million, and with the
most brilliant and appalling success. And with the
same science and persistence we can teach those
truths and ways of acting which are the very vitals of
order and civilization.
Teaching Morals
J. Howard Moore
The assertion that it is impossible to teach morals is
an assertion that has been made by somebody in the
past, and has been passed around ever since without
N. E. A. AT CHICAGO
We are indebted to Secretary Irwin Shepard for the
advance proof of the program for the N. E. A. meet-
ing at Chicago. Following is the program for the
Kindergarten section:
DEPARTMEMT OF KINDERGARTEN EDUCATION
Pres SlellaL. Wood, Supt. of Kindergarten Asso. Normal
School Minneapolis, Minn.
V.- Pres.. .Cora English, Supt. of Pub. School Kgn., Kansas C, Mo.
Sec A. Jessie Davis, Kindergarten Dir.. City Schools, Super-
ior, Wis.
TUESDAY FORENOON, JULY 9, 9:30 O'CLOCK
Joint Session with Department of Elementary Education.
The Montessori Method— Florence Ward, State Teachers
College, Cedar Falls, Iowa.
A Comparison of Froebel and Montessori (Speaker to be
supplied.)
Presentation of Montessori Material — Carl Byoir, President
of House of Childhood. New York, N. Y.
Discussion.
THURSDAY FORENOON, JULY 11. 9:30 O'LCOCK
Address— Philander P. Claxton, United States Commissioner of
Education, Washington. D. C.
The Efficiency of the Kindergarten!
a. From the Standpoint of the Superintendent—
(Speaker to be supplied.^
b. From the Standpoint of the Supervisor- f Speaker to
to be supplied.)
The Basic Philosophy of Froebel— George F. James, Dean of
Education, University of Minnesota, Minneapolis, Minn.
The Kindergarten and its Relation to Retardation— Mrs.
Mary D. Bradford, Superintendent of Schools, Kenosha, Wis.
General Discussion.
Reduced rates will be granted by many of the rail-
road companies and a complete list will be published
in our next issue.
Among the after convention excursions will be a lake
trip to Michigan City, Ludington, Manistee, Onekama,
Petoskey, Bay View, Harbor Springs, Mackinac Island,
Collingwood, Georgian Bay, etc.
The headquarters will be at the Auditorium hotel
and the Congress hotel.
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THE KINDERGARTEN-PRIMARY MAGAZINE
KINDERGARTEN DAILY PROGRAM
NORAH KEOOH
MAY.
FIRST WEEK.
Monday — May-Day exercises. Give children
material for making basket — different col-
ored card-board to be bound with raffia —
right on circle. All work busily until
baskets are made. Then, start out for a
walk to near-by woods or field. Baskets
filled with flowers. Circle again formed
out of doors. All blindfold eyes while
one child gives basket to someone on the
circle. So on until all baskets are given
away. Good-bye songs are sung and all
go home.
Tuesday — Circle — Yesterday's good time is
talked over. Other things we love out-
doors besides the flowers. The trees that
give us shade. Learn "The Tree Loves
Me," from Gaynor, 1st.
Rhythm — Growing flowers, blowing trees.
Jumping rope separately and together, etc.
Table 1st — Drawing panel pictures of green
trees.
Table 2nd — Forms with square tablets and
sticks.
Games — As yesterday. Out of door games.
Wednesday — Circle — Naming of trees we
know and describing them.
Rhythm — Showing different trees by means
of our arms. The swing rhythm.
Table 1st — Making swing with second gift,
card, and a block of 4th gift.
Table 2nd — Forms of life with circular tab-
lets and sticks.
Games — Dramatize story of growing tree
told at Xmas time.
Thursday — Circle — Our love of out of door
things. How we can help to keep things
looking beautiful. Never throw paper
around. Pick up what we see, etc.
Rhythm — Swing and jumping rope rhythm.
Table 1st — Free cutting of three well-known
trees that have previously been drawn on
board.
Table 2nd — Forms designed from circular
and square tablets.
Games — Dramatization of stories chosen.
ARBOR DAY.
Friday — Children are taken out of doors to
watch the Arbor Day exercises of older
children. The yard is cleaned and picked
up later. Dismissed.
SECOND WEEK.
Monday — Circle — The life of the frog.
Rhythm — "Mr. Frog" from Neidlinger.
Table 1st— Make green wash of water-colors.
Table 2nd — With clay, make placque of frog.
Games — Five little frogs sitting on a stump
learned and dramatized.
Tuesday — Circle — Talk of frog again.
Rhythm — As yesterday.
Table 1st — Paper folding of boat.
Table 2nd — Sand table. Use water for frog
pond, leaves for lily pads.
Games — As yesterday.
Wednesday — Circle — Tell story of Tad Pole
from Cat Tails and Other Tales.
Rhythm — Same. Teach rowing rhythm.
Table 1st — Cutting frogs to mount on green
wash of yesterday.
Table 2nd — Making border designs with
equilateral triangles.
Games — Frog games and sense games of
hearing.
Thursday — Circle — Re-telling of story. Learn
"The Froggie's Swimming School" from
Gaynor, 1st.
Rhythm — As before and wheel-barrow
THE KINDERGARTEN-PRIMARY MAGAZINE
243
rhythm.
Table 1st — Make cat-tail panel picture with
brown and green crayons.
Table 2nd — Making from parquetry a beauty
form with tents and shades of green.
Games — The cat and the rat. Competition
game with blocks.
Friday — Circle — Review.
Rhythm — Review.
Table 1st — Free representation of week's
story with lead pencil.
Table 2nd — Free choice.
THIRD WEEK.
Monday — Circle — House cleaning. What
mother has been doing; taking down cur-
tains, etc.
Rhythm — Dramatization of "Mr. Frog" to
music. Begin drill on marching for
Memorial Day exercises. Movements as
carpet beating, sweeping, etc.
Table 1st — Use cheese-cloth squares and
draw pattern on edge.
Table 2nd — Make picture of woven mat with
paper and colored pencils.
Games — Cat and rat; competition game with
blocks.
Tuesday — Circle — More about mother's work;
cleaning the carpets, hanging things out to
make them sweet with fresh air.
Rhythm — As yesterday.
Table 1st — Work on curtains.
Table 2nd — Work on carpets.
Games — Drop the handkerchief and Jolly is
the Miller.
Wednesday — Circle — Free discussion of moth-
er's work at home and children's help.
How the clock helps. Begin teaching pa-
triotic song from Gaynor I.
Rhythm — Especial drill the rest of the week
on figures in marching.
Table 1st — Sew picture of clock.
Table 2nd— Fold boat.
Games — The clock game. Telephone game.
Thursday — Circle — Story day. Japanese story
of umbrellas for one.
Rhythm — Soldier work.
Table 1st — Sew on clock again.
Table 2nd — Mount wall-paper decorations.
Games — Imitative games to music. The
mulberry bush.
Friday — Circle — Many stories re-told and dis-
cussed.
Rhythm — Review.
Table 1st — Unfinished work.
Table 2nd — Free choice. j' \ &\%
-aLi „A Tit
Games — Free choice.
The last two periods might well be used
as time for trial program for Memorial
Day exercises.
FOURTH WEEK.
Monday — Circle — The first two days of this
week given to outdoor life, talks, and ex-
cursions. Take walk in near-by field if
weather permits. Use rhythm and first
table period this way.
Table 2nd — Free drawing of Little Miss
Muffet.
Games— Little Miss Muffet. Little Jack
Horner.
Tuesday — Circle — Free telling of what we saw
yesterday of out-door life and people ;
what we missed seeing and hope to see to-
day.
Table 2nd — Free hand cutting of Miss Muf-
fet.
Games — Bean bag game, keeping score for
competition.
Wednesday — Circle — Talk about soldiers. Let
children tell of soldiers they know.
Rhythm — Marching.
Table 1st — Free cutting of soldier's suit and
cap from blue paper. Use yellow crayon
for buttons.
Table 2nd — Clay modeling of flag on pla-
cque.
Games — Competition game with flags.
Thursday — Circle — What we owe to the brave
soldiers. Story of brave deed.
Rhythm — Marching drill.
Table 2nd — Coloring with water-colors the
flag modeled of clay.
Games — Chosen.
Friday — Memorial Day exercises. '.{'
TO ASSIST IN KEEPING THE PLACE.
Pupils who have never used books at school usu-
ally experience considerable difficulty in keeping
the place, and the teacher frequently finds it neces-
sary to assist tnem. I have found the ten-inch
colored splints useful for this purpose. The pupils
soon learn to place them in the books properly,
and if they project so as to be easily seen. If pu-
pils are inclined to be careless I place a gummed dot
on the slats belonging to these pupils who have
required no help during the day. In a short time
the lesson will have been learned by all and there
wil be little further trouble.
244
THE KINDERGARTEN-PRIMARY MAGAZINE
. I ...IIU .■■»!! ii.iii I I M
%'£ll. '.•"■•'.'■'
STORIES, GAMES, PLAYS, DIALOGUES, ETC.
THE WHITE FLOWER.
Mary May Hbston.
Once upon a time a boy, whose name was
Wolfert, walked in the country by his father's
side. The trees and grass were a brilliant
green in the sunshine, and the birds sang
merrily.
Wolfert suddenly grabbed his father by the
arm :
"Father," he said, "do you see that red bird
up in yonder tree? I wish I had it for my
very own; can't you get it for me?"
"Perhaps I can," said the father. "I will
try."
He worked long and patiently until he did,
at last, catch the bird. A happy father he was
when he brought the bird unharmed and put
it tenderly in the boy's hands.
"I will carry it home like this," said Wolfert,
"and then we will get a pretty cage for it."
But he did not say one word to his father for
getting it for him.
Just then the bird gave a little spring, freed
itself from Wolfert's hands and flew away to
the tree tops and they could see it no more.
On and on Wolfert and his father walked,
enjoying the fresh air and the sunshine.
"I am hungry, father," said Wolfert, "when
shall we have something to eat?"
Just then they met a man carrying a basket
of apples.
"Good-day, sir," said Wolfert's father, to
the apple-man. "How much will you take for
one of those fine red apples?"
"Only five cents, sir," replied the man.
"Here is the money," said the father; "a
nice rosy red one for the boy, please."
The man handed the apple to Wolfert, who
took it, but he did not say one word to his
father for getting it for him. He looked it all
over, and then put it to his mouth. Just as he
was about to take a bite, the apple seemed to
jump from his hand and rolled swiftly down
the hillside and was gone.
Father and son walked on in silence, won-
dering why this strange thing had happened.
"Do you see those white lilies, growing
there on the hillside, father? I want them,
but the hill is too hard for me to climb."
"I will try my best to get you one," said the
father.
He climbed with difficulty the hillside. The
underbrush was thick so that it was hard
work. The bushes scratched his face and
hands. At last he stretched out his arm and
could reach just one of the beautiful lilies. He
picked it and brought it to Wolfert, who didn't
say a word to his father for getting it for him.
He took it in his hand, and said:
"You only picked one, father; why didn't
you get the other one, too?"
The lily in Wolfert's hand shriveled and
shriveled until it was limp and withered.
"Look, father! See what has happened to
this flower. I must have the other one. You
can get it for me, I am sure. You are so
strong."
So the father worked hard again to climb
the hill and obtain the second blossom. The
lily was now within his reach. He picked this
and brought it back down the hill to Wolfert,
who took it in his hands and looked steadily at
it to see if this one, too, was going to wither.
While he looked a little fairy seemed to dance
from out the lily bell and sing in dainty fairy
tones, a song that only Wolfert heard. Then
the fairy vanished. Whatever it was it made
Wolfert's face much sweeter as he said:
"Oh ! Father ! I thank you — that was so
good of you to get this blossom for me. I
thank you."
This lily did not fade. Wolfert still held it
in his hand.
"Let us go home now, father, and take this
flower to mother. She will like it, too. It is
so beautiful."
A FAIRY STORY.
One warm summer evening, when the silver
moon was shining bright, and all the little star
candles were-^ lighted in the sky, and the dew-
drops on the grass sparkled like diamonds, the
fairies went out to dance upon the green, when
all at once they said (they always spoke to-
gether) : "Oh, such a beautiful night for a party !
Let us have one." So they all began to skip and
dance around, working and singing. They spread
lacy, cobwebby tablecloths 'neath the big oak
tree; they gathered the little brown acorn cups
and saucers and filled them with honey from the
flowers nodding near by.
They feasted and laughed and sung. Then
up jumped all the fairies, joined hands and danced
THE KINDERGARTEN- PRIMARY MAGAZINE
245
and played until the morning light began to
break, when they ran lightly to their home in
the wood and rested until evening should come
again.
And how do I know all this? No, I did not
see them, because people never see fairies ; nor
did I hear them, for they are so quiet that even
the sharpest ears cannot hear them. But I will
tell you : the morning after their party I went
out on the porch very early, and then I saw,
under the oak tree, their table-cloth still spread
upon the grass, and the cups and ••■aucers, in
some of which the dew still sparkled. But listen !
I will tell you something else : I saw the fairy
ring where they had danced. And 30, of course,
when I saw all these things, I knew the fairies
had given a party. Wouldn't you?
Gardening Rhymes
Emilie Poulsson, in speaking on the subject
of open air sessions for the kindergarten at the
N. E. A. meeting, said :
I thought I would just like to give you a little
verse or two, or to have you make a little verse,
which the children who are interested in the gar-
den might like to sing. Now, what is the first
thing that a child would do to make his garden?
(Ans.) He would dig it. Now, this little boy
did that — he dug his little garden, and of course
he enjoyed digging it. And then what did he do
next? (Ans.) He sowed the seeds. Now we
call it planting if we make a hole in the ground
and put the roots in or a bulb, but we sow the
seeds. So he dug his little garden first, and then
he sowed the seeds. Then what did he do after
he did that, and those seeds were down in the
dry ground? (Ans.) He gave it water. Yes,
he dug his little garden and he sowed the seeds,
and he gave it water — but something else grew
up besides the flowers. (Ans.) Weeds. And
he pulled the weeds out. Now, then,
He dug his garden,
He sowed the seeds,
He gave it water,
And pulled the weeds.
Then what happened when this plant grew up
— it was a nasturtium? (Ans.) It has a blos-
som. Yes, and when flowers blossom, where do
they go? He didn't have that garden just for
the fun of it, just for the fun of digging it, and
just for the fun of sowing the seeds and seeing
them grow. He had something that he himself
could give away, and to whom did he give the
first flower? (Ans.) To his mother. So, then
When it bloomed
With flowers gay,
He gave his mother
The first bouquet.
BIRD DAY AND ARBOR DAY
Grace Dow
The following is given in the hope that it will furnish
convenient data for stories to be told by kindergartners to
the children.
John James Audubon.
The father of John James Audubon, at the age of
twelve years left his home in France, and became a
sailor boy on a vessel bound for this country. He was
promoted by degrees until he became an officer of
distinction in the French navy. He owned large es-
tates on one of the islands of the West Indies, and
also in the southern and eastern parte of the U. S.
John James, the great bird naturalist, was born on
his father's plantation near New Orleans in 1780.
His father wished him to enter the navy, and with
that idea in view sent him to France when quite young,
that he might receive the education which would best
fit him for that work. He cared little for books ex-
cept those describing the habits of animals, but more
especially birds.
At the age of fifteen he returned to this country, and
lived on a large estate in Pennsylvania. Here his room
was filled with branches of trees upon which were
perched stuffed birds and animals; also bird's nests
and a variety of eggs and bird pictures decorated the
walls.
"They stand so still," he said, " I want to see them
happy, I want to see them hopping and flying from
bough to bough, and most of all, I want to hear them
sing."
He decided to write a book about birds, and that he
might know more about them, he lived most of the
time in the woods, sometimes traveling in a boat,
sometimes on horseback, but more often on foot.
After many years of hard work he had nearly a
thousand paintings of birds, but these were destroyed
one night by rats. However, he was not discouraged,
and after spending four and a half years more at hard
work he had his books printed in seven volumes en-
titled, "The Birds of America."
His last home was in Audubon Park, on the banks
of the Hudson river. He said, ''1 rejoice, that lean
pass my old age among the birds."
His monument in Trinity Cemetery, New York City,
is in the form of a cross. On one side has been sculp-
tured many birds, and below these the inscription —
"O, all ye fowls and birds of the air. Bless ye the Lord!
Praise Him and magnify Him forever."
We are indebted to Hon. J. Sterling Morton, of Ne-
braska, for the institution of Arbor Day.
It was first established in 1878. Nebraska is known
as "The Tree-Planters' State." The plan became
popular and spread until now Arbor Day is observed in
nearly overy state.
He who plants a tree, plants a hope.
Lucy Larcom .
What makes life dreary is the want of motive. —
George Eliot.
One touch of nature makes the whole world kin.
-Shakspere.
246
THE KINDERGARTEN-PRIMARY MAGAZINE
HON. CHARLES H. DOERFLINGER
(1843-1910)
Bertha Johnston
On November 9, 1910, a life of heroic service in
the cause of education came to its earthly close,
and as nothing has appeared in the Kindergarten
press in commemoration of the decease of this
great man, we feel sure that all kindergartners will
be grateful for a little space given to recounting
briefly the main incidents in the life of Hon. Charles
H. Doerflinger, of Milwaukee. When courage flags,
and the outlook seems dark, the knowledge of the
hopes, aspirations and ofttimes discouraged ef-
forts of others in a noble cause, fortifies and
strengthens us anew for the conflict.
Charles H. Doerflinger was born at Ettenheim,
Baden, Germany, of German and French ancestry,
a fusion to which is traceable his lofty idealism
and devotion to freedom and progress. His father,
a man of university training, suffered imprisonment
during the revolution of 1848 but had a truly ro-
mantic escape, aided by his faithful wife. He soon
after brought to America this enthusiasm for liberty,
and later father and son enlisted in the Civil War
in defense of the country which had given them
the freedom they craved. The subject of our
sketch lost a leg in the battle of Chancellorsville.
When his captain, wounded, was carried off the field,
young Doerflinger took command of the company,
inspiring his men in a rain of bullets until his left
ankle was shattered. His colonel, in a despatch to
the Milwaukee Herald, said: "The palm of the day
belongs to young Doerflinger." His leg was poorly
amputated above the knee. Five other operations
followed. He suffered more or less pain for forty-
five years and in 1908 endured another operation.
Such was the price paid by one hero for "saving the
Union of these States." Is it not incumbent upon
us to train all children to be worthy of such sacri-
fices?
But our readers will be most interested in Mr.
Doerflinger's record in the cause of education. He
was fortunate in coming under the influence of a
great character and a great educator, Prof. Peter
Englemann, founder of the German-English Acad-
emy, Milwaukee. Mr. Doerflinger, upon his return
from the war, taught in this school, and was a pri-
vate teacher as well, before and after this period.
Returning from a trip to Europe, he engaged in the
bookselling and publishing business. From 1874 to
1881 he was one of the publishers of the Erzie-
hungs Blaetter and of the New Education, with
which was subsequently merge.d the antecedent of
the Kindergarten Primary Magazine, the Kinder-
garten Messenger of Miss Elizabeth Peabody. He
was thus one of the pioneers of kindergarten jour-
nalism in the United States. He published also a
German juvenile monthly, Onkle Karl, containing,
besides stories, pictures, verses, etc., many pages de-
voted to kindergarten occupations. A bound vol-
ume of the year 1880 is treasured by the writer of
this article, being the gift of the editor during a
Kindergarten Convention held in Milwaukee.
Besides these journals, Mr. Doerflinger was con-
tinually publishing books, pamphlets and tracts de-
voted to progressive educational ideas. One of his
latest efforts was the organizing, with other public-
spirited citizens, of the National New Education
Association. As an experienced teacher, who had
had the benefit of an exceptionally well organized
school, and who had himself taught many, many
children, he possessed a practical knowledge of the
defects of the public school system and, unlike
many critics, he had ready a solution of the edu-
cational problem, based upon actual experience in
his own school life. He proposed a model school,
its curriculum carefully planned, supported by pri-
vate endowment (to keep it free from political in-
fluence), which should demonstrate in a twelve-
year course, by consistent application of rational
principles and methods, that children can be given
approximately at the age of sixteen what the pres-
ent high school gives at the age of eighteen and
with a higher degree of efficiency and power fitting
them for good citizenship, and capable, noble lives.
In 1870 he was one of the twelve founders of
the First Kindergarten Society of Milwaukee,
through whose influence four model private kinder-
gartens were established as the foundation for pri-
mary and elementary school work. Largely
through his unceasing efforts the kindergarten be-;
came a part of the Milwaukee school system in 1880,
that city being thus the first to incorporate the
kindergarten in all of its district schools. As a
Regent of State Normal Schools and in spite of
many intrigues, he succeeded in introducing kinder-
gartens and kindergarten training into all normal
schools of his state.
In 1874 he edited the course of physical exer-
cises which was introduced into the city's schools.
While in 1870, as a member of the honorary Mil-
waukee Turnverein, he was invited to take part in
the athletic festival held at Baden Baden. Doffing
his artificial leg, he took part in all contests, even
jumping (running only excepted), and he carried
off the eleventh prize, an oak wreath.
In 1897-99 he was one of the most active mem-
bers of the Milwaukee Manual Training Associa-
tion, and prepared nearly all of the papers printed
by this society through whose untiring work man-
ual training finally became an integral part of the
schools.
Thus this heroic soul was ever in harness, waging
a constant battle for the welfare of the children of
his city, state and country. A work whose influ-
ence will continue unceasingly through the many
lives thus benefited — through the torch of his en-
thusiasm which he has handed on to others.
But in other ways he also worked for his city's
good. In 1872, as secretary of the Wisconsin Na-
tural History Society he urged the establishment of
a public museum. It materialized in 1883 and he
became its first custodian. He later enriched it by
some 1,000 relics of the prehistoric pile .and cave
dwellers which he gathered in a tour through
Switzerland and France. In 1894, despite his age
and affliction, Lieut. Doerflinger traveled extensive-
ly in Mexico, studying the cultivation of various
plants and institutions as well.
From 1896 to 1900 he was chief examiner and sec-
retary of the City Civil Service Commission.
This brave man, who in spirit was one of the^
fraternity of Pestalozzi and Froebel, was fortunate'
in the sympathy and co-operation of his noble wife,
nee Auguste Barkhausen, of Thiensville, Wisconsin,
whom he married in 1873. The writer cherishes as
one of her happiest recollections the memory of a
few hours in their hospitable, cultivated home, with
its atmosphere of German idealism and faith in
American democracy.
THE KINDERGARTEN-PRIMARY MAGAZINE
247
MORAL GROWTH.
John W. Carr, Supt. of Schools, Bayonne, N. J.
The chief underlying principles of moral growth
may be summarized as follows :
1. Direct the fundamental insticts of children into
proper channels. Those of most importance in moral
development as curiosity, play instinct, constructive in-
stinct, imitation instinct, social instinct.
2. Allow harmful impulses, instincts, and interests to
die for lack- of stimulus, or from repression, or by
substituting better ones for them. Some instincts are
transitory and may early be aborted or outgrown. The
best antidote for evil is the substitution of good. The
mind once occupied with good, it is difficult for evil
to find lodgment.
3. Cultivate desirable emotions such as joy and sym-
pathy and repress evil emotions such as anger, hatred,
any envy. Stimulating an emotion tends to produce it
whether it be joy, sorrow, or what not. To be most
effective this simulation should be whole hearted.
Some of the ways for repressing a passion or unde-
sirable emotion such as anger are to take time to re-
flect, to gain the mastery over the body (self-control),
to occupy the mind with something else.
4. Exercise in any virtue or desirable trait of cltar-
actcr is necessary for its development. The time ele-
ment is also very important. There must be time for
action and time for rest.
Mere exhortation is not enough; there must be prac-
tice.
5. Habits are largely acquired by imitation and sug-
gestion. Hence the necessity of good examples — ex-
amples furnished by parents, teachers, companies, and
people in genera] — examples found in history and
literature.
6. Noble ideals are a potent inspiration in the for-
mation of character. Hence the value of biography,
literature, and worthy examples of everyday life. By
constantly striving to realize his ideal, Ernest came
to resemble the 'Great Stone Face in benignity of
countenance and supposed nobility of soul.
7. A clean, healthy, well-developed, well-nourished
body under good control is a powerful aid to moral
development.
"Refuse to express a passion and it dies. Count ten
before venting your anger, and its occasion seems
ridiculous. Whistling to keep up courage is no mere
figure of speech. On the other hand sit all day in
a moping posture, sigh and reply to everything in a
dismal voice, and your melancholy lingers. There is
no more valuable precept in moral education than this
as all who have had experience know ; if we wish to
conquer undesirable emotional tendencies in ourselves,
we must assiduously, and in the first instance cold
bloodedly, go through the outward movements of
those contrary dispositions which we prefer to culti-
vate. The reward of persistency will infallibly come
in the fading out of the sullenness or depression, and
the advent of real cheerfulness and kindliness in their
stead." — James.
"Repression is not enough. A virtue must take the
place of vice. . . . Development and repression are
not two things but one; all genuine development al-
ready carries in it repression of much. — MacCunn.
"The law of physical development is true of moral
development. Our souls, like our bodies, grow into
the modes in which they are exercised. It is by striv-
ing to act that our desires come to a fuller, more per-
sistent and more definite development. . . . It is
by repetition of action that the corresponding desires
are organized into habits." — MacCunn.
"The formation of habits requires time. Time for
action and time for rest. The persevering youth may
wake up some fine morning to find himself one of the
capable ones of his generation or in the strong grip
of some stealthy vice." — MacCunn.
"It is not by warnings, however well meant, which
suggest that they are capable of evil that we can best
help the young. It is by persuading them that they
are capable of good that we can best help the young.
It is by persuading them that they are capable of good
that we can hope to make them good in reality. . . .
The best moral antidote lies not in warnings however
particular, but in that positive nurture of character
which is the real source of strength in the hour of
temptation." — MacCunn.
MEMORY GENS
Character is what we are in the dark.
A contented mind is a continual feast.
No tent so good to live in as content.
God helps them that help hemselves. — Franklin.
One's character will never rise higher than his
aims.
Speak not injurious words, neither in jest nor
earnest.
There never was a good war or a bad peace. —
Franklin.
A character's like a kettle, once mended always
wants mending.
Let your speech be always with grace, seasoned
with salt. — New Testament.
They are never alone that are accompanied with
noble thoughts. — Sidney.
All who joy would win
Must share it;
Happiness was born a twin, — Byron,
248
THE KINDERGARTEN-PRIMARY MAGAZINE
KINDERGARTEN GROWTH
|NOTE:— Under this beading we shall give from time to
time such items as come to our notice relative to the estab-
lishment of new kindergartens as well as articles or state-
ments in the public press or from noted educators favor-
able to the kindergarten.
The Kindergarten Founded on the Nature of
Childhood
Dr. Edward Conradi,
President Florida State College for Women.
The kindergarten is founded on the nature of
childhood and its principles of soul growth are now
recognized in all grade work in the form of drawing,
handiwork, song, story, etc. The children four to
six years of age have as much right to the best soul
growth as an adult. Therefore the community
should give it to the child at that age, as well as at
a later age. Soul growth and development is con-
tinuous from birth to the end of life, and hence the
child should go from the kindergarten without a
break into the primary school, if the primary
schools, like the kindergarten, is based on the na-
ture of child development, as it should be. One
should sit at the feet of children and ask what is
right; what is the nature of soul activity; what is
the law of life and the whole earth will then be
filled with the knowledge of the Lord, of the devel-
opment of childhood, as its waters cover the sea.
Does Kindergarten Training Aid the Child's
School Work?
Supt. H. D. flervey, of Pawtucket, R. I., who went
systematically to work to ascertain what the effect
of kindergarten training was upon the promotion of
first-grade children found that "60 per cent, of the
children entering school under five years and 3 months
without kindergarten training failed of promotion at
the end of the year; while 35 per cent, of the children
entering at the same age with kindergarten training
failed of promotion; 39 per cent, of those entering
between 5 years and 3 months, and 6 years without
kindergarten training failed, while only 16 per cent,
entering at the same age with training failed. Of
children 6 years and over, entering without the kinder-
garten training, 21 per cent, failed; while only 10
per cent, of those of corresponding age with kinder-
garten training failed. From these figures, Mr.
Harvey concludes, 'two facts seem to stand out clear-
ly: 1. That the kindergarten training does prepare a
child for work of the first grade; and 2, that the aver-
age child under 6 years is not ready for primary
school work.' "
In Philadelphia, desiring to test this point, a teacher
in the Normal School examined the books of a large
Public School, where, at entrance, it was recorded
whether or not the children had previously been to
kindergarten. On comparing the names and ages of
the children at entrance with those in the second and
third grades, she found that, without exception, the
children who had been through the kindergarten were
from eight months to a year younger in the grade
they had reached, than those who were not kinder-
garten children.
The children were graded a, b, c, as to ability, in
each room. The kindergarten did not, and could not,
change the mental endowment the child had received
at birth. The clever child still remained in advance,
but even the dull ones were further on in school work
than the others also rated low in ability, but who had
not been to kindergarten.
Four million of the population of the United States
are wasting the most impressionable and plastic period
of their lives. They should spend the years between
four and six in kindergartens, acquiring a fundamental
knowledge of right and wrong, and a training of the
heart, head and hand which would be of the greatest
value in after life.
Our prisons and reformatories contain more than
100,000 miserable, wretched men and women. All of
them were once innocent little children who might
have become happy and useful citizens had they re-
ceived a careful training at the beginning of life.
Think of the suffering and expense that could have
been saved !
The children in this country average only a trifle
more than five years in school, and in some sections
less than four years. Two years in kindergarten
would raise the standard of intelligence and add per-
ceptibly to the earning capacity and welfare of our
citizens. How shall we change these conditions?
1st. By urging kindergarten legislation in all States
where no provision has been made for public kinder-
gartens.
2d. By sending thousands of printed articles on the
subject to educational and civic gatherings.
3d. By supplying speakers competent to set forth
the various phases of this important subject, and espe-
cially the importance of maintaining a high educational
standard.
4th. By the systematic use of the press.
5th. By the use of Kindergarten Moving Picture
Films.
6th. By co-operation with organizations looking to
the betterment of living conditions.
On these lines we are working and solicit your co-
operation.
The above is taken from a circular issued by the
National Kindergarten Association.
The kindergarten has amply demonstrated that it
fills a need in the life of a child and hence demands
recognition by school authorities and a-s soon as
people see the value of such training as they do see
it in hundreds of cities in this country, they will
furnish the means for such training. — Dr. Conradi,
President Florida State College for Women.
Little round face and hair of gold,
I'd shelter thee ever within my fold;
Love is a story which never grows old,
Little round face.
Hope springs eternal in the human breast:
Man never is, but always to be blest. — Pope.
240
RHYMES AND RECITATIONS FOR LITTLE FOLKS
DECORATION DAY.
T. C. IIARISAUGH
Each year we seek the sacred place,
Where sleep the heroes of the race;
Each year we come with varied bloom
To decorate the soldier's tomb,
And open in our hearts the good
And great flood-gates of gratitude!
In every land, whose honored sod,
By martyrs and by heroes trod,
Is green to-day, Remembrance weaves
The patriot's crown of fadeless leaves.
MEMORIAL DAY.
(For a Little Boy.)
There was a time in bye-gone days,
When men who loved the land
Went forth to save it from its foes,
A gallant, manly band.
Now most of them have passed away,
Those heroes true of ours,
And little children meet to sing
And deck their graves with flow'rs.
IN MAY
BERTHA E. BUS 17
Flitting 1 and flitting so airy and gay
Butterflies hover in May, in May.
Humming 2 and buzzing on each flower spray,
Honey bees gather their honey in May.
Busily flying 3 with straw, string or hay,
Birds build their nest now in May, in May.
Lingering long 4 goes the sun on his way,
Bright hours are many in May, in May,
Let us be thankful and happy each day
With all the world in beautiful May.
MOTIONS
1. Arms raised above head with backs of extended
hands touching and slowly raising up and down to imi-
tate butterflies' flight.
2. Arms raised a little way up and lowered quickly
several times to imitate flight of the bee. Let several
make a buzzing sound during the stanza
3. Hands raised high and darted to and fro to imitate
birds in their flight.
4. Right hand point to eastern horizon. Then slowly
brought above head and down describing the path of the
sun to the western horizon.— School Education.
MEMORIAL DAY.
(For a Little Girl.)
I think that little girls
Like flags and lots of noise,
They like to sing and shout
As well as do the boys.
They love their country dear,
And on Memorial Day
They bring their sweetest flow'rs
For soldiers passed away.
(From Special Days in the Primary Grades. Published
by A. Flanagan Co., Chicago. Price 15c.)
What a gay time, what a play-time
Is the blooming month of May,
With the singing and the swinging
Of the birds on every way!
ARBOR DAY
A
R.
B
O
R
D
A
Y
GRACE DOW
(For eight small children)
s for apple whose fruit is the best,
is for redwood, the pride of the west,
s for beech whose small nuts we eat,
s for orange with fruit juicy and sweet,
is the rubber, a tree of Brazil,
s the date-palm, many boxes to fill,
s the ash our forests will boast,
s the yew tree, at Christmas used most.
WHO LOVES THE TREES BEST?
First Child—
Who loves the trees best?
"I," said the Spring.
"Their leaves so beautiful
To them I bring."
Second Child — ■
Who loves the trees best?
"I," Summer said,
"I give them blossoms,
White, yellow, red."
Third Child —
Who loves the trees best?
"I," said the Fall.
"I give luscious fruits.
Bright tints to all."
Fourth Child—
Who loves the trees best?
"I love them best,"
Harsh Winter answered,
"I give them rest."
— Alice M. Douglas.
That which is good to be done, cannot be done
too soon. — Bishop Mant.
SHOWER AND FLOWER.
Down the little drops patter,
Making a musical clatter,
Out of the clouds they throng;
Freshness of heaven they scatter
Little dark rootlets among.
"Coming to visit you, posies!
Open your heart to us, rosies!"
That is the raindrops' song.
— Lucy Larcom.
25°
THE KINDERGARTEN-PRIMARY MAGAZINE
MAY RIDDLES
((•live one each day and have it memorized.)
A BIRD'S EGG
The smallest, roundest, lightest things,
Each holds a song and pair of wings.
A BIRD'S NEST (wren's)
Something very small and brown
Made of grass and lined with down.
A DANDELION
Something gold that turns to white
And then is blown far out of sight.
POPPIES
Slim and tall, but bright and gay,
Nods and nods, the livelong day,
CLOVER
Grows and blooms around the door,
Has three leaves and sometimes four.
THE BEE
He hies about from flower to flower,
Is always working every hour.
LEAVES
Dance about the whole day long
And sing a little rustling song,
We hear it when the breeze is strong.
ROBIN
Coat of brown and vest of red,
Yellow feet and small black head.
A CHERRY
Red — and seldom grows alone,
Each one has a tiny stone.
THE WIND
Sings a song that's soft and low,
But we never see it go.
APPLE BLOSSOM
First a bud — then spreads apart.
Apples hide within its heart.
A ROSEBUD
Something folded close and tight,
Green around a color bright,
Soon 'twill be a pretty sight. —
Primary Plans.
DON'T KILL THE BIRDS
Don't kill the birds, the little birds!
That sing about the door,
Soon as the joyous spring has come,
And chilling storms are o'er.
The little birds that sweetly sing!
Oh, let them safely live;
For freely in the woods and fields,
Their pretty songs they give.
He who receives a good turn should never for*
>et it; he who does one should never remember it.
"I don't care,"
Is a deadly snare.
Statesman, yet friend to truth! oh soul sincere,
In action faithful, and in honor clear;
Who broke no promise, serv'd no private end, <%
Who gain'd no title, and who lost no friend.
— Pope.
THE OWL
The little brown owl sits up in a tree,
And if you look well you may see,
He says Whita-whoa when the nigbt grows
dark,
And he hears the dog howl and the little fox
bark.— Selected.
Among the beautiful picitures
That hang on memory's wall,
Is one of a dim old ferest,
That seemeth best of all.
— Alice Gary.
FIRST GIFT RHYME.
This is my ball, so round and bright,
Which is my playmate from morning till night.
This is the yarn that was wound so tight
To make my ball so round and bright
Which is my playmate from morning till night.
This is the wool, so downy and light,
Made into the yarn that was wound so tight
To make the ball so round and bright
Which is my playmate from morning till night
This is the sheep, so loving and white,
On which the wool grew so downy and light
Made into the yarn that was wound so tight
To make the ball so round and bright
Which is my playmate from morning till night.
This is the man who worked with his might
the sheep so loving and white
On which the wool grew so downy and light
Made into the yarn that was wound so tight
Which is my playmate from morning till night.
— Gertrude Clayton, Asheville, N. (
The social center in the public school is brought
forward as an antidote to the dance-hall over the
saloon by the Russell Sage Foundation in a motion
picture drama which has just been produced upon
its initiative and with its co-operation. "Charlie's
Reform" is the name of this new Edison photo-
play.
The astounding facts brought to light by the Chi-
cago Vice Commission together with the epidemic
of "tough" dances this winter have created a tre-
mendous interest in the subject of young people's
amusements. Already nearly two score of cities
have organized opportunities for winter evening
recreation in some of their public school houses.
But social workers are now beginning to realize
that it is the natural desire for companionship with
the opposite sex which the dance-hall meets and for
which provision is not usually made in the school
recreation center. The social center depicted in this
new photo-play makes it possible for young men
and women to meet under wholesome conditions
and it is this privilege which brings about "Charlie's
Reform" from a career of idleness and carousing.
The announcement of the new him has attracted
a widespread interest from social workers through-
out the country. Over one hundred organizations,
mostly national in scope, are aiding in the distri-
bution of the announcements concerning it.
THE KINDERGARTEN-PRIMARY MAGAZINE
:5i
BOOK LOVERS' CORNER
IDOLS OF EDUCATION, selected and annotated by
Charles Mills Gayley, Cloth. Price 50 cents. Pub-
lished by Henry Holt & Co., N. Y.
We frequently hear reproaches cast upon the results
of our educational system, from business men who in-
veigh against the poor spellers, the indifferent book-
keepers and irresponsible clerks to whom they must
perforce entrust their precious "message to Garcia"
with little prospect of its reaching' destination. The
book before us is a similar protest from an earnest
professor in one of our finest Western Universities
(Leland Stanford), who, after summing- up the con-
quests achieved by man in all the realms of science,
history and literature, and finding the "world of learn-
ing was never better worth preparing for, echoes the
cry of all the universities and every serious journal,
"Our young people were never more indifferent."
Professor Gayley has studied abroad, in English and
German universities, and has taught in several of our
own, and this little semi-satirical volume is an attempt
to analyse the causes underlying the poor returns from
the vast sums spent annually in education in the
United States. Why are our student-results thus
"imitative, aimless, boastful but unreliant, inquisitive,
but quickly losing interest; fitful, inconsequential,
platitudinous, forgetful ; noisy, sudden, ineffectual."
Professor Gayley's analysis of the situation is clear
and incisive, and alas, in most respects too true. We
must admit its truth. We do bow too much to the
shrine of the Idol of Quick Returns, the Idol of the
Popular Voice, the Idols of False Culture, of Parade,
of Caprice and Pedantry and others that he describes.
We must protest however against his summary dis-
posal of the Kindergarten and Play. Undoubtedly
there are all too many who misread their Froebel and
misunderstand the emphasis placed in these days upon
the use and the value of play as an educational in-
strument. We cannot hold Froebel responsible for
all the weaknesses which have crept into the kinder-
garten in the hands of the young, the inexperienced
and the superficial sentimentalists. The writer of our
clever little volume has evidently judged the entire
kindergarten system from very weak specimens of
the same. He has failed to comprehend that the
real kindergarten is above all a place where the senses
are trained, the will power exercised, the social re-
sponsibility developed. He has failed to see that
"boys of twelve and coming men of sixteen are largely
shaped by play." We agree with him, however, that
"they cannot be shaped for the awful choice of good
and evil by cosseting," and he has done a good service
for education if he has helped us to distinguish be-
tween the wisely-directed training that leads to man-
liness and scholarship and efficiency, as against that
which ends in inefficiency, irreverence, superficiality.
We wish every thoughtful school-teacher and univer-
sity professor would read this little book, confer to-
gether over its criticisms, which in the main are just,
and decide as to the merits of the Idols which the
writer offers as substitutes for those he would knock
down, for he does not leave the reader at sea, pilot-
less, but points out what he considers a way to a safe
port. His plan allows both for the broad discipline
which prepares for the general business of life and
provides at the same time for special knowledge and
special forms of skill which prepare for a special
business in life. His plan would "save from waste
and add to wisdom," a consummation devoutly to be
wished. We close with his own stimulating words,
"Let us make the college the gateway, not of loafing
and vain delights and dissipated energies and immate-
rial triumphs, not of mistaken ideals — utilitarian or
professional, profitless learning or vacuous, method —
but of the glorious world of conduct and opportunity,
of life."
Professor Gayley voices the convictions of many
educationists, all over the country. We would like
to suggest to the business men, the manufacturer and
the like, who complain of the output of the schools,
that if they wish good results they must as taxpayers,
be willing to pay the cost in reducing the number of
children in a class and in giving adequate pay to the
teachers, men and women, in all the schools and col-
leges. Specializing as we do in trade and science we
must pay more attention to the individual in education
and this costs money and strength and brains and
moral force.
We would say, in addition, that, if false Idols
rather than true Ideals are followed, it is the parent
rather than the teacher who is to be held respon-
sible. Let the parents confer with the teachers.
PETER AND POLLY. By Elizabeth Hays Wilkinson.
Photographs by Cornelia Clarke; Cloth, 97 pages.
Published by Doubleday, Page & Company, Garden
City, New York.
A delightful little story about two kittens. Polly
Prirntoes and Peter Furrycoat, telling in a way that
will delight every child of their first meeting, their
play days together, school days, courting days, the
wedding day, and the household and i fireside days.
The book has many colored illustrations, one of which
is given in black above.
THE MONTESSORI METHOD OF SCIENTIFIC PEDA-
GOGY, as applied to Child Education in "The
Children's Houses." By Maria Montessori trans-
lated by Anne E. George. Introduction by Professor
Henry W, Holmes of Harvard University. Price $1.75
net. Henry A. Stokes Company, New York.
Every kindergartner should read this remarkable
book. A more complete review will be given in our
next issue.
OLD TIME TALES. By Kate F. Oswell; illustrations
by Ester J. Peck; Cloth, 245 pages. Illustrated, Pub-
lished by the McMillan Co., New York City, N. Y.
Price 40c, net.
The book contains nine old-time tales of Europe and
the Occident, six tales of the Orient, and six old
ballads, all teaching wholesome, moral lessons for
young children.
2JJ
CURRENT EVENTS OF INTEREST TO TEACHERS
The Annual Meeting of the Kindergarten Mothers'
Clubs and Parents' Associations,
Brooklyn, N. Y.
As stated in the last issue of this magazine this
meeting proved a great success.
There were so many mothers present that all
could not crowd into the hall, so the speakers also
addressed an overflow meeting held downstairs. 'Mr.
Thomas W. Churchill, commissioner of the Board
of Education, told the mothers gathered there that
one thing that made him believe in the kindergarten
was that the mothers believed in it and he believed
in the accuracy of their intuition. He contrasted
with the stoics and epicures, the Froebelians, who
go through life believing in the sunlight, in health,
and in joy. One trouble about the system is the
sharp contrast between the first two years and the
later years. It ought to be changed. A method
must be devised to make the transition easy and to
project the spirit that pervades the early grades
through the later ones.
"America," said Commissioner Churchill, "is a
garden of children, and the mothers are the Ameri-
can beauties in the garden." America is bringing to
its full fruition the work of Froebel, the great kin-
dergartner.
Mr. Churchill declared that some believed the
trouble with our education to be that we spread
the butter over too much bread, but he held that
an education could be too broad, and that in binding
ourselves to a curriculum we lose the spirit of
education.
"I believe in play," he added, "from childhood to
second childhood," and after showing that a fine
life meant more than a merely learned one he said
that the race is not to the swiftest but to the one
who, after the manner of ancient athletes in the
Olympic games, carried a lighted torch to the end
of the race.
There is poetry and fancy and rhythm in child-
hood, and children should be given the chance to
express themselves. Every child has a right to song,
sunshine, and the great out-of-doors, and in closing
Mr. Churchill declared that anyone who loves child-
ren is more than half good.
Miss Margaret Simmons, assistant director of
kindergartens, presided in the absence of Miss Fan-
niebelle Curtis, the director, who was obliged to re-
main away because of ill health. Mrs. George C.
Riggs, better known as Kate Douglas Wiggin, was
introduced by Miss Simmons, who told the mothers
that no doubt the author's children and their own
were already friends.
Miss Wiggin read chapters from her new book,
"Mother Carey's Chickens," and its delightful inter-
mingling of humor, good sense, and pathos held the
large audience spellbound. Even the babies stopped
crying when they heard the sound of her melodious
voice.
Miss Winnifred Marshall sang a group of songs
with a sympathy and a charm of manner which drew
applause from all present again and again.
Robert Bruere spoke on the "Birthright of a
Child," and outlined graphically the fierceness of
the economic pressure brought to bear upon the
children of the poor. He told the story of the son
of one of the Lawrence strikers, who, when asked
what he wanted to be, said, "I want to be a carpen-
ter, but I'm going to be fourteen next week and
mother and father need the money and so I'm going
into the mills."
Mr. Bruere declared that first of all children had
a right to be well born, and that their birthright was
a home with such abundance as to provide not lux-
ury but at least the opportunity to go to school and
to learn to do some kind of work well.
CHICAGO
The students of the Chicago Kindergarten Insti-
tute have greatly profited this year by inspiring ad-
dresses on Educational Sociology from Prof. Charles
Zeublin, now editor of the Twentieth Century Mag-
azine. The subjects presented were:
Education and Science.
Education and Art.
Education and Literature.
Education and Industry.
Education and Sociology.
Education and Life.
They were not only inspiring but constructive and
prophetic of better conditions in a democratic so-
ciety for which education is making such effort.
Miss Caroline C. Cronise, one of the directors of
the Chicago Kindergarten Institute and Head Resi-
dent of Gertrude House, is spending a few months
in Greece and Italy. She has had exceptional op-
portunities in Greece in accompanying students
from the American school in Athens on long ex-
cursions to points of historic or artistic interest,
and during April she will visit the Montessori
schools in Rome for further understanding of these
new methods of education of little children.
The annual exercises and reception to the gradu-
ating class of the Chicago Kindergarten Institute
will be held May lOith and a delightful musical pro-
gram is already planned. It is expected that Prof.
James R. Angell, Dean of the Senior Colleges of the
University of Chicago, will be the speaker.
The Easter exercises of the Chicago Kindergarten
Institute were held April 4th. The Institute was
privileged in securing Dr. John Balcom Shaw, of
the Second Presbyterian Church, as speaker of the ■
day.
THE KINDERGARTEN-PRIMARY MAGAZINE
253
Death of Dr. Edwin Lyell Earle.
Dr. Edwin Lyell Earle, at one time owner of the
Kindergarten-Primary Magazine, and its active manag-
ing editor from 1906 until about one year ago, when he
suffered a stroke of paralysis, died April 5th at the age
of 44 years. Dr. Earle purchased the Kindergarten
Magazine during the summer of 1906, changing the title
to the Kindergarten-Primary Magazine and moving the
publication from Chicago to New York; in the summer
of 1909 he disposed of the business and good will of the
magazine and assumed the position of managing editor
which he held until recently, but owing to ill health was
unable to devote much attention to the work during the
past year.
He held the titles of Doctor of Philosophy and Master
of Arts and was connected with the Brooklyn Institute
of Art and Sciences and with the St. Francis Zavier
College; he was formerly President and Manager of the
New York Froebel Normal School. Some eight years
ago he was sent to Russia to study conditions there in
the interest of emigrants. His death occurred at
Bloomfielcl, N. J:
NEW YORK CITY
Dr. Myron T. Scudder is building a fine open air
gymnasium and class room in connection with the
Scudder school at 59 West 96th street. Open air classes
will be conducted next year.
Dr. Scudder has sailed for Italy where he will make
a careful examination of the schools conducted in that
country in accordance with the Montessori methods.
Miss Mary T. Shchaffer, of Germantown, Ohio, former-
ly tutor in psychology and kindergarten methods in
the Ethical Culture School, New York, and for seven
years a kindergartner in P. S. 184, Manhattan, has
been experimenting successfully in Montessori read-
ing methods during the past year. She sails on May
16 to visit the school in Rome.
She attended the I. K. U. meeting in Des Moines
and her friends hope to greet her on her return and
bid her von voyage,
Dr. Merrill recently gave a course of four lessons in
primary reading methods to The Harietta Melissa Mills
Kindergarten Training Class at New York University.
At the last lesson she showed the relation of Dr.
Montesori's methods in writing and reading to the re-
cent progressive methods in use in America. She also
traced the recent phonics work back to the Orbis
Pictus of Comenius.
BIRMINGHAM, ALABAMA
The annual meeting of the Alabama Education
Association, April 4-6, was attended by nearly three
thousand teachers, one of the most successful state
meetings in the south, and but for the tragic death
of Governor Aycock of North Carolina while he
was addressing the teachers would have been alto-
gether one of the most pleasant educational meet-
ings in the south. Governor O'Neal of Alabama
had made the opening address at the Jefferson
Theatre on the evening of April 5th, after which
he introduced Governor Aycock, who spoke in part
as follows:
"Ladies and Gentlemen — I am extremely gratified
at the terms in which his excellency, the governor
of Alabama, has seen fit to present me to this mag-
nificent audience; it is very gratifying; it is very
satisfying. I knew, of course, that what he said
about me wasn't the truth; (Laughter.) I am not
afraid to say that the governor does not tell the
truth, because I have been a governor myself and
I know what I am talking about. (Laughter.) But
I enjoyed it the more because it wasn't the truth.
(Laughter.) You know, it does not make a pretty
woman glad to tell her so; she knows it before you
tell her; but if you want to see joy irradiate a wo-
man, you get an ugly woman — not in Alabama, for
you couldn't find her here (Laughter.) — but you go
up in New England and find an ugly wom?.n and
tell her so (Laughter.) — just tell her she is pretty
and she will be the happiest, gladdest woman in
the United 'States. (Laughter.)
'V\nd this is the way I feel tonight when the
governor says that I have done more for education
in the south than any other governor in it. After
listening to his magnificent address it would be
vanity on my part to believe it, but I am proud
of the fact that we have built a schoolhouse in
North Carolina every day since I was inaugurated
as governor, including Sundays; and I am here to-
night to tell you that I am a thorough believer in
education. I believe in universal education. Did
you hear what I said? You see. I am not a scarey
man. I believe in universal education; I believe
in educating everybody. I will go further, and say
that I believe in educating everything, and so do
yon when vou come to think about it.
"What do you mean by education? You mean
bringing out of a thing what God Almighty put
into it. I repeat that I am in favor of educating
everybody and educating everything. Why, we
have educated the Irish potato. You know what
an Irish potato is now. but what did the Irish po-
tato used to be when it was ignorant and had never
gone to school? Why it was a little thing, and it
was tough and bitter, but some wiser man than
the average found it. and he says. 'I believe this
thine has got good in it and I will fetch it out.'
'Fetch' is a good word in North Carolina, but I do
not know how it is in Alabama. I taught school
myself, and T know English as she is spoke.' He
said it contains good and I will fetch it out. and he
proceeded to educate it; to bring out of it what it
had in it. He planted it and fertilized it, and cul-
tivated it. and planted it, fertilized it, and cultivated
it, until the Irish potato has become so good that
we have it three times a day, every day in the year,
and we thank God when leap year comes and gives
us one more day in which to eat Irish potatoes.
(Laughter.)
"But you must understand that it is an educated
Irish potato, and that it is not an ignorant Trish po-
tato. You would not eat that old fashioned, ignor-
ant Irish potato."
The governor continuing along this line illus-
trated the benefits of education as applied to horses,
doffs, and other animals.
Then he suddenly turned pale, gasped for a breath
and fell to the floor.
Governol O'Neal and others made every possible
effort to restore him to consciousness, but his death
occurred soon after.
Governor Avcock had been a life long advocate
of universal education and spent four years travel-
ing over the state of North Carolina preaching his
convictions.
In his death the cause of education has lost a
staunch friend and a most efficient worker.
254
THE KINDERGARTEN-PRIMARY MAGAZINE
THE INTERNATIONAL KINDERGARTEN UNION
The Nineteenth Annual Convention at
Des Moines a Decided Success.
The nineteenth annual convention of the Internation-
al Kindergarten Union, which closed today, May 3rd,
proved a most successful gathering and all visiting
kindergartuers are enthusiastic in their expressions of
appreciation to the kindergartuers and the people of Des
Moines for the royal welcome and hospitable reception
bestowed upon them.
Tuesday morning was occupied in making visits to
the kindergartens of the city, and the visiting delegates
were given an auto ride over the city.
The closed meeting Tuesday afternoon at Drake Uni-
versity was presided over by President Hill M. Bell and
proved unusually interesting and inspirational.
The closed meeting was followed by a luncheon
given by Miss Jeanette Ezekials, supervisor of the kin-
dergarten training school at Drake University.
The first general public meeting was held Tuesday
evening at the Coliseum. The address by Dr. M. V.
O'Shea, of the University of Wisconsin, was the feature
of the evening. On pages 233-234 will be found a sum-
mary of his address.
The Doctor added as a side remark the following:
"Madame Montessori had been used to having the chil-
dren sit in their seats and hear things when she decided
upon a different system. The only trouble with her
system is that it is too formal and conventional. We
passed through that experience twenty-five years ago
and have now reached the place where we do not em-
ploy the conventional to develop an idea."
A stage was erected in the centre of the arena, facing
the entrance, behind which was the kindergarten ex-
hibit. A hundred electroliers, such as are used in
the world famous street lighting of Des Moines, turned
the Coliseum into a veritable great white way; myriads
of twinkling electric stars lighted up the canvas sky
dome.
At this meeting the invocation was given by Rev.
Howland Hanson. Excellent Music by the East High
School boys's chorus followed, after which addresses of
welcome were given by Governor B. F. Carroll, of Iowa,
Mayor James R. Hanna, of Des Moines, and W. O.
Riddell, superintendent of Des Moines schools. The
response was given by Miss Mabel A. MacKinney,
president of the Union.
Referring to the loyalty of Des Moines to the kinder-
garten cause, Supt. Riddell said:
"There are children in the kindergartens today whose
parents were in the kindergartens of Des Moines. The
appreciation of the kindergarten has been unswerving in
Des Moines, and wherever there were a sufficient num-
ber of children, a kindergarten always has been
maintained."
Miss MacKinney outlined a brief history of the Inter-
national Kindergarten Union, its organization, aims
and purposes, and said she was glad the meeting had
come to Des Moines, that she had heard that "Des
Moines does things" and expressed the thanks of the
Union for the cordial welcome it had received.
The Wednesday morning meeting was taken up entire-
ly with the reports of officers and committees as follows:
Recording Secretary. Miss Netta Faris.
Corresponding Secretary and Treasurer, Miss Luella A.
Palmer.
Auditor, Miss Julia S. Bothwell.
Committee on Foreign Correspondence, Mrs. Susan T.
Harriman, Chairman.
Committee on Foreign Relations, Miss Annie Laws,
Chairman.
Committee on Investigation, Miss Nina Vandewalker,
Chairman.
Committee on Propagation, Miss Myra M. Winchester,
Chairman.
Committee on Literature, Miss Annie E. Moore, Chair-
man.
Committee on Affiliation with National Congress of
Mothers, Miss Elizabeth Harrison, Charman.
Friedrich Froebel Museum Committee, Miss Alice E.
Fitts, Chairman.
Committee on Nominations, Miss Ella C. Elder, Chair-
man.
Appointment of Committee on Time and Place.
Delegates from Branches in the East and South.
THE NEW OFFICEKS
There was a little contest in the matter of the elec-
tion of officers, but the incumbents for the past year
were nearly all recommended by the committee on
nominations as follows:
President — Miss Mabel A. MacKinney, Pratt Insti-
tute, Brooklyn, N. Y.
First Vice-President— Miss Alice Temple, School of
Education, University of Chicago.
Second Vice-President — Mrs. Margaret Stannard,
Boston
Recording Secretary — Miss Netta Faris, Cleveland,
Ohio.
Corresponding Secretary and Treasurer— Miss Luella
A. Palmer, New York City.
Auditor — Miss Catherine B. Watkins, Washington.
They were all elected by ballot Thursday .
The Froebel association entertained many officers
and delegates at a luncheon Wednesday afternoon at
the Hotel Chamberlain. Covers were laid for 100 and
the guests were seated at five tables which had. for
decoration May baskets of marguerites.
In the afternoon the meeting was in charge of the
committee on affiliation with the National Congress of
Mothers. Mrs. Orville T. Bright of Chicago, first vice-
president of the National Congress of Mothers, and Mrs.
B. F. Carroll, president of the Iowa branch, were the
speakers.
Miss Elizabeth Harrison of Chicago, chairman of the
Committee on affiliation with the Congress, was the
presiding officer for the afternoon,
Mrs. Orville T. Bright of Chicago, vice-president of
the National Congress of Mothers, said in part:
"It is not right to think of father as merely the pro-
vider."
"It seems to me that women to-day are making a
great mistake in letting go of the men, " said Mrs. Bright.
•'Of course, in this day of great commercial stress the
wife tries her best to protect her husband from the petty
annoyances of the family life. She dresses thechildren
in their best and places them on good behavior when
their father comes home that he may enjoy his child-
ren. This is as it should be, but he should not be kept
out of the family life and considered only as the pro-
vider. By doing this the father is robbed of his rights
in the home.
"No home can be conducted or children reared
successfully without the full co-operation of the father
and the mother.
"That is why I plead for the parent-teachers' associa-
tion. Women must learn that they have limitations in
the control and education of their children and that the
fathers have a place in the home management."
Mrs. B. F. Carroll as the president of the Iowa Con-
gress of Mothers, gave an address which was a plea for
closer co-operation between the mothers and the
kindergarten.
At the Wednesday evening meeting a musical pro-
gram was rendered by Miss Daisy Binkly, soprano; Mr.
Frederick Vance Evans, baritone; and Mr. Eugene
Hahnel, violin, of Highland Park College of Music.
An excellent address was given by Miss Ann Laws,
of Cincinnati. Subject, "The Kindergarten in Social
Life." This was followed by a stereopticon address by
Mr. Guy L. Shipps, of Chicago. Subject, "Municipal
Recreation Centers."
Miss Laws stated the fact not generally known to the
public that the playground, story hour, vacation
school, circulation library and other means of social
service to the community are the outgrowth of the
kindergarten movement.
"When we study the boy or girl who is not living the
way he should, said Miss Laws, "we must go back of
the effect to the direct cause of that effect and that is
THE KINDERGARTEN-PRIMARY MAGAZINE
255
generally found to be a lack of a suitable place to play
for the young of our cities. We are indeed glad to
report that more and more cities every year are recog-
nizing that fact. The free traveling library for the
children is also of much benefit and gives the poorer
classes as good reading as the more fortunate children
get with but a trifling cost to the school board."
Mr. Shipps said in part:
"Society does not know how to prepare the rising
generation for the industrial life in which the generations
have been absorbed."
"The captains of industry criticise the schools from
the elementary to the university for the inefficiency of
their output, and if the children are not prepared for
industry, which is the chief interest of the age, how
much less likely are they to be prepared for social re-
lations?" continued Mr. Shipps. "It is not meant that
schools have not advanced in methods, but industrial
changes with tremendous effects on the structure of
society have come so fast that educational practice has
not been able to adjust itself in the new situation.
"While society as a whole has become more and
more absorbed in industrial organization for the last
century certain groups have struggled to introduce
methods of education conceived as a result of obser-
vation of the trend of social conditions. Froebel and
his compatriots were the founders of such a school,
men who were forced to struggle and sacrifice for their
ideas."
Miss Jeannette Ezekiels was hostess at dinner Wed-
nesday evening at the Hotel Chamberlain in honor of
Miss Mary Waterman, supervisor of the kindergarten
association of New York City. Covers were laid for
Dean and Mrs. W. F. Barr, Dean and Mrs. F. O. Nor-
ton, Miss Mabel MacKinney of Brooklyn, N. Y., pres-
ident of the International Kindergarten union; Super-
intendent and Mrs. W. O. Riddell, Miss Besse Park,
Mrs. Ella Ford Miller, the guest of honor, and the host-
ess.
The address by Dr. Herbert Martin, of Drake Univer-
sity, Des Moines, was the feature of the Thursday morning
meeting and we regret that the manuscript did not reach
us in time to publish in this issae, but will be given
next month, with additional matter relating to the con-
vention.
Miss Edith Adams, of Ypsilanti, Michigan, gave a
most interesting report of the Froebel Pilgrimage at the
Thursday morning meeting.
Miss Lillian Stone of Cincinnati also gave a report
relating to the business side of the Froebel pilgrimage.
Report of Delegates from branches in the West were
also given at this meeting.
The officers, delegates and visitors were entertained
at luncheon, Thursday afternoon at the First M. E.
Church.
The Thursday evening reception at Hoyt Sherman
Place given by the Des Moines women 's club to all visitors
and all members of the women's clubs added to the
many and enjoyable social features of the convention.
This reception was open to all. A recital was given
by the Drake University faculty of music after the
reception.
Many excellent short addresses were given at the
Thursday afternoon business meeting. They were in-
spirational and timely and we hope to give them in
future issues of the Magazine.
The feature of the Friday morning meeting was the
address by Dr. Irving King, of the University of Iowa,
Iowa City, a portion of which will be found in this issue.
The convention closed with a special program of
children's music.
It was voted by all a most successful meeting.
We hope to give in future issues the papers in full.
Notes.
A. luncheon in honor of the Supervisors and Training
school teachers, in attendance at the meeting was given
in the Domestic science room of Drake University Tues-
afternoon.
There was a lively contest between Milwaukee, Rich-
mond, Virginia, and Washington, D. C, for the next
convention; the latter city was selected.
The affiliation of the national congress of mothers
was perfected. The Union purposes to uudertake ex-
tensive research work during the coming year.
The report by Miss Nina C. Vandewalker, chairman
of the Committee on Investigation, was of much
interest and we hope to give it in full next month.
A temporary parent-teachers' association in the West
High school was formed Wednesday at the close of the
session of the International Kindergarten union. Mrs.
WalterS, Brown was chosen temporary chairman and
Mrs. Bentley temporary secretary.
Miss Bessie Park was the hostess at a dinner party
Sunday at the Hotel Chamberlain in honor of Miss
Mabel MacKinney, Brooklyn, president of the Inter-
national Kindergarten Union, and Miss Alice Temple of
Chicago, first vice-president of the Union.
Several kindergarten reunions were held Thursday.
The Wisconsin kindergartners met in a reunion break-
fast at the Savery. The Chicago kindergartners had a
reunion luncheon at the Savery and all kindergartners
present from Grand Rapids and Columbia University
held a reunion at the Savery during the noon hour.
A letter from Honorable P. P. Claxton, U. S. Com-
missioner of Education, recommending the building of
a $25,000.00 Froebel monument in Washington, was
read and the executive committee was empowered to
confer with the Commissioner relative to the establish-
ment of a permanent memorial to Froebel either as a
monument or as a national kindergarten institution.
THE EXHIBITS
The exhibit of kindergarten work came from twenty-
nine different cities throughout the United States. It
occupied nearly the entire rear half of the immense
auditorium of the Colisem. The paper cutting, weav-
ing and sewing designs, crayola work, etc., were
displayed upon screens and the toys, clay modeling,
etc., were in glass cases.
The Milwaukee exhibit was voted one of the best,
and consisted among other things of a beautiful picture
of Milwaukee harbor showing the lake front of that
city. Colored paper, folding and cutting was largely
used in this illustration. Strikingly accurate representa-
tions of the buildings along the water-front, the boats,
trains, street cars, automobiles, etc., were given.
Christmas, Hallowe'en and St. Valentine day decor-
ations were also shown.
The kindergartners of Helena, Mont., presented an
exhibit of life on the western plains, done with crayola.
Cowboys, bronchos, mountains, mining tools, forges,
etc., were illustrated.
The Minneapolis kindergartens had a fine display of
woodwork, including miniature pieces of household
furniture made by five-year-old pupils.
Pratt Institute of New York had a fine display of
designs made by the use of shells and seeds.
The exhibit of toys by Pittsburg kindergarten pupils
attracted much attention.
The poster work done by the pupils of Miss Maude
Owen, kindergartner, Howe school, was probably the
most attractive display made by the kindergartners of
Des Moines. By use of cardboard, crayola, cutting of
designs almost life size, her pupils were able to picture
strikingly natural indoor and outdoor scenes.
Columbia University had a library exhibit embracing
the books and pictures which should be given in regu-
lar order to the child from the time of his first interest
to his manhood. The five-foot library was character-
istic.
Carl R. Byoir, of the House of Childhood, New York,
made a display of Montessori material and demonstrat-
ed the work to kindergartners Friday afternoon. He
denied the statement made by Dr. O'Shea that the
Montessori system had been out of date in America
for the past twenty-five years.
Teacher's Agencies
-THE
NORTHWESTERN TEACHERS' AGENCY
310-311 Providence Building
DULUTH. MINN.
The TEACHERS' EXCHANGE of Boston
Recommends Teaches, Tutois and
Schools. No. 120 Boylston street.
THE PRATT TEACH ERS' AGENCY
Recomends college a "d normal gradu-
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colleges, public and private schools, in
all parts of the country. Advises pa-
rents about schools.
WM. O. PRATT, Manager
70 Fifth Avenue New York
MIDLAND SPECIALISTS AGENCY
Station A. Spokane, Wash.
We will have openings for a large num-
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REGISTER WITH US.
We need Kindergarten Teachers, Supt.,
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OHIO VALLEY TEACHERS' AGENCY
A. J. JOELY, Mgr.
MENTOR. KY.
WESTERN TEACHERS' AGENCY Sgffi:
We wantKindergarten. Primary, Rural
and otherteachers for regularor special
work. Highest salaries. Send for lit-
erature and enroll for the coming year.
P. Wendell Murray, Manag-er.
Unemployed Teachers
IF FOR ANY REASON YOU HAVE
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MANY UNEXPECTED VACANCIES
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OVERFLOW TEACHERS ARE CON-
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SEWING'CARD DESIGN— picture frame-iNote —Place several cards on a per-
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if desired the inner circular line can also be perforated for sewing. At the
completion paste on. a Perry picture as shown by.illustration.
AN ARBOR DAY TREE.
Dear little tree that we plant to-
day,
What will you be when we're old
and gray?
"The savings bank of the squirrel
and mouse,
For robin and wren an apartment
house,
The dressing rooms of the butter-
fly's ball,
The locust's and katykid's concert
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The schoolboy's ladder in pleasant
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The schoolgirl's tent in the July
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And my leaves shall whisper then
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A tale of the children who planted
me."
— Youth's Companion.
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for KINDERGARTEN and
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Spool Knitting. By Mary A. Mc-
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Price, 75 cents to teachers.
Practical and Artistic Basketry.
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Price $L00 to teachers. Stitches are
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Outlines for Kindergarten and
Primary Classes, in the study of
Nature and Related subjects. By E.
Maud Cannell and Margaret E wise.
Price 75 cents to teachers.
Memory Gems. For school and
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50 cents to teachers. Contains more
than 300 carefully, chosen 'selections.
Send <for;Catalogue
The A. S. BARNES CO.
381 FourthAve., New York
Books for Kindergartners
Kindergarten in the Home
By V. M. Hillyer, Headmaster Calvert
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line drawings. 8vo. $1 .25 net.
Tales Come True
By Margaret Coulson Walker, author of
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mothers and kindergartners. A delight also
to the child itself. Fully illustrated in col-
or and black and white. Square, 8vo. $1.25
net.
Lady Hollyhock and Her
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By Margaret Coulson Walker. An estab-
lished favorite; on many library lists and
in many school libraries. Lavishly illustra-
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$1.25 net.
Portrait catalogue, containing 33
portraits of authors, "will be sent free
on request.
THE BAKER X 1AYL0R CO.
33 East 17th St.
New York
THE TEACHERS HELPERS
The Teachers' Helpers are without question the finest
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Four books In the aeries; named Autumn, Winter,
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than the others. Cover designs done in beautiful
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whe is not more than satisfied. .
PRICES: Each Number* except Summer) $ .35
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Send today for capy or ask for further informa-
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A Vital Book for Every Parent
A PRACTICAL TREATISE ON THE TRUE RELA-
TIONSHIP OF PARENT TO CHILD
A father or mother yourself you wrestle with the hundred
and one different problems which arise every day in your
desire to bring your boy up to be a true man or your little
girl a noble woman.
Are you certain of each move you make in directing the
conduct of your child?
Our Children
By Dr. PAUL DAR.US
offers a unique contribution to pedagogical literature. The little book deals
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will prove of great value to young parents and kindergartners.
If you cannot get this book at your bookstore, order it direct from us. Price
$1.00. Send us the name of your bookdealer and we will see that he is supplied
with our publications.
We publish a very interesting catalogue of some very interesting books. Write today.
THE OPEN COURT PUB. CO., Wabash Avenue, Chicago, Illinois.
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Books
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CLASSICS FOR SCHOOL AND HOME
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We have a catalogue showing the titles and contents of
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On account of the excellence and low price of these
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©1913
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To JAN.
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JUNE, 1912
INDEX TO CONTENTS
Editorial Notes, - - -
257
Rhvthms and Games in a Model Kinder-
garten, ... - Dr. Jenny B. Merrill,
259
A Glimpse of the Montessori Method, Dr. W.N.Hailman,Ph.
D. 261
The Function of the Kindergarten in the
Public School S3rstem, - - Lucy Wheelock,
263
Problems in Philosophy which affect pres-
ent Educational Ideals, - Dr. Herbert Martin,
264
The Place of certain Educational Principles
!
in Modern Educational Theory, Dr. Irving King,
269
Vocational Training, - - James H. Day,
273
Game of Rock-a-by-Baby, - - Laura Rountree Smi
!A,274
The Strawberries, - - - - -
274
The Committee of the Whole, - Bertha Johnston,
276
Hints and Suggestions for Rural Teachers, Grace Dow,
278
Traitiing School Notes, -
280
Personal Mention, ----...
282
Educational News, .......
282
===== — =i
Volume XXIV, No. 10.
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CLEVELAND KINDERGARTEN
TRAINING SCHOOL
In Affiliation with the
CHICAGO KINDERGARTEN COLLEGE
2050 East 96th 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. *** \ fpo Mannwer
A HI k III a f°rty_Pa£e booklet
il uIb an(i Our Workshop, an
1 LmH inust.rated folder, will
give the enterprising teacher a world
of information about the demand for
teachers in the South, the field of the
greatest promise in America to-day.
Get them for the asking.
W. H. JONES,, Nlgr.
Southern Teachers' Ag-ency,
Columbia, South Carolina,
RELIABLE KINDERGARTEN TRAINING SCHOOLS OF AMERICA
Chicago
Kindergarten
Institute
Students' Residence UcKIKUDfc HUlOL,
54 Scott St., Chicago.
Diplomas granted for Regular Kindergarten Course (two years), V
and Post Graduate Course (one year). Special Certificates for ^
Home-making Course, non-professional (one year). 0
Credit in connection with the above awarded by the University of
Chicago.
Mrs. Mary Boomer Page,
Directors: Mrs. Ethel Roe Lindgren,
Miss Caroline C. Cronise,
For circulars apply to Chicago Kindergarten Institute, 54 Scott STL
THE.
Teachers College
OF INDIANAPOLIS
Accredited by State Board of Educa-
tion. Professional Training for all grades
of teaching. Two, Three and Four Year
Courses.
This College specializes in Kinder-
garten, Primary and Intermediate
Grade Teaching.
Special classes in Public School Draw-
ing and Music, Domestic Science and
Art. and Manual Work.
Send for catalogue.
MRS. ELIZA A. BLAKER, President
The William N. Jackson Memorial
Building.
23rd and Alabama Street,
INDIANAPOLIS, IND.
Mice HarPc TRAINING SCHOOL
ITIlJO IIQI I J For Kindergartoers
3600 Walnut Street, Philadelphia
Junior, Senior, Graduate and Normal
Trainers' Courses. Five practice Kin-
dergartens.
For particulars address
MISS CAROLINE M. C. HART
The Pines, Rutledge, Pa.
OHIO, TOLEDO, 2313 Ashland Ave.
THE MISSES LAW'S
FKOEBEL KINDERGARTEN TRAIN-
ING SCHOOL.
Medical supervision. Personal attention.
Thirty-flva practice schools.
Certificate and Diploma Courses.
MART E. LAW, M. D., Principal.
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
PESTALOZZI-FROEBEL
Kindergarten Training
School
509 S. Wabash Ave., Opposite Auditorium
Mrs Bertha Hofer Hegner, Superintendent
Mrs. Amelia Hofer Jerome, Principal.
FIFTEENTH YEAR.
Regular course two years. Advanced
courses tor Graduate Students. A course
in Home Making. Includes opportunity to
become familiar with the Social Settle-
ment movement at Chicago Commons. Fine
equipment. For circulars and Information
write to
MRS. BERTHA HOFER-HEGNER,
West Chicago, 111.
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.
The Adams School
Kindergarten Training Course
(Two Years)
Nine months' practice teaching dur-
ing course. Address,
The Misses Adams
26 So. Clinton St., East Orange, N. J.
THE RICHMOND TRAINING SCHOOL
for Kindergartners
Richmond, Va.
Virginia Mechanics' Institute Building,
Richmond, Virginia.
Two years' training in Theory and
Practice of Froebellan Ideals. Post-
Graduate Course, also Special Classes for
Primary Teachers.
LUCY S. COLEMAN, Director.
MRS. W. W. ARCHER, Sec. and Treas.
1874— Kindergarten Normal Institutions— 191 1
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.
Bummer Training Classes at Mt. Chatauqua — Mountain Lake Park —
fci. , Garrett Co., Maryland.
THE HARRIETTE MELISSA MILLS
KINDERGARTEN TRAINING SCHOOL
In Affiliation with New York University
For information address
I ff HARRIETTE M.MILLS. Principal
New York University Building
Washington Square, New York City.
Kindergarten
Courses given for credit at
New York University Summer School
Oakland Kindergarten
TRAINING SCHOOL
2119 Allston Way, Berkeley, alif.
Grace Everett Barnard,
principal.
OWN A FARM
Save while you earn. Invest your sav-
ings in
NUECES VALLEY
GARDEN
j Lands in Sunny South Texas
10 acres will make you independent. Pay
by the month or in easy installments.
Land will be sold to white persons only,
A postal'card will bring you particulars
by addressing:
W. R. EUBANK REALTY Co.
202-3 Merrick Lodge Bldg.,
Lexington, Ky.
Supplies
MO So.
School
^eed, Raffia, Book Bind-
ing and Weaving Materials
Kindergarten Supplies,
Entertainment Books. All
Standard Supplies. Cata-
logue free.
Garden City Educational Co.
Wabash Ave., Chicago, III.
EDUCATIONAL SPECIALTIES. J^S"
Game, 15c ; History Game, 15c ; 2750 Les-
son Plans, 50c ; Educational Puzzle, 10c ;
Year's Subscription to N. J. School
News, 40c. W. C. MOORE, PUB., New
Egypt, N. J.
THE COAST LINE
fc]?-^^^*"*-^!)^.' ■*•
DETROIT
CLEVELAND
BUFFALO
NIAGARA FALLS
TOLEDO
"PT. HURON
GODERICH
AB-PENA st.icnace
THE CHARMS OF SUMMER SEAS
Spend your vacation on the Great Lakes the most
economical and enjoyable outing in America.
Daily service is operated between Detroit and
Cleveland, Detroit and Buffalo; four trips weekly
between Toledo, Detroit, Mackinac Island and
way ports; daily service between Toledo,
Cleveland and Put-in-Uay.
A Cleveland to IV.ackinac special steamer will
be operated two trips weekly from June 15th to
September 10th, stopping on'y at Detroit every
trip and Goderich, O-it., every other trip.— Special
Day Trips Between Detroit and Cleveland, During
July and August.— Railroad Tickets Available on
Steamers.
Send 2 cent stamp for Illustrated Pamphlet
and Great Lakes Map. »
Address: L. G. Lewis, G. P. A., Detroit, Mich.
PhilipH.McMHlan.Prcs. A.A.Schantz, Gen'IMgr.
Detroit & Cleveland Navigation Company
Cheap and Excellent Books
SONG KNAPSACK, 142 songs for schools, 10c; $1
dozen.
"PAT'S PT ->., 124 pp. All the music to the KNAP-
SACK songs. Sweetest, sanest, jolliest song
book made. Cloth, 50c.
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, by C. W. Mickens. New, 267 pp., 50c.
PRIMARY SPEAKER FOR FIRST AND SECOND
GRADES, by Mary L. Davenport. Fresh,
elegant. 132 pp., 25c.
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 to cure that "tired feeling"
in school.
HENRY R. PATTENGILL, Lansing, Mich.
A LAKE TRIP
Will give you health and strength. Are you going
To CHICAGO
To attend the
N. E. A.
Or anywhere on the Lakes for Pleasure or Business? If
so take our line and avoid Dust, Smoke, and Heat, en-
joy the life-giving lake breezes and
REST WHILE YOU RIDE
The only line of Steel Steamers on the East Shore of
Lake Michigan between Cheboygan and Muskegon. The
"Missouri/'
"Illinois,"
"Manitou,"
"Manistee"
Are the finest boats on the Great Lakes. Connections
with all rail and steamship lines.
SUMMER SAILINGS
Beginning June 26, 1912.
SOUTH BOUND
Steamers leave as follows:
Sault Ste. Marie, Fridays, 2 00 a. m
Mackinac Island, Sundays, 8.00 a. m.; Tuesdays,
12.15 p. m.; Thursdays, 2.30 p. m. and 9.00 p. m.;
Fridays, 10.00 p. m.
Harbor Springs, Sundays, 12.15 p.m.; Tuesdays,
4.30 p. m.; Thursdays, 0.45 p.m.; Fridays, 4.30 a.
m.; Saturdays, 7.00 a. m.
Petoskey, Fridays, 5.30 a. m.; Saturdays, 9.30 a. m.
Charlevoix, Sundays, 2.00 p.m.; Tuesdays, 6.00 p.
m.'; Thursdays, 8.15 p. m.; Fridays, 7 .30 a. m.; Satur-
days, 11.30 a. m.
Traverse City, Sundays, 8.00 a. m.
Old Mission, Sundays, 1.00 p. m.
Leland, Sundays, 6.00 p. m.; Fridays, 10.00a.m.
Glen Haven, Sundays, 8.00 p.m.; Fridays, 11.15 a. m.
Frankfort, Sundays, Tuesdays, and Thursdays, at
2.30 p. m.
Onekama, Sundays, Tuesdays, and Thursdays, at
4.30 p. m.
Manistee, Sundays, Tuesdays, and Thursdays, at
6.30 p. m.
Ludington. Sundays, 9.30 p. m.; Saturdays, 6.00 a.
in,; Tuesdays and Thursdays. 9.30 p. m.
Arrive Chicago, Mondays, 8.30 and 9.30 a. m.; Tues-
days, 1.00a. m.; Wednesdays, 9.30 a. m. andnoon; Fri-
days, 9.30 a. m.and 2 30 p. m.; Saturdays, 7.00 a. m.
and 6.00 p. m.
NORTH BOUND
Returning Steamers leave Chicago Saturdays, 2.00
p. m. and 7.00 p. m.; Mondays. 11.30 a. m, and 7-00
p. m.; Tuesdays, 2.00 p. m.; Wednesdays, 2.00 p. m.
and 7.00 p. m.; Fridays, 6.00 p. m. and 6.30 p. m.;
Saturdays, 2.00 p. m. and 7.00 p. m.
REDUCED R\TES for N. E. A. CONVENTION from all
points.
Round trip rates from Onekama, Manistee, Ludington and
Pentwater to Chicago, $5.00.
For time cards, folders, and full information apply to
agents or write to
J C. CONLEY, General Passenger Agent.
NORTHERN MICHIGAN TRANSPORTATION CO.
407 Rush Street Chicago, III.
jjj,..i .npyy.^ yj .^.jji, ^ i.
CONGRESS HOTEL
THE N. E. A. AT CHICAGO.
We give above an illustration of the Lake Front
at Chicago, showing the Congress Hotel and
Auditorium where most of the meetings of the
National Education Association will be held.
We also give a map of the central business district
of Chicago, which we trust will be helpful to
strangers in locating the principal streets, hotels,
depots, etc., in the "down town" district.
No better program has ever been prepared for
a meeting of this kind and every kindergartner or
teacher who can possibly do so should be present.
1
auditorium YIEW OF THE CHICAGO LAI
the Ohio and Potomac Rivers, there is an exceedingly
favorable rate of three cents per mile, plus twenty -five
cents, for the round trip to the Ohio River gateways,
plus the rate offered by the Central Passenger Associa-
tion from those points. This gives throughout the
southern states a rate which is practically the old-time
one fare for the round trip, and which should prove
especially attractive to the teachers of the Southern
states. These tickets also carry a return limit to Aug-
ust 31st.
From New England and the Trunk Line Passenger
Association territory a rate of one and one-half fare for
the round trip is granted to Buffalo, Pittsburgh and
other western termini of the Trunk Line Passenger
Association, plus the rate of two cents per mile in each
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MAP OF CENTRAL BUSINESS DISTRICT OF CHICAGO.
RAILROAD AND STEAMBOAT RATES
A rate of two cents per mile in each direction in the
territory of the Southwestern Passenger Association,
the Western Passenger Association, the Central Pass-
enger Association, and the Eastern Canadian Passenger
Association, with extension of tickets for return to
August 31, which provides for all territory west of the
Mississippi River, also north of the Ohio River and west
of Montreal, Buffalo, Pittsburgh and Wheeling.
From the territory of the Southeastern Passenger
Association, east of the Mississippi River and south of
direction offered from those points to Chicago. All
tickets have extension for return to August 31st.
Very attractive rates are offered by the steamship
lines on the Great Lakes from Buffalo, Cleveland,
Toronto, Detroit, etc., via Mackinac Island to Chicago
and return, of practically one and one-half fare for the
round trip, with extension of tickets for return to Aug-
ust 31st.
AFTER CONVENTION EXCURSIONS
LAKE TRIPS FROM CHICAGO
1 day Trips: To Milwaukee and return, $1.00; to
■'-' ' "v^1.-?-' '■' '■' -■•"^.'IjIPW^P^.' ^t'WfffW^f'ffiM,^
ONT, SHOWING AUDITORIUM AND CONGRESS HOTEL
South Haven and return, $1.00; to Michigan City,
Ind., and return, $.75. St. Joe and Benton Harbor
and return, $.75; Holland, Macatawa Park and
Saugatuck and return, $3.00; Grand Rapids and re-
turn, $3.75.
Saturday Afternoon Outing: Michigan City, Ind., and
return, $ ,75. Leave 2:30 p. m.; back 10:30 p. m.
Seeing Chicago by Moonlight: A view of the picture-
sque harbor and city electric lighted. A delightful
evening trip along the city's front. Leave 8:30
p. m., back 10:30 p. m.
7 day trips: To Georgian Bay ports and return (meals
and berth included), $42.50; Continuous round trip,
a week's cruise, $37.50.
The Northern Michigan Transportation Co. offers the
following trips:
2 and 5 day trips: To Ludington and return, $5.50; to
Manistee and return, $5.50; to Onekama and return
$5.50. Meals and berth extra.
3 day trips: To Petoskey, Bay View, Harbor Springs,
Mackinac Island and return, $12.00. Meals and
berth extra. Mackinac Island and return (meals
and berth included), $19.00.
6 day trips: To Sault Ste Marie and return (meals and
berth included) , $27.50.
A Week's Cruise: A week's cruise from Chicago to
Mackinac Island and Collingvvood, returning via the
30,000 islands of the Georgian Bay, for $40.00, in-
cluding meals and berth.
DEPARTMENT OF KINDERGARTEN EDUCATION
CORRECTED PROGRAM.
Pres Stella L. Wood, Supt. of Kindergarten Asso. Normal
School Minneapolis, Minn.
V. -Pres. ..Cora English, Supt. of Pub. School Kgn., Kansas C, Mo.
Sec A. Jessie Davis, Kindergarten Dir. City Schools, Super-
ior, Wis.
TUESDAY FORENOON, JULY 9, 9:30 O'CLOCK
Joint Session with Department of Elementary Education.
The Montessori Method— Florence Ward, State Teachers
College. Cedar Falls, Iowa, representing the National Kinder-
garten Association.
A Comparison of Froebel and Montessori (Speaker to be
supplied.)
Presentation of Montessori Material— Carl Byolr, President
of House of Childhood, New York, N. Y.
Suggestions from Cases of Unusually Rapid or Irregular
Progress in Public Schools— (Speaker to be supplied)
Discussion.
THURSDAY FORENOON, JULY 11. 9:30 O'CLOCK
Address— Philander P. Claxton, United States Commissioner of
Education, Washington, D. C.
The Efficiency of the Kindergarten!
a. From the Standpoint of the Superintendent—
(Speaker to be supplied.^
b. From the Standpoint of the Supervisor— ("Elizabeth
Hall, Kindergarten and Primary Supervisor, Public Schools,
Minneapolis, Minn.
The Basic Philosophy of Froebel— George F. James, Dean of
Education, University of Minnesota, Minneapolis, Minn.
The Kindergarten and its Relation to Retardation--Mrs.
Mary D. Bradford, Superintendent of Schools, Kenosha, Wis.
General Discussion.
FRIDAY AFTERNOON, JULY 12, 2:30 O'CLOCK
Folk Game Festival, Round-table discussion, Exhibit of hand-
work.
Some features of the N. E. A. at Chicago
Meetings of the Education Council, July 6.
Educational Sunday — Sermons on educational topics
in over sixty leading churches of Chicago.
Department meetings begin Monday morning, July
8th, at 9:30.
First general session at the Auditorium, Monday af-
ternoon.
Monday at 5:30, active members meet in the various
state headquarters to select members of nominating
committees from several States. Monday evening, re-
ception at the Art Institute by city of Chicago, repre-
sented by its educational organizations.
Tuesday forenoon will be devoted to the American
High School in its various phases.
OTHER FEATURES
The pros and cons of a National University will be
discussed in its various phases by President James of
the University of Illinois, President Van Hise of the
University of Wisconsin, President Baker of the Uni-
versity of Colorado and President Thompson of the
University of Ohio.
The wide-spread interest and increasing realization of
the importance of the part which the public schools
must play in the public movement for recreational,
civic and social opportunity, for the young people and
the older people of our communities, is recognized in
a full program devoted to that question on Wednesday
evening.
Among the speakers will be Hon. Frank P. Walsh of
Kansas City, Jane Adams of Hull House, and Herbert
Quick, editor of "Farm and Fireside."
Health and Hygiene will be duly considered. Among
the speakers are: Dr. Dresslar, specialist in school hy-
giene in the National Bureau of Education. Other
speakers are: Dr. David Starr Jordan, Dr. Charles E.
North, Dr. Reed of Cincinnati, Dr. Wiley.
On Friday morning, Rural Life Conditions and Rural
JUNE
f 5
- ^i.v4jVxC.r\te Rl- 5 n-ttin —
BLACKBOARD CALENDAR FOR JUNE
Education will have their day. Dr. Wilson of the Pres-
byterian Board of Missions, New York City, who has
had charge of the social, educational and church "sur-
veys" throughout the Ohio valley, will discuss the
question of social and educational surveys in rural
communities.
Other speakers will be Dr. E. J. Russell, Harpenden,
Eng., and Dr. Claxton, U, S. Commissioner of Educa-
tion.
At the closing meeting on Friday evening, Dr. Win-
ship of Boston will tell what is the best "Next Thing"
for the teaching profession. Baroness Bertha Von Sut-
tner of Vienna, Austria, will speak on "Peace and Ar-
bitration." Dr. Luther Halsey Gulick will discuss the
new movement which is being organized for girls as a
counterpart of the "Boy Scout" movement. This
comes under the name of "The Camp Eire Girls;" the
new relation of women to the world.
The program-bulletin which may be had from Secre-
tary Irwin Shepard, Winona, Minn., gives in detail the
programs of the fourteen or fifteen departments of the
N. E. A.
ABOUT THE KNIGHT MOTHER PLAYS.
By ^Iary E. Wright.
These plays are not far-fetched and mystical, as
some people suppose. They are masterpieces of a
mind that understood childhood, and yearned to
supply its needs. The galloping movement of the
game is one of the most common, and one of the
favorite, ways that children play. The spirit of
the games is to help supply the need that every
child of kindergarten age has — the need of a stand-
ard by which to gauge his acts. Frequently the
child imitates an older playmate, who is not a de-
sirable model; sometimes he tries to please a teach-
er or his parents — but neither of these start the
habit of doing right because it is right.
Froebel's clear insight recognized the need of
starting this, early in life, and his remarkable un-
derstanding presented a pattern — not in real life,
for each' of us has felt the shock of recognizing the
imperfection of our pattern chosen from real life,
but in that field where the child mind wanders free,
where it makes for itself castles and domes, and
towers and prisons, and princes and paupers, and
whatever it will; where it enacts the scenes that
real life suggests, and makes new scenes that we
know nothing of; in the field, where the child mind
practices to make perfect his understanding of life
— the field of imagination — Froebel presents his
pattern in the form of a Knight.
It is the privilege of the kindergarten to supply
the best material for the making of a Knight, and
there is plenty at her command — the story of King
Arthur and the Sword in the Stone, stories and
pictures of Galahad and of the Seat Perilous, the
temptation of Christ in the Wilderness — history
and mythology and art give a wealth of material
to present, and each child makes his Knight — his
ideal. No two children make the same picture,
perhaps, as no two people have ideals that are
identical, but the essentials are the same — all the
Knights are strong and tender, just and kind,
grieved at the sight of evil, seeking a chance to do
some one some good.
If we are true kindergartners, we believe that
"Discunb ludentes" (playing, they learn) the joy of
possessing these knightly qualities.
— N. Carolina Educator.
There is nothing that quite equals a lake trip for a
vacation. The famous D. & C. Line, with their palatial
steamers covering the principal points between Macki-
nac Island and Buffalo, have ideal facilities for summer
excursions. A post card to L. G. Lewis, G. P. A., De-
troit, will doubtless bring you folders and full informa-
tion. Attention is called to the advertisement of this
line in the present number.
THE KINDERGARTEN
-PRIMARY-
MAGAZINE
Published on the first of each Month, except July and Aug-
ust at Manistee, Mich., U. S. A. Subscription price, $1.00 per
Annum, postpaid in U. S., Hawaiian Islands, Phillipines, Guam,
Porto Rico, Samoa* Shanghai, Canal Zone, Cuba, Mexico. For
Canada add 20c, and all other countries 30c, for Postage.
J. H. SHULTS, Manager.
N.
EDITORIAL NOTES.
E. A., at Chicago, July 6-12. The kinder-
garten department will be especially full.
The I. K. U. in deciding to ask school superin-
tendents throughout the country to adopt the
kindergarten as a part of its public school system
has certainly acted wisely and definite results
may be expected.
The three vital questions discussed at the late
I. K. U. meeting were: The promulgation of Kin-
dergartens, the Montessori method and the in-
vestigation of kindergartens and their standing
in the country.
We feel certain that every kindergartner will
read with deep interest Dr. Hailmaun's article in
this issue relative to the Montessori method. Dr.
Hailmarm will have another article on this sub-
ject in a future number of the magazine.
Our new department entitled "The Committee
of the Whole," with Miss Bertha Johnston as
editor, affords all subscribers of this magazine an
opportunity to secure without cost help in solving
the many problems that constantly confront a
real live kindergartner or primary teacher in her
work with the children. You are cordially invit-
ed to take advantage of it.
The "Children's Houses" in tenement buildings
as referred toby Dr. Montessori, while not altoge-
ther new is certainly a good one, and a redeeming
feature of life in the cheaper flats. The child-
ren go from their homes in the tenement buildings
to the school or play room without leaving the
building and are cared for there during the absence
of the mother who is employed during the day.
Thus they are protected from the dangers of the
street in going to and from school.
This issue closes Volume 24 of the Kindergar-
ten-Primary Magazine. We have already perfected
arrangements which will insure a marked im-
provement in the magazine for the ensuing year.
As usual the next volume will begin with the
September number.
We are pleased to announce that Laura Roun-
tree Smith, the well known writer of children's
games, will have one or more original games in
each issue of our magazine throughout the coming
year. New games are always in demand, if they
are practical, and Miss Smith's successful ex-
perience as an author in this line may be taken
as a guarantee that her games will be interesting
and usuable.
It seems to us that every kindergartner in Amer-
ica wrould profit by carefully reading the series of
articles, relative to the visit to Miss Palmer's
kindergarten, by Dr. Jenny B. Merrill, which con-
clude with this number. In these articles a
glimpse of the technique of a kindergarten
conducted by a successful kindergartner of
wide experience is given in a way that can hard-
ly prove otherwise than helpful.
The Elementery School Teacher, published
by The University of Chicago Press, and School
Education of Minneapolis have recently referred
to the difficulty in securing educational articles
that are practically helpful to the ordinary
teacher, rather than those soaring in the realms
of more or less untried theories. Educational
writers are advised to "keep their feet on the
ground," when writing for the educational press.
Write not for the ninety and nine experts whom
you may not be able to help but for the nine
thousand, nine hundred and ninety-nine who
need your aid.
258
THE KINDERGARTEN- -PRIMARY MAGAZINE
A new department devoted to training school
news begins in this number. Items of interest
are solicited for this department.
A beautiful series of calendar designs for
blackboard use by Marguerite B. Sutton, a talent-
ed artist of Dansville, N. Y., will appear in each
issue of this magazine for the ensuing year. We
trust they will prove helpful to kindergartners,
primary and rural teachers.
We regret that several reports, etc., given at
the late I. K. U. meeting, together with other
matters of interest relating to the convention, are
necessarily held over until the September number.
The many helpful things contained in these
reports will be just as helpful at the beginning
of the school year.
We are pleased to announce that an excellent
Columbus Day program arranged for kinder-
garten children will appear in our September
number. In the State of Michigan and perhaps
in other states; the laws require an observance
of this day by teachers and so far as we can learn
no suitable outline has ever been published for
use in the kindergarten in observance of this day.
We are pleased to announce a new department
beginning with this issue entitled "Hints and
Suggestions for Rural Teachers" to be conducted
by Grace Dow, a teacher of wide experience and
training. The purpose will be to indicate a few
of the many ways in which the intelligent use of
kindergarten material in rural schools will help
the rural teacher in her work with the little child-
ren.
Mr. Care Byoir, who represents Dr. Mon-
tessori in America, admits that the apparatus
used by the Montessori method is mostly old, but
claims that its application to the use of sense
training of the very small child is new . He declares
that when Madame Montessori conceived the
idea of combining the work and play of the child,
so that every time he played a game he learned
something of value, she gave the kindergarten
world something it needed. The Montessori
method is simply supplemental work to the
Froebel theory of education in his opinion, which
is now quite generally understood by kinder-
gartners. The I. K. U. extended a vote of ap-
preciation to Dr. Montessori for the good work
she has accomplished.
IT should be evident to every leader in the
kindergarten work that the widest possible pub-
licity of everything that truly represents the
kindergarten ought to be not only encouraged
but actively solicited. Presuming that there are
12,000,000 families in the United States and
10,000 kindergartners, how shall these kinder-
gartners be able to bring those who would be
benefited by public school kindergartens to a
knowledge of the advantages of the kindergarten
and enlist their sympathy for it except through
the press. The number of people who can be
induced to attend any sort of a public meeting
always makes up a very small percentage of the
population, but newspaper and magazine reading
is almost universal. Public school kindergartens
will come quickly enough when there is a real de-
mand for them from parents and how shall we
create this demand except by using the press
wherever possible to bring the attention of the
people to the value of the kindergarten; especially
should the addresses and talks at the I. K. U.
meetings, which can be presumed to fairly rep-
resent the kindergarten, be freely offered to the
daily press, the weekly press, the kindergarten
press, any and every kind of a press that can
reach the people. It requires a great deal of
pounding to make an impression on 90,000,000
people and the press is certainly the best ham-
mer available.
Kindey note our personal column. If you
have moved, or are about to move, drop us a post
card, giving us the facts briefly, thus informing
your kindergarten acquaintances of your where-
abouts through the magazine, and perhaps saving
yourself the trouble of personal correspondence.
This is the way the Ogden (Utah) City Stan-
dard looks at it:
"Kindergartens and playgrounds to relieve the tired
mothers of the care of their children during the long
summer hours are an immediate necessity, for the
heaviest burdens of the hot months fall upon the home
makers."
Reed and Raffia and other construction work
has much to do with knot tying and we will be-
gin in our next issue an article on this subject
which will be continued through the following
number.
It is our purpose during the coming year to
publish a number of articles on construction work
with reeds, raffia, grasses, bark cloth, etc.
THE KINDERGARTEN-PRIMARY MAGAZINE
259
RHYTHMS AND GAMES IN A MODEL
KINDERGARTEN.
By Jenny B. Mbheill, Pd. D.
Late Supervisor Public School Kindergartens, New York.
(Concluded'from last'issue)
The account of my visit to Miss Palmer's
Kindergarten, begun in the April number,
would be quite incomplete without a fuller
reference to rhythms, songs and games than
I have given.
In my first article I endeavored to present
the first hour of the day, giving mainly the
development of the topic, "Family Life," in
conversation, picture and action. The points
dramatized were :
1. Getting ready for kindergarten in the
home.
2. Going to kindergarten (street).
3. Greetings on arrival.
4. A doll's breakfast party.
The occupation work was described in my
second article (see May number). Running
through the morning were touches of music,
rhythm, song and dramatization. The formal
game had scarcely been reached, as it should
be borne in mind the term had only just
begun.
There has been a tendency to introduce
games too rapidly in these early days, which
"Education by Development" discounten-
ances.
Simplicity was surely the keynote of Miss
Palmer's rhythms, games and songs.
We have already described the simple
dramatization, which was included in the
morning circle.
Let us recall that the children chose part-
ners and walked around the circle, first
slowly, then more rapidly, the last couples
running, as the play was meant among other
things to suggest the importance of being
early.
During the morning circle the children
sang, "How Do You Do," "A Ball for Baby"
and a lullaby to the dolls.
No music with the exception of one note
as a signal was played for marching to the
circle or at the return to the tables. The
children's attention and the kindergartners'
was concentrated upon the necessary move-
ments during this first week.
The multiplicity of exercises in the kinder-
garten has been criticized by many as leading
to distraction rather than to concentration.
We noted the absence of this over-stimula-
tion and rejoiced. Does not a young kinder-
gartner sometimes act from the fear of
criticism from some visitor or supervising
officer who, possibly having heard that music
is an important feature of kindergarten pro-
cedure, may miss it and fail to consider the
reason?
Remember, there was a quieting opening
solo by the kindergartner, which was short
but well chosen and sufficient to establish
her musical ability. The children, led by
those who remained from last term, were
able to sing a greeting and the simple hymn :
"Thank Him, thank Him,
All ye little children,
God is love."
Remember, too, later in the circle the
kindergartner sang to the children a new
song. One of the necessary features is train-
ing the children to listen as well as to sing.
This little song had a suggestion of humor,
which element is most important for little
folks and big ones, too.
It also gave opportunity to imitate two
animal sounds, and very familiar ones to
most children.
After the first table period, the recess
period followed, the children left the tables
in orderly couples and formed a little com-
pany near the door before marching out into
the main playroom of the large school
building. This is a trying ordeal for public
school kindergartners in large cities.
It is a period of great importance, for it
relates the kindergarten to the main school,
even though, as in most cases, an effort is
made to secure a period when the playground
is vacated by all other classes. I noted that
Miss Palmer's attention to every detail was
marked. She was captain, stood before her
little company and led them herself. Later
this will not be necessary, but during that
first week everything is so new, and the little
one must not lose confidence for a moment
if we can help it. Seeing and being near the
motherly leader will prevent alarm. ''An
ounce of prevention is worth a pound of
cure." Unusually large places create a feel-
ing of alarm in a child.
I was impressed at this point and indeed
all through the morning that the child was
uppermost in Miss Palmer's mind.
When the children returned to the room
there were a few simple rhythmic and gym-
nastic exercises on the ring.
26o
THE KINDERGARTEN-PRIMARY MAGAZINE
I was called from the room and did not
see them.
Later in the morning, when the regular
period for games arrived, the children formed
the ring as in the morning, one-half at a time.
There was no music but the single note for
rising.
Again, to gain attention on the ring, there
were given a few simple directions, as "hands
up,'' "hands out," "hands down,'' "roll hands,"
''spread fingers," the last two by imitation
rather than direction.
The first regular game was a skipping
game so dear to the children and such a good
connection with play life outside as they have
known it before coming to kindergarten.
Choosing began, for a child was quickly told
to stand in front of the one he wished to
skip with. Evidently this was not the first
day of the game, for the response was prompt.
There were four couples ready to bow and
then to skip, this time accompanied by the
piano.
The second game was "Horse and Car-
riage." Gee-up, run-run, whoa, back, whoa.
These preparations led to the rhyme:
"I would like to go to Shetland.
Come and have a ride with me.
We will have a ride so merry,
And quite wondrous places see."
This, too, connected the play life of the
home with the new kindergarten plays, for
what child of five has not played ''horse?"
This game further develops by taking a
child into the carriage, which is, as every
kindergartner knows, the space between horse
and driver !
The third game was with a big ball. This
ball was rolled from the center to different
children by Miss Palmer.
"I have a new ball. George may find it in
the lowest drawer." The ball found, a child
was sent to the center to bounce and catch
the smaller ball five times. There were many
repetitions with both the large and the small
balls.
"I have six of these balls. You may bounce
and catch them many times if you are here
early in the morning."
This free use of balls is very essential, for
each child needs many, many opportunities if
any real growth is to be secured in co-ordin-
ated movement.
The circle of little folks was reunited after
this more individualistic game by the much
loved, ''I put my right hand in," etc., and
after it the little ones returned to work at
the tables.
GENERAL REMARKS
I noted that Miss Palmer's method of dis-
cipline was marked throughout the morning
by a quiet atmosphere. Occasionally a child's
name was spoken very distinctly to call his
attention as, "Grace — listen." Words were
few.
I noticed materials were all prepared be-
forehand and ready for distribution. The
children were helpers. Each child's mater-
ials were kept together by the use of a thin
wooden plate, a very useful device in using
the Hailmann beads, and in keeping scraps
of paper together.
I noted that the general method in occupa-
tion work appeared to be as follows: 1. The
children were shown what was to be made,
the teacher making it. & The materials were
distributed. 3: The children proceeded to
imitate the teacher's model. 4. The teacher
attended to individuals. 5. Free work for'
those who had completed the task.
I noted that towards the end of the ses-
sion less concentrated attention was required,
the teacher recognizing that the little ones
needed rest. Miss Palmer tells me that it is
her custom frequently to allow free play with
whatever has been made to take home dur-
ing the last fifteen minutes. The children en-
joy this opportunity very much. At home
there may be no one who cares to share the
fun, no one really sympathetic enough to un-
derstand the possibilities of play in the paper
boat or wagon or whatever the little hands
may have made. Again some children play
much more intelligently than others and lead
the less imaginative. But Kindergarten is
over and "we are going home." Goodby,
goodby. Remember the new dolls and our
bouncing balls and come early tomorrow.
I would have been glad to see the return.
He is our friend indeed, who tells us of our
failures. He runs the risk of displeasing us
and making an enemy, but rather than see
us doing daily the things that are better left
undone he tells us, or does something to
show us our errors. He who never made a
foe never had a friend. — Goethe.
Don't let the stream of your life be a murmuring
stream.
Blessed is he who has found his work. — Carlyle.
THE KINDERGARTEN-PRIMARY MAGAZINE
261
A GLIMPSE OF THE MONTESSORI
METHOD.*
W. N. Hailmann, Ph. D.
Much credit, indeed, is due Dr. Montessori
for her thoughtful suggestions in whatever
touches instruction and discipline, her in-
genious devices in the training of the senses,
her loyal adhesion to the still struggling
principles that underlie the new education of
our day, for her trenchant criticism of certain
stubborn scholastic abuses, for her sympa-
thetic appreciation of the lovable instincts of
childhood, for the splendid spirit that per-
vades every phase of her work.
Many of her utterances on the principles of
method are classic in form and content,
breathe a truly prophetic spirit. Thus in her
plea for self-activity : ''All victory and human
progress rest on inner force." And, in speak-
ing of our ignorance of child psychology:
"We have tried to subdue our children, in-
stead of conquering them from within ; we
failed to discover their gentleness, their sense
of justice, their eagerness to know. They
passed by us without revealing themselves
to us."
Again, in pleading for freedom and inde-
pendence on the part of the child: "Doing for
the child is easy, but enslaves." "The child
that does for himself doubles his strength,
conquers and perfects himself;" and 'The
consciously free child reveals his individual-
ity, develops truthfulness."
In speaking of prizes, etc. : "The system of
decorations, medals and promotions destroys
ideas and ideals and brings subjection to an-
other." ''Man must begin to feel the true
and only prize that never deceives, the rise of
human power and of freedom in his inner
life."
Of environment, of which the teacher is the
chief element, she says that it is the second-
ary factor in education, that it "can modify,
as it can aid or destroy, but it can never
create. It is life that creates."
Similar quotations might be multiplied in-
definitely, but these will suffice to indicate
the high inspiration that is guiding her work,
as well as its great value to educational in-
terests.
Much admiration, too, is due her modesty
in the preparation of her first report of her
*The Montessori Method of Scientific Pedagogy as ap-
plied to Child Education in "The Children's Houses", by
Maria Montessori, translated by Anne E. George. Intro-
duction by Professor Henry W. Holmes of Harvard Uni-
versity. Price $1.75 net.— New York: Henry Stokes Co.
work. It is true, her book carries the some-
what pretentious title "The Method of Scien-
tific Pedagogy." Yet she distinctly dis-
avows that it is a "treatise" on the entire
subject, claiming only that it is an account
of introductory experiments which she pro-
poses to continue and which, she hopes, oth-
ers will continue in day nurseries, kindergar-
tens and elementary schools.
Her method is strictly scientific, rests upon
observation and experiment. She would free
herself from all traditional prejudice and be-
gin afresh, would secure in every instance
certain environmental stimuli and observe
the child's response with least possible inter-
ference on the part of the observer who
ceases to be teacher and becomes directress, not
of the child but of the experiment. The pur-
pose always is to stir self-activity, to secure
self-help in achievement on the part of the
child, to establish a process of '"auto-educa-
tion."
In her experiments she excludes, conse-
quently, the devices of the psycho-physical
laboratory in which the child is essentially
passive, and has recourse to devices based
upon her experience with defectives. "This
same material," she claims, "renders possible
the education of defectives, while in normals
it stirs auto-education."
She seems to overlook the fact, however,
that the scope of such material is necessarily
narrow. It involves excessive stress upon
sense-training and corresponding neglect of
the imagination and of spontaneity in pur-
pose, in short, of the deeper phases self-real-
ization and self-expression.
Similarly, there is only incidental attention
to social interest. She finds that "the one
real biological manifestation in child-life is
the individual child," and that ''aid to the
normal expansion of such life is education."
And the appeal to such individual expansion
in practically individual isolation is the domi-
nant object of the exercises. There are, in-
deed, a few "collective exercises," e. g., her
excellent "game of silence," some features of
the morning exercises, the collective gym-
nastic exercises and song; but truly social
work in which each participant contributes
an individual share to the achievement of a
common end, are practically omitted, unless,
indeed, the luncheon, free play, some directed
games, and the household chores of the older
children can be so classed.
This is not offset by the reported result of
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THE KINDERGARTEN-PRIMARY MAGAZINE
the work that "the children are serenely
happy and exhibit the freedom and grace that
result from mastership over one's actions,"
nor by their ''frankness and courtesy;" for
these qualities are quite reconcilable with the
complete absence of social spirit.
Among the many achievements with her
children in her day-nurseries, the one that
has received greatest attention is her success
in teaching the little tots the arts of writing
and reading. She did not enter upon these
experiments spontaneously but hesitatingly,
at first, in response to urgent requests of
parents. Her unexpected success proved so
overwhelming that she, too, was carried away
to such an extent that even in her report all
other possible outcomes of her fine sense-
training pale before its bearing on the ac-
quisition of writing, reading and arithmetical
notation.
Per method of teaching writing is unques-
tionably good insofar as it rests on drawing
and avoids all fuss about holding the pencil
or pen. Yet the abrupt passing from the
first exercises in drawing to the drawing and
writing of letters seems arbitrary. It is cer-
tainly not based upon or called for by any
felt need of the child. Moreover, her quite
justifiable criticism of the antiquated method
of teaching the art does not apply to Amer-
ican schools, where more rational methods
have long been in vogue.
Again, it should be remembered that the
strictly phonetic character of the Italian lan-
guage, coupled with the ideal simplicity of
its vocal and consonant elements renders this
"surprising success" quite easy for Italian
children, more especially when they have been
so ideally prepared to follow forms with well
trained fingers, to hold shapes in their well
developed muscular memory, and to imitate
these on blackboard or floor.
In a simple and consistently phonetic lan-
guage like the Italian, a strictly synthetic
method, based on the unvarying correspond-
ence of sign and sound insures a measure of
success. On the other hand, the varied and
apparently arbitrary relations of sound and
sign in the English language, coupled with
the vast increase in vocal elements, calls for
a great amount of phonic analysis in prepar-
ation of subsequent synthesis in writing. In
short, the English speaking child must read
before it writes.
Indeed, the mischievous influence of one-
sided synthetic practice upon other important
phases of child-life and upon language de-
velopment as such is illustrated by Dr. Mon-
tessori's own experience. Admiring friends
had sent to the children illustrated books of
simple stories. But it was found that the
children preferred their cards to the books.
They even took no interest in the stories,
when told them by the teachers, but "after a
few words they withdrew their attention . . .
and gradually there arose among them noise
and unrest due to the fact that each child
turned to its accustomed occupation without
continuing to listen."
Obviously, while the children could write
or draw letters and words, they were still
strangers to language, to its bearings on
feeling and thought, to its social value.
It seems doubtful, therefore, that even a
language, ideally simple and consistent in its
phonetic make-up and graphic symbolism, can
bear such neglect of its inner wealth and
power in the interest of its graphic mechan-
ism. Indeed, as between the two, it would
seem that the child who can express feelings
and thoughts, who can tell and enjoy simple
stories, who possesses only what Dr. Montes-
sori terms the "logical language," has a
worthier and richer outlook upon life, than
one who has found interest only in the
''mechanism of language." Surely, even in
such a country the thing is of greater value
than the symbol.
These considerations are not meant in any
way to detract from the great value of Dr.
Montessori's devices in introducing children
under elementary training to the art of writ-
ing. With suitable modifications in adjust-
ment to particular needs, they will prove in-
valuable in securing spontaneous interest on
the children's part and in overcoming many
serious technical difficulties.
Too much cannot be said of the intelli-
gence, the practical skill and insight, the
sympathetic devotion Dr. (Montessori brings
to her work as organizer and director of the
Case dci Bambini, Houses for the Little Chil-
dren, rather extravagantly rendered at times
as "Houses of Childhood."
Primarily, these houses had a purely phil-
anthropic purpose, the care, during the work-
ing hours of the day, of the children of the
poor tenants of extensive tenement houses
who needed such assistance. With a far-
sighted philanthropy, worthy of universal
imitation, the owners of these tenements es-
tablished the children's house in the spacious
THE KINDERGARTEN-PRIMARY MAGAZINE
263
inner court, itself transformed into a garden
and play-ground, equipped it with sanitary
appliances, and employed a resident teacher,
a custodian and a physician to look after its
interests. Dr. Montessori was invited to or-
ganize and to direct their work.
Her success attracted widespread and mer-
ited attention. The work of the Children's
Houses found many imitators, and many of
her devices found ready entrance in day
nurseries, kindergartens and private ele-
mentary schools. In 1'9'09 she published an
account of her work under the title of
"Method of Scientific Pedagogy," now acces-
sible to English readers in an excellent trans-
lation by Anne E. George, published by the
F. A. Stokes Company of New York.
This translation is furnished with an ir£
traduction by Prof. Henry W. Holmes, of
Harvard, which is distinguished by its fair
and unprejudiced appreciation of the work.
To this translation Dr. Montessori has
added among other matter a chapter on dis-
cipline, which is exceptionally fine and full of
precious nuggets for teachers and parents. I
cannot refrain from quoting a few of these :
"The first dawning of discipline comes
through work, interest in a piece of work,
whatever this may be." "Discipline is always
reached by indirect means. The end is ob-
tained, not by attacking the mistake and
fighting it, but by developing activity in spon-
taneous work." "Discipline is not a fact but
a path in following which the child grasps
the abstract conception of goodness with an
exactitude that is fairly scientific."
"Children are not understood, because we
judge them by our measure. We fancy that
the child in his activity is after some tang-
ible object and lovingly help him, whereas
in truth he unconsciously is after his devel-
opment. He prefers the act of washing to
the satisfaction of being clean."
"Left to themselves in their work, children
are slow and exceedingly patient. We often
grow impatient with them and tyrannically
force ourselves or our help upon them, and
then accuse them of impatience or tyranny."
"To obey it is necessary not only to wish to
obey, but also to know how to obey."
Elsewhere she has said: ''An individual
made artificially silent like a mute and im-
mobile like a paralytic, is annihilated, not dis-
ciplined. We call disciplined one who is mas-
ter of himself and who deliberately follows a
rule of life."
THE FUNCTION OF THE KINDERGAR-
TEN IN THE PUBLIC SCHOOL SYSTEM
By Lucy Wheelock, Boston, Mass.
All kindergartners would agree on three
fundamental Froebellian principles. These
are the importance of each stage of growth,
the development of self-activity, and the be-
lief that we are all members one of another.
To exemplify these in practice through spe-
cially selected means and the organization
of the play activities is the function of the
kindergarten.
If it be true that in America nearly fifty
per cent of school children leave school before
the sixth grade, and that the average period
of school attendance is only five years, then
every year conserved for education at the be-
ginning is of the utmost economic value. It
would also seem economically desirable to
give the best tuition and guidance at the be-
ginning when the kind of world each child is
to see and to make is largely determined.
From the relative cost of education in differ-
ent sections one would judge by this fact has
not been fully recognized.
The kindergartens is of value to the school
system in minimizing the number of retarded
children. About one-half of all retarded chil-
dren are retarded in the first two years of
school life. The retarded pupils cost the tax-
payers upwards of $25,000,000 a year. They
cause four-fifths of the nervous strain of the
teachers. They rob the rest of the pupils
of much of the teachers' attention that be-
longs to them. To save the $25,000,000
waste, the teachers' nervous strain, the time
and effort that belongs to all the children
would be a vast achievement.
The advocates of the theory that the young
child is a "little animal" and should be left
free to carry out his animal impulses in some
convenient back yard, forget the scarcity of
back yards in a congested city district. They
also ignore the world-wide proof of the asser-
tion that those who guide the first seven
years of a child's life may make of him what
they will. They fail to see that a civiliza-
tion which desires to "let the ape and tiger
die" must view the child as father to the
man.
For the thirty years of its existence in this
country the kindergarten has held to special
educational materials designed to aid and abet
the child's self-activity. These materials are
used to develop the powers of observation,
comparison? investigation, experiment and in-
264
THE KINDERGARTEN-PRIMARY MAGAZINE
vention. They are organized into a series,
that there may be progressive guidance and
consecutive exercises. They offer means of
sense training, but this is not their final pur-
pose. Neither is motor training or manual
training the chief end. Their goal is effic-
iency, which is the power to do, to produce.
"We must begin in infancy," says Froebel,
"to discipline and train the hands and fingers.
We must teach the children to use aright the
different members of his body, so that when
he becomes capable of productive activity
the objects he produces may have real worth."
The "complete activity" demanded by Froe-
bel, in which are blended body and soul, calls
for application, interested attention, and the
artist's joy in making.
This aim of productive activity distin-
guishes the kindergarten at once from the
Italian system now so much before the pub-
lic. The theory of education through play is
common to the two systems, but the use of
play materials to provide a quick and easy
approach to the arts of writing, reading and
arithmetic which is a characteristic of the
Montessori method, does not form a part of
the kindergarten scheme. Its materials are .
developmental, not "didactic." It makes sense
training and motor training a part of its edu-
cational plan, but not the whole. Nor does
it limit its production to hand work.
The song, the rhyme, and the story appeal
to feeling and influence the imagination, that
faculty which rules the world. The scientific
pedagogy by Dr. Montessori places emphasis
on practical life, and disclaims any appeal to
the imagination. But it is most unpractical
to ignore the faculty which has built cities
and adorned them, bound continents togeth-
er, and given to man the bread of life.
Finally we must consider the function of
the kindergarten as a place for social train-
ing, which seems to be excluded from Dr.
Montessori's system. It would be difficult
in a public school system to promote any
theory of education which did not recognize
the value of group and co-operative work.
School is not preparation for society. It is
society. Here as in the greater world the
law of membership holds: "We are all mem-
bers one to another." The preliminary to
working together is playing together, and at
all stages we must live together.
Free play gives scope for the development
of individuality. It originates. It discovers.
It explores. It gives freedom and power.
—Excerpt from Address
PROBLEMS IN PHILOSOPHY WHICH
AFFECT PRESENT EDUCA-
TIONAL IDEALS.
Herbert Martin
Drake University, Des Moines, la.
Every teacher worthy of the name must
have a philosophy. By that is meant that
each has some purpose, more or less worthy,
whose realization is aimed at through the
teaching activity. It would be interesting,
but is not here proposed, to have an inven-
tory made of the varied purposes of those of
you who have resigned yourselves to the en-
durance and duration of this paper. Some
one asks, do you mean to say that every
teacher must have a philosophy? Precisely.
Passing by the grosser purposes that have at-
tracted some to the teaching profession, some
one further inquires, do you mean to say that
I, who am neither a school principal, nor
head of a department, but a mere assistant,
must have a philosophy? Yes. Still some
one persists and says I find that I can get
along more successfully by seeing to it that
I have no ideas of my own and simply yield
myself in the completest submission to the
dictates of my superiors in office. I reply if
you have no ideas, no contribution to make,
you ought not be in that teaching position.
Since you are in that position you ought to
make some contribution. Or, otherwise ex-
pressed, the earnest, modest, intelligent ad-
ministrator, or departmental head does not
for a moment assume that all problems either
in the theory or practice of education have
been settled beyond the possibility of recon-
sideration. The functions of superintendent,
principal, or departmental head are in no
sense determined in an a priori way, or final
form. Their function is that of adviser and
counsellor, never that of czar. The school
from the standpoint of the administrative and
teaching force is, or ought to be, social, co-
operative, organic. Under such conditions
each teacher is properly levied upon for a
contribution to the meaning, elucidation, and
enrichment of the concept of education, its
place and value for life.
Philosophy is a man's effort to explain and
co-ordinate the varied phenomena of his
world and thus discover its meaning. It
grows out of life and in turn gives form and
fashion to his life. When man begins to
wonder he begins, says Plato, to philosophize.
The mythologies of Homer and Hesiod were
a philosophy in that by this means their won-
THE KINDERGARTEN-PRIMARY MAGAZINE
265
ders were satisfied. Philosophy proper, how-
ever, began only when Thales discovered that
to refer the origin of natural phenomena to
some mythical source was no explanation at
all. Greek philosophy began then in the sev-
enth century B. C. by reflection upon nature.
They asked, what is the essence of things,
what is the permanently real, the abiding,
amid this flux and change of phenomena? In
answer to this inquiry early philosophy found
itself divided into several groups or schools.
The Milesian school sought to find "the orig-
inal ground of things which outlasts all tem-
poral change" and which would account for
change, in water, air, or the infinite or bound-
less. 'Following these unsatisfying attempts
to account for permanence and change we
find two schools each of whom in turn de-
nied one of these two factors. The Eleatic
philosophers, Xenophanes and Parmenides,
deny reality to change and becoming and find
reality to consist only of pure, changeless,
birthless, deathless Being. Heraclitus on the
other hand is the great apostle of change.
Permanent being is an illusion. "All things
flow; nothing abides." We cannot say that
things are. t They are only about to be, are
in process of becoming. Becoming, according
to law, is for him the only reality. Following
these extreme theorists we have a mediating
philosophy known as atomism. It seeks to
explain being and becoming by positing atoms
moved by attraction and repulsion or by in-
ternal or external forces. This problem of
the relation of Being and Becoming attained
its completest solution in Aristotle. For him
true reality is that which unfolds in phen-
omena themselves. There is no Being apart
from Becoming. Reality reveals itself and
exists only in phenomena. Becoming is the
process in which reality is revealed. '"The
essence has not any second, higher reality be-
side and apart from phenomena ; it exists only
in the succession of its phenomenal manifes-
tations, by means of which it realizes its own
possibility."*
Reality thus becomes the individual devel-
oping from potentiality to actuality. The
reality of the self then is neither the / am
nor the / shall be but consists in the process
by which the one unfolds into the other.
The conception of development, of reality
as a process of becoming, is significant for
education. Static views of the universe have
•Windelband, Hist, of Philosophy, p. 140.
been displaced by dynamic. Evolution 'is the
great illuminating principle of modern thought.
In its application to things, institutions and
selves life has been immeasurably enriched.
The thought of self no longer in terms of
static being, but in terms of becoming, whose
curve of meaning is not yet plotted, whose
present is but an arrest, a cross-section in the
processes of his becoming, such a re-apprise-
ment of individual life gives seriousness and
dignity to the whole enterprfte of education.
Fellow students and workers in this most in-
spiringly fruitful field ours is not to work
with inert or dead matter, ours is the high
calling of God, the creation of increasingly
noble and beautiful forms, the fashioning of
spirits whose progress shall outrun the stars.
Under the reaffirmation of the Greek thought
that mind, that self is in process of becom-
ing, that being is in the present progressive
tense, our educational attitude and program
have undergone modification. The child is
no longer a vessel to be filled or a soul to be
kept pure. The problem has been trans-
formed. It is now a fashioning, a formation
rather than the information of a soul. Edu-
cation is being evaluated in terms of produc-
tion rather than possession. The important
desideratum is "what has the child become"
rather than "what has he learned." Educa-
tion is now serious and vital, is a process in
soul-building. This re-emphasis of an old
thought growing clearer from Aristotle
through Bruno and Bacon, Galileo and New-
ton, Leibnitz and Kant, Darwin and Spencer
has resulted in the modern awakening to the
real significance of education. From the
kindergarten, through the grades, to high
school, to the college and the university,
these represent stages in individual develop-
ment, degrees of achievement in the progress
of the soul's becoming. The school is a con-
structive rather than an instructive institu-
tion. More and more under the inspiration
of this principle of development, the out-
growth of the older Greek problem of Being
and Becoming, will education be conceived of
as a constructive activity, as a process of
man-making. Mind, soul, or self will be
thought of in terms of process rather than
product, of becoming rather than being.
Another problem of perennial interest im-
plicit in the foregoing is that of the One and
the Many. The Greek physiologers sought
to explain the varied phenomena of nature as
manifestations of an underlying principle or
266
THE KINDERGARTEN-PRIMARY MAGAZINE
substance. The unity of the universe was
perhaps more unquestionably accepted by
them than its variety. A superficial study of
our experience reveals to us the fact that the
world is Many. From different points of
view our world of experience is shot through
and through with the dualism of self and not-
self, of universal and particular, of subject
and object, of mind and matter, of identity
and difference, of ego and alter, of inner and
outer. On the t>ther hand there is equal evi-
dence that our world is One. In terms of
biology, I quote, "But with all that we may
say of the universality of variation and the
prevalence of individualism, we are equally
impressed with the underlying unity. There
are only a few types of structure among ani-
mals, and in these few the beginnings in de-
velopment are the same. The plants show
similarly a few modes of development, and
all the range of families and forms is based
on the modification of a few simple types.
Moreover all living forms, plants and animals-
alike, agree in the fundamental elements. . . .
The unity in life is then not less a fact than
the diversity. i With a vengeance we might
almost say do we see the inseparable rela-
tionship between the One and the Many not
only in that the individual from infancy to
maturity passes through in a general way the
several stages of race development, but when
we are further told that even in his embryonic
development in the same general way he re-
capitulates the life of the whole biological
scale. But to return. This manifoldness
above referred to somehow is Mine, things
converge and are unified in Me. Subject and
object are found to be inseparable. Self is
meaningless apart from not-self. How then
shall we resolve the contradiction that our
world is Many and at the same time is One?
As in early Greek philosophy we found some
who solved a similar difficulty by denying
either term of the antithesis between being
and becoming, so here were found those who
so stressed the unity of reality as practically
to deny the Many, and on the other hand
those whose emphasis was such upon the
Many as to deny the unity of reality. A com-
promise appeared too between these Monistic
and pluralistic extremes. Monadism accepted
the plurality of things, but sought their unity
in some external source, by a kind of pre-
established harmony. That none of these
solutions proves satisfactory is obvious. Any
-fjordan & Kellogg, The Evolution of Animal Life, pp. 22-23.
adequate solution must recognize both the
oneness and the manyness of experience and,
besides, that the relationship is much more
immediate and inherent than a parallelism, or
a pre-established harmony. May they not
prove to be different aspects of the total fact
of experience, different emphasis due to dif-
ferent interests? Aristotle was not far wrong
when he said, ''The universal is real or actual
only in the particular ; the particular is only
because in it the universal realizes itself.lj:
Such dual forms of experience as one and
many, unity and variety, etc., must be re-
garded more as correlatives. Each has mean-
ing only in the other. They are inclusive
not exclusive. No individual lives to him-
self in isolation either from other selves or
from his world. "A life without friends,"
says Aristotle, "no one would desire, even
though he possessed all other goods." He
might have gone further and said that a life
without one's fellows would be an impossibil-
ity. The unthinking mind is apt to regard
the individual self as self-sufficient, self-ex-
istent, independent of all other selves and
things. As physical beings, our origin is so-
cial. We are cradled in a social atmosphere.
What a testimony to the fact that life is
social does the prolonged infancy of the hu-
man young bear. The most helpless of all
the animal creation and for the greatest
length of time is he. Out of that has grown
the home, the highest type of social institu-
tion. The obverse of this proposition is en-
tertained by some, viz., that the elimination
of the child will be accomplished by the de-
cay of the home. The individual develops
under social stimuli. He comes to know him-
self through his physical and spiritual en-
vironment. In play and in work he is a so-
cial being. His language is a social product
and has meaning as a social instrument. His
needs are satisfied through the division of
labor. His growth into conscious self-hood
is through contact with his surroundings.
He reveals himself to himself through meet-
ing the demands of his environment. In
terms of our earlier discussion he becomes
only through participation in social life. The
self unfolds as it infolds and assimilates its
environment. Each of us can truly say I
am society focussed at a single point. So-
ciety, or the state, says Plato, is the indi-
vidual writ large.
The social dependence of the individual is
seen in Plato's scheme of elementary educa-
THE KINDERGARTEN-PRIMARY MAGAZINE
267
tion in the large emphasis placed upon Imita-
tion. He here talks in modern terms. He
would reform the old mythologies, would
expurgate Homer, for his heroes would not
make good models for youth. The lusts and
treacheries of the gods he would banish for
"the youth who believes that such things are
done by those who have the blood of heaven
flowing in their veins will be too ready to
imitate their example." Speaking of litera-
ture, he says: "Any deeds of endurance
which are acted or told by famous men,
these the children ought to see and hear. If
they imitate at all, they should imitate the
temperate, holy, free, courageous, and the
like; but they should not depict or be able to
imitate any kind of illiberality or other base-
ness, lest from imitation they come to be
what they imitate." His appreciation of the
power of music is seen in that he would have
it preserved without innovation, for "when
modes of music change, the fundamental laws
of the state always change with them."
Through the imitative activity of the mind,
by the selection of the best and worthiest in
literature, music, nature and art, the youth
at seventeen years of age would be filled
with an admiration for the true, the beauti-
ful and the good, and with a desire himself
to be a brave man, a doer of noble deeds
and a speaker of swelling words.
This same notion of the self as a member
of the social whole is seen in his Republic,
his ideal state. The citizens were divided
into three classes, artisans, warriors and rul-
ers. 'Each class had its own functions to
perform and in performing these contributed
to the well-being of the whole. By a process
of selection each man found the place he was
fitted by nature to fill, and in attending to
his own business the whole state became not
Many but One.
Our progress thus far has yielded two re-
sults: first, individuality is a growth, a pro-
cess of becoming, and that education is a con-
tributing agency to that development; sec-
ond, that self-hood is achieved in a social
way, under social stimuli. We shall seek
now the function of education from the view-
point of man as social. The most evident
conclusion will be that education is now a
socializing process, and the school a highly
specialized institution for the socializing of
the individual. We have now on the one
hand the child to be educated with a certain
outfit of inherited capacities, and on the other
society with its accumulated values ready to
be translated into terms of the child's grow-
ing life. The chief agency for the transla-
tion of these values is the school. The
schematized form in which they are pre-
sented to the pupil is the program or course
of study. We now have our problem ana-
lyzed into two factors — "The Child and the
Curriculum. "§ We need ever to keep clearly
in mind that our course of study represents
the life of the race short-circuited and con-
ceptualized. It represents those values that
have proved their worth in satisfying human
need. The administration of the curriculum
then is but the process of retranslating the
adult experience of the race into terms of the
needs and experience of the less mature life.
Under such a conception how large bulks
our philosophic problem of the One and the
Many. It is that of the One becoming
through participation in the Many ; it is the
Many being reincarnated into the One. The
great Teacher of the Christian religion has
set the standard for everyone of us teachers
when he tells us that he came to give life.
To give more life, deeper life, worthier life,
richer life is the teacher's enterprise, is his
vocation in response to humanity's deepest
cry. Every teacher who at all succeeds in
making this translation of experience is solv-
ing in practice a problem in philosophy that
the profound Plato could never satisfactorily
solve in theory even for himself. Through
this retranslation of the schematized curri-
culum, of the race experience, into the life of
the growing child does the child unfold and
become. How this conception of the teach-
er's function illuminates his whole horizon
with a richer radiance, transforms the other-
wise humdrum routine into the highest and
most compelling inspirations, and recasts and
dignifies his life.
One other problem implied in our earlier
study was that as to the origin of change and
becoming. Empedocles attributed the chang-
ing relations between his elements to the in-
fluence of two independent external moving
forces, love and hate. Change and becoming
originated for Anaxageras in the activity of
an external force-substance called Reason.
With Leucippus the atoms, the original units
of all forms of reality, are self-moved, com-
bined or separated by an indwelling self-
activity. For Plato a self-active soul was the
intermediary between the One of the world
of true Being and the Many of the world of
JWindelband, Hist, of Philosophy, p. 140.
§See Prof. Dewey for an excellent treatment under this head,
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THE KINDERGARTEN-PRIMARY MAGAZINE
Becoming. In Aristotle there is no external
cause of changing phenomena. Being is re-
lated to Becoming under the concept of de-
velopment. Phenomenal becoming is but self-
active being realizing itself. For Leibnitz
monads, the ultimate reals, are self-active.
Modern philosophy and psychology alike rec-
ognize and emphasize self-activity in all
stages and forms of mental development.
Being and activity are synonymous. "To be
is to be active."
The child we have said has come from the
race and develops through social relation-
ships. In a certain sense his physical birth-
right has been thrust upon him. Into his
great racial inheritance of social values he
must come by achievement. They cannot in
any degree be thrust upon him. Only as he
qualifies himself by active effort can he pos-
sess himself of this inheritance. Self-hood is
won in life's stress and struggle. Self-activ-
ity is the key to self-hood. Education might
well be defined and for my immediate pur-
pose I now define it as all those processes
and activities on the part of the individual
by which he shall enter ever more con-
sciously and purposefully into the varied
forms of his total racial inheritance.
■Modern psychology emphasizes the funda-
mental place of action in our mental life. In-
deed our bodies are made and equipped for
action. Controlled activity is the ideal mean-
ing of the mass of muscles in our bodies.
Activity is one of the most fundamental char-
acteristics of childhood. Action first and re-
flection later. This principle finds large place
in that beneficent movement under whose
auspices we are met today, whose achieve-
ments in the face of opposition, ignorance,
prejudice, misunderstanding and even misrep-
resentation have been truly blessed, whose
influence has made over our educational prac-
tice, and whose increasing vigor, due to a
clearer grasp of its meaning and purpose is
prophetic of blessing to generations yet un-
born. The kindergarten stands first of all as
I understand it for the employment and ex-
pression, the cultivation and control of all
the normal activities and interests of these
little ones. As the plant food to be of value
toward the growth and life of the plant must
undergo chemical change, as the food taken
into the human body must be worked over in
order to be assimilated and to contribute to
the body's growth, so must the individual in
striving to possess himself of his racial in-
heritance work it over and transform it and
by so doing make possible his own growth
into self-hood. We may inherit a library but
not literature, we may inherit a family bible
but not religion. These are spiritual posses-
sions belonging to the deep places of life. To
possess them is to achieve them through liv-
ing them. We enter then into our spiritual
possessions in the degree to which we are
qualified. Recognition of this fundamental
principle of self-activity is the basis of the
more practical and experimental methods em-
ployed so largely in education today. Through
the principle of self-activity in the pursuit of
ends does self become, does it achieve worthier
self-hood.
May I suggest here in passing a possible
danger in our present program. In this age
of commercialism even in things spiritual, of
pragmatism in philosophy, of selfishness in
society, of professional and trades schools, of
indifference and0 irreverence toward the older
educational ideals, may not our present pace
cause us to forget that man lives not by bread
alone. The problem of education is not so
much to fit man for making a living as for
living itself. May there not even now be a
need for a re-emphasis of some of those older
and sturdier ideals which gave birth to our
republic and which should prove our richest
heritage.
Let me now gather together two or three
things in conclusion. This racial inheritance
into which it is the child's right to come is
held in trust. The home, the school, society
and all forms of institutional life are the
trustees of this inheritance. To you and to
me has this trust been committed. We are
its chief executors. Shall we remember that
we do not possess this ourselves outright.
We are to use it and pass it on enriched be-
cause of our participation in it. To pass it
on is, from our viewpoint, to qualify those
who shall come into it, to possess it. The
individual actually and actively possessing
himself of his inheritance on the one hand,
society administering its trust on the other,
these are but two sides of the one process,
the co-operative process of education.
Not only is society under obligation to each
child but education is altogether incomplete
and fragmentary that does not teach the in-
dividual, that does not bring him to a con-
sciousness of his own obligation to society.
In Plato's cave you remember the chains that
bound one man to the world of shadows were
loosed and he was gradually brought into the
world of light, truth and reality. This for
THE KINDERGARTEN-PRIMARY MAGAZINE
269
Plato was education, the lifelong process of
turning the soul over more fully toward the
light. When this freed individual found him-
self in possession of life's real values he was
not content to remain in the world of light,
but, thinking of his fellows still chained and
enslaved to the world of moving shadow-
shapes, voluntarily returned to them and
even endured their chidings as he painfully
tried to readjust himself to them and bring
them, self-satisfied as they were, to an appre-
ciation of those realities of whose existence
they were blissfully unconscious. So must
education today impress upon us the sense
of our social obligation. Social in our origin,
developing self-hood under the stimuli of so-
cial ideas and ideals we are debtors to our
parents and ancestors, to that great multi-
tude who in science and literature, in religion
and art, in discovery and invention, in the
stirring times of war and the more homely
toils of peace, have made possible for us the
rich heritage into which we have come.
Under the stimulus of this sense of social
obligation where the individual sees himself
as part and parcel of society he will give
Gal 5 — -Kindergarten JIM
himself voluntarily to the service of society.
In so doing, in losing himself in social ser-
vice he shall find his own true self-hood. It
was a worthy ancient ambition to give one's
later years to the service of the state. Can
ourjldeal be any less? Ought it not be greater
still? Of those to whom much is given will
much be required. Some years ago I read a
magazine article to the effect that by fifty or
fifty-five years of age every man should have
attained such a competency as to enable him
to give his remaining years, his richest years
freely to the service of the state. Is not this
a worthy thought at least? True it would
eliminate that class of so-called public ser-
vants whose private interests are above the
public good. That could be endured by the
rest of us. Such a conception of education
would mean the transformation of our phi-
losophy of life from that of selfish getting to
that of social giving. It would mean the
actualization of the Kingdom of God.
The world owes much to Froebel for the inspira-
tion of the present day methods of instruction of the
child. His principles were general and vital and
entirely in harmony with modern thought. * * *
Of all the philosophies which have been advanced
in the past, only the philosophy of Froebel remains
unchanged at the present day. — Dr. Irving King,
Iowa University.
The Place of Certain Kindergarten Principles
in Modern Educational Theory.
Dr. Irving King.
University of Iowa, Iowa City, Iowa.
(Continued from last issue.)
The child is never merely impressed by the exter-
nal world. He appropriates it. A sensation is possible
only because he is first of all trying to do something.
The sense experience is the resultant of his inter-
action with the world. The sensation resulting from
the presence of a brightly colored ball is rendered de-
finite and clear because he is, to start with, reaching
out in a vague, undefined way.
In the same manner, the percept is the product o^
self-activity, of impulse, It is something built up
through the endless reaching, touching and handling
of objects. AJlthetcomplex mental states of the mature
individual are thus the outcome of constructive ac-
tivity, all of them are evidences of the fact that he has
striven, has worked, has done something.
The dynamic psychologist holds that real learning is,
never predominately passive receptivity but rather act-
ive appropriation, always a constructive process in
which every child builds up his own world, creates it,
if you please, as he puts forth his impulses. It seems
to me that this point of view is quite in line with Froe-
bel's conception of the supreme importance of self-act-
ivity. The dynamic psychology would thoroughly agree
with him as to the absolute necessity of conserving
these impulses and encouraging them for only by keep-
ing them alive can he become a developed personality.
Self-activity, or impulse, was not, however, consider-
ed by Froebel as a final and all-sufficient principle for
education. It was not mere self-activity that he urged
but activity in connection with other selves. The whole
series of "Mutter and Kose Lieder" provides a contin-
uous opportunity for social interactions. The first im-
pulse of the baby to strike out with his feet gains de-
finiteness because the mother holds out her hands for
him to kick against. So it is of all impulses, their
normal medium of expression is within a social atmos-
phere. In this way they are woven into the fabric of a
social personality.
Through sympathetic social interplay there is almost
endless opportunity for the play of self-activity in the
highest and best sense, for it is in one another that we
live and have our being.
Here again there is a development in modern educa-
tional theory which is in striking harmony with the
principles of the Kindergarten. The prevailing educa-
tional psychology is becoming more and more social in
its character, at least the educational theory is socializ-
ed. A mere psychology of self-activity will not carry
us very far, nor will it be satisfactory as far as it is able
to take us. There are obviously certain forms of action
which the school can scarcely use, at least in their raw
form; of these one may mention the acts connected
with the expression of anger. Certain varieties of self-
activity need be definitely controlled in the interest of
the child and of others. There are other impulses such
as those expressed in curiosity which though most val-
uable are apt to be short lived, at least lacking in the
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THE KINDERGARTEN-PRIMARY MAGAZINE
sustained energy to carry them to a successful conclu-
sion. Here again the social environment is most im-
portant. The teacher for instance may help direct and
keep active the initial driving force of the child so that
he goes farther under social pressure than he ever would
if left all to himself. From his association with the
teacher and with others with whom he may be in vital
rapport the scope of his desires is broadened and en-
riched— many motives for action, many complex inter-
ests are thus built up upon the basis of his social inter-
actions.
And yet we do not have to go back very many years
to find the teaching world saddled with quite a different
conception of education, a purely individualistic view.
Social motives, social stimuli and social ideals were
entirely ignored and, in the light of a narrow psychology
and of such an aim as the harmonious development of
all the powers of the individual, it was supposed to be
possible to train the child without any reference to his
being now and continuing to be one among other human
beings all bound together by various social ties. But a
change is coming over us to-day. Practically every
aspect of the general educational problem is more and
more seen to be a social problem. Education itself is a
great social enterprise, a specialized tool for meeting
certain social needs.
The school itself is a little society with all the possi-
bilities for mutual stimulation and character develop-
ment that social life in general affords. Mental develop,
ment in general and learning in particular are coming to
be recognized by the present day educator as essentially
socially conditioned. The influence of one person upon
another both in physical performance and in mental
work has been subjected to careful experiment and
measurement.
All in all, we may say that the social view of education
which was central in Froebel's philosophy is coming to
be one of the striking aspects of modern conceptions of
education.
Growing directly out of the recognition of impulse as
vitally important, or rather one of its specific applica-
tions, is the recognition of the value of play in education.
The playful attitude is one of the immediate manifest-
ations of spontaneity or of impulse. Play affords a
most important opportunity for the expression of free
impulse. It brings the child into manifold contacts
with the world of persons and things. Much has
been said about the instinctive basis of play and its
value as anticipating and preparing for the serious
activities of later life, but here we are concerned main-
ly with the immediate and obvious fact that it is some-
thing essentially spontaneous, an expression of the in-
nate impulsiveness, eagerness, enthusiasm to be doing
something.
Much criticism has been expressed in certain quar-
ters over the imagined (possibly real) tendency to
extend the Kindergarten ideal of play into the upper
grades and even into the University, the tendency to
deprive education of its serious effortful quality and
make it a mere game or a series of games. The critics
have here in mind a real difficulty, but it grows out of
a distorted conception of play. If by play is meant
nothing but a series of games, undirected activity, the
child to do only easy things, things which require
no effort, then it is certainly demoralizing for school
education. I am convinced, however, that the difficul-
ty grows out of a failure to discriminate between the
mere objective play of little children and the under-
lying attitude which that play expresses.
This underlying attitude, which is the essence of
play, is that of eagerness of overflowing impulse, desire
to be active on one's own account in distinction from
activity which is directed altogether by some external
agent.
I contend that the playful attitude in this sense is of
the utmost importance for all stages of education.
This open, free, eager attitude of mind is the ideal
learning attitude for the university student as well as
for the child in the Kindergarten. It expresses itself
in abundance of free, exploring impulses, it is the
attitude shown by the explorer, by the inventor, by
the scientist in his laboratory. It is the medium of
all discovery, of all growth. It is the distinguishing
characteristic of interesting, really productive work as
over against mere drudgery. In a real sense the
world's great doers have kept the play spirit in all
their work, in fact, hard though their work may be, it
is always supremely interesting to them because they
feel themselves to be free agents, creative beings, their
work fascinates them because it is in its essence a
game, more refined and complex than the games of
childhood, but a game nevertheless, affording oppor-
tunity for the free expression of the complex impulses
and purposes of the adult.
The greatest evil of traditional school work is that it
is not so organized as to enlist the spontaneous eager-
ness of the pupil. He is from start to finish confront-
ed with dictated work, with tasks, not with opportuni-
ties. He may "find" himself in these tasks, he may
really approach them with the free, playful Spirit,
but more than likely he does not. He does his
school work in a perfunctory fashion; it does not
enlist his hearty, enthusiastic response. Conse-
quently, the results of his efforts are pitifully meager.
I am not prepared to say how all school work
can be approached thus; my contention is simply
that this eager, playful spirit must be present at
least in a part of the work of the school if that
work is to be effective. The recognition of this is
growing, and it is simply an extension into the
dreary wastes of higher schooling of the play prin-
ciple recognized and utilized by Froebel in the kin-
dergarten.
The present day is rife with interesting educa-
tional experiments, many of which, while in no
sense the outgrowth of the Kindergarten, are never-
theless based upon a conception of child nature that
has many things in common with the attitude of
Froe'bel and his followers. The case of the much-
talked-about Win. James 'Sides, the young Harvard
prodigy, is one of these. I am not interested in
weighing at this point the respective merits of na-
ture and nurture in making him what he is, but
rather in calling attention to certain theories of
education which his father and mother have fol-
lowed out in training him. It is worth noting that
THE KINDERGARTEN-PRIMARY MAGAZINE
271
they claim that any present superiority he has over
other children is due to this method of training
him. In the first place, they began his education
when he was yet an infant, recognizing, as did Froe-
■ bel, that there is an education appropriate to even
the earliest years. They believed it was a mistake
to let the child mind go without training till the
usual age of entering school. Not that the little
brain should be taxed and made to work, but that
from the very first there are exercises quite within
its scope and exercises which should be highly
beneficial to it for the later stages of its growth.
Just as the little body needs exercise that it may
grow, so the nerve cells need exercise along right
lines. If a child is neglected in these early years
he may acquire all sorts of undesirable habits of
mind as well as of body that it will later take much
time and energy to correct. Their idea seems to
have been that this first plastic period is of the
utmost importance for the progress of the later
years, and that if it is given proper attention the
child may have a great, an almost incalculable ad-
vantage over one who has had no such attention
given to him. John Stuart 'Smith was one of those
whose education began in this most plastic of all
periods, and he estimated he thereby gained an ad-
vantage ©f at least twenty-five years over other
men of his own age. So ready is the child in the
years of infancy to profit by certain types of train-
ing that one year of proper care at this period may
be equal to five years of schooling when the period
of extreme plasticity has past. It is veritably a
golden period for those who know how to deal
with it.
As to details of procedure at this time, it is curi-
ous to note how like they are to the suggestions
given by Froebel. The little 'Sidis boy does not
seem to have learned under pressure, but altogether
in the spirit of play. He was eager to find out
about the world in which he lived, just as most
normal children are. He fortunately lived in a
social environment which was able to satisfy his
eagerness. There is scarcely anything which a
little child is not interested in and about which he
cannot be taught something that is worth while.
He wants to know all about what he sees other
people really interested in. In the case of young
Sidis, it is said that he learned much about com-
parative anatomy when he was scarcely five years
of age, because he saw his mother studying it and
he wanted to know what was clearly so interesting
to her. I know from personal experience that it is
easy to teach youngsters of this age many things
worth while in almost every field of science, in
astronomy, in geology, in chemistry, in the history
of architecture, and the like. I have never found
anything but what would appeal to them in some
way and which could be given to them in answer
to their own questions. And the things thus given
them usually stick in their minds and form the foci
of concepts that will later be of the greatest value
to them. As long as they are active, playful, eager,
as long as they are having their full quota of child
life, I cannot see that it can be of the slightest
harm for them to be acquiring a fund of ideas that
are true, that serve to open up little by little the
great world of nature and of human achievement
in which they must soon play a part. It is a strange
notion of some that children of this age should be
fed upon unrealities, fancies, grotesque falsehoods,
rather than upon God's truth, that their minds are
incapable of thought, and that when they are sent
to school they must be exercised1 upon the abstrac-
tions, upon the skeleton of culture. Their minds
are open and ready to receive from us if we under-
stand bow and what to give them; their training
at this time can become an integral part of all their
later growth — not merely furnishing the foundation
for the later growth, but laying down the lines
along which a right growth may occur. In most
cases, however, the little child emerges from this
early plastic period with an almost empty mind or
with one filled with distorted ideas which he may
never outgrow.
This much at least, then, we may get from the
education of these seemingly precocious children:
They have put forth their impulses; they have
played in a rich social environment, an environ-
ment that nourished them and at each step led them
into the right paths, without over-stimulating them,
without developing their brains at the expense of
their bodies. We may take it as a verity of child
nurture that what he can learn without forcing,
through play, will 'hardly hurt him.
Another most interesting experiment, which has
unfortunately been exploited by sensation-mongers,
is' the work of Dr. Montessori in Rome. I shall
not attempt to compare her work with that of the
Kindergarten or to pass judgment upon it as a
whole. However diverse some of her ideas and
methods may be from yours, her success is in part
due to an appreciation of the possibilities of this
plastic period of early infancy. Her children learn
many things through following their impulses in a
right social environment. Things are not imposed
upon them, and yet they learn easily and gladly.
The details of her method are said to be carefully
worked out on the basis of a deep insight into the
psychological and physiological nature of the child,
but it rests ultimately upon a recognition of the
basic character of impulse and upon the fact that
the child's learning is a constructive process, medi-
ated by his own initiative and: his own eagerness
to make and to do. If one may trust accounts, Dr.
Montessori has gone even farther than has the Kin-
dergarten in trusting the child and letting him lead
the way.
So much for the general meaning and value of im-
pulse in education, I wish now to call your attention
to interesting developments within the field of abnor-
mal psychology which confirms in a striking way
the contention of Froebel and of the dynamic psy-
chologist as to the importance of this volitional side of
life in all mental development. I refer to the theory
272
THE KINDERGARTEN PRIMARY MAGAZINE
and practice of psycho-analysis developed by the Au-
train specialist in mental diseases, Sigmund Freud and
his followers. About three decades ago Frued dis-
discovered that many pathological mental conditions
which are described by the vague terms hysteria are
the reult of of suppressed impulses and that providing
for some sort of modified expression of these impulses
(or for a realization of the desires) the diseased mind
could be cured. This is not the place to outline all the
complex details of the theory of psycho-analysis. An
illustration may make the general meaning sufficiently
clear for present purposes. The following case is fairly
typical. An intelligent girl of twenty-one whose vital
organs were all in normal condition was yet subject to
very distressing symptons, such as severe paralysis of
both extremeties, disturbance of eye movements and
impairment of vision, nausea, when she attempted to
take nourishment and for several weeks loss of power
to drink in spite of tormenting thirst. By probing
the deeper levels of her mind it was found that these
symptons could be traced back to extreme inhibi-
tionsof impulse that occurred some time before at
the bedside of a dying father. When these forgotten
and the supposedly irrelevant experiences were re-
called and talked about the pathological symptoms
were at first partially and finally completely relieved.
Another case, a woman of about forty, was afflicted
with a peculiar clicking noise which she involuntarily
made with her mouth when greatly excited. As Freud
says: "It had its origin in two experiences which had
this common element, that she attempted to make no
noise, but that by a sort of counterwill this noise
broke the stillness. On the first occasion, she had
finally after much trouble put her sick child to sleep,
and she tried to be very quite so as not to awaken it.
On the second occasion, during a ride with both her
children in a thunderstorm the horses took fright, and
she carefully avoided any noise for fear of frightening
them still more." (American Journal of Psychology
Vol. XXI, p. 186.)
It may seem like a far cry from these cases to any-
thing that concerns us here today and yet I am confi-
dent there is a most interesting connection. Let us
follow the theory of psycho-analysis a little further.
On the basis of such experiences, Freud conceived of
the mind as being composed fundamentally of a series
of impulses, desires, wishes, ambitions which are con-
stantly seeking to find expression. These impulses
are the driving forces of all mental operations. The
primitive instinct of human nature, especially the
sexual, are bases of most of the impulses. The com-
plex desires and ambitions of mature life are but the
subtle developments or modifications of one's primary
instincts.
Now as we all know, the development of society has
made it undesirable for one's tendencies to action to
have immediate and natural expression. In countless
ways the exigencies of civilized life hedge us about and
prevent us from doing everything to which we have
natural tendencies. The natural tendencies of the in-
fant begin to be modified from the first by his social
environment. With every step forward he finds him-
self confronted with new restrictions. The process of
growth is largely a process of acquiring inhibitions
upon one's natural tendencies. The suppression of
a desire, however, does not destroy it. If it cannot
find expression in one way it usually finds it in
another. By an unfavorable environment an impulse
may be denied expression, but it simply sinks down
into the lower levels of the mind and continues its
operations in a modified and sometimes a morbid
form, in most cases those suppressed desires are for-
gotten, but they are none the less real, none the less
active. They continue to modify action in all sorts of
subtle ways. The impulses of later childhood and of
maturity are but the modifications of the earlier, cruder
impulses. In some types of mind these desires, es-
pecially if sternly repressed, may produce various
pathological states which can only be relieved by ex-
ploring the hidden and forgotten recesses of the per-
sonal life, bringing the impulse to the service again
giving it some modified expression and thereby
relieving the strain of its suppression.
This theory of psycho-analysis has many signifi-
cant features for education in general and for the
Kindergarten in particular. We are all interested
in the striking confirmation it affords of the basic
character of the impulses and their relations to the
welfare and growth of the individual.
We see more than ever how delicately impulses
are adjusted and how great is the art of dealing
with them properly. Education is more than ever
seen to require the most refined and discriminating
insight on the part of teacher.
Although psycho-analysis teaches that suppressed
impulses may be productive of an unbalanced or
even diseased mental life, it does not hold that every
childish desire must be indulged without restraint
in its original form. The development of the re-
strictions and inhibitions to which I have referred
as an incident of ordinary growth is certainly a nec-
essary incident. We see, however, that it is not to
be accomplished' in any off-hand fashion. Attempts
at elimination are almost sure to be futile. The
child who seeks to express a seemingly undesirable
impulse must be viewed first of all sympathetically.
We must try to see what the underlying motive
may be and how, if possible, the impulse may be
allowed to express itself in some modified form.
Freud himself found that it was not at all necessary
that a desire should work itself out in one way only,
and least of all in the line of its first tendency. The
sex impulse, for instance, has a multitude of irra-
diations which are of the utmost value in the build-
ing up of a rich and forceful personality. He found
that in most cases his adult patients could be cured
by simply bringing the suppressed impulse back to
consciousness and talking about it. His patients
often called his method "the talking cure."
Psycho-analysis, therefore, emphasizes the fact
that for every impulse there are many modes of ex-
pression, many ways of enlisting its dynamic qual-
ity in the process of normal growth. What we seek
for is full and free development along right lines,
and what we should wish to avoid is the tension
and distortion which results from attempts at mere
suppression.
THE KINDERGARTEN-PRIMARY MAGAZINE
2n
We all know what relief comes to us when we
can talk to a sympathetic friend of some dear wish
or ambition which we have never been able to real-
ize. This relief extends even to desires which are
ethically wrong; to talk them over, to confess them
to mother, to a teacher, to a friend or to !God is
to purge the soul of their taint; it is to give them
modified and harmless expression. There ar4e many
other ways by which the tension of an impulse may
be relieved. Music, writing, constructive activity,
vigorous physical exercise, all sorts of active pur-
suits in one way or another may drain off or ac-
tually utilize the pent-up waters. The various Kin-
dergarten occupations thus acquire a new signifi-
cance. Through them the child learns not merely
how to do various things; that is really the smallest
part of their value. Most important of all, he is
thus given opportunity to work off his desires in
ways that are socially approved as well as inter-
esting.
When we really appreciate the fact that most, if
not all, of the desires and impulses of little children
are normal, and that they actually contribute in
manifold ways to the enrichment of the personality,
we see how vital becomes the problem of finding
some means of using every shred and fibre, of get-
ting every particle organized into some useful system.
In concluding my discussion, I would say that
there are many indications at present that the
leaven of Froebel is working in the whole educa-
tional lump. In factj the educational world is full
of ideas that are either his or are closely akin to
his. It is not necessary for your complete satis-
faction to be able to say that this or that vital
practice came from Froebel. It should be quite as
satisfying to know that many of the lines along
which he thought and acted were so true to the
course of human progress that the march of events
has tended to confirm the essential soundness of
many, even though not all, of his ideas. That earn-
est teachers of children have more and more been
found to be thinking his thoughts, not because they
have copied from him, but because they, like him,
have come to see the child nature as it really is.
VOCATIONAL TRAINING.
James H. Day, Syracuse University.
It is an easy thing to show a young man how to
run a lathe or a drill press, or to teach a young
woman to cook and sew in a domestic school. But
it will be a prodigious mistake if we deceive that
young man or woman into the conceit that that
proficiency has added one cubit to their intellectual
character or to manhood or womanhood. If the
clamor against that education that creates men who
make drill presses and lathes has deceived the young
man and denied him the opportunity of becoming a
creator among men, it was a great injustice to him
and a prodigious loss to his land and times.
There is no grace in a benefit that sticks to the
fingers. — Seneca.
The Des Moines Register of May 2 says:
Yesterday afternoon on the balcony of the Savery
Hotel a number of these kindergartners were con-
gregated. After dealing with children, who are the
unconscious humorists, for years, it is little wonder
that these leading educators of the country fell nat-
urally into the "that reminds me" habit of conver-
sation. It was £ tryout for the best story. 'By pop-
ular acclaim the honor went to Miss Susie Blow, of
St. Louis. This is the story:
"I was endeavoring to impress upon the minds
of my children that a person can do but one thing
at a time successfully. All but one small boy
seemed impressed.
"'Don't you believe that, Johnny?' I asked.
" 'No, mum,' said Johnny.
"'But why?' I persisted, when I should have
known better.
" 'My grandma can do three things at once. She
can knit, talk and soak her feet!'"
Dr. Vincent O'Shea, of the school of education of
the University of Wisconsin, offered the following:
"This story proves the falsity of the old theory
of teaching children words without meaning. I
visited a school where the teacher was giving words
to her pupils to be pronounced, spelled and defined.
One boy was given the word 'ferment.' 'It means
to work,' said the boy. 'All right,' said the teacher,
'please give me a sentence.' This was the sentence:
'I would rather play outdoors than ferment in the
school.' "
The contribution made by Miss Mary Waterman,
supervisor of the kindergarten association for New
York City, was: "About the most pathetic of the
many, many amusing and pathetic things I ever
heard a child say was by a little fellow in lower
New York. This little fellow had never seen the
sky, for he lived among skyscrapers and tenements.
One evening he was taken for a ride on the street
car by his teacher. The next day when he came
to the kindergarten he snuggled close to me as if
he were to divulge a deep secret. T seen some
lamp stars in the ceiling of the sky last night,' was
all he said, but it was sufficient for me."
"Sometimes children express their despair in a
single sentence," said Miss Caroline Murphy, of
Des Moines. "One day preceding 'Christmas I
asked the pupils what they wanted for Christmas.
Their answers were eagerly given. One little boy
looked at me so appealingly and sighed, 'Oh, teach-
er, I hope I git somepin' what don't bust.' "
"When I was teaching in the lower district of
New York City I was confronted with a number of
queer situations in dealing with foreign boim chil-
dren," said Miss Jeannette Ezekials, supervisor of
the kindergarten training school at Drake university.
"One day I was stumped. I had asked a small boy
the previous day what his name was. He replied
that it was Abie. I insisted that he tell me his last
name. He said he had but one, but finally, to com-
promise, I told him to ask at home and tell me the
next day, which he did. I thought that affair was
over until he put the question direct at me, 'Say,
what's God's other name?'"
274
THE KINDERGARTEN-PRIMARY MAGAZINE
um»i^mvfj^erj*JMvam
STORIES, GAMES, PLAYS, DIALOGUES, ETC.
Game of Rock-a-bye-Baby
By Laura Rountree Smith.
The children stand in a circle. All but one
carrying dolls. The child without a doll skips
about inside the circle, with outstretched arms,
and all the other children swing their dolls to
and fro and sing .
Rock-a-bye-Baby, the soft breezes blow,
Rock-a-bye-Baby, oh swing to and fro,
Rock-a-bye-Baby, for up in the sky,
Mother Moon sings you a sweet lullaby!
Any child may now hand her doll to the child
who runs about in the circle, and they exchange
places.
The game may continue until every child has
had a chance to skip about in the ring.
The dolls of course are mixed up by the close
of the game, but may easily be returned to their
owners.
This game should develop generosity in lend-
ing the dolls.
The game may also be played with a few dolls
or even one doll.
When there is but one doll the child holding
it, should run inside the ring, as the song closes,
giving the doll to the one who has skipped.
This child passes it to her neighbor in the ring,
otherwise the same two children would skip
again. (Book rights reserved.)
THE STRAWBERRIES.
A true story.
Susan Plessner Pollock
Washington, D. C.
[Now sojourning in Germany]
Once upon a time an old soldier, with a
wooden leg, came into the Village of Lich-
tenfels ; he had only been there a short time
when he was taken suddenly ill ; he could not
journey any further, and had to lie on straw
in a shed, where he had a hard time.
Little Agnes, the daughter of a poor
basketmaker, had great pity for the poor
man. She visited him every day, and every
day she brought him a silver ten-cent piece.
The old soldier heard, however, that Agnes'
parents were also very poor and as he was
an honest old man, he feared perhaps this
money ought not to be given to him, so one
day he said to Agnes: 'Tell me, child — truly
— how do you get so much money? For I
would rather go hungry than to take a dis-
honest penny. "Oh," said dear little Agnes,
''do not worry, I earn the ten-cent pieces my-
self. I go in the next village to school, and
must go through a piece of woods, where
many sweet, wild strawberries grow. Every
day I pick a basketful and take it to the
hotel, and there I receive the ten-cent piece
I bring to you. My father and my mother
know this, but they do not care, they often
say, 'There are many people to be found who
are poorer than we, and we must help them
as much as we can.' " Tears stood in the
eyes of the old man and fell over his beard.
"Dear child," said he, "God will bless you
and your parents for this, and your loving
heart will receive its reward. I also have
learned if one only has the will much com-
fort to others may be given." Sometime af-
ter this, an officer of the army rode through
this village. His handsome carriage stopped
in front of the hotel, where he wished to get
his dinner and have his horses rested and
fed. While there he was told of the poor
sick old soldier lying on the straw in the
shed, and he immediately went and visited
him. Here he heard of the kindness of little
Agnes, and he cried out, "What! a poor lit-
tle girl has done so much for a strange old
soldier? Now, then — I, your old general un-
der whom you once served, can not do less —
I will take immediate steps to have you given
a sunny little room in the village hotel, where
you shall be taken good care of." Then he
went to visit the little girl, Agnes, in the
small cottage of her parents, he called her to
him and said very tenderly: "Dear little one,
your kindness to my old soldier has touched
my heart, and warmed it; you have given
twelve of your ten-cent pieces to help him,
you shall receive twelve dollar gold pieces
from me, that you may do more good with
your money." "Ah !" said the parents, "That
is too much." "No," said the old general,
"this is only doing as our Lord Jesus said,
'who uses well the talents God has given him
shall receive more.' ' Her own dear heart is
her best reward. (Translated from the Ger-
man) by Frieda.
"Fehlt es nur nicht an guten willen
So kann man vielen Jammer stellen."
THE KINDERGARTEN-PRIMARY MAGAZINF
275
GROWTH OF THE KINDERGARTEN IN AMERICA
Three new kindergartens are to be added to the pub-
lic school kindergartens of Sacramento, Cal.
Much of the newer interest in the care and develop-
ment of young children has had its inspiration in the
kindergarten movement.
The general concern which is today manifested to-
ward the early training of the young is one of the most
vital and productive forces by which the work of these
educators has been supplemented. That the best results
in child training may only be accomplished by the co-
operation of parents and teachers is most evident, and
this spirit of cooperation has been fostered largely by
the kindergarten. — Des Moines Register,
The growth of the kindergarten movement now covers
the civilized world and the missionaries in every heathen
country have recognized the value of securing the
interest of the mothers by interesting the young child-
ren. The new republic of China has already decided to
incorporate the kindergarten as a part of its national
school system. A kindergarten congress was recently
held at which Wu Ting Fang delivered an address upon
the importance of the "Garden for children" and a train-
ing school is to be established in central China for the
training of kindergarten teachers. This will be given
in the Mandarin language and already provision has
been made for the translation of some of the needed
literature. — Salt Lake City Telegram,
A petition from the San Antonio Kindergarten associa-
tion, signed by Mrs. H. P. Drought, the president, waa
presented to the board, proposing that kindergartens
be established in any two of the public schools, for the
year 1912-1913, the kindergarten association to furnish
all equipment for both schools, including a piano, a
supervisor and assistant teachers from the training class.
The board was asked to provide the rooms, teacher,
janitor and heat. The petition stated that if at the end
of the year the board deemed it advisable to continue
the work, the association would deed to them the house
and lot at 515 North Pecos street, known as the Leroy
Brown kindergarten. The matter was referred to the
finance committee for investigation as to the cost of the
project and to determine the legality of applying state
funds to the instruction of children under school age.
One of the greatest promoters of play was Fred-
erich Froebel, the organizer of the Kindergarten
system. He may justly be called one of the first
playground leaders, for the principles of a well-
organized playground of today are the same as a
rightly conducted Kindergarten. It is the self-
activity and spontaneous questioning that is direct-
ed, with no unnatural effort of body or mind. The
children are unconsciously laying foundations of ed-
ucation and character.
The Kindergarten movement was commenced in
Charleston over twenty years ago. From the in-
itial attempt, a small Kindergarten, today we have
seven flourishing Kindergartens, each in charge of
trained directors, and filling a need in their neigh-
borhood.
It is a great source of satisfaction to feel that
this community is realizing that play is not a luxury
but a necessity. It is not simply something that a
child likes to have; it is something he must have
if he is ever to grow up. It is not only educational,
but it is an essential part of the law of growth. —
Charleston (S. C.) News and Courier.
D'es Moines is expecting many good results to
follow the convention of the International Kinder-
garten Union. But one of the greatest will be the
augmented interest in public playgrounds. No body
of people ever assembled in this city so possessed
with enthusiastic beliefs on the playground question
as the delegates to the meetings of the Kindergarten
teachers. The Kindergarten worker is in daily con-
tact with the child at the age when play is of most
importance. At that time habits of amusement are
formed which presage his course in the years imme-
diately succeeding. Cities must take care of their
children. This is especially true in the downtown
sections, where sidewalks and alleys furnish prac-
tically all the recreation ground that is afforded the
youngsters of the neighborhood. The influence of
the Kindergarten teachers of Des Moines will be a
valuable aid to the many D'es Moines folks who are
insisting that the council take steps in the direction
of public breathing spots and playgrounds. — Des
Moines 'Capital.
The Kindergarten stands for the employment and
expression, the cultivation and control of the nor-
mal activities and interests of little ones. — Dr. Her-
bert Martin, Drake University.
CHICAGO, ILL.
A new Kindergarten has been established in the
Cook County Hospital by the Sunbeam League, with
Miss Myra Felker in charge. Finding the greater
need at the hospital to be entertainment which will
educate rather than entertainment which merely will
amuse, it was decided to establish the Kindergarten.
GIRARD, OHIO.
At the session of the Board of Education recently
a communication was received from Miss Mary
Morgan, Miss Irene Phibbs and Miss Margaret Ed-
wards asking for use of a room in the high school
building during the summer months as a place for
a kindergarten. The request was unanimously
granted.
276
THE KINDERGARTEN -PRIMARY MAGAZINE
THE COMMITTEE of THE WHOLE
CONDUCTED BY BERTHA JOHNSTON
THIS COMMITTEE OF THE WHOLE, of which all Subscribers to the Kin-
dergarten-Primary Magazine are members, will consider those various prob-
lems which meet the practicing Kindergartner— problems relating to the
School-room proper. Ventilation, Heating, and the like; the Aesthetics of
School-room Decoration; Problems of the Physical Welfare of the Child, in-
cluding the Normal, the Defective, and the Precocious; questions suggest-
ed by the use of Kindergarten Material, the Gifts, Occupations, Games, Toys,
Pets; Mothers-meetings; School Government; Child Psychology; the relation
of Home to School and the Kindergarten to the Grades; and problems re-
garding the Moral Development of the Child and their relation to Froebel's
Philosophy and Methods. All questions will be welcomed and also any
suggestions of ways in which Kindergartners have successfully met the
problems incidental to kindergarten and primary practice. All replies to
queries -will be made through this department, and not by correspondence.
Address all inquiries to
MISS BERTHA JOHNSTON, EDITOR,
1054 Bergen St. Brooklyn, N. Y.
HOW CAN WE IMPROVE THE SPEAKING VOICE
To the Chairman of the Committee of the Whole :
I take advantage of the opportunity afforded by
your new department to ask a question or so that has
been for some time in my mind, and hope that those
who have met and overcome the same problems will
give the benefit of their experience to the rest of our
large but scattered Committee.
I. What can we do in the Kindergarten to improve
the speaking voice? It is well-known that the Amer-
icans are noted for their harsh voices. Is this entirely
due to our climate and geographical location? Is not
lack of training also responsible in part? We use
our speaking voices a thousand times more often than
our singing voices. It seems to me that we have ig-
nored too much that branch of training. This winter
I spent some time with a friend who had a maid she
had brought with her from England and to whose
voice it was an exquisite pleasure to listen. If our
training has been lax along this matter, surely the time
to begin is with the kindergarten children. How can
we best do it?
HELPING THE FIRST GRADE TEACHER
II. What do you consider the first requisite in order
that kindergarten should be of real help to the first
grade teacher? I am moved to ask this question in
part, because at a recent meeting of kindergarten teach-
ers a district superintendent of public schools crit-
icized the kindergarten children for the shuffling of
feet, loud talking, etc., and showing absolutely no
consideration for others. There is surely something
wrong with the kindergarten when the entire first
floor must stop work when the kindergarten is dis-
missed. It seems to me that if the children were
trained in the elementary laws of common politeness,
consideration for others, much trouble and criticism
would be avoided. The games afford opportunity for
such practice. M. O. K., Chicago.
We hope that the above questions from Mrs. Kinney
will provoke much discussion and await replies with
much interest. Apropos of the first, the editor would
speak both from hearsay and personal experience. She
has herself a poor ear for music and no singing voice.
One summer she had charge of a Settlement Kinder-
garten located in one of the noisiest and most crowded
sections of New York. The children's voices were
strident, piercing, due largely to the effort to raise
them above the noises of the street when out at play.
But before the close of the summer session the kinder-
garten had, through insistence upon the use of soft,
sweet, yet clear enunciation (reminding the children
sometimes directly and sometimes euphemistically, as
when asking them to use their fairy voices, etc.),
made such a difference in their tones as to be notice-
able to the regular kindergartner when she returned
after her vacation to again take charge.
Again, climatic conditions undoubtedly have much to
do with the unpleasantness of the American voice, but
imitation and cultivation have also much influence. In
the Southern States we find very musical voices, due,
no doubt, to unconscious imitation of the musical voices
of the negroes; for we find that pronunciation as well
as tone resembles these.
We have heard it claimed that the musical voice of
the English is largely a matter of education and train-
ing. From childhood up the governness of those high
in rank are supposed to see to it that the voices have
attention.
Some months ago the writer visited two friends who
had been teaching many years, yet each had retained
a most beautiful voice, soft, sweet and exquisite in
modulation. She finally asked one how this was ex-
plained and the reply was that the New York Board
of Education required that low register of voice should
be used, one that carried just as well as higher, more
strident tones, and that in grading a teacher's work,
the voices of her class were taken into account. When
all school boards take similar note of the voices of
the children we may expect to see a change. Let us
hear from the practicing teachers.
We hope many kindergartners and grade teachers
will reply to the second question.
To the Chairman of the Committee of the Whole :
Please tell me what I shall say when asked "What
should the kindergarten do for the children?"
The editor asks that experienced kindergartners send
in replies to this question in time for publication for
our September number. Let each one think for her-
self and then discuss the matter with other kinder-
THE KINDERGARTEN-PRIMARY MAGAZINE
277
gartners and training teachers. The most valuable re-
sults of three years in kindergarten are intangible.
Like the Light-Bird, they cannot be held in the hand
and weighed and measured, nor can definite lessons be
given out and a definite course in regular lessons be
laid as in the first grade, with so much ground to be
covered in reading, writing and arithmetic. But with
a group of normal, average children, three full years
in kindergarten do give definite knowledge, along cer-
tain lines, and a certain skill is acquired. Some years
ago the magazine published a little pamphlet which
answered in part the question of our correspondent,
but which is now out of print. If enough subscribers
wish it reprinted we may decide to do so. The editor
will reply to the question in some fall issue unless
correspondents cover all the points to be raised. But
we would again remind our readers that the greatest
benefits of the kindergarten are those which represent
growth in power, in character, since little children
vary so much in temper, disposition and in imagination,
etc. It is in the development of natural capacity,
mental, moral, spiritual, that the true kindergartner is
most interested. Such facts as are learned and such
skill of the hand or training of the senses as take
place is incidental to this.
Let us hear from the kindergartners. Let us hear
also from the gradet teachers as to what they want
and expect of the kindergarten children.
As a leader we would suggest : Think, what should
the child know of number? (counting, etc.) Has
anything in kindergarten helped him to learn to read
more quickly? In what way does sense training help
him to pass through the grade more quickly? Does
his handwork help him any when he comes to write
or draw in school? Has he or has he net learned
to be obedient to directions, and to attend to dicta-
tion? Has he gained any power of verbal expres-
sion? Is the kindergarten of any particular benefit to
foreign-born children? Is he more considerate of
others? Has he grown in self-reliance?
To the Chairman of the Committee of the Whole:
I would like to suggest that, from certain mater-
ials supplied from the grocery, the mother who cannot
afford to buy the regular kindergarten gifts can at least
follow in a general way some of the gift plays and thus
connect the kindergarten with the home. Lump sugar
is obtainable in two forms, rough-hewn cubes and cyl-
inders. Let the mother select as perfect shapes as she
can find, give eight of each to the child and ask him to
show her what he built in kindergarten that day. She
can call attention to the fact, that, because of their lack
of exactness, they do not lend themselves to building
as well as the more perfect forms he uses in kindergar-
ten. This will help him better to appreciate his kinder-
garten playthings.
She could then give him other small materials and
tell him he can have a kindergarten for his dolls. Peas
or cranberries will represent the first gift; pieces can be
cut from twigs or from a broomhandle for the cylin-
ders and tablets, rings, etc., can be cut from cardboard.
For sand he can utilize, as was suggested in a pre-
vious number of The Kindergarten-Primary Mag-
azine, in places where sand is not found by the
roadside, the various breakfast cereals. Corn meal
forms a good background in a cardboard box. With a
small spoon, furrows in the shape of letters or geomet-
rical designs can be made, and these filled in with ce-
reals of different colors, white Cream of Wheat, brown
Malted Food or Wheatena, etc. If these cereals are
moistened, the child can mould them into various
shapes and they are less sticky than flour. In the
Field Museum, Chicago, the altar designs of the Zuni
Indians, made on the floor with sand of different col-
ors and with cereals, will interest older children.
J. B., New York.
To the Chairman of the Committee of the Whole:
Maple sirup bottles have tin covers over the cork
tops. Collect all such covers from your friends and
they will be easily carried to the shore when kindergar-
ten parties are taken out for a day's excursion, and the
children want to mold the sand. They will serve also
as teacups for impromptu doll parties, or as cookey cut-
ters. Summer playground workers will find them useful
in the sand box.
A. C. J., Brooklyn.
To the Chairman of the Committee of the Whole:
Codfish comes in Cubical boxes which can be made
jnto cord-boxes by covering the exterior with pretty
wall-paper or kindergarten squares. Make a small hole
in the center of top. Place the ball of twine inside, with
one end coming through the opening, and glue the top
down. Occupation work for summer playground.
M. F., Yonkers, N. Y.
CORRECTION — In our May number, in our review of
"Idols of Education" by Charles Mills Galey, we cred-
ited it to the wrong publisher. It is published by
Doubleday, Page & Co., Garden City, N. Y. We hope
book will be widely read and discussed.
That the first grade teachers of Norwich, Conn., ap-
preciate the Kindergarten is evinced by the following
unsolicited testimonial of appreciation presented to
the Kindergartners of that city:
To the Kindergarten Teachers, Most Cordial Greeting:
Because we are sensible of the results of your work,
grateful for your help, your earnestness and patience,
and thankful for your sympathetic understanding of
the children, we wish to express our sincere apprecia-
tion, and to promise our hearty co-operation.
We believe that the kindergarten is of the greatest
benefit to the child. Experience has taught us that
the kindergarten child has a mind richer in its general
mental content, has better control of his body and fits
into school work more easily than the best untrained
child.
It is said there were 250,000 children in the Kin-
dergarten schools of the United States whose repre-
sentatives were present at the I. K. U. convention. — ■
St. Louis Globe-Democrat.
NEW BEDFORD, MASS.
Two graphophones have been placed in the kin-
dergarten here on trial.
278
THE KINDERGARTEN-PRIMARY MAGAZINE
HINTS^SUGGESTIONS FOR RURAL TEACHERS
CONDUCTED BY GRACE DOW
DEAR RURAL, TEACHER.— In undertaking this department I trust that my somewhat extended experience in
rural schools and my subsequent normal training and city school work may assist me in making it practically
helpful to you in your work with the little children. I understand the tremendous tax upon the time of any rural
teacher who is trying to do good work, the wide range of studies, the constant temptation to neglect the little ones
for the apparently more pressing need of the older classes and the lack of equipment necessary for the best work.
My hope is to assist you to secure better results with the small children, and I shall unhesitatingly recommend the
intelligent use of kindergarten material as likely to produce the best results with least expenditure of time. How
to use this material, what to select, what substitutes, etc., will be discussed from month to month in these columns.
INTRODUCTORY.
The suggestions to be given in this department will not
follow kindergarten lines closely. The conditions in
the average rural school do not permit thorough kinder-
garten work. A great deal can be accomplished, how-
ever, in many ways by the intelligent use of kinder-
garten material; taken as a whole there is no material
of any kind that can be used so successfully with child-
ren of the primary school age.
Its variety, cheapness, and attractiveness as to color
and form, its adaptability to constructive work, busy
work, etc., and correlation with language and number
lessons, etc., render it pre-eminently the material for this
purpose.
The rural teacher should always bear in mind the
fundamental purpose of the kindergarten and of all
work with the smallest children, viz.; the development
of power and self control rather than the performance
of tasks. The play spirit should dominate everything
and the child will learn much through self-activity in a
way that will not prove harmful. The kindergarten
work properly includes sense training with the added
values of constructive and imaginative activity.
In your work with the first grade pupils you will be
expected to teach language and perhaps number work,
regardless of whether there is any real advantage in
this at so early an age. Parents will expect it and I
think you will succeed best by intelligently correlating
the gift and occupation plays with the language and
number lessons, etc.
Care should be taken not to continue such work as
sewing, weaving, etc., which require considerable
strain on the eyes for any very great length of time.
The patience of the little pupils should never be taxed;
at the very first sign of weariness work should be
changed to something more relaxing, songs, games,
stories, etc., where such are practical.
The aim is not to make kindergartners of rural
teachers, but to give hints and suggestions relative to
the use of kindergaarten material in rural schools.
Rural teachers are invited to ask questions regarding
the work, either addressed to the Kindergarten-Pri-
mary Magazine, Manistee, Mich., or to Bertha John-
ston, 1054 Bergen St., Brooklyn, N Y., in charge of the
department entitled "The Committee of the Whole,"
WHAT MATERIAL TO PURCHASE
A teacher suggests: "If I could spare but one or two
dollars for kindergarten material to be used in my ru-
ral school where there is nothing of the kind at present
what would you advise me to buy?
Ans. An expenditure of but one dollar would be well
invested in my judgment in a paper box of a thousand
colored sticks, one to five inches in length, costing 25c;
100 plain slats, hardwood, costing 15c; a package of 400
cheap plain slats, costing 4c; 150 wooden beads, assorted
shapes and colors, costing 35c; a perforating needle and
a few sewing cards.
If two or three dollars were available I should get the
first gift, in paper box, also second, third and fourth
gifts in order to begin at the beginning, although for
immediate use weaving mats, clay for modeling, paper
and cardboard for cutting and folding, straws, tablets and
parquetry papers would be more effective in the work. I
regard the first gift as very important. It is used in
the kindergarten for teaching form, color and motion,
and direction, but every rural school child will doubtless
know the form of a ball and call it by name. The balls,
however, will be useful, in teaching motion and direction,
right, left, up, down, backward, forward, round and
round, etc. In my judgment, however, their greatest
value will be in the teaching of color; it is surprising
how many people of ordinary intelligence have wrong
impressions as to the six principal Colors and could not
select the standards from tints or shades; the balls
present an opportunity for learning these colors
thoroughly at an early age, making an impression that
may be retained through life; with an indelible mind pic-
ture of these colors, people in ordinary walks of life
will be supplied with much of their needs in the color
line.
The balls are also more attractive to the little child-
dren, I think, than any other material and will receive
their interested attention for a long time.
There are many ways in which the rural teacher can
use them; I suggest a few, in correlation with language
and number lessons. With a red ball in her hand, the
teacher may say: "Can you tell me the color of this ball?
Yes, red. Now I will tell the story of the color of the
ball on the blackboard;" and the teacher writes the word
"red," in both script and print on the blackboard,
"Did you ever see anything else the color of the ball?
Do you see anything else in the room of the same color?
Can you remember this color and bring me' to-morrow
from your home a bit of paper, ribbon or cloth in color
like this ball?"
It is always better to lead the children by suggestions,
rather than by direct questions, to an understanding of
that which you are endeavoring to teach. Lessons
similar to this can be conducted until all the balls have
been introduced; the comparison of samples of colored
material brought by the pupils, 'with the standard, will
serve permanently to fix the color in mind; they can be
invited to try again, and a little color chart can be
made by pasting the samples brought by the children
THE KINDERGARTEN- PRIMARY MAGAZINE
79
on cardboard to be displayed on the wall; the comparison
will be found helpful.
When the second ball is introduced the child may be
asked to tell how many balls there are; then the lang-
uage work can be continued to include, other character-
istics of the ball, as softness, it will bound, is made of
rubber, covered with yarn, etc., stories of wool and
sheep, the rubber tree, making rubber, making yarn,
shearing the sheep, etc. The children may be required
to write words placed on the board, on slates or paper
but if copying from the blackboard is done, care must be
taken to prevent eye strain. Lessons in motion, and direc-
tion, can be given with little rhymes and songs: Right,
left, tick tock, like the clock, round and round, etc.
Free play with the balls should be frequently allowed.
SECURING MATERIAL WITHOUT EXPENSE TO THE TEACHER
A large proportion of necessary kindergarten material
is always furnished in city schools, but in many rural
districts school boards do not understand the importance
of the material and are frequently not in favor of pur-
chasing it. Many rural teachers have succeeded in
establishing a precedent for the purchase of kindergarten
material in their district, by purchasing a small lot of
very necessary material, paying for same, and presenting
the bill to the school director or secretary, explaining to
him the importance of the material in her work, that it
is usual to furnish this material and it is of no personal
value to the teacher, aside from her work in the school.
In most cases the director will agree to present the bill
to the board; should the board refuse to order it paid
the teacher asks for the privilege of appearing before
the board at its next meeting, where she again states the
case and the bill is almost certain to be allowed if the
amount is small.
WHAT IS THERE IN THIS ISSUE THAT WILL HELP YOU AS A
RURAL TEACHER?
First the article by Dr. Jenny B. Merrill, entitled
'Rhythms and Games in a Model Kindergarten." Be-
ginning with the September number, Dr. Merrill will
have a series of twenty articles on the general subject,
"Special Helps for Village andiRural Schools, based on
the Kindergarten Gifts and Occupations. You should
read every article; they will help you greatly in your
work with the children. Other articles of interest in
this issue are as follows:
The addresses by Dr. Herbert Martin, Dr. Irving King
and Lucy Wheelock will give you a broad view of kin-
dergarten principles. The excellent article by Dr. W
N. Hailmann relative to the Montessori method will
help you, and if you will read the department entitled,
"The Committee of the Whole," Bertha Johnston, edi-
tor, throughout the year you will get a vast amount of
practical help. Every really efficient rural teacher un-
derstands the importance of ethical culture and char-
acter building and that department will help you.
The calendar, containing an appropriate design for
each month, may be made a useful and attractive fea-
ture of each month's work. This may be copied upon
the blackboard, or if scarcity of blackboard room will
not permit, upon a large sheet of bristol board.
It may be made a drawing lesson for the entire
school, the smaller children making the design more
simple by using only parts, such as the oblong, and one
flower or leaf. Colored pencils may be used, and the
children instructed to color the rose red, yellow, pink,
or white, whichever color they admire most. Very
good results may be obtained, if any wish the, white
rose, by using common dark brown wrapping paper
and blackboard crayon.
Start the month with a quotation:
"Ripples of laughter and kind, gentle words,
Make sweeter music than even the birds."
FIRST GIFT RHYME.
This is my ball, so round and bright,
Which is my playmate from morning till night.
This is the yarn that was wound so tight
To make my ball so round and bright
Which is my playmate from morning till night.
This is the wool, so downy and light,
Made into the yarn that was wound so tight
To make the ball so round and bright
Which is my playmate from morning till night
This is the sheep, so loving and white,
On which the wool grew so downy and light
Made into the yarn that was wound so tight
To make the ball so round and bright
Which is my playmate from morning till night.
This is the man who worked with his might
To shear the sheep so loving and white
On which the wool grew so downy and light
Made into the yarn that was wound so tight
Which is my playmate from morning till night.
— Gertrude Clayton, Asheville, N. C.
I have found that the children take great delight
in modeling with seed, and by means of this simple
and inexpensive device, can have very good exer-
cises in dispatch, sequence, form, etc.
1 supplied my kindergarten by saving the seed
from all the cantaloupes used for breakfast one
summer. Let each child have a good handful of
seed, and using them en masse, illustrate a song
as it is being sung. All for baby (Finger Plays
by Emilie Poulsson), is a good song to start with,
as the child can make the ball while singing:
"Here's a ball for baby,
Big and soft and round."
The ball can easily be changed into a hammer
while singing the next two lines:
"Here's the baby's hammer,
Oh, how he can pound!"
And so on through the song, the pictures can be
changed as quickly as the lines mention a new
object. A Little Boy's Walk in Summer is another
song suited to this exercise. — M. E. W., in North
Carolina Educator.
Absence of occupation is not rest,
A mind quite vacant is a mind distress'd.
28o
THE KINDERGARTEN-PRIMARY MAGAZINE
TRAINING SCHOOLS
News Items from Training Schools are Solicited
The graduating exercises of the Kindergarten Nor-
mal Department of the Ethical Culture School, New
York City, were held May 23rd. The address was given
by Miss Mary Hill of Louisville, Ky.
Miss Maud Norling of New York City, is now study-
ing with Miss Mills at New York University for special
kindergarten work. She will sail for Amoy, South
China, in September, and will have the distinction of
being the first kindergarten teacher in that field.
Miss Bertha Johnston is giving a course of lectures
to the students of the Kindergarten Training School at
New York University, The course deals with the or-
ganization of Mothers' Meetings and is intensely prac-
tical in its suggestions for readings, topics for discus-
sion, and general management.
The outlook for the Kindergarten Training Class at
New York University Summer School is most promis-
ing. The student body will include those who are pre-
paring to carry the message of the kindergarten into
foreign lands, and also native women from China and
Japan who are preparing for work in their respective
fields.
The Rhode Island Kindergarten League held its
monthly meeting at the Normal School, Providence,
April 28. The meeting was devoted to a discussion of
some of the results to be accomplished by the kinder-
garten. The speakers were Mrs. Pierce of the Webster
Avenue School, Miss Freeman of Benefit street, Miss
Colton of Grove Street and Miss Hamilton of the Nor-
mal School.
CHICAGO, ILL.
The annual reception of the class of 1912, Chicago
Kindergarten Institute, was given at the Lincoln
Park 'Casino, May 8th, and proved an unusually
brilliant affair. The program included an overture
by Mrs. John Richard Lindgren and Mrs. Ralph
Fletcher Seymour; folk songs by Miss Helen Ab-
bott, also by the students of the Chicago Kinder-
garten Institute; an excellent address by Prof.
James Rowland Angell of the University of Chi-
cago, closing with excerpts from "Cendrillon," a
fairy opera given by students of the Institute, as-
sisted by Miss Helen Abbott. Following are a list
of the graduates: Ruth Abbott Bailey, Oneida, N.
Y.; Edna May Barrows, Little York, 111.; Edna Dud-
ley Blish, Racine, Wis.; Frances E. Burmeister, Chi-
cago, 111.; Lydia Dietz, Chicago, 111.; Ethel Alice
Edwards, Chicago, 111.; Mary Flynn, Chicago, 111.;
Margaret L. Flanders, Chicago, 111.; Gladys Free-
man, Chicago, 111.; Mary Elizabeth 'Gilbert, Chicago,
111.; Gladys V. Gray, Chicago, 111.; Margaret Charles
Gross, Chicago, 111.; Marjorie Mcintosh Hart, Wil-
mington, 111.; Gertrude Kimble, Chicago, 111.; Carrie
Loeb, Chicago, 111.; Bernice 'Sherwood Ludlow,
Muscatine, Iowa; Bernice M. McClanahan, Paola,
Kan.; Jessie McDowell, Bluffton, Ind.; Ethel Mc-
Farland, Chicago, 111.; Mary Louise Moore, Tipton,
Iowa; Bessie Monahan, Chicago, 111.; Ethel A. Nis-
bet, Rollo, 111.; Mildred Norris, Chicago, 111.; Beat-
rice G. Oberndorf, Chicago, 111.; Eleanor Peterson,
Rockford, 111.; Margaret Colbertson Porter, Hamil-
ton, 111.; Hazel D. Royce, Lead, S. D.; Madge Sey-
ster, Oregon, 111.; Olive Esther iSkelton, Wilmette,
111.; Helen G. Smith, Bozeman, Mont.; Georgie
Edith Stone, 'Chicago, 111.; Maude M. Swingley,
Marshalltown, Iowa; Florence E. Wykes, Grand
Rapids, Mich.
GRAND RAPIDS, MICH.
Positions have been secured for next year by sev-
eral graduates of the Kindergarten Training School.
Miss Bertha Grove will go to Kent City to instruct;
Miss Ingeborg Simpson, of Manistee, will teach at
Frankfort, and Miss Amy Dickinson, of Grand
Haven, has accepted the position as Kindergarten
instructor of District No. 6 on the Knapp avenue
road. Miss Simpson and Miss Dickinson will grad-
uate in June.
STEELMANVILLE, N. J.
The social meeting of the Alumnae Association of the
Philoda Training School for Kindergartners was held
April 20th, 1912, at the School of Industrial Art, Brood
and Pine Sts. The meeting opened at 3 P. M. Miss
Francis Dalpe, one of the instructors of the James
Foster school, presiding.
A selected chorus of members, rendered a pleasing
selection, which was followed by an able paper on the
"Lessons of Spring," presented by Miss Mary Adair,
Principal of the Kindergarten Department of the Philoda
Normal School for Girls.
Miss Adair emphasized in a most attractive way, the
message of the spring-time. The key note was from
"Browning's Song in Pippa Passes," "The year's at the
spring," etc., with the strong note upon "God's in His
Heaven, all's right with the world."
She said the idea of revival or regeneration is very
fundamental in human thought, shared by the earth
and nature. To illustrate told the story of The Plant by
Slosson. The decay of the soul, its slumber and awaken-
ing is the story of the Christian religion. Told the Pro-
digal Son story, then went on with a Swedish Folk story
"The Fair Karen," mentioned such great dramas as
Faust, Dante's Divine Comedy also in this connection.
The last point was the decline and restoration of Nation-
al spirit, illustrated by an Irish Folk story "Eileen."
The next was a piano selection by Chopin delightfully
rendered by Miss S. M. Crowther. Then came a read-
ing from Browning by Miss S. Francis Van Kirk. This
was prefaced by a few remarks on the happy relation
between the poet and his wife. The poems were "Home
Thoughts from Abroad," "A Soccota of Galuppi,"
Herve Riel.
Two little Italian girls from the settlement music
school played the piano, and excited much interest.
The program closed with a child's story by Miss Maria
H. Stryker, which she originated and told in her own
happy way. The members of the Alumnae and their
friends then gathered in groups partaking of the simple
refreshments, and enjoying the good fellowship. The
past happy days were lived over again, joy in their pre-
sent work and anticipations of the future.
ETTA H. STEELMAN, Recording Secretary.
THE KINDERGARTEN-PRIMARY MAGAZINE
281
Moral Education
Moral education in the public schools should include
a knowledge of certain duties that each child should
perform. He should be taught that he owes certain
things to himself, such as cleanliness, not only of per-
son but of thought and speech; that it is his duty to
take proper care of his body so that it may be healthy
and grow to be large and active and strong. He should
be taught that he owes it to his mind to cultivate it,
to store it with knowledge, and beautiful thoughts, and
to train it so that he may think accurately, and act
discreetly. Many of the misfortunes of life result
from lack of proper thought. He should be taught that
he owes much to others — hence his duties to brothers
and sisters, to playmates and classmates, to teachers
and other friends, to the sick and aged, to neighbors
and even to strangers. As time goes on he should be
taught what he owes the school, the state, and society
in general and that it is his duty to begin even while
a child to discharge some of these duties by obeying
the rules and regulations of the school and the laws
of the municipality, the state, and the nation.
But instruction alone is not sufficient. Every school
should be so organized and so conducted as to furnish
numerous opportunities for moral training daily. The
course of study, methods of discipline, the recitation,
the study period, the playground, the social life of
the school should each furnish means for training and
testing pupils in right habits of conduct. A moral at-
mosphere should pervade the entire school. The sur-
roundings should be clean, attractive, and wholesome ;
the relation between teacher and pupils frank, kind,
and considerate; the spirit of industry, loyalty, friend-
ship, and helpfu'ness should pervade the entire school.
Under such conditions moral growth on the part of
the pupils is rapid and certain.
All authorities agree that the one most potent in-
fluence for the moral education of children in the
public schools is the personality of the teacher. Given
a great teacher of moral power, good results will
follow. Whatever the environment, the course of
study, the opportunities for moral training, it is the
teacher who makes the vital connection between these
things and the lives of the children. It is the teacher
who by patience, skill, love, and the example of a
noble life is the most effective school influence in
molding the character of children. In order that
teachers may do their work most effectively they
should be not only persons of excellent character and
ability, but they should also be carefully trained, so
that they may exercise their teaching powers most
effectively in molding the lives of their pupils.
The above extracts are taken from the report to
the N. E. A. of the committee on Moral Training in
the schools:
MORALS AND MANNERS.
Questions for pupils to answer :
1. What should you say when you meet a friend in
the morning? In the afternoon?
2. What should you say when you part from a
friend?
3. What should you say when you receive a gift or
a favor?
4. What should you say when you wish to leave the
table before the others?
5. What should you say when you pass before an-
other?
6. What should you say when a friend thanks you?
7. What should the boys do when they meet ladies
and gentlemen on the street whom they know ?
8. What should you do when you have injured
something belonging to another?
9. What should you do when you have lost some-
thing belonging to another?
10. What should you do when a new pupil comes
to school?
11. What should you say when you ask a favor?
12. How should you treat any schoolmates or any
people who are lame, or have humpbacks, or other
troubles from which they can never recover?
Ans. — I should never mention these troubles to the
people who have them, but by being very kind help
the people to forget them.
13. What should you do when anyone near you
falls or gets hurt?
14. What should you do when one of your class-
mates makes a mistake?
15. What should you do when you find something
that belongs to another?
16. How can you make yourself a pleasant visitor
to a little friend?
17. How can you make it pleasant for a little friend
to visit you?
18. How can a child make himself liked by children
younger and weaker than himself?
19. How should a child treat animals?
20. How should a child behave in public places?
You may keep yourself safe from fire but not
from an evil companion.
Tell me your company and I will tell you what
you are
We aim above the mark to hit the mark. — Emer-
son.
If you don't aim high you will never hit high.
282
THE KINDERGARTEN-PRIMARY MAGAZINE
PERSONAL MENTION
Our readers are invited to send us items for'this de-
partment. Kindly give your name when writing.
Mrs. A. M. Boer, of the Webster school, Duluth,
attended the I. K. U. meeting at Des Moines.
Miss Anna V. Caldwell, principal of the Kinder-
garten department of the Kearney State Normal
School, Kearney, Neb., was an attendant at the Des
Moines meeting.
A reception was given Miss Mabel 'A. MacKinney
by the Brooklyn Kindergarten Union, May 23rd, in the
Parish House of St. Mary's church, Glasson and. Wil-
loughby Avenues.
Miss Nettie Faris, director of the Kindergarten Train-
ing School, has been granted a fourteen months leave
of absence, beginning in October. She will go to Italy
to study Montessori methods.
Dr. Jenny B. Merrill has accepted an invitation from
the State Teacher's Association of New Hampshire,
which meets at Manchester Oct. 18th, to address them
upon Dr. Montessori's methods.
Mrs. Orietta S. Chittenden, supervisor of the Kin-
dergarten department of the 'Omaha schools; Miss
Gertrude Bailey, director at Miller Park; Miss Har-
riet Walker, director at Kellom, and Miss Anna Ste-
vens, director at Bancroft, attended the I. K. U.
meeting at Des Moines.
At the public meeting of the Alexandria, Va., free
kindergarten, May 21, at Young People's Building of the
Methodist Episcopal Church South, addresses were
made by Dr. Claxton, Commissioner of Education,
Washington, and Miss Katherine Watkins, general
superintendent of kindergartens in the public schools
of Washington,
The Misses Nina C. Vanderwalker, Martha Ander-
son, Laura Mason and Harriet Robbins, delegates
from the Milwaukee Normal School, and the Misses
Ruth Dreutzer, Avis McHenry, Frances Bechtner,
Pauline Peterson, Adelaide Bishop, Anna Grebel and
Ethel Skiles, representing the Froebel Union of Mil-
waukee, returned from the I. K. U. meeting at Des
Moines with many words of praise for the meeting.
CHANGE OF RESIDENCE
Miss Helen L. Greensfelder has moved from Oakland,
Calif., to Berkely, Calif.
Miss Susie G. Sandiford, from Oxford, Ga.,to Atlanta, Ga.
Ella Kasel, from Hermann, Mo. to Washington, Mo.
Miss W. J. Johnston, from New York City, to 758 St. Marks
Ave., Brooklyn, N. Y.
C. E. Ferguson, from Manila, P. I., to Monmouth, Ore.
Evelyn Barington, from Harrisburg, Pa., to Paxtang, Pa.
Miss Mae Goheen, from Mt. Vernon, S. D.. to Mitchell, S. D.
Bess M. Odekirk, from Jackson, Minn., to Wilmar, Minn.
A. L. Mcintosh, from Tama, la., to Okfuskee, Okla.
Stella Baumert, from Kipp, Kans., to Big Arm, Mont.
Miss W. M. Richards, from Wilburton, Okla., to Ryan
Okla.
Plinnie M. Canfield, from Woodhaven, N. Y., to Booklyn,
N. Y.
Harry Moyer, from'Ottawa. Kansas, to Havre, Mont.
Edwin Bnehrer, from Marlin, Texas, to Brenham, Texas-
Elmie M. Canfield, from Brooklyn, N. Y., to Patchogue
N. Y.
EDUCATIONAL NEWS
All patrons; of the magazine are cordially invited to
use these columns for announcing,lectures, recitals or
entertainments of any kind of interest to kindergart-
ners or primary teachers. Reports of meetings held,
and miscellaneous news items are also solicited.
In writing please give your name and address.
Baltimore, Md. — The old McKinne school property
is to be turned into a kindergarten and playground for
little girls.
Salt Lake City — "Book teas" are used as a means
of securing books for the kindergarten library. Each
invited guest brings a book.
South Norwalk, Conn. — Miss Hattie Parker and
MissJLaura Sherwood, kindergartners'at the Over River
school, gave a very successful May day party.
Sacramento, Cal. — A new kindergarten building to
cost $4,000 is to be erected atthe corner of Twenty-fourth
and N. streets, and one of like cost on the Oak Park
primary school grounds.
Jacksonville, Fla. — The usual kindergarten May day
party was held this year on the golf, St. Augustine Golf
club under the direction of Miss Margaret Bair in charge
of the kindergarten department of the public school.
Columbus, Ohio.— Mrs. Sol Loeb, of the Kindergar-
ten class of the B'nai Israel Sabbath School, celebrated
Mother's Day in which a large number of the children
took part. Mr. Harry Kohn/lelivered_a short address.
Boston, Mass. — Kindergartners are interesting
themselves in the Elizabeth Peabody fair to be held in
the interest of settlement work, now a world wide
movement conducted for the betterment of children
and unfortunates.
Bar Harbor, Me. — The library building which was
purchased by Mrs. John S. Kennedy and given to the
kindergarten has been remodeled and was dedicated
May 15th. Miss Evelyn Higenbotham and Miss Alice
Young are the kindergartners in charge.
Toledo, Ohio — The kindergarten play festival, May
22, was participated in by nearly 1000 kindergarten
children, from 35 kindergartens; the program included
a grand processional, songs, May pole games, imitation
games, skipping, dramatic, and gymnastic games and
a flag march.
Philadelphia, Pa. — Professor R. L. Garner, who re-
mained in an African jungle locked in a cage for several
months to study apes and monkeys, advocates the
establishment of a kindergarten for apes and monkeys
so they may be trained and educated like human beings.
He declares that monkeys are capable of thinking.
Professor Garner asserts he has mastered the monkey
language.
Milwaukee, Wis. — The Froebel Union have elected
the following officers:
President — Miss Ruth Dreutzer.
Vice-President — Miss Adelaide Ott.
Corresponding Secretary —Miss Prudence Sinyard.
Recording Secretary — Miss Marguerite Evans.
Treasurer — Miss Pauline Petersen.
THE KINDERGARTEN- PRIMARY MAGAZINE
283
ST. LOUIS, MO.
At the Child Welfare Exhibit held at the Coliseum
May 4-5, an exhibit of kindergarten classes with
kindergartners in charge was given.
MEDPORD, MASS.
Miss Lucy Kummer, Kindergarten teacher from
Boston, addressed the Mothers Council, May 2nd,
on "The Need of Co-operation in the Home and
School."
CHARLESTON, S. C.
Friday, May the 3rd, was rally day for the chil-
dren attending the kindergartens, who met at
Mitchell playground and enjoyed an afternoon of
special play.
PITTSBURG, PA.
A fine exhibition of art and hand work was given
at the Kindergarten College, May 9, under the aus-
pices of the Pittsburg and Allegheny Free Kinder-
garten Association.
OMAHA, NEB.
Supt. E. E. Graff, who attended the I. K. U. meet-
ing at Des Moines, has many good words for the
convention, and was especially impressed by the
Kindergarten exhibit.
INDIANAPOLIS, IND.
The Annual Playfest, given by thirty kindergart-
ners of Indianapolis, the outgrowth of the Teachers
College, of which Miss Eliza A. Blaker is superin-
tendent, was held May 25th and proved a decided
success.
PROVIDENCE, R. I.
At the April meeting of the Rhode Island Kin-
dergarten league, held at the Normal School, the
hour was devoted to a discussion by primary prin-
cipals and critics of "Some Results to Be Accom-
plished by the Kindergarten." The speakers were
Mrs. Ella M. Pierce, Webster avenue; Miss Mar-
garet M. Colton, Grove street; Miss Delia S. Free-
man, Benefit street, and Miss Hamilton of the Nor-
mal School. The different phases of work brought
out by the discussion interested all and gave very
helpful suggestions to the kindergartners.
WATERBURY, CONN.
Miss Mabel E. Benham, who has charge of the
Kindergarten department at the Driggs school, was
tendered a pleasant luncheon given in her honor at
Mrs. Thorpe's tea room on Grand street recently
by the teachers of that school. Miss Benham is to
leave the school at the end of the school year, when
she will be married to James A. Jackson, who is
connected with the engineering department of the
General Electric Co. in Schenectady. She was pre-
sented with a dozen solid silver spoons as a token
of the esteem in which she is held by her associate
teachers.
CINCINNATI, OHIO.
The Kindergarten Mothers' Association of the
Deaconess Home and 'Cincinnati Missionary Train-
ing School, Wesley avenue, held its annual May
social Thursday evening, May 2. Over three hun-
dred mothers, fathers and children were present. A
program of music and recitation was given by
friends of the Kindergarten.
WEST HAMMOND, INDIANA.
Miss Virginia Brooks, who was recently elected
president of the Board of Education, has vigorously
undertaken every form in the school here and pur-
kindergarten, trade schools, domestic science class-
es, and free night school. She maintains that the
poses to secure the establishment of play grounds,
truancy laws have not been properly enforced and
that "great big boys and girls cannot divide twelve
by three." She has declared war on the slot ma-
chine, and wine rooms, and driven the dives from
the main streets.
With her usual genius for leadership this young
politician has organized the women of West Ham-
mond into a band of self-appointed officers, the
chairman of each group to be responsible for the
conditions in two blocks, and to report to city of-
ficials any infringement of the law within her ter-
ritory.
"The trouble is," says Miss Brooks, "we don't
know our own blocks."
SAFE AND SANE FOURTH.
Until three years ago there was no reduction in
the number of casualties on the Fourth of July.
The daily and weekly press had long been cru-
sading against the wicked waste of limb and life,
but all to no avail.
In 1909 the Sage Foundation entered upon its
campaign. Twenty cities restricted the use of fire-
arms and dangerous firecrackers.
There were 5,307 casualties.
In 1910 the Sage Foundation had induced ninety-
one cities to legislate against danger, and introduce
interesting and safe and sane celebrations.
The casualties were reduced nearly one-half, to
2,923.
In 1911 the cities enlisted were 161, and the cas-
ualties were once more reduced, to 1,603.
This year they are confident of cutting it in two
once more.
It is not enough to prohibit dangerous practices.
We must substitute safe, sane and fascinating cele-
brations.
Information has been received from the City of Mex-
ico that Miss Berta von Glumer has been appointed to
the position of Supervisor of kindergartens under the
National regime. Miss von Glumer is of German-Span-
ish parentage, and has been carefully trained for this
specific work in New York City by Miss Harriette
Melissa Mills. Interesting developments in Kinder-
garten Education are assured to Mexico through the
appointment of this gifted young woman.
2«4
THE KINDERGARTEN-PRIMARY MAGAZINE
THE SECRET.
We have a secret, just we three,
The robin, and I, and the sweet cherry tree;
The bird told the tree, and the tree told me,
And nobody knows it but just we three.
But of course the robin knows it best,
Because he built the — I shan't tell the rest ;
And laid the four little some things in it —
I'm afraid I shall tell it every minute.
But if the tree and the robin don't peep,
I'll try my best the secret to keep;
Though I know when the little birds fly about
Then the whole secret will be out.
SOLOMON GRUNDY.
(Revised.)
Solomon Grundy,
Born on Monday,
Tonsils removed on Tuesday,
Vaccinated on Wednesday,
Appendicitis on Thursday,
Operation on Friday,
Died on Saturday,
Autopsy on Sunday,
This was the end
Of Solomon Grundy. —Life.
GLEANED FROM THE PRESS.
There are two kinds of cranks; one sits on the
tail of progress and shouts "Whoa" through a meg-
aphone, the other turns on the steam and says:
"Clear the track." — American Primary Teacher.
Keep out of the pasture if you dislike the frolick-
ing of lambs; keep out of the schoolroom when the
buoyancy of childhood gets on your nerves. — Am-
erican Primary Teacher.
The highest success of a philanthropic movement
is to make itself unnecessary. It is most useful
when it is useless. — Florida School Experience.
The teachers' institutes are far from being perfect
or ideal, but they have great staying qualities, which
has never been true of any of their substitutes.
The county institute .seems to be more firmly es-
tablished today than ever before and much more
useful. — American Primary Teacher.
Kindergartners declare that among the many so-
cial courtesies extended the delegates attending the
International Kindergarten Union, none was more
enjoyable than the reception given Thursday even-
ing at Hoyt Sherman Place with the Des Moines
Women's Club members as hostesses. Miss Jean-
nette Ezekiels, director of the Drake University Kin-
dergarten Training School, introduced the guests to
the receiving line, which included Mrs. W. O. Rid-
dell, president of the Women's Club; Miss Mabel
MacKinney, president of the International Kinder-
garten Union; Mrs. B. F. Carroll, president of the
State Congress of Mothers; Miss Caroline Murphy,
president of the Froebel Association; Miss Hortense
Orcutt, of Savannah, Ga., second vice-president of
the International Kindergarten Union; Mrs. Homer
A. Miller, president of the State Federation of Wom-
en's Clubs; Mrs. James Hanna; Miss Luella A. Pal-
mer, corresponding secretary; Miss Netta Faris,
recording secretary; Mrs. Charles F. Johnson, presi-
dent of the City Union of Mothers' Clubs, and Miss
Bessie Park, supervisor of the Des Moines Kinder-
gartens.
During the evening a musical program was pre-
sented by Dean Holmes Cowper, the Misses Marie
and Georgine van Aaken and Miss Helen 'Sauiri.
Refreshments were served in the dining-room, which
was in charge of Mrs. Ella Ford-Miller, Mrs. Henry
Hirsch and Miss Irene Hirsch. Assisting in serving
were a group of young women from the Drake Uni-
versity Training School.
"Amateur Day" as celebrated by the members of the
Rhode Island Kindergarten League at the last meeting
proved au unusual and very successful entertainment.
The programme opened with selections by the "Bo-bo
Band," Misses Dean, Manchester, Lewis, Pettis, Hanra-
han, Mecorney, Sampson and Mackie, with Miss Walker
as leader. Miss Mildred Sampson gave a recitation. "A
Pocket Edition of Barbara Frietchie," and Misses Pettis,
Mecorney and Walker added vocal music, the latter
winning especial applause with her "Old Maid Song."
Miss Hanrahan was the dancer, Miss Manchester the
monologuist and Miss Bereton the strong lady. Re-
freshments were served at the conclusion of this new
departure in the league programs.
Training for efficiency wards off many temptations
as well as leads to the development of much that is
good. Wholesome labor employs the mind, exercises
the body, and may be one of the best ways to ennoble
the soul. One's occupation and his attitude toward
his work are among the chief factors which make or
mar his character. The person out of employment, or
who through inefficiency is unable to care for and
support himself and those dependent upon him, is
constantly tempted to do that which is wrong. Hence
the importance from a moral standpoint for giving
such vocational training as will aid women to care for
the home properly and men to make an honest living.
The Northern Michigan Line of Steel Steamers
Are among the finest on the Great Lakes; they in-
clude the steamships MANITOU, MANISTEE, ILLI-
ONOIS and MISSOURI. Their time card will be found
in another column.
The oldest and best school agency in the South is
the Dewberry School Agency of Birmingham, Ala., of
which R. A. Clayton is manager. This Agency places
teachers over the entire South and Southwest at all
times of the year.
r| »» T« I AM Renew your subscribtion now
•civ/1 lU Jnil. for next year and have it :
JJV iQtq tied. Remember, this offe
.for next year and have it
Q4o tied. Remember, this offer
,a1,3 good only till Aug. 25, 1912.
lOW /t» ,|
fta J I
To JAN.
1914
Teacher's Agencies
-THE-
NORTHWESTERN TEACHERS' AGENCY
310-311 Providence Building
DULUTH. MINN.
The TEACHERS' EXCHANGE of Boston
Recommends Teaches, Tutors and
Schools. No. 120 Boylston street.
THE PRATT TEACH ERS' AGENCY
Recomends college a "d normal gradu-
ates, specialists, and other teachers to
colleges, public and private schools, in
all parts of the country. Advises pa-
rents about schools.
WM. O. PRATT, Manager
70 Fifth Avenue New York
MIDLAND SPECIALISTS AGENCY
Station A. Spokane, Wash.
We will have openings for a large num-
ber of Primary and Kindergarten teach-
ers. No enrollment fees. Blank and
booklet for the asking.
REGISTER WITH US.
We need Kindergarten Teachers, Supt.,
Principals, Teachers of Science, Math-
ematics and Language.
OHIO VALLEY TEACHERS' AGENCY
A. J. JOELY. Mgr.
MENTOR., KY.
WESTERN TEACHERS' AGENCY SfflS
WewantKindergarten, Primary, Rural
and otherteachers for regularor special
■work. Highest salaries. Send for lit-
erature and enroll for the coming year.
P. Wendell Murray, Manager,
Unemployed Teachers
IF FOR ANY REASON YOU HAVE
NOT ACCEPTED WORK FOR THE
SESSION OF 1911-1912 WRITE ME.
MANY UNEXPECTED VACANCIES
OCCUR ALL DURING THE FALL
AND WINTER. THEKE ARE ALSO
MANY SCHOOLS WHICH DO NOT
OPEN UNTIL LATE IN THE FALL.
OVERFLOW TEACHERS ARE CON-
STANTLY NEEDED SOMEWHERE;
WE CAN GENERALLY TELL YOU
WHERE. IF OPEN, WRITE FOR
INFORMATION ABOUT THE
SOUTH'S NUMEROUS OPPOR-
TUNITIES.
W. H. JONES, Mgr. and Prop.
COLUMBIA, S. C.
POSITIONS
Our Facilities Unsurpassed.
The Bowen
Teachers'
Agency
333-4-5 Hood Building,
BIRMINGHAM, - ALABAMA.
A HELPFUL SUGGESTION
Grade teachers, Summer School workers, and Sunday School teachers
will find sheets ruled and printed as shown below valuable as a means of
making more or less permanent some of the mottoes or texts the child-
ren have learned, and as a kind of happy occupation.
They have a decorative border and faint guide lines. Upon the latter
have the children (after practice on practice paper) print in pretty letter-
ing the mottoes or texts learned. This gives opportunity for correct plac-
ing as some mottoes have many words and others few and hence spacing
would be different in order to be in good taste. Children's attention could
be called to the many cards now printed with sentiments thereon and
they could be trained to observe why some are more artistic than others.
Older children may study various kinds of type.
After half a dozen or so have been thus printed by the children's
busy fingers, holes can be punched and the sheets tied together for a gift
to parent or friend. Such a gift, showing the child's progress in handiwork,
is more valuable than a purchased gift, altho some parents need to be
educated to an appreciation of this fact.
If a dozen sheets are thus made and put aside until the end of the year
they can be put together with a calendar for the month pasted upon each
one and be presented as an appropriate New Year's gift. Bertha Johnston.
&
5r.
These blanks can be gotten out at any printing office, but can be ob-
tained perhaps more cheaply, of the American Kindergarten Supply
House, Manistee, Mich. Price for a package of 50 sheets, 10c prepaid.
BOOK LOVERS* CORNER
The Riverside Readers. By James H. Van Sickle,
Wilhelmina Seegmiller, assisted by Frances Jenkins.
Illustrated by Lucy Fitch Perkins. Cloth, 250 pages,
Price $ .55. Published by Houghton Mifflin Co., Bos-
ton, New York and Chicago.
We have received number four of this excellent series
of school readers. We advise all teachers teaching lan-
guage in any grade to correspond with Houghton Mif-
flin Co. relative to these readers before making recom-
mendations for adoption.
FAIRY TALES a Child can Read and Act. By Lil-
lian E. Nixon, M. A. Cloth, 147 pages. Price! .75.
Published by Doubleday, Page & Company, Garden
City, New York.
This volume contains a number of those juvenile
classics which have delighted generation after genera-
tion, arranged with full directions for acting. Children
the world over love to enact the tales they read and
Miss Nixon has made this easy by her simple instruc-
tions as to costume (all of which may be made at
home), dialogue, and playing.
Few children will be able to resist the appeal of Lit-
tle Red Riding-Hood, Alice in Wonderland, Pinocchio,
etc. The drawings by Evelyn von Hartmann lend much
charm to the pages and give as well sharp and helpful
impressions of the proper appearance of the charac-
ters.
HEART THROBS. Vol 2. Illuminated cloth. 448
pps. Published by Chappel Pub. Co. Ltd., Boston,
Mass.
An excellent volume for use in ethical culture or char-
acter building. It is filled with verse and prose, old and
new, that touch the heart and appeal to the best that is
within us, Ideal for use in schools.
TRANSFERRING PICTURES
The method of transferring with carbon paper is
doubtless familiar to all.
Two sheets of this paper can be purchased at any
store book for five cents, and one sheet may be used
repeatedly.
If the picture to be reproduced is one we would not
care to have defaced it should be traced on transparent
paper and the copy used in transfering.
Though this method may be employed to an advan-
tage by the teacher in her private work it is not practi-
cal for the class room.
Often we would have our pupils work out a design
first on practice paper and later transfer it to a book
cover, or card but we can not afford to supply an entire
class with carbon paper.
I have found the following device a convenient sub-
stitute.
Rub a soft lead pencil or black crayola over the back
of the design. Place it face up with the black surface
in contact withithe material upon which the copy is to
be made.
Trace with a hard pencil working on a hard surface.
Easter greetings, and designs worked out first on
practice paper, or cut from newspapers, magazines, etc.,
may in this way be transferred to card or booklet by
the smallest children. — Selected.
DAILY PREPARATION.
Preparation for a day's work or a single lesson
is never i omplete till the teacher has answered ques-
tions like these, satisfactorily: Have I put just as
much freshness and variety in this work as I can?
Have x l ied my best to put myself in -e place of
these children, and to look at things through their
eyes? Have I provided for their natural restlessness,
by pleasant surprises, and fresh ways of presenting
rhings? Ask yourself these questions at least once
"ach week. — School Education.
WILL CARLETOfS
MAGAZINE
EVERY
Contains each month the latest Poems, Sketches,
Editorials, and Literary Talks of Will Carleton, author
of "Farm Ballads", "Farm Legions", "City Festivals",
"Over the Hill to the Poorhouse", etc. Each one brim
full of the same qualities that have made him world-
famous.
Contains each month poems by the greatest woman-
poet Margaret E. Sangster. Also some of the best work
of other distinguished poets,
Contains best of additional literature by popular
authors.
Contains ten complete Departments, each ably and
interestingly edited. Handsomely Illustrated, and fine-
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Price* $1.00 per Year. 10 cents a copy.
SPECIAL — To any one mentioning in his or her
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Carleton's Magazine for Six >ionfhs, on receipt
of Twenty-Five Cents. Address,
EVERYWHERE PUBLISHING CO.
BROOKLYN, N. Y.
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THE
KINDERGARTEN-PRIMARY
MAGAZINE
VOLUME XXIV
September 1911— June 1912
THE KINDERGARTEN MAGAZINE COMPANY
NEW YORK CITY AND MANISTEE, MICH.
Office of Publication
MANISTEE, MICH.
Index to Volume XXIV— 1911-1912
Relating to More Rapid Progress — Lucy
Wheelock, Emilie Poulsson, Susan E.
Blow, Mrs. M. Kraus Boelte, Annie
Laws, Alice E. Fitts, Dr. Merrill, - 1
Editorial Notes, 4, 117, 145, 171, 199, 227
The Vital Element in the Kindergarten
—Dr. W. N. Hailmann - - 4
"Kindergarten It Shall Be"— Lucv Wheel-
ock, - - - - - 8
The Kindergarten of the Future — Frank
Edson Parlin, 10
Lucy Gain's Inspiration — Una Louise
Gillette, - - - - 13
The Child as the Center of Correlation in
the Kindergarten — Amy E. Tanner - 15
The Training of the Kindergartner—
Ruth E. Tappan, - - - 18
Aesthetic Development of Children at the
Kindergarten Period — Caroline Craw-
ford, .... 21
Kindergarten Daily P ro g r a m — N o r a
Keogh, ....
24, 25, 45, 69, 99, 134, 155, 185, 207, 242
A Practical System in Folding, Cutting,
and Modeling — A. Louise Woodford
Mother Goose Rhymes as Subjects for
Paper Cutting, etc., 27
For More Rapid Progress — Willette A.
Allen, Nina C. Vandewalker, Dr. W. N.
Hailmann, - - - - 31
Aphorisms-The Kindergarten in the Pub-
lic School— Dr. W. N. Hailmann - 32
The Bunny Rabbit— Sarah Josephine Al-
bright, .... 37
The True Relation of the Kindergarten
and Primary School— Mrs. W. K. Lin-
scott, .... 37
Only a Black Bird— Helen I. Castella, 42
Aesthetic Development of Children at the
Kindergarten Period — Caroline Craw-
ford, .... 42
The Little Tree's Lesson-Helen I. Castella 51
A Letter from the Choo-Choo to Tiny
Boys and Girls— Helen I. Castella, - 51
For First Gift, 51
Play for Second Gift, ~ - 52
Not Pedagogical — Blanche Chalfant
Tucker, 52
The Happy Family — Lena F. Buck, - 52
Kindergarten Game- "The Fairy Hours"
— S. A. Turk and Jennie Turk, - 53
How Anna Helped Two Little Boys —
Carrie C. Rennie. - - - 55
Memory Gems, - 56
More Rapid Progress — MaryE. Law, 61, 62
Danger Signals in Young Children —
Maximilian P. E. Grossman, - 63
Dr. Montessori's New Method in Infant
Education, - - - - 63
A Problem Solved,
67
The Every Day Adventures of Albert and
Annabal — Lelia A. Reeve, - - 71
About Bobbie and Sally Winifred-Garrett
Williams, - - - - 76
Winifred at Kindergarten — Garrett Will-
iams. .... 77
Thanksgiving Song,
79
God Bless Our Father Land— 0. W.
Holmes, 79
A Thanksgiving Recipe, - - - 79
Thank You Day, ... 79
A Thanksgiving Letter to Grandma, 79
William Cullen Bryant, - - 78, 81
Kindergarten Growth, - 82, 140, 170, 192
Educational Toys Appealing to the Sense
of Touch— Jenny B. Merrill, Pd. D. 87
The Kindergarten — Its Influence upon
Higher Education— Richard G. Boone, 89
Abstract in the First Gift-Beatrice Louy, 93
A New Method in Infant Education-
Jenny B. Merrill, Pd. D., - - 96
A Toledo Kindergarten • - 101
A Day with Bobbie at the Kindergarten
—Garrett Williams, - - 103
The Everyday Adventures of Albert and
Annabel, II — Lelia A. Reeve, - 103
How Bobbie Ran Away from Home and
was Brought Back Again— Garrett Wil-
liams, - 103
INDEX— Continued
When Bobbie was Five Years Old— Garrett
Williams, - - - - 107
The Christmas Tree, - - 108
John Greenleaf Whittier, - - 109
It was an Old, Old, Old, Old Lady— H. B.
Bunner, ... - 110
Ethical Culture, - 111, 142, 168, 197
The Social Side of the Kindergarten
Jenny B. Merrill
The National Child Welfare Conference,
its Works and its Relation to Child
Study— G. Stanley Hall, - 120
How Every School May be a Child Wel-
fare Conference — William H. Allen, - 124
The Kindergarten Out Doors: Gardens, I
— Anna E. Harvey, - - - 125
The Kindergarten Out Doors: Walks and
Excursions, II — Mrs. Alma Oliver Ware 126
The University and the Kindergarten —
Dr. Burtis Burr Breeze, - - 130
Abraham Lincoln — Grace Dow, - 139
Helpful Hints and Suggestions, 141, 167, 196
Homelv Plavs in the Kitchen— Jenny B.
Merrill, - - - " - 146
TheFroebel Pilgrimage — Lucy Wheelock, 147
The Kindergarten Movement in Des
Moines — Minnie Waite Rozelle, - 150
Abstract of Lecture on Third and Fourth
Gifts— Helen Laskey, - - 152
Growth of the Kindergarten in the South
— Myra Winchester, - - 153
Reed and Raffia Construction Work in
Primary Schools, - - 159, 188
Stories of the Month as a Basis for Gift
and Occupation Plays, - - 162
Henry Wadsworth Longfellow, - 162
James Russell Lowell, - - 163
George Washington — Grace Dow, - 164
Heroism, .... 164
To be like Washington, - 164
Stories, Memory Gems, etc., - 165
St. Valentine and the Fairy— Grace Dow, 166
Homely Kitchen Plays — Jenny B. Merrill,
Pd. D., 172
The Kindergarten as a Factor in Edu-
cation for Efficiency — Bertha M. Mc-
Conkey, - 175
The Application of Froebelian Principles
to Teaching in the Grades— Emma B.
Colbert, .-- - 178
Peace Heroes— Katherine D. Blake, r 179
Teaching Humor— Margaret E. Schallen-
berger, .... 179
118 Moral Instruction ofthe Child-C. E. Rugh 180
Imitation and Habit in Moral Education
— Horace H. Cummings, . - 183
The Altruistic Tendency -James T. Joyner, 184
Toys in the Kindergarten— Jenny B.
Merrill, Pd. D., ... 191
19th Annual Meeting of the International
Kindergarten Union at Des Moines, 194
Meeting of the Kraus Alumni Association 198
A Visit to Miss Luella A. Palmer's Kinder-
garten—Dr. Jenny B. Merrill, - 200
The Home and School Life— James M.
Greenwood, - - . 202
Characteristic Phases in the Personalitv
of Children— Dr. Jenny B. Merrill, - 203
Growth of Personality of Child— Dr. Jenny
B. Merrill, - . . 204
Friedrich Froebel— Grace Dow, - 211
Des Moines Kindergartens, - - 213
Grandma's Luncheon — Margaret D. Ply-
mpton, - 215
Willie's Rabbitt— Grace Dow, - 216
Moral Education— James J. Joyner, - 216
The Presnt Status of Education in The
Elementary Schools-Ella Flagg Young, 217
Unity of Ideals and Purposes in Teachers
as Gained from Professional Training
—Alfred C. Thompson, - - 218
To Exercise the Heroic Impulses; A Sub-
stitute for Military Drill— Berth John-
ston, .... 220
Annual Meeting I. K. U. at Des Moines,
April 29-May 3, - - - 224
A Visit to Miss Stella A. Palmer's Kinder-
garten—Dr. Jenny B. Merrill, - - 228
Report of an Address on Kindergarten
Music given at the Ethical Culture
School by Dr. Dykema — Dr. Jenny B.
Merrill, .... 229
INDEX— Concluded
Moral Training —The Personality of the
Teacher— John W. Carr, - 230
Enduring Verities in Education — Dr. M.
V. O'Shea, - - - - 233
Play the Game— Dr. Luther H. Gulick, 235
Playgrounds and Health— L. H. Weir, 236
The Place of Certain Kindergarten Prin-
ciples in Modern Educational Theory
—Dr. Irving King, - - - 239
Training Sub-Normal Children — Geo. W.
Twitmeyer, ... - 240
Teaching Morals — J. Howard Moore, - 241
N. E. A. at Chicago, - - - 241
The White Flower — Mary M. Heston, 244
Bird Day and Arbor Day — Grace Dow, 245
Hon. Charles H. Doerfiinger — Bertha
Editorial Notes,
257
Johnston,
246
Kindergarten Founded on the Nature
of Child hood— Dr. Edward Conradi, 248
Does Kindergarten Training Aid the
Child's School Work? - - 248
Rhymes and Recitations for little Folks, 249
Rhythms and Games in a Modern Kin-
dergarten— Dr. Jenny B. Merrill, 259
A Glimpse of the Montessori Method—
Dr. W. N. Hailmann, Ph. D. - 261
The Function of the Kindergarten in the
Public School System— Lucy Wheelock, 263
Problems in Philosophy which affect
present Educational Ideals — Dr. Her-
bert Martin, - - - 264
The Place of certain Educational Prin-
ciples in Modern Educational Theory —
Dr. Irwing King, - - 269
Vocational Training — James H. Day, 273
Game of Rock-a-by-baby — Laura Roun-
tree Smith, - - - 274
The Strawberries, - - 274
The Committee of the Whole— Bertha
Johnston, - - - 276
Hints and Suggestions for Rural
Teachers — Grace Dow, - - 278
Training School Notes,
Personal Mention,
Educational News,
280
282
282
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