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The  Motessori  Method  jJSt^lSZ^^ 


SEPTEMBER,  1912 


INDEX  TO  CONTENTS 

Editorial  Notes,  ...-..- 

How  to  Apply  Kindergarten  Principles  and 

Methods  in  Village  and  Rural  Schools,  Dr.  Jenny  B.  Merrill, 
The  School  Master  and  the  Cabbages,         R.  M.  Bean, 
The  Montessori  Method  and  the   Kinder- 


garten, -  -  • 

A  Year  in  the  Kindergarten, 
A  Church  Playground, 
Being  Well  Born, 

Report  of  Committee  of  Investigation, 
Woman  and  the  Ballot, 
Directing  Native  Impulses, 
Teach  About  Sexes  of  Animals, 
The  Committee  of  the  Whole, 
The  Black  Nicks  and  the  White  Nicks, 
What  the  Drug  Habit  Means, 
A  Prayer,  - 

Booklet  Designs, 
Knots  and  Stitches, 
Upon  Presenting  the  First  Gift  Balls  to  a 

Baby, 
Kindergarten  Growth, 
Calendar  for  September, 
New  Kindergarten  Games  and  Plays, 
little  Pieces  for  Little  People, 
A  Program  for  Columbus  Day, 
Hints  and  Suggestions  for  Rural  Teachers,  Grace  Dow, 
Educational  News,  ..... 

Training  School  Items,  .... 

Personal  Mention,  -  -  -  - 


W.  N.  Hailmann,  Ph 
Harriette  McCarthy, 
Dr.JennjyB.  Merrill, 
David  Starr  Jordan, 
Nina  C.  Vandewalker, 
Dr.  Luther  H.  Gulick, 

Prof.  C.  H.  Henderson, 

Dr.  Mary  Blount, 

Bertha  Johnston, 

Susan  Plessner  Pollock 
Charles  R.  Tovvne, 

Marguerite  B.  Sutton, 


2 
4 

D.,  6 


Bertha  Johnston, 

Marguerite  B.  Sutton, 
Laura  Rountree  Smith, 
Laura  Rountree  Smith, 


10 
10 
11 

14 
14 
14 
15 
17 
17 
17 
18 
19 

20 
21 
21 
22 
23 
24 
26 
27 
28 
28 


Volume  XXV,  No.  1. 


$1.00  per  Year,  15  cents  per  Copy 


RELIABLE  TEACHERS'  AGENCIES  OF  AMERICA 


The  TEACHERS'  EXCHANGE  of  Boston 

Recommends  Teachers,  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 
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REGISTER  WITH  US. 

We  need  Kindergarten  Teachers,  Supt. 

Principals.  Teachers  of  Science,  Math- 

ematics  and  Language. 

OHIO  VALLEY  TEACHERS' AGENCY 

A.  J.  JOELY.  Mtfr.  MENTOR,  KY. 


We  wantKindergarten,  Primary  ,Ru: 
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Unemployed  Teachers 

IF  FOR  ANY  REASON  YOU  HAVE 
NOT  ACCEPTED  WORK  FOR  THE 
SESSION  OF  1912-1913  WRITE  ME. 
MANY  UNEXPECTED  VACANCIES 
OCCUR  ALL  DURING  THE  FALL 
AND  WINTER.  THEKE  ARE  ALSO 
MANY  SCHOOLS  WHICH  DO  NOT 
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OVERFLOW  TEACHERS  ARE  CON- 
STANTLY NEEDED  SOMEWHERE; 
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TUNITIES. 

W.  H.  JONES,  Mgr.  and  Prop. 
COLUMBIA.  S.  C. 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  PROVIDENCE  BUILDING 
DULUTH.  MINN. 


HOME  OCCUPATIONS 

FOR  BOYS  AND  GIRLS 

By   BERTHA    JOHNSTON 

"Mother  finds  some  happy  work  for 
idle  hands  to  do,"  is  the  idea  that 
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this  most  excellent  little  volume. .  .  . 

16mo.  Cloth.    50c,  postpaid. 

GEORGE  W.  JACOBS  &  CO., 


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PHILADELPHIA 


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Books 

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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  recitation — 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 

The  MONTESSORI  METHOD  J7 ■'  * 

Marie  Montessori's  own  book,  latest  edition,  price  $1.75, and  the  \  /      I  II 
Kindergarten-Primary  Magazine  one  full  year,  both  for  fy  m  •  1  \J 


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RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Whcelock's  Kindergarten 
Training  School 


134  NEWBURY  ST. 
Boston,  Mass. 


Regular  course  of  two  years.  Special 
course  of  one  year  for  post  graduates. 
Students'  Home  at  Marenholz.  For  cir- 
culars address, 

LUCY   WHEELOCK 


KINDERGARTEN  TRAINING  SCHOOL 

H2   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 


HATTIE  TWICHELL, 

«PR!NC,Firci.l>— LOKOMRADOW,    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 


BOWLDEN  BELLS 

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From  $8.00  to  $25  00 

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From  $25.00  to  8125.00 

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Northville,  Mich 


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KINDERGARTEN 


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SUMMER  TERM 

June  18  Aug.  9 


KINDERGARTEN  COURSE 

All  Kindergarten  subjects.  Credits 
applied  on  Freshman  and  Junior  years 
if  desired, 

PRIMARY  COURSE 

Primary  Methods 
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Credits  applied  on   regular   Primary 
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Send  for  iolder  giving  full   informa- 


5-1200    MICHIGAN    BLVD. 

CHICAGO,     ILL. 


PRATT  INSTITUTE 

SchoolofKindergartenTraining 

Brooklyn,  N.  Y. 

Kindergarten  Normal  Course,  two 
years.  Special  Classes  for  Kindergart- 
nersand  Mothers.  Froebel  Educational 
Theories;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work, 
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Study,  Music  and  Art,  Model  Kinder- 
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Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1913-13  opens  Sept.  30. 


The  Tenth  Gift 


Stick  Laying  in 
Primary  and 
Rural  Siho :  Is. 

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.Shulls.  Manistee, Mich. 


PTTSBUROH  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. 


THE  NEWYORK  KINDERGARTEN 
-ASSOCIATION- 

UNUSUAL    ADVANTAG 
GRADUATE  STUDY 

Season  of  1912-1913 

PUBLIC  LECTURES 

Hamilton  \V.  Mabie;  Prof.  Arthur  \V. 

Dow,  Teacher's  College;  Miss  Susan 

E.  Blow. 

GRADUATE    COURSES 

Games  Playground 

Great  Literature  Program 

Kindergarten  Gilts  /    Psychology 
Mother  Play   -  Supervision' 

Kindergarten  Occupations 

TUITION  FREE 
Apply  for  Prospectus  to 

Miss  Laura  Fisher 


TRAINING  SCHOOL 


The  Buffalo  Kindergarten  Association 

Two  Years'   Course. 

Vor   ps.rtieulars   address 

MISS   ELLA   C.   EUDER, 
x<»    I>e!:«»:ue    4vpnue,       -       Buffalo.   N.    T. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOE 

CERTIFICATE,    DIPLOMA    AND 

v<»K^j4f,    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGiLBY.  Registrar 

ttiooard    Building,       -       23    Fountain    St. 

OR  AND    RAPTDS,   MICH. 


■CLEVELAND. 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  Til  E 

National   Kinderg-arten  Colleg-e 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 
Course  of  study  under  direction  of  Eliz- 
abetb  Harrison,  covers  tw  o  ye-ars  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA    FARRIS,    Principal 


AH!  k  II  a  forty-page  booklet 
PI  All  and  Our  Workshop,  an 
1  Lnil  illustrated  folder,  will 
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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'   Ag-ency3 

Columbia,  South  Carolina. 


feELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

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Diplomas  granted  for  Regular  Kindergarten  Course  (two  years), 

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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. 


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  Harfc  TRAINING  SCHOOL 

l?lldd  IIQIl  5  For    Kindergartners 

3600  Walnut  Street.  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
Trainers'  Courses.    Five  practice  Kin- 
dergartens.   Opens  October  1st.  1U12. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 
The  Pines,  Rutledtfe.  Pa. 


OHIO,   TOLEDO,   2313   Ashland    Ave. 

THE      MISSES     LAW'S 


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    Tears'   Course. 
For   circulars,    address 

MISS  CORA  WEBB   PEET, 
16   Washington   St.,       East  Orange.   N.   3. 


PESTALOZZI-FKOEBEL 

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  tor  Graduate  Students.  A  course 
In  Home  Making.  Includes  opportunity  to 
become  familiar  with  the  Social  Settle- 
ment movement  at  Chicago  Commons.  Fine 
equipment.  Forclrculars    and    Information 

MRS.    BERTHA    HOFER-HEGNEB, 

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. 


Northwestern    and   Chicago    1'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 

1816  Colombia  Road  N.  VV.,  WASHINGTON    D.  C. 

The  citizenship  of  the  future  depends  on  the  children  of  today. 

Susan  Plestner  Pollok,  Principal. 

Teachers'  Training  Course — Two  Years. 

Bummer  Trailing  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, 

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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. 


Volume  25,  No.  1 

EDITORIAL  NOTES. 

A  monstrosity.     A  frivolous,  irreverlant  wo- 
man trying  to  fill  the  place  of  a  kindergartner. 


WE  are  pleased  to  announce  that  Honorable 
P.  P.  Claxton,  U.  S.  Commissioner  of  Education, 
has  promised  to  write  one  or  more  articles  for  this 
magazine  during  the  coming  year. 


The  Montessori  Method  is  on  trial.  Its  value 
has  not  yet  been  demonstrated.  It  can  never  be 
a  substitute  for  the  kindergarten,  but  may 
accomplish  efficient  supplementary  work. 


The  need  of  kindergarten  propagation  is  great 
at  this  time.  The  vast  majority  of  the  people  do 
not  fully  comprehend  what  the  kindergarten 
stands  for— the  physical,  mental,  and  spiritual 
development  of  the  child. 


The  N.  E.  A.  meeting  at  Chicago  proved  one 
of  the  most  successful  educationally  in  the  history 
of  the  organization.  The  Chicago  papers  quite 
naturally  emphasized  very  little  except  what  was 
termed  by  rhem,  "Educational  Politics."  While 
there  was  a  spirited  contest  it  did  not  very  serious- 
ly interfere  with  the  great  educational  work  in 
hand  which  was  so  successfuly  accomplished. 

We  are  glad  to  note  that  the  Executive  Board 
of  the  I.  K.  U.  and  a  committee  appointed  by  the 
N.  E.  A.  have  unanimously  favored  a  plan  to 
hold  a  section  meeting  or  round  table  of  kinder- 
garten supervisors  and  training  teachers  at  the 
annual  meeting  of  the  Department  of  Super- 
intendence which  will  be  held  for  the  current 
school  year  at  Philadelphia,  February  22,  1912. 
This  meeting  should  result  in  bringing  school 
superintendents  in   closer   touch   with    kinder- 


September,  1912 

gartners,  their  ideals  and  purposes,  and  can  hard- 
ly result  otherwise  than  beneficial. 

The  U.  S.  Bureau  of  Education,  Washington, 
D.  C,  has  issued  a  bulletin  on  The  Montessori 
System  by  AnnaTulman  Smith  which  can  be  had 
free  on  application.  The  Bureau  deserves  praise 
for  this  able  issue  which  clearly  and  fairly  sets 
forth  the  new  infant  method.  We  are  glad  to  see 
the  Kindergarten  Magazine,  June,  1912,  listed 
in  the  bibliography  connected  with  the  bulletin, 
but  credit  was  not  given  for  the  first  articles  on 
the  subject  published  in  the  Kindergarten 
Magazine  for  Dec,  1909,  Jan.,  Mar.  and  June, 
1910,  and  a  synopsis  of  these  four  in  Dec.  191 1. 
Apparently  the  first  articles  on  the  subject  publish- 
ed in  this  country  were  overlooked.  We  feel  a 
just  pride  in  having  so  early  reviewed  this  inter- 
esting method  for  our  readers.  We  mean  to  keep 
a  look-out  for  the  best  everywhere  in  primary 
education.  We  can  commend  heartily  "The 
Normal  Child  and  Primary  Education"— Gesell, 
recently  issued.  Mrs.  Gesell,  who  isjoint  author 
with  her  husband,  Prof.  Gesell  of  Yale,  brings 
practical  experience  to  bear  on  many  problems. 
The  most  novel  treatment  is  given  to  hand-writ- 
ing. The  beginnings  are  quite  in  opposition  to 
Montessori  writing  lessons.  Both  of  these  views 
should  be  made  the  subject  of  experimentation. 
Let  two  earnest  teachers  in  the  same  school,  test 
the  methods  and  report  results  not  in  the  spirit  of 
rivalry  but  in  the  spirit  of  scientific  study.  Or 
let  one  teacher  try  one  method  one  year  and  the 
other  a  second  year.  Both  methods  will  yield 
good  results.  The  children  will  not  be  sacrificed 
to  experimentation.  They  will  be  benefited  and 
so  will  the  teacher  who  does  not  stagnate  but 
becomes  a  scientific  investigator. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


HOW      TO      APPLY      KINDERGARTEN 

PRINCIPLES      AND      METHODS      IN 

VILLAGE  AND  RURAL  SCHOOLS. 

By  Dr.  Jenny  B.  Merrill 

Out  of  Door  Life — Walks  and  Excursions. 

A  friend  recently  sent  me  an  address  given 
to  the  Parents'  Association  of  the  Francis  W. 
Parker  School  in  Chicago.  This  address  was 
given  as  an  interpretation  of  the  principles 
of   education    in    which    Col.    Parker  believed. 

It  was  that  truly  great  educator  who  said 
that  kindergarten  principles  are  not  confined 
to  little  children,  but  should  govern  school 
and  university  and  "reach  even  up  to  the  gates 
of  heaven."  Their  application  must  vary 
with  conditions,  times  and  places. 

Miss  Flora  J.  Cooke,  who  gave  the  address 


and  in  most  cases  good  results  would  be  se- 
cured   pleasantly. 

Colonel  Parker  stales  the  principle  back  oi 
such  discipline  in  these  words,  "Social  motives 
generate  social  interests." 

"I  cannot  speak"  turns  my  attention  uncom- 
fortably to  myself,  and  becomes  an  ever  pres- 
ent suggestion  to  do  the  thing  forbidden. 

"To  help  others  by  keeping  as  quiet  as  nec- 
essary" is  a  social  motive.  It  turns  attention 
away  from  self  to  others  and  tends  to  generate 
social  interests. 

Kindergarten  discipline  as  presented  by 
Froebel  is  to  be  guided  by  these  positive  prin- 
c'ples  whenever  children  are  not  already  very 
perverted.  Froebel  recognizes  that  at  times 
when  the  child  has  been  badly  misgoverned  at 
home,  he  may  need  severity. 


to  which  I  have  referred,  said:  "In  this 
school  we  are  not  following  Colonel  Parker's 
methods  and  devices — at  best  these  are  only 
suggestive  to  us — but  we  are  applying,  as  best 
we  can,  the  principles  which  governed  his 
educational  work." 

•  Herbert  Spencer  explains  the  value  of  prin- 
ciples by  an  apt  illustration:  "Between  a 
mind  of  rules  and  a  mind  of  principles,  there 
exists  a  difference  such  as  that  between  a  con- 
fused heap  of  materials  and  the  same  ma- 
terials organized  into  a  complete  whole  with 
all  its  parts  bound  together." 

Suppose  you  should  visit  a  country  school 
or  any  other  school  and  find  within,  as  T  once 
did,  this  rule  at  the  top  of  a  blackboard  frown- 
ing down  upon  everyone :  "No  one  can  speak 
in  this  room."  What  would  be  your  feeling? 
What  would  be  the  atmosphere  created? 

Suppose,  now,  a  far-reaching  ethical  prin- 
ciple is  substituted  in  place  of  the  rule.  It 
might  be  stated  as  follows:  "Consider  before 
you  speak  whether  you  will  disturb  anyone." 
A  reflective  turn  of  mind  would  be  fostered 


One  excellent  principle  which  Froebel  offers 
us  is,  "Cive  the  child  time  to  find  himself." 
This  plan  followed  would  often  prove  the 
"ounce  of  prevention  which  is  worth  a  pound 
of  cure." 

To  make  the  best  use  of  kindergarten  ma- 
terials, one  must  first  understand  kindergarten 
principles. 

The  first  great  law  or  principle  of  the  kin- 
dergarten recognizes  that  a  child  develops  by 
means  of  his  own  natural,  God-given  self-ac- 
tivity. So  remarkable  is  this  activity,  so  insa- 
tiable is  it  that  it  taxes  the  ingenuity  of  the 
best  mother  and  the  best  teacher.  At  times  it 
must  be  held  in  check  but  if  the  "steam"  gen- 
erated is  put  to  good  use  there  will  be  few  ex- 
plosions. 

It  is  usually  when  the  natural  activity  of  a 
child  is  pent  up  unduly  that  it  forces  its  way 
out,  into  mischief.  , 

Froebel  freights  self-activity  with  the  high- 
est possible  significance.  He  says,  "God  ere1 
ated  man  in  his  own  image,  therefore  man 
should  create  and  bring  forth  like  God.     This 


L 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


is  the  high  meaning',  the  deep  significance,  the 
great  purpose  of  work  and  industry,  of  pro- 
ductive and  creative  activity.''  Furthermore 
he  adds,  "The  domestic  and  scholastic  educa- 
tion of  our  times  leads  children  to  indolence 
and  laziness.  A  vast  amount  of  human  power 
remains  undeveloped  and  is  lost." 

To  help  put  this  foundation  principle  of  self- 
activity  into  practice  Froebel  invented  ways 
and  means.  We  believe  he  found  some  of  the 
very  best  occupations  for  the  hands  of  the  little 
children.  Of  these  we  will  write  at  another 
time. 

Let  us  in  this  first  article  of  our  series  see 
how  Froebel  applied  this  principle  of  activity 
out-of-doors,  for  this  series  is  to  be  written 
especially  for  rural  schools;  therefore  is  it  not 
sensible  first  to  consider  that  Froebel's  school 
was  essentially  a  rural  school,  ungraded  and1  to 
a  great  extent  "peripatetic."  In  short,  to  come 
to  the  point,  Froebel  often  walked  out-of-doors 
with  his  little  (lock  and  taught  them  "on  the 
road." 

You  thus  see  that  teachers  in  rural  schools 
have  a  great  advantage  over  others,  for  being 
near  to  nature,  they  may  the  more  easily  fol- 
low the  footsteps  of  Froebel. 

"Taking  a  walk"  should  be  the  first  innova- 
tion in  the  adoption  of  kindergarten  methods 
in  rural  school  or  city  school.  Call  "Taking  a 
walk"  "a  weekly  excursion"  if  young  and  old 
go  together.  "Excursion"  is  a  more  dignified 
term  ! 

Froebel  once  thought  of  calling  his  school 
"A   self-teaching   institution." 

Little  ones  and  big  ones'  too  can  teach  them- 
selves a  great  deal  by  observation  on  these 
walks  with  a  suggestion  or  two  before  starting 
out.  Be  content  to  let  them  prove  self-teach- 
ers by  means  of  their  self-activity.  There  will 
be  many  unexpected  lessons,  but  let  there  be 
one  definite  point  decided  upon  beforeN  start- 
ing, and  occasionally  require  oral  or  written 
reports  upon  returning  or  upon  the  following 
clay.  Let  the  little  ones  be  free  in  their  ob- 
servations, but  gradually  hold  them  to  a  par- 
ticular result,  but  not  too  strenuously. 

Let  me  digress  here  to  say  that  more  and 
more  are  we  coming  to  see  in  our  city  schools 
and  kindergartens  that  we  have  lost  by  too 
close  grading. 

Young  children  learn  much  from  the  older 
pupils  consciously  and  unconsciously.  The  so- 
cial life  of  an  ungraded  school  is  more  natural, 
more  like  the  social  life  for  which  we  are  pre- 
paring in  the  community.  All  advantages  are 
not  to  be  found  in  closely  graded  schools. 


Number   of  Excursions. 

How  often  should  there  be  a  school  excur- 
sion? Froebel  advises  at  least  once  a  week. 
Ehis  in  reality  must  depend  upon  the  locality 
and  capability  of  the  teacher  in  conducting 
them. 

If  there  are  several  teachers,  the  younger 
children  may  at  times  walk  short  distances 
every  day,  as  in  the  early  springtime,  when 
watching  eagerly  for  the  first  spring  flowers, 
or  again  to  observe  and  report  upon  the  devel- 
oping buds  of  a  particular  tree  or  upon 
the  arrival  of  the  first  bluebird. 

Miss  Grace  Ketcham,  in  the  Kindergarten 
Magazine  of  April,  1900,  names  a  very  good 
list  of  topics  used  as  the  centralizing  thoughts 
for  her  walks  with  kindergarten  children  dur- 
ing one  year.  She  says:  "In  our  program  the 
excursions  come  under  the  heading  "Sources  of 
Experience."  [Keep  this  thought  well  in 
mind,  for  we  shall  expand  upon  it  in  another 
article.     Meanwhile  think  it  over.] 

I  quote  also  from  another  suggestive  para- 
graph :  "With  the  needs  of  the  children  in 
mind,  I  go  over  the  ground  myself  before  tak- 
ing them  with  me.  Some  walks  are  repeated 
many  times.  Thus  in  the  fall  the  children 
gather  leaves  and  nuts  under  a  particular 
horse-chestnut  tree.  Later  in  the  early  spring 
they  go  to  the  same  tree  to  see  the  bare 
branches  with  their  queer  markings  and  large, 
well-protected  buds.  Later  in  the  spring  they 
watch  the  tiny  leaves  unfold  and  before  the 
summer  vacation  they  have  seen  the  tree 
with  its  blossoms  and  have  stood  beneath  its 
shade."  This  is  progressive  observation  and 
is  more  educational  than  random  trips. 

Again  the  paragraph  upon  seed  gathering  is 
very  suggestive  :  "They  have  come  to  know- 
maple  wings  and  milkweed  pods.  Taking  one 
of  the  milkweed  pods  into  the  open  air  we  set 
the  contents  free,  and  finally  watch  them  dis- 
appear as  the  wind  carries  them  away  to  sow 
next  season's  plants.  Our  eyes  are  opened  for 
seeds  of  all  kinds,  of  all  shapes,  seed's  in  queer 
pods,  on  high  bushes  and  on  low  plants — seeds 
that  stick  to  our  clothing  as  well  as  seeds  that 
fly  away."  [We  can  well  imagine  some  self- 
activity  over  the  flying  seeds.] 

Miss  Ketcham  further  suggests  a  walk  with 
trowels  and  pails  for  earth  to  re-pot  plants  o«- 
for  wild  flowers  for  the  wild-flower  box  in- 
doors. 

Bees,  caterpillars,  cocoons  are  topics  01  in- 
terest in  turn. 

The  flight  and  return  of  birds  is  noted.     A 


THE  KINDERGARTEN -PRIMARY    MAGA7INE 


timely  hint  for  each  month  and  season  will 
readily  suggest  itself  and  be  modified  by  lo- 
cality. 

Is  this  all  familiar  to  the  average  country 
child?  To  many  but  not  to  all,  and  let  those 
who  know  rejoice  in  being  leaders  of  those 
who  do  not.  The  boy  who  fails  in  study  in- 
doors may  shine  here. 

Those  who  have  kept  their  file  of  Kinder- 
garten magazines  since  1909,  will  be  repaid 
to  read  every  word  of  Miss  Ketcham's  de- 
scription, and  if  they  do,  let  them  add  two 
words  to  the  last  line,  which  were  accident- 
ally omitted.  The  whole  closing  paragraph 
reads:  "Some  of  the  happiest  times  are 
when  the  children  are  allowed  to  wander  (al- 
ways within  calling  distance).  Then  all  sit 
down  on  the  grass  under  the  shade  of  a  tree 
and  talk  over  the  treasures  found.  *  *  * 
We  eat  our  lunch  and  go  home  tired  but 
happy." 

"But  happy"  are  the  words  that  were 
omitted,  but  they  are  very  important ! 

Is  it  worth  while?  Children  enjoy  this 
"roaming  together"  out-of-doors  even  though 
as  country  children  they  may  find  and  know 
many  of  these  simple  treasures  nearer  their 
own  homes. 

Ruth  McEnery's  "Sonny"  was  a  born  nat- 
uralist. You  may  find  one  among  your  own 
pupils  who  will  lead  all  on  where  few  would 
go  alone. 

[For  further  suggestions  refer  to  Kg.  Mag., 
Nov.,  1909,  to  an  article  entitled  "Echoes  from 
Indian  Stories."] 

The  primitive  life  of  man  will  suggest  topics 
from  time  to  time  for  the  weekly  excursion. 
Let  the  children  themselves  suggest  and  occa- 
sionally take  a  vote. 

Note  to  Teachers. 

In  case  any  objection  is  raised  by  parents  to 
field  excursions,  teachers-are  advised: 

(1)  To  have  trips  monthly  instead  of 
weekly. 

(2)  To  visit  parents  and  explain  that  this 
educational  magazine  and  many  others  urge 
them,  and  that  the  experiences  will  be  used  in 
composition  work,  geography  and  science. 

(3)  To  ask  for  written  consent  of  the  par- 
ents at  the  beginning  of  the  term,  or  for  each 
walk  if  deemed  expedient.  A  printed  blank 
might  be  sent  requiring  only  the  parent's  sig- 
nature, as ; 


Dear  Sir  or  Madam : 

I  give  my  consent  for  my  son  or  daughter 
to  accompany  you  and  his  class  upon  an  ob- 
servation trip  tomorrow. 

(Signed) , 


Parent. 

(1)  This  precaution  would  also  prevent 
trouble  in  case  any  accident  should  occur. 

Some  parents  might  object  afterwards  in 
case  of  mishap  who  would  not  ordinarily.  The 
written  consent  becomes  a  protection  to  the 
teacher  and  also  adds  to  the  dignity  of  the  oc- 
casion. It  may  also  be  a  means  of  reward  or 
punishment. 

(5)  If  there  is  more  than  one  teacher  in  the 
school,  leave  those  whose  parents  prefer  it  at 
work  in  school.     Do  not  argue  the  point. 

(6)  If  there  are  many  objections,  make  the 
trips  on  a  holiday  or  after  school  hours. 


THE  SCHOOLMASTER  AND  THE 
CABBAGES. 

R.    M.   DEAN,   OBERLIN,   OHIO. 

In  a  country  far  across  the  sea  by  the  side 
of  a  great  forest,  there  stands  a  tiny  house. 
Its  one  window  and  one  door  look  out  toward 
a  garden  filled  with  vegetables  and  beds  of 
bright  flowers.  All  day  the  sun  shines  down 
upon  the  spot,  but  as  evening  comes  on  the 
shadows  of  the  trees  fall  heavy  across  the 
tiny  house  and  garden,  making  it  twilight  in 
the  house  even  before  the  sun  has  set  behind 
the  great  forest. 

In  this  house  there  once  lived  an  old  school- 
master and  his  wife — at  least  the  man  had 
been  a  schoolmaster  for  many  years  of  his 
life,  but  now  that  he  was  old  very  few  boys 
came  to  his  school.  Indeed,  I  fear  that  if  it 
had  not  been  for  the  sale  of  the  cabbages  that 
grew  in  the  little  garden,  the  schoolmaster 
would   often   have  gone  hungry. 

In  the  spring  of  my  story  the  old  couple 
had  planted  their  seeds  as  usual ;  the  sun  had 
shone  on  the  garden,  the  rain  had  watered  it, 
the  schoolmaster  had  kept  the  ground  free 
from  weeds,  and  the  cabbages  had  grown 
larger  and  finer  than  ever  before.  But  as 
fall  came  on  and  it  was  time  to  pull  the  cab- 
bages and  put  them  in  the  cellar,  the  poor 
schoolmaster  grew  ill  with  a  disease  called 
rheumatism.     Now    when    one    has    rheumat- 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


5 


ism,  it  is  very  hard  to  move  about,  partic- 
ularly to  bend  down  to  the  ground,  and  it 
really  seemed  as  though  the  schoolmaster's 
cabbages  must  stay  all  winter  in  the  garden. 
He  had  no  money  to  hire  any  one,  and  his 
wife,  who  would  gladly  have  helped  him,  had 
rheumatism  too  and  could  scarcely  cook  their 
simple  meals. 

As  the  season  grew  later  and  the  weather 
colder  the  rheumatism  became  worse  and 
worse,  until  the  poor  old  people  could  scarcely 
hobble  about.  September  passed,  and  the 
days  went  on  until  the  very  last  day  of  Oc- 
tober, the  day  before  Hallowe'en,  had  come. 
As  the  old  man  stood  looking  out  of  the  win- 
dow at  the  cabbages,  he  shook  his  head  and 
said  sadly,  "Ah,  that  the  good  days  might 
come  again  when  fairies  lived  in  the  forest 
and  could  come  to  the  help  of  weak  men ! 
But  the  fairies  have  been  gone  these  many 
years,  and  alas!  there  is  none  to  help  the  old 
schoolmaster !" 

Now  the  schoolmaster  had  forgotten  that 
that  very  night  was  Hallowe'en ;  and  I  am 
sure  he  did  not  hear  a  sly  chuckle  by  the 
door. 

But  in  the  middle  of  the  night  something- 
waked  the  schoolmaster — he  could  not  have 
told  what.  He  hobbled  to  the  window,  and 
there  in  the  moonlight  he  saw  the  strangest 
sight!  The  garden  was  full  of  queer  little 
men,  not  larger  than  little  John  here,  all 
laughing  and  jumping,  playing  leap-frog, 
turning  handsprings,  and  trying  every  trick 
that  boys  and  brownies  know. 

The  schoolmaster  rubbed  his  eyes,  but  still 
— there  they  were !  He  pinched  himself  to 
make  sure  that  he  was  awake,  but  still  the 
little  men  did  not  vanish.  Then  he  called  his 
wife,  and  her  eyes,  too,  saw  the  same  strange 
sight. 

As  the  two  old  people  looked  closely  at 
these  funny  folk,  they  saw  that  right  in  the 
midst  of  their  play  the  brownies  were  doing 
something  to  the  cabbages.  Sometimes  two 
together  would  take  hold  of  a  cabbage  and 
pull  and  pull  with  all  their  strength,  just  as 
you  have  seen  a  robin  pull  at  a  worm.  Sud- 
denly the  cabbage  would  loosen  its  hold  and 
the  two  tiny  men  would  roll  over  backward, 
with  the  cabbage  on  top  of  them.  But 
brownies  do  not  mind  a  bump,  and  up  they 
would  jump,  shake  off  the  dirt,  strip  away 
the  outer  leaves  of  the  cabbage,  and  then, — ■ 
hippety,  skippety !  away  they  would  roll  it 
toward  the  open  cellar  door. 

By    and    by    all    of    the    cabbages    had    dis- 


appeared down  the  stairway,  and  with  many 
a  somersault  and  merry  prank  the  band  of 
little  people  danced  away  into  the  forest, 
singing  as  they  went  something  which 
sounded  like : — 

'AVe    brownies    dearly    love    a    joke, 

We  are  a  merry  band  ; 
But  most  of  all  and  best  of  all 
We  love  to  lend  a  hand." 

When  the  music  had  died  away  and  the 
garden  was  dark  and  still,  with  only  the 
moonlight  shining  down  upon  it,  the  school- 
master and  his  wife  crept  back  to  bed  and 
slept  until  the  sun  was  high  in  the  sky. 

For  a  long  time  as  they  went  about  their 
work  neither  of  them  spoke  of  what  they 
had  seen.  But  at  last  the  schoolmaster  said : 
"It  was  a  dream!"  "Surely  it  was  a  strange 
dream,"  repeated  the  wife.  But  when  they 
looked  in  the  garden  the  cabbages  were  gone ! 
"Some  evil  person  might  have  stolen  them !" 
said    they   both   together. 

Then,  although  the  rheumatism  was  very 
painful,  they  must  hobble  and  creep  down 
the  cellar  stairs;  and  there,  all  snugly  packed 
away  in  their  bin,  ready  for  the  buyer 
who  would  soon  come  for  them,  were  the 
cabbages ! 

Now,  at  last,  the  schoolmaster  remembered 
that  the  night  before  had  been  Hallowe'en, 
and  that  Hallowe'en  is  the  time  when  boys 
and  brownies  creep  out  to  do  all  manner  of 
helpful  things  in  funny  ways. 

When  winter  came  and  the  snow  lay  in 
great  drifts  above  the  garden  there  was 
never  any  lack  of  food  in  the  tiny  house  by 
the  great  forest ;  and  although  the  shadows 
of  the  pines  fell  dark  and  heavy  across  the 
snow,  there  was  plenty  of  sunshine  in  the 
hearts  of  the  old  schoolmaster  and  his  wife. 


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 


Better  the  chance  of  shipwreck  on  a  voyage 
of  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. — Long- 
fellow, 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


THE     MONTESSORI     METHOD     AND 

THE    KINDERGARTEN. 

W.  N.  Haiuiann.Th.  D. 

In  view  of  the  stir  caused  by  announce- 
ments of  the  achievements  of  Dr.  Montessori 
in  sense-training  and  in  teaching  her  Italian 
children  the  arts  of  writing  and  reading, 
coupled  with  her  denunciation  of  certain 
phases  of  Froebel's  work,  disquietude  has 
come  to  a  number  of  earnest  kindergartners 
as  to  the  influence  of  this  movement  upon 
the  institution  they  have  learned  to  cherish. 

Even  a  running  perusal  of  Dr.  Montessori's 
book  will  convince  readers  with  fair  apprecia- 
tion of  what  has  been  and  what  is,  that  there 
is  no  occasion  for  dismay.  Under  the  guid- 
ance of  the  great  progressive  principle,  'Prove 
all  things  and  hold  fast  that  which  is  good,' 
implying  also  the  rejection  of  what  does  not 
reach  the  standard,  they  will  find  much  to 
strengthen  faith  in  the  laws  on  which  Froe- 
bel's new  education  rests.  Tested  by  these, 
some  of  her  devices  will  be  welcomed;  others, 
perhaps  in  view  of  her  fine  enthusiasm,  re- 
gretfully  rejected. 

To  a  limited  extent  I  have  already  indi- 
cated this  in  a  previous  article;  but  conversa- 
tions with  earnest  teachers  and  letters  from 
eager  kindergartners  impel  me  to  lay  addi- 
tional stress  upon  a  few  features  of  the  work 
pointed   out   in   these   communications. 

The  chief  emphasis  in  her  didactic  material 
is  upon  sense-training.  Her  excessive  atten- 
tion to  this  and  its  narrow  and  shortsighted 
use  in  the  education  of  the  children  are  obvi- 
ously due  to  her  antecedents.  She  gained  her 
pedagogic  enthusiasm  in  connection  with  the 
training   of    defectives    in    an    insane    asylum. 


Here,  following  suggestions  by  Dr.  Seguin, 
she  gained  "surprising"  results  and  even 
brought  some  idiots  to  write  and  read — an 
achievement,  however,  by  no  means  new. 
This,  when  she  came  to  take  charge  of  the 
education  of  normal  children  in  the  Children's 
Houses,  led  her  to  attempt  the  application  of 
the  methods  for  defectives  to  the  education 
of  normal  children  between  the  ages  of  three 
and  six  and  to  formulate  the  specious  maxim  : 
"The  same  didactic  material  with  defectives 
renders  education  possible,  and  with  normal 
children  stimulates  auto-education." 

Now,  while  it  is  unquestionably  true  that, 
as  Dr.  Seguin  expresses  it,  "the  physiological 
education  of  the  senses  is  the  royal  road  to 
the  education  of  the  intellect,"  it  is  essential 
that  in  traveling  this  road,  at  least  with 
normal  children,  we  should  not  stop  where  it 
enters  the  domain  of  intellect.  Rather,  we 
should  be  solicitous  to  afford  the  children 
opportunity  and  stimulus  to  apply  new  sen- 
sory acquisitions  in  intellectual  activities. 
Each  new  acquisition  should  become  a  true 
inner  possession,  should  enrich  the  child's 
intellectual  life  and  render  it  more  flexible, 
should  stir  his  imagination,  reach  his  pur- 
pose-life and  culminate  in  varied  forms  of 
self-expression,   individual   and   social. 

Of  all  this  there  is  little  indication  in  the 
account  of  Dr.  Montessori's  work.  There  is 
no  connection  among  the  exercises;  each  one 
stands  alone,  begins  abruptly,  ends  abruptly, 
finds  little  subsequent  application  in  sponta- 
neous play-work,  is  not  used  except,  perhaps 
incidentally,  when  the  children  employ  the 
sense  of  touch  in  determining  the  degree  of 
smoothness  of  the  visitors'  clothes  or  in  a 
few  sense-games.  As  to  the  color  exercises 
proper,  the  child  seems  satisfied  when  in 
triumph  it  cries  out:  "I  know  the  colors!" 
Subsequently  it  may  happen  that  it  paints  the 
outline  cow  green,  and  the  outline  lien  red. 
In  short,  throughout,  sense-training  is  the 
essential  and  all  else  is  incidental,  until  writ- 
ing is  reached  in  which  the  cultivation  of  the 
muscular   sense   culminates. 

Moreover,  in  the  exercises  child  and  teach- 
er are — perhaps  properly  so  in  view  of  the 
purpose — as  mute  as  possible  and  social  in- 
terest is  reduced  to  a  minimum.  Each  child 
is  intent  upon  the  exercise  chosen;  only  occa- 
sionally some  neighbors  laugh  in  derision 
when  a  little  one  blunders.  The  teacher 
names  the  sensation  and  leaves  the  child  to 
its  own  resources.  Later  she  tests  the  child's 
comprehension    with    "Show    me"    or    "Give 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


me"  the  rough  or  smooth,  the  red  or  blue. 
If  the  child  reacts  correctly,  the  experiment  is 
closed.  If  the  child  errs,  the  directress  car- 
essingly suggests  another  experiment,  never 
correcting  or  leading  the  child  to  discover  the 
blunder,  for  fear  this  might  disturb  the  nat- 
ural condition  for  subsequent  observation  of 
the  child  on  the  teacher's  part,  as  it  would 
"force"   the   child   to  understand. 

Many  of  these  and  other  shortcomings  in 
the  work  of  the  Children's  Houses,  as  viewed 
from  the  standpoint  of  the  kindergarten,  prob- 
ably result  from  the  ultra-scientific  attitude 
of  their  founder.  The  leader  in  charge,  she 
holds,  should  be  above  all  else  an  experi- 
menter and  observer,  never  teaching  or  giv- 
ing, but  directing  stimulus  and  noting  re- 
sults ;  not,  as  we  should  say,  sympathetically 
living  with  the  children,  but  rather  living 
above  them  and  applying  successive  tests  of 
their  ability  and  growth  in  their  manufac- 
tured world. 

There  are,  indeed,  a  few  opportunities  in 
which  the  children  may  use  their  sense-per- 
ception in  collective  games — blind  man's 
game,  color  game,  etc. — in  which  a  number 
of  children  share.  Yet,  there  is  in  the.^e  little 
true  social  intro-ordination,  always  a  crowd 
and  an  individual  and,  consequently,  much 
opportunity  for  the  laughter  of  derision. 

At  every  point  we  miss  stimulus  and  oppor- 
tunity for  the  adequate  exercise  of  the  imag- 
ination in  constructive  and  creative  self- 
expression.  This  is  the  case  even  in  what  is 
labeled  as  constructive  work,  in  design  and  in 
clay  modeling  which  ends  with  the  fashioning 
■  of  pots  and  vases  and  of  small  bricks  to  be 
used  in  building  walls.  Everywhere,  to  use 
Froebelian  terms,  undue  stress  upon  forms  of 
knowledge  and  neglect  of  forms  of  beauty 
and  even  of  life. 

The  occupations  of  the  kindergarten,  so 
largely  stimulating  to  the  imagination  and  to 
creative  self-expression,  are  rejected.  Only 
clay  modeling  is  retained.  Partly,  I  infer, 
this  is  due  to  the  fact  that  they  invite  "col- 
lective" and  social  work  and  render  active 
"living  with  the  children"  necessary,  thus 
disturbing  the  natural  condition  for  the  ob- 
servation of  the  individual  child. 

Similarly,  language  plays  a  subordinate 
part,  as  already  indicated,  in  the  Children's 
Houses.  In  the  first  morning  hour,  there  is 
some  talk  about  what  was  done  the  previous 
day,  the  children  listen  to  moral  exhortation 
and  engage  in  common  prayer.  There  are, 
too,    during    the    second    hour    "short    object 


lessons,"  apparently  confined,  however,  to 
"nomenclature."  But  the  "silly  stories"  of 
the  kindergarten  and  of  the  Salle  d'Asyle  are 
rejected.  Their  socializing  value,  their  influ- 
ence upon  the  child's  imagination,  upon  his 
sympathies,  upon  his  purpose  life,  etc.,  are 
ignored.  There  seems  to  be  almost  exclusive 
attention  to  sense-perception  and  nomencla- 
ture. The  "mechanism  of  language"  ever  has 
the  right  of  way,  and  "logical  language"  must 
wait,  a  procedure  wholly  averse  to  natural 
development.  Naturally,  the  child  has  a 
deeper  interest  in  events  and  meanings,  in  the 
sympathetic  and  logical  side  of  speech  than 
in  its  mechanism  and  even  in  sense^percep- 
tions.  It  wants  to  live  before  it  analyzes  the 
tools  of  life. 

That  neglect  of  this  fact  results  in  arrested 
development  was  illustrated  in  the  reference 
to  the  story-book  incident  in  my  previous 
article.  This  is  not  offset  by  evidences  of 
happiness  and  eagerness  on  the  children's 
part  upon  which  Dr.  'Montessori  places  stress. 
Children  will  find  these  things  in  the  narrow- 
est environment  that  affords  opportunity  for 
the  exercise  of  the  instinct  of  activity  and 
permits  the  "feeling  of  being  master  of  one's 
own  actions."  The  problem  is  not  so  much 
to  make  the  children  happy  and  eager — al- 
though this  is  much — but  to  do  this  and  at 
the  same  time  to  afford  opportunity  and  stim- 
ulus for  the  self-unfoldment  of  their  being, 
individual,  social  and  spiritual.  And  in  this 
the  Children's  Houses  fail. 

In  spite  of  these  shortcomings  and  others 
that  I  omit,  there  are  in  the  work  of  Mon- 
tessori many  devices  that  may  prove  service- 
able in  the  kindergarten  and,  more  especially, 
in  the  primary  school.  There  is  above  all 
else  her  fine  enthusiasm  in  behalf  of  rational 
discipline,  of  freedom  and  self-help  on  the 
children's  part.  But  the  kindergarten  will 
stand   and  grow. 

In  his  classical  Report  on  Education,  re- 
published in  extended  form  in  1880,  Dr. 
Seeuin  as  U.  S.  Commissioner  on  Education 
and  from  whom  Dr.  Montessori  derives  so 
much  of  her  inspiration,  advocates  for  little 
children  the  "Physiological  Infant  School"  as 
"resulting  from  the  union  of  the  kind  training 
of  the  Salle  d'Asyle  and  the  joyous  exercises 
of  the  kindergarten  with  the  application  of 
Physiology  to  education."  It  is  a  pity  that 
Dr.  Montessori  neglected  the  first  two  of 
these  factors  and  substituted  for  them  the 
school  for  idiots  and  the  questionable  devices 
of  antiquated  primary  schools. 


THE  KINDERGARTEN-PRIMARY    MAGAZINF 


A  YEAR  IN  THE  KINDERGARTEN. 

Harriette  McCarthy. 

Kindergarten  Director,  Oklaliama  City  Public  Schools. 

SEPTEMBER, 

FIRST  WEEK 

SONGS— Choice  of  the  following: 

Good  Morning  -o  You,  Patty  Hill. 

Father  We  Thank  Thee,  Walker  and  Jenks. 

This  is  the  Mother    Good    and     Dear,     Walker    and 
Jenks. 

Here'a  a  Ball  for  Baby,  Emily  Poulsson. 

Happy  Monday  Morning,  Patty  Hill. 
Monday 
Circle — Family  ties.     What  is  mother  doing  today.      Show 

pictures  of  animal   family   life.      Cats  washing  kittens, 

and  birds  fetl  in  nest. 
Rhythm — Here  we  go  'Round  the  Mulberry  Bush. 
Game — Drop  the  Handkerchief. 
Gift — First  Gift.      Emphasize  the  color  red. 
Occupation  —  Drawing  posts  with   clothes   line  and  clothes 

hanging  on  it.      Cut  wash  tubs,  etc. 
Tuesday 
Circle — How  mother's  work  is  divided.      How  all  the  trades 

are  dependent  on  each  other.     Trace  all   back   to  the 

Creator. 
Rhythm — Dramatize  washing  and  ironing. 
Gift — First  Gift.     Show  colors  in  prism  and  see  if  ch  Idren 

can  pick  out  color  in   balls.      Pay  particular  attention 

to  circular  motion. 
Game — Same  as  yesterday. 
Occupation — Cut    out    clothes     that     I  ang    on     the     line. 

Towels  with  fringe,  skirts,  aprons  with  string-,  etc. 

Wednesday 
Circle — Continue    division     of     mother's    work.     Monday 

washing,  Tuesday  ironing,  Wednesday  mending. 
Story — The  Lark  and  her  Younj;  Ones. 
Rhythm — Marching. 
Gift — Second  Gift.      Compare  with  first. 
Game — Hide  the  button. 

Occupation— String Hailmann's  beads,  as  spools  that  mother 
uses. 

Thursday 

Circle — Division  of  mother's  work  of  previous  days.   Thurs- 
day, baking  day. 

Rhythm  —  Rhythms  reviewed. 

Gift — Third  Gift.      Compare  with  second  gift.      Notice  the 
cracks  on  the  top  face  by  which  the  gift  is  divided. 

Game— Hide  the  button.     The  squirrel. 

Occupation  —  String  Hailmann's  beads,  ball  anil  cyli    der. 
Friday 

Circle — Review  work  in  home  for  each  day. 

Friday,  sweeping  day,  Saturday,  baking  day,  Sunday, 
going  to  church. 

Rhythm  — Imitate  washing,  ironing,    mending,    sweeping 
baking,  etc. 

Gift— Sticks. 

Occupation  —  Unfinisl  ed  work. 

SECOND  WEEK 

Songs— Thumbs  and  Fingers  Say  Good  Morning. 
The  Blacksmith.      (Blue  Jenks.) 


Busy  is  the  Carpenter. 
The  Shoemaker.      (Gaynor  No.  I.) 
Monday 
Circle— What  father  does  during  the  week. 
Rhythm  — Sk  pping  alone  and  with  partners. 
Gift — Color  exercise  with  first  gift. 
Game— The  Squirrel.      Fly,  Little  Bird,  Fly     'Round    the 

Ring- 
Occupation— Painting  from  the  object.      Suggestion,  ball. 

Tuesday 
Circle— Follow  acorn  from  seed  to  sawmill.      Ask  children 
to  touch  t'u'ngs  in  the  room  mace  of    wood.     Talk    on 
the  work  of  the  carpenter. 
Rhythm  — Skipping. 

Gift— Build  with  third  gift  table,  chair,  bed,  bench,  flow- 
er-stand. 
Game— Dramatize  circle  talk.     One  child  tells  what  father 

does,  all  children  dramatize  the  occupation. 
Occupation  — Cut  from  outline  hammers  and  nails. 

Wednesday 
Circle— Talk  about  father's  occupation  especially  the    coal 

man. 
Rhythm— Skipping  and  marching. 
Gift — Peg  boards.      Play  pegs  are  soldiers. 
Game — Dramatize  occupation  of  coal  man. 

When  We're  Playing  Together.      (Blue  Jenks.). 
Occupation— Make  lanterns. 

Thursday 
Circle— Talk  of  coalman  continued.     Slvbw  pieces  of    coal 
and  tell  uses. 

Story — Dog  and  his  Shadow.      (Aesop.) 
Rhythm — Skipping. 
Gift— Make  coal-bin  with  third  gift. 
Game — Dram  tize    digging    coal.       Now    the    Time    has 

Come  for  Play. 
Occupation-  Sewing  cards  of  coal  hods. 

Friday 
Circle — Summary  of  week's  work. 
Rhythm —Review  those  used. 
Gift — Peg  boards,  long  and  short  lines. 
Game — Those  played. 
Occupation — Unfinished  work . 

THIK1>    WEEK 
Songs— Oh!  Lovely  Ball  of  Golden  Light.     Holiday  Songs 
Little  Squirrel    Living    Here.      Finger    Plays,     Emily 

Poulsson. 
Good  Bye  to  the  Flowers,  Blue  Jenks. 
Where  do  the  Daisies  Go?     Blue  Jenks. 
Monday 
Circle — Nuts  and  seeds.      Nuts  grow   in  cradles   or  cases. 
Children  bring  all  kinds  of  nuts  to  school. 
(Autumn  Plan  Book.      Page  246.) 
Rhythm — Marching  and  Skipping. 
Gift — First    Gift.      Emphasize    three    colors    red.    orangei 

yellow. 
Game — The  Squirrel.     Jack  be  Nimble,  Jack,  be  Quick. 
Occupation  -Go  out  into  the  woods  for  a  walk. 

Tuesday 
Circle — Nuts,  name  each  shape  and  color. 

Story.     The  Thrifty  Squirrel.    (In  the  Child's  World 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


Rhythm — Skipping. 

Gift — Fourth  Gift.      Make  ladders  to  gather  nuts. 
Game  —Med  cine  Ball.    Little  Ball  Pass  Along,  Blue  Jenks. 
Occupation — Make  chains  of  things  found  in  woods. 
Wednesday 

Circle— What  kinds  of  nuts  can  you  buy  at  the  grocery 
s  ore?     Talk  of  where  and  how  they  grow. 

Rhythm-   Shaking  trees  to  bring  down  the  nuts. 
Dramatize  gathering  nuts-. 

Gift— Third  gi't.      Divide  into  eight  cubes. 

Game  — Rig-a-jig-jig.     In  my  Hand  a  Ball  I  Hold. 

Occupation— Make  picture  of  nuts  with  crayola. 
Thursday 

Circle— Provide  chest-nut  burr.  What  causes  nuts  to  fall 
to  the  ground. 

Story.     The  Opening  of  the  Chest-nut    Burr.      Morn- 
ing Talks,  Sarah  Wiltes. 

Rhythm— Feeding  nuts  to  the  squirrels.  Squirrel  storing 
nuts.  (Half  the  children  representing  squirrels,  half 
feeding.) 

Gift — Build  third  and  fourth   gifts  in  sequence. 

Game — Sense  game.     Tell  the  name  of  nut  by  the  touch. 

Occupation — Peas  and  straws.     Make  ladders. 
Friday 

Circle — Summary  of  week's  work. 

Rhythms — Ones  used. 

Gift — Use  two  inch  and  four  inch  sticks  to  make  fences. 

Games — Free  choice. 

Occupation — Have  a  Peanut  Hunt. 

FOTJ  '  TH  WEEK 

Songs — Little  Lamb  so  White  and  Fair,  Blue  Jenks. 

Sewing  Song,  Blue  Jenks. 

Here  we  go  'Round  the  Mulberry  Bush. 
Monday 
Circle — Cleanliness. 

Story.     The  Pig  Brother.     Golden  Windows. 
Rhythm — Dramatize,  washing  hands,  brushinghair,  button- 
ing clothes,  brushing  clothes,  etc. 
Gift— Second  gift. 

Game — Dramatizing  The  Three  Little  Pigs. 
Occupation — Blow   soap   bubbles.      Have    children     notice 

rainbow  colors  in  bubbles. 

Tuesday 
Circle — Teach  right  and  left  hand. 
Rhythm — Skip  to  the  right,  and  skip  to  the  left. 
Gift— Build  with  third  gift. 
Game — Looby-Loo . 
Occupation — Take  a  walk. 

Wednesday 
Circle — Where,  when  and  how  do   we  wash    our  face  and 

hands. 

Story.     Story  of  Tom.     Kingsley's  Water  Babies. 
Rhythm — I  See  You. 
Gift— Build  with  fourth  gift. 
Game — Sense  game  of  sight.      (Boys  are  reds  and  girls  blues. 

Have  yard  stick  wrapped  one   end   red    the   other  blue. 

When  the  blue  end  is  raised  girls  stand,  when    the    red 

end,  the  boys.) 
Occupation — Weave  linen  mats. 
Thursday 

Circle — Animals,  how  do  they  wash  themselves. 
Show  picture  of  mother  cat  washing  kittens. 
Rhythm — Cross  skip. 
Gift — Build  with  fourth  gift. 
Games — Drop  the  Handkerchief. 
Occupation — Parquetry  border  with  squares. 

Friday 
Cirle — Review  past  circle  talks  on  cleanliness. 

Retell  one  story  of  week  chosen  by  children. 
Rhythm   -Review  those  of  the  week. 
Gift — Third  and  fourth  combined. 
Games — Free  Choice. 
Occupation — Unfinished  work. 


Discuss  butterflies  and  grass- 
of   animals,     birds, 


OCTOBER, 

FIRST  WEEK 

Songs — Song  of  the  Bee. 

Grasshopper  Green. 

The  Caterpillar.     Finger  Plays,  Emily  Poulsson. 

The    Counting    Lesson.      Finger    Plays,    Emily 

Poulsson. 

Monday 
Circle — Out  door  life.     Nature's  creatures. 

Whatwelove.  Butterflies,  grasshoppers,  birds,  etc. 
Rhythm  -  Imitate  sound  of  different    things   spoken 

of  in  the  circle. 
Gift — Color  lesson  with  first  gift.     Balls  may  be  birds, 

butterflies,  grasshoppers,  etc. 
Game — The  Squirrel  Game. 
Occupation — Making  daisies. 

Tuesday 

Circle — Continue  talk  of  birds,  butterflies,  bees,  grass- 
hoppers.    Introduce  bird's  nest  and  cat-tails. 
Story.     A  Queer  Place  for  a  Bird's  Nest.     Morn- 
ing Talks.     Sarah  Wiltes. 

Rhythm — Imitate  butterflies  and  bees. 

Gift — Second  gift.     Free  play. 

Game — Hopping  birds.     Squirrel  Game. 

Occupation — Make  chains  of  the    daisies    made    on 
previous  day. 

Wednesday 
Circle — Retell  story. 

hoppers. 
Rhythm — Imitate     movements 

butterflies. 
Gift — Give  sequence  play  with  third  gift  suggested  by 

one  child. 
Game — Testing  the  senses.  Hearing.  Locating  sound. 
Occupation — Sewing  cards.     Design  ball. 

Thuesday 
Circle — More  about  grasshoppers. 
Story.     Grasshopper  and  Ant. 
Rhythm — Imitate  grasshoppers,  butterflies  and  flow- 
Gift — Introduce  fourth  gift. 
Games — Sense  games.     Squirrel  game. 
Occupation — Cut  butterflies  and  color. 

Fkiday 
Circle — Review  talk  on  insects,  butterflies,  birds.  Free 
choice  of  stories  told  during  the  week. 

Rhythm — Imitate  grasshoppers,  butterflies  and  birds. 
Gifts— Sticks.     Lay  rake,  square,  cross,  etc. 

Compare  sticks  as  to  length.     Let  children  invent. 
Games— All  games  played  during  the  week. 
Occupation— Make  colored  chains. 


Books  referred  to  in  these  programs  are  the  following: 
STORIES 
Golden  Windows— Laura  E.  Richards, 
Kelley's  Short  Stories. 

Siories  and  Morning  Talks— Sarah  Wiltse. 
Huston  Collection  of  Kg.  Stories. 
In  the  Chi  Id's  World  — KmilvPoulson. 
Primary  Plan  Book— Marion  George. 
Kindergarten  Book— Jane  Hoxie 

SONGS 
Songs  and  Gamasfor  Little  Ones— Walker  and  Jenks. 
Small  Songs  for  Small  Singers— Nielinger. 
Songs  of  the  Child  World     (laynor. 
Songs-Patty  Hill. 
Finger  Plays— Emily  Ponlson. 
Song  Hook— Brown  and  Emerson. 
Plays  and  (James. 
New  Kindegarten  Songs— Ilalsey. 
Child's  Garden  of  Song— Tomlins. 
Merry  Song-  and  Games— Mrs.  Hubbard. 
River,  ide  Song  Hook— Lawrence. 
Songs  in  Season— George. 
Songs  for  Little  Children-Eleanor  Smith. 
Old  and  New  Singing  Gamf  s—  Hoffman. 
Songs  of  Life  and  Nature— Eleanor  Smith. 
Merryr  .Songs  and  (lames-  Ilailman. 
Primary  Song  Book— Smith  and  Weaver. 
Songs,  Games  and  Rhymes— Hailman 


io 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


A  CHURCH  PLAY-GARDEN. 
Br  Jenny  B.  Merrill 
Custom  and  tradition  have  led  us  to  see  some- 
thing sacrosanct  in  the  churchyard — children  are 
apt  to  be  shooed  out  if  they  noisily  invade  these 
precincts.  But  a  church  in  upper  Broadway  invites 
them  to  enter.  Dr.  Jennie  B.  Merrill,  supervisor  of 
New  York  kindergartens,  tells  us,  in  The  Continent 
(Chicago),  that  in  her  fifty  years  of  residence  in 
New  York  she  has  never  before  seen  such  a  sign 
as  the  following  on  the  Chapel  of  the  Intercession, 
Trinity  Parish: 


THIS  CHURCH 

Invites  the   Mothers  of  the   Neighborhood 

to   Use   its   Little    Children's 

Play-Garden 

The   Public   Welcomed   to   These   Grounds 

Especially    Mothers    and    Children 


Here  is  her  description  of  the  church  play-garden: 

"It  is  simply  a  wide  path  extending  around  two 
sides  of  the  church  edifice,  bordered  with  a  grass 
plot  and  railing.  On  the  third  side  the  space  in- 
creases considerably.  Settees  are  on  the  inner  side 
of  the  path  and  mothers  occupy  them  while  babies 
sleep  in  their  carriages  in  the  sunshine  and  the 
fresh  air.  An  invalid  or  convalescent  may  also  be 
seen  enjoying  the  sunshine.  Older  children  roll 
their  dolls  back  and  forth.  An  active  little  one  tries 
to  scrape  or  dig  here  and  there.  No  one  stops  him 
and  he  really  does  no  harm  to  the  path,  while  he 
gratifies  his  native  instinct  and  keeps  himself  happy, 
gathering  a  tiny  mound. 

"Why  should  it  seem,  why  should  it  be,  such  an 
unusual  sight  to  see  the  neighborhood  folk  enjoy- 
ing the  outside   of  a   church? 

"Is  it  not  a  most  natural  use?  Why  not  extend 
such  a  sensible  plan,  especially  in  the  suburbs  where 
many   churches  have  a  little  extra  ground? 

The  wearisome  march  of  mothers  and  nurses 
back  and  forth  in  the  street  should  be  broken  by 
the  opportunity  to  rest  while  the  children  play. 
There  is  nothing  much  more  tiresome  to  a  little 
child  than  the  unbroken  walk — I  have  in  mind  a 
child  who  threw  herself  down  on  the  sidewalk  in 
sheer  fatigue  and  was  punished  for  her  naughtiness! 

"Play  has  its  beauties.  A  walk  is  too  stately 
and  continuous  for  a  young  child.  I  urge  kinder- 
gartners  to  develop  this  idea  of  church-gardens.  If 
the  neighborhood  is  one  where  mother  can  not 
leave  home,  could  not  a  kindergartner  gather  the 
children  of  a  block  and  pilot  them  to  such  quiet 
play-gardens? 

"I  do  not  ask  for  swings  or  paraphernalia  of  any 
kind.  Children  can  amuse  themselves  with  each 
other;  they  are  phy-material  in  and  of  themselves. 
Kindergartners  sometimes  fail  to  realize  this.  Fresh 
air  soothes  children's  nerves;  the  outside  world 
holds  them  in  check.  Not  a  naughty  child,  and 
only  one  crying  child,  did  I  note  in  this  rnothers' 
retreat  during  a  visit  of  two  hours. 


"There  are  dolls,  dolls'  carriages,  picture-books, 
and  sewing  all  in  evidence.  There  come  now  some 
boys  with  wagons  and  here  is  a  group  with  tiny 
little  pails  and  shovels.  Here  is  a  box  full  of  paper 
dolls  and  two  little  girls  chatting  about  them.  Here 
is  at  last  one  crying  child  with  a  fussy  mother.  'Off 
they  go.  Ha,  here  is  a  four-year-old  studying  the 
fence  and  no  one  afraid  he  will  fall!  It  is  really  a 
children's    paradise.      This   climb   was   too   ideal. 

"  'Get  down,  my  little  man,'  and  our  brave  climb- 
er's  venture  is  over. 

"  'How  many  children  can  be  accommodated  in 
this  church  play-garden?'  I  hear  some  one  ask.  I 
have  counted  fifty,  but  there  is'  room  for  fifty  more." 

The  settees  are  filled  with  adults.  "No  sexton  or 
janitor   is   in   evidence.     There  is  no  bossing." 

"Toys  do  not  abound.  There  is  plenty  of  fresh 
air  and  sunshine.  I  never  have  seen  such  a  number 
of  sensible,  quiet  mothers.  Scarcely  in  an  hour 
have  I  heard  any  one  speak,  much  less  scold'  a  child. 
Is  it  a  miracle  of  goodness?  Not  at  all.  It  is  sim- 
ply the  natural  result  of  healthy  play  in  the  open 
air  without  too  much  exciting  stimulus  in  the  way 
of  apparatus  and  toys,  without  unnecessary  inter- 
ference on  the  part  of  mothers  and  nurses,  yet  with 
sufficient  stimulus  to  prevent  listlessness  and  to  in- 
cite  to   healthful    activity. 

"Older  children  require  more  varied  and  more 
active  competitive  games,  but  this  is  a  playground 
mainly   for   children    under    five   years    of  age. 

"  'This  church  invites  the  mothers  of  the  neigh- 
borhood to  use  its  little  children's  play-garden.' 
Which  church?     Yours  and  mine?" — Literary   Digest. 


BEING   WELL    BORN. 
David  Starr Joedan 

Eugenics  is  the  science  or  the  art  of  being  well 
born.  It  is  the  sum  of  knowledge  of  conditions  of 
beginning  life  with  sound  heredity.  If  we  know 
ourselves  well,  we  know  our  parents  also.  The  in- 
fluence of  the  parents  is  equal.  On  an  average  one- 
fourth  of  our  peculiarities  come  from  the  father, 
one-fourth  from  the  mother,  one-sixteenth  from 
each  grandparent.  The  rest  come  from  still  further 
ancestors. 

Each  of  us  had  8,594,592  ancestors  in  the  time  of 
William  the  Conqueror,  and  870,672,000,000  in  the 
time  of  Alfred  the  Great.  There  were  never  more 
than  1,500, 000, COO  people  on  earth  at  one  time.  All 
of  us  are  of  royal  lineage,  a  hundred  lines  leading, 
if  we  could  trace  them,  to   the  Plantagenets. 

The  breeding  of  supermen  is  quite  humanly  pos- 
sible along  lines  of  selection,  but  not  a  possibility 
through  state  action.  Scientific  breeding  would  lose 
the  two  choicest  results  of  natural  selection,  love 
and  initiative.  The  best  choose  their  own  mates  for 
their  own  reasons.  The  most  that  can  be  done  is 
to  diffuse  knowledge  of  truth,  and  to  eliminate 
through  wise  charity,  those  delinquent,  defective, 
and  incapable  through  bad  heredity.  There  is  al- 
ways room  for  the  man  of  force  and  he  makes  room 
for   many. — Excerpt    from   Address. 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


if 


REPORT   OF   COMMITTEE  OF  INVESTI- 
GATION. 

Madam  President  and  Members  of  the  International 
Kindergarten  Union: 

The  committee  appointed  to  inquire  into, the  present 
status  of  the  kindergarten  in  the  United  States  can 
only  present  a  report  of  progress,  not  a  report  of  a  task 
completed  This  is  due  in  part  to  the  magnitude  of 
the  task  itself,  and  in  part  to  the  delays  that  are  un- 
avoidable in  any  task  which  requires  the  coperation  of 
thousands  of  people.  The  work  of  the  committee  falls, 
naturally,  into  two  parts:  First,  that  of  collecting  the 
facts  concerning  the  present  status  of  the  kindergarten 
in  the  different  states;  and  second,  that  of  compiling 
the  returns,  and  putting  these  into  form  for  reference 
and  use.  The  first  part  has  been  attempted  the  present 
year,  and  will  be  nearly,  if  not  wholly,  completed. 
The  second  will  require  careful  work  after  the  return? 
are  in— work  which  in  part  should  be  done  by  an  ex- 
pert. 

The  correspondence  necessary  to  the  organization  of 
the  committee's  work  resulted  in  the  formulation  of 
the  questionaire  given  below.  Three  thousand  of  these 
were  printed  in  November,  and  copies  sent  to  the  com- 
mittee members  for  distribution  to  their  respective  state 
chairmen,  with  an  accompanying  letter  of  directions 
as  to  the  methods  of  procedure.  As  soon  as  the  state 
chairmen  reported  the  number  of  questionaires  need- 
ed in  their  respective  states,  these  were  sent  to  them 
for  distribution  according  to  their  judgment.  Nearly 
two  thousand  questionaires  have  been  sent  out,  and 
more  will  be  needed  as  the  work  in  several  states  is 
not  yet  fully  organized.  From  many  of  these,  no  re- 
plies have  been  received.  It  is  the  slowness  of  people 
in  replying  that  has  caused  the  delay  in  the  commit- 
tee's work. 

International  Kindergarten  Union  Inquiry  into 
the  Status  of  the  Kindergarten  in  the  United 

States. 

At  the  Cincinnati  meeting  of  the  I.  K.  U.  the  Executive 
Board  appointed  a  Committee  of  Investigation  to  in- 
quire into  the  present  status  of  the  kindergarten  in  the 
United  States.  The  committee  has  formulated  this 
questionaire  for  the  purpose  of  securing  the  desired 
information  concerning  the  different  phases  of  kinder- 
garten work,  It  hereby  asks  for  the  co-operation  of 
every  kindergartner  and  school  officer  to  whom  the 
questionaire  may  come,  that  its  difficult  and  important 
work  may  be  promptly  and  successfully  completed. 

The  committee  is  composed  of  the  following  women: 
Nina  C.  Vandewalker,  Milwaukee,  Chairman;  Mary  C. 
Shute,  Boston,  Mass  ;  Anna  H.  Littell,  Dayton,  Ohio  ; 
Mrs.  Orietta  S.  Chittenden,  Omaha,  Neb.;  Marion  S. 
Hanckel,  Charleston,  S.  C;  Alma  L.  Binzel,  Winona, 
Minn.;  Julia  Boten,  Helena,  Mont.;  and  Mary  E.  Hannan 
and  Geneva  L.  Bower,  Milwaukee,  Wis. 

The  work  of  the  committee  has  been  organized  as 
follows:  Each  member  has  been  assigned  a  given 
number  of  states.  These  members  will  send  to  some 
one  in  each  state  in  their  respective  groups,  designated 
as  the  state  chairman,  as  many  questionaires  as  are 
needed  in  that  state.  These  questionaires  the  state 
chairman  will  send  out  to  the  educational  authorities  in 
the  cities  that  have  or  are  supposed  to  have  kinder- 
gartens. The  returns  from  a  given  state  should  be  sent 
to  the  state  chairman  for  that  state,  and  forwarded  by 
her  to  the  committee  member  from  whom  she  received 
them.     Upon  receiving-  these  returns   from   the  state 


chairman  the  committee  members  should  make  certain 
compilations  for  the  states  in  their  respective  groups, 
and  then  send  all  the  returns  with  their  compilations  to 
the  general  chairman,  Miss  Vandewalker,  for  the  final 
compilations. 

Inquiry  for  the  State  of 

Returns  to  be  sent  to , 

State  Chairman.     Kindly  write  replies  in  spaces  allowed 
for  the  same  on  the  questionaire. 
I.  Legal   school    age?     (To    be    answered    by    state 

chairman  only.) 
II.  Laws  relating  to  the  establishment  of  kindergar- 
tens:    (To  be  answered  by  state  chairman  only.) 

1.  When  passed? 

2.  Provisions  of  law? 

III.  The  history  of  the  kindergarten  in  the  State  of . . . . 

(To  be  answered  by  the  state  chairman  only.) 

1.  When  and  where  was  the  first   kindergarten    in 

the  state  opened? 

2.  When  and  where  were  the  two  or  three  succeed- 

ing ones  opened? 

3.  To  what  influences  was  the   opening   of  these 

kindergartens  due? 

4.  What  facts   of  special   interest  are   there   in 
connection  with  the   beginnings   of   the    movement    in 

your  state? 
(Questions  IV  and  V  are  to  be  answered  by  the   per- 
sons most  able  to   answer   in   the   cities   to   which   the 
questionaire  is  sent.) 
IV.  The  status  of  the  kindergarten  in  the  city  of 

with  reference  to: — 

1.  Private  kindergartens. 

a.  How7  many  are  there? 

b.  What  is   the   approximate   attendance  in 

these? 

2.  Free  or  charitable  kindergartens. 

a.  How  many  are  there? 

h.  What  is  the  approximate  attendance? 

c .  By  what  agency  are  they  supported? 

3.  Public  kindergartens. 

a.  Attendance  and  organizations: 

(1)  How  many  kindergartens  are  there  in 
your  city? 

(2)  What  is  the  total  number  of  children 
enrolled  in  them? 

(3)  Have  they  one  session  per  day  or  two? 

(4)  If  the  latter,  do  the  same  or  different 
children  attend? 

b.  Cost  of  material. 

( 1 )  At  what  do  you  estimate  the  cost  of 
material  needed  to  equip  a  new  kinder- 
garten, exclusive  of  tables,  chairs,  piano, 
desk,  and  other  material  equally  need- 
ed in  any  schoolroom? 

(2)  At  what  do  you  estimate  the  cost  per 
kindergarten  of  the  consumable  mat- 
erial used  each  year? 

c.  Salaries. 

(1)  What  is  the  minimum  salary  for  assist- 
ants? 

The  maximum? 

(2)  What  is  the  minimum  for  directors? 
The  maximum? 

d.  Qualifications. 

(t)    What   qualifications   are    required   of 

assistants? 
(2)   Of  directors? 

e.  Supervision  and  meetings. 

(1)  What  supervision  by  kindergarten  ex- 
perts do  your  kindergartens  have? 

(2)  What  by  school  principals  and  grade 
supervisors? 

(3)  What  meetings  for  professional  ad- 
vancement do  kindergarteners  hive 
during  the  year? 


12 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


(4)  -Under  whose  direction? 

(5)  Are  mothers'    meetings  an    organized 
part  of  the  work? 

V.  What  kindergarten  training   schools   are    there    in 
your  city? 

1.   Private. 

a.  What  is  the  name  of  the  institution? 
h.  What  is  the  length  of  the  course? 

c.  What  are  the  qualifications  for  entrance? 

d.  What  is  the  approximate  number  of  stud- 

ents each  year? 

e.  What   is   the   average    number   graduated 

each  year? 

2.  Association  or  charitable  training  schools. 

a.  What  is  the  name  of  the  institution? 
b    What  is  the  length  of  the  course? 
c.  What  are  the  qualifications  for  entrance? 
;/.  What  is  the  number  of  students  enrolled 

each  year? 
e.  What  is    the  average    number    graduated 

each  year? 
/.  By  what  agency  is  the  school  supported? 

3.  Public  kindergarten  training  school. 

a.  What  is  the  name  of  the  institution? 
h.  What  is  the  length  of  the  course? 

c.  What  are  the  qualifications  for  entrance? 

d.  What  is  the  number  of  students  enrolled 

each  year? 

e.  What  is    the   average    number  graduated 

each  year? 
/.  By  what  agency  is  the  school  supported? 

The  money  required  for  the  committee  work  was 
provided  by  the  following  contributions:  From  Milwau- 
kee Normal  School  Kindergarten  Association,  $35.00; 
from  the  Milwaukee  Froebel  Union,  $10.00;  from 
the  Chicago  Kindergarten  Club,  $10.00;  from  the  Kate 
Baldwin  Kindergarten  Association,  Savannah,  Georgia, 
$5.10.  These  contributions  were  made  before  the  cur- 
rent school  year  opened.  Since  that  time,  the  Kate 
Baldwin  Kindergarten  Association  has  contributed  an 
additional  $5.00;  Miss  Fannibelle  Curtis,  $10.00  and 
Miss  Mary  C.  Shute,  $12  07.  This  makes  a  total  of  $87.17 
that  has  passed  thru  the  committee's  hands.  In 
addition  to  this,  several  contributions  have  been  made 
that  have  not  gone  thru  the  chairman's  hands.  The 
Kindergarten  Club  of  Helena,  Montana,  furnished 
Miss  Baten  with  $1.00,  the  amount  needed  to  send  out 
questionaires  in  the  eight  states  in  her  group.  The 
kindergartners  of  Ohio  have  contributed  the  amount 
needed  to  carry  on  the  inquiry  in  that  state;  and  the 
state  chairmen  in  New  Jersey  and  Delaware  have  been 
offered  the  funds  needed  for  the  work  in  their  re- 
spective states,  but  thus  far  have  made  no  requests  for 
money  for  that  purpose. 

The  expenditures  thus  far  have  been  as  follows: 
For   printing   questionaires        -  -  -  -  $10.00 

To  Miss  Shute,  Committee  member 

for  the  New   England  States  -  -  -      8  10 

To  Dr.  Jenny  B.  Merrill,  State 
Chairman  for  New  York, 
stamped  envelopes  8.54 

To  Miss  Binzel,  Committee  member 
for  Michigan,  Indiana, 
Illinois,  Iowa,  Minnesota,    and 
Utah  -  -  •    10.08 


To  Mrs.  Eliza  A.  Blaker,  State 

Chairman  for  Indiana  -  -  -      2 

To  Miss  Alice  N.  Parker,  State 

Chairman  for  Pennsylvania    -  -  -      4. 

To  Miss  Hanckel,  Committee 
member  for  the  16  states  in 
the  Southern  Kindergarten 
Association  10. 

To  Mrs.  Chittenden,   Committee 
member  for  Nebraska,  Kansas, 
Colorado,  Arizona,  New   Mexico, 
and  California  -  -  -      3. 


Postage,  exj 
etc. 


'ss  charges, 


Total  72.85 

Balance  14.32 

Additional   expenses   incurred 
by  Committee  members,  not  yet 
paid,  $6.76  and  $1.20  which  will 
leave  $5.86 

The  work  involved  in  securing  the  data  desired,  but 
part  of  which  has  as  yet  been  received,  may  be  in- 
ferred in  part  from  the  number  of  letters  that  have 
been  written  by  the  committee  members.  These  num- 
ber nearly  five  hundred.  Of  these,  the  chairman  of 
the  committee  has  written  about  200,  and  at  least  an 
additional  100  will  need  to  be  written  before  the  work 
is  completed.  Miss  Shute  has  written  120,  Miss 
Hankel  96,  Miss  Binzel  30,  Miss  Baten  20,  Miss  Bower 
and  Miss  Hanna  each  ten  or  more,  Miss  Littell  30 
and  'Mrs.  Chittenden  about  50.  In  addition  to  this 
the  state  chairmen  must  have  written  as  many  more, 
of  which  the  general  committee  has  no  record.  The 
work  of  the  state  chairmen  has  been  very  heavy,  and 
it  is  to  their  co-operation  that  the  success  of  the 
committee's  effort  is  in  a  large  measure  due. 

The  committee  would  have  been  glad  to  be  able  to 
report  that  the  returns  from  all  the  states  were  in,  and 
that  the  first  phase  of  its  work  had  been  completed. 
This  was  soon  recognized  as  impossible,  however,  lie- 
cause  of  the  unavoidable  delay  in  organizing  the  work 
in  several  states.  Because  the  papers  given  at  the  Cin- 
cinnati meeting  on  kindergarten  conditions  in  the 
South  and  West  had  familiarized  the  public  some- 
what with  the  conditions  in  these  sections  of  the 
country,  it  seemed  best  for  the  committee  to  con- 
centrate its  efforts  upon  getting  the  returns  from  the 
New  England  States,  the  Middle  States,  and  those  of 
the  Central  West, -seventeen  in  number.  Thus  far,  how- 
ever, returns  have  been  received  from  but  sixteen, 
— the  New  England  States,  New  York,  New  Jersey, 
Illinois,  Pennsylvania,  Delaware,  Ohio,  Minnesota, 
Indiana  and  Wisconsin.  The  returns  from  the  sixteen 
Southern  States  were  the  second  to  come  in,  however, 
and  since  the  compilation  of  the  report  was  begun  par- 
tial returns  have  come  in  from  all  the  Western  states 
with  the  exception  of  South  Dakota,  Wyoming,  Ne- 
vada and  Kansas.  The  committee  has  made  no  effort- 
to  compile  the  returns  except  upon  three  points. 
These  are: 

1.  Number  of  cities  having  kindergartens. 

2.  Number  of  kindergartens  of  different  kinds.       , 

3.  Number  of  children  attending. 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


»3 


The  returns  on  these  points  are  as  follows: 
NEW  ENGLAND  STATES 


>|0.  Of  CITIES  NO.  DF  KINDER-  NO.OFCHIL- 

HAVING  KIN-  GARTENS  IN  DfE^lATTEHD- 

1ERGARTENS.  THE  STATE  ING  KINDER- 

GARTENS. 


.Maine     -     -     -     -       13 

35 

1,312 

Rhode  Islaml     -     -    8 

67 

2,522 

Connecticut    -      -    34 

ISO 

8,340 

Vermont     -     -       -5 

7 

218 

Massachusetts    -      55 

368 

17.247 

New  Hampshire     -    10 

33 

1.1 10 

Total                125 

690 

30,767 

NEW  YORK. 

1     Number  of  cities  having-  k 

ndergar- 

tens 40 

Number  of  villages  having  kinder- 
gartens              44 

Number  of  cities  having  public 

kindergartens     -     - 36 

Number  of  villages  having  public 

kindergartens     - 1 


57 


2.  Number  of  kindergartens  of  all 

kinds 1,571 

Number  of  public   kindergartens     -  1,233 

3.  Number  of  children  enrolled  in  kinder- 

gartens of  all  kinds.  -     -     -  51,373 

Number  of  children  enrolled  in  public 

kindergartens  -     -    -  42,509 

NEW  JERSEY. 

1.  Number  of  cities  having  kindergartens     -  47 

"        "      "  "       public  kinder-    - 

garlens                                          ....  47 

2.  Number  of  kindergartens 324 

Number  of  public  kindergartens       -     -     -  304 

3.  Number  of  children  enrolled  in  all       -     -  17130 
Number  of  children  in  public  kinder 

garlens      --.-----.---  16287 

DELAWARE 

1.  Number  of  cities  having  kindergartens       -  3 

2.  Number  of  kindergartens         10 

3.  Number  of  children  enrolled  in  all      -    -  350 

ILLINOIS 

1.  Number   oi  cities  having    kindergartens 

of  any  kind    - -  38 

Number  of  cities   having   public   kinder- 
gartens - -----  22 

2.  Number  of  kindergartens  of  all  kinds: 

Private 55 

Free  or  charitable 43 

Public 193 


3.     Number  of  children  attending  kindergartens: 

Private 1,791 

Free 1,037  \  .  '.-,,i;:::i 

Public 25,511 


NO,  Of  CITIES     N1.  OF  KINDER-         NO.  0FCHIL- 
HAVING  KIN-        GARrENSINTHE  DRENATTEND- 

DERGARTENS.  ST-JE.  ING  KINDER- 

GARTENS. 

Wisconsin 100. . .  .325  (Approx  )  20,000  (Approx.) 

Minnesota   38....  159   5,S?8   (7  kinder- 
gartens did  not  report  attendance) 

Iowa 25   ...   85     4,000 

Ohio 17.... 202   14,880 

Pennsylvania...  47 491    (Approx.)  18,000 

Indiana 6 71    4,828 

SOUTHERN  STATES 
So.  Carolina....    10....   30   (heard,  from)    711 

Missouri 11.... 303   12,178 

West  Virginia. .     3 0   138 

Mississippi 12 12   244    )Nos.    in 

all  not  reported..) 

North  Carolina.     0 17    612 

Alabama 9 37    1,4  L4 

Oklahoma 8....   38   1,705 

Georgia  13   ...   54  2,001 

Texas 13....   49 ......  1,413 

Kentucky  (Not  desig.)   46 2,526  (Not com- 
plete.) 

Florida 9....   20   695 

Tennessee 3 . . . .   17     ' .  .  .  392 

(Memphis  has  2  kindergartens,  but  not  heard  from) 

Louisiana 8 11    3,499  (Approx) 

Virginia 7 28   895  (Approx) 

Maryland 4  ...     29   3,739 

Arkansas 6 7    146 

Dist.  of  Columbia    75   2,950 


Totals...  119         823 


N.  Dakota  1 

Montana 2 

Idaho 3 

Washington     . .  4 

Oregon 1 

Nebraska  (p'rt'l)   5 

Colorado 8 

California 16 

N.  Mexico 3 

Utah 3 

Arizona 4. 


WESTERN  STATES. 
1....      1    


33.703 


100 
470 
300 
,820 
s455 
,915 
65 
,827 
233 


Total 18,000  (Approx) 

Total,  all  states,  823     5,374  271,737 

A  knowledge  of  the  facts  concerning  the  kindergar- 
ten which  these  returns  show  cannot  fail  to  be  of  great 
value  to  the  kindergarten  movement.  The  value  of  the 
facts  would  be  still  greater,  however,  if  the  present 
status  could  be  compared  with  that  of  an  earlier  period 
since  the  progress  of  the  movement  could  then  be 
measured.  Some  basis  for  such  a  comparison  is  afford- 
ed by  the  inquiry  made  in  1903  by  Miss  Clara  L.  Ander- 
son and  published  in  the  Kindergarten  Annual  of  that 
year.  This  gives  the  names  of  the  cities  that  had  kin- 
dergartens, the  kind  of  kindergartens  in  each  — private, 
charitable  or  public-the  training  schools  and  the  names 
of  the  kindergartners  nearly  ten  thousand  in   number. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


The  list  of  cities  having  kindergartens  in  1903  will  afford 
the  opportunity  for  the  comparison  needed,  altho  it 
alone  will  not  be  sufficient  to  show  kindergarten  pro- 
gress or  the  opposite.  Even  if  there  had  been  time  to 
make  such  a^coniparison  at  present  it  would  have  been 
unfair  to  draw  conclusions  since  the  returns  from  many 
states  are  still  so  incomplete.  A  cursory  glance  shows, 
however,  that  kindergarten  progress  during  the  past 
nine  years  has  been  by  no  means  as  marked  as  the 
friends  of  the  movement  would  wish  or  as  many  of 
them  suppose.  It  is  apparent  that  good  progress  has 
been  made  in  some  states,  that  the.movement  has  been 
at  a  standstill  in  many  that  should  have  shown  growth 
and  that  it  has  positively  retrograded  in  others.  Those 
who  have  thecause  of  kindergarten  advancement  at 
heart,  therefore,  need  not  only  to  continue  their'efforts 
but  to  increase  them.  They  need,  in  fact,  to  realize  that 
propagatory  work  of  the  right  kind  is  needed  now  more 
than  ever  before.  Those  who  have  worked  on  or  with 
the  committee  as  members]or  state'ehairmen  realize  as 
others  cannot,  how  feeble  a  hold  the  kindergarten  has 
as  yet  and  how  much  it  needs  organized  effort  for  its  ad- 
vancement if  Jt  is  to  render  to]  the  children  of  the 
United  States  the  servicejof  which  it  is  capable. 

As  chairman  of  the  committee,  I  wish  to  express  my 
warm  appreciation  of  the  admirable  support  of  the 
committee  members  and  in^their  behalf  to  thank  the 
state  chairmen  for  their  efficient  cooperation,  without 
which  the  work  done,  though  still  incomplete,  could 
never  have  been  accom Jul i shed.  The  committee  wishes 
to  thank  all  those  who  contributed  to  the  success  of 
its  work  by  contributions  and  answering  questionaires, 
and  last  but  not  least,  the  National  Kindergarten  Asso- 
ciation for  the  leaflets  which  it  provided  to  send  out 
with  the  questionaires  showing  the  need  of  kindergar- 
ten extension  throughout  the  country. 

Respectfully  submitted, 

.Nina  C.   Vandewalker, 

Chairman. 


WOMAN  AND  THE  BALLOT. 

Dr.  Luther  H.  Gulick. 

"Woman  is  as  sure  to  have  the  suffrage  as  the 
tide  is  to  rise,"  said  Dr.  Gulick,  "not  because  she  is 
as  wise,  as  strong,  as  skillful  as  man  is,  nor  because 
she,  like  him,  is  a  human  being,  nor  for  any  other 
reason  of  likeness  or  duplication  at  all,  but  because 
she  is  different,  because  she  can  do  what  he  cannot, 
because  the  world  needs  her  peculiar  and  special 
abilities. 

"It  is  because  she  is  different,  because  these  dif- 
ferences are  fundamental  World  needs,  that  it  is 
necessary  that  she  shall  bring  these  differences  to 
the  service  of  the  world.  This  fact,  whether  woman 
wants  it  or  no,  the  suffrage  will  force  inevitably 
upon  her.  We  insist  that  she  must  speak  but  be- 
cause she  is  different  and  not  because  she  is  like. 
The  vote  is  no  end  in  itself. 

"Many  of  the  psychic  functions  of  motherhood 
she  is  discharging  in  the  school.  She  is  making 
play  grounds  for  children,  healthier  conditions  in 
schools,    fairer    conditions    for    the    work    of    men, 


women,  and  children  in  farm,  store,  factory,  shop, 
and  mine.  The  ideal  is  that  of  universal  mother- 
hood— all  the  women  being  responsible  that  every 
child  is  loved,  cared  for,  and  given  a  fair  chance. 
She  is  beginning  to  see  that  she  is  responsible  for 
much  of  the  municipal  housekeeping." — Excerpt 
fro. 11  address. 


DIRECTING  NATIVE  IMPULSES. 

Prof.   H.   C.    Henderson,  State   Normal   School, 
Milwaukee. 

If  rightly  viewed,  the  native  impulses  of  children 
constitute  our  chief  educational  stock  in  trade.  Ed- 
ucation itself  may  be  regarded  as  nothing  more  than 
the  direction  of  the  impulses  toward  ends  that  are 
valuable  by  means  of  appropriate  material.  The 
training  of  children's  impulses  leads  to  the  forma- 
tion of  useful  habits,  to  the  acquisition  of  dynamic 
knowledge,  and  to  the  gaining  of  right  ideals  of 
conduct. 

If  this  is  true  of  the  normal  child,  it  applies  with 
equal,  if  not  with  greater  force,  to  the  education  of 
children  physically  or  mentally  defective.  Interests 
follow  the  lead  of  impulses  and  there  is  a  wide  dif- 
ference between  educating  a  child  in  accordance 
with    his    nature   and   in   attempting   to   educate   him 


TEACH  ABOUT  SEXES  OF   ANIMALS. 

Dr.  Mary  Blount. 

There  is  need  for  teaching  the  sexual  reproduc- 
tion of  animals  without  any  reference  to  disease. 
The  purpose  of  such  teaching  is  educational;  to 
take  the  subject  out  of  the  mist  of  ignorance,  emo- 
tion and  superstition,  and  put  it  in  clear  light 
where  people  can  think  about  it  sanely  as  they  think 
about  other  natural  phenomena. 

The  subject  should  be  a  part  of  common  school 
education,  and  as  legitimate  a  subject  for  examina- 
tion for  teacher's  certificate  as  is  digestion,  or  fresh 
air,  or  sanitary  water  supply.  Boys  and  girls  have 
responded  with  wholesome  interest  to  the  scientific 
teaching  of  the  subject. 


LITTLE  BLACKBOARD   SKETCHES. 

I  use  often  a  small  hanging  blackboard  (4x5  feet, 
which  can  be  taken  down  and  rolled  up  when  not  in 
use),  on  which  I  sketch  rapidly  with  white  or  col- 
ored chalks  before  the  morning  circle — while  we 
talk — the  scenes  and  objects  under  discussion,  also 
illustrating  different  stages  of  growth  and  develop- 
ment in  plants,  insects — tadpoles  and  other  things, 
in  our  nature  work — getting  suggestions  from  the 
children,  and  letting  them  aid  in  illustrating,  when 
possible,  but,  we  visit  the  real  scenes,  and  have  the 
real  object  as  often  as  we  can. — Elizabeth  G.  Hay- 
wood, in  North  Carolina  Educator. 


Lives  of  great  men  all  remind  us 
We  can  make  our  lives  sublime. 


-Longfellow, 


THE  KINDERGARTEN-PRIMARY    MAGAZINF 


WASTE    AND    EFFICIENCY    IN    SCHOOL. 
By    W.   11.   Elson,    Former  Superintendent   of  Schools 
of  Cleveland,  Ohio. 
New    Criteria   of   efficiency   turns   the    center   of    ad- 
ministrative  interest   from   the  needs   of   the   few    and 
the  strong  to  the  needs  of  the  majority. 

The  failure  of  the  school  to  hold  its  pupils  is  one 
of  the  great  sources  of  educational  waste.  In  a  typi- 
cal city  it  was  found  that  for  a  ten-year  period  but 
48  per  cent  of  all  the  children  enrolled  in  the  first 
grade  reached  the  sixth,  but  30  per  cent  reached  the 
seventh,  and  that  but  one  pupil  in  four  attained  the 
eighth  grade.  In  a  word,  taking  the  records  for  ten 
years  as  a  basis  of  judgment,  it  was  found  that  only 
one  child  in  two  ever  advanced  in  the  elementary 
school   beyond  the   fifth   grade. 

In  the  high  school  the  records  show  similarly  large 
losses  from  withdrawals.  It  was  found  that  for  a 
ten-year  period  one  child  out  of  every  three  withdraw 
before  the  second  year,  one  out  of  every  two  with- 
draw before  becoming  a  junior,  and  two  out  of  every 
three  failed  to  graduate. 

Nor  do  the  records  show  that  these  losses  within 
the  school  are  due  to  its  breaking  down  in  recent  years, 
for  taking  the  first  half  of  the  ten-year  period  the  per 
cent  of  those  graduating  from  high  school  or  com- 
pleting the  eighth  grade  is  a  trifle  less  than  for  the  last 
half  of  the  period,  thereby  showing  a  slight  gain  in 
holding  power  on   the  part  of  the  school. 

When  the  life  history  of  ten  graduating  classes  of 
high  school  is  made  the  basis  of  judgment,  the  losses 
within  the  school  from  withdrawals  are  surprisingly 
large.  Broadly  speaking,  it  seems  reasonable  to  con- 
clude that  of  those  entering  the  first  grade,  05  per 
cent  leave  without  finishing  the  high  school,  50  per 
cent  withdraw  before  reaching  the  sixth  grade  and 
75  per  cent  before  attaining  the  eighth  grade;  while 
of  those  entering  the  high  school  one-third  leave  be- 
fore the  second  year,  two-thirds  drop  out  before  grad- 
uating. This  is  fairly  typical  of  the  country  at  large. 
It  reveals  enormous  waste  due  to  withdrawals  from 
schools.  Naturally  the  question  arises  to  what  extent 
is  the  school  itself  in  organization,  instruction,  course 
of  study,  standards  of  value,  or  otherwise  responsible 
for  those  losses  and  for  its  own  lack  of  holding  power. 
Vocational  high  schools  have  a  marked  influence  in 
tending  to  keep  children   longer  at  school. 

But  losses  by  withdrawals  are  affected  also  by  re- 
tardation. In  a  typical  city  the  records  show  that 
exclusive  of  all  special  schools,  one-fourth  of  all  ele- 
mentary pupils  were  retarded  one  to  four  years. 

From  data  available  it  seems  reasonable  to  conclude 
that  of  all  money  spent  on  public  education  in  Ameri- 
can cities  one-tenth  to  one-eighth  is  spent  in  taking 
children  over  the  work  a  second  time,  an  enormous 
loss  considered  from  any  point  of  view.  As  a  money 
tax  due  to  the  maladjustment  of  study-courses  and 
promotion  scheme  to  the  abilities  of  children  it  is  ex- 
cessive. When  the  school  is  tested  for  efficiency  by 
its  ability  to  carry  children  through  its  course  on 
time  it  shows  great  waste. 

The   maladjustment   of  the   work  of   the   school   to 


the  capacities  and  interests  of  children  is  expressed  in 
terms  of  withdrawals,  retardation,  repetition  and  non- 
promotion.  The  thoughful  student  of  educational 
waste  cannot  fail  to  reach  the  conclusion  that  the 
school  is  addressing  itself  to  the  stronger  group,  and 
setting  its  standards  of  attainment  beyond  the  range, 
of  the  average  children. 

Methods  and  standards  of  promotion  must  also  be 
made  more  flexible. 

There  is  urgent  need  for  standardizing  subjects,  de- 
partments and  schools. 

A  study  of  educational  waste  forces  the  conclusion 
that  in  the  collection  and  use  of  data  to  guide  in 
measuring  the  efficiency  of  the  school  and  in  determin- 
ing administrative  action  a  mere  beginning  has  been 
made;  that  if  the  efficiency  of  the  school  is  to  be 
definitely  measured  careful  record  of  school  losses  must 
be  kept  to  the  end  that  study-courses  and  promotion- 
schemes  may  be  adapted  to  the  abilities,  needs  and 
interests  of  all  the  children,  and  the  school  itself  be 
thereby  enabled  to  check  its  own  waste. 


PRELIMINARY  REPORT  OF  COMMITTEE  ON 
RURAL   SCHOOL   EDUCATION- 
NEEDED  CHANGES. 

(at  n.  e.  a.) 

Rendered  by  E.   T.  Fairchild.  State  Superintendent   of 
Public   Instruction. 

AN  ENCERPT. 

It  is  conceded  that  the  rural  school  is  the  one  lag- 
gard in  the  educational  procession.  Of  the  12,000,000 
rural  school  children  less  than  25  per  cent  is  completing 
the  work  of  the  grades.  The  teaching  is  immature 
and  lacks  proper  training.  Terms  are  too  short. 
School  buildings  are  poor,  unsanitary  and  ill-equipped. 
The  school  enrollment  is  constantly  decreasing.  The 
supervision  is  wholly  inadequate.  High  school  privi- 
leges are  denied  to  the  great  majority  of  these  boys 
and  girls.  The  strong,  virile  rural  school  of  a  gener- 
ation ago  has  gone,  and  in  its  place  is  a  primary  school 
weak  in  numbers  and  lacking  in  efficiency.  The  coun- 
try boy  and  girl  of  this  strenuous  and  complex  twen- 
tieth century  are  not  afforded  equal  educational  op- 
portunities. 

The  best  efforts  of  many  of  the  wisest  and  most  in- 
fluential people  of  our  country  have  been  constantly 
devoted  to  the  betterment  of  the  high  school,  college 
and  university,  while  the  rural  school  during  this 
period  has  been  sadly  neglected.  Although  these 
schools  serve  directly  the  interests  of  the  greatest  per 
cent  of  our  population,  and  although  they  are  admit- 
tedly the  most  inefficient  part  of  our  entire  educational 
system,  yet  nowhere  is  there  an  organized  and  nation- 
wide effort  to  make  them  fully  serve  the  needs  of  the 
new  civilization  under  which  we  are  now  living.  This 
material  is  national.  The  country  school  needs  assist- 
ance. It  needs  the  help  of  the  educational  expert;  it 
needs  the  help  of  the  philanthropist  and  business  man; 
it  needs  the  help  of  the  press;  it  needs  the  assistance 
of  all  institutions  of  higher  learning  and  the  union  of 
all  social   forces   for   its  betterment. 


He  is  rich  enough  who  does  not  want. — Italian. 


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THE   KINDERGARTEN-PRIMARY  MAGAZINE 


THE  HEALTH  OF  SCHOOL  CHILDREN. 

ROBERT    J.     ALEY,     PRESIDENT    OF    THE     UNIVERSITY    OF 

MAINE,    ORONO,    ME. 

Excerpt  from  Address 

What   shall    it   profit    a   child    if   he   gain    the    whole 

world    of    knowledge    and    lose    his    own    health? — G. 

Stanley  Hall. 

Those  who  have  given  thought  to  the  matter  are 
agreed  that  health  is  a  valuable  asset.  In  the  hurry 
and  competition  incident  to  the  development  of  this 
new  world  of  ours,  the  importance  of  the  care  and 
development  of  health  has  been  largely  overlooked. 
There  has  been  a  very  marked  tendency  to  treat  the 
individual  as  we  have  treated  our  material  resources. 
In  a  general  way  profit  has  resulted  from  the  growth 
and  work  of  men.  The  immediate  economic  result  has 
blinded  us  to  the  importance  of  human  conservation. 
The  sacrifice  of  the  life  and  health  of  many  indi- 
viduals has  counted  for  but  little.  The  supply  of 
brawn  seemed  unlimited.  We  have  not  been  working 
on  this  plan  long  enough  to  realize  that  the  children 
and  grand  children  pay  the  price  of  excesses  and  lack 
of  care.  *        *        *        *        *        *        *        *        * 

We  are  told  that  a  child's  best  inheritance  is  a 
mother  who  knows  how  to  keep  him  well,  being  as- 
sured that  the  healthy  child  grows  to  manhood  and 
womanhood  capable  of  resisting  contagion  and  de- 
fying disease.  Does  not  the  neglect  of  the  health 
of  these  children  amount  to  race  suicide  as  truly 
as  does  the  direct  reduction   of  the  birth-rate? 

Luther  Burbank,  in  an  article  on  "The  Training 
of   the   Human  Plant,"  says: 

The  curse  of  modern  child  life  in  America  is  over- 
education,  over-confinement,  over-restraint.  The 
injury  wrought  to  the  race  by  keeping  too  young 
children  in  school  is  beyond  the  power  of  anyone 
to  estimate.  The  work  of  breaking  down  the  nerv- 
ous systems  of  the  children  of  the  United  States  is 
well  under  way.  Every  child  should  have  mud  pies, 
grasshoppers,  and  tadpoles,  acorns  and  pinecones, 
trees  to  climb,  and  brooks  to  wade  in,  and  every 
child  who  has  been  deprived  of  these  has  been  de- 
prived of  the  best  part  of  his  education. 

But  not  every  child  can  have  these  blessings  of 
the  country,  and  so  to  the  educator  falls  the  double 
task  of  supplying  the  want  from  the  limitless 
realms  of  the  land  of  Make-Believe. 

Upon  the  sun-parched  sands  of  the  familiar  city 
school  grounds  with  no  more  shade  than  is  af- 
forded by  the  school  building  itself,  much  out-of- 
door  work  may  be  done,  and  here  again  the  kinder- 
gartner  will  soon  surprise  herself  with  her  own  in- 
ventive powers.  The  matter  of  removing  the  kin- 
dergarten furniture  is  a  simple  one:  each  little  tot 
delights  to  carry  his  own  chair;  tables,  too,  may  be 
removed  to  the  yards  if  desirable,  by  reversing 
them,  feet  up,  to  avoid  the  danger  of  throwing 
these  tiny  helpers,  and  the  incidental  lesson  in  help- 
fulness and  the  improvement  of  existing  conditions 
is  not  to  be  discounted.  The  man  is  but  the  boy- 
grown  tall,  and  these  little  occasions  for  assisting 
and  being  made  to  feel  an  individual  responsibility 
in  perfecting  the  scheme  of  the  whole,  are  steps  in 


promoting  a  future  American  citizenship,  which, 
while  free  and  independent,  would  scorn  the  spirit 
of  arrogance. 

Millions  of  dollars  are  being  spent  annually  in 
the  erection  of  palatial  public  school  buildings,  and 
in  the  establishment  and  maintenance  of  expensive 
educational  systems,  and  yet  it  is  a  sad  fact  that, 
save  as  housed  within  these  majestic  walls,  the  chil- 
dren of  today  are  forgotten,  crowded  out  in  the 
steady  march  of  the  business  man,  from  all  that 
once  constituted  their  rightful  share  of  God's  uni- 
verse, without  playground  or  park,  without  even  the 
safety  of  their  own  home  streets  which  once  formed 
their  private  realm  of  mystery,  of  safety,  and  of 
delight. 


Home,  in  his  Pcychlogkal  Principles  of  Education, 
says : 

The  correct  order  of  educating  religiously  is,  first 
the  action  and  feeling,  then  the  idea  and  thought.  The 
child  is  primarily  a  doer,  not  a  thinker.  He  abides  in 
the  region  of  the  concrete,  not  the  abstract.  Children 
can  do  right  and  so  feel  rightly,  before  they  can  think 
rightly.  It  is  through  obedience  to  the  commands  of 
God  and  feeling  our  dependence  upon  God  that  chil- 
dren come  to  think  rightly  about  God.  The  same  prin- 
ciple also  holds  true  with  adults:  Whoever  is  willing 
to  do  the  will  of  God,  shall  know  of  the  doctrine. 
The  trouble  at  this  point  is  that  in  religious  education 
as  in  all  types  of  education  we  have  begun  with  chil- 
dren on  the  intellectual,  abstract,  passive  side  of  life 
rather  than  on  the  practical,  concrete,  and  active  side. 


Just  as  we  know  the  true  significance  of  things  by 
the  use  to  which  they  are  put,  so  we  learn  the  signifi- 
cance of  moral  principles  through  our  acts  which  give 
rise  to  them.  To  love  is  to  know  the  full  meaning  of 
love,  which  no  oral  or  written  description  could  im- 
part. To  pray  fervently  is  to  know  the  sweetness  of 
intimate  communion  with  our  Father.  To  give  is  to 
know  the  joys  of  giving.  To  do  unto  others  as  we 
would  that  they  should  do  to  us  is  to  know  the  doc- 
trine to  be  divine.  Happily  the  course  necessary  to 
get  the  knowledge  also  creates  a  desire  to  put  it  into 
practice  and  thus  the  "yoke  becomes  easy  and  the 
burden   light." 

The  home,  the  church,  and  the  school  are  the  three 
great  forces  which  society  depends  upon  for  moral 
and  religious   results. 

In  order  that  there  may  be  wholesome  physical,  so- 
cial, and  moral  environment  and  the  best  examples  of 
true  manhood  and  true  womanhood  set  before  the 
children,  it  is  imperative  that  the  management  of 
public  schools  be  freed  from  petty  personal  and  party 
politics  to  the  end  that  the  best  schools  may  be 
selected  to  manage  and  govern  the  public  schools. 
Such  management  will  secure  honest,  progressive,  and 
efficient  administration  and  result  in  the  employment 
and  retention  of  the  best   teachers  available. 


Hope  springs   eternal  in  the  human   breast, 
Man  never  is,  but  always  to  be  blest. 

—Pope. 


THE    KINDERGARTEN-  PRIMARY  MAGAZINE 


•5 


1 

THE  COMMITTEES  THE  WHOLE 

CG1TJDUGTED  BY  DERTHA  JOHNSTON 

THIS  COMMITTEE  OF  THE  WHOLE,  of  which  all  Subscribers  to  the  Kin- 
dergarten-Primary  Magazine  are  members,  will  consider  Ihose  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  thethild,  in- 
cluding  the   Normal,  the  Defective,  and  the  Precocious;  questions  suggest- 
ed by  the  use  of  Kindergarten  Material,  the  Gifts,  Occupations.  G:  mes.  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   ard   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  Cergen  St.,  Brooklyn,  N.  Y. 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  would  like  to  ask  you  a  few  questions  relative 
to  the  subjects  of  the  First  Year  Primary: 

1.  Shall  I  teach  writing  first  or  reading? 

2.  Shall  I  teach  the  names  of  letters  first  or  their 
sounds? 

3.  'Shall  I  begin  with  print  letters  or  script? 

4.  Shall  I  use  the  blackboard  first  or  books? 

5.  Is  any  one  way  right? 

J.  B  ,M.,  New  York. 

We  will  reply  to  the  last  of  these  question  first, 
by  quoting  the  old  saw  "live  and  learn."  Until  we 
have  studied  the  child  for  a  longer  time  and  with 
more  sympathy,  intelligence  and  wisdom,  it  is  not 
safe  to  claim  that  any  one  way  is  the  right  way  to 
educate,  train  and  instruct  him.  To  be  a  true  dis- 
ciple of  Froebel  we  must  be  faithful  and  loving  ob- 
servers of  children — observing  their  natural  likes 
and  dislikes,  their  natural  interests,  and  the  natural 
ways  by  which  their  bodies,  minds  and  hearts  de- 
velop. As  we  learn  more  and  more  the  natural 
means  of  growth  we  will  know  by  what  methods  to 
best  help  them  to  further  development. 

1.  In  the  average  school  we  would  say  that  read- 
ing and  writing  might  best  be  taught  simultaneous- 
ly. That  is  to  say,  the  new  word  or  words  learned 
each  day  may  be  copied  by  the  child  on  blackboard 
or  paper,  during  the  "busy  time"  period.  This  work 
will  of  course  be  crude  at  first  unless  the  child  may 
have  acquired  certain  muscular  control  of  his  fin- 
gers in  the  drawing  exercises  of  the  kindergarten. 

2.  It  will  often  be  found  that  after  a  few  weeks  it 
will  not  be  necessary,  to  teach  the  names  of  the 
letters  didactically.  If  the  children  have  practice 
each  day  in  phonetics  as  the  new  words  are  learned, 
and  if  the  teacher  as  a  casual  matter  of  fact  calls  the 
letters  by  their  names  as  she  uses  them,  the  child 
will  incidentally  and  more  or  less  unconsciously 
learn  their  names.  After  the  names  are  learned,  the 
children  should  be  drilled  in  the  alphabetical  order 
of  the  letters,  so  that  when  they  have  recourse  to 
the  dictionary  or  encyclopedia  they  will  know  in 
what  part  of  the  book  to  look  for  words  beginning 
with   a    certain   letter.     The   usual   alphabet    charts, 


and   the  little   Mother   Goose   song  will   help   fix   the 
order  in  the  child  mind. 

3.  It  is  easier  for  the  child  to  make  the  script 
letters  than  the  printed  ones,  and  as  he  seldom  or 
never  needs  to  use  the  printed  letter  in  correspond- 
ence it  seems  a  wast  of  time  to  have  him  practice 
the  print  form.  The  general  resemblance  of  the 
script  and  print  forms  make  it  easy  for  him  to  make 
the  transition  to  the  printed  page. 

4.  The  reply  to  this  question  depends  somewhat 
upon  the  answer  to  the  one  preceding,  or  vice  versa. 
If  the  blackboard  be  used  first  the  teacher  is  free 
to  employ  the  script  letters.  Few  books  give  the 
frequent  repetition  and  review  desirable  in  work 
with  beginners,  and  for  several  weeks  at  least  it 
may  be  well  to  restrict  oneself  to  blackboard  work. 

It  may  be  that  the  experience  of  different  teach- 
ers leads  them  to  disagree  with  the  verdicts  given 
above,  and  if  so  we  hope  they  will  give  our  readers 
the  benefit  of  their  knowledge. 

We  have  spoken  with  the  average  public  and  pri- 
vate school  in  mind.  But  the  last  word  upon  this 
subject  has  by  no  means  been  said  and  the  results 
claimed  for  the  Montessori  system  in  teaching  read- 
ing and  writing  are  such  as  to  make  one  feel  how 
very  inadequate  has  been  the  observation  of  devel- 
opment in  childhood,  and  therefor  we  would  refer 
those  interested  in  this  subject  to  those  pages  in 
which  the  Italian  educator  describes  her  methods 
and  material  for  teaching  reading  and  writing,  the 
preparatory  exercises  for  securing  muscular  con- 
trol, and  the  establishment  of  visual-muscular  im- 
ages and  muscular  memory. 
To  the  Chairman,  Committee  of  the  Whole: 

Is  it  possible  to  conduct  a  kindergarten  without  a 
piano?     A  piano   is   so   expensive!  T.   S. 

This  question  recalls  the  reply  made  some  years 
ago  to  an  examination  query,  "What  place  should 
the  piano  hold  in  the  kindergarten?"  To  which  one 
of  the  examined  replied,  "It  should  be  placed  where 
it  will  receive  a  good  light." 

In  reply  we  would  say,  that  a  piano  is  not  abso- 
lutely essential  if  the  kindergartner  have  a  good  ear 
for  music  and  be  able  to  sing  and  carry  an  air  cor- 


10 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


rectly.  We  know  one  capable  kindergartner  who 
conducted  a  kindergarten  for  months  without  a 
.musical  instrument,  but  she  could  hum  distinctly  and 
correctly,  and  clap  in  good  time,  for  marching,  and 
was  able  to  hum  and  then  sing  the  words  of  the 
songs  she  wanted  to  teach.  Singing  correctly  her- 
self, she  was  able  also  to  pick  out  those  among  the 
children  who  sang  truly,  to  give  volume  and  assist 
those  whose  musical   hearing  was  less  accurate. 

It  is  somewhat  surprising,  considering  the  expense 
of  a  piano,  that  more  kindergartners  do  not  learn  to 
play  the  violin  or  some  other  instrument.  We  recall 
reading  of  a  kindergartner  in  some  German  town 
who  led  her  group  in  the  march,  playing  the  violin 
at  the  same  time;  and  in  other  foreign  countries 
the  zither  has  'been  employed.  Probably  the  piano 
is  regarded  most  highly  in  the  United  States  because 
nearly  every  girl  has  had  piano  lessons  and  as  each 
tone  is  fixed  by  its  particular  white  or  black  key 
there  is  less  chance  of  inaccuracy  than  with  a 
stringed  instrument.  Will  not  the  training  teachers 
write  a  few  lines  upon  this  subject?  Our  columns 
are  open  to  all. 

To  the  Editor  the  Committee  of  the  Whole: 

Have  there  ever  been  any  men  who  have  been  kin- 
dergartners since  the  days  of  Froebel  himself? 

'    J.   S.   R.,   Phila. 

At  an  anniversary  meeting  of  the  Kraus  Alumnae 
Association  some  years  ago  Ossian  Lang,  editor  of 
the  Barnes  &  Company  publications,  told  of  taking 
the  kindergarten  course  and  having  charge  for  a 
time,  as  a  youth,  of  kindergarten  children,  assisting 
some  friend  or  relative,  and  being  very  happy  in  the 
work.  He  stated  then  that  he  thought  it  too  bad 
there  were  not  men  with  the  mother  instinct,  now 
and  then,  to  take  up  the  course.  And  we  have  our- 
selves occasionally  lamented  the  fact  that  there  were 
no  present-day  masculine  disciples  of  Froebel  in  the 
practical  kindergarten  field.  In  view  of  this  ques- 
tion the  following  paragraph,  taken  from  a  late  re- 
port of  the  International  Kindergarten  Union,  is 
most   interesting  and  inspiring: 

"I  visited  a  colored  kindergarten  in  Savannah  a 
short  time  ago,  and  was  surprised  to  find  it  being 
conducted  by  a  man.  He  was  the  pastor  of  a  col- 
ored church,  whose  wife  was  a  kindergartner.  They 
had  been  training  two  girls  to  help  them,  but  the 
wife  was  now  ill,  and  the  girls  had  been  obliged  to 
seek  other  positions  that  paid  them  better. 

"However,  that  man's  enthusiasm  for  the  cause 
was  keeping  the  kindergarten  together  until  he  could 
get  someone  to  take  it.  I  felt  as  if  the  spirit  of 
Froebel  shone  from  that  man's  heart,  and  that  with 
such  faith  the  work  would  live  in  spite  of  every- 
thing." 

What  is  more  beautiful  than  the  Christ  spirit, 
which,  for  the  sake  of  childhood,  is  willing  to  be- 
come even  as  a  little  child. 

To  the  Editor  the  Committee  of  the  Whole: 

What  do  you  think  of  the  value  of  giving  the  chil- 
dren a  luncheon  in  the  middle  of  the  forenoon? 
S.  T.,  Brooklyn,  1912. 


In  many  neighborhoods  it  is  extremely  desirable 
that  little  people  should  be  given  something  to  eat, 
since  many  of  them  go  to  kindergarten  having  had 
little  or  no  breakfast,  and  often  what  they  have  had 
has  contained  a  minimum  of  nutriment.  A  break- 
fast of  fried  cakes  (crullers)  and  coffee  is  not  a  good 
foundation  for  a  morning  of  either  work  or  play. 
An  illy-nourished  body  does  not  permit  the  mind  to 
exercise  with  the  freedom  and  concentration  that 
leads  to  desired  results.  Think  of  the  effort  re- 
quired to  keep  your  own  mind  upon  your  studies 
when  you  are  hungry  being  kept  waiting  for  your 
regular  meal,  and  you  can  partly  realize  what  the 
grade  teacher  has  to  contend  with  who  daily  con- 
fronts a  class  whose  hungry  cravings  are  never 
really  satisfied.  It  is  a  marvel  that  the  children 
keep  as  good-natured  and  accomplish  as  much  as 
they  do.  Many  schools  are  working  at  the  problem 
of  giving  one  free  meal  to  poorer  children  in  such 
a  way  as  not  to  humiliate  them,  or  lessen  their  self- 
respect.  In  many  kindergartens  a  cracker  or  so  is 
given  each  day  to  the  children;  and  in  others  this 
is  supplemented  by  a  cup  of  good  milk  for  each. 
The  simple  repast  affords  opportunity  for  teaching- 
gracious  manners  in  passing  napkins,  and  in  other- 
wise serving  each  other.  In  many  well-to-do  neigh- 
borhoods the  children  bring  little  luncheons  and 
here  again  is  opportunity  for  helping,  and  learning 
how  to  entertain  in  kindly  fashion.  In  settlement 
kindergartens  the  pennies  the  children  bring  each 
day  help  pay  for  the  luncheon,  and  so  keep  alive 
the  spirit  of  self-respect  in  the  parents. 
To  the  Editor  the   Committee  of  the  Whole: 

What  do  you  think  of  the  necessity  of  vaccinating 
a  roomful  of  scared  young  children  every  year  at  a 
time  when  there  is  no  epidemic  present  and  no  like- 
lihood of  one?  I  wish  this  question  could  be  dis- 
cussed in  your  pages.  A.  'B.  D. 

The  editor  wishes  so,  too.  Will  not  practicing 
kindergartners  tell  of  some  of  their  experiences,  and 
if  there  are  any  experts  ready  to  give  their  opinions 
pro  or  con  our  pages  are  open  to  them.  Perhaps 
some  parents  will  give  us  their  views  and  thus  fur- 
ther illuminate  this  important  subject. 


A  kindergarten  teacher,  in  speaking  of  the  attack 
made  on  "baby  talk"  by  one  of  the  Tufts  College  in- 
structors, said:  "Of  course,  we  all  know  that  'baby 
talk'  is  a  poor  substitute  for  the  real  language,  but 
we  know  also  that  it  is  the  result  of  first  effort.  It 
will  always  exist,  and,  thank  heaven  for  it!  The 
people  who  hate  it  are  those  who  are  too  matter-of- 
fact  to  be  motherly.  No  mother  teaches  her  baby 
'baby  talk'  any  more  than  she  teaches  it  to  crawl 
and  to  adopt  the  Tufts  method.  And  to  curb  the 
lisping  prattle  of  the  baby,  which  is  usually  intelli- 
.  gible  to  the  mother  only,  would  be  like  forcing  the 
youngster  to  stand  when  it  can  only  creep.  To 
mothers  and  women  who  know  children  the  effort 
to  check  'baby  talk'  is  only  another  of  the  question- 
able steps  toward  making  children  'grown  ups.'  " — 
Lincoln  (Neb.)  Journal. 

No  real  kindergartner  can  be  content  to  remain  in  ig- 
norance relative  to  the  Montessori  method.  An  oppor- 
tunity is  now  presented  to  secure  Dr.  Montessori's  own 
book,  latest  edition,  price  $  1.75,  and  the  Kindergarten- 
Primary  Magazine  one  full  year,  both  for  $2.10,  but  the 
conditions  are  such  that  the  offVr  may  be  withdrawn  at 
any  time.  Why  not  renew  your  subscription  now  even 
though  it  has  not  yet  expired?  Postage  on  book,  15c. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


THE  BLACK  NICKS  AND  THE  WHITE  NICKS. 

A  Translation  by   Frieda. 

It  was  Saturday  evening,  but  Tapa  and  Mamma 
were  still  busy  and  Grandma,  where  was  she?  Oh, 
Grandma  was  knitting,  but  she  did  not  call  that 
work.  The  two  children,  Herman  and  Gertrude,  sat 
on  the  grass  by  the  roadside,  Lizzie,  the  doll,  rested - 
beside  them  on  a  low  bush.  Nicks,  the  rabbit,  and 
Lambkin  pulled  sweet  grass  blades  near  by,  while 
the  dogs  Hactor  and  Andy  frolicked  about,  as  usual;/ 
when  suddenly  the  sound  of  carriage  wheels  and. 
the  tramping  of  horses-  was  heard!  "Mr.  Pes- 
sumehr!" cried  out  the  children  and  ran  forward. 
The  two  dogs  also  sprang  into  the  road  and  barked 
loudly  around  the  horses'  feet.  This  did  not  please 
the  horses — they  jumped  to  one  side  of  the  road. 
Ah,  me,  it  was  the  side  where  Nicks  and  Lambkin 
were  standing.  The  -children  screamed  loudly,  for 
one  of  the  horses'  hoofs  had  struck  the  little  black 
Xicks  and   sent   him   rolling  in   the  grass. 

Mr.  Pessumehr  heard  the  scream  and  told  the 
coachman  to  stop  the  horses.  Just  then  the  father 
of  the  little  ones,  Herman  and  Gertrude,  came  out 
of  the  house  and  told  Mr.  Pessumehr  what  had 
happened.  He  was  very  sorry,  but  said  he  must 
now  drive   on. 

Poor  old  Nicks  was  in  a  bad  plight  surely!  His 
nice  straight  wired  ears  were  bent  together,  while 
his  black  fur  coat  was  torn  from  his  head  to  his 
little  rabbit  bob  tail,  so  that  all  the  wood  of  which 
he  was  made  showed  thru.  Poor  little  Nicks!  Ger- 
trude wrapped  him  in  her  apron  and  rocked  him  in 
her  arms.  "When  Dora  and  Andy  cake  the  milk  to 
town  tomorrow  morning,  they  must  take  Xicks  to 
the  Doctor!"  said  Herman,  but  mamma  said  she 
thought  she  could  find  salve  and  plaster  to  cure  lit- 
tle Xicks  at  home.  As  soon  as  possible,  she  brought 
her  instruments,  a  needle,  a  thimble  and  a  spool- 
of  black  cotton,  and  sewed  little  Mr.  Rabbit's  fur 
skin  so  nicely  together,  that  no  one  could  tell  where 
the  stitches  were,  then  she  bent  the  wire  in  his 
ears  straight  and  covered  the  fur  over  U,  so  that 
in  a  short  time  Mr.  Nicks  looked  as  well  as  if  he 
had  never  met  with  an  accident.  He  had  not  ut- 
tered a  sound,  and  had  held  so  still  he  had  not  made 
a  bit  of  trouble,  so  he  received  a  clover  leaf  for  his 
supper. 

"Did  you  sjse  Mr.  Pessumehr  when  little  Xicks 
got  hurt,  children?"  said  Grandma.  "No,"  they  an- 
swered. "The  carriage  drove  past  so  quickly,  and 
then  poor  old  Nicks  got  into  so  much  trouble,  we 
never  once  saw  Mr.   Pessumehr." 

On  Monday  came  a  messenger  from  Castle  LerUm 
who  brought  a  package.  When  it  was  opened,  there 
stood  a  new  Nicks  before  the  eyes  of  the  astonished 
children,  a  truly  magnificent  animal,  not  black,  but 
white,  snow-white,  with  pink  eyes  and  not  a  thing 
the  matter  with  him!  Mr.  Pessumehr  had  sent  the 
new  Nicks.  "Oh,  the  good  Mr.  Pessumehr!"  but 
there    was   a    surprise    they  had   not   yet   found    out. 

The  white  Nicks  stood  on  the  table  under  the  oak 
tree.      Quickly    Herman    brought    old    black    Nicks 


and  stood  him  also  on  the  table.  Now  they  must 
lie  friends  and  roll  along  together,  side  by  side,  for 
both  were  on  rollers — then  came  the  surprise — each 
time  he  moved — the  new  white  Xicks  shook  his  ears 
and  his  tail!  The  black  Nicks  and  the  woolly  Lamb- 
kin looked  their  astonishment,  but  Herman  and  Ger- 
trude really  shouted,  while  the  two  big  dogs,  Hector 
and  Andy,  came  frisking  and  barking  to  join  in  the 
fun,  and  Miss  Kitty-cat  swung  her  tail  slowly 
around  and  around,  in  a  big  circle,  to  see  if  she 
could  not  be  a  surprise  too,  but  the  most  astonish- 
ed one  must  have  been  doll  Lizzie,  for  she  fell  out 
of  the  bush  where  she  had  again  been  resting — and 
rocking,    when    the    wind    blew. 

"Now  I  suppose  old  Xicksy  will  rest  in  the  cor- 
ner," said  i'apa  jokingly!  "Our  dear  Xicks  in  the 
corner.  Oh,  that  would  be  a  shame,"  said  Herman 
very  tenderly.  "My  old  mended  pet  Xicksy!"  and 
took  him  in  his  arms  and  pressed  him  to  his  heart. 
That  night  when  he  went  to  bed,  as  the  rabbits 
stood  with  Lambkin  and  doll  Lizzie  in  the  play- 
room, Herman  took  the  black  Xicks  up  and  carried 
him  with  him  to  his  bed,  to  show  him  that  he  loved 
him.  just  as  he  always  had,  if  he  was  not  so  wise 
and  could  not  shake  bis  ears  and  his  tail. 


WHAT  THE  DRUG  HABIT  MEANS. 

(From    Charles  •  B.  Towns'   "The    Peril   of   the   Drug- 
Habit"  in  the  August  Century.) 

Whether  a  man  has  acquired  the  habit  knowingly 
or  unknowingly,  its  action  is  always  the  same.  Xo 
matter  how  conscientiously  he  wishes  to  discharge 
his  affairs,  the  drug  at  once  begins  to  loosen  his 
sense  of  moral  obligation,  until  in  the  end  it  brings 
about  absolute  irresponsibility.  Avoidance  and  neg- 
lect of  customary  duties,  evasion  of  new  ones,  extra- 
ordinary resourcefulness  in  the  discovery  of  the 
line  of  least  resistance,  and  finally  amazing  cunning 
and  treachery — this  is  the  inevitable  history. 

The  drug  habit  is  no  respecter  of  persons.  I  have 
had  under  my  care  exemplary  mothers  and  wives 
who  became  indifferent  to  their  families;  clergymen 
of  known  sincerity  and  fervor  who  became  shop- 
lifters and  forgers;  shrewd,  successful  business  men 
who  became  paupers,  because  the  habit  left  them 
at  the  mercy   of  sharpers   after  mental   deterioration 


A   PRAYER. 

God   make   my   life  a  little   light, 

Within    the   world  to   glow; 
A  little  flame  that  burnetii  bright, 

Wherever   I    may   go. 

God   make  my  life  a  little  flower, 

That  giveth  joy   to   all, 
Content   to   bloom   in   native    bower, 

Although    its   place   be    small. 

God  make  my  life  a  little  song, 
/That  comforteth  the  sad; 
That    helpeth   others   to  be   strong, 
•And-  makes  the'  singer,  glad. 

— Selected. 


The  Monfessori  Method,  Maria  Montessori's  own 
book,  latest  edition  fully  illustrated,  and  the  Kinder- 
garten-Primary Magazine  one  full  year,  both  for  on- 
ly $2.10,  Postage,  15c.  extra.  We  reserve  the  right  to 
withdraw  this  remarkable  offer  at  an)-  time  without  no- 
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1 8 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


BOOKLET    DESIGNS  tem  of  Fi£-  lll>  uPon  stiff  cardboard  by  means  of  tissue 

paper.     Draw  in  the  features  of  the  cat  lightly  upon  the 
Margaret  B.  Sutton,  Danville,  N.  Y.  front  ^^  and  then  tint  u  with  water  colors  and  gilt 

Directions  for  makintf  Kitten  Booklet.  paint.      The  inside  sheets  are  made  of  note  paper  or 

Materials — Stiff  cordboard,  note  paper,  water  colors,       any  kind  of  thin  paper,  and  lines  for  the  words  to  be 


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tissue  paper,  gold  paint,  pen,  ink,  pencil,  eraser,  shears,      written  or  printed  on  the  inside  sheets  can  be  clotted  in 

etc.  lig-htly  with  ink.  The  back  cover  need  not  be  decorated. 

For  the  outside  cover  of  the  booklet  trace  off  the  pat-      These  booklets  can   be  cut   out  on  the  outlines.    The 


InsiJe    5pA.U!hi   sHecX' 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


19 


children  enjoy  making-  the  booklets,  and  rural  and  pri- 
mary teachers  especially  will  be  able  to  fill  in  many  busy 
work  periods  profitably  with  them.  They  can  be  used 
as  spelling  books,  or  invitations  to  parties  or  meetings. 
If  to  a  Hallo'een  party  they  should  be  painted  black. 

The  following'  is  given  as  a  suggestion  of  suitable 
words  for  spelling  or  language  lessons;  — 

1.  kitten.  2.  cat.  3.  claws.  4.  scratch.  5.  play.  6. 
hate.     7.  dogs.     8.  bell. 

Kindergartnen;  can  make  use  of  these  booklets  in 
many  ways,  including  invitations  to  mother's  meetings, 
etc. 


KNOTS  AND  STITCHES. 

Very  youmg  children  can  be  taught  how  to  tie  knots. 
We  give  a  few  simple  illustrations.  Many  of  these 
knots  are  useful  in  construction  work  with  reeds  and 
raiHa,  and  other  material. 

No.  1  shows  one  of  the  simplest  knots  and  is  known 
as  the  overhand  knot.     It  is  familiar  to  all. 

No.  2  is  a  knot  possessing  no  holding  qualities  what- 
ever, unless  placed  around  an  object,  as  shown  in  the 
illustration. 

No.  3  shows  a  combination  of  No.  1  and  No.  2,  con- 
stituting a  substantial  knot  that  will  hold. 


Fi'j.  rrx. 
Pattern. 


It  is  always  looked  on  as  a  good  investment  for  a  young 
woman  to  take  a  teachers'  training  course,  for  this  not  only 
secures  to  her  a  desirable  means  of  support,  but  extends  her 
general  culture  and  often  rounds  out  her  education.  Of 
none  is  this  truer  than  the  kindergarten  training  course.  It 
provides  all  that  is  required  for  a  professional,  certified 
teacher,  and  at  the  same  time  develops  the  student  in  a  most 
acceptable  way  along  cultural  and  social  lines.  In  the  ma- 
jority of  citise  the  kindergarten  i  a  part  of  the  public  school 
system,  so  that  salaried  positions  are  usually  available  with 
salaries  ranging  from  $60  to  $100  a  month. — Christian 
Science  Monthly,  Boston. 


"Do  not  look  for  wrong  and  evil, 
You    will    find    them   if   you    do; 
As   you   measure   for   your   neighbor 
He   will  measure  back  back  to  you. 

Look  for  goodness,  look  for  gladnes 
You  will  find  them  all  the  while; 
If  you   bring  a   smiling  visage 
To    the    glass,    you    meet    a    smile. 


hows  a  slip  knot  with  excellent  holding  qual- 


Knot  No.  1  No.  i  No.  2  No.  3 

No.  5  is  same  as  No.  1  tied  around  an  object. 
No.  6  shows  a  slip   knot   tied   in  connection   with   ; 


No.  6.  No.  5.  No.  7. 

No.  7  shows  No.  1  tied  with  a  double  cord. 


20 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


No.  8  shows  the  manner  of  making   the  button  hole 
stitch  used  very  largely  in  making  baskets,   and  bind- 
ing the  edges  of  mats  and  baskets,  etc. 
-     The  manner  of  making- these  knots  is  clearly    indi- 
cated by  the  illustrations.     They  are  doubtless  familiar 


No.  8    Buttonhole  Stitch.  No.  9,  Fart  of  twine  bag 

to  every  teacher.     Other  and  more  difficult  knots  v 
be  illustratsd  in  a  future  issue. 


lowing  manner  of  tying  strands  of  raffia  around 
in  beginning  the  work  of  making  twine  bag. 

now  take  up  the  construction  of  objects    us- 
;:nots  and  stitches. 


made  as  follows,  using  17  strands  of  raffia  for  tying, 
and  six  strands  for  braiding,  and  a  long  lead  pencil. 
Hold  pencil  in  left  hand,  fold  each  strand  of  raffia,  knot 
over  pencil,  as  shown  in  ill.  No.  10.  Place  strands 
about  one-fourth  inch  apart.  For  second  row  of  knots, 
take  the  strands  of  raffia  nearest  one  another  and  tie, 
proceeding  along  the  row.  About  one-half  inch  below 
tie  another  row  of  knots,  and  continue  until  about  VI 
rows  of  knots  have  been  tied,  depending  on  the  size  of 
the  ball  of  twine  to  be  used  in  bag.  Slip  off  the  pencil 
knot  the  two  loose  strands  at  the  top,  and  continue  un- 
til all  are  tied.  Find  inside  of  ball  of  twine,  'place  in 
bag,  allowing  end  ro  come  out  at  bottom,  as  with  an 
ordinary  twine  holder,  and  tie  the  raffia  tightly  at  bot- 
tom, cut  off  ends  and  fringe.  Braid  strips  of  raffia 
and  run  in  at  top  and  tie  ends.  No.  11  shows  the 
twine  bag  complete. 


UPON  PRESENTING  THE  FIRST  GIFT  BALLS 
TO   A  BABY. 

Bertha  Johnston. 

Six  little  balls  of  rainbow  hue. 

Of  soft  lamb's  wool — I've  made  for  you. 

What  do  Baby's  fingers  feel 

That  the  pretty  balls  reveal?     I 

Elasticity  and  form; 

Softness;  woolly  texture  warm. 

What  perceive  our  Baby's  eyes 

-That  he  should  these  playmates  prize? 

Tints  of  fruit  and  sky  and  flovfer; 
•  Shape;' and  movement — sign  of  power. 

How  with  these  can  Baby  play, 

Helping  him  to  grow  each- day? 

Games  of  hiding,  tossing,  whirling; 

Guessing,   counting,   matching,   twirling; 

Bird    in   nest:    chipmunk   in    tree; 
'   Puppy  springing  'round  in  glee; 

Hop  of  rabbit,  creep  of  mouse; 

Kitten  running  through  the  house i 

Plums,  grapes,  lemons,   in  the   store, 

Brought  from  far  to  Baby's  door; 

Swing  of  pend'lum;  bell  in  tower, 

Tolling  every  passing  hour, 

Bringing  body, -mind,  and  soul, 

Health  and  power  and'self-control, — 

Mirroring  to  this  Babe  of  thine, 

Nature,  Self  and  Power  Divine. 

These  six  balls  of  rainbow  hue 

Uncle  Froebel  planned  for  you. 

Baby's  playmate,  Mother's  friend,— 

With  my  love  to  you  I  send. 


Showing  completed  Twine  Bag. 


JWINE    HOLDER. 

Fig.  9  shows  portion  of  a  raffia   twine  bag,    which 


New  times  demand  new  men  and  new  measures. 
The  new  times  are  surely  here.  The  profession  that 
meets  the  demand  of  these  times  will  be  the  leading 
American  profession,  and  education  can  meet  these 
demands  better  than  law,  medicine,  and  the 'minis- 
try.—Dr.  A.  E.  Winship. 

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 


21 


KINDERGARTEN  GROWTH 

|X<  »TE:— Under  this  heading  we  shall  nive  from  time  to 
time  such  items  ascotne  toour  notice  relative  tothe  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. 


Almeda,  California. 
The  Hist    Public   School    Kindergarten    in   the    history    of 
Almeda  opened   Angust  26th,   for  children  from  four  to  six 
years  of  age. 

Helena,  Montana. 

The  Board  of  Education  are  advertising  for  bids  for  the 
erection  of  a  new  kindergarten  building  and  heating  plant 
at  the  Hawthorn  School,  in  this  city. 

Soochow,  China. 
A  Kindergartei  Association  has  been  formed  here,  and  it 
has  been  decided  to  send  four  Chinese  girls  to  some  Kinder- 
garten Training  school,  probably  in  America.  Upon  com- 
pleting the  course  the  girls  are  to  return  to  Soochow  and 
open  free  kindergartens. 

San  Francisco,  California. 

A  new  kindergaten  building  is  to  be  built  at  the  corner 
oi  22nd  and  Bartlett  Streets.  Mayor  Rolph,  with  the  mem- 
bers of  the  Board  of  Education,  met  on  the  site  of  the  new 
building,  August  8th  and  the  Mayor  turned  the  first  spade- 
ful of  eaith  for  the  foundation.  A  very  large  crowd  of  child- 
ren were  on  hand  and,  the  Mayor  gave  as  a  reason  why  he 
could  not  handle  a  spade  as  deftly  as  others,  that  he  had  just 
been  called  upon  to  sign  5,000  city  bonds,  which  gave  him 
writei's  cramp.  The  building  will  also  accommodate  the 
Mothers'  Club  of  the  neighborhood.  It  adjoins  the  Agassiz 
School. 


The  Manufacturer  and  the  Kindergarten 

G.  F.  Holmes,'  treasurer  of  the  Plymouth  Cordage 
Co.,  North  Plymouth,  Mass.,  writes:  "We  believe 
the  kindergarten  meets  a  child's  physical  need,  trains 
him  mentally  and  nourishes  him  morally.  That  it 
is  the  ideal  environment  for  a  child,  and  that  this 
influence  touching  the  home  widens  indefinitely.  It 
is  the  foundation  for  a  thorough  equipment  in  the 
world's  service." 

Ellison  A.  Smyth,  president  of  the  Pclzer  Manu- 
facturing Company,  Pelzer,  South  Carolina,  says: 
"We  maintain  a  free  kindergarten  at  Pelzer  for  the 
children  of  our  employes,  having  done  so  for  ten 
years,  and  consider  it  a  very  valuable  preparation 
for  our  public  schools  and  a  great  help  and  bless- 
ing to  the  younger  children  of  our  community." 

Walter  Morritt,  Ph.  D.,  superintendent  of  the 
Colorado  Fuel  and  Iron  Company,  Pueblo,  Col., 
writes:  "We  feel  that  in  mining  communities  like 
those  of  the  Colorado  Fuel  and  Iron  Company,  the 
kindergarten  is  a  decided  benefit.  Not  only  is  one 
year  added  to  the  school  life  of  the  miner's  child, 
but  the  other  years  of  its  too  brief  educational  life- 
are  made  more  effective  because  of  kindergarten 
training." 

From  Belton  Mills,  Belton,  South  Carolina:  "The 
Belton  Mills  have  maintained  a  free  kindergarten  for 
the  children  of  our  employes  since  the  organization 
•of  the  mill  in  L900,  and  we  consider  it  a  most  valua- 
ble adjunct   to  our  public   school  system." 

From  the  Maryland  Steel  Company,  Sparrows 
Point,  Md.:  "We  believe  that  kindergartens  are  in- 
stitutions for  forming  the  character  of  children. 
Children  trained  in  neatness,  gentleness,  truthful- 
ness, reverence  and  order  will  naturally  develop  hab- 
its of  industry." 


22 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


iting   the 


A   SEPTEMBER   GAME. 

By  Laura   Rountree   Smith. 
(Book    Rights    Reserved.) 

The  children  choose  Jack  Frost,  who  stands  in 
front  of  the  school  with  a  basket. 

He  names  the  children  for  various  flowers,  repeat- 
ing the  name  of  a  flower,  whenever  he  wishes. 

Jack  Frost  now  says:  "I  want  flowers  for  my 
basket,  I  will  choose  the  Asters  to-day."  The  chil- 
dren he  has  named  "Asters"  run  up  to  the  basket 
and  pretend  to  put  flowers  in.  He  calls  for  various 
flowers  and  other  children  run  up  to  help  fill  the 
basket,  and  back  to  their  seats.  This  may  continue 
until  all  the  children  have  had  a  chance  to  run  up 
and  return  to  their  seats. 

As  a  surprise  Jack  Frost  may  face  about  and  take 
from  inside  his  coat  enough  flowers  to  fill  the  bas- 
ket and  march  out  with   the  basket  full. 

This  is  a  pleasant  rest  exercise  and  the  game  may 
be  varied,  by  having  Jack  Frost  say  there  will  be 
a  pic-nic,  and  then  the  basket  is  filled  with  "sand- 
wiches," "apples,"  "pickles,"  etc.,  the  children  being 
given  these  names. 


GAME   OF  TELLING  TIME. 

(Book   Rights   Reserved.) 
By   Laura   Rountree   Smith. 

An  older  child  is  the  Clock-Maker.  The 
stand  in  a   circle  round  him. 

The  Clock-Maker  names  the  children  fro 
twelve,  repeating  the  numbers,  if  more  th: 
children  are  in   the  circle. 

They  ail  sing.     Tune,  "Yankee   Doodle." 

Oh  we  will   learn   to  tell   the   time, 
Upon  this  cloudy  morning, 
The  busy  clocks  begin   to  strike, 
We   give   you   all   fair  warning. 
(Now  each  child  calls  his  number  beginning  with 


one  to 
twelve 


jne,    two,    three,    etc.,    up    to    twelve 

striking  clock.) 
Chorus: 

When   the   big  hand   stands   at   twelve, 

Then  the  hour  is  ringing, 

And   the   small   hand   tells   the   hour, 

A  FINGER  PLAY. 

By  Laura   Rountree  Smith. 
(To    be   given   by   four   children   standing   in    front 
if  the  class.     They  point  to  eyes,  ears,  etc.) 
1st: 

Two  little,  eyes  to   see  all  day, 
Happy  children  at  work  and  play, 

2nd: 


Two   little    e 
How  very  t; 


ear  you   knov 

d  may  grow, 


Jne   little   mouth    to   smile,  you   see, 
low  very  happy  a  child  may  be. 


What   do  you  suppose  is  the  use  of  a  nose, 
But  to  smell  the   fragrance   of  lily  and  rose? 

All    (in   concert) : 

Eyes,  and  ears'  and  mouth   and  nose, 

Are    quite   useful,    we   suppose, 

We  often  bow  in   company. 

To  show  how   polite  a   child  may  be! 


MISS    SEPTEMBER. 

By  Laura   Rountree   Smith. 

(Miss  September  stands  in  front  of  the  class  car- 
rying autumn  leaves  and  golden-rod.  The  children 
stand  in  the  aisles  and  recite  in  concert.) 

You  are  welcome,  Miss  September, 
We  have  come  to  meet  you. 
All   the  boys  and  girls  in   schqot, 
Bow  to-day   to  greet   you. 

(A'liss   September): 

Welcome  children   back   to  school, 
I  am   Miss  September, 
I    have  opened  lesson   books, 
As    long  as    1    remember! 

TWO   LITTLE   HANDS. 

By   Laura   Rountree  Smith. 

(To  be  recited  in  concert  by  children,  who  go 
thro   motions  suggested  by   the  verse.) 

We  have  two  hands,  the  left  and  right, 
Hold  them  up  high  so  clean   and  white, 
Clap  them  softly,   one,   two,   three, 
Clean   little  hands  are  good  to  see. 

Wave   the   left  hand,  kiss  with  the   right, 
Clasp  them  both  for  the  prayer  at  night, 
Then  shake  them  briskly  if  you  please, 
Like   foreign   children   o'er  the   seas! 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


23 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 


GLAD  SEPTEMBER. 

Glad  September  comes  again, 
All   the   bells   arc  ringing, 
Glad  September  comes  again, 
The   children    all   are    singing, 
Bells  arc  ringing  loud  and  long, 
Glad   September  comes   with   sonj 

THE   CLOCK'S   SONG. 

Sixty    seconds    make    a    mmute, 

Tick,    tick,    lock, 

Tell   me  what  can  you   do   in   it? 

Tick,    tick,    tock, 

Tho    I    am    hut   a   child    at    play, 

I'll    do   some   kindness   every   day, 

Sixty    seconds    slip   away, 

Tick,    tick,   tock. 


WHAT  SEPTEMBER  SAID. 

What  was  it  September  said 
As    she   tossed    her   pretty   head? 
Golden-rod    lit    up    the    land 
With  a  torch   in  either  hand. 

"A'l    the   leaves   of   red   and   brown, 
I    will   gayly  scatter  down. 
Overhead  the  leaves  turn   red." 
That    is    what    September    said! 


GOOD    BYE. 

Birds,   birds,    what    do   you    sing? 

In   the   fall   and    in   the   spring, 

We  sing  dear  child  "Good  bye,  good   bye, 

To   the   sunny   Southland  we   will    fly. 

Birds,  birds,  what   do  you  see? 
From   your  nests   in    the   leafy  tree, 
We  see  the  daisies  nod  and  sigh, 
Dear  little   girl  "Good  bye,   good   bye." 


THE   SCHOOL   ROOM   CLOCK. 

(Children    wave   the   right   arm    to  and    fri 
tate  the  swinging  of  the  pendulum.) 
Tick,  tock,  tick,   tock, 
Busy  school-room  clock; 
Early  rising  is   the    rule, 
We  must  not  be  late  to  school, 
Tick,  tock,  tick,  tock. 
Busy   school-room   clock! 

Tick,  tock,  tick,   tock, 
Happy   school-room   clock! 
I'll   be  happy  all  the  day, 
In  my  work  and  in  my  play, 
Tick,  tock,  tick,  tock, 
Happy   school-room   clock! 


SUN-BONNET  BABY  DRILL 

Have  a  Sun-Bonnet  Baby  Drill.  Let  children  en- 
ter in  pink  and  blue  sun-bonnets.  Let  them  carry 
the  bonnets  at  first.  Line  up,  swing  them  right  and 
left,  up  and  down,  place  on  their  heads.  Stand  so 
every  other  one  wears  pink  and  blue,  recite.) 
Six  Wearing   Blue   Bonnets: 

Little   girls    were    made    for   play, 

And   to   wear  sun-bonnets    full   half  the   day. 

Six   Wearing  Pink    I  Sonnets: 

We    hope    you    remember. 
School   starts   in    September! 

Six  in  'Blue   Bonnets: 

When    little    girls    are    very    shy. 
They  hide   their  faces   from  passers   by.   (Face   in) 
Six   in    1'ink   Bonnets: 

We  hope  you   remember. 
School   starts   in    September! 
Six  in    Blue   Bonnets: 

We    like    our   bonnets,    but    wh 
Are  the  prettier  ones,   the  bin 

Six   in    Fink  Bonnets: 

We   hope   you   remember, 
School  starts  in   September! 

(A     1x11    rings    sof'.lv,    all    recite    in    concert    and 
march  off.) 

Whether  we  are  at  work  or  play, 

We   will   wear   our   sun-bonnets   every   day, 

We  all  will  bow  and   courtesy  low, 

The   bells   are   ringing,   to   school  we   go. 


0   you    think 
pink? 


A  JAPANESE    PLAY. 

(To   be  given   by   two   children;   one  carries   a   fan, 

one  a  parasol.) 

1st: 

If    I    lived    in    Japan    I'd    carry    a    fan, 
Like  Aliss  Ah,   Loo,   from  over  the   sea, 

2nd: 

If    1    livid    in   Japan    a   parasol   gay, 

I    would   carrj    each    day    if   you   please. 

Both   (sitting  down)  : 

I  I    we   lived   in   Japan   we    would   sit    on    the    door. 
And   leave   our   red    slippers   outside   the   door. 

(rise) 
1st: 

If   1   lived  in  Japan,   1  would  fan  to  and  fro  (fan) 
Slowly   without  any  doubt. 

2nd: 

II  I    lived   in   Japan,  my  parasol  gay, 

1    would    open    to   keep   the   sun    out.    (opens   it) 

Both   (be  wing  low)  : 

If   we   lived    in    Japan 

We  would   bow   on   both  knees, 

.And  greet  you  politely 

Like  real  Japanese. 


-4 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


A   PROGRAM    FOR    COLUMBUS    DAY. 

NOTE— In  some  states  the  statutes  require  observance 
of  Columbus  Day,  Oct.  12,  in  all  schools.  Thus  far  but 
little  has  been  offered  for  primary  and  kindergarten  teach- 
ers. It  is  believed  the  following  by  Laura  Kountree  Smith 
will  prove  helpful: 

The   Voyage. 

(Book  Rights   Reserved.) 

By  Laura   Rountree   Smith. 

Part  I.  ('Columbus  walks  about  and  meets  many 
boys.) 

Columbus:  Oh  dear,  what  shall  I  do?  The  three 
vessels  are  ready  but  no  one  will  sail  with  me. 

(He  mets  several  boys.) 

Columbus:  Will  you  sail  with  me  on  my  voyage 
of  discovery? 

1st  'Boy:  I  dare  not  sail  with  you;  how  do  you 
know  you  will  ever  return? 

2nd:  I  do  not  dare  to  sail,  I  am  afraid  of  sea- 
monsters. 

3rd:  I  do  not  dare  to  sail,  either;  we  might  roll 
off  the  edge  of  the  earth,  for  we  still  believe  the 
earth  is  flat! 

4th:  We  would  never  see  Spain  again  if  we  went 
with    you. 

Columbus:  Where  will  I  get  my  sailors?  I  will 
go  again  to  Queen  Isabella,  it  may  be  she  can  help 
me  again. 

(Exit  Columbus.) 

1st  Boy:  What  did  'Columbus  mean  when  he  said 
Queen   Isabella  might   help   him   again? 

2nd:  Didn't  you  know  Queen  Isabella  sold  her 
jewels   to   help   him   pay  for   the    ships? 

3rd:     I    wonder    if  Columbus    will    really   sail? 

4th:      How   can    he  go   without   any   sailors? 

(Enter  5th  boy  calling  out  "Great  news"). 

All:     Tell    us   the   news! 

5th  Boy:  Queen  Isabella  has  ordered  many  pris- 
oners set   free  so  they  may  sail  with   Columbus! 

All:     What    did   the   prisoners   say? 

5th  Boy:  They  would  rather  stay  in  prison,  so 
would  I ! 

All:     Let  them  go,  they  will   not   return. 

Part  II.  (Three  ships  are  drawn  on  the  black- 
board forming  a  suitable  background  for  Columbus 
and  the  Sailors.  The  Sailors  may  be  in  costume  or 
not   as   desired.     Columbus  carries  a  flag  of  Spain.) 

Columbus: 

Our  ship,   she    is   a   tidy    craft, 
She'll  weather   many   a  gale, 
So,  say  farewell  to   friends  on  land, 
'Tis  time  that  we  set  sail! 

Sailors: 

Then  wave  the  flag  of  proud  old  Spain, 
We  fear  we'll  not  see  land  again! 
(All    wave    hats,  'Columbus    waves    flag    and    they 
start  on  the  voyage.) 

Columbus:  Go  to  your  work,  my  men,  I  will  ob- 
serve  the   stars. 

1st  Sailor:     We  are  all  afraid  of  the  sea. 
2nd:     Let  us  go  back  to  Spain! 


3rd:      Columbus  will   never  let   us   turn   back. 

4th:     We    will    throw    Columbus    overboard,  tHen. 

5th:  Columbus  is  crazy;  he  says  the  earth  is 
round! 

6th:     We  all  want  to  go  back  to  Spain. 

Columbus:     What  are  you  all  talking  about? 

All:     Please    let    us    turn   back. 

Columbus:  Be  patient  a  while  longer  and  we 
will  see  land.  In  the  meantime  let  us  sing  a  Sailor 
Song. 

Song.     Tune,  'Comin'   Thro  the   Rye." 

WTe  will  sail  across  the  ocean, 

Merry  sailors  we, 

For  we  like  the  water's  motion, 

So   we   sail  the    sea, 

Up  the  masts  we  all  are  going  (hand  over  hand) 

And   we    sing   ye-ho! 

High   up   the   masts  we'll   go.    (hand  over  hand) 

Merry,    happy   hearted  sailors, 

1st:     I   see  sea-weed  floating  in  the   water. 
2nd:     I    see   birds  flying! 
3rd:     I    see    drift-wood    floating. 
4th:     We   must  be   near  the  land. 
All:     Land!  land!  land!' 

Columbus:  You  are  right,  my  men,  in  a  few 
more  hours  we  will  see  the  land;  let  us  sing  again, 

Up  the  masts  we  all  are  going  (hand  over  hand) 

Merry  sailors   we, 

What   care  we   tho  gales  are  blowing, 

When   we   sail    the    sea, 

We  know  how  to  drop  the  anchor, 

When  we   reach  the  land, 

We  set   sails   when  winds   are  blowing, 

Now  you   understand. 

All:     Land!  land!    land! 
.  1st:     There   are   people   on   the   land! 

2nd:     I   can   see  they  have  dark  skins! 

3rd:     The  people  seem  afraid  of  us! 

All:     Land!   land!  land! 

(They  all  step  on  land,  kneel,  Columbus  takes 
possession  of  the  land  in  the  name  of  the  King  and 
Queen  of  Spain.  He  places  his  flag,  as  it  were,  on 
the  earth,  and  the  little  Play  is  ended.) 


LITTLE    PROGRAM   FOR  COLUMBUS   DAY. 

(Book  Rights   Reserved.) 
I.     Recitation    by    three    boys,    bearing    American 
flag,  Spanish  flag,  and  drum. 
1st. 

We  are  jolly  little  sailors, 

Join  us  as  we  come, 

We'll  bear  the  flag  of  proud  old  Spain, 

And  we  will  beat  a  drum! 


2nd. 


We  are  jolly  little  sailors, 

And  we  pause   to  say, 

We  raise  the  bonnie  flag  of  Spain, 

Upon   Columbus   Day! 

We  arc  jolly  little  sailors, 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


Raise  the  red,  the  white,  the  blue, 
Tho  we  honor  brave  Columbus, 
To  our-  own  flag  we  are  true. 

All    (beat   drum   and   wave   flag). 
Salute  the  banners  one  and  all, 
Oh  raise  them  once  again, 
Salute   the   red,  the  white,,   the   blue, 
Salute  the  flag  of  Spain! 
For  countries   old  and   countries  new, 
We  will  wave  the   red,  the  white,  the   blue! 

II.     Recitation    by    8    girls    carrying   banners    that 
bear  the  letters  that  spell  the  word  "Columbus." 

C.  Columbus  sailed  o'er  waters  blue, 

O.  On  and  on  to  countries  new. 

L.  Long  the   ships  sailed   day  and  night, 

U.  Until  at  last  land  came  in  sight. 

M.  Many  hearts  were   tilled  with   fear, 

B.  But  the  land  was  drawing  near. 

U.  Upon  the  ground  they  knelt  at  last, 

S.  So  their  dangers  all  were  past. 

All: 

Wave  the  banners  bright  and  gay, 
We   meet   to  keep   Columbus   Day. 


COLUMBUS  DAY  SONGS  AND  RECITATIONS. 

By  Laura  Rountree  Smith. 
Tune,   "Lightly    Row." 


Son;, 


All: 


IN   FOURTEEN    NINETY-TWO. 

A    Recitation   by   Four   Boys. 

Columbus   sailed  across   the   sea 
He  found  America  for  me. 

It  was  a  splendid  thing  to  do 
In    fourteen   hundred    ninety-two! 

In   three    ships    they   sailed   away, 
Oe'r  the   waters   many  a   day. 

It    was    a   splendid   thing   to   do. 
In  fourten  hundred  ninety-two! 

Then  at  last  you  understand. 
He  placed  a  flag  upon  the  land. 

It   was  a   splendid  thing  to  do, 
In   fourteen  hundred  ninety-two! 

What  is  there  left  for  you  and  me? 
We  can't  discover  land   or  sea! 

I  think  we'll  all  run  under  cover, 
Nothing  is  left  now  to  discover! 
(They   run   out.) 


MY  LITTLE  SHIP. 

Once  I  made  a  little  ship, 

Down  beside  the  sea, 

And  I  said,  "Come  now  dear  winds, 

And  blow  it  back  to  me!" 

Oh  little  ship  that  sails  the  sea. 

Oh  wind  that  blows  it  back  to  me! 


Wave  the  flags,  wave  the  flags, 
We  are  sailor  boys  at  play, 
Wave  the  flags,  wave  the  flags, 
On  Columbus  Day. 
O'er  the  waters  we  will  go, 
Singing,   singing,   as   we   row, 
Wave  the   flags  to  and  fro, 
On  'Columbus   Day. 

(Children  wave  Flags.) 

Cross  the  flags,   cross  the  flags, 
With    their  pretty  colors   gay, 
'Cross   the   flags,   cross   the  flags, 
On   Columbus    Day, 
We  would  like   to   sail   'tis  true, 
O'er  the   waters  bright  and  blue, 
So   we   cross  flags  for  you, 
On   Columbus   Day. 

(Children   cross   flags.) 


THE  NINA,  THE  PINTA,  THE  SANTA  MARIA. 

(A   recitation   by  three   little   boys.) 

The   Nina,   the    Pinta,    the    Santa    Maria 

Set  sail  from'  Spain  one   day, 

The   Nina,   the    Pinta,    the    Santa    Maria 

Sailed  and  sailed  away, 

'Sea-weed   they  found,  you  understand, 

It  meant  that  they  were  nearing  land! 

The   Nina,    the    Pinta,    the    Santa    Maria 

All  in   the  harbor  lay. 

The  Nina,  the  Pinta,  the  Santa  Maria, 

Columbus  knelt  to  pray, 

He   placed  the  flag  upon  the  ground, 

Of  the  new  country  he  had  found. 

The   Nina,   the    Pinta,    the    Santa    Maria 
All  set  sail  again, 

The   Nina,    the    Pinta,    the    Santa    Maria 
At  last  returned  to  Spain, 
Columbus  discovered   this  land,  'tis  true 
In  fourteen  hundred  ninety-two! 
All: 

We  greet   Columbus  with  vessels  three, 
We  are  very  glad  that  he  sailed  the  sea. 


SONG— THE  FLAG  OF   SPAIN. 

Tune,   "Long,    Long  Ago." 

There  was  a  flag  that  waved  over  all  Spain, 
Long,  long  ago,  long,  long  ago, 
And   many   sailors   had  gone   forth   in   vain, 
Long,  long  ago,  long  ago. 
Then  came  the  ships  and  Columbus  set  sail, 
Proudly  the  vessels  withstood  every  gale, 
Then  came  the  cry,  "Blessed  land,  land  we  hail,' 
Long,  long  ago,  long  ago. 
(Additional  Columbus  matter  next  month.) 


26 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


HINTSandSUGGESTIONS  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  scl 1  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  r.  suits  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 
,o  use  this  material,  w  hat  to  select,  wl 


it  Mibstitutt 


in  these. 


"WELL  BEGUN  IS  HALF  DONE." 

Theme  for  the  month — Truthfulness. 
"Nothing  can  need  a  lie; 
A  fault  which  needs  it  most 

Grows  two  thereby." 
"The  truth  itself  is  not  believed 
From  one  who  often  has  deceived." 

Put  time  and  thought  upon  morning  exercises. 
Always  start  the  day  with  a  song;  the  hardest  heart 
is  often  softened  by  music.  Vary  the  exercises — 
occasionally  read  choice  bits  of  literature.  A  tough 
street  boy  once  said  of  the  superintendent  of  the 
Chicago  schools,  "We  like  to  have  the  superinten- 
dent visit  our  room  and  read  to  us.  He  makes  us 
think  of  God." 

Ask  the  children  to  give  short  current  events,  re- 
cite memory  gems,  or  give  their  ideas  with  refer- 
ence to  honesty,  respect  for  elders,  kindness  to- 
wards animals.  The  latter  may  become  a  valuable 
aid  in  discipline,  as  children  generally  value  the 
good  opinion  of  their  associates  above  that  of  their 
ciders. 

It  is  not  enough  to  teach,  but  we  must  see  that 
our  pupils  learn. 

"The  duller  the  subject,  the  greater  the  need  of 
life  in  the  teacher." 

Aim  to  secure  prompt  and  cheerful  obedience,  no 
other  kind  is  beneficial  to  the  child. 

Discipline  should  be  just— there  should  be  no 
favorites  and  must  be   no  victims  of  injustice. 

What  to  do  with  the  beginners  is  the  most  dif- 
ficult problem  of  the  rural  teacher.  A  series  of 
most  effective  devices  for  aiding  the  teacher  of 
crowded  school-rooms  is  termed  "busy-work."  It  is 
the  duty  of  every  teacher  to  see  that  some  of  this 
material  finds  its  way  into  the  school  room.  The 
"good  old  times"  are  past  when  the  wee  ones  were 
placed  upon  high  seats  to  dangle  their  feet  and  en- 
tertain themselves  for  six  hours  as  best  they  could 
with  a  primer  and  a  slate. 

In  the  use  of  kindergarten  material  two  objects 
should  be  constantly  in  view — first,  to  keep  the  chil- 
dren busy;  and,  second,  to  begin  the  training  which 
will  lead  them  to  work,  to  enjoy  work,  and  to  work 
steadily  and  systematically. 

Modeling. 
One    of    the    earliest    modes    of    expression    is    the 
use  of  this  device,  and  there  is  no  better  time  of  the 
year  to  begin  this  form  of  self-development. 

In  fact,  long  before  the  child  entered  school,  he 
worked    in    sand    and    soft    clay;    modeling    a    little 


world  of  his  own  of  mountains,  fields,  and  rivers. 
You  can  guide  this  play  instinct  to  make  school 
work  attractive,  as  he  may  be  led  easily  and  gently 
from  play  to  work. 

Give  each  child  a  piece  of  clay  or  plasticine,  start 
him  in  his  movements  by  the  words,  "Roll  the 
hands,  roll  the  hands  so  softly."  After  working 
some  time,  put  a  few  quick  questions:  Children, 
what  are  you  making?  They  will  all  say  a  ball, 
and  then  give  them  the  word  "sphere."  Have  them 
test  its  shape  on  their  slates  or  desks  by  discover- 
ing  that   it   will   roll   in  every  way. 

After  the  sphere  ask  them  to  model  a  number  of 
small  round  nuts,  grapes,  apples,  etc. 

Many  similar  objects  may  be  modeled  and  the  work 
correlated  with  the  lessons.     . 

Clay  modelling  trains  the  hand  and'eye,  furnishes 
the  best  method  for  teaching  form,  and  develops 
creative  power  in  the  child. 

Stick-laying  is  an  introductory  step  toward  paint- 
ing   and    designing.      Give    them   a    few    sticks,    and 


66.  (,7.         ■     <-V 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


±r 


have  them  make  as  many  different  designs  as  possi- 
ble, using  two  sticks  for  each,  then  three  or  four. 
Let  them  make  objects  referred  to  in  their  reading 
or  language  lesson. 

A  few  simple  designs  are  given. 

ROLL  OF  HONOR. 

Place  upon  the  blackboard,  or  a  sheet  of  card- 
board, the  names  of  all  pupils  who  have  been  neith- 
er absent  nor  tardy  during  the  month.  Each  month 
add  the  names  of  all  who  have  a  perfect  record 
for  the  month,  and  place  stars  after  each  name  to 
indicate  the  number  of  months  of  perfect  attendance. 

The  value  of  alphabet  cards  in  teaching  spelling  and 
reading  cannot  be  over-estimated.  Place  upon  the 
blackboard  a  list  of  familiar  words,  such  as  cat,  rat, 
dog,  man,  boy,  etc.  Give  to  each  pupil  sufficient 
letters  to  make  these  words,  and  they  will  spend 
much  time  in  arranging  them.  Later  sentences  may 
be  formed  in  a  similar  manner. 

Do  not  fail  to  make  use  of  the  calendar  as  a 
drawing  and  painting  lesson  for  the  entire  school. 

"Constant  occupation  prevents  temptation." 

As  stated  in  the  June  number,  in  all  the  larger 
schools,  kindergarten  material  is  furnished  by  the  school 
board,  but  in  many  rural  districts,  where  its  value  \~. 
not  fully  understood,  some  boards  of  education  are 
not  willing  to  do  this,  and  while  it  is  true  that  most 
primary  teachers  buy  the  material  at  their  own  ex- 
pense, there  is  really,  in  many  cases  no  good  reason 
why  they  should  do  this.  The  following  plan  has 
worked  successfully: 

The  teacher  buys  a  small  lot  of  goods,  and  takes  the 
bill  to  the  director  or  secretary,  and  asks  him  to  kindly 
reimburse  her  for  the  amount  paid.  If  he  objects  to 
presenting  the  bill  to  the  board,  she  requests  for  per- 
mission to  appear  before  the  board  and  explain  the 
matter.  This  is  always  granted,  and  then  it  is  the 
teacher's  part  to  convince  the  board  that  the  material 
is  necessary  in  her  work  with  the  children,  which  is 
not  a  difficult  task  for  any  one  who  understands  its 
value.  In  most  cases  the  bill  will  be  allowed,  but  if  not 
let  the  teacher  make  a  request  that  one-half  be  paid  by 
the  district,  and  this  is  very  apt  to  be  granted.  When 
a  school  board  has  once  begun  to  purchase  kinder- 
garten material,  there  is  usually  very  little  trouble 
thereafter. 


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. 


Mason,  Nevada 
A  new  kindergarten  has  been  established  here. 

Boston,   Mass. 

The  Boston  Kindergarten  Association  has  reorganized 

aider  the  name  of  the  Boston  Froebel  Club. 

Milwaukee,  Wis. 

Miss  Eliza  Utz  who,  when  a  child  in  Switzerland,    was 

pupil  of  Froebel,  died  at  her  home  here  a  short   time 

Winchester,  N.  H. 

An  effort  is  being  made  to  establish  a  public  school 
kindergarten  in  the  Maynard  building,  which  is  likely 
to  prove  successful  although  deferred  for  the  present. 
San  Francisco,  Calif. 

The  Golden  Gate  Kindergarten  Association    has   pre- 
sented a  petition   to   the  Board   of  Education   asking 
them  to  take  over  the  kindergartens  already  established 
in  the  Noe  Valley  and  Glen  Park  Schools. 
Waltiiam,  Mass. 

The  Waltham  vacation  schools  closed  August  15th 
with  a  play  festival  on  the  Commons.  The  children 
marched  from  the  school  building  through  the  streets 
to  the  Commons,  where  the  exercises  were  given.  Folk 
dances  by  kindergarten  pupils  proved  a  very  attractive 
feature. 

Indianapolis,  Ind. 

The  children  of  the  city  kindergartens  had  a  very 
enjoyable  time  at  the  Hume-Mansur  roof  garden  Aug- 
ust 13th.  Refreshments  were  served,  and  an  entertain- 
ment consisting  of  songs,  etc.,  was  given.  Prominent 
among  those  in  charge  was  Mrs.  Eliza  A.  Blaker,  of 
Teachers'  College,  who  is  always  interested  in  anything 
relating  to  kindergarten  work  in  this  city. 
New  York,  N.  Y. 

Columbia  University,  New  York,  selected  a  committee 
sometime  since  to  visit  Rome  and  study  the  Montessori 
Method.  On  their  return  the  committee  reported 
against  the  adoption  of  the  system  in  New  York. 

Upon  invitation  of  Mr.  Harlan  M.  Bisbee,  presi- 
dent of  the  New  Hampshire  State  Teachers'  Asso- 
ciation, and  Miss  Bertha  A.  Colburn,  president  ol 
the  New  Hampshire  State  Kindergarten  Associa- 
tion, Dr.  Jenny  B.  Merrill  will  give  an  address  on 
"The  Montessori  Principles  and  Methods,"  at  Man- 
chester, N.  H.,  October  21.  Dr.  Merrill  will  con- 
tinue her  New  England  trip  to  Portland,  Maine, 
where,  upon  invitations  from  Miss  Nellie  E.  Brown 
and  Miss  Jane  P.  Roberts,  she  will  address  the  kin- 
dergartners  of  the  state  convention,  October  25, 
upon  "The  Relation  of  the  Principles  of  the  Kin- 
dergarten to  the  Montessori  Method."  She  will  also 
give  an  address  to  the  Maine  kindergartners  upon 
"Program-Making."  Dr.  Merrill  may  accept  a  few 
other  engagements  en  route. 


28 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


TRAINING  SCHOOLS 

News  Items  from  Training  Schools  are  Solicited 


Philadelphia,  Penn. 
Miss  Hart's  Kindergarten  Training  School  will  open 
for  the  year  October  first. 

Gband  Rapids,  Mich. 
The  summer  term  of  the  Grand  Rapids  Kindergarten 
Training  School   proved   the  most  successful  in    the 
history  of  the  institution. 

Toledo,  Ohio. 
The  Law  Froebel  Training  School  and  School  of    Cul- 
ture for  Young  Women,    reopens    September  9th,   at 
2313  Ashland  Ave.     Lectures  on  the  Montessori  Method 
will  be  given. 

Brooklyn,  N.   Y. 
The  Pratt  Institute  School  of  Kindergarten  Training 
will  reopen  September  30th  for  the  year. 

The  Brooklyn  Training  School  for  Teachers  gave  a 
delightful  entertainment  in  June  under  the  direction  of 
Miss  Fanniebelle  Curtis.  There  were 200 kindergartners 
present. 

Chicago,  III. 

The  Chicago  Kindergarten  College  closed  a  most 
successful  summer  term  August  9th. 

The  Thirtieth  Anniversary  of  the  Chicago  Free  Kind- 
ergarten Association  was  celebrated  June  7,  and  a  most 
excellent  program  was  rendered,  and  we  regret  that 
space  does  not  permit  us  to  give  it  in  full.  Among 
those  taking  part  were:  Thirza  Riggs,  Louise  Goodhue, 
Henrietta  Roos,  Ruth  M.  Burke,  Annie  Pope,  Alma 
Beach,  Dorothy  Ahrens,  Estelle  Taylor,  Mrs.  George 
W.  Eggers,  Elizabeth  Port,  Margaret  Haynes,  Mrs. 
Mabel  Phillips,  Mrs.  Mary  Buckley  Van  Inwegen,  and 
Mildred  Van  Inwegen. 

.  New  York. 

The  Training  Schools  of  the  New  York  Kindergarten 
Association  open  in  September.  Among  the  lecturers 
are  Hamilton  W.  Mabie;  Prof.  Arthur  W.  Dow,  Teach- 
er's College;  Miss  Susan  E.  Blow. 

At  the  annual  social  meeting  of  the  New  York  Kinder- 
garten Association  held  May  22.  the  following  program 
was  given: 

I.     Welcome,  Miss  Waterman. 
II.     Mother's  Hymn   (audience). 

III.  Piano  solos,  Mile.  Ethel  Gurovitch. 

IV.  Address,  Mothers,  the  Makers  of  Men,  Dr.  Ed- 
ward W.  Stitt. 

V.     Violin  solo,  Miss  Marie  J.  Kreutz. 

VI.     America  (audience). 

Dr.  Stitt  referred  to  the  six  helps  in  the  making  of 
men,  viz.:  Mechods,  Obedience,  Trust,  Home,  Educa- 
tion, Religion. 

The  Kindergarten  Department  of  the  Summer 
School  of  the  New  York  University  has  a  larger 
enrollment  year  by  year.  The  six  courses  offered 
by  Miss  Harriette  Melissa  Mills  are  comprehensive 
and  may  be  taken  for  university  credit 


This  is  an  honor  to  the  department,  which  was 
established  about  ten  years  ago  under  the  leadership 
of  Madam  Kraus-Boele.  The  leadership  passed 
from,  her  to  Dr.  Merrill,  who  retained  it  until  last 
year. 

Miss  Mills  has  associated  with  her  Miss  Willette 
Allen,  of  the  Atlanta  Training  'School,  and  Miss 
Elsie    Merriman    in    music. 

The  class  is  honored  this  year  by  having  as  a 
member  of  the  class  on  "Mother  Play,"  one  of  the 
members  of  the  Summer  School  faculty,  Dean  Barr, 
of  the  School  of  Education  of  Drake  University,  Des 
Moines. 

At  a  social  gathering  recently  on  the  lawn,  after 
listening  to  several  stories  by  members  of  the  class, 
Miss  Wu  sang  a  Chinese  song,  illustrating  so 
graphically  with  gesture  that- we  readily  followed 
the  song  story.  In  conversation  with  Miss  Wu,  we 
were  assured  that  Chinese  fathers  love  their  daugh- 
ters, notwithstanding  our  views  to  the  contrary,  and 
she  remembers  how  as  a  little  child  she  often  tried 
to  play  upon  his   sympathy  by  her  tears. 

The  pleasure  of  meeting  teachers  and  students 
from  many  sections  of  the  country  is  no  small  item 
in  summer  school  gatherings.  In  New  York  Uni- 
versity the  numbers  are  never  so  large  as  to  hinder 
genuine  social  life.  We  are  especially  glad  to  have 
a  representative  from  China  in  these  days  when 
the  Orient  is  honoring  women  with  suffrage! 

PERSONAL  MENTION 

Miss  Mabel  MacKinney  has  been  spending  the  sum- 
mer in  Ireland. 

Miss  Mary  A.  Wright  has  been  elected  as  a  kinder- 
gartner  in  the  Hawthorne  Kindergarten,  Philadelphia. 

Miss  Elizabeth  Hammers,  Champaign,  111,,  is  the 
new  principal  of  the  Fort  Worth  Kindergarten  Training 
'  School,  which  opens  in  September, 

Miss  Julia  C.  Lathrop  of  Hull  House,  Chicago,  has 
been  placed  in  charge  of  the  Childrens'  Bureau  of  the 
Department  of  Commerce  and  Labor,  which  was  organ- 
ized July  1. 

Change  of  Residence 
Ada  McCormack  from  Lyons,  Nebr.,  to  Lancaster,  Wis. 
Pauline  R.  Shay  from  Cleveland,  Ohio;  to  Berea,  Ohio. 
Dora  Andrus  from  Fairbury,  Nebr.,  to  Boulder,  Colo. 
Bertha  L.  Morey  from  Ely,  Minn.,  to  Winona,  Minn. 
Ainta  Basset  from  Chicago,  111.,  to  Fontana,  Wis. 
Esse  C.  Teich  from  Wayne,  Neb.,  to  Bancroft,  Neb. 
Theresa  Kaufman,  from  Athens,  Ga.,  to  Columbus,  Ga. 
Bessie  Henderson  from  Grandin,  Fla.,  to  Madison,  Fla. 
Mrs.  Harold  Lloyd  from  Mt.  Vernon,  N.  Y.,  to  Yonker, 

N.  Y. 
Mrs.  Geo.  J.  Baldwim  fron  Savannah,  Ga.,  to  Flat  Rock, 

N.Car. 
Mrs.  Viola  E.  Harris  from  Albany,  Ore.,  to  Corvallis,  Ore. 
Miss  L.  E.  Warrinerfrom  Jacksonville,  Fla.,  to  Hender- 

sonville,  N.  C. 
C.  E.  Ferguson  from  Monmouth,  Ore.,  to  Manila,  P.  I. 
Helen  F.  Laskey  from  Toledo,  O.,  to  Los  Angeles,  Calif. 
Irene  N.  O'Flaherty  from  Stratford,  Ont.,  Can.,  to  Dau- 
phin, Manitoba,  Can. 


AWARDED  FOUR  GOLD  MEDALS 

Use  them  in  your  school  the  FIRST  of  the  new 
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THE  PERRY  PICTURES  COMPANY  "^etogHerBw. 

BOX  278.     MALDEN,   MASS. 


WANTEDS  RIDER  AGENT 

IN  EACH  TOWN  and  district  to  ride  and  exhibit  a  sample  Latest  Model 
''Ranger"  bicycle  furnished  by  us.    Our  agentsevery  where  are  making 

money  fast.      Write  for  full  particulars  and  special  offer  at  once. 

NO  MONEY  REQUIRED  until  you  receive  and  approve  of  your 
bicvcle.  We  ship  to  anyone  anywhere  in  the  TT.  S.  without  a  tent  depmit 
in  advance,  prepay  freight,  and  allow  TEN  DAYS'  FREE  TRIAL  during 
which  time  you  may  ride  the  bicycle  and  put  it  to  any  test  you  wish. 
If  you  are  then  not  perfectly  satisfied  or  do  not  wish  to  keep  the 
bicycle  ship  it  back  to  us  a  tour  expense  and  you  will  not  be  intone  cent. 
FAPTARV  PRBftF^  Wo  fm'uish  the  highest  grade  bicycles  it  is 
rHblUm  rnltoCa  ,-K)SSii,|e  to  make  at  one  small  profit  above 
actual  factory  cost.  You  save  ,?1<>  to  .?:.'.->  middlemen's  prolits  by  buy- 
ing direct  of  us  and  have  the  manufacturer's  guarantee  behind  your 
licycle.  DO  NOT  BUY  a  bicycle  or  a  pair  of  tires  from  «»»<  at  any 
vice  until  you  receive  our  catalogues  and  learn  our  unheard  of  factory 
vices  and  remarkable  special  offers  to  rider  agents. 

YOU  WILL  BE  ASTONISHED  ^^Z^XXSZ 

'fullil  low  prices  we  can  make  you  this  year.    Wo  soil  the  lushest  gra loyelos  for 

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BICYCLE  DEALERS,  you  can  sell  our  bicycles  under  your  own  name  plate  at  double  our  prices. 

1  'nlors  lill.d  the  r  h  I  v  received. 

SECOND  HAND  BICYCLES.    We  do  not  regularly  handle  second  liand  bicycles,  hut  usually  have 
.i  number  on  ham  I  taken  in  trade  l.vdiir  riiim;.,  retail  stores,     ihc.se  we  clear  out  promptly  at  prices 
ranging  from  $3  to  $3  or $10.    Peseriptno  bargain  lets  mailed  free. 
COASTER'BRAKES      single  OTh<>els,  imported  roller  chains  and  pedals,  parts,  repairs  and 


10 


uiprnentof  all  kinds  at  half  t lie  regular  retail  pric 

gj  Hedge! horn  Puncture-Proof  $  M  = 
Self-healingTires 

The  regularretail  priceof  these  tires 
$10.00  per  pair,  but  to  introduce  u 
will  sell  you  a  sample  pair  for$4.80(cash  with  order  $1.  Si 

NO  MORETROUBLEFROM  PUNCTURES 

NAILS,  Tacks, orClass  will  not  let  theairout. 

A  hundred  thousand  pairs  sold  last  year. 

DESCRIPTION:  f^/^TeJZ 

riding,  very  durable  and  lined  inside  with 
a  special  quality  of  rubber,  which  never  be- 
comes porous  and  which  closes  up  small 
punctures  without  alio  wins  the  air  to  escape. 
We  have  hundreds  of  letters  from  satisfied  customers 
stating  that  their  tires  have  only  been  pumped  up  once 
or  twice  in  a  whole  season.    They  weigh  no  more  than 
an  ordinary  tire,  the  puncture  resisting  qualities  being 
given  by  several  layers  of  thin,  specially  prepared 
fabric  on  the  tread.    The  regular  price  of  these  tires 
is  $10.00  per  pair,  but  foradvertising  purposes  we  are 
making  a  special  factory  price  to  the  rider  of  only  SH.i 
day  letter  is  received.    AVe  ship  C.  O.  D.  on  approval 
have  examined  and  found  them  strictly  as  represented. 

\\ .'  wi  1 1  allow  acash  discount  of  f>  i»r  ee  ut  (thereby  making  the  price  $4.55  per  pair)  If  you  send  FULL  CASH 
WITH  ORDER  and  en. -lose  tins  advertisement.  You  run  no  r i - lc  lu  sending  us  an  order  as  the  tires  may  he 
returned  at  OUR  expense  if  for  any  reason  they  are  not  sat  isfacb.ry  on  examination.  We  are  perfectly  reliable 
and  money  sent  to  us  isas  safoas  in  a  bank.  If  you  order  a  pair  of  these  tires,  you  will  lind  that  they  will  ride 
easier,  run  faster,  wear  better,  last  bin ger and  look  hner  than  any  tire  you  have  ever  used  or  ^t-rn  at  anv  price. 
We  know  that  you  w  ill  beso  u<  il  pleased  I  hat  when  you  want  a  bicycle  you  will  give  us  your  order.  We  want 
you  to  send  us  a  trial  order  at  oneo.  hence  this  remarkable  tire  offer. 
§C  Vflil  SMCffl  T#0^©don-t  buy  any  kind  at  any  price  until  you  send  for  a  pair  of  Hedgettaorn 

lr     WW  nCCU    t  fCTCO  Puncture-Proof  tiresonnpprovaland'trialal  llitoi ial    introductory 

price  quoted  above:  or  write  for  our  big  Tire  and  Sundry  Catalogue  which  describes  and  Quotes  all  makes  and 
kinds  of  tires  at  abouf  half  the  usual  prices. 

ngt  NtiT  |/l/i|#ybut  write  us  a  postal  today.  DO  NOT  THINK  OF  BUYING  a  bicycle  or  a  pair  of 
■»**  ««*»  "*•»•  tires  from  anyone  until  you  know  the  new  and  wonderful  oilers  wo  are  making. 
It  only  costs  a  postal  to  learn  everything.    Write  It  NOW. 

4,  L.  MM  GYSLE  COMPANY.  CNICAGO.  ILL. 


Notice  the  thick  rubber-tread 
*A"and  puncture  strips' 
and  "D"  also  rim  strip  "H" 
to  prevent  rim  cutting.  This 
tire  will  outlast  any  other 
make-SOFT,  ELASTIC  and 
EASY  RIDING. 
)  per  pair.  All  orders  shipped  same 
You  do  not  pay  a  cent  until  you 


3o 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


BOOK  NOTES 

First    Year    in    Number.     By  Franklin    S.    Hoyt    and 

Harriet  E.    Peet.     Cloth,    128   pps.,   5^x7  3-4    ins. 

Published  by  Houghton,  Mifflin  &Co.,  Boston,  New 

.  York,  and  Chicago. 

The  book  is  based  upon  the  familiar  experiences  and 

activities  of  childhood  following  as  directly  as  possible 

the  child's  own  method  of  acquiring  new  knowledge  and 

skill.     Each  topic  is  developed  concretely  in  connection 

with  some  interest  of  childhood,  and  the  new  facts  are 

established  through  games  andexercises.     Kindergarten 

material  is  made  use  of  to  some  extent  in  these  exercises. 

The  Dutch   Twins.     By   Lucy    Fitch  Perkins.     Cloth, 

194  pps.,  5^x7  3-4   ins.     Published  by  Houghton, 

Mifflin  &  Co.,  Boston,  New  York,  and  Chicago. 

A  book  of  stories  about  KitandKat,  the  Dutch  Twins. 

Kit  is  the  boy,  and  Kat  is  the  girl,  and  their  real  names 

are  Christopher  and  Katrine,  but   being    such    a    short 

pair  of  twins,  the  long  names  wouldn't  fit,  you  see,  and 

the  stories  are  all  about  the  experiences  of  Kit  and  Kat 

while  they  are   growing   tall   enough    to   fit  their   long 

names. 

The  Handicraft  Book,  Comprising  Methods  of  Teach- 
ing Cord  and  Raffia  Constructive  work,  Weaving, 
Basketry  and  Chair  Caning  in  Graded  Schools.  By 
Anne  L.  Jessup  and  Annie  E.  Logue.  Cloth,  125 
pps.,  6  l-4x9j^  ins.  Published  by  A.  S.  Barnes  ( lorn- 
pany,  New  York.     Price  SI. 00.     Postage,  9c. 

This  book  is  the  outcome  of  many  years'  experience 
in  teaching  and  supervising  in  public  schools.  The 
teaching  of  hand  work  to  large  classes  is  often  a  diffi- 
cult problem,  and  the  solution  lies  in  the  proper  meth- 
od of  conducting  the  lessons.  The  Handicraft  'Book 
furnishes  the  solution,  by  giving  clear  directions  illus- 
trated by  a  large  number  of  diagrams.  The  hand  work 
is  planned  for  a  three  years'  course  and  connects  kin- 
dergarten activities  with  the  more  advanced  construc- 
tion of  the  primary  grades,  forming  a  foundation  for 
sewing  and  garment  making  for  the  girls  and  a  training 
for  the  more  difficult  forms  of  hand  work  for  the  boys. 

Work  and  Play  with  Numbers.    By  George  Wentworth 

and  David  Eugene  Smith.     Illuminated   cloth,    144 

pages,  5  3-4x754    ins.     Publishedby  Ginn    &    Co., 

Boston  and  Chicago.     Price  35  cents. 

There  has  long  been  a  question  as  to  the  number  work 

that  should  be  attempted  in  the  first  twro  years  that  the 

child  spends  in  school.    Since  he   delights    in   counting 

and  in  simple  number  relations  quite  as  much  as  in  any 

other  subject  of  study  during  this    period,   it  has   been 

the  consensus  of  opinion  since   the  days   of  Pestalozzi 

that  a  certain  amount  of  this  work  should  be  undertaken 

as  soon  as  the  child  enters  the  school. 

This  book  leads  the  child  into  the  domain  of  number 
with  the  same  delight  that  he  enters  upon  the  study  of 
reading,  of  nature,  and  of  art,  and  therefore  fills  a  de- 
finite demand  in  modern  education. 

Ab,  The  Cave  Man.  A  Story  of  the  Time  of  the  Stone 
Age.  Adopted  for  Young  Readers  from  the  Story 
of  Ab;  By  William  Lewis  Nida,  Superintendent  of 
Schools,  River  Forest,  111.    Cloth;  166  pages  5;^x7>^. 


Price  50c.     Published  by  A.  Flanagan  Company,  Chi- 
cago. 
The  books  contain  twenty  seven    of    these    famous 

stories  adapted  for  young  readers,  with  many  colored 

and  plain  plates. 

The  Primary  Plan  Books  for  September  and  October. 
By  Marion  M.  George;  paper,  128  pages  each,  6x8^. 
Price  25c  each.  Published  by  A.  Flanagan  Company, 
Chicago.  These  Plan  Books,  have  been  revised  by 
the  publishers,  and  brought  up  to  date. 

Daily  Lesson  Plans  in  Language.  By  R.  Lena  H  Guing- 
rich,  paper,  74  pages,  5^x7^.  Price  25c.  Published 
by  A.  Flanagan  Company,  Chicago.  A  book  of  daily 
lesson  plans  in  language  for  the  second  and  third  years 
of  elementary  schools.  The  plans  cover  a  period  of 
eight  months,  with  detailed  work  foreach  day,  and 
will  prove  very  beneficial  to  teachers  in  these  grades. 

Graded  Drawing  and  Construction  Books;  a  progress- 
ive course  of  eight  numbers;  paper,  40  pages,  ll4x$i{. 
Price  15c.    Published  by  A.  Flanagan  Company,  Chi- 
cago. 
Contains  several  colored  and  many  plain  plates,  with 

suggestive  designs  for  drawing,   adapted   to  the  grade 

under    consideration.     We   unhesitatingly  advise  every 

teacher  to  examine  a  copy. 

Cheap  and  Excellent  Books 

SONG  KNAPSACK,  142  songs  for  schools,  10c;  $1 
dozen. 

"PAT'S  P'  -.,  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. 


THE 


MONTESSORI 
METHOD 

Of  Scientific  Pedagogy,  as  applied  to  child  education  in  the  "Children's  Houses' 
By  MARIA  MONTESSORI,  M.  D. 


With  important  revisions  and  additions  by  the  author.     Translated  by  Anne  E.  Georg-e, 
Introduction  by  Prof.  Henry  W.  Holmes  of  Harvard  University. 

A  complete,  authorized  translation  of  Dr.  Montessori's  famous  book,  expounding  her 
educational  philosophy,  and  explaining  fully  her  method  of  child  education.  Prof.  Holmes 
calls  the  system  "remarkable,  novel,  and  important,"  and  says  "for  years  no  educational 
document  has  been  so  eagerly  expected  by  so  large  a  public,  and  not  many  have  better  mer- 
ited  general  anticipation." 

From  "EDUCATIONAL  REVIEW" 

"The  most  important  contribution  to  educational  thought   that  has  appeared 
in  many  years.      .     .      .     The  great  body  of  intelligent,  alert  teachers  in  this 
country  will  find  in  the  book  a  treasure-trove   of  wisdom   and    a   manual  of 
education.     Never  before,   I  believe,    has  such  a  combination  of  genius, 
inheritance,  training,  and  experience  been  united  as  in  this  woman. 
If  American  teachers  will  read  this  book  in  the  spirit  of  broad-mind 
ed  fairness  in  which  it  is  written  they  can  get  inspiration  and  illu- 
mination as  from  no  other  that  I  know  of."     (Reviewed  by  Miss 
Ellen   Yale  Stevens,  Principal,  Brooklyn  Heights  Seminary.) 

F.  A.  STOKES  CO. 

With  many  illustrations  from  photographs  /    443-449  fourth  ave. 

<E1  nc  j  <£-.  nrv  /  NEW  YORK  city 

3)1.75  net;  postpaid  $1.90.  / 

Please   send    me  full  descrip- 

circular  of   the   "Montessori 

Method. 

FREDERICK  A.   8TOKES  COMPANY 
Publishers  New  York 


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OCTOBER,  1912 


The  Montessori  Method 


In  our  last  issue  we  offered   to  send  Dr. 
Montessori's    Dew   book,    "The   Montessori 
Method"  and  the  Kindergarten-Primary  Mag 
_   azine  one  full  year,  both  for  $2.10,  with  15c 
r\er        iir-   it  r\    »      TaTl  extra,   if  the  book  was   to  be  sent  by  mail 

Offer   Withdrawn  UCt.    lUtb.  This  was  a  "snap,"  that  kindergartners  ap 

reciated.  We  soon  received  a  letter  from  the  publishers  asking  us  to  withdraw  it,  as  it  interfered  with 
the  book  store  contracts.  We  hold  that  it  is  only  fair  to  our  readers  to  give  a  slight  notice  at  least  ol 
the  withdrawal,  and  therefore  have  decided  that  we  will  accept  all  orders  sent  us  not  later  than  October 
10th,  at  $2.10.  If  the  letter  is  mailed  after  October  10,  we  shall  have  to  return  the  money,  except  in  case 
of  foreign  orders,  where  ten  days  longer  will  be  granted. 


INDEX  TO  CONTENTS 


Editorial  Notes, 

How  to  Apply  Kindergarten  Principles  in 


Dr.  Jenny  B.  Merrill, 
Dr.  Jenny  B.  Merrill, 
Dr.  W.  N.  Hailmann, 


Mrs.  Mary  Bradford, 
P.  P.  Clapton, 

Miss  Margaret  Trace, 
E.  G.  Cooley, 
Oscar  C.  Helming, 


Rural  and  Village  Schools, 
Planning  a  Kindergarten  Exhibit, 
Natural  Instruction  in  Drawing, 
The  Kindergarten  and  its  Relation  to  Re- 
tardation, 
Need  for  Education, 
Some  Devices, 

Native  Tendencies  in  Education, 
Extending  the  Compulsory  School  Age, 
Vocational  and  Character  Training,     - 
Quaifications  Necessary  for  a  Kindergartner, 
The  Modern  Peril,  -  -  E.  G.  Cooley 

A  Year  in  the  Kindergarten,      -  Harriette  McCarthy 

Kindergarten  Games  and  Plays,      -  Laura  Rountree  Smith, 

The  Birds  Nest  Game  for  Wee  Bovs  and 

Girls,  ....  Henrietta  B,  Eliot, 

Crowning  Columbus, 

The  Flags,        --•-..-    \ 

Columbus  Recitation,       -  -        -         Laura  Rountree  Smith, 

Little  Pieces  for  Little  People,        •  Laura  Rountree  Smith, 

The  Committee  of  the  Whole,  -  Bertha  Johnston, 

Hints  and  Suggestions  for  Rural  Teachers,  Grace  Dow, 

October  Spelling  Booklets,  -  -    Marguerite  B.  Sutton, 

Educational  News,  ...... 

Personal  Mention,  ....... 

Calendar  for  October,  ..... 

Book  Notes,  --..-'-'--- 


31 

32 

36 
37 

39 
41 
■i\ 
43 
-M. 
44 
4  i, 
45 
46 
49 

50 


51 
52 
53 

55 
56 
57 
58 

59 
59 


Volume  XXV,  No.  2. 


$1.00  per  Yeai%  15  cents  per  Copy 


RELIABLE  TEACHERS'  AGENCIES  OF  AMERICA 


The  TEACHERS'  EXCHANGE  of  Boston 

Recommends  Teachers,  Tutors  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  nu: 
ber  of  Primary  and  Kindergarten  teach- 


ers.    No  enrollment  fees. 
booklet  for  the  asking. 


Blank  and 


REGISTER  WITH  US. 


OHIO  VALLEY  TEACHERS'  AGENCY 

A.  J.  JOELY,  Mtfr.  MENTOR.  KY. 


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,  Manager. 


Unemployed  Teachers 

IF  FOR  ANY  REASON  YOU  HAVE 
NOT  ACCEPTED  WORK  FOR  THE 
SESSION  OF  1912-1913  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. 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  providence  Building 
DULUTH.  MINN. 


HOME  OCCUPATIONS 

TOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

"Mother  finds  some  happy  work  for 
idle  hands  to  do,"  is  the  idea  that 
has  been  excellently  carried  out  in 
this  most  excellent  little  volume. . .  . 

16mo.  Cloth.    50c,  postpaid. 

GEORGE  W.  JACOBS  &  CO., 

Publishers.  PHILADELPHIA 


Headquarters  for  Temperance  Supplies 

Books 

Song  Books 

Leaflets  on  Scientific  Temperance  Teaching 

Story  Leaflets 

The  Young  Crusader— Temperance  paper  for  boys  and  girls;  profuse] y  illustrated;  and  aside 
from  stories  it  contains  splendid  ideas  for  entertainments  and  selections  for  recitation — 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  fol- 
ia test  bulletin. 

NATIONAL  WOMAN'S  CHRISTIAN  TEMPERANCE  UNION 


Literature  Building 


Evanston,  Illinois 


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. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheelock's  Kindergarten 


Training 


Crhnnl   l34  newburyst. 

JUbUUI    Boston,  Mass. 


Regular  course  of  two  years.  Special 
course  of  one  year  for  post  graduates. 
Students'  Home  at  Marenholz.  For  cir- 
culars address, 

LUCY  WHEELOCK 


Miss  Annie  Coolidge  Rust's  21st  Year 

froebel  School  of  Kindergarten 

Normal  Classes  pJK^  »;}»»,, 

COPLEY  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
strong.  Special  work  under  best  educators. 
Graduates  are  holding  valuable  positions. 
Circulars. 


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— LONOMEADOW.    MASS. 


Kindergarten    Normal    Department 

Ethical  Culture  School 


For   information   address 

FRANKLIN  C.  LEWIS,  Superintendent, 

Central  I'ark   West  and  63d  St. 

NEW    YORK 


Atlanta  Kindergarten 

Normal  School 

Two    Years'    Course    of    Study. 
Chartered   1897. 
For    particulars    address 

YVILLETTE   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. 

flMERlGflN   BELL  & 

FOUNDRY  CO. 

fiorthville,  Mich 


■CHICAGO- 


KINDERGARTEN 


COLLEGE 


SUMMER  TERM 


June  18 


Aug.  9 


KINDERGARTEN  COURSE 

All  Kindergarten  subjects.  Credits 
applied  on  Freshman  and  Junior  years 
if  desired, 

PRIMARY    COURSE 

Primary  Methods 
Handwork 

Art  for  Primary  Grades. 
Credits  applied  on   regular  Primary 
course  if  desired. 

Send  for  folder  giving  full  informa- 
tion. 

5-120O  MICHIGAN    BLVD. 
CHICAGO,    ILL. 


PRATT  INSTITUTE 

Schoolof  Kindergarten  Training 

Brooklyn,  N.  Y. 

Kindergarten  Normal  Cou  rs  e,  two 
years.  Special  (.'lasses  for  Kindergart- 
ners  and  Mothers.  Froebel  Educational 
Theories;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work, 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,  Music  and  Art,  Model  Kinder- 
garten for  Children  ;  Classes  for  Older 
Children  in  Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1913-13  opens  Sept.  30. 


The  Tenth  Gift  3£p 


Stick  Laying  in 
Primary  and 
"  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.Shuhs,  Manistee, Mich. 


PTTSBURQH  AND  ALLEGHENY 


KINDERGARTEN  COLLEGE 

ALICE  N.  FnRKER,  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. 


THE  NEWYORK  KINDERGARTEN 
ASSOCIATION 

UNUSUAL    ADVANTAG 

GRADUATE  STUDY 

Season  of  1912-1913 

PUBLIC  LECTURES 

Hamilton  W.  Mabie;  Prof.  Arthur  W, 

Dow,  Teacher's  College;  Miss  Susan 

E.  Blow. 

GRADUATE    COURSES 

Games  Playground 

Great  Literature  Program 

Kindergarten  Gifts      Psychology 
Mother  Play  Supervision 

Kindergarten  Occupations 

TUITION  FREE 
Apply  for  Prospectus  to 

Miss  Laura  Fisher 

DIRECTOR,  DEPARTMENT  OF    GRADUATE  STUDY 

521  West  42nd  Street.       New  York  City. 


TRAINING  SCHOOL 


The  Buffalo  Kindergarten  Association 

Two  Years'   Course. 
Vor   particulars   address 

MISS   ELLA   C.    ELDER, 
86   Delaware  Avenue,      -      Buffalo,  N.   S. 

GRAND  RAPIDS  KINDERGAR- 
TEN  TRAINING  SCHOOL 

CERTIFICATE,     DIPLOMA    AND 
NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

Jhepard    Building:,       -       33    Fountain    St. 

GRAND    RAFIDS.   MICH. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National   Kinderg-arten  Colleg-e 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 
Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA    FARRIS,   Principal 


Am  A  k\  a  forty-page  booklet 
K I  AIM  and  0ur  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'   Agenoy3 

Columbia,  South  Carolina. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


GERTRUDE  DOUSE, 

54  Scott  St.,  Chicago. 


'  Diplomas  granted  for  Regular  Kindergarten  Course  (two  years),  V 
fr  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. 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  bv  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  Harfc  TRAINING  SCHOOL 

lUlOJ  Bid!  I  3  For     Kindergartoers 

3600  Walnut  Street,  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
Trainers'  Courses.    Five  practice  Kin- 
dergartens.   Opens  October  1st.  1912. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 
The  Pines,  Rutledge,  Pa. 


OHIO,   TOLEDO,    2313   Ashland    Ave. 

THE      MISSES     LAW'S 

FROEBEL    KINDEKUA15TKN     TRAIN- 
ING   SCHOOL. 

Medical  supervision.     Personal  attention. 
Thirty-five    practice    schools. 
Certificate  and  Diploma  Courses. 

MARY    E.    LAW,    M.    D„    Principal. 


Miss  Cora  Webb  Peet 

KINDERGARTEN    NORMAL   TRAINING 
SCHOOL 

Two    Tears'    Course. 
For    circulars,    address 

MISS   CORA   WEBB    PEET, 
IB    WiiHhlnirlon    St.,       EaBt   Orange.   N.    J 


FESTALOZZI-FROEBEL 

Kindergarten    Training 
School 

509  S.  Wabash  Ave.,  Opposite  Auditorium 

Mrs  Bertha  Holer  Hegrner,  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    B.    HANSON.    Principal. 
Credit  at   the 
Northwestern    and    Chicago    I  Diversities. 
For    particulars    address    Eva    B.    Whit- 
more,   Supt.,  6   B.   Madison   St.,   cor.   Mich 


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.  VV.,  WASHINGTON    D.  C. 

The  citizenship  of  the  future  depends  on  the  children  of  today. 

Susan  Plessner  Pollok,  Principal. 

Teachers'  Training  Course — Two  Years. 
Bununer  Training  Classes  at  Mt.  Chatauqua — Mountain  Lake  Park — 
Garrett  uo.,   Marynuia. 


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. 


OWN  A  FARM 


Save  while  you  earn.    Invest  your  sav- 
ings in 

NUECES  VALLEY 
GARDEN 

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,  Ivy. 


/School  Supplies 

Reed,  Raffia,  Book  Bind- 
ing- and  Weaving  Materials 
Kindergarten  Supplies, 
Entertainment  Books.  All 
Standard- Supplies.  Cata- 
logue free. 

Garden  City    Educational  Co. 
IIO  So.  Wabash  Ave.,         Chicago,  III. 


EDUCATIONAL  SPECIALTIES.  SX 

Game.  15c ;  History  Game,  15c ;  2750  Les- 
son Plans,  5(lc;  Educational  Puzzle,  10c ; 
Year's  Subscription  to  N.  J.  School 
News,  40c.  W.  C.  MOORE,  PUB.,  New 
Egypt,  N.J. 


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. 


EDITORIAL  NOTES. 

We  will  club  the  Kindergarten  Primary  Mag- 
azine at  a  reduced  rate  with  any  periodical  in  the 
United  States.  Write  us  stating  the  publication 
you  wish,  and  we  will  quote  prices. 


Susan  Peessner  Pollock,  of  Washington, 
D.  C,  who  is  now  sojourning  in  Germany,  will 
contribute  a  series  of  stories  for  the  Kindergarten- 
Primary  Magazine,  beginning  with  the  January 
number. 


In  estimating  the  value  of  sense  training  with 
little  children  that  is  not  associated  with  imagi- 
native and  constructive  activity  it  is  well  to  con- 
sider just  now  much  of  this  sense  training  will 
without  any  formal  instiuction  whatever,  come 
to  the  child  in  the  natural  way. 


It  is  well  to  remember  in  estimating  the  value 
of  an  educational  method  that  the  ideals  and 
enthusiasm  of  the  inventors  can  hardly  be  taken 
into  account.  The  real  test  comes  in  the  working 
out  of  the  method  in  the  hands  of  the  ordinary 
teacher,  or  kindergartner;  and  all  methods  which 
secure  anything  like  general  adoption  must 
sootier  or  later  stand  this  test  if  they  are  to  survive. 


WE  announced  in  our  last  issue  that  we  would 
send  the  Kindergarten-Primary  Magazine  one 
year,  and  Dr.  Montessori's  new  book,  "The 
Montessori  Method,  "  both  for  $2.10,  or  for  $2. 25, 
if  we  sent  book  postpaid.  We  made  the  price  so 
low  that  it  conflicts  with  a  contract  ot  the  pub- 
lishers, and  we  are  requested  to  withdraw  it. 
Any  orders  that  reach  us  not  later  than  October 
10,  will  be  filled.  In  all  other  cases  money  will 
be  returned. 


Many  boards  of  education  do  not  seem  to  com- 
prehend that  the  kindergarten  stands  for  the  all- 


around  spiritual,  mental  and  physical  develop 
ment  of  the  children,  and  that  reading,  writing 
and  numbers  are  merely  incidental  with  children 
of  the  kindergarten  age.  To  apply  the  test  of 
the  three  R's  in  estimating  the  value  of  the  kinder- 
garten is  grievous  error. 


In  the  death  of  Miss  Caroline  T.  Haven,  of 
New  York,  the  world  has  lost  a  true  woman  and 
the  kindergarten  cause  a  sincere,  earnest  and  effec- 
tive supporter.  In  a  letter  to  Dr.  Jenny  B.  Merrill 
a  writer  voices  the  following,  which  will'  be  re- 
cognized as  an  expression  of  the  truth,  by  all  who 
knew  Miss  Haven: 

Germantown,  Ohio,  Sept.  12-12. 
Dear  Miss  Merrill: 

I  feel  a  deep  sense  of  loss  to-day  which  is  almost  over- 
powering-. Dear  Miss  Haven  has  gone  to  her  reward, 
and  we  are  left  behind  to  fight  our  battles  and  carry  for- 
ward the  good  work  of  educating  little  children  and 
teachers  of  the  little  ones.  I  feel  a  deep  sense  of  obliga- 
tion to  you  for  you  led  me  to  her — and  the  E.  C.  S. 
You  remember  you  advised  me  in  her  favor  when  I 
wrote  asking  your  advice  about  the  training  schools  of 
New  York. 

She  was  a  staunch  loyalist  in  every  sense  of  the  word, 
uncompromising,  sincere,  both  progressive  and  conserva- 
tive, true  to  her  trust  and  her  friends.  Her  Scotch- 
Puritan  ancestry  made  her  seem  a  bit  unsympathetic  at 
times,  but  that  was  only  on  the  outside.  Her  heart 
was  warm  and  she  grew  mellow  and  sweeter  as  the  years 
passed.  Her  heroic  battle  for  health  was  superhuman. 
She  was  never  ill;  it  was  only  her  body.  Her  mind  and 
soul  were  strong  and  well  always. 

I  wrote  her  last  Sunday  evening.  It  must  have  been 
about  the  same  hour  she  was  passing  through  the 
valley  and  shadow  of  death.  I  am  sure  it  was  a  trium- 
phant journey  for  her  life  and  heart  were  in  harmony 
with  divine  law  and  love. 

Blessed  be  her  memory;  that  shall  remain  fresh  and 
fragrant  in  the  hearts  of  hundreds  of  young  women  and 
children  and  older  men  and  women.  None  knew  her 
but  to  honor  her  and  be  helped  by  her  strong,  vigorous 
womanhood,  M.  F.  S. 


32 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


HOW    TO   APPLY    KINDERGARTEN 

PRINCIPLES    IN    RURAL    AND 

VILLAGE   SCHOOLS. 

II. 

The  Kindergarten  Building  Blocks. 

Considered  as  a  Whole. 
Dr.  Jenny  B.  Merrill 
The  kindergarten  building  blocks  are  known 
as    the    third,    fourth,    fifth    and    sixth    gifts. 
They   stand   for  the  principle  of  constructive- 
ness.     Even     the     second     gift     has     become 
material    for    building,    although    its    original 
use  did  not  call  so  distinctively  to  the  instinct 
for  construction.     We   will    consider  the    sec- 
ond  gift    separately    in    a    later   article. 
(vSee  note  at  conclusion  of  this  article  ) 
I    wish    to   have   these   gifts   thought   of   as 


THE  THIRD  GIFT.  l  UK  FOURTH  GIFT. 

material  to  be  used  actively  by  the  children 
in  expressing  their  own  impressions.  Many 
impressions  have  been  received  through  ob- 
servation of  houses,  barns,  mills,  bridges, 
household  furniture  and  other  familiar  objects 
of   the   environment. 

Children   instinctivelv   love   to   build.     Out- 


r— 


of-doors  they  build  with  sticks  and  stones. 
They  may  use  mud  for  plaster  and  leaves 
for  thatching.  Indoors  they  are  pleased  with 
more  finished  materials  which  more  or  less 
resemble  those  used  in  ordinary  construction. 


Given  a  number  of  blocks  of  any  kind,  al- 
most any  child  will  begin  to  pile  one  upon 
another.  It  is  supposed  that  many  children 
have  had  ordinary  building  blocks  at  home 
before  coming  to  school  or  kindergarten. 
Alas,    many    have    not,    but    even    those    who 


initiative  and  dictation  in  the  societv  of  other 


-/—/ 

/ 

/ 

/ 
/ 

1 

V 

children.     They  do  not  need  much  direction. 
Let   them   build    freely. 

A  few  simple  designs  are  given. 

We  will  consider  more  in  detail  the  specific 


A 


P 


value  of  each  of  the  Froebelian  building  gifts 
in  other  articles,  but  in  the  present  number 
we  wish  to  urge  all  teachers  of  little  children 
in  rural  and  village  schools  to  insist  upon 
supplies  of  these  gifts,  even  if  one  only  of 
each    be    procured    at    first.*     They    can    be 


added  to  from  time  to  time.  It  depends  upon 
the  size  of  the  desks  and  the  numbers  of 
children  whether  the  enlarged  blocks  be  used 

"Children  in  rural  schools  will  be  of  several  ages.  Hence 
the  whole  s:t  of  kindergarten  blocks  can  be  used  at  the  same 
time.  Give  the  3rd  gift  to  the  youngest,  and  so  on.  Do  not 
hesitate  to  experiment.  Details  will  be  given  later  on.  Build- 
ing is   not   an   unheard   of  occupation   for  children  venture. 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


33 


or  the  regulation  size.  If  there  is  opportunity 
to  build  upon  the  floor,  the  larger  blocks  are 
preferable.  If  the  children  are  very  young 
and  a  small  ante-room  can  he  utilized,  it 
is  excellent  recreation  to  build  upon  the  floor. 
The  stooping  and  bending  rests  the  whole 
physical  frame  after  sitting.  If  the  desks  are 
small  and  the  room  pretty  full,  the  large 
blocks  may  be  in  the  way.  The  children 
will,  of  their  own  accord,  use  the  boxes  and 
Hie  box-lids  to  help  them  express  the  mental 


first,  indeed  in  using  any  material,  let  the 
first  period,  or  possibly  several  periods,  be 
given  to  experimenting.  Do  not  be  too  par- 
ticular about  just  how  the  box  is  opened,  or 
even  how  it  is  packed.  Let  the  right  and 
best  way  be  discovered  gradually.  In  our 
attempts  at  order  we  sometimes  overdo  and 
succeed  in  putting  the  child  in  a  frame  of 
mind  not  calculated  to  produce  active  creative 
work  which  is  the  kindergarten  aim.  He  be- 
comes   afraid    to    do    anything   his    own    way. 


images  that  crowd  sometimes.  Let  them  by 
all  means  do  so.  If  the  boxes  are  in  the  way 
at  times,  let  one  child  collect  them  and  build 
with  them  one  large  form  on  the  floor  as  a 
bridge  or  train  or  monument. 

In  the  Italian  infant  schools,  conducted  by 
Dr.  Maria  Montessori,  the  children  are  furn- 
ished with  mats  and  are  frequently  found 
working  upon  the  floor.  There  are  even 
spaces  where  they  practice  writing  upon  the 
floors.  It  may  be  that  we  are  cramping  our 
little  folk  by  insisting  upon  the  constant  use 
of  the  desk.  If  the  day  is  long  in  rural 
schools,  and  the  children  young,  do  not  fail 
to  consider  building  upon  the  floor  as  a  pos- 
sible valuable  relief. 

In   giving  the  child  any  box  of  blocks  at 


In  schools  where  the  teacher  is  in  charge 
of  several  grades,  the  children  must  be  gov- 
erned by  the  simple  rule  "not  to  disturb" 
which  he  instinctively  understands.  If  he 
does  not,  he  soon  will,  if  his  material  is 
quietly  removed  without  a  word  of  reproof, 
and  he  is  left  alone  to  watch  others  busily 
employed. 

After  the  child  is  familiar  with  what  the 
box  contains  and  has  experimented  a  few 
days,  the  teacher  may  quietly  build  a  form 
herself  before  handing  the  boxes  to  the  chil- 
dren and  ask  all  to  try  to  imitate  hers.  If 
she  is  free  to  go  to  individual  children,  she 
may  ask  a  few  questions  as  they  build.  If 
she  sees  a  child  who  builds  well,  she  may 
set  his  model  for  all  to  copy.     Children  learn 


54 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


well  from  each  other.  Teachers  often  fail  to 
understand  this,  and  urge  children  not  to 
look  at  their  neighbor's  work.  This  is  los- 
ing a  great  opportunity.  We  cannot  begin 
to  measure  how  dependent  we  all  are  upon 
imitation  of  our  fellows.  Imitation  then 
should  follow  experimenting  as  a  second 
method. 

After  a  time,  a  simple  suggestion  may  take 
the  place  of  imitation.  Shall  we  try  to  build 
bridges  today?  or,  possibly,  let  us  make 
such  things  as  we  see  in  the  kitchen,  perhaps 
a    stove    or    the    closet.     Then    the    children 


rial  to  his  own  thought,  to  his  own  will,  has 
the  greatest  educational  value. 

After  ideas  have  been  gained  by  (1)  exper- 
imenting, (2)  by  imitating,  (3)  by  suggest- 
ing* (4)  by  dictating,  then  return  again  to 
free  building,  and  it  will  be  found  how  much 
has  been  gained  in  the  improved  building  of 
the  children. 

These  five  points  of  method  are  so  useful 
to  bear  in  mind  that  I  will  now  recapitulate 
them  to  help  the  beginner. 

First,  the  child  tries  for  himself.  Second, 
the  teacher  sets  a  copy.     Third,  the  teacher 


=a 

c=. 

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Y 

/Z 

f   /   / 

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A 

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V  /A 

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_/. 

7 

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9 

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work  away  alone  and  take  delight  to  tell  you 
what  they  have  made,  or  you  may  guess. 

Some  day  you  suggest  that  all  count  their 
blocks,  place  them  two  by  two,  or  three  by 
three;  another  day,  you  may  suggest  making 
them  into  two  towers,  a  high  wall,  arranging 
them  as  stepping  stones,  etc.,  counting  each 
time. 

A  fourth  method  to  be  used  is  definite  dic- 
tation which  should  be  applied  especially  to 
number  work  and  to  designing.  Unusual 
and  difficult  building  forms  may  be  occasion- 
ally dictated  as  incentives  to  greater  effort, 
but  it  is  the  ability  of  the  child  to  express 
his  own  mental  image  for  which  we  are  to 
aim  in  building.     This  bending  of  the  mate- 


suggests,  Fourth,  the  teacher  dictates  or 
gives  specific  directions.  Fifth,  the  child 
builds  freely  to  express  his  own  mental  im- 
ages^ 

It  is  well  to  have  one  or  two  of  these  points 
in  mind  in  each  lesson.  For  example,  there 
may  be  time  given  for  copying  a  model,  then 
all  may  build  what  they  please. 

In  another  lesson,  all  may  build  what  they 
please  and  the  lesson  may  close  by  all  copy- 
ing the  best  model. 

Where  it  is  impossible  for  the  teacher  to 
give  any  individual  attention  to  such  work 
because  of  the  pressure  of  higher  grades,  the 
children  will  soon  learn  much  by  simply 
copying  each  other  or  working  freely.    It  is 


THE  KINDERGARTEN-PRIMARY   MAGAZINF 


33 


always  well  to  insist  upon  naming  the  form 
built.  This  helps  to  greater  definiteness,  and 
also  is  a  language  lesson. 

Often  the  children  just  happen  to  get  a 
result.  They  do  not  aim  to  build  a  set  ob- 
ject. 

Later  they  must  set  the  aim  and  then  seek 
to  accomplish  it.  The  first,  making  then 
naming,  is  not  as  intellectual  an  exercise  as 
naming  to  make. 

As  experience  is  gained,  the  brighter  chil- 
dren will  want  more  material  and  will  instinc- 
tively turn  to  each  other,  and  if  permitted 
will  soon  love  to  work  in  groups  of  two  and 
three. 

Occasionally  all  the  blocks  may  be  united 
in  a  long  wall,  a  high  tower,  a  lighthouse,  a 
garden  fence. 

The  village  may  be  laid  out  on  the  floor 
or  in  the  sand  table  if  there  be  one,  as  there 
should. 

I  will  remember  seeing  a  village  street 
well  laid  out  in  a  kindergarten  on  Staten  Is- 
land. 

The  children  pointed  out  each  house,  tell- 
ing me  who  lived  there,  the  roads,  the  school, 
the  stores,  etc. 

The  testimony  of  a  few  kindergartners  is 
at  hand  in  old  reports  that  came  to  me  as 
supervisor  which  I  will  add  as  strongly  cor- 
roborative of  what  I  have  aimed  to  say  in 
this  article.  They  show  the  climax  to  be 
reached  rather  than  the  successive  steps,  but 
with  a  goal  ahead,  with  the  children  eager, 
the  teacher  in  sympathy,  very  little  instruc- 
tion is  needed  to  secure  good  building.  Let 
no  one  hesitate  to  begin. 
Reports. 

1.  With  the  fifth  gift  the  children  worked 
together  in  groups  of  four,  making  a  city 
built  up  with  houses,  stores,  schools,  churches, 
blacksmith  shop,  a  station  and  a  train 

With  the  second  gift  they  made  a  forest  of 
trees,  using  the  cylinders  for  trees,  chopping 
them  down,  placing  them  upon  a  sled  made 
from  the  cubes,  the  balls  serving  as  horses ! 
The  boxes  were  made  to  represent  the  saw- 
mill where  the  logs  were  cut  into  boards. 

At  the  sand  table  some  made  a  bridge  with 
the  fourth  gift,  pushing  the  sand  away  from 
the  bottom  to  represent  the  river  flowing 
under  the  bridge.  M.  R. 

2.  We  always  have  group  work  in  the  kin- 
dergarten, but  during  the  month  of  January 
we  paid  particular  attention  to  construction 
in  connection  with  the  trades.  With  the  sixth 
gift   we   made   the   blacksmith's    shop,    using 


also  slats  and  rings.  With  the  fifth  gift  we 
made  the  shoemaker's  window,  the  lighthouse, 
train,   boathouses,   forts,   etc.  J  .C. 

3.  The  kindergarten  is  divided  into  two 
groups  according  to  age  and  skill.  The 
children  build  together,  often  suggesting  dif- 
ferent parts  for  each  child  to  do.       A.  I.  A. 

4.  After  the  gift  lesson,  the  children  en- 
joying walking  around  to  examine  each  oth- 
er's work.  T.  C. 

(This  is  a  very  commendable  practice.) 

5.  The  children  like  group  work  with  the 
blocks.  We  built  a  lighthouse  in  the  sand 
with  the  fifth  gift  (enlarged)  and  also  used 
the  cubes  of  the  third  gift  for  rocks. 

We  made  the  shoemaker's  shop  and  the 
blacksmith's  shop  in  groups.  M.  B. 

In  closing,  let  me  suggest  the  building  of 
fences  during  the  months  of  April  and  May, 
enclosing  possible  gardens.  The  fourth  gift 
blocks  alone  may  be  used,  or  they  may  be 
alternated  with  the  cubes  of  the  third  gift, 
appropriate  colors  for  a  special  bed  of  flow- 
ers. It  is  well  to  be  definite  with  children 
and  insist  on  nomenclature  whenever  you  can. 

Another  day  build  in  the  enclosed  space  a 
see-saw,  a  sliding  board  and  steps  to  jump 
from,  thus  suggesting  the  simple  gymnastic 
apparatus  that  you  perhaps  own  and  perhaps 
long  for.  Blocks  can  be  arranged  to  repre- 
sent these  objects  or  to  approach  them  in 
appearance.  Let  the  child's  imagination  be 
depended  upon  to  make  up  for  deficiencies. 
A  twig  or  a  piece  of  green  paper  fringed  may 
be  upheld  between  two  cubes  to  represent 
the  school  tree,  which  let  us  hope  was  planted 
last  Arbor-Day. 


The  Third  Gift,  regulation  size,  consist  of  eight  one 
inch  cubes.  The  enlarged  size  contains  eight  two  inch 
cubes. 

The  Fourth  Gift,  regulation  size,  consists  of  eight 
oblong  blocks,  two  inches  long,  one  inch  wide,  and 
half  an  inch  thick.  The  enlarged  size  consists  of  eight 
blocks  four  inches  long,  two  inches  wide,  and  one  inch 
thick. 

The  Fifth  Gift,  regulation  size,  consists  of  a  three 
inch  cube  made  of  twenty-one  whole  inch  cubes,  six 
half  inch  cubes,  and  twelve  quarter  inch  cubes.  The 
enlarged  size  consists  of  the  same,  with  two  inch  cubes 
as  the  basis. 

The  Sixth  Gifth,  regulation  size,  consists  of  a  three 
inch  cube,  made  up  of  eighteen  blocks  two  inches 
long,  one  inch  wide,  and  a  half  an  inch  thick,  and  three 
more  blocks  divided  lengthwise,  and  six  similer  blocks 
divided  cross  wise.  The  enlarged  set  consists  of  a  six 
inch  cube,  made  up  of  blocks  as  above,  but  on  a  basis 
of  four  inches  long,  two  inches  wide  and  an  inch  thick. 

NOTE.— The  fifth  gift  is  an  extension  of  the  third  gift. 
The    sixth    is    an    extension    of    the    fourth, 


36 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


PLANNING    A    KINDERGARTEN 
EXHIBIT. 

Dr.  Jenny  B.  Merrill 

A  young  kindergarten  friend  of  mine  ex- 
claimed after  her  June  exhibit  had  been  pre- 
pared, "Next  year  I  am  going  to  begin  to 
get  ready  for  my  year's  exhibit  in  September. 
I  shall  save  the  children's  work  and  mount  a 
chart  each  month,  and  then  it  won't  be  such 
hard  work  in  June." 

Forethought  is  certainly  a  good  thing,  and 
the  method  suggested  by  my  young  friend  is 
not  a  bad  one  under  certain  conditions.  One 
condition  would  be,  the  possibility  of  caring 
for  the  separate  charts  so  that  they  would  be 
fresh  and  fair  to  see  in  June.  Closet  accom- 
modations are  often  very  meager.  Charts 
18x20  are  trying  to  store.  Why  not  plan  a 
panorama  for  the  year's  showing? 

A  strong  paper  of  neutral  tint  must  be 
chosen  of  a  width  which  must  depend  upon 
the  space  on  your  wall  where  it  will  finally 
be  mounted  on  exhibition  day. 

Possibly  you  can  plan  to  mount  above  the 
blackboards  on  three  or  even  four  sides  of 
the  room  as  a  frieze.  Measure  each  side  of 
the  room,  and  plan  to  have  by  the  end  of  the 
year  three  or  four  long  strips,  one  for  each 
season  or  great  central  topic.  The  paper 
strips  being  pliable  can  be  rolled  and  un- 
rolled after  the  work  is  mounted  each  month 
or  season.  The  roll  may  be  used  occasion- 
ally as  a  picture-book  or  panorama  for  a 
morning  talk,  thus  helping  the  children  in 
relating  and  reviewing  the  various  topics. 
The  principle  of  continuity  so  vital  in  kin- 
dergarten procedure  as  in  all  good  teaching 
will  thus  be  kept  strongly  before  your  own 
mind,  and  your  work  will  be  affecf  >.d  favor- 
ably. 

I  remember  visiting  Miss  Katherine  Clark's 
kindergarten  on  one  occasion  when  such  a 
long  strip  of  paper  had  been  in  process  oi 
preparation  for  some  time.  It  was  not  a 
panorama  of  children's  work,  but  one  illus- 
trating animal  life.  The  children  were  in 
raptures  as  the  roll  gradually  unrolled  and 
the  many  pets  they  had  talked  about,  came 
to  view.  The  pictures  had  been  cut  from 
discarded  toy-books. 

There  is  a  pleasure  in  "hide  and  seek" 
which  the  panorama  seems  to  provide. 

It  is  quite  possible  if  one  has  a  little  in- 
genuity and  two  wooden  rollers  to  attach  the 
ends  of  the  long  strips  of  paper  so  as  to  roll 
it  back  and  forth  upon  the  cylinders. 

A  miniature  panorama  in  a  box  has  been 


similarly  arranged  by  some  kindergartners 
with  mounts  of  the  children's  work  which 
they  delight  to  roll  and  unroll.  A  door  in 
one  end  of  the  box  brings  one  picture  or 
form  in  sight  at  a  time. 

A  treasure  box  gives  much  pleasure  in  a 
kindergarten.  It  may  be  a  treasure  box  of 
children's  work  to  be  exhibited  to  mothers  at 
the  monthly  meeting.  It  is  not  always  nec- 
essary to  mount  exhibits. 

At  a  mother's  meeting  let  the  treasure-box 
be  produced,  and  one  by  one  as  you  draw 
from  the  box  some  simple  specimen  of  child- 
ish make,  mother's  eyes  will  glisten  as  she 
recognizes  an  object  similar  to  one  Johnny 
brought  home.  You  place  on  a  table  before 
you  each  object  in  good  position,  not  helter 
skelter,  so  that  at  the  close  of  your  talk,  in 
which  you  have  gradually  related  the  objects 
found  in  the  treasure  box  to  the  life  of  the 
kindergarten  you  have  arranged  a  little  tell- 
tale exhibit.  It  may  have  more  meaning  than 
an  exhibit  over  which  you  may  have  spent 
hours    and    hours    in    mounting   and   hanging. 

It  is  a  pleasure  to  see  things  move,  and 
form  into  a  connected  whole  before  your  own 
eyes. 

I  have  suggested  the  possibility  of  a 
monthly   exhibit   and  of   a   yearly. 

The  mothers'  meeting  will  always  be  helped 
by  the  presence  of  children's  hand-work. 
Think  ahead  through  the  year  and  select  a 
particular  kind  of  work  for  exhibit  each 
month,  as  of  drawing,  or  paper-cutting,  or 
clay-modeling,  making  your  talk  with  the 
mothers  an  explanation  of  the  value  of  this 
particular  kind  of  hand-work. 

The  exhibit  of  one  kindergarten  in  its  own 
room  is  the  most  valuable  kindergarten  ex- 
hibit. 

It  is  helpful  to  the  child,  to  the  mother, 
to  the  supervising  principal,  to  the  primary 
teacher  who  is  invited  to  look  in,  and  cer- 
tainly to  the  kindergartner  herself. 


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. 


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. 


Good    the    more    communicated,    the    more 
abundant  grows. — Milton. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


37 


Natural  Instruction  in  Drawing 
Dr.  W.  N.  Hailmann 

I  find  the  following  suggestive  article  in 
Blaettet  fuer  Deutsche  Erziehung;  a  de- 
lightfully progressive  educational  periodical 
edited  by  Arthur  Schulz.  The  author, 
Helen  Christaller,  an  exceptionally  earnest 
mother,  gives  an  account  of  her  children's 
work  in  drawing  under  her  guidance.  I  am 
sure  your  readers  will  enjoy  it  and  gain  from 
it  many  valuable  hints: 

"When  I  began  to  instruct  my  two  older 
children,  I  became  strongly  impressed  with 
the  difficulties  which  a  child  of  six  or  seven 
years  meets  in  learning  to  read  and  write. 
All  went  relatively  well,  for  the  children  were 
well  gifted  but  the  unnatural,  abstract  char- 
acter of  the  ordinary  elementary  instruction 
seemed  to  me  so  unreasonable  for  this  age, 
that  I  tried  another  way  with  the  next  two 
children;  indeed,  the  the  two  little  pupils 
showed  me  the  way. 

"One  clay,  while  digging  in  our  large 
garden,  they  discovered  a  bed  of  clay  and 
began  to  form  with  the  plastic  material  all 
sorts  of  shapes.  This  clay  interested  them  so 
intensely  that  they  could  scarcely  be  induced 
to  come  to  their  meals,  but  when  they  had 
been  gathered  in,  quite  soiled  by  their 
work,  they  glowed  with  pride  and  told  of 
their  achievements  all  four  at  once.  It  was 
joy  to  look  into  their  radiant  faces. 

"I  gave  full  rein  to  the  children's  fancy  and 
indulged  only  sparingly  in  criticism  of  finished 
work,  suggesting  occasional  improvements. 
They  imitated  everything  that  came  into 
their  horizon.  Erica,  then  four  years  old, 
was  chiefly  engaged  in  making  birds'  nests 
with  eggs  and  birds  in  them.  Gertrude,  six 
years  old,  showed  surprising  skill  in  represent- 
ing animals  in  motion.  Walter,  seven  years 
old,  liked  to  put  together  whole  villages;  and 
Louise,  nine  years  old,  undertook  even  human 
figures. 

"  In  the  winter,  when  the  clay  was  frozen, 
I  transformed  this  play  into  work  of  instruc- 
tion. The  children,  indeed,  still  looked  upon 
it  as  play;  only  now  mother  played  with 
them.  I  purchased  brown  plastiline  and  let 
them  indulge  freely  in  modeling  at  pleasure 
with  their  hands  with  small  wooden  spatul- 
as, hair-pins  and  other  occasional  tools.   We 


modeled  from  nature,  from  memory,  after 
pictures.  In  time  we  gained  in  skill.  The 
legs  of  animals  and  human  forms  were  stead- 
ied with  the  help  of  wires;  inlaid  black  plasti- 
line brought  pleasing  variety  into  the  forms. 

"Gradually,  the  figures  were  fashioned 
with  a  fixed  purpose.  The  bible  stories 
stimulated  the  imagination.  Thus  the  story 
of  creation  led  the  young  artists  to  represent 
paradise.  Little  Erica  had  the  task  to  model 
snakes  and  birds;  the  oldest  had  to  supply 
Adam  and  Eve  for  which  brother  and  sister 
furnished  the  models,  when  her  memory 
failed.  The  remaining  two  children  were 
busy  with  the  four-footed  animals.  Paradise 
was  then  represented  finely  with  sprays  ol 
boxwood,  cypress  and  moss;  even  small  wax 
apples  were  not  forgotten.  Certainly  a  hun- 
dred such  plays  followed,  and  even  now  after 
four  years  the  play  is  not  exhausted;  but  has 
deepened  and  become  more  extended.  Suc- 
cessively there  came  Noah's  ark,  the  perse- 
cution of  the  Christians,  a  hunting  expedition; 
Indian  life,  a  menagera,  a  gypsy  camp,  all 
sorts  of  fairy  tales,  etc. 

"Already  in  the  first  winter  I  had  them 
also  drawing  with  pencil  in  order  to  ac- 
custom the  little  fingers  to  this  art.  They 
did  not  practice  drawing  straight  lines  and 
geometrical  figures,  but  a  flower  was  placed 
in  a  tumbler  in  the  center  of  the  table  and 
this  they  imitated.  At  another  time,  I  fast- 
ened a  spray  of  ivy  on  a  piece  of  paper  and 
had  them  cop}'  it.  Small  objects  of  daily  use, 
such  as  cups,  vases,  inkstands,  were  not 
favored  so  much.  Flowers  and  fruits  proved 
most  interesting.  With  animals,  which  ap- 
pealed most  to  Gertrude,  I  first  had  recourse 
to  pictures,  but,  later  on,  her  powers  of  obser- 
vation enabled  her  also  to  make  ready 
sketches  from  nature,  e.  g.  chickens,  a  cat 
waiting  for  a  mouse,  a  rabbit  eating,  a  flying 
dove,  a  salamander. 

"Sometimes  we  practiced  memory  draw- 
ing. With  a  few  lines  they  were  to  represent 
an  object  as  characteristically  as  possible. 

This  led  to  a  kind  of  dictation  drawing,  e. 
g.  cat,  violet,  ivy  leaf,  bell,  anemone,  open 
umbrella,  closed  umbrella,  etc.;  perhaps 
twenty  such  sketches  were  rapidly  produced. 

One  day  the  two  smaller  children  began  to 
write  Indian  letters,  i.  e.  they  expressed  in 
pictures  certain  thoughts  and  the  others  were 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


to  guess  what  they  meant.  Then  I  began  to 
introduce  seven-year-old  Gertrude  and  a  year 
later,  her  younger  sister  to  the  mysteries  of 
the  alphabet.  With  surprising  rapidity,  they 
understood  and  distinguished  the  forms,  be- 
cause their  drawing  plays  had  sharpened 
their  powers  of  perception.  The  hand  was 
trained,  obeyed  the  eye.  Reading  presented 
little  difficulty. 

Drawing  was  carried  on  as  a  separate 
exercise,  and  the  children  progressed  well.  I 
never  draw  or  correct  a  line  for  them.  If  I 
happen  to  be  near,  I  direct  their  attention  to 
faults.  If  they  cannot  change  it,  it  must 
stand.  The  two  little  ones  still  prefer  to 
draw  plants  and  animals  at  rest;  butthe  older 
ones  aremore  devoted  to  landscapes  for  which 
our  locality  affords  fine  stimulus.  Occasion- 
allv  colors,  too,  are  used,  water-colors  for 
flowers  and  colored  crayons  for  landscapes. 

"On  afternoons  we  frequently  go  to  the 
woods  for  drawing.  The  two  little  ones  then 
try  their  skill  with  a  single  tree,  bu?h  or  cabin. 
The  others,  respectively  twelve  and  thirteen, 
show  already  appreciation  for  color  effects: 
the  evening  sky,  mountains  under  haze,  blue 
shadowsin  winter  landscapes,  etc.  Often  this 
is  expressed  awkwardly,  but  I  am  aware 
what  observation  has  determined  the  choice 
of  color. 

"It  may  be  objected  that  not  all  children 
are  gifted  with  sense  for  forms  and  that  not 
all  children  can  become  painters.  The  value 
of  the  first  of  those  objections  I  am  inclined 
to  question.  Also  it  is  to  ba  noticed  that  all 
our  four  children  could  scarcely  be  specially 
talented  with  regard  to  form.  I  believe  that 
they  have  only  average  talent  and  have  noidea 
to  make  artists  of  them.  Nevertheless  their 
skill  in  drawing,  their  accuracy  in  character- 
istic  form-expression  far  exceeds  that  of  the 
average  of  children  oftheir  age.  Weak  form-ap- 
preciation may  be  strengthened,  as  is  also  the 
case  with  poor  musical  appreciation. 

Not  that  the  children  might  later  on  find 
it  easier  to  become  painters  or  other  artists 
is  the  purpose  of  this  instruction;  but  that 
they  may  learn  to  see  and  to  observe.  The 
difference  in  this  respect  between  abstractly 
and  naturally  instructed  children  is  enor- 
mous. I  can  notice  this  in  the  contrast  be- 
tween my  children  as  compared  with  myself 
and  my  husband.     They    know  every  bird 


with  its  characteristic  difference  between  the 
male  and  the  female;  they  draw  from  memory 
the  leaves  and  blossoms  of  every  fruit-tree, 
which  I  can  distinguish  only  by  their  fruit. 
Their  observation  of  process  in  nature  which 
they  reveal  in  their  compositions  are  so  de- 
tailed, that  they  often  tell  me  things  of  which 
I  was  ignorant  or  which  I  had  not  observed. 

"I  am  inclined  to  account  for  this  on  the 
basis  oftheir  former  habit  to  see  things  as 
they  are,  then  to  reproduce  them,  instead  of 
memorizing  abstract  formulas  which  at  the 
time  had  no  meaning  for  them. 

"Every  teacher  knows  how  much  more 
readily  a  child  learns  under  interest  than  he 
does  under  compulsion,  and  also  what  a 
difference  it  makes  for  the  instructor,  whether 
he  looks  into  radiant  eyes  or  into  timid, 
wearied,  dull  eyes." 

Referring'  to  the  affiliation  of  the  National  Congress 
of  Mothers  with  the  International  Kindergarten  Union 
Elizabeth  Harrison  said  in  part:  "Let.  us  have  ready 
our  great  and  inspiring  world-view  of  God,  for  upon  that 
depends  the  real  significance  of  the  kindergarten.  Let 
us  be  ready  to  show  them  how  to  lead  a  child  rightly  to 
a  consciousness  of  his  selfhood  and  yet  avoid  develop- 
ing morbidness  or  self-consciousness.  Let  us  be  ready 
to  help  the  young,  immature  mind  without  hampering 
or  hindering  its  birthright  of  self-expressions.  Let  us 
prove  to  them  that  every  child  has  within  him  unmeas- 
ured psychic  powers,  and  that  handicapped  and  defec- 
tive children  can  be  educated  if  the  spirit  within  is  awak- 
ened. Let  us  be  ready  to  explain  what  we  mean  by 
the  'educational  values'  of  our  work  and  play,  how  each 
and  all  connect  definitely  with  the  great  factors  that 
have  made  Christian  civilization  and  are  not  haphazard 
experiments  on  our  part — not  merely  the  vaerue  myster- 
ies of  an  old  German  pedagog.  Let  us  be  ready  to  lead 
them  to  see  what  things  in  their  daily  lives  are  'trivial' 
and  what  are  'important. '  The  first  is  to  develop  in  the 
young  life  a  deep  and  genuine  religious  faith,  a  sense  of 
responsibilities  for  relationships,  be  they  of  the  family 
civic, society, the  state, or  all  humanity,  and  adueamount 
of  self-reliance  and  right  desire  to  be  of  use  in  this  world. 
These  things,  together  with  a  well  body,  a  cheerful  mind 
and  a  love  of  beauty  are  the  really  great  gifts  that  any 
mother  can  give  to  her  children  without  money  or  with- 
out price;  if  she  knows  how  to  call  forth  a  response  from 
the  inner  world,  the  phychic  life  of  her  child.  It  is  this 
inner  life  that  makes  a  human  being  human  and  nota 
mere  animal.  These  things,  we  can  help  the  National 
Congress  of  Mothers  bring  to  each  and  every  mother  in 
all  our  broad  land,  who  may  look  to  them  or  to  us  for 
help.  Let  us  then  rejoice  in  the  door  opened  to  us. for 
it  beckons  into  a  larger  and  fuller  life." 


rJeauty, 
perfume. 


flow< 


without 
-Keats. 


The  Kindergarten  and  its  Relation  to  Retarda- 
tion. 

Mrs.  Mary  Davison  Bradford 
N.  E.  A..  Chicago,  111..  July  6-12, 1912. 

According-  to  the  law  of  my  state,  Wisconsin,  a  child 
there  may  beg-in  his  education  at  public  expense  at  the 
age  of  four  years.  He  is  required  to  go  to  school  from 
the  seventh  to  the  fourteenth  year,  unless  he  has  com- 
pleted the  elementary  course  berore  he  is  fourteen.  At 
fourteen  he  may  withdraw  to  work  at  certain  sorts  of 
employment,  provided  he  has  completed  the  fifth  . 
grade;  but  if  he  does  so,  he  must  attend  for  five  hours 
a  week  until  he  is  sixteen,  a  special  industrial  school 
provided  for  such  children. 

Further  details  of  this  law  are  not  needed  here; 
enough  has  been  given  to  show  that  Wisconsin  is  en- 
deavoring to  help  the  many  children,  who  here,  as  in 
other  states,  end  their  regular  schooling  with  the  fifth 
grade.  In  the  country  at  large  this  number  is  said 
to  be  50  per  cent. 

It  is  the  consideration  of  these  children  that  causes 
two  problems  to  assume  dominating  importance. 

First,  how  to  make  those  first  five  grades  the  most 
profitable  possible  for  all  boys  and  girls,  but  especially 
on  account  of  those,  who  entering  late,  will,  as  soon  as 
the  fifth  grade  is  completed,  be  snatched  away  from 
school,  provided  they  have  attained  their  fourteenth 
birthday,  or  it  can  be  made  to  appear  that  they  have 
reached  it. 

Second,  how  to  bring  a  larger  proportion  of  children 
beyond  the  fifth  grade  before  their  fourteenth  birthday 
is  reached  and  thus  help  to  lay  a  broader  and  a  better 
foundation  for  intelligent  citizenship. 

I  cannot  deal  with  the  first  problem  here,  but  will 
say  in  passing  that  I  believe  it  will  be  largely  solved 
when  the  courses  in  these  lower  grades  and  the  teachers 
who  administer  them  have  been  more  thoroughly  kind- 
ergartenized;  that  is,  when  there  is  more  general  recog- 
nition of  the  educational  value  of  play  and  of  the  domi- 
nance of  the  constructive  instinct  in  human  nature. 
When  the  great  psychological  truth  is  better  appreci- 
ated that  through  these  early  years  eyes  and  finger-tips 
are  the  nourishing  points  of  intellect,  and  when  the 
idea  of  motivation  of  all  school  activities  has  taken  bet- 
ter hold  of  school  practices. 

It  is  with  the  second  problem  that  this  paper  deals; 
namely,  that  of  helping  and  insuring  the  progress  of 
children  in  school;  so  that  their  fourteenth  birthday 
will  find  a  larger  proportion  of  them  in  sixth,  seventh 
and  eighth  grades.  In  the  solution  of  this  problem, 
also,  I  believe  the  kindergarten  to  be  an  important 
factor, 


In  December,  1910,  it  became  necessary  for  me  to  de- 
fend the  kindergartens  of  the  system  of  schools  of 
which  I  have  charge,  from  a  movement  attempted  by 
the  mayor  and  some  of  the  aldermen.  The  need  of  a 
new  school  building  in  a  rapidly  growing  city  was  felt. 
The  school  board  was  urging  an  appropriation  for  the 
purpose.  His  Honor  visited  some  of  the  schools  and 
reported  as  an  argument  against  the  movement  that 
the  schools  were  taking  in  babies  that  should  be  at 
home  with  their  mothers,  and  that  I  was  hiring  nurses 
at  seventy  dollars  a  month  to  take  care  of  them.  His 
proposition  was  to  turn  out  the  kindergarten  children 
and  thus  make  room  for  the  others  and  obviate  the 
need  of  a  new  building. 

The  thing-  wasn't  done,  of  course,  for  effective  means 
of  defense  were  within  reach  and  were  immediately 
used;  namely,  an  appeal  to  the  voting  fathers  of  the 
five  hundred  little  children  who  would  be  affected  by 
the  mayor's  proposed  action;  and,  most  important  of 
all,  a  daily  paper  willing  to  publish  my  appeal.  (By 
the  way,  I  have  found  out  that  when  an  educational 
cause  gets  mixed  up  with  politics,  the  phrase  ''voting- 
fathers"  is  a  shot  that  does  great  excution.) 

My  public  contention  has  been,  as  it  had  repeatedly 
been  at  other  times,  when  urging  communities  to  estab- 
lish kindergartens  That  since  by  ^he  law  of  Wisconsin 
a  parent  may  demand  education  at  public  expense  for 
his  four  and  five  year  old  children:  that  since  a"  child 
cannot  profitably  be  started  in  what  is  commonly 
regarded  as  regular  school  work  before  the  age  of  six 
years,  and  that  to  attempt  this  work  before  that  age  is 
a  waste  of  time,  if  not  a  positive  detriment  later;  there- 
fore, it  is  necessary  that  these  young  children  be  pro- 
vided with  a  sort  of  education  adapted  to  their  age  and 
needs.     This  sort  of  education  the  kindergarten  affords. 

My  further  contention  has  been,  that  in  a  city  like 
Kenosha  where  11.8  per  cent  of  the  public  schoolchild- 
ren are  born  across  the  ocean,  and  where  52  per  cent  of 
them  come  from  homes  where  one  or  both  parents  are 
foreign  born,  and  in  a  large  number  of  wdiich  homes  a 
foreign  language  is  spoken,  the  kindergarten  serves  an- 
other very  important  purpose.  Before  a  child  can  be 
taught  to  read  English  he  must  be  taught  to' under- 
stand and  to  speak  English,  and  this  the  kindergarten 
can  most  readily  do.  It  puts  children  at  an  early  age 
in  command  of  the  English  language,  so  that  when 
they  are  old  enough  to  be  taught  to  read  they  can  go 
right  ahead  with  it. 

Thus  I  explained  to  these  "voting  fathers"  why  I 
wanted  kindergartens  for  all  little  children  and  why  I 
am,  therefore,  especially  covetous  of  every  little  Italian, 
Bohemian,  Russian,  Polish,  Lithuanian,  and  Croation 
child  of  four  and  five  years;,  for  by  gathering  these  for  a 


40 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


half  day  for  two  years  under  the  care  of  trained  teach- 
ers, they  will  at  six  years  of  age  understand  English 
and  be  ready  to  begin  to  read;  they  will  have  quickened 
powers  of  perception,  will  be  able  to  make  with  the 
hands,  and  express  with  the  tongue,  will  be  trained  to 
self-control  and  respect  for  the  rights  of  others,  and  be 
given  such  a  start  that  their  fourteenth  birthday  will 
find  them  well  up  in  the  grades,  where  a  broader  and 
better  ioundation  for  intelligent  citizenship  may  be  laid. 
This  has  been  my  plea  and  my  reasons  for  it.  Last 
year  had  some  hard  headed  taxpayer  called  for  evidence 
that  six  years  was  the  best  age  for  beginning  first  grade, 
or  proof  that  the  kindergarten  start  was  an  accelerator 
of  school  progress,  and  a  saver  of  retardation,  I  could 
not  then  have  produced  the  proof. 

Since  that  time,  however,  there  has  come  to  us  the 
convincing  result  of  the  wide  study  made  by  Leonard 
P.  Ayres  of  the  Education  Division  of  the  Russell  Sage 
Foundation,  one  important  phase  of  which  was  the  in- 
vestigation of  the  relation  between  entering  age  and 
subsequent  progress  among  school  children.  It  is  a 
study  of  the  membership  of  the  eighlh  grades  of  29 
cities  and  involves  13,807  children.  The  conclusion  he 
reaches  after  a  most  careful  weighing  of  his  data  is  that 
six  years  is  the  best  age  for  a  child  to  begin  his  grade 
work. 

With  that  question  settled  for  me  by  a  scient:fically 
handled  investigation,  I  undertook  to  find  out  by  a 
study  of  the  Kenosha  school  system  whether  the  kinder- 
garten really  did  for  us  the  other  things  claimed; 
whether  those  who  come  to  the  first  grade  at  six  years 
with  kindergarten  training  make  more  rapid  progress 
than  those  who  enter  without  it.  In  short,  I  undertook 
to  make  an  efficiency  test  of  the  kindergartens  of  Ke- 
nosha. 

Questions  were  sent  out  to  all  first,  second,  third 
fourth  and  fifth  grade  teachers.  Those  of  higher  grades 
than  the  fifth  were  not  brought  into  this  study  because 
of  the  fact  that  in  Kenosha  the  kindergartens  have  not 
been  in  operation  sufficiently  long  or  so  generally 
throughout  the  city  as  to  have  representatives  in  the 
higher  grades  in  sufficient  numbers  for  comparison. 

The  teachers  were  asked  to  classify  their  pupils  as  slow, 
average,  and  bright  according  to  general  ability  and  prog- 
ress, and  then  to  classify  under  these  heads  the  number  of 
their  pupils  who  started  with  kindergarten  training,  and  the 
number  without  it. 

Second,  they  were  asked  to  give  the  average  age,  June 
30th,  in  years  and  months  of  the  children  of  these  two  classes 
in  each  of  the  three  groups,  slow,  average,  and  bright. 

Third,  to  give  the  average  number  of  years  in  school  since 
entering  the  first  grade  of  those  with  and  without  kindergarten 
training  in  each  of  three  groups. 

The  total  number  of  children  involved  in  this  study  is  1663 
of  which  925  did  and  738  did  not  start  with  the  kindergarten. 
According  to  the  judgment  of  the  forty-three  teachers  entering 
into  this  investigation  and  reporting  on  their  respective  cla  ses, 
26  per  cent,  of  the  children  are  slow,  46  percent,  are  average 
and  28  per  cent,  are  bright. 

Since  as  I  have  already  stated,  the  kindergartens  have  not 
been  sufficiently  general  or  sufficiently  long  established  in  onr 
city  to  catch  all  these  children  as  beginners,  and  since  child- 
ren of  grade  age  from  other  places    are    constantly   entering 


school  it  was  expected  that  each  of  the  three  groups  in  each 
grade  would  have  its  portion  of  those  with  and  these  without 
the  kindergarten  training.  In  the  slow  and  average  groups 
these  children  are  found  to  number  respectively  54  per  cent, 
and  46  per  cent,  of  all. 

In  the  bright  group  or  those  making  most  rapid  progress, 
kindergarten  children  are  60  percent.,  and  those  without  40 
per  cent. 

This  fact,  that  children  with  kindergarten  training  form  a 
larger  portion  of  the  rapid  group  than  of  the  average  and 
slow,  seems  to  indicate  that  they  were  better  equipped  for  the 
race,  and  so  outdistanced  in  larger  numbers  their  fellows. 

Next,  taking  up  the  statistics  in  regard  to  ages  of  the  child- 
ren in  each  of  these  three  groups,  a  careful  figuring  of  results 
shows  that  in  each  of  the  groups,  slow,  average,  and  bright, 
in  all  of  the  five  school  grades  the  kindergarten  children  are 
younger  than  the  others.  The  difference  in  average  age 
varies  from  grade  to  grade,  the  total  average  difference  for  all 
grades  being  8.4  months.  This  means  that  all  the  children 
with  kindergarten  training  wherever  found  in  the  first  five 
grades  have  an  average  age  which  is  8.4  months  below  that 
of  all  the  children  without  such  training. 

Another  question  related  to  average  number  of  years  since 
beginning  the  first  grade.  In  view  of  the  importance  which 
recent  school  investigations  are  attaching  to  retardation,  this 
part  of  my  study  has  not  the  degree  of  reliability  that  is  des- 
irable. The  card  system  necessary  for  correctness  in  such 
investigations  which  system  provides  a  convenient  record  of 
the  school  histories  of  all  school  children,  has  not  been  in 
operation  long  enough  to  furnish  the  authent  c  data  needed, 
consequently  in  some  instances,  the  teachers  were  obliged  to 
to  rely  upon  the  memory  of  the  child  or  the  statement  of  the 
parent.  For  the  greater  number,  however,  especially  in  the 
three  lower  grades,  the  averages  reported  by  teachers  are 
essentially  true. 

Assuming  that  the  normal  rate  of  progress  is  one  grade  a 
year,  that  at  the  end  of  June,  1912,  each  child  completing  the 
first  grade  should  have  been  in  school  a  year,  and  each  child 
completing  the  second  grade  s  ould  have  been  in  school  two 
years,  and  so  on  up  the  line,  the  average  error,  or  amount  of 
time  over  this  standard,  for  the  children  in  each  grade  was 
computed,  the  two  classes,  those  with  and  those  without  kinder- 
garten framing,  being  kept  separate  as  before.  From  this,  an 
average  for  all  grades  was  computed. 

This  average  retardation  was  found  to  be  forty-two  hund- 
redths (.42)  of  a  year  for  all  children  with  kindergarten  train- 
ing and  fifty-nine  hundredths  (.59)  of  a  year  for  all  children 
without  such  a  start.  From  this  it  was  readily  reckoned  that 
the  925  children  of  the  former  class  were  ahead  of  where  they 
they  would  have  been  without  kindergarten  training  by  atotal 
of  151  years  and  that  the  738  children  without  the  training 
lost  a  total  of  121  years  by  being  thus   deprived. 

When  this  saving  and  loss  in  years  is  expressed  in  money 
cost  it  takes  on  more  concrete  significance,  especially  with 
school  boards.  Here  is  a  situation,  as  Mr.  Ayres  says,  where 
"time"  is  money. 

The  average  cost  per  year  of  children  in  the  Kenosha 
schools  is  about  $23.  From  this  unit  cost  it  is  found  that  by 
providing  children  kindergarten  training,  the  city  has  saved 
$3,489  on  925  such  children  involved  in  this  count;  and  that 
it  has  lost,  through  the  greater  retardation  of  the  738  children 
who  have  missed  such  training,  a  total  of  $2,783. 

Here  then  are  my  two  arguments  in  favor  of  kindergartens. 
First,  that  it  is  the  right  of  every  little  child  to  have  the    best 


t HE  KINDERGARTEN-PRIMARY   MAGAZINE 


4* 


possible  educational  start,  and  hence  the  dvity  of  school  officials 
to  see  that  kindergarten  privileges  are  afforded  to  all. 

Second,  that  it  is  the  right  of  taxpayers  that  there  be  wise 
and  economic  expenditure  of  school  money,  and  that,  there- 
fore, all  means  for  diminishing  retardation,  and  conseque  itly 
for  lessening  the  cost  of  education  should  be  employed,  one  of 
these  means  being  the  kindergarten.  A  school  board  absolute- 
ly indifferent  to  the  former  of  these  arguments  may  feel  some 
power  of  appeal  in  the  latter,  especially  when  the  figures  and 
dollar  sign  are  produced. 

My  inquiry  also  contained  thesedirections:  Compare  child- 
ren with  and  those  without  kindergarten  training  in  these 
respects: 

1.  Ability  and  willingness  to  sing. 

2.  Ability  to  draw,  construct  and  write. 

3.  Freedom  in  language  expression. 

4.  Self-control  and  ease  to  discipline. 

The  limits  of  this  pjper  will  not  permit  me  to  give  results 
except  the  general  statem;nt  that  the  majority  of  judgments 
favored  the  pupils  with  kindergarten  training. 

As  a  fitting  close,  I  use  an  idea  derived  from  Mr.  Caf- 
fin's  new  book  on  "The  Relation  of  A.rt  to  Life."  which 
I  have  recently  been  privileged  to  read  in  manuscript. 
The  author  takes  the  varying  abilities  of  an  individual 
like  Michael  Angelo,  Franklin,  Lincoln,  or  some  lesser 
person,  and  shows  how  each  of  his  powers  may  be  like- 
ened  to  a  circle  concentric  with  others  about  the  indivi- 
dual self,  some  with  longer,  some  with  shorter  radii.  He 
then  shows  the  analogy  of  this  to  the  collective  genius 
of  mankind.  Each  human  constituent  of  society  has 
its  individual  capacity,  cuts  its  own  circle  upon  its  own 
radius  about  a  common  centre.  "The  scheme"  says 
Mr.  Gaffin,  "presents  an  infinity  of  concentric  circles, 
embracing  efforts,  and  ideals  of  all  imaginable  varieties 
of  scope,  each  of  which  w  measured  by  the  radiating 
individual  capacity  while  all  the  diverse  energies  of  the 
individual  men  and  women  have  their  centre  in  a 
common  inventive  and  constructive  instinct." 

This  truth,  which  Mr.  Caffin  has  enabled  us  better  to 
imagine,  the  kindergarten  recognizes,  and  until  courses 
of  study  above  the  kindergarten,  and  the  teachers  who 
administer  them  come  to  a  fuller  realization  of  this, 
there  will  be  retardation — and  retardation  worse  than 
that  which  means  failure  to  complete  a  prescribed 
course — but  retardation  in  the  more  important  sense  of 
failure  in  children  to  reach  their  greatest  possibilities- 
retardation  which  means  the  dwarfing  of  the  radius  of 
individual  efficiency. 


NEED  FOR  EDUCATION. 

By  P.  P.  Claxton. 
U.  S.  Commissioner  of  Education. 

That  education  of  the  masses  is  the  real  solution  of 
the  industrial  problem;  only  through  education  can  a  pro- 
per enforcement  of  law  or  other  progress  toward  a  solution 
of  national  problems  be  expected.  There  are  hundreds 
of  laws  upon  the  statute  books  of  every  state  which  are  not 
enforced.  The  governor  of  a  state  is  not  its  real  exec- 
utive. The  real  executive  is  the  popular  will.  The 
governor  can  call  outthestate  militia,  but  he  cannot  force 
that  body  of  men  to  fire  a  single  shot.  There  has  been 
many  instances  in  which  the  militia  has  been  called  to 
uppress  riots  and  the  men  refused  to  obey  the  com- 


mand of  their  officers.  Without  a  right  public  sentiment 
wise  and  just  legislation  is  useless.  In  a  land  where  the 
masses  rule,  or  are  supposed  to,  as  in  the  United  States, 
a  high  educational  standard  for  the  voter  is  required. 
One  man  may  think  of  wdrat  is  best  for  the  common- 
wealth and  cast  his  ballot  according  to  hisconvictions. 
Dozens  of  others,  who  have  not  the  power  to  think  for 
themselves,  and  who  vote  at  the  dictation  of  a  boss,  in- 
validate the  ballots  of  the  thinking  citizen.  The  labor 
question  is  one  of  a  lack  of  education.  With  the  man 
commonly  called  the  "hired  hand"  educated  to  make 
use  of  his  skill,  the  power  of  production  would  be  great- 
ly increased.  "When  the  men  of  capital  have  the  pro- 
per education  they  will  be  brought  to  see  that  the  labor- 
er is  entitled  to  afairshareof  his  earnings.  Thus  univer- 
sal education  will  do  much  to  clarify  the  labor  situation. 
In  Denmark  the  citizens  were  forty  years  ago  ranked 
as  poor  men.  Today,  since  every  citizen  can  read  and 
write,  Denmark,  a  mere  sand  dune  thrust  out  into  the 
North  Sea,  has  become  one  of  the  most  prosperous 
nations  in  the  world. — Excerpt  from  Address. 


SOME  DEVICES. 

A  Window  Box. 
Get  at  the  grocer  narrow  boxes  that  will  rest  on  the 
window  cills.  The  depth  should  be  about  six  inches. 
Place  small  stones  in  the  bottom  and  cover  with  small 
roots  of  grass,  etc.  Then  fill  the  boxes  nearly  full  of 
rich  earth.  Then  let  the  children  sow  the  seeds  under 
your  direction,  and  svacer  them  daily,  which  they  will 
be  very  willing  to  do,  and  will  be  delighted  when  the 
first  tiny  shoots  apear.  A  border  of  mignonette  all 
around  the  box  will  prove  very  attractive  and  sweet 
peas  running  on  colored  twine  will  look  fine.  The  boxes 
can  be  painted  a  dark  green  or  other  suitable  color. 

Book  Covers. 
Book  covers  can  be  purchased  very  reasonable,  but 
sometimes  are  not  at  hand.  They  can  be  easily  made 
from  newspapers  or  better  from  wrapping  paper.  Cut 
the  paper  about  two  inches  larger  than  the  books  when 
open,  and  then  turn  up  corners,  and  fasten  on  inside. 

Mother  was  invited  to  a  party  and  Dorothy,  five  years 
old,  was  in   mother's   room  while   she  was   dressing. 

"Where  are  you  going?"  asked  Dorothy. 

"I'm  going  to  a  surprise  party,  dear"  replied  the 
mother. 

"Are  we  goin'  with   you?" 

"No,  dear;  you're  not  invited." 

The  little  girl  was  thoughtful  for  a  moment.  Then 
she  said: 

"Say,  mother,  don't  you  think  they'd  be  lots  more 
surprised  if  you  did  take  us." 


A  Poor  Beginning. 
The  young  teacher  looked  around  at  the  little  assem- 
blage that  constituted  the  slum  kindergarten  of  which 
she  had  taken  charge,  and  began  in  sweet  gurgling  tones 
supposed  to  express  intense  interest  in  her  subject, 
"Now,  I  wonder  how  many  little  children  here  thismorn- 
ing  can  tell  me  whether  the  little  kitty  wears  fur  or  fea- 
thers?" A  dirty-faced  urchin  rolled  his  eyes  ceiling- 
ward  and  groaned,  audibly;  "Gee!  ain't  she  never  seen 
a  cat," 


4-' 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


NATIVE  TENDENCIES  IN  EDUCATION 

Miss  Margaret  Trace  of  Cleveland,  Ohio,  in  discussing 
the  paper  by  Dr.  Irving  King  at  the  I.  K.  U.  meeting  in 
Des  Mqines,  said  in  part: 

The  natural  desire  or  native  tendencies  are  the 
starting  point  for  all  true  education  and  the  edu- 
cator must  utilize  them  as  a  working  basis  for 
achievement  of  human  ideals,  but  one  of  the  great- 
est problems  lies  in  the  practical  working  out  of 
this  theory.  What  the  child  spontaneously  or  in- 
stinctively tends  to  think  or  feel  or  do  at  any  age 
is  not  always  what  he  should  do  according  to  the 
social  standard,   so 

"How  are  we  to  lead  from  what  is  to  what  ought 
to  be  and  retain  a  spontaneous  playful  attitude  of 
mind?  We  may  know  about  impulse  containing  the 
germ  of  universal  activity;  and  we  may  know  about 
human  ideals,  but  how  are  we  to  harmonize  these 
two  opposites?  In  the  effort  to  bridge  the  dis- 
tance, there  has  resulted  two  tendencies,  either  of 
which  is  dangerous: 

(a)  There  has  been  emphasis  upon  what  ought 
to  ±>e  (the  human  ideal)  and  this  has  given  rise  to 
the  formal  prescriptive  method,  which  modern  ed- 
ucators.  would  eliminate  on  the  ground  that  it  ar- 
rests child  development,  because  it  violates  the 
principle  of  growth  through  self-activity  by  thrust- 
ing something  upon  the  child  which  finds  no  cor- 
responding   experience   within. 

(b)  The  emphasis  when  placed  upon  what  is 
brings  a  resulting  tendency  toward  absolute  free- 
dom, with  its  accompanying  danger  of  caprice  and 
also  of  retarding  child  development  by  relying  too 
exclusively  upon  those  acts  which  the  child  himself 
originates.  Just  how  far  will  these  natural  spon- 
taneous interests  lead   the   child? 

I  should  say  until  he  comes  upon  a  limit,  meets 
some  obstacle,  exhausts  ideas  or  materials.  Then 
he  turns  to  something  else,  hence  the  tendency  is, 
in  the  last  analysis  for  the  child  to  follow  the  path 
of  least  resistance,  unless  the  educator  interrupts 
the  natural  spontaneous  activity  by  suggesting  cer- 
tain definite  improvements  which  would  not  come 
naturally  from  the  child.  External  or  some  form 
of  prescriptive  education,  then,  is  necessary  in  order 
to  arouse  the  child  to  put  forth  an  effort  to  perfect 
what  he  has  done,  and  to  lead  him  to  a  higher  state 
of    consciousness. 

Prescribed  work  through  abuse  has  won  for  itself 
a  had  name.  It  does  not  necessarily  mean  some- 
thing forced,  external,  or  foreign  to  the  child.  It 
does  mean  control,  limitation,  a  directing  in  such 
a  way  that  better  results  may  be  obtained  with  a 
less  aimless  and  useless  expenditure  of  energy.  The 
directions  given  may  not  be  in  keeping  with  the 
child's  natural  tendencies,  but  is  this  educational  in- 
terference not  preferred  on  the  ground  that  it  is 
developing  self-control,  perseverance,  power,  ap- 
plication, and  all  those  fundamental  mental  qualities 
which  make  for  efficiency  and  which  are  lacking  in 
our   schools  today,  because  the   emphasis   on   spon- 


taneity   or    natural   interests    has   blinded   us    to   the 
fa-ct   that   spontaneity   alone  is   not   sufficient? 

We  are  preparing  the  child  for  a  society  that 
demands  for  the  success  of  its  individuals,  strength 
of  will,  and  power  of  self-control,  which  never  come 
from    following    the    line    of    least    resistance. 


Miss  Alma  Bingell,  Winona,  Minn.,  brought  out 
the  following  points  in  discussion:  The  conceptions 
that  are  gaining  a  greater  hold  in  our  general  edu- 
cational theory  and  that  have  been  consciously 
accepted,  though  not  necessarily  fully  comprehended 
nor  similarly  worded  in  so-called  kindergarten 
theory. 

Let  us  think  of  life  as  a  series  of  situations  act- 
ing upon  a  human  being  so  as  to  evoke  changes  in 
him,  his  environment,  or  both.  At  once  we  see 
that  the  process  by  which  man  rose  from  lower  to 
higher  levels  of  existence  was  one  of  ceaseless  pro- 
duction and  prevention  of  changes  whose  purposes 
were  the  satisfaction  of  wants  experienced  by  man. 
These  wants  were  and  are  varied,  were  and  are 
capable  of  modification  in  quality  and  number.  The 
means  of  satisfying  the  wants  were  and  are  like- 
wise various  and  modifiable.  The  great  change 
which  lias  been  growing  steadily  out  of  the  num- 
berless ones  of  the  many  ages  is  that  of  the  civil- 
izing, humanizing,  spiritualizing  of  man.  The  goal 
of  this  onward,  upward-lifting  change  is  that  of 
"peace  on  earth,  good  will  toward,  men,"  with  its 
accompanying  elimination  of  strife,  fear,  ignorance, 
misery,  ill-health. 

Under  the  guise  of  education  we  are  attempting 
■to  hasten  the  time  when  the  good  things  only  shall 
prevail.  Some  one  has*  found  that  if.  one  thinks 
of  all  the  ages  past  in  terms  of  a  day  of  twenty- 
four  hours  and  of  the  date  .at  which  .conscious  di- 
rection of  changes  began,  one  finds  that  such  edu- 
cational efforts  were  'initiated  two  and  one-half  min- 
utes ago.  Small  indeed  is  this  fraction  of  time  in 
which  man  has  considered  the  improvement  of  his 
wants  and  ways  of  satisfying  them  through  the  me- 
dium of  education!  Yet  it  has  been  long  enough 
for  him  to  see  that  his  work  is>  a  fivefold  one. 

First,  that  of  distinguishing  between  desirable 
and  undesirable  changes.  This  has  given  him  the 
problem  of  the  aim  of  education.  Second,  that  of 
studying  the  material  to  be  modified.  This  has  made 
necessary  a  study  of  man's  original  nature:  its 
physical  mechanism,  impulses,  arid  capacities.  Third, 
that  of  seeking  the  means  by  which  the  desired 
changes  are  to  be  produced  and  others  prevented. 
Here  arise  the  problems  of  the  course  of  study  and 
the  teacher.  Fourth,  that  of  determining  the  ways 
through  which  material  and  means  can  be  brought 
in  contact,  so  that  the  aims  of  education  are  real- 
ized'; this  involves  the  question  of  method.  Fifth, 
that  of  testing  the  results  of  such  contact  in  order 
that  the  effectiveness  of  any  means  or  method  upon 
any  given  material  may  be  accurately  measured. 

Those  of  you  who  have  read  Dr.  E.  L.  Thorn- 
dike's  latest,  book,  Education,  will  recognize  a  fa- 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


43 


miliar  quality  about  the  foregoing.  My  reasons  for 
giving  it   are : 

First,  to  offer  for  your  consideration  another 
book  which  supports  the  general  position  of  Dr. 
King's  paper,  which  is  ,that  the  doctrines  usually 
attributed  to  Froebel  forecast  the  nature  and  are 
in  harmony  with  the  trend  of  the  Vital  educational 
thought  of  today. 

Second,  to  indicate  another  source  to  which  we 
may  turn  for  the  acquisition  of  that  newer  knowl- 
edge of  the  factors  in  educative  process  which  will 
render  our  own  efforts  still  more  rational  and  val- 
uable. 

Third,  to  emphasize  the  fact  that  one  of  the  in- 
creasingly pressing  problems  in  the  general  educa- 
tional held  is  that  of  experimentation  with,  and  dis- 
covery of,  methods  by  means  -of  which  may  be 
tested  more  accurately  the  effects  of  school  pro- 
cedure. 

Fourth,  to  stimulate  active  efforts  along  line  of 
measurements  in  the  ages  between  four  and  six  and 
with  reference  to  kindergarten  means  and  methods. 

There  are  many  of  us  who  look  with  satisfaction 
upon  the  fact  that  philanthropy,  the  church,  etc., 
have  come  to  recognize  the  social  welfare  value  of 
the  kindergarten.  But  we  look  upon  it  much  as 
the  business  man  looks  upon  those  products  which 
carry  the  prefix  "by."  Valuable  as  they  are,  they 
are   not   the   chief  aim   of  his   activities. 

Should  not  kindergarten  theories  and  practices 
be  put  to  the  final  test  of  educational  value  from 
the  standpoint  of  the  school,  so  that  it  may  be 
shown  that  the  kindergarten  is  as  necessary  to  first 
grade  as  the  latter  is  to  the  second,  and  each  suc- 
ceeding one  to  its  successor?  Since  reading  Dr. 
Thorndike's  book,  hearing  the  Binet-Simon  test 
rediscussed,  studying  Dr.  Montessori's  book  I  real- 
ize that  we  lost  in  our  own  school  this  year  some 
opportunities  for  securing  some  definite  evidence 
of  the  value  of  kindergarten  training  for  the  child 
from  the  standpoint  of  the  modern  primary  school. 
Several  non-trained  kindergarten  children  entered 
the  first  grade.  After  a  short  time  it  was  discovered 
that  each  needed  either  to  be  demoted  to  the  kinder- 
garten or  else  to  have  a  special  teacher  detailed  for 
making  up  deficiencies.  This  teacher  would  have 
seen  that  these  children  had  opportunities  for  that 
direct  experiencing  with  things  and  processes,  and 
the  indirect  experiencing  through  words  in  story, 
song,  and  conversation  which  constitute  the  nature 
of  kindergarten  education  and  which  the  first  grade 
critic  teacher  has  come  to  rely  upon  as  one  very 
important  contribution  of  the  kindergarten  to  the 
equipment  of  the  child  for  his  grade  work.  Had  we 
measured  those  children  at  the  beginning  and  at 
the  close  of  time  spent  in  the  kindergarten,  I  be- 
lieve we  would  have  had  data  with  scientific  value. 
This  1  believe  we  must  increasingly  strive  for,  for 
that  deeper  appreciation  of  our  own  work  which 
will  enable  us  to  prune  and  to  graft  where  needs 
for  same  are   manifested. 

Without  it  the  kindergarten  will  be  pressed  hard 


by  the  Montessori  system  which  will,  more  easily 
than  the  kindergarten,  appeal  to  the  average  school 
man  upon  whose  influence  the  establishment  and 
continuance  of  the  kindergarten  in  a  given  locality 
so   often   depends. 

Flere  the  theory  of  the  by-product  holds  good 
also.  Valuable  as  will  Lie  the  support  of  this  aver- 
age school  man,  our  primary  aim  should  be  the 
gathering  of  evidence  which  will  bear  an  inspec- 
tion in  the  educational  laboratory.  It  is  such  data 
and  the  co-operation  of  those  in  the  laboratories 
which  will  yield  much  to  the  cause  of  the  kinder- 
garten and  that  is  simply  a  synonym  for  the  cause 
of  childhood. 


BISHOP   DEFENDS    SCHOOLS. 

Bishop  Fallows  defended  the  American  public 
school  from  the  charge  that  it  is  the  cause  of  crime 
and  vice,  as  contributors  to  magazines  have  inferred 
in  recent  articles.  Replying  to  Richard  Grant  White 
and  other  critics  of  the  nation's  school  system  the 
bishop   said   in   part: 

"The  arguments  affirming  that  our  common 
schools  are  the  cause  of  crimes  are  fallacious 
through,  and  through.  From  the  statistics  carefully 
gathered'  by  the  bureau  of  education  and  revealed 
in  the  history  of  our  reformatories  and  penal  insti- 
tutions, we  learn  that  one-fifth  of  all  criminals  are 
totally  uneducated  and  that  the  other  four-fifths  are 
practically  uneducated. 

"We  also  learn  that  the  proportion  of  criminals 
from  the  illiterate  classes  is  eight  fold  as. great 
as  the  proportion  from  those  having  some  educa- 
tion; and  in  proportion  to  the  higher  education  re- 
ceived in  our  own  country  does  criminality  de- 
crease. 

"The  causes  of  crime  are  not  education  or  the 
common  school,  but  unfortunate  ante  natal  condi- 
tions, bad  homes,  unhealthy  infancy  and  childhood, 
overcrowded  slums,  promiscuous  herding  together, 
industrial  and  social   injustice  and   intemperance. 

"Religion  is  a  failure  if  the  common  school  is  a 
failure.  Neither  is  a  failure.  Of  course,  it  goes 
without  saying  that  it  is  not  because  of  but  in  spite 
of  the  common  school  and  of  religion  that  crime 
prevails." 

Bishop  Fallows  urges  the  need  in  the  public 
schools  of  selections  from  the  Bible  "which  teach 
the  fundamentally  religious  and  moral  truths  that 
are  believed:  by  the  overwhelming  majority  of  the 
people   of  the   United   States. 


Speak  little  and  well. — From  the  French. 


Thrice   is   he   arm'd,   who   hath   his   quarrel  just. — 
Shakespeare. 


Cowards   fear   to   die:   but   courage    stout, 

Rather    than    live    in    snuff,    will    be    put    out. — Sir 

Walter    Raleigh. 


And   lives   there   a   man,   with   soul    so   dead 
Who   never   to   himself  hath   said — 
This  is  my  own,  my  native  land! 


44 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


EXTENDING  THE  COMPULSORY  SCHOOL 
AGE. 

E.  G.  Cooley,  Chicago. 

The  home  is  disintegrating  and  the  state  and  so- 
ciety must  take  its  place  to  prevent  great  demorali- 
zation. The  great  industries  swallow  up  the  chil- 
dren after  they  leave  school,  and  many  of  the  par- 
ents, themselves  engrossed  in  the  problem  of  earn- 
ing the  daily  bread,  are  unable  to  give  the  boys  and 
girls  the   needed  attention. 

A  fundamental  defect  in  our  present  school  sys- 
tem results  from  our  custom  of  terminating  com- 
pulsory school  education  at  14  years  of  age. 

Our  school  training  is  not  carried  far  enough  at 
the  present  time  to  reach  its  real  aim,  to  provide 
instruction  and  training  necessary  for  the  solution 
of  the  problems-  of  everyday  life.  The  youth  who 
leaves  school  at  14  loses  and  wastes  almost  the  en- 
tire results  of  his  eight  years'  elementary  schools 
before   he   is   of  age. 

The  necessity  for  carrying  forward  the  school 
instruction  beyond  the  years  of  compulsory  attend- 
ance is  becoming  more  and  more  urgent.  The  home 
has  ceased  to  exercise  the  educational  power  which 
characterized  it  in  the  past.  It  has  ceased  to  be 
the  workshop  of  the  parents;  the  father  and  often 
the  mother  are  frequently  taken  from  the  home  by 
their  daily  work.  The  old  work-community  of  par- 
ents and  growing  children  has  disappeared. 

The  great  cities  and  the  great  industries  now  take 
the  youth  almost  immediately  after  the  completion 
of  the  elementary  school  period.  It  is  clear  that 
great  demoralization  will  take  place  if  the  care  of 
society  and  the  state  does  not  take  the  place  for- 
merly occupied  by  the  home,  the  parents,  or  the 
master  in  the  trades.  Society  must  take  charge  of 
the  vocational  education  of  all  classes  and  not  ig- 
nore the  changes  modern  life  has  produced  in  the 
education  furnished  by  the  home — Excerpt  from  Ad- 
dress at  N.  E.  A. 


VOCATIONAL  AND  CHARACTER  TRAINING. 

Oscar  C.  Helming. 

"The  growing  demand  is  for  a  conception  of 
democracy,  and  'a  system  of  education,  which  shall 
take  the  common  man  and  his  children  into  ac- 
count first  of  all;  but  which  shall,  at  the  same  time 
leave  room  for  every  son  and  daughter  of  the  peo- 
ple to  enter  the  highest  fields  of  learning  and  of 
service. 

"The  working  man  has  a  right  to  expect  that  the 
community  shall  provide  means  to  train  his  chil- 
dren to  make  their  living  in  the  most  intelligent 
and  efficient  way.  In  a  democracy  like  ours  meth- 
ods of  vocational  training  should  be  worked  out 
with  greatest  care;  and  no  ancient  tradition  of  'lib- 
eral education'  should  be  allowed  to  stand  in  the 
way.  Such  a  process,  however,  need  not  interfere 
with  any  sound  conception  of  that  broader  and 
deeper  culture  which  has  done  so  much,  and  which 
ought  to  do   still  more,  to  enrich  human  nature. 

"From  whatever  angle  we  approach  the  question 


we  shall  be  agreed  that  the  final  end  of  education 
is  the  development  of  personal  character.  No 
democracy  can  be  worthy  or  enduring  without 
strong  and  enlightened  character  in  its  people.  The 
industry  and  faithfulness  of  the  working  man;  the 
loyal  conduct  of  the  citizen;  the  moral  and  mental 
fitness  of  the  people  to  rule,  all  these  depend  upon 
character. 

"The  school,  therefore,  should  teach  every  child 
by  precept,  by  example,  and  by  every  possible  illus- 
tration, that  the  supreme  attainment  for  any  indi- 
vidual is  vigor  and  loveliness  of  character.  Fur- 
thermore, the  pupils  should  be  taught  that  what  is 
virtue  in  one  human  being  is  virtue  in  any  group 
of  human  beings,  large  or  small;  that  the  ethical 
principles  which  govern  an  empire  or  a  corporation 
are  precisely  the  same  as  those  which  should  gov- 
ern an  individual. 

"The  task  of  education  is  the  noblest  there  is.  It 
is  also  the  most  difficult.  It  demands  co-operation 
on  the  part  of  every  citizen.  The  work  of  the 
teacher,  well  done,  ought  to  command  the  highest 
salaries  in  the  public  budget." 


QUALIFICATIONS   NECESSARY   FOR  A   KIN- 
DERGARTNER. 

A  girl  who  goes  into  this  work  should  have  good 
health,  should  be  full  of  the  play  spirit,  have  keen 
insight,  a  sympathy  for  little  children,  and  ability  to 
sing,  play  and  draw.  Her  training  covers  a  four- 
year  high  school  course  and  a  two-year  course  in  a 
kindergarten  training  school.  There  are  private 
normal  kindergarten  courses  and  also  excellent 
courses  in  the  public  city  and  state  normal  and 
training  schools. 

The  knowledge  and  personality  of  the  kindergart- 
ner  count  for  much.  The  home-visiting,  which  is 
an  important  part  of  the  kindergartner's  work,  calls 
for  tact  and  judgment. 

Graduate  kindergartners  may  find  positions  in  the 
public  schools,  in  the  free  or  mission  kindergartens, 
in  the  private  kindergartens  or  in  private  homes. 
They  may  open  kindergartens  of  their  own.  In  the 
larger  cities  of  the  country  the  kindergartens  of  the 
entire  city  are  placed  under  the  direction  of  a  super- 
visor. Such  a  position  commands  a  salary  of  $3,500. 
The  regular  kindergartner  receives  in  the  city  pub- 
lic service  from  $600  to  $1,500.  The  salaries  in  pri- 
vate schools  are  somewhat  less. — Ex. 


That  language  and  literature  in  country  schools 
can  be  interestingly  and  effectively  taught  through 
agriculture  and  domestic  science  is  the  contention 
of  Professor  M.  A.  Leiper,  of  the  Western  Ken- 
tucky State  Normal  School,  in  a  bulletin  just  issued 
for  free  distribution  by  the  United  States  Bureau  of 
Education.  Mr.  Leoper  believes  that  the  chief  pur- 
pose of  the  rural  school,  aside  from  teaching  the 
traditional  rudiments,  "is  to  develop  a  deep  and 
reverend  appreciation  of  nature,  and  to  give  a 
fundamental  knowledge  of  that  body  of  facts  by 
which  man  may  make  nature  yield  the  greatest  pos- 
sible  amount   of  food  and   clothing  for  sustenance 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


45 


and  comfort."  Language  work  is  to  deal  as  much 
as  possible  throughout  the  course  with  the  life  of 
the  rural  community.  The  memorizing  of  poems 
and  literary  gems;  debates  on  subjects  of  farming 
and  country  life;  verse  writing;  keeping  a  diary; 
talking  from  outlines  before  the  whole  school  on 
country-life  topics;  these  are  some  of  the  steps  sug- 
gested in  the  plan  of  teaching  language  in  a  rural 
school. 

What  is  the  money  value  of  an  education?  The 
average  reduced  to  individual  cases,  would  be  some- 
thing like  this:  Two  boys,  age  14,  are  both  inter- 
ested in  mechanics.  One  goes  into  the  shops,  the 
other  into  a  technical  school.  The  boy  in  the  shops 
starts  at  $4  a  week,  and  by  the  time  he  is  18  he  is 
getting  $7.  At  that  age  the  other  boy  is  leaving 
school  and  starting  work  at  $10  a  week.  At  20  the 
shop-trained  young  fellow  is  getting  $9.50  and  the 
technical  graduate  $15;  at  23  the  former's  weekly 
wage  is  $11.50  and  the  latter's  $20;  and  by  the  time 
they  are  both  25  the  shopworker  finds  $12.75  in  his 
pay  envelope  while  the  technically  trained  man 
draws  a  salary  of  $31.  These  figures  are  based  on 
a  study  of  2,000  actual  workers  made  by  the  Mass- 
achusetts Commission  for  Industrial  and  Technical 
Education. 

The  rising  national  spirit  of  Chile  is  indicated  by 
a  movement  in  the  National  Educational  Associa- 
tion of  that  country  to  emphasize  in  the  school  his- 
tories the  distinguishing  characteristics  of  Chilean 
history  and  of  the  constitution  of  the  Republic  as 
compared  with  other  nations,  particularly  those  of 
North  America  and  Europe. 

Swimming  and  life-saving  will  be  taught  to  teach- 
ers of  rural  schools  and  pupils  in  normal  schools 
in  Sweden  by  the  Swedish  Life-saving  Society.  The 
government  has  paid  a  subsidy  for  the  work  and  it 
is  the  intention  eventually  to  make  swimming  com- 
pulsory in  all  the  schools. 

Better  decoration  of  schoolrooms  is  one  of  the 
aims  of  an  association  for  national  culture  recently 
formed    in    Italy. 

In  European  countries  children  attending  private 
schools  or  being  educated  at  home  are  obliged  to 
pass  a  State  examination  identical  with  that  pre- 
scribed for  children  in  the  public  schools  at  the  end 
of  the  course. 

Nearly  one-fourth  of  the  boys  and  girls  who  enter 
the  American  public  schools  reach  the  high  school. 
This,  too,  when  the  work  of  the  high  school  of  to- 
day is  almost  as  advanced  as  that  of  the  college  of 
a  few  years  ago. 

Holland,  like  most  European  countries,  insists 
upon  religious  training  in  the  public  schools,  but 
her  system  is  described  as  "omnidenominational." 
Definite  religious  instruction  is  given,  but  the  chil- 
dren are  not  allowed  to  be  sparated  according  to 
"confessions."  Sectarian  schools  exist,  but  they  are 
essentially  private  institutions,  and  make  no  claim 
on  the  state  for  support. 

The  international  exchange  of  children  for  short 
periods  between  France  and  neighboring  countries 


steadily  increases.  During  the  current  year  there 
were  184  such  exchanges  between  France  and  Ger- 
many; 86  between  France  and  England;  and  4  be- 
tween France  and  Spain.  The  total  number  of  chil- 
dren represented  by  the  exchanges  was  554,  of 
whom  430  were  boys  and  124  girls.  By  this  system 
the  children  of  one  country  are  placed  in  families  of 
the  other  for  the  purpose  of  acquiring  practical  use 
of  the  foreign  language.  The  exchange  is  carefully 
supervised  and  a  strict  report  kept  for  each  case. 

Improvised  historical  plays  form  part  of  the  his- 
tory lesson  in  a  London  school.  Children  nine  and 
ten  years  old  act  the  battle  of  Hastings,  boys  rep- 
resenting William  the  Conqueror  and  King  Harold 
leading  parties  of  Normans  and  Saxons,  respect- 
ively. Rulers  serve  as  swords,  and  the  armies  ad- 
vance and  withdraw  realistically.  When  the  chil- 
dren take  their  seats  after  the  combat,  the  teacher 
asks  them  historical  questions  about  the  battle  and 
the  characters  they  portrayed.  Among  other  plays 
presented  are:  "The  Siege  of  Calais"  and  "The  In- 
troduction of  Printing  into  England."  In  the  latter 
play  the  King  visits  Caxton  to  see  the  printing 
press  and  have  the  process  explained.  Interest  is 
maintained  at  high  pitch  despite  the  fact  that  there 
is  no  costuming  and  no  stage  setting,  the  printing 
press  being  represented  by   a  plain  wooden   box. 


THE  MODERN  PERIL. 

E.  G.  Cooley,  Chicago. 

Great  demoralization  will  take  place  if  the  care  of  so- 
ciety and  the  state  does  not  take  the  place  formerly  oc- 
cupied by  the  home,  the  parents  or  the  master  in  the  trades 
An  increasing  attention  to  the  spiritual  interests  during 
these  years  must  be  provided  if  the  life  of  the  modern  la- 
borer is  not  to  be  utterly  demoralized  and  degraded  by  the 
sensual  allurements  of  the  modern  city  life.  Extension 
f  compulsory  public  education  is  the  only  stay  against  im- 
pending ruin  of  society  today.  The  increasing  demands 
and  the  complexities  of  modern  life  make  the  training 
gained  by  the  child  up  to  the  present  legal  limit  of  four- 
teen years  inadequate.  The  progress  of  educational 
methods  in  the  effort  to  keep  pace  with  civilizations'  de- 
mands, by  which  training  is  becoming  less  and  less 
the  work  of  the  home  or  of  the  trade  master,  more  and 
more  the  duty  of  the  state  and  its  institutions.  We 
are  now  permitting  boys  and  girls  to  leave  school  at  the 
very  age  when  they  most  need  guidance.  The  youth  who 
leaves  school  wastes  the  results  of  his  eight  years  of  ele- 
mentary work.  The  necessity  for  carrying  forward  the 
school  instruction  beyond  the  years  of  compulosry  atten- 
dance is  becoming  more  aud  more  urgent.  The  transfor- 
mation of  the  social  body,  the  rapid  transition  of  our  peo- 
ple from  country  life  to  city  life,  the  development  of  the 
industries  and  commercial  activities  demand  more  from 
the  schools  than  they  did  in  the  past.  The  home  has 
ceased  to  exercise  the  educational  powerwhich  character 
ized  it  in  the  past.  It  has  ceased  to  be  the  workshop  of 
the  parents;  the  father  and  often  the  mother  are  frequent 
ly  taken  from  the  home  by  their  daily  work.  The  old 
work  community  of  parents  and  growing  children  has 
been  broken  up. 


46 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


A  YEAR   IN   THE  KINDERGARTEN 

Harriette  McCarthy 
Kindergarten  Director,  Oklahoma  City  Public  Schools. 

OCTOBER 

FIRST  WE1K 

Songs- 
Song  of  the   Bee. 
Grasshopper   Green. 
The    Caterpillar.      (Finger    Plays,    Emily   Pouls- 

son.) 
The    Counting    Lesson.      (Finger    Plays,    Emily 

Poulsson.) 

MONDAY. 

Circle — Outdoor  life.  Nature's  creatures.  What 
we  love.     Butterflies,  grasshoppers,  birds,  etc. 

Rhythm — Imitate  sound  of  different  things  spoken 
of   in  the    circle. 

Gift — Color  lesson  with  first  gift.  Balls  may  be 
birds,  butterflies,  grasshoppers,   etc. 

Game — The  Squirrel   Game. 

Occupation — Making  daisies. 

TUESDAY. 

Circle — Continue  talk  of  birds,  butterflies,  bees, 
grasshoppers.  Introduce  bird's  nest  and  cat- 
tails. 

Story:  A  Queer  Place  for  a  Bird's  Nest.  (Morn- 
ing  Talks.     Sarah   Wiltes.) 

Rhythm — Imitate   butterflies,   and   bees. 

Gift — Second  gift.     Free   play. 

Game — Hopping  Birds.     Squirrel   Game. 

Occupation — Make  chains  of  the  daisies  made  on 
previous  day. 

WEDNESDAY. 

Circle — Retell  story.  Discuss  butterflies  and  grass- 
hoppers. 

Rhythm — Imitate  movements  of  animals,  birds,  but- 
terflies. 

Gift — Give  sequence  play  with  third  gift  suggested 
by  one  child. 

Game — Testing  the  senses.  Hearing.  Locating 
sound. 

Occupation — Sewing   cards.     Design   ball. 

THURSDAY. 

Circle — More    about    grasshoppers. 

Story.     Grasshopper   and  Ant. 
Rhythm — Imitate      grasshoppers,       butterflies      and 

flowers. 
Gift — Introduce    fourth  gift. 
Games — Sense  games.     Squirrel  game. 
Occupation — Cut    butterflies    and    color. 

FRIDAY. 

Circle — Review  talk  on  insects,  butterflies,  birds. 
Free  choice  of   stories  told  during  the  week. 

Rhythm — Imitate  grasshoppers,  butterflies  and 
birds. 

Gifts- — Sticks.  Lay  rake,  square,  cross,  etc.  Com- 
pare sticks  as  to  length.     Let  children  invent. 

Games — All   games   played   during  the   week. 

Occupation — Make    colored    chains. 

SECOND  WEEK 

Songs — 

The  Weather   Song.      (Walter  and  Jenks.) 
Come   Little  Leaves.     (Walter  and  Jenks.) 
Which  Way  Does  the  Wind  Blow  (Walter  and 
Jenks.) 


MONDAY. 

Circle — The  wind.  What  it  does.  The  direction  it 
comes  from.  Kinds  of  wind.  Story,  The  North 
Wind  and  the  Sun.  (Boston  Collection  of  Kg. 
Stories.) 

Rhythm — Imitate  the  trees  and  leaves  swaying  in 
the  wind. 

Gift — First  gift.  Emphasize  green  as  you  think 
best.     Review  colors  already  emphasized. 

Game — Fruit  Game.  The  Windmill  (Walker  and 
Jenks.) 

Occupation — Make    pin   wheels. 

TUESDAY. 

Circle — Subject  of  winds  continued.  Can  you  see 
the  wind?  Can  you  hear  the  wind?  Give  the 
sound  of  the  wind. 

Rhythm — Keeping  time  to  music. 

Gift — Third  gift.  Building  chair  sequence.  Grand- 
father chair,  grandmother  chair,  fireplace,  castle 
with  two  towers,  and  wall. 

Game— In  the  Fall.  (Adapt  game  "In  the  Spring," 
using  fall  occupations,  as  raking  leaves,  popping 
corn.) 

Occupation— Walk  in  the  woods  and  gather  leaves. 

WEDNESDAY. 

Circle — How  can  you  tell  that  the  wind  is  blowing? 
How  many  kinds  of  wind  are  there?  Story, 
The  Discontented  Weather  Cock.  (Boston  Col- 
lection of   Kg.   Stories.) 

Rhythm — Represent  windmills   by  swinging  arms. 

Gift — Third    gift   building   sequence. 

Game — Hansel  and  Gretzel  Dance.  (Hoffman's  Old 
and  New  Games.) 

Occupation — Making  fans. 

THURSDAY. 

Circle — Classify    leaves,    and    talk    of    leaves    found 

during  walk. 
Rhythm — Keeping  time   to   music. 
Gift— Fourth   gift. 
Games — King  of  France.     (Hoffman's  Old  and  New 

Singing  Games.) 
Occupation — Draw    leaves    and    color    with    crayola. 

FRIDAY. 

Circle — Review   circle   talks   of   the   week. 

Rhythm — Those  used. 

Gift — Second  gift.     Use   second  as  a  street   roller. 

Game — Free  choice. 

Occupation — Unfinished  work. 

THIRD  WEEK 

Songs — 

Good  Morning,  Merry  Sunshine. 

Lady  Moon.      (Walker  and   Jenks.) 

Once  There  Was  a  Little  Kitty.     (Walker  and 

Jenks.) 
Twinkle,    Twinkle,    Little    Star.       (Walker    and 

Jenks.) 

MONDAY. 

Circle — Talk    on    spiders.       Story,     Bruce    and     the 

Spider. 
Rhythm — One    child  weaves   in   and   out  among  the 

other    children    in    the    circle. 
Gift — Play    fruit    game    with    first    gift,    add    purple 

grapes. 
Game — Sense  game  of  sight.     One  child  leaves   the 

circle,    other    children    tell    which    one    has    left. 

I   Spy. 
Occupation — Paper    folding,    book    cover,    window 

lights. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


47 


TUESDAY. 

Circle — More    about    spiders.      Retell    story,    Bruce 

and  the  Spider. 
Rhythm — Same  as  day  before  but  more  difficult. 
Gift — Second  gift.     Emphasizing  edges   of  the  cube. 
Game — Bouncing  ball,   rolling   ball. 
Occupation — Pasting   circles    in    designs. 

WEDNESDAY. 

Circle — Continue    talking   of   spiders.     Use   of  web. 

Speak   of  persistency  of  spiders. 
Rhythm— Dramatize    Miss    Muft'et. 
Gift— Third  gift. 
Game — Still  Pond. 
Occupation — Sew    spider    web    on    sewing    card. 

THURSDAY. 

Circle — More   about   spiders.     Story,   Arachme. 
Rhythm — Side   skip. 

Gift — 'Build  in  sequence,  forms  of  life  with  third  gift. 
Game — I  Spy. 

Occupation — Cut  out  Miss  Muffet,  spider  and  tuffet 
from  black  silhouette  paper. 

FRIDAY. 

Circle — Continue  talk  of  spiders,  and  retell  story. 

Rhythm — Those    used. 

Gift — Outline   face    of   cube   with    sticks. 

Game — Free   choice. 

Occupation — Mount  Miss   Muffet   on  cardboard. 

FOURTH  WEEK 

Songs — 

The   Flowers'  Lullaby   (Patty  Hill.) 

Clouds  of  Gray  Are  in  the  Sky  (Patty  Hill.) 

MONDAY. 

Circle — Getting  ready  for  winter.  In  and  out  of 
doors.  Animals  getting  rea'dy  for  winter.  Peo- 
ple getting  ready.  Buds  and  seeds  getting 
ready.  Story,  The  Baby  Bud's  Winter  Clothes. 
(In   the   Child's  World.) 

Rhythm — Marching. 

Gift — Second  gift.    Use  cylinder  as  barrel  of  apples. 

Game — Free   choice. 

Occupation — Make   paper  barrels. 

TUESDAY. 

Circle — Talk   on   wool.     Where   it    comes    from   and 

its  use. 
Rhythm — Marching  in   cross. 
Gift— Third  gift.      Build  forms   of  life. 
Game — Round  and  Round  the  Village.      (Hoffman's 

Old  and  New  Singing  Games.) 
Occupation — Cut   out   sheep. 

WEDNESDAY. 

Circle — Cotton,  where  grown.     What  used  for. 

Rhythm — I  Am  a  Young  Musician  (Hoffman's  Old 
and  New  Singing  Games.) 

Gift — Third  gift.  Repeat  forms  of  life  built  day  be- 
fore. 

Game — Free  choice. 

Occupation — Sewing  cards. 

THURSDAY. 

Circle — Compare  wool  and  cotton.  Story,.  Wool  and 
the  Birds   (Morning  Talks,   Sarah  Wiltse.) 

Rhythm— Marching  by  2's,  4's,  8's. 

Gift — First  gift.  Have  balls  represent  fruit  and 
vegetables. 

Game — Would  You  Know  How  Does  the  Farmer 
(Walker  and  Jenks.) 


Occupation — Cut  trees. 

FRIDAY. 

Circle — Review  morning  circles. 

Rhythm — Marching. 

Game — Free   choice. 

Gift — Color  work  with  first  gift. 

Occupation — Unfinished. 

NOVEMBER 

FIRST   WEKK 

Songs — 

The  Sunshine  Fairies  (Child's  Garden  of  Songs.) 

Sweet    Fairy    Bell    (Brown   and    Emerson    Song 

Book.) 

The   Brownies  (Gaynor  No.  1.) 

The  Fairy  (Eleanor  Smith.) 

MONDAY. 

Circle — What  fairies   and  brownies  are.     What  they 

do.     Where  they  live. 
Rhythm — Marching  as   brownies. 
Gift — First  gift.     Name  colors  of  balls.     Sense  game 

with    balls. 
Game— In    My    Hand    a    Ball    I    Hold    (Walker   and 

Jenks.) 
Occupation — Sewing  cards. 

TUESDAY. 

Circle — Continue  fairies  and  brownies  (Plan  Book, 
page  200).  Story,  The  Brownies.  (Kg.  Book, 
Jane  Hoxie.) 

Rhythm — Marching    as    fairies. 

Gift — Second   gift.     Tell   form   by   feeling. 

Game — Over   and   Back    (Walker   and   Jenks.) 

Occupation — Peanut  hunt. 

WEDNESDAY. 

Circle — Speak  of  different  kinds  of  brownies.  Re- 
tell  Brownie  story. 

Rhythm — Marching.  Boys  as  brownies,  girls  as 
fairies. 

Gift — Third  gift.  Talk  of  the  edges,  corners  and 
faces  of  the  cube. 

Game — Browne   Game    (Gaynor   No.   1.) 

Occupation — Make  Jack-o'-lanterns. 

THURSDAY. 

Circle — Review  all  about  the  fairies.  Retell  story 
of  Brownies.     New  story,  Kid  Would  Not  Go. 

Rhythm — Keeping  time  to  music. 

Gift — Lay  borders   with   eighth  gift   tablets. 

Game — Brownies   (Gaynor   No.  1.) 

Occupation — Cut  furniture  from  furniture  catalogue, 
and  paste  in  scrap-book.  One  page  to  represent 
•parlor,   one   page    dining-room,    etc. 

FRIDAY. 

Circle — Review  fairies  and  brownies.     Retell  stories. 

Rhythm — Marching. 

Gift — Sticks.      Children   invent. 

Game — Free   choice. 

Occupation — Hallowe'en   Party. 

SECOND   WEEK 

Songs — 

The  Mill    (Finger  Plays,   Emily  Poulsson.) 
Making  Bread  (Finger  Plays,  Emily  Poulsson.) 
How    the     Corn     Grew     (Finger    Plays,     Emily 

Poulsson.) 
A     Little     Boy's     Walk     (Finger     Plays,    Emily 
Poulsson.) 

MONDAY. 

Circle — The  miller  and  how  he  helps.  Where  the 
wheat  comes  from. 


48 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


Rhythm — Marching  as  a  wheel. 

Gift — First   exercise    to    teach    rainbow    colors. 

Game — Jolly  is  the  Miller  (Hoffman's  Old  and  New 

Singing  Games.) 
Occupation — Finish    sewing    cards,    and    color    with 

crayola. 

TUESDAY. 

Circle — Further  talk  about  wheat.  How  the  farmer 
gets  the  ground  ready  for  planting.  Parable  of 
the  Sower  (Bible.)     Story,  The  Little  Red  Hen. 

Rhythm — Marching  as  wheel.  Imitate  farmers  car- 
rying bags  on  their  back. 

Gift — Build  mill  with  third  and  cylinder   of  second. 

Game — Would  You  Know  How  Does  the  Farmer 
(Walker  and  Jenks.) 

Occupation — With   crayola   draw  oranges. 

WEDNESDAY. 

Circle — Last  two  days'  work  reviewed,  and  story  of 

Three  Pigs  begun. 
Rhythm — Marching  as  before  with  bags  on  back. 
Gift — Peg  boards.     Form  a  square,  also  teach  color. 
Game — The   Mill   (Walker  and  Jenks.) 
Occupation — Cut  out  trees. 

THURSDAY. 

Circle — Trace   grain   of  wheat   from  grain   to   bread. 

Rhythm — Cross  skip. 

Gift — First  gift.  Review  colors  used.  Color  games 
already  played. 

Game — Scatter  corn  on  the  table,  and  the  child  get- 
ting the  most  wins. 

Occupation — Cut  out  furniture. 

FRIDAY. 

Circle — Review   of  morning  circles.     Retell  story. 

Rhythm — Those   used. 

Gift— Build  with  third. 

Game — Free   choice. 

Occupation — Cut  and  paste   furniture. 

SECOND  WEEK 

Songs — 

Hiawatha's   Lullaby. 

Good  Morning  to  the  Sunshine  Bright. 

Good   Morning,  New  Day   (Walker  and  Jenks.) 

MONDAY. 

Circle — Introduce  subject  of  Indians. 

Rhythm — Ten    Little    Indians. 

Gift — Sticks   for  wigwam,  and  blocks  for  houses. 

Game — Medicine  ball.     Free  choice. 

Occupation — Cut  canoes  and   paste. 

TUESDAY. 

Circle — Read    Hiawatha's     Childhood     (Plan    Book, 

page   23.) 
Rhythm — Using  bows  and  arrows. 
Gift — Make  bows  and  arrows  with  slats. 
Game — Bean-bag. 
Occupation — Sew  star. 

WEDNESDAY. 

Circle — Clothing  of  Indians.     Food  and  travel. 

Rhythm — As  above. 

Gift— Build  with   fourth  gift. 

Game — Soldier  boy. 

Occupation — Cut  wigwam  and  canoe  of  black  paper. 

THURSDAY. 

Circle — More  about  the  Indians.     Story  of  Hiawatha 

continued. 
Gift — Second  gift.     Test  knowledge   of  form. 
Rhythm — Marching  like   Indians. 
Game — Hare  in  the  Hollow. 
Occupation— Cut  out  furniture. 


FRIDAY. 

Circle — Review  all  past  morning  circles.     Talk  more 

of  Indians. 
Rhythm — Review. 
Gift — Pegboards.      Outline    on    pegboard    ball,    cube 

and    cylinder. 
Game — Free    choice. 
Occupation — Paste  furniture   in  book. 


Books  referred  to  in  these  programs  are  the  following: 
STORIES 
Golden  Windows— Laura  E.  Richards, 
Kelley's  Short  Stories. 

Stories  atid  Morning  Talks— Sarah  Wiltse. 
Boston  Collection  of  Ks;.  Stories. 
In  t  he  Child's  World— Emilv  Poulson. 
Primary  Plan  Book— Marion  George. 
Kindergarten  Book— Jane  Hoxie 

SONGS 
Songs  and  Gamas  for  Little  Ones— Walker  and  Jenks. 
Small  Sonus  for  Small  Singers— Xielinger. 
Songs  of  the  Child  World— Gaynor. 
Songs  — Patty  Hill. 
Finger  Plays— Emily  Poulson. 
song  Book— Brow«  and  Emerson. 
Slays  and  Games. 
New  Kimlrgarten  Songs— Halsey. 
Child's  Garden  of  Song— Tomlins. 
Merry  Song-  and  Games— Mrs.  Hubbard. 
Riverside  Song  Book— Lawrence. 
Songs  in  Season     George. 
Songs  for  Little  Children— Eleanor  Smith. 
Old  and  New  Singing  (James— Hoffman. 
Songs  of  Life  and  Nature— Eleanor  Smith. 
Merry  Songs  and  <  lames-  Hailman. 
Srimarv  Song  Book— Smith  atid  Weaver. 
Songs,  Games  and  Rhymes— Hailman 


Grand  Rapids,  Mich. 

The  winter  term  of  the  Grand  Rapids  Kindergarten 
Training  school  opened  Sept.  15th.  A  number  ofchanges 
in  the  faculty  and  lecturers  have  been  made.  Among 
the  new  instructors  are  Miss  L.  EstelleAppleton  of  Chi- 
cago, who  will  conduct  classes  in  child  study,  psychol- 
ogyj  history  of  education  and  primary  methods.  Miss 
Theodra  Arentson,  a  graduate  of  a  three  year  course  of 
training  in  Sheboygan,  Wis.,  will  have  charge,  of  kinder- 
garten and  methods  of  teaching.  Miss  Fiances  Louise 
Clark,  Miss  Agnes  Douglas,  and  Miss  Ida  Childs  of  last 
year's  faculty  will  continue  to  direct  work  in  special 
methods  and  musicand  drawing,  Interestinglecturesand 
field  classes  in  nature  study  have  been  arranged,  and 
will  be  conducted  by  Miss  Francis  Sterns  and  Miss  Grace 
Ellis,  of  the  local  high  school.  In  connection  with  the 
regular  kindergarten  course  of  study,  special  class  work 
for  playground  supervision  will  be  provided,  which  will 
include  several  special  lectures  by  Charles  Howard  Mills, 
city  supervisor  of  recreation  centers. 
Elmira,  N.  Y. 

The  Elmira  Kindergarten  Training  School  opened 
October  1.  Those  who  wish  to  enter  should  make  defi- 
nite application  at  once.  Beside  the  regular  technique 
of  the  the  kindergarten,  there  will  be  classes  in  psy- 
chology, history  of  education,  sociology,  games,  music, 
folk  dancing,  art  and  ethics.  In  connection  with  the 
training  school  a  kindergarten  will  be  opened  for  child- 
ren from  three  to  six  years  of  age. 
Bridgeport,  Conn. 

Miss  Mary  A.  Mills,  principal  of  the  Froebel  Normal 
Kindergarten  and  Primary  Training  school,  who  has  been 
spending  the  summer  at  Eagle  Mere,  Pa.,  has  resumedj 
her  activities  as  the  head  of  a  very  successful  schoo 
again. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


49 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


APPLE    GAME. 

The    children   choose   the   Gardener. 

He  asks  the  children  to  form  a  circle  around  him. 

He  points  to  a  group  of  children  and  says,  "You 
are  the  red  apples."  He  points  to  another  group  and 
says,  "You  are  the  green  apples."  etc.  Or  if  pre- 
ferred he  may  give  the  children  names  of  various 
aoples  as  "Greenings,"  etc.  The  Gardener  says, 
"The  red  apples  are  falling  from  the  trees." 

The  children  rcpresnting  the  red  apples  sit  down 
in   the   circle. 

The  Gardener  says,  "The  green  apples  are  falling 
from  the  trees."  he  children  who  represent  the 
green  apples  sit  down. 

The  Gardener  says,  "The  sweet  apples  are  fall- 
ing," "The  yellow  apples  are  falling,"  etc.  Each 
time  several  children  sit  down.  This  continues  un- 
til  all    the  children  are  seated  in   the   circle. 

After  each  group  of  children  sit  down  the  follow- 
ing verse  is  sung.  It  is  sung  again  at  the  close  of 
the  game   when  all   the  children  are   seated: 

Tune,  "Lightly  Row." 

Falling  down,   falling  down, 
See   the   apples   falling  down, 
Round  and  sweet,  good  to  eat, 
Apples   falling   down, 
Apples   falling  from   the   trees, 
Shaken   by  the  gentle  breeze, 
Hear  the   sound,  apples  round, 
Falling,  falling  down. 

For  a  rest,  the  children  may  represent  birds  sit- 
ting in  their  seats.  The  teacher  will  give  them 
names  of  birds.  She  may  say  at  any  time,  "The 
Blue-birds  are  flying,"  "The  robins  are  flying,"  etc. 
The  children  named  will  run  up  to  the  front  of  the 
room  and  back  waving  their  arms. 

This  is  a  pleasant  recreation  to  use  in  any.  Kinder- 
garten. 


MOTION   PLAY— THE  WINDS. 

(To  Teach  Directions.) 
1. 
Up   from   the   south   came  a   gentle  breeze, 

(point   south') 
It  rocked  the  bird's  nests  in  the  trees, 

(wave   both  arms) 
It  said.  "The  summer  is  almost  over, 
Fly  away  birds,  it  is  late  October."  (wave  arms) 

2. 

Oh,   ho,   oh,  ho,   hear  the  west  winds   blow, 

(point   west) 
The  daisy-buds   are   nodding  so,  (nod  heads) 

It  said,   "We'll  shake   the  gay   leaves  down, 

(raise  and  lower  arms) 
Leaves  of  red  and  yellow  and  brown." 


Up  from  the  east  came  the  wind  again     (point  east) 
Down  fell  the  gentle  drops  of  rain  (tap  desks) 

It    said,  "We    will   water  the    thirsty  flowers, 
For  earth  is  refreshed  by  gentle  showers." 


The  north  wind  came  with  rollicking  song, 
It    shook   the   apple-tree,   sturdy   and   strong, 

(shake   with    right   hand) 
It  said,  "It  is  winter,  ha!  ha!  ho!  ho! 
Then  down  fell  the   feathery  flakes  of  snow! 

(Raise  and  lower  arms,  gently  shaking  fingers) 


GAME  OF  THE  FRUIT  BASKET. 

The    children   stand   in  a   circle. 

They  choose  four  children  to  go  inside  the  circle. 

These  four  children  stand  with  hands  clasped 
and    form   the    Basket. 

The  children  in  the  circle  clap  hands,  skip  about 
the   Basket  and  sing. 

Tune,   "Lightly    Row." 

Round  and  round,  round  and  round, 

Round   the   basket   we   will   go, 

Round  and  round,  round  and  round, 

Clap    in   time   you    know, 

Who  will  choose  a  fruit   today? 

For   this    is    a   jolly  play, 

Round  and  round,  round  and  round, 

Round   the    basket   go! 

The    children    in    the    circle    pause. 

One  of  the  players  who  formed  the  Basket  points 
to  any  child  in  the  circle  and  says,  "I  will  choose 
a  peach."  This  child  runs  inside  the  basket.  The 
four  forming  the  basket  skip  round  her,  the  rest  in 
the   circle  also  skip  and  sing  as  before. 

One  of  the  players  who  formed  the  basket 
chooses  another  child,  calling  him  "Apple"  or 
"Pear"  or  any  fruit.  This  child  comes  inside  the 
basket  etc. 

When  the  Basket  is  too  full,  the  children  chosen 
may  stand  around  it,  or  run  in  and  out  while  those 
forming  the  Basket  hold  their  hands  up  high, 
clasped. 


5o 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


The  game  may  continue  until  all  are  in  the  basket 
or  chosen,  so  no  children  stand  in  the  circle  outside. 
Then  the  children  who  formed   the  Basket  say, 
Ha!    ha'    ha!    it    is    merry    October, 
We  will   tip  the   Basket  over. 
The  children   all  stoop   down  on  hands  and  knees 
and  then  skip  to  seats. 

A  BIRDS'  NEST  GAME  FOR  WEE  BOYS  AND 

GIRLS. 

Henrietta  R.  Eliot,  Portland,  Oregon 


Illustration   No.   1. 

Mother's  outstretched  hand,  palm  up. 
Put  your   two   little   hands  into   one  of   mine. 
(Look,  little  one,  this  is  the  way. 
Close  side  by  side,  with  the  fingers  up 
And  each  little  fist  fast  shut  at  the  top), 
And  I'll  show  you  the  Birds'  Nest  Play. 


Illustration   No.  2. 

Mother's  hand  holding  baby  hands  as  described 
first  verse. 

My  hand,  we  will  play,  is  a  nice  round  nest, 
And  your  little  hands,  side  by  side, 
Are    the    baby   birds,    held    safe   from   harm; 
But   they   need  a  mamma   to  keep   them  warm, 
With  wings  spread  soft  and  wide. 


Illustration   No.  3. 

Mother's     other     hand     spread     over     the     baby's 
nestled  fists. 

O   here   she  is   now!      For  my   other  hand 
Is   the   mother  bird  you    see. 

And   she    spreads   her    wings   close   over    the   nest, 
And  all  night  long  the  birdies  will  rest, 
As  smug  as  snug  can  be. 


Illustration   No.  4. 

Little   fists  uncovered   and    mother's   hand   movim 
away. 

Now    morning  has    come,    the    birdies   must    eat, 
And  the  mother  bird  goes  for  their  food, 
She  flies   far  away  on  a  willing  wing, 
And   breakfast  for  each,  she  soon  will  bring. 
As    a    good  mother  birdie   should. 


Mother's  hand  returning,  and  little  fists,  palm 
upward,  as  first  described,  but  open  and  with  the 
fingers  straight  up  and  close  to  each  other,  but 
held   apart    from    the   thumb. 

Now  hold   all  your  fingers  away  from  your  thumbs 
Like  two   little   hungry  bills, 

For  here  comes  the  mother  with  food  for  each. 
And  both  little   birds  must  eagerly  reach, 
Till   each   waiting   mouth   she  fills 


Illustration  No.  6. 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


5< 


The   thumb   and   forefinger   of  the   mother's   hand, 
dropping  a   hit   of  string  into  the  open  fists. 
Now   the    babies   are  grown,   and   must    learn   to   fly, 
Away  and   away   and  away. 

Here   flies   birdie   one — here   flies  birdie   two — 
And    I    am  just    J    and  you  are  just  you — 
We've   played    enough   for   today. 


Illustration   No.   7. 
Mother's  hand,  on  one   side,  sewing.     Babies'  1' 
on   the    other,   holding    doll,   or  other   toy. 

CROWNING  COLUMBUS. 
(Columbus'   picture   stands    on   an   easel,   the 
dren    crown    him    with    evergreen,    a    flower-wi 
and  flags.) 
1st: 

Crown  him  with  a  wreath  of  evergreen, 
The  very  fairest  ever  seen, 

Our  brave   Columbus. 
2nd: 

Crown  him  with  flowers  fresh  and  fair, 
We'll  plaee  them  by  his  picture  there, 
Our  brave   Columbus. 
3rd: 

Crown   him   with   the   flag  of  Spain, 
Columbus   Day  has   come   again. 
Our  brave   Columbus. 


4  th: 


Crown  him  with  red,  and  white,  and  blue, 
Bring  out  the  drum  and  banners  too, 
Our  brave   Columbus. 


As  we   stand  by  his  picture  here, 
Columbus'  name  we  all  revere, 
Our  brave  Columbus! 


THE  FLAGS. 

(Recitation     for     children     carrying     Spanish     and 

American   flags.) 

1st: 

Salute  the  flag  of  Spain  today, 
Salute  the  flag  with  colors  gay. 

2nd: 

We  love  the  flag  of  bonnie  Spain, 
Columbus  Day  has  come  again. 


::.•.!: 


6th 


8  th 


All 


Our  flag  is  red  and  white  and  blue, 
Your  flag  is  different  it  is  true. 

Oh  bonnie  flag  we  gladly  say, 
We  meet  to  keep  Columbus  Day: 

Then  to  Columbus  give  the  glory, 
Of  the  oft   repeated   story. 

And  so  the  Spanish  flag  'tis  true, 

Made   famous  fourteen   hundred   ninety-two. 

Each  nation  loves  its  flag  the  best. 
The  Spanish,  flag  stands  with   the  rest. 

Bring  out  the  flags,  make   a  display, 
Upon  this  glad  Columbus   Day. 

The  red  and  white  and  green  of  Spain, 
Makes  a  bonnie  flag  'tis  true, 

But  little  boys  and  girls   love  best, 
The  red,  and  white,  and  blue. 


4  th 


8th 


COLUMBUS  RECITATION. 

(For  very  little   boys.) 

Columbus  was  a  sailor  bold, 

At  least  that's  what   I  have  been  told. 

I   would  also  like  to  sail  the   sea, 
If  not   too   far   from  mother's   knee. 

lie  had   three  ships  to  sail  the  sea, 
One  ship  would  be  enough   for  me! 

In  the  Nina  I  would  go, 

But  what  if  stormy  winds  should  blow? 

In   the   Pinta    I'll    set   sail. 

That  ship  has  weathered  many  a  gale. 

The   Santa    Maria  waits   for   me, 
Oh,  how  I  love  to  sail  the  sea. 

At  night  we'll  glide  across  the  foam, 
But   wish  ourselves  quite  safe  at  home! 


Kind   friends,   I   hope  ycu   understand, 
We  are   really  happier  far  on  land! 
Ml  (join  hands  and  run  to  seats): 

Then  come,  dear  sailors,  hand  in  hand, 
We'll  run  to  seek  the  nearest  land! 


52 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 


ORIGINAL   RHYMES  AND  GAMES. 

(For   October) 
By   Laura   Rountree  Smith. 
(Book  Rights   Reserved.) 
GAY   OCTOBER. 
Gay  October's  come  to  town, 
And  she  wears  a  pretty  gown, 
All  the  leaves  are  falling  down, 
Gay   October's   come  to   town. 

Glad  September  calls  "Good  bye," 
Overhead  the  trees   all  sigh, 
On   the  ground  the  apples  lie. 
Glad   September    calls   "Good   bye." 


THE  RED  APPLE. 

A  rosy,  red  apple  hung  up  in  a  tree, 

In  the  month   of   October, 

And  it  was  as  rosy  as  rosy  could  be, 

In  the  month   of  October, 

A  mischievous   breeze   came   with  scarcely   a  sound, 

The   rosy  red  apple  fell   down  to  the  ground, 

'Twas  there  that  the  rosy  red  apple  I  found, 

In  the  month  of  October. 


RECITATION— IN   OCTOBER. 

In   October,   glad    October, 
When  the  leaves  are  gay, 
In    October,   glad   October, 
Comes   Columbus   Day. 
Like  an  army  march  along, 
Wave  the  flags  and  join  our  song. 

In   October,  glad  October, 

Bring  the  flags   of  Spain, 

In   October,  glad  October, 

Wave  the  flags  again, 

Bring  our  own  red,  white  and  blue, 

To  honor  brave  Columbus  too. 


RECITATION. 

(By  little   boy  holding   ship.) 
Once   I  made  a  little   ship, 
To   sail  upon  the  sea, 
And  I    hope   that  some  bright  day, 
It  will  sail  back  to  me. 

I  saw  my  little  ship  sail  out, 
Upon   the  waters  blue, 
And   then  I  made  a  little  wish, 
I    hope   it    will   come   true. 

I  wish  I  were  a  sailor  boy, 
Like  Columbus  so  long  ago, 
And   I   would   then  sing  merrily, 
"Ye-ho,  my  lads,  ye-ho!" 


OCTOBER. 

(To  be  recited  by  children  holding  letters  to  spell 
the  word  "October.") 
O.     October  comes  with  smiles  and  laughter, 

Soon    November  follows   after. 
C.     "Come  to  the  woods,"  the  squirrels  all  call, 

"Come  to  the  woods  where  autumn  leaves  fall." 
T.     To  the  swing  in  the  apple-tree  I'll  go 

Swinging,  swinging  high  and  low. 
O.     Oh,  October  on  Hallowe'en  night 

We  see  many  a  funny  sight! 
B.     Brownies  play   on   Hallowe'en   night 

When  the   moon  and  stars  are  bright. 
E.     Everywhere    the   leaves    turn   red, 

Squirrels  chatter  overhead, 
R.     Rosy  apples   ripe   and   round 

On  the  ground  in  heaps  are   found. 
All: 

Of  all  the  months  the  whole  year  through, 

We  love  best  October  with  skies  so  blue. 


MILK   WEED   BABIES. 

Milk-weed   Babies  sailed   away, 
On    a   bright   October   day, 
And   I   thought   I   heard  them   sigh, 
"Little  girl,  good  bye,  good  bye," 
"As  we  sail  out  in  the   blue, 
We  will  call  good  bye  to  you." 

Empty   cradles   hang   in   air, 
Milk-weed  Babies  do  you  care 
If   I    rock   them   to   and   fro 
While   the  autumn   breezes  blow? 
Milk-weed    Babies   if  you   please, 
Your  cradles  rock  now  in  the  breeze! 


GREETING  TO  THE  SUN. 

"Good  morning,  children,  one  and  all," 
"Good  morning,"  hear  the  bright  sun  call, 
We  clap  our  hands  and  bow  politely, 
When  the  sun   is  shining  brightly. 

"Good  evening,"   says  the  setting  sun, 
"Good  evening  now  to  every  one, 
'Tis  time  that  you  were  safe  in  bed." 
So  nods  each   little  curly  head. 


Clap  the  hands  for  gay  October, 
We  are  glad  you've  come  to  town, 
See  the   autumn   leaves   are  falling, 
Pretty  leaves   of  red   and  brown. 


THE    BONNIE    BANNERS. 

(To  be  recited  by  a  little  girl  who  places  a  fli 
Columbus'   picture.) 
Bring  out   the  bonnie  banners  gay, 
And  wave  them  on  Columbus   Day, 
What  can   the  little  children  do, 
But  wave  the  red,  and  white  and  blue? 

Tho  long  ago  he  sailed  the  sea, 
A  true  Discoverer  was  he, 
And  so  beside  his  picture  here, 
I  place   the  flag  we  all  revere. 


by 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


53 


THE  COMMiTTEE^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. 
Pats;  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- 


To  the  Chairman  of  the  Committee  of  the  Whole: 

Is  it  always  necessary  to  insist  (1.)  that  when  the  child 
is  working  out  his  own  ideas  he  shall  never  borrow 
extra  blocks  from  his  neighbor  or  (2.)  on  the  other  hand, 
that  he  must  use  every  single  one  of  his  own  blocks  in 
making  a  design?  Neither  kindergartner  nor  child 
should  be  bound  by  cast-iron  rules.  There  should 
always  be  freedom  under  the  law.  But  Froebel  had 
an  important  end  in  view  in  naming  these  rules  for 
the  use  of  the  Gifts  and  except  under  unusual  circum- 
stances it  is  very  well  for  the  young  kindergartner 
to  abide  by  them.  The  average  child  has  too  many 
play  things  at  a  time  in  his  own  home  and  as  much 
freedom  in  using  them  as  is  desirable.  Too  many  blocks 
at  a  time  are  likely  to  confuse  and  scatter  his  ideas.  He 
grows  tired  before  accomplishing  his  purposes  and  ac- 
quires the  giving-up  habit.  He  starts  with  one  idea 
and  ends  with  another.  He  fails  to  realize  all  the  pos- 
sibilities for  original  expression  in  certain  playthings 
because  new  material  is  given  him  too  soon?  A  certain 
degree  of  freedom  is  desirable  and  necessary  for  the 
child's  development.  To  stop  a  creative  child  in  the 
act  of  working  out  an  idea  is  deadening,  but  the  use  of 
the  kindergarten  Gifts  under  prescribed  rules  will 
counteract  the  scattering  effect  of  a  surplus  of  home 
playthings  and  as  they  are  employed  for  such  a  short 
time  each  day  under  intelligent  direction,  this  limit- 
ation should  not  injure  the  creative  impulse.  The 
limiting  the  child  to  a  certain  amount  and  a  certain 
kind  tends  to  frame  habits  of  foresight,  economy  of 
resources,  the  poWer  of  making  much  o.it  of  little,  of 
"making  a  little  go  a  great  ways"  as  the  phrase  is. 
Later  in  life,  when  he  meets  with  all  kinds  of  obstacles 
and  limitations  in  carrying  out  his  life  plans  he  will  find 
the  power  thus  acquired  invaluable.  Let  me  illustrate 
by  one  concrete  example. 

A  young  women,  after  studying  kindergarten  for 
some  time,  finally  decided  to  become  an  architect. 
She  told  the  editor  that  she  felt  more  than  grateful  to 
the  kindergarten  course  for  teaching  and  training  her 
to  make  all  her  material  count  in  working  out  a  plan, 
and  in  making  good  use  of  material.  The  practice  had 
been  invaluable  to  her.  When  obliged  to  plan  a  kitchen 
for  a  fiat,  with  range  and  tubs  and  sink  in  small  space, 
and  with  little  money  to   spend  for  material,  her  ex- 


perience gained  in  kindergarten  came  well  in  hand. 
Such  limitation  aids  to  mas  eery  of  self  and  environ- 
ment. Nevertheless,  the  kindergartner  must  be  ob- 
servant of  the  child  and  if  she  deems  it  wise,  if  he  is 
wholly  absorbed  in  an  idea  that  needs  for  its  fulfillment 
an  extra  block  or  so,  it  may  be  well  to  foster  the  crea- 
tive spirit  by  letting  him  borrow  from  his  nieghbor, 
thus  helping  the  neighbor  to  realize  his  best  self  by 
yielding  up  his  temporary  belongings  to  help  a  friend 
express  an  idea.  But  it  is  well  to  do  this  very  seldom; 
and  then  upon  the  kindergartner's  own  suggestion 
rather  than  the  child's. 

Your  second  point  will  be  replied  to  the  next  month. 
To  the  Editor  of  the  Committee  of  the  Whole: 

From  an  editor  comes  this  query,  Do  the  kinder- 
gartners adequately  realize  their  responsibility  for 
fitting  their  children  for  special  success  in  the  Primary 
Grades?  and  can  any  achievement  in  the  kindergarten 
however  great  be  of  great  permanent  value  unless  it  is 
utilized  by  the  teachers  of  the  Grades. 

Many  young  kindergarten  graduates  are  so  filled  with 
a  sense  of  the  importance  of  the  kindergarten  principles 
and  practice  in  themselves  that  they  sometimes  over- 
look the  fact  in  their  enthusiasm  for  the  little  child 
that  the  kindergartner  is  but  one  link  in  a  development 
that  is  or  should  be,  forever  progressive.  But  many  of 
the  Training  Schools  now  have  courses  which  deal  in  a 
general  way  with  primary  grades  so  that  students  really 
have  some  conception  of  the  work  that  is  to  center 
round  the  seed  planted  by  them.  It  is  well  for  a  kind- 
ergartner to  continually  remind  herself,  however,  that 
the  grade  teacher  is  likely  to  judge  all  kindergartens 
by  the  children  that  come  to  her  hands  from  her  kind- 
ergarten room.  Are  they  attentive,  obedient,  wide- 
awake, observing,  able  to  see  accurately,  to  talk  easily, 
to  do  instantly  and  intelligently  what  they  are  told  to 
do?  Are  they  helpful  to  the  other  children  and  to  the 
teacher?  Are  they  orderly  and  tidy?  They  will  have 
learned  in  the  kindergarten  to  count  up  to  one  hundred, 
and  should  be  able  to  learn  quickly  to  read  and  write 
because  reading  depends  upon  observation  of  differ- 
ences in  certain  small  characters,  and  attention  to  what 
the  teacher  says.  The  kindergarten  does  not  teach 
reading,  writing,  arithmetic,  as  such,  but  it  prepares 
the  way  for  all  the  future  work  of  the  grades.    In  the 


54 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


case  of  foreign  children  it  should  help  the  grade  teacher 
to  a  marked  extent  by  what  it  does  in  teaching  the 
children  to  understand  and  to  speak  good  English.  It 
would  be  well  for  the  kindergartner  to  frequently  con- 
fer with  the  grade  teacher,  ask  her  in  what  respects  the 
kindergarten  product  may  not  be  quite  up  to  expec- 
tations, and  also  help  the  grade  teacher  to  understand 
just  what  the  kindergarten  is  supposed  to  do  and  just 
what  it  does  not  purpose  to  attempt.  Ready  obedience 
on  the  part  of  the  child,  and  attention  to  what  is  said 
or  written  on  the  blackboard,  and  quiet,  orderly  habits. 
free  from  any  fear,  will  help  win  the  teacher  to  belief  in 
the  merits  of  the  kindergarten. 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  find  myself  in  a  kindergarten  where,  for  the  first 
time  in  my  life,  I  find  myself  face  to  face  with  colored 
children.  Please  tell  me  what  to  do  to  overcome  my 
feeling  of  strangeness  and  prejudice.  I  want  to  be  just 
but  I  do  feel  queer,  altho  many  of  my  group  are  white. 

Unhappy. 
Your  feeling,  under  the  circumstances,  is  a  natural 
one  but  it  will  noon  wear  off.  It  is  a  survival  of  one  of 
the  most  fundamental  of  instincts,  which  was  undoubt- 
edly important  (in  the  early  days  when  man  was  first 
finding  himself)  in  the  preservation  of  race  and  clan 
solidarity,  and  the  development  of  distinctive  and  val- 
uable racial  characteristics.  But  less  and  less  will  the 
survival  of  the  fittest  be  determined  by  force  of  arms; 
the  fittest  among  nations  will  rather  prove  to  be  those 
most  efficient,  not  in  fighting  their  neighbors,  but  in 
nurturing  the  highest  qualities  in  their  own  citizens; 
the  intelligence,  the  integrity,  the  self-control  and  effi- 
ciency of  each  unit  among  the  people.  No  chain  is 
stronger  than  its  weakest  link.  It  is  your  privilege  and 
your  responsibility  to  acquaint  yourself  with  the 
various  capacities  of  your  tittle  black  folk  and  nurture 
each  as  best  you  can  so  that  the  little  twig,  will  from 
the  beginning,  have  an  upright  start.  The  backward 
race  of  today  is  the  advance  one  of  tomorrow;  what  a  de- 
velopment we  will  gain  as  individuals  and  as  a  nation,  in 
thus  recognizing  and  developing  the  highest  traits  in 
our  humblestembryo citizens, white,  black,  yellow.  Had 
St,  Peter  been  untrue  to  his  vision,  the  Christian  mes- 
sage might  never  have  reached  the  Gentiles.  The 
Teutons  and  the  British  were  barbarians  when  Roman 
civilization  first  penetrated  into  their  forest  homes. 
Russia  has  a  problem  curiously  similar  to  ours  in  the 
relations  of  freed  serfs  to  the  other  classes.  We  judge 
our  own  race  by  its  noblest  examples;  we  must  judge 
other  races  by  the  same  measure;  if  some  colored  people 
have  become  successful  agriculturists,  business  men, 
bankers,  poets,  artists,  musicians,  educators,  lawyers, 
editors,  novelists,  so  may  others;  the  teacher  can  help 
those  who  are  fitted  only  to  be  cook,  nurses,  elevator- 
boys,  to  be  efficient  and  honest  in  those  employments. 
It  is  her  business  lo  discover  in  those  who  have  them 
possibilities  for  more  advanced  and  complex  service 
for  the  nation,  to  the  end  that  the  nation  may  be 
enriched  thereby,  and  no  high  aspiration,  no  high 
capacity  be  lost  through  stupid  unreasoning  prejudice, 
for  when  one  really  begins  to  reason  and  study  upon 
t  he  subject,  prejudice  slips  away  with  other  outgrown 
garments  that  once  protected  the  growing  child, 


To  help  you  attain  the  broad  and  same  standpoint 
that  means  happiness  and  added  power  for  good,  we 
suggest  the  following  reading  matter. 

Acts  10,  9-12. 

St.  Luke  10,  27-37 

"Views  of  a  Southern  Woman,"  by  Adelene  Moffat 
(pamphlet,  2  cts;     most  interesting  and  illuminating. 

The  Crisis  (monthly,  $1.00.)  every  citizen  should  "ake 
it.  It  is  a  record  of  the  darker  races,  telling  all  hap- 
penings, economic,  educational,  political,  music  and 
art,  social  uplift,  legal,  etc.,  with  important  editorials 
and  other  articles. 

The  Southern  Workman,  organ  of  Hampton  Institute 
(§1.00,)  also  well  worth  the  study  each  month  of  every 
citizens  of  our  Republic. 

"Quest  of  the  Silver  Fleece,"  novel  by  Prof.  Du  Bois, 
A.  C.  McClurg,  Chicago. 

"Social  Efforts  for  Betterment  among  Negro  Amer- 
icans." A  Social  Study  made  by  Atlanta  University,  75 
cts. 

"Half-a-Man,  M.  W.  Ovington,  $1.12.  Very  valuable 
study. 

"Curse  of  Race  Prejudice"  by  Jas.  F.  Morton  Jr. 
Essay,  27  cts. 

History  of  the  Negro  Race,     Williams 

Exiles  in  Florida.     Giddings 

Inter-Racial  Problems.     Spiller 

Negro  in  the  New  World,  Sir  Harry  Johnston,  §6.30. 

There  are  many  others,  all  of  which  can  be  obtained 
by  writing  to  The  Crisis,  26  Vesey  St,,  New  York  City. 

To  the  Editor  of  the  Committee  of  the  Whole: 

Several  times  in  the  course  of  years  of  teaching 
School,  and  school  and  kindergarten  visiting,  the 
writer  has  been  an  admiring  auditor  of  a  schoolroom 
conversation  of  a  sort  that  she  has  vainly  striven  to 
reproduce  in  her  own  work.  The  teacher  sits  quietly, 
and  much  as  if  she  were  hostess  in  her  own  parlor, 
skillfully  guiding  the  conversation  by  an  occasional 
suggestion  or  remark,  the  children  express  themselves 
freely  but  decorously,  both  advancing  opinions  on  the 
subject  in  hand  and  commenting  upon  the  the  senti- 
ments expressed  by  their  classmates.  Only  one  speaks 
at  a  time.  No  one  is  interrupted  or  hurried.  In  short, 
the  conversation,  while  holding  the  interest  of  the 
children,  is  governed  by  the  courtesy  of  mature 
and  refined  society.  In  the  writer's  experience, 
while  this  condition  may  be  occasionly  secured, 
inevitably  and  shortly,  there  comes  a  season,  when 
expression  will  be  neither  denied  nor  delayed,  when 
remarks  tumble  over  and  neutralize  one  another,  and 
when,  to  relieve  the  confusion,  the  teacher  unwillingly 
has  recourse  to  the  time  honored  method  of  requiring 
the  raised  hand  and  definite  permission  to  speak.  This 
is  a  call  for  help  from  one  who  has  labored  for  fifteen 
years  on  the  problem  and  has  failed  to  solve  it. 

A.  D.  F.,  Oregon. 
The  editor  hopes  that  this  call  from  the  far  West  will 
reach  the  eye  of  some  teacher  who  has  found  a  never 
failing  solution  to  this  question.  Will  kindergartners 
please  call  it  to  the  attention  of  their  friends  in  the 
grades.     Replies  will  be  given  in  future  numbers. 

To  the  the  Editor  of  the  Committee  of  the  Whole: 

Are  there  any  places  in  the  United  States  where  the 

children  are  not  obliged  to  be  vaccinated?  Poor,   scared 

youngsters?  Is  it  a  law  in  all  States  that  they  must  be?  It 

seems  absurd  in  this  age  and  generation.   Gertrude  S. 

Reply  will  be  given  in  November. 

"Montessori  Methods"  offer  withdrawn  Oct. 

10.    See  front  cover  page. 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


55 


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  i9  to  assist  you  to  secure  better  results  with  the  small  children. and  1  shall  unhesitatingly  recommend  the 
intelligent  use  of  kindergarten  material  as  likely  to  produce  the  best  results  with  least  expenditure  of  time.  How 
\o  use  this  material,  what  to  select,  what  substitutes,  etc. ,  will  be  discussed  from  month  to  month  in  these  columns. 


OCTOBER 

"0,  suns  of  skies  and  flowers  of  June, 

Count  all  your  boasts  together; 
Love  loveth  best  of  all  the  year 
October's  bright  blue  weather." 
Courtesy— Theme  for  the  month. 
Never  be  too  busy  to  be  courteous  yourself,  and  never 
consider  it  a  waste  of  time  to  teach  courtesy,  for  some- 
times the  school  is  the  only  place  where  the  child  even 
knows  the  meaning  of  kindness  or  courtesy. 

"Politeness  is  to  do  and  say,  the  kindest  things  in  the 
kindest  way." 

Have  the  older  pupils  in  your  room  share  the  respon- 
sibility of  looking  after  the  comforts  of  the  younger 
ones.  Now  that  cold  weather  is  near  at  hand  it  is  your 
duty  to  see  that  all  pupils,  but  especially  the  younger 
ones,  are  comfortably  wrapped  before  leaving  the  school 
room. 

Discipline. 
"Sow  an  act,  and  you  reap  a  habit;  sow  a  habit,  and 
you  reap  a  character;  sow  a  character,  and  you  reap  a 
destiny." 

Punishment  should  never  be  greater  than  is  needed 
to  prevent  the  offense.  In  punishing  it  is  better  to  err 
on  the  side  of  mercy  rather  than  severity. 

Never  assign  a  lesson  to  be  learned  outside  of  regular 
school  hours  as  a  punishment;  it  may  be  advisable  in 
some  instances  to  complete  a  regular  lesson  when  its 
lack  of  completion  is  due  to  idleness. 

Temporary  suspension  is  often  resorted  to  as  a  means 
of  punishment  but  this  is  only  justifiable  when  the 
interests  of  the  entire  school  render  it  necessary.  It  is 
generally  an  admission  of  failure  on  the  part  of  the 
teacher,  and  it  often  deprives  the  vicious  child  of  his 
only  chance  for  amendment. 

Obedience. 
If  you're  told  to  do  a  thing, 
And  mean  to  do  it  really; 
Never  let  it  be  by  halves; 
Do  it  fully,  freely. 

Do  not  make  a  poor  excuse, 
Waiting,  weak,  unsteady; 
All  obedience  worth  the  name 
Must  be  prompt  and  ready. 

— Phoebe  Cary. 
Stringing  Steaws,  Paper  and  Beads. 

This  is  an  interescing  form  of  busy  work,  and  one 
greatly  enjoyed  by  the  little  people. 

Squares  or  circles  of  colored  paper,  and  short  pieces 
of  straw  may  be  strung  together.  Very  attractive  strings 
may  be  made  if  the  teacher  selects  the  colors  used,  and 
gives  some  suggestions  as  to  their  arrangement. 

Some  time  may  be  spent  in  teaching  the  children  to 
find  the  centre  of  the  square  or  circle,  and  these  may  be 
strung  alone  at  first. 

Colored  button-molds  may  be  used  with  large  wooden 
beads  in  the  same  manner 

The  most  perfect  strings  and  those  showing  the  best 
taste  may  be  used  in  decorating  your  school  room. 
Perforating. 

Material — A  perforating  needle,  a  soft  pad  of  felt  or 
blotting  paper,  and  a  piece  of  cardboard,  plain  or  checked. 

Sets  of  sewing  cards  may  be  purchased,  and  used  only 
as  samples  in  this  work  if  desired, 


2 

.....            3 

17 

21 

Netted  or  checked  cardboard  is  preferable  for  begin- 
ners, as  the  lines  are  easily  followed,  and  designs  made 
by  parallel  lines  or  connected  squares  or  oblongs. 


Beginners  should  be  given  cards  with  large  perfora- 
tions at  some  distance  apart  as  they  are  less  trying  upon- 
the  eyes,  and  the  sewing  upon  these  is  better  done  with 
zephyr.  After  some  skill  is  shown  give  them  more 
difficult  designs  to  be  worked  with  san  silk  or  colored 
thread. 

School  Room  Decoration. 

Educators  everywhere  have  recognized  the  close  re- 
lationship of  beauty  to  goodness  and  knowledge. 

An  effort  should  be  made  to  make  the  schoolroom  as 
artistic  as  possible,  and  perhaps  the  first  two  requisites 
are  neatness  and  order.  Keep  your  own  desk  and  cup- 
boards in  order,  and  insist  upon  your  pupil's  doing  the 
same. 

If  it  is  necessary  to  hang  the  wraps  in  the  room,  have 
a  place  set  apart  for  that  purpose.  . 

Care  should  be  taken  in  selecting  pictures  to  adorn 
the  walls.  They  should  appeal  to  the  intellectual  and 
the  aesthetic  in  children.  Some  of  the  subjects  should 
be  within  the  experience  of  the  little  people,  and  in 
colors,  rich  but  not  gaudy. 

Portraits  of  statesmen,  authors,  musicians,  educators, 
and  explorers  maybe  used,  also  landscapes  and  pictures 
to  commemorate  some  important  event  in  history,  and 
from  the  masterpieces  in  art  the  following  are  sug- 
gested: "The  Horse  Fair,"  "The  Pilgrim  Exiles," 
"Spring,"  "Landscape  With  Horsemen,"  "Sheep 
Shearing,"  "Study  of  Cats,"  "Harvest  Time,"  "A  Noble 
Charger,"  "An  Old  Monarch,"  "Angelus,"  "The 
Aurora,"  and  "The  Last  Supper. 

A  picture  hung  on  the  wall  in  the  same  place  often 
loses  its  effectiveness,  and  a  brief  absence  will  restore 
its  attractiveness. 

There  should  be  collections  of  pictures  for  special 
occasions,— Christmas,  Thanksgiving,  etc.,  which  are 
used  only  the  week  or  month  preceding  the  holiday, 
and  then  carefully  packed  away. 

Do  not  have  cheap  advertising  cards  pinned  up  about 
the  room.  Make  use  of  children's  work  only  for  this 
lorm  of  decoration, 


56 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


Directions  for  Making  October  Spelling-pad. 

Materials: — Stiff  cardboard,  note-paper,  watercolors, 
tissue  paper,  pencil,  eraser,  shears,  etc. 

For  the  covers  of  the  booklet  trace  off  the  pattern  of 
Fig-.  1  upon  stiff  cardboard  *by  means  of  tissue  paper. 
Draw  in  the  features  of  the  squash  lightly  upon  the 
front  cover,  and  tint  it  with  watercolors,  and  outline  the 
lettering  with  gold  paint  or  dark  watercolor.  The  inside 
sheets  may  be  made  of  note  paper  or  any  thin  paper, 
and  the  lines  for  the  words  may  be  dotted  in  with  ink  or 
pencil.  The  outside  cover  need  not  be  decorated  unless 
desired.  Pages  and  covers  are  fastened  together  with 
narrow  ribbon.  This  design  may  either  be  used  for  the 
spelling  words,  or  as  covers  for  invitations  to  the  Nov- 
ember exercises. 


fiS.   I.   FrorvV    Lorev: 


SAILOR  BOYS  AND  GIRLS. 

Sailor  Girls: 

Oh  merry  Sailor  girls  are  we  w 

Upon    Columbus   Day, 

We  are   a  merry  company, 

Upon    Columbus    Day, 

The   happy    children   march    along, 

We   are   indeed   a    merry    throng. 

Oh,   who   will  join  us   in   our  song, 

Upon    Columbus   Day! 
Sailor   Boys: 

Oh  merry  Sailor  boys  are  we, 

Upon    Columbus    Day, 

Tho  we  have   never  sailed  the   sea, 

Upon    Columbus   Day, 

We   love  the  bonnie   ocean's  blue, 

We  love  the  white  ships  sailing  too, 

Upon  Columbus  Day. 

We're  sailor  boys,  both  brave  and  true, 


H 


jjX      "pattern 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


57 


EDUCATIONAL  NEWS 

All  patrons  of  the  magazine  are  cordially  invited  to 
U9e  these  columns  for  announcing  lectures,  recitals  or 
entertainments  of  any  kind  of  interest  to  kindergart- 
nerg  or  primary  teachers.  Reports  of  meetings  held, 
and  miscellaneous  news  items  are  also  solicited. 
In  writing  please  give  your  name  and  address. 


Boston,  Mass. 

Great  applause  was;  given  to  Dr.  Franklin  B.  Dyer,  su- 
perintendent of  schools,  when  he  spoke  to  the  kindergar- 
ten teachers  of  the  city  a  short  time  since.  It  was 
the  first  meeting  ofthe  superintendent  with  anybody  of 
teachers.  Miss  Caroline  D.  Aborn,  director  of  kinder- 
garten work,  in  the  public  schools,  was  the  first  one  to 
secure  Dr.  Dyer's  presence  at  a  reception  of  teachers  and 
was  busy  answering  congratulations  on  her  success.  Dr. 
Dyer  spoke  to  more  than  300  teachers  in  the  lecture  hall 
ofthe  public  school.  After  his  address  Miss  Aborn  pre- 
sented the  teachers  to  the  superintendent.  In  his  ad- 
dress Dr.  Dyer  exprssed  his  great  interest  in  the  develop- 
ment of  the  parent's  associations  connected  with  the 
kindergartens.  He  hopes  that  there  may  be  some  way 
arranged  by  which  the  kindergarten  teachers  may  have 
the  first  grade  child  ten  for  three  or  four  afternoons  a  week, 
and  use  with  them  in  their  advanced  stage  work  of  the 
same  kind  as  that  to  which  they  have  been  accustomed 
before  their  graduation  into  "real  schools."  He  believes 
that  the  kindergarten  teacher,  the  mother  and  the  teach- 
er ofthe  primary  class  should  form  a  strong  co-alition 
which  would  help  the  child  over  the  decided  change  in 
his  habits  and  thoughts  that  come  from  five  to  seven 
years  of  age.  Dr.  Dyer  said,  if  you  can  get  your  parents 
together  in  your  districts  you  can  count  on  me  at  any 
time  to  be  with  you.  I  am  perfectly  willing  to  promise 
you  20  to  30  afternoons  during  the  year."  Dr.  Dyer  al- 
so stated  that  he  would  like  the  teachers  to  arrange 
for  some  afternoon  when  he  might  meet  them  for  dis- 
cussions. 

New  Orleans,  La. 
The  announcement  made  by  the  Isadore  Newman 
Manual  Training  School  that  the  method  of  sense  train- 
ing as  developed  by  Dr.  Maria  Montessori,  of  Italy,  is  to 
be  introduced  into  the  kindergarten  the  coming  school 
session  is  attracting  attention  and  favorable  comment, 
and  is  considered  of  the  utmost  importance  in  local  ed- 
ucational circles.  This  will  be  the  first  school  in  the 
South  to  introduce  the  Montessori  Method  of  instruc- 
tion, and  speaks  well  for  the  progressiveness  ofthe  Man- 
ual Training  School.  During  the  summer  Mrs.  Julia 
Leach  Anderson,  of  the  kindergarten  department  ofthe 
Manua1  Training  School,  has  attended  a  special  teachers 
course  of  instruction  on  the  theory  and  practice  of  the 
Montessori  method,  given  under  theauspices  ofthe  Uni- 
versity of  Virginia  by  Prof.  Myron  T.  Scudder,  the  well 
known  educator,  who  had  spent  considerable  time  in 
Italy  making  a  special  study  of  Dr.  Montessori's  work 
with  the  purpose  in  view  of  giving  a  teachers'  course  in 
Montessori's  methods,  so  that  they  could  be  used  in 
American  kindergartens. 

New  York 

One  ofthe  most  prominent  training  teachers  died  last 
week:  Miss  Caroline  T,  Haven.    She  had  been  principal 


of  the  kindergarten  department  of  the  Ethical  Culture 
School  since  1884  until  her  death,  and  taken  a  prominent 
part  in  the  councils  of  the  kindergarten  leaders.  She 
was  at  one  time  president  of  the  International  Kinder- 
garten Union,  and  at  the  time  of  her  death  was  a  member 
ofthe  committee  of  nineteen  which  is  studying  kinder, 
garten  problems.  In  her  death  the  kindergarten  suf- 
fers a  severe  loss. 

East  Hartford,  Conn. 

There  was  an  attendance  of  nearly  one  hundred  vot« 
ers  at  the  adjourned  town  meeting  held  last  Thursday 
evening  to  consider  and  take  action  on  the  kindergarten 
question.  The  resolution  offered  for  discussion  was  as 
follows:  "Voted,  that  the  town  school  committee  be 
and  it  iu  hereby  instructed  to  establish  kindergarten 
schools  in  the  districts  formerly  known  as  the  Second 
North  School  District,  center  Meadow,  Union  and  Burn- 
side  school  districts  and  in  such  other  districts  as  said 
committee  deem  necessary."  This  was  amended  by 
adding  '  and  that  transporation  from  outlying  territory 
or  other  schools  be  provided  for  by  the  committee," 
and  was  further  amended  to  provide  that  children  4  and 
5  years  old  could  be  admitted.  The  resolution  as 
amended  was  passed  by  a  large  majority  vote. 
Hartford,  Conn. 

Among  several  children's  exibits  at  the  state  fair  was 
one  given  by  the  kindergarten  class  of  the  Wilson  street 
school.  The  majority  of  the  clas?,  numbering  about 
thirty,  in  charge  of  Miss  Marion  P.  Perkins,  the  princi- 
pal of  the  kindergarten  and  her  assistant,  Miss  Pullar, 
marched  into  the  binding  about  10  o'clock  in  the  morn- 
ing and  took  possession  of  the  school  room,  fitted  up 
for  their  convenience  near  the  entrance.  Here,  as  calm 
and  unconscious  as  though  they  were  in  their  own  room 
at  school,  the  youngsters  proceeded  with  their  regular 
day's  work,  furnishing  a  great  deal  of  interest  for  the 
the  onlookers.  The  session  lasted  until  12  o'clock,  and 
a  large  number  of  people  found  time  to  get  in  and  see 
them  for  a  few  minutes. 

St.  Louis,  Mo. 
Mrs  Josephine  J.  George,  of  135  South  Elm  Ave.,  Web- 
ster Grove,  was  accidentally  poisoned  with  carbolic  acid, 
Sept.  4.  She  had  been  a  kindergarten  teacher  for  the 
Wealthy  families  of  Webster  for  the  last  five  years,  and 
had  just  accepted  a  position  as  instructor  in  the  Web- 
ster Protestant  Orphans  Home. 

East  Hartford,  Conn. 

Three  new  teachers  were  appointed  yesterday  for  the 
kindergarten  and  sub-primary  work  in  the  three  schools. 
They  are  Miss  Mable  L.  Bosworth  and  Miss  Agnes  Ca- 
hill  of  Hartford,  and  Miss  Helen  G.  Wagg  of  Lewiston, 
Me. 

Saginaw,  Mich. 

The  Germania  kindergarten  will  open  at  8:30  o'clock 
in  the  morning  hereafter  so  as  to  make  it  possible  for 
the  mothers  to  send  their  children  with  their  older  bro- 
thers and  sisters  who  go  to  the  public  schools. 
Newburyport,  Mass. 

Anexibit  of  kindergarten  work  done  by  the  kindergar- 
ten and  the  industrial  classes  of  All  Saints'  Mission 
was  held  in  Saint  John's  Memorial  hall,  September  6. 


58 


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. 


"Montessori  Methods"  offer  withdrawn  Oct, 

10.     See  front  cover  page. 

Red  Bluffs,  Cal. 
Mrs.  Hartte  opened  her  kindergarten  here  Sept.  9th. 

Bridgeport,  Conn. 
Miss  Fannie  A.  Smith  opened  her  kindergarten  school 
on  Sept  17. 

Harrisburg,  Pa. 
A  kindergarten  was  opened  at  1919  North  Second  street 
on  Sept  25  by  Miss  Elizabeth  Hilleary  and  Miss  Jane 
Scott. 

Peoria,  III. 
Miss  Gladys  Torea  has  opened  a  kindergarten  at  the 
First  Methodist  church,  under  the  auspices  of  the  Pe- 
kin  Woman's  Club.     Miss  Edna  Evans  will  be  the  as- 
sistant. 

Sheffield,  Ala. 

Arrangements  are  being  made  by  the  Sheffield  Kin- 
dergarten Association  to  reopen  the  Furnace  Hill  kinder- 
garten on  October  1.  This  kindergarten  is  free  to  the 
citizens  of  Sheffield  and  has  proven  a  very  valuable  as- 
set to  the  educational  institutions  of  the  town. 
Stratford,  Conn. 

Miss  Susan  Bennetto  of  North  Main  street,  one  of  the 
most  popular  young  ladies  of  the  town,  will  open  a  kin- 
dergarten Tuesday  morning,  October  1,  in  a  portion  of 
the  Wilson  residence  on  Main  street.  Miss  Bennetto  is  a 
graduate  of  the  Connecticut  Froebel  Normal  school, 
Bridgeport. 

Danbury,  Conn. 

A  new  kindergarten  for  the  children  of  Danbury  is  to 
be  opened  on  Monday,  October  14.  The  need  for  such 
a  school  for  young  children  has  been  long  felt  in  this 
city,  and  it  remained  for  the  Opportunity  club  of  the 
First  Congregational  church  to  takeaction  towards  bring- 
ing an  up  to  date  kindergarten  into  existence  in  Dan- 
bury. 

Columbus,  Ohio. 

The  free  kindergarten  which  is  maintanied  by  the  St. 
John  's  chapel,  corner  of  Town  and  Avondale  Avenue, 
reopened  Sept.  3.  This  kindergarten  is  in  co-operation 
with  the  public  school  kindergartens,  under  the  direc- 
tion of  the  Kindergarten  association.  It  "is  intended  to 
supplement  the  work  of  the  school  board  which  is  un- 
able to  locate  a  kindergarten  in  this  neighborhood  at 
this  time. 

Rolands,  Calif. 
Work  is  progressing  rapidly  on  the  new  kindergar- 
ten building  that  is  now  being  built  on  theColton  Avenue 
side  of  the  Franklin  school.  It  will  be  a  large  one  and 
will  accommodate  quite  a  number  of  pupils.  The  room 
is  being  built  on  the  same  plan  as  the  other  kindergarten 
rooms,  with  large  windows  that  can  be  thrown  open, 
making  it  practically  an  open  air  room.  The  open  air 
kindergartens  that  were  built  last  year  were  found  to  be 
a  success  and  it  was  decided  to  build  one  at  the  McKin- 
ley  school  where  there  is  quite  a  demand.  A  teacher 
for  the  kindergarten  there  will  be  selected  later, 


The  registration  on  the  first  day  of  the  public  school 
kindergartens  of  Springfield,  Mass,,  shows  an  increase 
over  last  year  of  nearly  24  per  cent. 

Four  new  public  school  kindergartens  were  opened  in 
Columbus,  Ohio,  one  each  in  the  Champion,  Michigan, 
Fieser  and  Haye  Avenue  buildings.  The  Columbus, 
kindergarten  association  has  opened  a  free  kindergar- 
ten at  St.  John's  chapel. 

Ella  Flagg  Young,  superintendent  of  the  Chicago  city 
schools,  in  her  annual  report  to  the  board  of  education, 
expresses  the  hope  that  it  will  be  possible  during  the 
coming  year  to  have  a  kindergarten,  a  manual  training 
shop,  and  a  cooking  room  in  every  school  that  has  not 
already  these  things, 


PERSONAL  MENTION 

Our  readers  are  invited  to  send  us  items  for  this  de- 
partment.   Kindly  give  your  name  when  writing. 


"Montessori  Methods"  offer  withdrawn  Oct. 

10.    See  front  cover  page. 

Miss  Leola  Hills,  of  Sacremento,  Calif.,  is  now  en- 
gaged in  kindergarten  work  at  Berkeley. 

Jennie  C.  Taylor  is  now  director  of  the  Gardenville 
Public  School  Kindergarten,  St.  Louis,  Mo. 

Miss  Patty  Smith  Hill  will  read  a  paper  at  the  annual 
meeting  of  the  Nebraska  Teachers'  association. 

Olivia  I.  Frity,  of  St  Louis,  Mo.,  is  nowdirector  of  the 
Emerson  Public  School  Kindergarten  in  that  city. 

Annie  L.  Ketchum  of  St.  Louis,  Mo.,  is  now  in  charge 
of  the  morning  kindergarten  in  the  Blair  public  schools 
of  St.  Louis,  Mo. 

Marjie  McGrath,  a  St.  Louis  kindergartner,  has  be;_i 
placed  in  charge  of  the  public  school  kindergarten  in  the 
Lyon  school  of  that  city. 

Miss  Mary  F.  Ledyard,  late  of  Los  Angeles  city  schools 
is  now  in  charge  of  a  public  school  kindergarten  system 
inaugurated  in  the  Chinese  Republic. 

Miss  GeraldineO'Grady,  formerly  of  Teachers  College, 
Columbia  University,  N.Y.,  is  now  assistant  principal  of 
Brownell  Hall,  the  well  known  College  of  Omaha,  Neb, 

Mable  E.  Sloper  of  Pittsfield,  Mass.,  has  accepted  a 
position  as  teacher  in  a  a  Westport  kindergarten.  She 
is  a  graduate  of  the  Fannie  A.  Smith  kindergarten  train- 
ing school,  of  the  class  of  1912. 

Amost  pleasant  afternoon  of  the  mothers  teachers,  and 
children  of  the  free  kindergarten  was  held  on  the  lawn 
at  the  beautiful  home  of  Mrs.  W.  H.  Kaufman,  538 
Mamtnouth  bo  tlevard,  yesterday  in  their  annual  picnic. 
Swings,  cushions  and  chairs  had  been  provided  for  the 
occasion  and  the  day  being  an  ideal  one  it  was  a  treat  for 
he  little  ones, 


Bangor,  Maine. 
A  very  successful  lair  was  held  at  the  kindergarten  on 
Wednesday  afternoon  and  evening,  and  a  large  number 
attended.  A  grab-doll  was  well  patronized,  while  dolls, 
fancy  articles,  ice  cream,  cake  and  candy  were  among 
the  articles  which  found  a  ready  sale.  Strings  of  elec- 
tric lights  and  Japanese  lanterns  decorated  the  exterior 
of  the  building  and  the  already  attractive  rooms. 

West  Newberry,  Mass. 
An  exhibit  of  the  work  done  by  the  kindergarten  and 
industrial  classes  was  given  in  St.  John's  Memorial  Hall 
August  30. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


59 


BOOK  NOTES 

Their  Yesterdays.     By  Harold  Bell  Wright.  Cloth   311 
pps.,    Published  by  The  Book  Supply  Co.,  Chicago, 
111.     Price  $1.50 
This  new  book,  now  at  the  front  in  all  book  stores,  is 
a  novel  which  compares  well  with  some  of  his  other 
works.  It  is  a  sweet,  wholesome  tho  pathetic  little  rom- 
ance with  plenty  of  strong  and  beautiful  thoughts  on  the 
things  worth  while  in  life.  The  reader  cannot  but  feel 
just  a  little  lifted  up  for  the  reading,  and  will  not   soon 
forget  this  dreamy  little  fireside  story. 

The  Quest  of  the  Silver  Fleece.     By  W.  E.  B.  DuBois. 

Cloth,  434  pages.     Published  by  A.  C.  McClurg  &  Co., 

Chicago.     Price  §1.50. 

The  silver  fleece  is  the  cotton,  and  the  beauty  of  the 
cotton  fields  in  all  the  stages  of  growth  is  pictured  with 
rare  power  by  one  who  passionately  loves  them.  Written 
by  a  cultivated,  college-bred  scholar  of  the  colored  race, 
the  thoughtful  reader  is  made  still  more  thoughtful  by 
an  illuminating  glimpse  into  the  racial  problem  as  view- 
ed from  the  standpoint  of  the  negro,  a  problem  ever- 
present  with  his  people.  Viewed  as  a  story  alone  it 
holds  one  to  the  end.  There  is  much  subtle  character 
drawing.  The  New  England  teacher,  true  to  her  Puritan 
ideals  through  long  weary  years  of  isolation  and  struggle, 
wi  1  appeal  to  the  kindergartner  who  so  often  must  carry 
the  miss'onary  spirit  into  untried  fields.  '  We  are  let  in- 
to the  secrets  of  the  cruel  manipulation  of  the  cotton 
market  by  the  Northern  financier,  in  a  very  powerful 
chapter;  and  the  trial  scene  presents  an  interesting 
psychological  study  in  its  portrayal  of  the  two  leading 
men,  each  true  to  his  own  code  of  honor,  tho  it  mean 
loss  to  himself;  each  unable  to  understand  the  others 
standpoint  in  a  certain  particular;  each  quite  unaware 
of  his  own  moral  obliquity  in  the  advantage  he  takes, 
the  one  in  the  great  financial  markets  of  the  world,  the 
other  in  the  smaller  local  labor  market.  The  book  may 
hurt,  in  a  measure  our  self-esteem;  but  it  should  increase 
our  intelligent  outlook  upon  the  politics  involved,   the 


economics,  the  ethics,  of  a  serious  problem.  There  are 
evil  tendencies,  as  there  are  noble  possibilities,  in  the 
colored  folk,  as  in  every  other  people;  they  are  distinct- 
ly human.  The  sooner  we  co-operate  with  them  in  their 
struggle  toward  a  noble  self-realization,  the  less  of  a  prob- 
lem we  leave  for  posterity.  Some  years  ago  race-pre- 
judice wreaked  a  terrible  injustice  upon  a  French  Jew 
The  closing  lines  of  Edwin  Markham  in  his  great 
Dreyfus  poem  read  thus, 

"Tis  no  avail  to  bargain,  sneer  and  nod, 
And  shrug  the  shoulder  in  reply  to  God." 

Princess  R*gs  and  Tatters.     By  Harriet  T.  Comstock. 

Illuminated  cloth,  111  pages.     Illustrations  in  colors. 

Price,  $  .75  net.     Published  by  Doubleday  Page  Co., 

Garden  City,  New  York. 

A  charming  tale  forboys  and  girls  of  every  age.  Beau- 
tifully illustrated,  with  a   delightful  quality  of  appeal, 
which  will  find  its  way  to  the  hearts  of  all  young  read- 
ers. 
Nixie  Bunny  in    Manners-Land.     By    Joseph    C.    Sin- 

delar.     Supplementary  reader  for  second  and  third 

grades.     Cloth,  144  pps.     Published  by  Beckley-C'ar- 

dyCo.,  Chicago.     Price  40c.  postpaid. 

Is  a  volume  well  worth  placing  in  the  hands  of  pu- 
pils of  the  second  and  third  grades.  It  is  a  precious 
gift  to  any  child  from  five  to  ten  years  of  age. 

The  Seashore  Book.  By  E.  Boyd  Smith.  Illuminated 
cloth,  50  large  pages.  Published  by  Houghton  Mif- 
flin Company,  Boston,  New  York  and  Chicago.  Price 
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IN  EACH  TOWVP2  and  district  tor-idea  nil  exhibit  a  sample  Latest  Model 
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money  fast.  Write  for  full  particulars  and  special  offer  atonce. 
NO  RIONEY  REQUIRED  until  you  receive  and  approve  of  your 
1  lie  vide.  Wo  ship  to  anyone  any  where  in  the  U.S.  v.-nlwut  a  cent  depmit 
in  advanc(>„ww/raefct,aiMl  allow  TEN  DAYS'  FREE  TRIAL  during 
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price  until  you  receive  our  catalogues  and  learn  our  unheard  of  factory 
prices  and  remarkable  special_offcrs  to  rider  agents. 


BICYCLE  DEALERS,? 


her  factory.     W 
all  our  bicycles  i 


I  year.     We  sell  the  highest  enido   bicycles  for 

-,:i  re .-  .-iti .  :i.-rl  u  it  hS l.  mi  pro  1 1 1  i \c factory  cost. 

nderyourown  name  plate  at  double  our  prices. 


SECOND  HAND  BICYCLES.    We  do  not  regularly  handle  second  \mu\  hlovoios.  lint  usually  have 
l  number  op  hand  taken  in  trade  bv  our  <  'hio«--o  r -tail  stores,     'lut.-n  »t  clear  out  pr.uupl.y  at  p vices 
ranging  from  S3  to  $3  or  $10.     Pcseriptoo  harnain  lets  mailed  free. 

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$  i  I1M  Hedgeihorn  Ptsisctae-Pro@f  $  M  f 
I  if  M4eali«liKs£,£S££5  &§■ 


The  regularretail  priceof  these  tin 
$10.00  per  pair,  but  to  introduce 
will  sell  yon  a  sample  pairfor$4.S0(cash  with  order  $4.5 

NO  MORE  TROUBLE  FROM  PUNCTURE 

NAILS,  Tacks,  or  Class  will  not  let  the  air  01 

A  hundred  thousand  pairs  sold  last  year. 

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riding,  very  durable  and  lined  inside  with 
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comes porous  and  which  closes  up  small 

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We  have  hundreds  of  letters  from  satisfied  customers 

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is  $10.00  per  pair,  but  foradverl  ising  purposes  we  are 

making  a  special  factory  price  to  the  rider  of  only  St. 80 per  pair.     All  orders  shipped  same 

day  letter  is  received.    We  ship  C.  O.  1>.  on  approval.    You  do  not  pay  a  cent  until  you 

have  examined  and  found  them  strictly  as  represented. 

We  will  allow  a  cash  discount  of  fiper  cent  It  hereby  making  the  price  64.55  per  pair  >  II  juiioinl  FULL  CASH 
WITH  ORDER  and  enclose  this  advertisement.  You  run  no  risk  in  sciidih"  us  an  order  as  the  tires  may  be 
returned  at  OUR  expense  it  for  any  reason  ttiey  are  not  satisfactory  on  examination.  We  are  perfectly  reliable 
and  money  sent:  to  us  is  as  safe  as  in  a  bank.  If  you  order  a  pair  of  these  tires,  you  will  find  that  they  will  ride 
easier,  run  faster,  wear  better,  last  longer  and  look  liner  than  any  tire  you  have  ever  used  or  seen  at  any  price. 
We  know-  that  you  w  Ml  be  so  well  pleased  that  when  you  want  n  bicycle  you  will  give  us  your  order.  We  want 
you  to  send  us  a  trial  order  at  once,  iionro  this  remarkable  tire  offer. 

#J7  yfrtffS  MFCn  TBSVS'C  d'"1'4  huy any  kind  "t  any  price  until  you  send  for  a  pair  of  nrdgothorn 
IF  IVVnUU  fltftffiC^  Piinetiire-Proof  tires  on  approv  al  and  trial  at  the  special  introductory 
price  quoted  above:  or  write  for  our  hi»Tiro  aud  .Sundry  Catalogue  winch  describes  and  quotes  all  makes  and 
kinds  of  tin-sat  about  hall  the  usual  prices. 

ivrite  us  a  postal  today.    DO  NOT  THINK  OF  BUYING  a  bicycle  or  a  pair  of 
from  anyone  until  you  know  the  new  and  wonderful  oilers  wo  are  making. 


ce  the  thick  rubbert  read 
and  puncture strips"B" 
and  "D"  also  rim  strip  H" 
to  prevent  rim  cutting.  This 
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uikIs.iI  f  ires  at  about  half  t 

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INDEX  TO  CONTENTS 


Caroline    T.    Haven,    A    Loving    Appre 
ciation, 

Stringing  Beads, 

The  Place   of  the   Kindergarten   in    Edu- 
cation, 

Kindergarten  Results, 

from    the  University 


Hortense  May  Orcutt, 
Dr.  Jenny  B.  Merrill, 

Lucy  Wheelock, 
Henry  W.  Holmes, 


fyl 
H2 


63 
64 


The    Kindergarten 

End 
Livestock  in  the  Public  Schools, 
Educating  for  Life, 
Educating  Away  from  the  Farm 
Teaching  Agriculture, 
Rural  Conditions  in  the  Future, 
A  Year  in  the  Kindergarten, 
Mrs.  Red-Bill, 
A  Gay  Family, 
The  Montessori  Method, 
Committee  of  the  Whole, 
Knots  and  Stitches, 
Hints  and  Suggestions  for  Rural  Teachers,  Grace  Don- 
Moving  Pictures  in  German  Education 
New  Kindergarten  Games  and  Plays, 
Little  Pieces  for  Little  People, 
Real  Canning, 
Play  Canning,        - 
Educational  News, 
Kindergarten  Growth, 
Personal  Mention, 
Training  Schools 


Chas.  T.  Thwing,  66 

E.  R,  Downing,  67 

Grace  C.  Strachan,  67 

Warren  H.  Wilson,  67 

Frank  W.  Miller,  68 

Warren  H.  Wilson,  68 

Harriette  McCarthy  69 

Susan  Plessner  Pollock,  71 

Mary  Ellason  Cot  ting,  72 


Bertha  Johnston, 


Laura  Rountree  Smith, 
Laura  Rountree  Smith, 
Dr.  Jenny  B.  Merrill, 


73 

74 
75 
77 
78 
79 
80 
81 
81 
82 
84 
85 
86 


Volume  XXV,  No.  3. 


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HOME  OCCUPATIONS 

fOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

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A  Vital  Book  for  Every  Parent 

A  PRACTICAL  TREATISE  ON  THE  TRUE  RELA- 
TIONSHIP OF  PARENT  TO  CHILD 

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Our  Children 

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RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheelock's  Kindergarten 
Training  School 


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Boston,  Mass. 


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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 

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BPwrvr.FjFi  n_i.o\(iMr.Aniiw    M4«s 


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Ethical  Culture  School 


For  Information   address 

FBANKUN  C.  LEWIS,  Superintendent 

Central  Park   West  and  6ad  »t. 

NF.W    YORK 


Atlanta  Kindergarten 

Normal  School 


Two    Years'    Course    of    Study. 
Chartered   1897. 
For    particulars    address 

WIIXETTE  A.    ALLEN,   Principal, 
839  Peachtree  Street,  ATLANTA,  GA 


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PRATT  INSTITUTE 

Schoolof  Kindergarten  Training 

Brooklyn,  N.  Y. 

Kindergarten  Normal  Cou  rs  e,  two 
years.  Special  Classes  for  Kindergart- 
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ALICE  E.  FITTS,  Director 

Year  of  1913-13  opens  Sept.  30. 


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For  catalogue  address, 

MRS.  WILLIAM  McCRACKEN,  Secretary, 
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THE  NEWYORKKINDERGARTEN 
ASSOCIATION- 

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OF 

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Two  Years'   Course. 
Vor   particulars   address 

MISS   ELLA   C.    ELDEB, 
86   Delaware  Avenue,      -       Buffalo,  N.   Y. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

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 

National  Kindergarten  College 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 
Cotirse  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  t  wo  years  in 
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MISS    NETTA   FARRIS,   Principal 


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For  circulars  apply  to  Chicago  Kindergarten  Institute,  54  Scott  St. 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  bv  State  Board  of  Educa- 
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This    College    specializes    in    Kinder- 
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MISS  CAROLINE  M.  C.  HART 
The  Pines,  Rutledge,  Pa. 


OHIO,    TOLEDO,    2313    Ashland    Ave. 

THE      MISSES     LAW'S 

FROEBEL     KINDERGARTEN     TRAIN- 
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Medical  supervision.     Personal  attention. 
Thirty-five    practice    schools. 
Certificate  and  Diploma  Courses. 

MARY   E.    LAW,    M.    D.,    Principal. 


Miss  Cora  Webb  Peet 

KINDERGARTEN    NORMAL    TRAINING 
SCHOOL 

Two    Tears'    Course. 
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MISS   CORA    WEBB    PEET, 
]«    Washington    St..       East   Orange.   N.    J 


PESTALOZZI-FROEBEL 

Kindergarten    Training 
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509  S.  Wabash  Ave.,  Opposite  Auditorium 

Mrs  Bertha  Hofer  liegner.  Superintendent 
Mrs.  Amelia    Hofer  Jerome,  Principal. 

FIFTEENTH  YEAR. 
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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 
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For    particulars    address    Eva    B.    Whit- 
more,   Supt.,  6   E.    Madison   St.,  cor.   Mich 
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The  Adams  School 
Kindergarten  Training  Course 

(Two  Tears) 

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, 
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Practice  of  Froebelian  Ideals.  Post- 
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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  Trailing  Classes  at  Mt.  Chatauqua — Mountain  Lake  Park — 
Garrett  Co.,   Maryiana 


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, 

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THE  KINDERGARTEN 


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MAGAZINE 


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J.  H.  SHULTS.  Manager. 


CAROLINE;  T.  HAVEN. 
A  Loving  Appreciation. 

Hobtense  May  Oecutt. 

There  is  no  profession  that  so  feeds  and  de- 
termines the  mind  and  spirit  of  youth  as 
that  of  the  teacher,  and  of  all  teachers  no  in- 
fluence is  more  direct,  profound  and  inclusive 
than  that  of  the  kindergarten  training  teach- 
er. This  is  told  in  the  very  terms  we  use  cur- 
rently to  designate  a  kindergartner — "One  of 
Miss  Wheelock's  girls,"  "One  of  Mrs.  Put- 
nam's girls"— and  it  is  as  "one  of  Miss  Ha- 
ven's girls"  that  I  am  writing  now.  Girl- 
hood  passes  into  womanhood  and  that  sense 
of  spiritual  daughterhood  does  not  pass. 
Rather,  it  grows  and  deepens  as  life  takes  on 
new  and  richer  meaning  and  the  woman  be- 
comes capable  of  a  fuller  interpretation  of 
the  noble  teaching  given  to  the  girl;  becomes 
more  completely  aware  that  "a  spirit  com- 
municated is  a  perpetual  possession,"  that 
work  like  Miss  Haven's  passed  beyond  in- 
struction to  the  plane  of  art — it  was  herself 
and  what  was  best  in  herself  that  she  com- 
municated. 

Sweetness,  sanity,  balance,  power;  a  quiet 
dignity  and  composure,  born  of  a  living  trust 
in  the  conquering  power  of  righteousness 
and  truth;  these  she  affirmed  in  her  own  char- 
acter, these  she  taught.  That  only  he  who 
is  still  learning  can  teach,  was  part  also  of 
her  active  creed  and  was  answerable  for  that 
openness  of  mind,  that  steady  growth  of 
thought,  that  constantly  broadening  vision, 
of  which  one  always  became  especially  aware 
when  returning  to  Miss  Haven  after  long  ab- 
sence. She  allowed  always  a  great  freedom  of 
personal  opinion,  respecting  all  such  as  were 
sincere,  and  so  taught  her  girls  how  to   hold 


a   difference  of    opinion   without   animosity 

and  with  respect  for  one's  opponent. 

Often  it  has  seemed   to  me  as   if  the  way 

Miss   Haven  did  her  work  expressed  herself 

in-  a  very  deep  and  complete  sense,  impelling 

all  who  came  under  her   influence  to   follow 

its  method,  to  seek  its  source  of  inspiration. 

She   had   learned   that   lesson    from   Nature 

which  Matthew  Arnold  prayed  to  learn  when 

he  sang: 

One  lesson,  Nature,  let  me  learn  of  thee, 
One  lesson  which  in  every  wind  is  blown; 
One  lesson  of  two  duties  kept  at  one 
Though  the  loud  world  proclaim  their  enmity — 

Of  toil  unsevered  from  tranquility; 
Of  labor,  that  in  lasting  fruit  outgrows 
Far  noiser  schemes,  accomplished  in  repose, 
Too  great  for  haste,  too  high  for  rivalry. 

Miss  Haven  was  fortunate  in  being  for 
twenty-eight  years  a  part  of  a  great  ethical 
movement  and  of  a  school  which  was  the 
living  expression  of  that  movement,  which 
affirmed  the  truths  by  which  she  lived.  The 
Ethical  Culture  School  was  equally  fortu- 
nate in  having  at  the  head  of  its  Kindergar- 
ten Department  one  who  so  transcendently 
interpreted  its  spirit  to  the  hundreds  of  young 
women  who  came  under  her  influence.  She 
herself  counted  their  number  just  a  few 
months  ago  and  wrote  if  down  as  "over  five 
hundred." 

Miss  Haven's  native  state  was  Massa- 
chusetts, and  what  we  mean,  in  the  finest 
and  best  sense,  by  the  New  England  tempera- 
ment and  character  was  always  hers.  The 
narrowness  of  the  Puritan  she  transcended; 
the  depth  and  earnestness  of  that  nature 
was  her  birthright;  and  she  was  natively  at 
home  in  an  atmosphere  of  plain  living  and 
high  thinking. 

(Continned  on  page  85.) 


62 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


STRINGING  BEADS. 


Dr.  J] 


M  i;kki 


The  child's  fascination  for  stringing  buttons 
and  beads  is  well  known  to  every  intelligent 
mother  and  teacher.  Froebel  watched  moth- 
ers' ways  of  occupying  children  in  the  home 
and  adapted  and  expanded  every  simple  occu- 
pation which  he  saw  had  educational  value. 

His  followers  have  been  successful  in  de- 
veloping this  occupation  of  stringing  into 
making  chains  of  many  various  materials.  The 
children  themselves,  especially  in  rural  life, 
learn  in  many  instances  from  their  playmates, 
elder  brothers  and  sisters  perhaps  whom  them 
may  at  first  observe  on  walks  or  in  the  fields 
stringing  berries  on  a  stem,  or  making  dande- 
lion and  daisy  chains,  and  even  the  pine-needle 
chain,  although  that  is  not  so  common  and 
rather  difficult  and  dainty. 

When  the  interest  is  once  aroused,  country 
children  will  find  materials  in  seeds  and 
flowers  and  leaves.  The  teacher's  work  as  the 
children  advance  will  be  to  suggest  new  de- 
signs. One  suggestion  may  start  an  inventive 
mind  and  unforeseen  possibilities  will  be  forth- 
coming from  the  children  themselves. 

Making  a  chain  is  at  first  the  simplest  kind 
of  design,  namely,  the  continuous  repetition  of 
a  unit.  The  young  child's  mind  is  held  by  the 
succession  of  movements  and  the  final  result. 
He  may  exclaim,  "See  how  long  mine  is!" 
Then  later  he  wants  to  count  the  units.  Repe- 
tition of  similar  units  always  tends  to  suggest 
counting. 

The  child  does  not  at  first  think  of  the 
beauty  of  design.  The  teacher  may  suggest 
alternation  of  color,  or  grouping  by  twos, 
threes,  etc.  If  nature  material  is  being  used, 
the  alternation  of  leaf  and  berry  or  flower  and 
leaf  will  introduce  a  new  thought  and  an  added 
interest  until  the  results  vary  more  and  more 
and  comparison  leads  to  such  expressions  as 
"Mine  is  prettier  than  yours."'  Taste  may  be 
gradually  developed  in  this  simple  occupation. 
Simple  did  I  say?  If  intelligently  and  judi- 
ciously used,  it  may  extend  upward  into  the 
grades  until  stringing  tiny  beads  with  the  use 
of  two,  three  and  even  four  strings  and  needles 
may  be  reached.  I  well  remember  my  interest 
in  the  work  of  the  blind,  whose  quick  sense  of 
touch  has  made  bead  work  one  of  their  occu- 
pations. 

The  materials  used  and  their  size  depend 
upon  the  age  and  ability  of  the  child. 

Teachers  who  have  not  had  the  benefit  of  a 
regular  kindergarten  course  will  do  well  to 
review  their  own  past  experiences  and  recall 
whether  at  any  age  they  were  fascinated  by 
this  occupation  of  making  chains.  It  should 
be  allowed  to  develop  naturally,  invention  in 
choice  and  combination  of  materials  should  be 


encouraged  and  the  environment  in  securing 
materials  considered.  It  is  not  necessary  for 
all  children  to  string  the  same  things.  Let  us 
encourage  initiative  and  variation,  while  the 
string,  the  cord,  the  stem,  the  wire,  the  thread 
which  holds  all  together  makes  the  occupation 
one  wherever  we  work. 

I  believe  by  thinking  of  the  various  kinder- 
garten occupations  in  this  way  that  real  unity 
of  purpose  will  be  encouraged. 

Those  who  have  not  the  opportunity  to  take 
the  regular  kindergarten  courses  will  at  least 
see  how  naturally  the  kindergarten  occupa- 
tions grew,  and  may  in  their  own  way  re- 
invent them  and  develop  others. 

Still  it  is  true  that  we  can  often  save  time 
by  calling  the  experiences  of  others  to  aid  us. 
and  I  shall  now  proceed  with  a  few  detailed 
suggestions  that  have  been  gathered  by  the 
way  during  many  years. 

I.    THE  HAILMAN  BEADS. 

Realizing  that  ordinary  beads  are  too  small 
for  children  under  six  to  handle,  Mrs.  Eudora 
Hailman  years  ago  suggested  an  addition  to 
kindergarten  materials  in  the  wooden  beads 
which  bear  her  name.  Mrs.  Hailman  also  con- 
ceived the  idea  of  making  these  beads  an  ex- 
tension of  the  second  kindergarten  gift,  and 
thus  a  continuous  review  of  the  three  forms — 
the  ball,  cube  and  cylinder — was  made  possi- 
ble. She  also  planned  to  have  the  colors  of  the 
first  gift  reviewed  in  these  wooden  beads.  In 
this  way  this  new  material  is  related  to  the 
first  as  well  as  the  second  gift.  However,  the 
beads  are  also  obtainable  in  the  natural  color 
of  wood  and  many  prefer  to  use  them  uncol- 
ored  to  a  considerable  extent  or  alternate  one 
strong  color  with  the  natural  wood. 

These  wooden  beads  are,  undoubtedly,  the 
simplest  material  for  stringing  which  can  be 
secured  for  school  use.  Even  children  of  three 
and  four  enjoy  the  stringing  by  using  a  long 
shoe  string  or  corset  lace  rather  than  needle 
and  thread  as  with  ordinary  bead-stringing. 

A  few  years  ago  wooden  beads  of  even 
larger  size  and  of  daintier  colors  were  placed 
011  the  kindergarten  lists  but  they  are  too  ex- 
pensive for  general  use  though  I  can  commend 
them  heartily  for  size  and  beauty. 

It  is  singular  to  note  that  although  larger 
building  blocks  are  in  use  than  formerly,  the 


children  show  a  tendency  often  to  build  with 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


63 


these  tiny  forms!  They  also  enjoy  using  them 
in  making  miniature  gardens  and  fences  on 
the  peg  boards  or  in  sand,  stringing  them  to- 
gether  upon    a    five   or    six-inch    stick.      They 


make  little  soldiers  in  this  way  also,  a  cube,  a 
cylinder,  a  ball  making  a  little  man — who  may 
have  a  blue  coat  and  a  yellow  cap  ! 

Inventiveness  with  material  is  always  to  be 
encouraged.  The  tendency  to  work  collectively 
is  giving  way  especially  with  young  children 
to  individual  and  to  group  work. 

This  leads  to  freer  invention  and  arouses  the 
individual  mind  to  act  for  itself  rather  than  to 
imitate.  Imitation  is  good,  necessary,  invalu- 
able, but  the  crudest  original  act  may  be  the 
means  of  a  greater  mental  advance  than  the 
most  successful  imitation  work  long  continued. 

In  using  the  Hailman  beads,  use  a  box  lid 


for  each  child  or  a  thin  wooden  plate,  to  save 
time  and  accident.  Let  each  child  go  himself 
to  the  large  box  and  take  a  handful  with  the 
privilege  of  returning  to  get  more  if  he  needs 
them.  Let  the  colors  be  mixed  at  first.  Chil- 
dren like  riot  in  color !  It  is  good  for  them  as 
a  start.  Gradually  suggest  alternation  of 
color,  one  red  ball,  one  ball  of  wood  color,  and 
so  on.  The  children  will  take  up  the  idea,  and 
alternate  different  colors  each  day,  for  at  first 
and  with  very  young  children,  it  is  well  to 
have  the  exercise  daily.  Too  much  variety  in 
occupation  material  is  not  desirable. 

After  alternation  of  color,  suggest  alterna- 
tion of  forms — a  ball,  a  cube,  a  ball,  a  cube, 
etc.  The  children  will  think  of  other  changes. 
Let  them  think. 

Next  suggest  variation  of  design  by  number, 
as  two  balls,  two  cubes,  or  two  red  balls,  two 
uncolored  balls,  etc.  The  children  will  begin 
to  see  the  possibilities.  Give  them  a  chance 
to  discover  them. 

Praise  judiciously  and  be  interested  in  the 
comparisons  they  begin  to  make.  "Mine  is 
prettier  than  your's !" 

There  is  much  simple  number  work  possible 
in  connection  with  these  chains.  By  ones,  by 
twos,  by  threes,  fours,  fives ;  later  by  twos  and 


ones,  twos  and  threes,  etc.,  until  all  the  easy 
number  groups  are  familiar. 

They  make  their  own  numeral  frames!  Then 
work,  if  the  children  do  not,  to  ten,  and  then 
to  two  tens  or  twenty.  It  may  be  well  to  stop 
at  twenty  and  work  out  all  the  combinations 
possible,  but  as  children  love  to  count  on  by 
ones,  twos  and  threes,  there  is  no  objection  to 
extending  the  chains  to  one  hundred.  This 
can  be  done  by  having  several  children  unite 
their  chains  occasionally — even  tying  them  to- 
gether. 

Measuring  is  a  good  concrete  basis  for  num- 
ber work.  Rousseau  says,  "Count,  measure, 
weigh."  The  children  will  undoubtedly  begin 
early  to  say  "See,  my  chain  is  the  longest;" 
take  advantage,  instead  of  checking  this  com- 
petition. Give  out  rulers  to  older  children  and 
let  them  try  to  find  exact  lengths.  Make  a 
few  questions,  as:  How  many  beads  does  it 
take  to  cover  an  inch?  How  many  on  two 
inches?     "A  word  to  the  wise  is  sufficient." 

In  my  next  article,  I  will  consider  the  use 
of  paper  in  making  chains,  meanwhile  I  sug- 
gest the  materials  needed  that  orders  may  be 
prepared  in  case  this  work  has  not  been  intro- 
duced in  previous  years. 

Equipment  for  Paper  Chains. 

Paper  strips,  white  and  colored.  Engine 
colored  and  coated.  One  inch,  one-half  inch 
in  width. 

Paper  squares — 4x4,  5x5  (to  be  cut  or  torn 
into  strips  by  children). 

Course  needles  and  thread. 

Paste  and  tooth  picks  or  splints. 

Scissors — blunt,  5-inch. 

Tissue  paper — white  and  colored. 

Box  lids  collected  or  thin  wooden  butter 
plates. 

Small  squares  of  muslin  (for  sticky  fingers). 

Material  for  Making  Beads. 
Clay. 
Paints. 

Note. — The  children  can  make  beads  similar 
to  the  wooden  beads,  in  true  primitive  Indian 
fashion.  We  will  enlarge  upon  this  later  but 
give  the  hint  here.  Bracelets  and  necklaces 
can  be  thus  made  to  wear.  Sometimes  the 
little  ones  are  allowed  to  turn  the  chains  of 
Hailman  beads  into  necklaces  for  the  day.  but 
there  follows  the  disappointment  when  they 
must  be  taken  off  the  shoestring'  and  re- 
turned to  the  bag.  On  this  account,  many 
prefer  not  to  suggest  a  necklace  of  Hailman 
beads,  but  the  strings  are  collected,  the  ends 
tied  together  and  the  full  bunch  is  hung  up  for 
the  day  in  an  appropriate  corner  of  the  room. 
There  are  advantages  each  way,  but  when  the 
clay  beads  are  made,  they  may  be  made  into 
chains  "to  keep."  "May  I  keep  it?"  is  the 
little  one's  cry.    "Yes,  you  may  keep  it." 


64 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


The  following-illustrations  will  serve  to  sug- 
gest others.  The  figures  can  be  made  on  strips 
of  paper  the  same  length  as  the  chain.  They 
should  be  placed  side  by  side  and  will  thus 
represent  addition  columns  in  the  concrete 
and  in  the  abstract. 


VALUE  OF  THE  KINDERGARTEN 


8     8 


3 


Later  Work 
Three  plus  three  equals  six 
Three  plus  three,  plus  three,  equals  nine 
Six  plus  three  equals  nine 
Nine  minus  three  equals  six 
Six  minus  three  equals  three 
Three  minus  three  equals  nothing' 
Use  the  arithmetical  signs  in  writing  the  above. 

In  making  these  number  lessons  we  are  of 
course  working  in  the  first  primary  grade. 
The  children  will  teach  themselves  the  addi- 
tion tables  if  you  give  them  time  in  this  regular 
exercise,  and  advance  themselves  gradually  to 
longer  columns.  They  will  also  get  the 
thought  back  of  the  multiplication  and  division 
tables  in  this  concrete  form. 


NEW  YORK. 

In  public  school  No.  177  on  the  East  Side 
of  New  York,  a  professional  league  has  been 
established  composed  of  teachers  and  friends 
of  the  school.  The  league's  object  is  to  furnish 
helps  to  elevate  in  every  way  the  professional 
work  of  the  teachers  of  the  school  and  to  de- 
part from  the  beaten  educational  path  with 
the  children  and  the  parents  within  the  school 
district. 

During  the  past  year  one  hundred  kinder- 
garten children  have  been  taken  by  their 
teachers  into  the  country  for  a  week's  experi- 
ence with  glad  nature  in  the  perfect  days  of 
June.  Baths,  clean  clothing,  toothbrushing 
bees,  acquaintance  with  birds,  butterflies  and 
flowers  made  the  week  an  experience  of  funda- 
mental value  in  the  lives  of  the  little  brothers 
.of  the  East  Side. 

This  was  all  made  possible  by  gifts  from  the 
league  members  and  others  interested  in  the 
work  of  the  school. 


Berlin  is  to  have  compulsory  industrial  and  com- 
mercial continuation  school  for  girls. 

Football   is   forbidden   in   the   schools   of   Bavaria 
by  a  recent  decree. 


Three  Articles  from  three  Successful 
Educators  Relating  to  this  Subject 


PLACE  OF  THE  KINDERGARTEN 
IN  EDUCATION. 

Lucy  Wiieelock. 

The  kindergarten  is  here  and  here  to  stay ; 
but  it  is  not  yet  as  firmly  established  as  are 
the  other  parts  of  the  school  system.  A  wave 
of  economy  in  any  community  may  sweep  it 
away.  A  superintendent  who  prefers  to  es- 
tablish a  printing  plant  that  may  fit  six  or 
eight  boys  to  earn  a  livelihood,  or  to  install 
steam  sewing  machines  for  a  few  girls  who 
shall  thereby  be  enabled  to  cope  better  with  a 
cold  world,  may  discover  that  school  funds  are 
not  sufficient  to  carry  on  the  kindergartens. 

The  mother  of  a  highly  organized  and  al- 
ready over-stimulated  child  may  decide  that 
the  kindergarten  is  exciting. 

A  college  professor  may  meet  students  with 
little  capacity  for  culture  and  weak  fiber  for 
which  a  few  months  or  weeks  of  kindergarten 
are  wholly  responsible. 

Articles  in  popular  journals  or  magazines  of 
high  repute  may  criticize  inane  songs  and  bad 
rhymes  and  foolish  appeals  to  the  imagination 
which  would  be  condemned  by  any  sane  per- 
son whether  a  kindergartner  or  otherwise. 

A  few  primary  teachers,  wedded  to  the  idols 
of  militarism  and  passive  docility,  may  find 
kindergarten  children  too  lively. 

Those  who  prefer  to  keep  "a  little  animal" 
rather  than  evolve  "an  heir  of  all  the  ages" 
may  advocate  the  superiority  of  the  back  yard 
over  a  cultivated  garden. 

And  still  the  kindergarten  will  flourish  be- 
cause the  principles  which  guide  it  are  forever 
and  everywhere  true  in  human  development. 

Its  exponents  are  not  infallible.  The  weak- 
ness of  their  practice  may  perhaps  be  matched 
by  equal  failure  to  realize  the  perfected  ideal 
in  other  grades.  At  any  rate,  they  study  their 
problems,  and  they  study  their  children  with 
an  enthusiasm  sometimes  criticized  as  a  fault. 
The  most  academic  critic  is  compelled  to  admit 
that  they  have  brought  into  the  schools  a  cer- 
tain saving  grace  of  love  for  their  work,  of 
zeal  for  education,  which  has  leavened  the 
system. 

When  the  kindergarten  was  first  introduced 
in  this  country  its  methods  were  revolutionary 
and  therefore  suspicious. 

Why  should  children  be  sent  to  school  to 
play?  How  foolish  those  lessons  of  "the  wild 
bees'  hiding  place,  of  the  wild  flowers'  time 
and  place,"  when  one  should  learn  to  read  and 
write  and  cipher! 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


ft 


This  was  30  years  ago.  Today  the  city 
fathers  know  that  "the  boy  without  his  play- 
ground is  father  to  the  man  without  a  job," 
and  municipal  playgrounds  are  provided  in 
every  town  or  city  where  there  is  a  look  to  the 
future. 

Froebel's  emphasis  on  sense  training  is  to- 
day accentuated  by  the  fresh  presentation  of 
its  claims  by  Dr.  Montessori.  The  Montessori 
apparatus,  devised  for  the  purpose,  admirably 
supplements  the  Froebel  materials,  as  does 
that  employed  by  Dr.  Fernauld  and  others  in 
the  training  of  subnormal  children. 

The  dramatic  game,  to  which  Froebel  first 
gave  form,  as  a  means  of  developing  initiative, 
freedom,  sympathy  and  social  feeling,  may  be 
seen  in  any  primary  school  today,  and  "the 
spirit  of  the  kindergarten"  rules  in  these 
schools. 

The  group  work  and  play  of  the  kindergar- 
ten, which  calls  for  cooperation,  helpfulness, 
self-subordination  and  obedience  to  law,  is  pro- 
jected into  later  school  life  under  the  name  of 
social  education. 

School  gardens,  care  of  pets  and  plants, 
walks  and  excursions  and  the  blessedness  of 
open  air  have  always  been  cherished  features 
of  the  kindergarten  system,  but  imperfectly 
realized  because  opportunities  have  not  been 
furnished  by  school  administrators. 

In  a  scientific  age  and  in  a  country  which 
places  a  premium  on  height  and  size  and  speed 
and  dollars,  perhaps  not  the  least  of  educa- 
tional values  is  that  which  attaches  to  a  wise 
culture  of  the  imagination.  The  poets  who  are 
to  sing  our  songs,  the  builders  of  a  City  Beau- 
tiful, the  makers  of  our  literature,  the  prophets 
with  a  belief  that  "the  best  is  yet  to  be" — 
these  are  all  in  our  schools  today. 

Who  shall  guide  them? 
How  are  they  to  be  trained? 
Shall  they  perish  without  a  vision  ? 

The  kindergarten  has  made  its  contribution 
to  education,  in  initiating  these  many  lines  of 
training,  now  working  out  daily  in  our  school 
system.  It  will  always  be  held  as  an  essential 
part  of  the  system  by  those  who  believe  in  edu- 
cation by  development,  by  those  who  can  see 
the  oak  slumbering  in  the  acorn.  The  child 
is  father  to  the  man,  and  the  promise  of  man- 
hood is  held  in  the  early  years  when  tendencies 
and  habits  are  formed  and  dispositions  crys- 
tallize. 

The  Spring  is  the  time  to  plant  gardens. 
The  kindergarten  period  is  the  time  of  our 
school  and  community  planting. 


KINDERGARTEN  RESULTS. 
Heney  W,  Holmes. 
Among  modern  "muck-rakers"  none  is  more 


certain  of  a  hearing  than  the  catch-phrase 
critic  of  our  public  schools.  In  America,  edu- 
cation is  like  Government — everybody's  busi- 
ness; and  the  teacher-baiting  which  is  so  tire- 
somely  common  in  our  magazines  and  on  our 
platforms  is  a  natural  part  of  the  present  dis- 
content with  most  of  our  National  faiths  and 
works.  As  such,  it  may  do  more  good  than 
harm.  The  good  it  does  is  noteworthy  when- 
ever it  induces  a  parent  to  see  for  himself,  in 
a  spirit  of  fair  inquiry,  what  his  children  are 
doing  in  the  schoolroom. 

But  too  often  the  rash  dogmatism  of  writers 
who  generalize  brilliantly  from  one  or  two  ex- 
ceptional instances  actually  affects  the  policy 
of  responsible  School  Committees  and  super- 
intendents. When,  for  example,  a  single 
school  officer  is  likely  to  take  seriously  the 
assertion,  made  by  a  well-known  doctor  who 
writes  on  education  and  the  hygiene  of  child 
life,  that  it  is  better  to  let  our  children  play  in 
•a  sewer  than  send  them  to  a  kindergarten, 
those  wdio  know  what  kindergartens  actually 
accomplish,  have  reason  to  grow  uneasy,  if  nut 
indignant.  Much  of  the  current  criticism  of 
schools  and  colleges  is  equally  perverted  and 
may  occasionally  prove  pernicious. 

In  the  case  of  the  kindergarten  we  need  to 
remind  ourselves  that  it  is  easy  to  pick  out  one 
or  two  items  in  a  day's  program  at  school  and 
condemn  them  as  useless  or  injurious;  easy, 
too,  to  prove  that  certain  children  do  not  profit 
by  the  program  as  a  whole ;  but  an  entirely 
different  thing  to  prove  that  the  kindergarten 
is  not  worth  while  as  part  of  a  school  system, 
for  "all  the  children  of  all  the  people." 

A  few  mothers  may  do  at  home  what  a 
kindergarten  can  do ;  others  may  think  that  a 
governess  or  even  a  nursemaid  may  do  as 
much  or  as  well ;  but  most  mothers  know  their 
own  limitations  of  time,  strength,  patience  and 
intelligence — and  have  no  governess  or  nurse- 
maid. They  welcome  the  aid  of  a  good  kinder- 
garten and  find  the  results  of  the  kindergarten 
course,  as  a  whole,  excellent. 

Those  who  write  of  the  technique  of  kinder- 
garten instruction  may  speak  of  the  prepara- 
tion of  the  children's  minds  for  later  scientific 
thinking,  or  of  their  hearts  for  ethical  feeling, 
or  of  their  imaginations  for  creative  exercise 
of  any  sort.  These  matters  we  may  leave  to 
the  expert,  together  with  questions  of  sanita- 
tion, eye  strain,  muscle  strain  and  over-stimu- 
lation of  the  infant  intellect.  Happily,  we 
know  that  kindergarten  leaders  and  kindergar- 
ten teachers  are  awake  to  their  own  problems 
and  steadily  progressive  in  the  solution  of 
them.  On  grounds  of  public  policy  kinder- 
gartens may  be  amply  defended  in  a  simpler 
way. 

The   kindergarten   takes    children   at   4   or 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


tiers,  in  language  and  in  some  of  the  simpler 
phases  of  school  work. 

In  doing  these  things  it  accomplishes  these 
ends:  It  relieves  the  home,  enlarges  the  lives 
of  the  children,  eases  the  transition  from  home 
to  school,  and  lays  a  foundation  for  the  school 
to  build  on. 

Most  children  get  from  the  kindergarten  in- 
creased resources — they  become  better  able  to 
amuse  and  instruct  themselves;  increased  read- 
iness and  poise  in  handling  their  own  bodies 
and  the  things  about  them ;  a  perceptibly 
clearer  notion  of  what  the  world  is  like  and 
what  people  are  about ;  and  an  appreciable  in- 
crease in  steadiness  of  judgment  between  good 
and  bad,  fit  and  unfit. 

But  even  if  one  or  all  of  these  results  would 
seem  to  be  lacking,  the  child  at  kindergarten 
is  safe,  happy,  active  and  under  wise  guidance  ; 
the  mother  is  relieved  ;  and  the  school  is  get- 
ting some  of  its  preparatory  work  accom- 
plished. 

Of  course  there  are  kindergartens  and  kin- 
dergartens— and  if  those  in  a  given  community 
are  bad  or  indifferent,  it  is  somebody's  busi- 
ness to  make  them  good.  The  inexpert  ob- 
server who  wants  to  know  how  to  tell  a  good 
kindergarten  when  he  sees  it  will  find  help  in 
the  pamphlets  issued  by  the  National  Kinder- 
garten Association,  1  Madison  avenue.  New 
York.  Meanwhile,  the  best  testimony  to  take 
is  that  of  mothers — preferably  those  of  moder- 
ate means,  without  special  theories  of  educa- 
tion to  exploit,  and  with  two  or  more  children. 
— From  the  Boston  Globe. 


THE  KINDERGARTEN  FROM  THE 
UNIVERSITY  END. 

Charles  F.  Thwing. 

The  question  of  the  kindergarten  from  the 
university  end  can  be  best  considered  by  me  in 
seeking  to  ask  and  to  answer  another  ques- 
tion: "What  is  the  kind  of  a  boy  or  a  girl  the 
university  likes  to  have  come  applying  for  ad- 
mission to  its  freshman  class?" 

The  university  likes  to  receive  students 
who  know  how  to  play.  It  finds  its  end  in 
enjoyment.  It  realizes  its  completion  and  com- 
pleteness in  itself.  Work  is  done  for  an  aim 
outside  of,  and  beyond  life.  In  this  work-a- 
day  and  even  work-a-year  world,  play  is  es- 
sential for  the  development  of  the  youth,  and 
also  necessary  as  a  method  for  the  welfare  of 
the  same  youth  come  to  fullness  of  years.  In- 
terested in  the  fact  of  development,  and  in  the 
promise  of  the  future,  the  university  is  inter- 
ested in  the  candidate  for  the  freshman  class 
as  being  a  good  player. 

The  university  also  wants  to  receive  the  girl 
or  boy   who   is   a   good   worker.     The   good 


worker  is  one  who  can  undertake  labor,  de- 
thereabout,  at  a  time  when  they  are  eager  for 
new  experiences,  able  to  acquire  new  informa- 
tion and  accomplishments,  and  ready  for  a 
little  formal  training.  It  keeps  them  three 
hours  a  day  in  a  larger  company  of  mates  than 
they  find  at  home,  under  simple,  natural  and 
unobtrusive  discipline.  It  trains  them  in  the 
use  of  their  senses  and  their  muscles,  in  man- 
manding  severe  exertion,  prolonged  in  time, 
and  diverse  in  condition  and  force.  Too  many 
youths  have  no  idea  of  what  hard  work  is. 
Pampered  have  these  darlings  been  from  their 
rocking  cradles.  Hard  work  imposed  on  them 
by  the  college,  proves  to  be  an  experience  quite 
as  new  as  is  his  first  case  of  sea-sickness  to  a 
land  lubber.  Such  weaklings  the  college  does 
not  want.  If  they  come  up  weakly  knocking 
at  its  doors,  the  college  may  be  obliged  to  re- 
ceive them,  but  if  it  does  receive  them,  its  first 
duty  is  to  lay  upon  them  hard  and  heavy  tasks. 


NKKH    ENTHUSIASM. 


The  university,  moreover,  likes  to  receive 
students  who  have  enthusiasm.  Students  to 
whom  life's  pleasures  form  still  a  cup  un- 
quaffed,  in  whom  the  emotions  are  more  com- 
manding than  the  intellect,  for  whom  the 
ordinary  adjectives  are  unavailing,  and  who 
have  a  special  liking  for  the  superlative.  The 
college,  like  all  the  rest  of  humanity,  knows 
well  that  the  philosophic  mind,  the  reasoned 
intelligence,  and  seeing  life  sanely  and  soundly 
and  seeing  it  whole,  are  sure  to  come  ulti- 
mately to  the  true  man.  But  the  college  is 
just  as  sorry  to  see  this  mind  come  to  its  too 
early  dawn,  as  it  is  sorry  to  see  a  delay  in  its 
advent.  Rather,  the  college  wants  freshmen 
who  shall  remind  one  that  life  is  at  its  happy 
and  glorious  spring. 

There  is  a  fourth  and  last  answer  which  I 
wish  to  give  to  our  question.  It  is  that  the 
college  and  university  want  students  who  are 
considerate  of,  and  who  are  able  to  co-operate 
with  others.  At  the  beginning,  each  man  is  an 
individualist.  He  learns  to  be  an  altruist,  a 
co-operator.  If  he  continues  to  be  an  indi- 
vidualist, his  life  becomes  bare  and  barren.  If 
he  lays  aside  selfishness,  and  lives  in  and 
works  for  others,  he  soon  learns  that  their 
lives  and  characters  enter  into  the  treasure 
house  of  his  own  being.  He,  therefore,  comes 
to  live  the  largest  life,  and  do  the  greatest 
work,  and  to  enjoy  the  richest  character. 

It  is  just  at  this  point  that  the  kindergarten 
emerges,  for  the  kindergarten,  as  I  understand 
it,  seeks  to  train  children  into  these  four  char- 
acteristics :  Good  players,  good  workers, 
hearty  enthusiasts,  and  unselfish  co-operators 
in  all  human  concerns.  Therefore  the  univer- 
sity has  a  keen  and  happy  appreciation  of  the 
kindergarten. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


67 


THE  KINDERGARTEN=PRIMARY  MAGAZINE 

CURRENT  EDUCATIONAL  THOUGHT 

FROM   SUCCESSFUL  AMERICAN   EDUCATORS 

"LIVE-STOCK  IN   PUBLIC   SCHOOLS." 

(Abstract.) 
By  E.  R.  Downing. 

Delivered  before  the  Kindergarten  Branch  of  the 
N.  E.  A.,  Chicago,  July,  1912. 

A  generation  ago  the  child  was  considered  a  little 
man  or  a  little  woman  who  only  needed  to  grow 
bigger.  Now  we  realize  that  the  child  is  as  differ- 
ent f-om  the  adult  as  the  monkey  is  from  the  child, 
that  the  evolution  to  be  accomplished  by  the  child 
before  he  rear-hfs  adult  condition  is  a  long  and 
complicated  process.  We  no  longer  try  to  foist  on 
to  the  child  our  adult  interests  if  we  are  wise  peda- 
gogs,  but  endeavor  to  find  out  what  the  child's  inter- 
ests are  and  utilize   them  in  its  development. 

Children  are,  as  a  rule,  interested  in  animals.  The 
teacher  in  the  grades  may  well  make  use  of  them 
and  it  is  my  purpose  to  merely  suggest  how  she 
may  care  for  them  most  readily.  I  know  from  past 
experience  that  the  average  teacher  thinks  it  a 
grave  task  to  assume  the  care  of  an  animal  in  the 
school  room.  But  it  is  a  relatively  easy  proposition 
as  they  thrive  with  little  care  and  usually  receive 
so  much  that  they  die  of  overfeeding  or  injudicious 
attentions.  If  Rosa  Bonheur  found  it  worth  while 
to  study  the  commonplace  farm  animals,  or  Land- 
seer  found  the  association  of  his  dogs  worth  while, 
or  a  Kipling  or  Thompson-Seton  considers  the  ani- 
mal worth  a  place  in  literature,  certainly  it  is  not 
beneath  the  dignity  of  the  kindergarten  teacher  and 
her  children  to  study  animals.  The  child  comes  to 
school  from  a  world  of  out-door  interests  and  it  is 
wise   to  continue   them  in  his  school   environment. 

The  aquarium  for  the  goldfish  needs  in  it  some 
aquatic  plants.  These  can  be  bought  with  the  fish 
or  may  be  taken  from  almost  any  pond  in  which 
the  water  is  clean.  One  or  two  small  fish  are 
enough  for  an  aquarium  that  is  10  or  12  inches  in 
diameter.  The  fish  food  bought  of  the  dealer  an- 
swers well.  Rolled  oats  will  be  taken  with  avidity 
occasionally,  but  not  too  much  food  should  be  given. 
Only  so  much  should  be  put  into  the  aquarium  as 
is  promptly  snapped  up  by  the  fish;  and  feeding 
once  a  week  is  quite  enough.  If  the  plant  life  is 
kept  fresh  the  water  of  the  aquarium  does  not  need 
to  be  changed. 

Rabbits  make  admirable  school  room  pets.  A 
box  2x2x3  feet  makes  room  enough  for  a  pair.  It 
may  be  covered  with  poultry  netting,  and  a  smaller 
box  with  a  hole  in  it,  to  be  used  by  the  rabbits  as  a 
door,  should  be  put  into  the  larger  box  so  they  may 
crawl  into  this  nest  whenever  they  please.  Some 
sawdust  sprinkled  in  the  bottom  of  the  box  will  help 


to  keep  it  tidy.  The  food  should  be  of  some  dry 
material.  Grain  with  an  occasional  bunch  of  green 
stuff  makes  the  cage  less  objectionable  than  the 
odors  that  arise  when  a  good  deal  of  succulent  food 
is   fed. 

Guinea  pigs  are  treated  much  in  the  same  way. 
In  a  similar  cage  one  can  keep  pigeons  or  n'ng 
doves  in  the  school  room  and  watch  all  stages  of 
their  life  history.  A  smaller  cage  with  finer  netting 
will  serve  well  for  white  rabbits.  These  can  be  fed 
on  stale  bread,  and  given  plenty  of  old  newspaper 
in  which  to  burrow  and  make  their  nests. 


EDUCATING  FOR  LIFE. 

Grace  C  Strachan,  New  York. 
Children  are  educatedforlifeand  not  for  college.  The 
ill-tempered  teacher  has  noplace  in  the  public  schools. 
In  New  York  the  schools  have  been  made  the  temporary 
home;  for  the  pupils,  and  love  rules  as  r  should  in  the 
homes.  In  our  schools  we  have  found  it  necessary  to 
specialize  with  children.  N  1  two  children  are  alike,  and 
some  are  p-oficient  in  one  stud^  and  weak  in  others.  So 
in  New  York  we  have  segregated  the  classes.  We  have 
classes  for  cripples,  classes  f~>r  mutes  anl  classes  for  tu- 
bercular boys  and  girls.  There 's  soecia'  instruction  for 
the  fore:gner  just  learning  our  language  and  for  the  over- 
age pupil  who  has  for  some  reason  been  heldbackfrom  at- 
tending school.  But  the  great  problem  in  our  great  citv,  as 
in  o'hers  is  to  arrange  the  course  of  study  so  as  to  fit  the 
average  b">y  and  girl  for  life.  Most  p*op1e  of  the  school 
will  never  go  to  college  to  fit  the-nselves  for  their  life 
work.  Thus  we  have  classes  teaching  the  boys  manual 
science  and  the  girls  househ  ->ld  arts.  "These  girls  never 
will  become  college  women,  but  they  will  eventually  be- 
come wives  and  mothers,  so  we  are  aiming  to  prepare 
them  for  their  future  lives.  In  short,  we  are  training  boys 
and  girls  for  lives — the  college  boy  or  girl  is  another  story. 


Educating  Away  From  the  Farm. 

Warren  H.  Wilson,   New  York. 

The  little  red  schoolhouse  on  the  hill  teaches  the  farm  - 
er's  son  to  be  a  'gentleman,'  but  does  not  teach  him  to 
be  a  farmer. 

The  country  schcol  trains  in  personality;  it  does  not 
train  in  efficiency. 

The  country  school  makes  preachers  and  lawyers;  it 
does  not  make    armers. 

The  farmer's  son  who  should  be  the  farmer  of  the  next 
generation,  goes  into  that  little  one  room  country  school 
and  returns  to  his  home  with  his  respect  for  the  farm 
gone.  The  school  is  not  a  help  to  him.  It  does  not 
train  the  farmer's  son  to  be  a  farmer.  It  wants  to  make 
every  boy  a  gentleman. 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


"So  the  farmer's  boy,  with  this  ill  training-  of  the  little 
red  schoolhouse,  goes  back  to  his  home  with  a  call  ring- 
ing out  in  his  soul.  It  is  calling  him  to  the  strangeness 
of  that  new  place  — the  city — where  every  one  is  a  'gen. 
tleman.'  The  farm  is  deserted.  The  farmer,  growing 
old,  cannot  realize  a  fair  profit  by  tilling  his  land  .  He 
sells  it  or  rents  it,  and  the  land,  in  the  hands  of  year  to 
year  occupants,  deteriorates.  Its  productivity  de- 
creases. The  land  itself  grows  in  value,  but  the  pro- 
ductivity becomes  less  and  subsequently  the  rate  of  in- 
come becomes  less. 

There  is  a  cure  for  this.  Teach  the  farmer's  son  to 
till  the,  land  well  enough  to  keep  its  productivity  up 
and  its  profit  up  to  the  rising  price  of  land.  Have  the 
farmer's  boy  and  the  farmer's  daughter  live  in  the 
country  until  they  are  eighteen  years  old. 

Let  them  sleep  in  their  own  home.  Let  them  eat  at 
their  own  table.  Let  them  learn  how  to  farm.  Let 
them  learn  to  respect  their  father's  occupation.  Then 
you  will  have  farmers  that  own  the  land  they  till.  They 
will  be  interested  in  the  productivity  of  their  land. 
They  will  not  be  outlaws.  They  will  build  schools  and 
churches  that  are  worth  while." 

The  credit  a  farmer  has  because  of  the  value  of  his 
land  lends  him  the  opportunity  only  for  productive  im- 
provement. The  country's  present  agriculture  is  not 
profitable;  grain  exports  have  fallen  off  every  year  for 
ten  years,  despite  the  vast  area  of  grain  lands,  and  in  a 
few  years  the  country  would  be  importing  grain  from 
nations  that  have  tilled  the  soil  for  hundreds  of  years. 

Teaching  Agriculture. 
Frank  W.  Miller,  Ohio. 

The  teaching  of  agriculture  has  done  much  to  change 
the  nature  of  the  rural'  school,  which  since  the  spirit  of 
the  farm  has  begun  to  permeate  to  the' school  system, 
have  come  to  have  a  distinctive  character  of  their  own 
instead  of  being  weak  imitations  of  city  schools.  The 
agricultural  exibits  of  the  schools  have  resulted  in  a 
new  school  spirit  among  the  people  —  farmers  are  more 
generous  in  supporting  schools  which  teach  farm  prin- 
ples,  problems,  and  work. 

That  the  boys  and  girls  take  more  interest  in  farm 
work  after  studying  agriculture  in  the  schools  has  been 
demonstrated.  The  teaching  of  agriculture  has  also 
tended  to  raise  the  social  status  of  the  country  people 
by  disclosing  the  wide  range  of  knowledge  necessary  to 
become  a  successful  farmer.  This  has  resulted  in  great- 
er self-respect  and  greater  respect  for  their  own  institu- 
tions and  schools." 


Rural  Conditions  in  the  Future. 

Warren  H.   Wilson,  New  York. 

The  farmers  and  land  owners  of  the  country  districts 
of  the  United  States  are  rapidly  becoming  outlaws,  in 
a  few  years  this  country  will  be  an  import  nation  instead 
of  an  export  nation  at  the  present  rate.  There  are  no 
laws  protecting  the  farmer,  and  the  owner  who  lives  in 
town  has  all  the  right  because  of  the  lack  of  such  laws. 

The  farmer  has  not  enough  annual  income  for  social 
improvement.     He  has  credit  due  to  the  increase  in  the 


price  of  land,  but  you  cannot  mortgage  land  for  social 
improvement. 

The  result  is  a  lack  of  profit  in  the  country.  We  have 
an  increase  of  renters.  In  this  state  about  one-half  of 
the  farmers  are  renters  on  one-year  leases.  They  have 
no  right  to  the  land.  If  they  fertilize  the  land,  the  land- 
lord can  sell  it  at  the  end  of  a  year  and  as  a  result  the 
farmer  loses  the  cost  of  the  fertilizing.  Consequently, 
the  productivity  of  the  land  constantly  is  on  the  de- 
crease and  because  of  the  lack  of  productivity  the  United 
States  is  rapidly  becoming  an  import  country  instead 
of  an  export  country.  It  has  been  said  that  in  1913  our 
imports  will  exceed  our  exports. 

"In  the  whole  country  four  farmers  out  of  every  ten 
are  renters.     On  the  best  land  the  renters  are  increasing. 


At  a  recent  lecture  before  parents  and  teachers 
of  Baltimore  on  the  Montessori  System  of  Educa- 
tion by  V.  M,  Hillyer,  the  head  master  of  the  Cal- 
vert School,  Mr.  Hillyer  showed  that  many  of  the 
claims  of  the  promoters  and  exploiters  of  that  sys- 
tem were  not  only  misleading,  but  absurd;  that 
the  system  was  neither  new  nor  original  and  could 
only  have  been  judged  so  by  those  ignorant  of  the 
history  of  educational  theory  and  practice  and  that 
only  the  unsophisticated  could  ever  suppose  it 
would  be  revolutionary;  that  the  principle  of  liberty 
advocated,  if  followed  to  its  proper  conclusion  sim- 
ply meant  anarchy  and  in  trying  to  avoid  this  re- 
sult Madame  Montessori  contradicted  herself. 

He  declared  that  the  apparatus  originally  intended 
for  the  feeble-minded  or  sub-normal  child  would 
hardly  provide  a  month's  worth-while  occupation 
for  a  normal  child;  that  the  emphasis  was  laid  on 
the  development  of  a  single  sense  whereas  psy- 
chology taught  that  the  summation  of  the  senses 
made  a  much  stronger  all  around  appeal;  that  the 
method  of  reading  and  writing  though  suited  to  a 
phonetic  language  like  the  Italian,  would  be  a  step 
backward  if  adopted  by  English  speaking  teachers 
by  whom  it  had  been  discarded  years  ago;  that  it 
would  turn  out  poor  spellers  with  phonetic  bad 
habits  that  would  have  to  be  eventually  uprooted; 
that  whereas  Italian  children  to  the  naive  amaze- 
ment of  Madame  Montessori  "exploded"  into  writ- 
ing in  six  weeks'  time,  American  children  taught 
by  the  best  American  methods  began  to  write  sen- 
tences and  even  compositions  the  very  first  day 
they  went  .to  school. 

Mr.  Hillyer  went  on  to  say  that  Madame  Mon- 
tessori's  book  was  interesting  and  well  worth  read- 
ing, but  not  more  so  than  numbers  of  other  edu- 
cational books,  published  every  year,  which,  how- 
ever, were  issued  under  less  fortuitous  circum- 
stances, did  not  receive  the  same  publicity  and  were 
only  read  by  the  occasional  teacher  and  practically 
never  at  all  by  the  general  public;  that  it  contained 
much  irrelevant  matter,  was  lacking  in  proper  pro- 
portion and  arrangement,  and  was  too  emotional 
and   sentimental   at   times   to   be    trustworthy. 

Mr.  Hillyer  also  pointed  out  that  almost  any 
idealistic  system,  no  matter  how  impractical  or 
even  false  in  premises,  in  the  hands  of  its  origina- 
tors and  his  immediate  disciples  will  show  worthy 
results  for  the  divine  fire  of  even  a  false  prophet 
will  inspire  tho^e  in  contact  with  it,  but  such  a 
system  when  removed  from  the  personality  of  its 
source  will  cease  to  bear  the  same  fruit. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


69 


A  YEAR   IN  THE  KINDERGARTEN 

Harriette  McCarthy 

Kindergarten  Director,  Oklahoma  City  Public  Schools 

[NOTE  —Owing  to  the  delay  necessary  to  reach  our  for- 
eign subscribers,  we  have  adopted  the  plan  of  printing  the 
program  for  two  or  three  weeks  of  the  following  month. 
Some  of  our  American  subscribers  prefer  the  program  to 
begin  with  the  current  month,  and  in  order  to  accommo- 
date both,  we  republish  in  this  issue  that  portion  of  the 
November  program  which  appeared  last  mouth-] 

NOVEMBER 

FIRST  WEEK 

Songs— 

The  Sunshine  Fairies  (Child's  Garden  of  Songs.) 

Sweet    Fairy    Bell    (Brown   and   Emerson    Song 

Book.) 

The   Brownies  (Gaynor  No.  1.) 

The  Fairy  (Eleanor  Smith.) 

MONDAY. 

Circle — What  fairies   and  brownies  are.     What  they 

do.     Where   they  live. 
Rhythm — Marching  as   brownies. 
Gift — First  gift.     Name  colors  of  balls.     Sense  game 

with  balls. 
Game— In    My    Hand   a   Ball    I    Hold    (Walker   and 

Jenks.) 
Occupation — Sewing  cards. 

TUESDAY. 

Circle — Continue  fairies  and  brownies  (Plan  Book, 
page  200).  Story,  The  Brownies.  (Kg.  Book, 
Jane  Hoxie.) 

Rhythm — Marching    as    fairies. 

Gift — Second   gift.     Tell  form  by  feeling. 

Game — Over   and   Back    (Walker  and   Jenks.) 

Occupation — Peanut  hunt. 

WEDNESDAY. 

Circle — Speak  of  different  kinds  of  brownies.  Re- 
tell  Brownie  story. 

Rhythm — Marching.  Boys  as  brownies,  girls  as 
fairies. 

Gift— Third  gift.  Talk  of  the  edges,  corners  and 
faces  of  the  cube. 

Game — Browne   Game    (Gaynor  No.  1.) 

Occupation — Make  Jack-o'-lanterns. 

THURSDAY. 

Circle — Review  all  about  the  fairies.  Retell  story 
of  Brownies.     New  story,  Kid  Would  Not  Go. 

Rhythm — Keeping  time  to  music. 

Gift — Lay  borders   with   eighth  gift  tablets. 

Game — Brownies   (Gaynor  No.  1.) 

Occupation — Cut  furniture  from  furniture  catalogue, 
and  paste  in  scrap-book.  One  page  to  represent 
parlor,  one  page   dining-room,   etc. 

FRIDAY. 

Circle— Review  fairies  and  brownies.     Retell  stories. 

Rhythm — Marching. 

Gift — Sticks.      Children   invent. 

Game — Free   choice. 

Occupation — Hallowe'en   Party. 

SECOND  WEEK 

Songs — 

The  Mill    (Finger  Plays,   Emily  Poulsson.) 
Making  Bread   (Finger  Plays,  Emily  Poulsson.) 
How    the     Corn    Grew     (Finger    Plays,    Emily 

Poulsson.) 
A    Little    Boy's    Walk    (Finger    Plays,    Emily 

Poulsson.) 


MONDAY. 

Circle — The  miller  and   how  he   helps.     Where   the 

wheat  comes   from. 
Rhythm — Marching-  as  a  wheel. 
Gift — First   exercise    to   teach   rainbow   colors. 
Game — Jolly  is  the  Miller  (Hoffman's  Old  and  New 

Singing  Games.) 
Occupation — Finish    sewing    cards,    and    color   with 

crayola. 

TUESDAY. 

Circle — Further  talk  about  wheat.  How  the  farmer 
gets  the  ground  ready  for  planting.  Parable  of 
the  Sower  (Bible.)     Story,  The  Little  Red  Hen. 

Rhythm — Marching  as  wheel.  Imitate  farmers  car- 
rying bags  on  their  back. 

Gift — Build  mill  with  third  and  cylinder  of  second. 

Game — Would  You  Know  How  Does  the  Farmer 
(Walker  and  Jenks.) 

Occupation — -With   crayola  draw  oranges. 

WEDNESDAY. 

Circle — Last  two  days'  work  reviewed,  and  story  of 

Three  Pigs  begun. 
Rhythm — Marching  as  before  with  bags  on  back. 
Gift — Peg  boards.     Form  a  square,  also  teach  color. 
Game— The  Mill  (Walker  and  Jenks.) 
Occupation — Cut  out  trees. 

THURSDAY. 

Circle — Trace   grain  of  wheat  from  grain  to  bread. 

Rhythm — Cross  skip. 

Gift — First  gift.  Review  colors  used.  Color  games 
already  played. 

Game — Scatter  corn  on  the  table,  and  the  child  get- 
ting the  most  wins. 

Occupation — Cut  out  furniture. 

FRIDAY. 

Circle — Review   of  morning  circles.     Retell  story. 

Rhythm — Those   used. 

Gift— Build  with  third. 

Game — Free   choice. 

Occupation — Cut  and  paste   furniture. 

THIRD  WEEK 

Songs — 

Coasting    Song    (Walker   and   Jenks.) 

Chilly  Little  Chik-a-dee   (Walker  and  Jenks.) 

The   Sn.ow   (Walker  and  Jenks.) 

Tiny  Little  Snowflakes  (Walker  and  Jenks.) 

MONDAY. 

Circle— The  Pilgrim  Story  .   Plan  Book  p.  302.  Tell 

about  Dutch  people.     The  Mayflower. 
Rhythm — Indian  March. 

Gift — Build  with   fourth  gift,  forms   of  life. 
Game — Bean-bag.     Round  and  Round  the  Village. 
Occupation — Draw  vegetables  and  color. 

TUESDAY. 

Circle — Landing  of  Pilgrims.  Their  hardships. 
Story  of  Ruth  Endicot  (Plan  Book  p.  307.) 

Rhythm — Pilgrims  marching  with   guns. 

Gift — Build  log  houses  as  Pilgrims,  with  sticks. 

Game — Dramatize  Morning  Circle,  landing  of  Pil- 
grims. 

Occupation — Draw  and  color  more  vegetables. 

WEDNESDAY. 

Circle — Kindness    of    the    Indians.      Mutual   helpful- 
ness   (Plan   Book  p.   308.) 
Rhythm — Marching  like  Pilgrims  and  Indians. 


70 


THE  KINDERGARTEN-PRIMARY    MAGAZINF 


Gift— Third  gift. 

Game — Ten  Little  Indian  Boys  (Hoffman's  Old  and 

New  Singing  Games. 
Occupation — Cut    and    color    turkeys. 

THURSDAY. 

Circle — How  the  Pilgrims  had  the  first  Thanksgiv- 
ing   (Plan    Book    p.    309.) 

Rhythm — Marching  as  bears,  Indians,  and  Pilgrims. 

Gift— Fourth   gift. 

Game — Farmer  in  the  Dell  (  Hoffman's  Old  and 
New  Singing  Games.) 

Occupation — String  ball,  cube  and  cylinder. 

FRIDAY. 

Circle — Review   morning   circles. 
Rhythm — Bouncing  ball. 

Gift — Use  sticks  four  inch,  two   inch,  and   one  inch. 
Game — Free  choice. 

Occupation — Fold   houses   and   paste    in    books. 
FOURTH  WEEK 

Songs- 
Over  the  River  and  Through  the  Woods  (Walk- 
er and  Jenks.) 

Thanksgiving  Song    (Patty   Hill.) 
The  Harvest  Song  (Gaynor  No.  1.) 

MONDAY. 

Circle — Talk  more  of  Pilgrims  and  Indians.  Tell 
more  about  the  First  Thanksgiving. 

Rhythm — Marching  and  hand  clapping  in  time  to 
music. 

Gift — Second  gift.  Emphasize  fully  difference  of 
forms. 

Game — Neighbor,   Neighbor  Over   the   Way. 

Occupation — Cut  cradles. 

TUESDAY. 

Circle — Compare    the    hirst    Thanksgiving    with    the 

present   Thanksgiving. 
Rhythm — Keeping  time  to  music  with  feet  and  arms 
Gift — Third    gift.      Build    dining    table    and    chairs. 

Use  paper  for  table  cloth. 
Game — Free    choice. 
Occupation — Cut  cabins. 

WEDNESDAY. 

Circle — Tell  about  the  community  life  of  the  Pil- 
grims. Busy  life  of  Pilgrims  (Man  Book  p. 
306.) 

Rhythm — Side-skip. 

Gift — Fourth    gift.      Build    forms    of    life. 

Game — Would  You  Know  How  Doth  the  Farmer? 
(Walker  and  Jenks.) 

Occupation — Sewing  cards.  Peregrine.  White's 
cradle   (Plan  Book  p.  306.) 

DECEMBER 


Songs 


MUST  HI  EK 


Little   Jack    Frost    Went    Up    the    Hill    (Walker 

and   Jenks.) 

Winter  Jewels   (Walker  and  Jenks.) 

Once  a  Little  Baby  Lay  (Walker  and  Jenks.) 

Shine  Out.  O  Blessed  Star  (Walker  and  Jenks.) 

MONDAY. 

Circle — Thanksgiving    experiences.      Another    Holi- 
day.    Santa  Claus,  his  presents,  and  how  he  looks. 
Rhythm — Marching. 

Gift — First    and     second     compared.       Note    resem- 
blances and  differences. 


Game — Free  choice. 

Occupation — Present  for  mother.  Sewing  card  cal- 
endar. 

TUESDAY. 

Circle— More  about  Santa  Claus.  The  presents 
Santa  brings. 

Rhythm — Marching. 

Gift — Third  gift.  An  exercise  to  emphasize  posi- 
tion of  corners. 

Game — Tossing  Game  (Walker  and  Jenks.) 

Occupation — Present   for  mother. 

WEDNESDAY. 

Circle — Talk    about    Santa    Claus.      Santa    loves    us, 

and   gives  us  presents. 
Rhythm— Marching. 
Gift — Sticks. 

Game — Dance   the   Virginia   Reel. 
Occupation — Father's    gift.      Sewing    card    blotter. 

THURSDAY. 

Circle — Talk  about  Santa  Claus,  and  Xmas  pres- 
ents,  for   father   and    mother. 

Rhythm — Marching. 

Gift — Third  and   fourth   combined. 

Game — Five  Little  Chick-a-dees  (Walker  and 
Jenks.) 

Occupation — Gift    for    father.      Sewing   card   blotter. 

FRIDAY. 

Circle — Review    morning    talks.      Story,    Christmas 

in   Other  Lands    (Plan   Book  p.   116.) 
Rhythm — Marching. 
Gift — Second  and  third. 
Game — Free  choice. 
Occupation — Making   father's    present. 

SECOND   WEEK 

Songs — • 
.    The  First   Christmas    (Walker  and  Jenks.) 
Merry  Christmas  Bells   (Walker  and  Jenks.) 
O,    Rang  Glad  Beils  (Walker  and  Jenks.) 

MONDAY. 

Circle — The  time  there  was  no  Christmas  at  all. 
No  one  ever  heard  of  Christmas.  Tell  about 
the  first  Christmas  Day   (Plan  Book  p.  425.) 

Rhythm — Marching. 

Gift — First  gift.  Represent  Christmas  tree  orna- 
ments. 

Game — Playing  Santa  Claus. 

Occupation — Making  father's   and   mother's   present. 

TUESDAY. 

Circle — Review  yesterday's  circle  talk.  The  baby 
was  born  that  grew  to  be  a  good  boy  and  a 
kind  man.  Everybody  noticed  his  goodness, 
and  tried  to  do  as  he  did.  The  boy's  name  was 
Jesus.  Show  picture  of  the  Madonna.  Story, 
The   Bells. 

Rhythm — Marching. 

Gift — Lay  eighth   gift   tablet   Christmas   trees. 

Game — Robin,  Robin,  Red  Breast  (Walker  and 
Jenks.) 

Occupation — Working  on  father's  and  mother's 
present. 

WEDNESDAY. 

Circle — Jesus'   life   as   a   boy.      The   many   ways    He 
helped    His   Father  in   His  carpenter  work.     His 
kindness    to    His    mother. 
Rhythm— Marching. 
Gift— Third  gift. 
Game — Santa  Claus  games, 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


7i 


Occupation — Fold   stars    for    Christmas   tree. 
THURSDAY. 

Circle — As  Jesus  grew  to  be  a  man,  He  loved  to 
help  people,  to  teach  them  kindness.  Story,  The 
Wile  Log   (Plan   Book  p.  117). 

Rhythm — -Marching. 

Cilt — Peg-board,  free  play. 

Game — 'ihe  Toy-Shop. 

Occupation — Chains    for    Christmas    tree. 

FRIDAY. 

Circle — People  still  hear  and  read  of  Jesus.  We 
love  Him  so  much  that  we  celebrate  His  birth- 
day each  year,  and  call  it-  Christmas.  He  loves 
us  and  so  He  is  pleased  that  we  show  our  love 
for   one    another    on    His    day. 

Rhythm — Keeping   time   to   music. 

Gift— Fourth  gift. 

Game — Free   choice. 

Occupation — Unfinished  work. 

THIRD   WEEK 

Songs— 

Joyfully,  Joyfully   (Walker  and  Jenks.) 

Children     Can     You    Truly    Tell     (Walker    and 

Jenks.) 

O,   Ring    Glad    Bells    (Walker   and   Jenks.) 

MONDAY. 

Circle — Story,     Gretchcn     and     the     Wooden     Shoe 

(Morning  Talks,   Sarah   Wiltse.) 
Rhythm — Front   skip. 
Gift — Second    gift.      A    general    review. 
Game — Guessing  game. 
Occupation — Make  lanterns  for   Christmas   trees. 

TUESDAY. 

Circle — Retell  story.  Begin  story,  The  Night  Be- 
fore   Christmas. 

Rhythm — Side   skip. 

Gift — Third   gift.      Build   a    fireplace   from   dictation. 

Game — Free   choice. 

Occupation — Make  green  crayola  Christmas  trees; 
put  in  red  candles. 

WEDNESDAY. 

Circle — Continue  The  Night  Before  Christmas.  Tell 

about  holly    (Plan   Book  p.   93.) 
Rhythm — Cross    skip. 
Gift — Fourth    gift.      Build    chimney. 
Game — Bean-bag   game,   calling  names. 
Occupation — Cut   camel. 

THURSDAY. 
Circle — Retell    stories. 

New   story,   The   Lonely    Fir   Tree. 
Rhythm— Marching. 

There  were  four  kindergartens  opened  in  the  pub- 
lic schools  this  year  and  there  is  no  doubt  the  ex- 
periment will  be  so  popular  and  the  good  done  so 
manifest  that  other  schools  will  be  added  in  due 
time.  This  will  necessitate  trained  kindergartners 
and  it  is  highly  necessary  that  they  be  forthcom- 
ing. This  will  increase  the  usefulness  of  the  Colum- 
bus Kindergarten  Normal  Training  School,  which 
has  done  a  good  work  in  our  midst  for  twenty 
years.  It  has  proven  a  most  worthy  and  efficient 
institution  and  will  now  have  a  further  duty  of 
preparing  teachers  for  the  coming  public  school 
kindergartens.  The  school  has  moved  from  its 
Broad  street  quarters  to  the  corner  of  Eighteenth 
and  Madison.  It  is  one  of  Columbus'  most  praise- 
worthy institutions  and  deserves  a  hearty  support. 
— Columbus  (O.)  State  Journal, 


ORIGINAL  KINDERGARTEN  STORIES 

MRS.  RED-BILL. 

Si  san   Ple.ssnjsr  Pollock 
CHAPTER   I. 

Where  do  you  think  Miss  Pussy  went  walking 
one  day?  On  the  root;  it  was  one  of  Miss  Pussy's 
favorite  walks — there,  between  the  chimneys  and 
the   spout. 

"Mian!"  she  said,  when  she  looked  down  and  saw 
her  two  dog  friends,  Hector  and  Andy,  below,  look- 
ing up  at  her;  she  meant  "Come  here,"  but  that 
they  could  not  do,  we  know,  because  dogs  cannot 
climb,     so     they     only     looked     up     and    said    "Rrrr," 

which    meant    .      Who    knows    what    it    meant? 

But  Miss  Puss  was  not  alone  on  the  roof;  doves 
and  sparrows  liked  it  there,  too,  but  they  did  not 
care  to  have  Miss  Pussy  come  too  near  them,  for 
no  matter  how  polite  Puss  was,  or  how  gently  she 
swung  her  tail,  or  how  friendly  she  seemed  to  be, 
when  she  arched  her  back  to  make  a  bow,  she  was 
not  to  be  trusted,  ami  well  they  knew  it.  Puss 
mewed,  the  doves  cooed,  the  sparrows  piped,  but 
they  stayed  a  little  distance  apart;  the  minute  Puss 
made  a  jump,  that  minute  the  company  said  "good- 
by"  to  Miss  Pussy  and  away  they  Hew  thru  the 
air, — doves  and  sparrows — that  we  know  Miss  Puss 
could  not  do,  if  she  could  climb,  for  instead  of 
feathers  she  wore  a  fur  coat,  and  that  made  it  hard 
to  fly ;  so  there  she  stood  with  her  mouth  open  and 
could  only  look  after  them  as  they  flew  far,  far 
away.  She  always  felt  ashamed  when  this  hap- 
pened, probably  she  blushed  as  do  Herman  and 
Gertrude  when  they  are  embarrassed,  but  that,  no 
one  can  tell  by  cats,  for  they  have  such  hairy  faces. 
One  day  Pussy  went  onto  the  roof  of  the  barn. 
She  did  not  go  there  often,  for  it  was  too  high  to 
climb  from  the  ground,  as  she  so  easily  did,  to  the 
low  roof  of  the  house  where  she  always  went  to 
rest  and  take  the  air,  after  she  had  played  police 
and  been  mouse  hunting,  because  little  grey  thieves 
are  not  wanted  in  the  house,  we  know,  but  this  day 
Puss  climbed  up  the  tall  linden  tree  that  stood  by 
the  barn,  and  with  one  spring,  there  she  was  on 
the  great  barn  roof!  Ah!  there  it  looked  very  dif- 
ferently from  the  house  roof,  which  was  all  tiled 
with  terra  cotta  tiles;  here  the  roof  was  covered 
with  warm  straw  and  there  were  no  chimneys,  and 
instead  of  the  beautiful  deer  antlers,  which  were  on 
one  side  of  the  Forester's  house,  here,  on  one  side 
of  the  roof  was  built  an  enormous  nest.  Now  for 
many  years  a  stork  family  had  lived  here  every 
summer,  and  each  time  when  they  came  back  from 
their  long  winter  journey,  and  were  ready  to  keep 
house  here  again,  they  built  a  new  addition  to  their 
old  home,  a  new  piece  of  nest,  one  on  top  of  the 
other,  until,  Papa  said,  "A  strong  wind  would  surely 
blow  the  wdiole  tower  nest  down!"  Puss  stood 
perplexed  before  the  building,  she  wondered  what 
in  the  world  that  could  be!     She  knew  well  enough 


72 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


how  a  birds'  nest  looked,  but  this  giant  mass  of 
twigs  she  could  never  imagine  was  a  birds'  nest. 
She  arched  her  back  and  bowed  first  one  way  and 
then  the  other,  and  stretched  her  neck  as  far  as  she 
could,  to  see  what  it  was  all  about — but  Puss,  you 
have  no  swan's  neck,  your  head  sits  close  to  your 
shoulders,  you  can  only  poke  your  nose  onto  the 
nest  as  high  as  you  can  reach  with  your  head. 
Curious  pussy,  you  must  not  be  too  curious,  it  will 
get  you  into  trouble.  Just  then  came  a  great  noise 
from  inside  the  nest — "Clapper-clapper-clapper- 
clap."  My!  how  Puss  jumped!  Don't  you  wonder 
if  she  thot  that  clapper  song  came  from  a  birdling, 
who  would  make  her  a  good  supper?  No  one  knows 
that,  but  all  of  a  sudden,  with  one  spring  there  she 
stood,  on  top  of  the  great  nest!  Pussy,  what  have 
you  done?  Mrs.  Stork  sat  on  the  eggs:  when  Mrs. 
Stork  sits  on  the  eggs,  then  whew!  Puss  you  have 
found  out  what  mood  Mrs.  Stork  is  in  then!  The 
long  red  bill  that  can  clapper  so  loud  and  is  Mamma 
Stork's  bill-mouth,  came  all  at  once  towards  Miss 
Puss  and  she  found  out  she  had  not  been  invited 
to  visit  there,  for  it  hit  her  so  hard  she  tumbled  not 
only  off  of  the  nest  backward  but  rolled  down  the 
whole  roof  and,  bang!  there  she  lay  in  the  court- 
yard! Now  cats  seldom  get  hurt  when  they  fall; 
they  almost  always  fall  on  their  cushioned  paws 
and  can  run  and  jump  as  well  as  ever,  but  this  time 
the  old  Mamma  Stork  had  pushed  Puss  so  hard 
and  so  suddenly  that  Puss  when  she  fell  off  of  the 
roof,  fell  on  her  back  and  was  badly  hurt. 

My  dear!  what  a  howling  and  squealing  there  was 
there  and  then!  The  whole  household  came  run- 
ning, the  two  dogs  stood  by,  each  with  his  tail  be- 
tween his  legs,  as  if  they  had  done  the  mischief! 
Quickly  the  children  made  a  soft  bed  in  a  basket, 
into  which  they  put  the  poor  invalid  and  covered 
her  with  a  veil.  She  let  them  do  as  they  pleased, 
only  stretching  her  paws  out  straight  before  her, 
which  looked   very  tragic. 

Mamma  was  so  good, — she  went  down  cellar  and 
brought  up  some  nice  fresh  milk,  to  refresh  poor 
Puss,  but  she  only  moved  her  eyelids  a  little  and 
looked  sidewise  at  the  good  milk  in  the  cup  and 
never  moved.  What  was  to  be  done?  "Pussy  must 
be  fed  like  a  baby."  We  will  give  her  a  little  bottle 
such  as  brother  has,"  said  Gertrude.  "But,"  said 
Herman,  "Pussy  has  no  hands  and  cannot  use  a 
nipple-Dottle!"  So  Gertrude  ran  and  got  a  teaspoon 
and  fed  Pussy,  which  pleased  her  so  that  she  took 
one  spoonful  after  the  other. 

For  a  few  days,  the  sick  Kitty  lay  very  quietly 
in  her  basket  and  took  no  notice  of  anything  or 
anybody  around  her.  Hector  and  Andy  stood  by, 
each  wagging  his  tail  in  vain!  She  paid  no  atten- 
tion, but  the  good  care  of  the  children  did  won- 
ders for  Puss.  She  got  better  and  before  long  took 
her  first  walk,  to  be  sure,  only  in  front  of  the  door, 
to  and  fro.  Still  when  she  saw  that  this  had  done 
her  good,  she  grew  bolder  and  again  climbed  onto 
the  low  roof,  where  were  the  doves  and  the  spar- 


rows, but  the  Stork's  nest  she  never  visited  again, 
and  when  Mrs.  and  Mr.  Stork  talked  to  each  other 
by  clapping  their  long  bills  together,  as  is  their 
way  of  talking,  Puss  would  jump  for  fright,  until 
she  again  became  accustomed  to  this  kind  of  con- 
versation. 


A  GAY  FAMILY. 

By   Mary   Ellason    Cotting. 

There  were  a  great  chattering,  shaking  of  heads 
and  waving  of  tails  among  the  chipmonks  of  "The 
Knolls,"  for  someone  had  come  to  live  in  the  old 
house   again. 

A  mother-chippie  said,  "Maybe  'little  soldier' and 
her   baby   sister   have   come   back  again." 

"No,"  said  the  father,  "the  people  are  strangers 
for   I    have   seen  them   myself." 

"O,  bad,  bad,  bad!"  cried  one  of  the  young  chip- 
pies as  he  hurried  along  the  tree-trunk  to  join  the 
others.  "There's  a  dog  fastened  in  the  shed  where 
I've  hidden  my  very  biggest  nuts,  and  I  do  believe 
there's  a  cat,  too,  sitting  at  the  long  window." 

"Never  mind,  dear,  the  cat  may  be  a  home  cat; 
in  that  case  she  will  never  come  down  to  the  shed. 
If  the  dog  is  tied  he  cannot  harm  us.  You  think 
he   is  tied,   don't  you?" 

"I'm  not  sure,"  answered  the  young  chippie.  "I 
was  in  a  hurry  to  tell  you  about  him,  and  I  didn't 
notice   carefully." 

"Well,  I'll  go  and  find  out,"  said  the  father,  "and 
the  next  time  get  the  whole  story  before  you  come 
home." 

Away  went  Father  Chippie  with  a  hop,  skip  and 
a  run.  What  he  saw  was  a  cloth  cat,  which  must 
have  belonged  to  a  dear,  little  baby  whose  sunny 
face  looked  out  from  a  frilled  cap,  and  reminded 
Father  Chippie  of  a  daisy. 

The  dog  was  big,  and  black,  and  old;  and  though 
he  wasn't  tied  Father  Chippie  knew  he  would  do 
no  harm  because  of  his  gentle  brown  eyes,  which 
blinked  kindly  as  chippie  whisked  along  the  beams 
of  the  shed. 

Best  of  all,  never  a  boy  did  chippie  see,  so  the 
shed  would  still  be  a  safe  store-house  for  his  fam- 
ily. Great  joy  was  felt  by  all  the  chippies  when 
•  the  father  told  his  story,  and  in  a  moment  they  all 
scurried  off  to  gather  corn  from  the  big  pile  on 
Farmer   Merriman's  barn-floor. 

Busier  chippies  there  never  were,  and  by  night 
a  great  many  kernels  had  been  hidden  in  cracks 
and  holes  all  through  the  barn  and  carriage-shed. 
Besides  all  the  corn,  they  had  stored  a  great  pile 
of  shag-barks  and  acorns,  and  hemlock  cones. 

One  dreary,  cold  day  in  the  late  fall  when  the 
mother  came  home  at  night,  there  was  no  real  home 
for  her,  because  the  old,  old  apple-tree  had  been 
cut  down  while  the  family  was  at  work.  At  last 
she  found  the  opening  and  squeezing  herself  up, 
she  crept  into  the  nest.  To  her  great  delight  she 
found  all  the  family  there  snugly  cuddled  together. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


n 


Thinking  that  this  was  the  last  of  such  comfort, 
she  grew  cross  and  scolded  first  one,  then  another, 
till  the  drowsy  father  sat  right  up  and  said,  "Please 
do  try  to  be  quiet  now!  In  the  morning  we'll  move 
over  to  the  "Brown  House"  attic.  I've  found  a 
way  to  get  down  to  the  nuts  in  the  shed  without 
running  down  the  ash-tree  when  it's  icy  and  un- 
safe." 

"Nice  place  that  will  be,"  crossly  answered  the 
mother,  as   she   settled  down  for  the  night. 

Next  morning  it  was  so  gray,  and  cold,  the  father 
said,  "I'm  afraid  we  shall  have  snow  soon,  and  as 
we  do  not  know  how  long  this  tree  will  be  left  here, 
it  would  be  better  to  move  right  over  to  the  attic 
after  we've  had  some  breakfast.  Now  off  with  you 
all;  but  don't  eat  anything  in  the  store-rooms.  We 
shall  need  every  bit  of  that  food  this  winter.  I 
think  it  will  be  a  very  cold  one  for  my  fur  is  thicker 
than   it  has   been  for  years.'' 

"Ho!  that's  only  because  you've  had  such  good 
eating   all    summer,"    said    Mother    Chippie. 

Father  Chippie  didn't  notice  for  he  knew  she 
was  homesick  over  the  thought  of  leaving  the  tree 
in   which    they   had   lived   so   long. 

As  the  family  started  away  he  called  to  them  to 
be  at  the  ash-tree  crotch  as  soon  as  they  had  eaten 
their  breakfast.  It  wasn't  very  long  before  they 
were  together  again. 

"Be  careful  now,"  the  mother  said  as  they  pre- 
pared for  a  leap  from  the  branch-tips  to  the  eaves 
of    the    house. 

"Look  before  you  leap,  and  spread  your  tail  to 
balance  yourself  well,"  squeaked  the  smallest 
chippie. 

"Isn't  he  bright,  the  little  dear!"  the  father  and 
mother  said   to   each   other. 

"Yes,  he's  the  brightest  of  all  the  family.  I  think 
he  takes  after  you,  my  dear,"  kindly  replied  Father 
Chippie. 

Mother  Chippie  smiled  and  said,  "You've  trained 
him  so  well,  you  know." 

Then  they  made  a  leaf  to  the  eaves,  and  hopped 
through   a   hole   into   the   attic. 

The  attic  was  dry  and  snug;  the  branches  of  the 
ash-tree  swayed  and  tapped  against  the  roof,  mak- 
ing a  pleasant  tune,  and  as  soon  as  Mother  Chippie 
had  scratched  about  in  the  box  of  soft,  clean  rags 
she  began  to  feel  that  after  all,  her  family  had 
found  the  nicest  kind   of  a  winter   home. 

Soon  after,  when  they  all  had  made  a  good  meal 
from  the  grape  jell,  which  she  had  found  in  the 
closet,    Mother    Chippie   was  perfectly   happy. 

Such  a  jolly  time  as  that  family  had  playing  hide- 
and-seek,  tag  and  leap-over  along  the  beams  and 
among  the  queer,  old  pieces  of  furniture.  It  was 
just  too  good  a  life  for  anything,  until  one  day  a 
queer  noise  made  them  all  scamper  out  of  sight. 

The  door  opened  and  in  walked  Sally,  the  cook. 
Tomorrow  would  be  Thanksgiving  day  and  Sally 
needed  some  jell  to  use  in  preparing  the  dessert. 
Wasn't  she  surprised  when  she  found  all  but  two 


of  her  glasses  cleaned  out  as  nicely  as  if  she  had 
done   it    herself! 

"What  in  the  world  did  it?"  she  thought  when  a 
squeak  made  her  jump — she  was  afraid  it  was  a 
mouse — and  when  she  turned  round  there  were  the 
merriest  little- eyes  peeping  at  her  above  the  beams; 
then  a  tiny  tail  fluttered  just  a  bit  and  Sally  laughed. 

"O,  you'd  be  wanting  the  rest,  I  do  believe.  1 
don't  know  whatever  the  mistress  will  say,"  and 
off  she  went  with  the  jell. 

One  by  one  the  chippies  popped  out  of  their  hid- 
ing-places, and  were  just  saying  to  one  another, 
"Well,  we  still  have  their  butternuts,"  when  in 
walked  the  mistress,  the  nurse  and  the  baby,  who 
clapped  her  hands  and  shouted  as  the  chippies 
hurried   out   of   sight   once    more. 

"Well,  it's  too  funny,  Nurse!  To  think  that  chip- 
monks  would  eat  our  jell!  We  must  have  left  the 
closet-door   open." 

"O,  no,  for  here's  a  place  just  large  enough  for 
.them  to  squeeze  through.  They  must  have  gone 
this  way  to  their  feast,"  laughingly  answered  Nurse. 
"Shall    I    carry    the    nuts    away?"   she    asked. 

"Never  mind,  Nurse,  we'll  leave  the  nuts  for  their 
Thanksgiving  dinner,  since  we  can't  give  them  the 
rest    of   our  jell." 

A  very  fat,  tame  family  moved  out  of  the  attic 
in  the  spring,  for  Baby  Louise  and  Nurse  had  fed 
the  chippies  during  the  long  and  very  cold  winter; 
and  very  well  did  the  little  creatures  repay  their 
friends  by  the  funny  pranks  which  they  played  up 
under  the  eaves! 


THE  MONTESSORI  METHOD. 

"Most  of  the  accounts  of  the  Montessori  method 
school  have  been  written  by  enthusiasts  and  not 
by  educational  experts  and  have  thus  formed  the 
opinion  of  the  public.  Much  lias  been  said  in  favor 
of  the  method  of  the  wonderful  Montessori  school 
in  Rome.  The  system  is  one  of  which  we  must 
take  account  at  the  present  time,  even  if  it  can 
never  take  the  place  of  the  kindergarten,  and  it  is 
doubtful  whether  it  can  ever  usurp  the  educational 
system  in  our  schools.  Dr.  Montessori  is  a  woman, 
whose  name  and  work  have  attracted  the  widest 
attention.  She  is  a  delightful  woman  to  meet,  a 
woman  with  a  wonderful  smile.  While  I  do  not 
agree  with  her  on  many  of  her  versions  on  educa- 
tion, I  agree  that  she  has  done  something  fine  in 
her  application  of  methods  to  normal  children  that 
originally  were  applied  only  to  children  of  abnormal 
minds  and  health.  *  *  *  -I  wish  to  warn  the  public 
against  the  dangers  arising  from  the  fact  that  some 
teachers  go  to  Rome  for  a  short  stay,  buy  the  ma- 
terials which  give  them  the  right  to  bring  with 
them  the  name  of  Montessori,  and  thus  introduce 
a  system  which  differs  from  that  of  Dr.  Montessori 
and  cannot  be  as  successful." — -Dr.  F.  H.  Swift. 
University  of   Minnesota. 


All   who  joy  would  win 
Must  share  it — 'happiness  was  born  a  twin. 

—Byron. 


74 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


THE  COMMITTEE^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(hild,  in- 
cluding the  Normal,  the  Defec  live,  snd  the  Precocious;  questions  suggest- 
ed by  theuseof  Kindergarten  Msterial.  the  Gifts,  Occupations,  G  mes.  Toys, 
pjts;  Mothers-meetings;  School  Government;  Child  Psychology;  the  relation 
of  Home  to  School  and  the  Kindergarten  to  th  ;  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  ard  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  Be~gen  St.,  Brooklyn,  N.  Y- 


Dear  Editor:  I  am  a  graduate  kindergartner  with 
some  experience.  Will  you  be  so  kind  as  to  give  me 
some  information  as  to  how  and  where  I  may  secure  a 
position.     Your  advice  will  he  much  appreciated. 

G.  C.  Brooklyn. 

Ordinarily  no  attention  is  paid  to  communications 
which  give  neither  full  name  nor  address  of  the  writer, 
so  that  the  editor  at  least  may  know  who  the  corres- 
pondent is  and  that  the  request  is  a  bonafide  one.  But 
in  this  case  we  will  infringe  upon  our  rules  as  our  quer- 
ist is  evidently  young  and  unacquanted  with  editorial 
practice. 

There  are  several  ways  of  seeking  a  position,  success 
depending  largely  upon  the  personality  and  profession- 
al equipment  of  the  kindergartner.  If  she  have  trust- 
worthy credentials  lrom  her  training  school  and  is 
able  to  play  the  piano  she  will  naturally  have  less 
difficulty  than  otherwise.  Many  training  schools  are 
able,  to  place  their  graduates  in  positions  and  the  appeal 
should  be  made  first  to  the  graduate's  training  school 
asking  if  there  be  any  known  vacancies.  If  that  fail,  it 
may  be  possible  to  interest  one's  church  or  friends  in 
starting  a  new  kindergarten  or  in  recommending  the  ap- 
plicant to  other  friends.  Or  it  might  be  possible  if  home 
conditions  warrant,  to  start  a  kindergarten  in  one's  own 
home  and  branch  out  on  a  more  extensive  scale  as  cir- 
cumstances warrant,  in  the  future.  Or,  last,  but  not 
least,  in  the  advertising  columns  of  the  Kindergarten- 
Primary  Magazine  will  be  found  the  names  of  several 
teacher's  agencies  located  in  different  parts  of  the  coun- 
try and  our  correspondent  could  apply  to  one  of  these. 
If  she  will  write  to  the  editor  again,  giving  full  name  and 
address,  we  will  be  pleased  to  give  names  of  other  agen- 
cies. Stamps  for  reply  should  be  enclosed  although  as 
a  rule  the  editor  cannot  reply  personally  to  queries. 

REPLIES    TO    QUERIES    IN    OCTOBER    NUMBER. 

We  will  group  under  one  heading  our  replies  to  solne 
questions  that  appeared  in  the  October  number. 

A.  D.  P.  Regarding  courteous  class  room  pedagogi- 
cal conversation  and  the  raising  of  hands,  the  editor  is 
not  well  equipped  to  speak  from  personal  experience, 
as  she  has  had  little  practice  in  grade  work.  The  diffi- 
culty in  maintaining  strict  order  and  courtesy  during  a 
recitation  may  be  due  te  several  causes.  If  children  are 
naturally  eager  and  interested  in  a  subject  it  is  hard  to 


remember  that  the  fellow  class-mate  must  be  given  a 
chance  to  speak,  although  an  appeal  to  the  instinct  for 
fair  play  may  often  have  good  results.  But  children  are 
children  and  can  we  expect  of  ihem  the  restraint  that 
we  do  not  find  in  grown-ups?  In  business  assemblies 
of  adults  it  is  found  necessary  to  formulate  and  adhere 
to  parliamentary  rules  in  order  that  the  matter  under 
discussion  may  be  fully  threshed  out  without  infringing 
upon  anyone's  rights  or  privileges.  Parliamentary  rules 
are  the  result  of  long  years  of  experience  in  the  con- 
duct of  public  business.  Is  not  the  raising  of  the  hand 
with  the  children  a  simple  and  effective  way  of  asking 
for  the  "privilege  of  the  floor."  It  takes  much  less  ime 
than  for  the  child  to  say,  "Miss  Chairman,  may  I  have 
the  floor?"  Perhaps  a  simple  rising  in  place  might  be 
substituted  for  the  old  time  procedure  but  would  prob- 
ably add  to  the  confusion.  Good  manners  are  a  slow 
growth.  Probably  A.  D.  P's.  class  will  remember  and 
practice  her  admonitions  better  in  the  future  than  they 
do  now.  We  cannot  judge  in  fie  present  of  the  actual 
results  of  patient  seed-sowing.  Grade  teachers  are  re- 
quested to  send  in  statements  of  the  means  by  which 
they  have  achieved  such  quiet,  courteous  "conversation- 
aires"  as  our  correspondent  desires  to  secure. 


Regarding  the  query  of  last  month  concerning  the 
use  of  each  one  of  the  blocks  of  the  building-gifts  in 
carrying  out  an  idea,  we  would  say:  That,  inasmuch  as 
the  average  child  has  absolutely  free  play  with  his  toys 
at  home,  it  can  do  him  little  if  any  harm  for  the  short 
time  that  he  plays  each  day  in  the  kindergarten,  to  con- 
form to  Froebel's  rule  in  this  particular,  especially  when 
we  realize  the  large  principle  that  underlies  the  pro- 
cedure. Without  forcing  upon  the  child  mind  a  tre- 
mendous sociological  truth,  Ftoebel  would,  through  his 
play,  little  by  little  help  him  to  feel  that  nothing  in  life 
is  unrelated  to  the  whole,  however  remote  in  time  or 
space.  Long  years  of  study  and  research  on  the  part 
of  the  truth-seekers  teaches  us  we  are  indeed,  "mem- 
bers, one. of  another,"  and  in  ways  not  previously 
dreamed  of.  We  have  learned  that  the  clover-fields  de- 
pend for  continued  reproduction  upon  the  bee;  we  have 
learned  that  the  apparently  insignificant  mosquito  is 
responsible  for  the  spread  of  dread  diseases;  and  we 
know  that  the  same  law  holds  in  the  spiritual  world. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


75 


Hence,  we  find  a  deep  purpose  in  the  Froebelian  scheme 
of  play.  When  the  child  is  making  the  fire-place  of  the 
home,  and  one  block  remains  unused,  the  teacher's  re- 
minder that  here  is  a  piece  left  over,  hasn't  that  any 
place  in  the  plan?  Shall  we  let  it  be  the  clock  on  the 
mantel  shelf?  Helps  the  child  to  seek  unconsciously 
for  relationship.  As  when  he  is  building  a  street-car 
and  the  remaining  block  is  turned  into  the  letterbox 
on  the  street-corner  where  a  passenger  remembers  to 
mail  a  letter  that  will  carry  good  news  perhaps  as  far 
away  as.  we  were  about  to  say,  as  China,  but  to  the 
little  child  living  in  New  York,  Chicago  is  as  far  away 
as  the  far  East.  'This  practice  in  school  relationship 
will  unconsciously  influence  his  attitude  toward  life. 


The  question  relative  to  vaccination  will  be  taken  up 
in  the  December  number,  the  editor  merely  stating  now 
that  it  is  a  practice  that  for  one  reason  and  another  is 
continually  growing  in  disfavor. 


KNOTS  AND  STITCHES. 

In  a  late  issue  we  gave  a  few  illustrations  of  knots 
and  stitches,  concluding  with  instructions  for  making 
a  twine  bag  We  will  now  take  up  the  construction  of 
round  or  oval  baskets,  made  either  of  reeds  or  raffia  en- 
tire. In  the  latter  case,  wound  raffia,  or  "raffia  over 
raffia,"  is  used.  Cotton  rope  the  size  of  an  ordinary 
clothes  line  is  also  frequently  used  instead  of  reeds 
or  raffia. 

Illustration  No.  11  shows  the  beginning  of  a  round 
basket.  A  shows  the  reeds,  wound  raffia,  or  cotton 
rope  and  the  strand  of  raffia  is  shown  threaded  in  an 
ordinary  raffia  needle. 

Take  the  reed,  wound  raffia,  or  rope,  and  begin  about 
one-half  inch  from  the  end.  and  wind  it  to  the  encbwith 
the  strand  of  raffia  used  with  the  needle.  After  this  is 
done,  bend  the  end  of  wound  reed,  raffia,  or  rope  so  as 
to  form  a  hard  center,  as  shown  by  illustration  12. 


EBB 


ILLUSTRATION  11 


ILLUSTRATION 


ILLUSTRATIONS 


DUTIES  OF  SUPERVISOR  OF  KINDER- 
GARTEN. 

In  London,  Ont.,  the  duties  of  the  public  school 
kindergarten   supervisor   are    designated   as    follows: 

She  shall  submit  a  monthly  report  to  the  board, 
through  the  inspector,  upon  the  work  of  the  kinder- 
garten. 

She  shall  purchase  and  distribute  all  kindergarten 
supplies   under   instructions   from   No.    1   committee. 

She  shall  direct  the  work  of  directors,  assistants 
and    substitutes    in    her    department. 

She  shall  have  charge  of  all  students  in  training 
for  kindergarten  work,  and  shall  prepare  them  for 
their   department    examinations. 

She  shall  make  all  promotions  from  the  kinder- 
garten to  the  primary  grades,  subject  to  the  final 
approval  of  the  principal,  inspector  and  No.  1  com- 
mittee. 

She  shall  recommend,  through  the  inspector,  all 
appointments   to  the   staff. 

She  shall  do  the  work  of  a  director  during  one- 
half  of  the  day,  the  other  half  she  shall  devote  to 
her   duties   as    supervisor. 

She  shall  give  instructions  to  primary  and  other 
teachers  in  kindergarten  work  and  methods,  sub- 
ject to  the  approval  of  the  board. 

Let  your  speech  be  always  with  grace,  seasoned 
with  salt. — New  Testament. 


Wind  raffia  once  about  the  reed,  and  take  a  stitch  to 
the  center,  bringing  the  strand  of  raffia  up  around  the 
reed  on  the  under  side.  Continue  this  until  the  first 
row  is  finished,  after  which  the  stitch  is  taken  into  the 
preceding  row,  instead  of  to  the  center.    Thus  continue 


ILLUSTRATION  II 

until  the  bottom  ofthe  basket  is  of  the  diameter  desired. 
To  form  the  side  of  the  basket,  place  the  reed,  wound 
raffia,  or  rope,  on  top  of  the  preceding  row,  instead  of 
along  side,  and  continue  to  sew  one  above  the  other  on 
these  rows,  just  as  you  have  for  the  bottom,  until  you 
get  the  basket  of  the  desired  height.  A  handle  can  be 
made  in  various  ways,  either  of  the  reeds,  wound 
raffia,  etc.,  either  colored  or  plain  as  desired. 

Oval  baskets  are  made  in  the  same  way  except  that 
the  center  is  started  in  the  form  of  an  oval  instead  of  a 
circle.    See  illustration  13.     Illustration  14  and  15  show 


76 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


the  manner  of  sewing  on   the  third  and  fourth  rows, 
which  continue  throughout  the  work. 

In  taking  new  strands  of  raffia  as  you  proceed  with 
work,  the  old  strand  is  first  fastened  by  running  it  un- 
derneath the  finished  work  for  a  short  distance  and 
pulled  tightly,  and  the  newr  one  fastened  in  the  same  way. 

Illustration  16  shows  the  cross  stitch,  used  in  decor- 
ating a  square  mat.  It  can  be  used  for  other  decorative 
purposes  as  well. 

Illustration  17  shows  the  manner  of  making  a  round 
mat.  Take  a  piece- of  pasteboard  or  similar  material, 
cut  it  out.  into  a  circle  about  one  inch  larger  all  around 
than  you  wish  the  mat  to  lie.  Then  mark  out  the  card- 
board as  shown  by  the  illustration  which  shows  the  size 
of  the    completed  mat;  the  cardboard  to  work  with, 


DUBUQUE,  IOWA. 

The  following  meetings  for  kindergartners,  ar- 
ranged under  the  direction  of  Superintendent  Har- 
ris, were   held   during    October: 

Monday  afternoon,  Oct.  14 — Games  and  play  in 
the  kindergarten — aim  of,  nature  of,  physical  and 
mental  value  of;  demonstration — Miss  Elsie  Ibach 
and  Miss  Norma  Schab.  Story  by  Miss  Frieda 
Goebelt.     Question  box. 

Monday,  Oct.  28 — Nature  study  in  the  kindergar- 
ten, with  a  suggested  program  therefor — Miss  Nel- 
lie Moser  and  Miss  Helen  Ross.  Story  and  ques- 
tion box. 

Meetings   in   November-  and  December  have  been 


ILLUSTRATION  16 


ILLUSTRATION  17 


must  be,  as  aforesaid,  two  inches  greater  in  diameter. 

Thread  a  needle  with  raffia.  Beginning  at  the  center, 
take  one  stitch  from  the  center  to  the  circumference, 
then  back  again  on  the  opposite  side  of  the  card,  to  the 
center.  Continue  this  process  until  complete  all  round. 
This  forms  the  warp,  and  there  must  be  an  odd  number 
of  strands,  which  is  necessary  in  all  weaving.  Then 
beginning  a  the  center  weave  under  one  and  over  one 
ro  und  and  round,  as  shown  by  the  illustration,  until 
you  reach  about  one-half  inch  from  the  circumference, 
then  if  desired  complete  the  opposite  side  of  the  card 
in  the  same  way.  Then  finish  the  edge  withthe  button 
hole  stitch.  Clip  off  the  surplus  cardboard,  and  the 
mat  is  complete. 


One's   character   will   never   rise   higher   than   his 
aims. 


arranged  for  as  follows: 

Monday,  Nov.  11 — Comparison  of  the  Montes- 
sori  and  Froebelian  kindergarten — Miss  Alvina 
Thedinga  and  Miss  Anna  Kennedy.  Story  told  by 
Miss  Rachel  Roehl. 

Monday,  Nov.  28 — Sense  training  in  the  kinder- 
garten— Paper  by  Mrs.  Hollingsworth.  Story  told 
by    Mrs.   Voggenthaler. 

Monday,  Dec.  9. — How  the  Kindergarten  and  first 
primary  work  may  be  more  closely  co-ordinated — 
Miss  Marguerite  Flick.  Story  told  by  Miss  Mabel 
Martin. 

Monday,  Dec.  16.— The  nature  of  kindergarten 
discipline  and  its  relation  to  the  development  of 
individual  freedom— Miss  Anna  Thedinga.  Story 
told  by  Miss  Elsie  Blinchmann. 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


77 


HINTS^KSUGGESTIONS  FOR  RURAL  TEACHERS 

CONDUCTED  BY  GRACE  DOW 

DEAR  RUKAL  TEACHER.— In  undertaking  this  department  I  trust  that  my  somewhat  extended  experience  in 
rural  schools  and  my  subsequent  normal  training  and  city  school  work  mav  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  tlie  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 
jiilellijrent  use  of  kindergarten  material  as  likely  to  produce  the  best  results  w  ith  least  expenditure  (  f  time.  How 
,o  use  this  material,  what  to  select,  what  substitutes,  etc. ,  will  be  discussed  from  month  tomoi.Ui  in  those  columns. 


NOVEMBER 

"November  winds  are  bare  and  still, 
November  days  are  clear  and  bright. 

Each  noon  burns  up  the  morning's  chill, 
The  morning's  snow  is  gone  by  night." 

Thankfulness — Theme  for  the  month 

"He  who  waits  for  Thanksgiving  Day  to  be  thankful 
will  not  be  thankful  when  it  comes." 

Children  should  have  much  instruction  along  the 
line  of  thankfulness  at  all  times.  An  effort  should  be 
put  forth  to  free  the  children's  minds  of  the.  false  im- 
pression which  many  have  at  the  present,  that  Thanks- 
giving Day  is  a  day  of  rest,  pleasure  and  feasting. 

Even  the  youngest  children  may  be  brought  to  realize 
how  much  they  are  indebted  for  the  common  necessi- 
ties of  life.  Call  attention  to  their  relation  to  the  Crea- 
tor and  His  thought  and  care  for  all. 

Develop  the  grateful  side  of  child  nature. 

"He  who  thanks  in  words  thanks  only  in  part. 

The  full  and  free  thanksgiving  comes  from  the  heart." 

SUGGESTIVE    PROGRAM 

Quotations  on  Thanksgiving. 

Psalm  C. 

Reading— Governor's  Thanksgiving  Proclamation. 

Reading— President's  Thanksgiving  Proclamation. 


Song — Home  Sweet  Home. 

Recitations  or  Readings. 

The  Huskers-J.  G.  Whittier. 

The  Corn  Song  and  The  Pumpkin— J.  G.  Whittier. 

Selections  from  Hiawatha— H.-W.  Longfellow. 


Because  He  Didn't  Think — Phoeba  Cary. 

The  Turkey — Alice  Cary. 

Song — "Over  the  River  and  Through  the  Woods." 

Closing  Song— America. 


s 

J 

—\ 

Recitation — Landing  of  The  Pilgrims.  -  Mrs.  Hem* 
Essay  or  Reading— Life  of  The  Pilgrims, 
Story— Indian  Child  Life, 


SUGGESTIVE    PICTURES 

'Pilgrim  Exiles." 

The  Harvest." 

'The  Angelus." 

'John  Alden  and  Priscilla." 

'The  Pilgrims  Going  to  Church." 

:The  Gleaners," 


7§ 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


PAPER   CUTTING   AND    FOLDING. 

No  month  in  the  year  presents  more  suggestive  de- 
signs for  this  form  of  busy  work. 

Bristol  hoard  may  be  used  for  the  table,  chairs,  stools, 
an  Indian  wigwam,  canoe,  cradle,  etc.  The  ends  of  the 
canoe  may  be  gummed  or  sewed  with  colored  zephyr. 
A  pair  of  paddles  may  be  made  to  accompany  the  canoe. 

Many  smaller  designs  may  be  cut  out  of  paper  and 
pasted  upon  card  board.  The  turkey  may  be  used  as 
a  design  both  for  cutting  and  drawing,  cups,  pitchers, 
plates  and  various  dishes  suitable  for  table  decoration 
may  be  cut,  also  a  number  of  the  most  common  veg- 
etables and  fruits. 

The  Indian  with  head  feathers  and  hatchet,  the  Pil- 
grim baby's  cradle,  the  Mayflower,  Indian  bow  and 
arrow  are  also  suggested  as  interesting  designs. 


MOVING  PICTURES  IN  GERMAN  ED- 
UCATION. 

The  use  of  moving-  pictures  in  education  has  had 
a  real  impetus  in  German  official  circles,  according 
to  information  recently  received  at  the  United 
States  Bureau  of  Education.  The  Prussian  Minis- 
try of  Education  is  now  considering  the  feasibility 
of  employing  cinematograph  films  in  certain  courses 
in  higher  educational  institutions,  and  a  number  of 
film  manufacturers  are  being  given  an  opportunity 
to  show  the  authorities  what  films  they  have  that 
are   adapted  to   educational  purposes. 

A  well-known  philanthropist  has  recently  donated 
two  fully  equipped  moving  picture  machines  to  the 
schools  of  Berlin.  One  is  to  be  used  in  the  Con- 
tinuation   Institute    for    Higher    Teachers    and    the 


Clay  modeling  and  mat  weaving  may  be  used  to  ad- 
vantage in  connection  with  the  work  of  this  month. 
Tell  the  children  about  Indian  mat  weaving,  and  if 
possible  show  them  pictures  of  Indian  mats  and  bas- 
kets; this  will  inspire  them  to  do  better  work.  Then 
give  them  two  or  more  colors  to  weave  mats  for  a 
Thanksgiving  table. 

Many  of  the  designs  given  under  paper  cutting  may 
be  useful  in  the  work  of  clay  modeling.  A  bowl,  cups, 
fruits,  vegetables,  etc.,  may  be  modeled. 

THANKSGIVING    BOOKLETS 

The  written  work  on  the  subjects  suited  to  the  theme 
of  the  month  make  very  attractive  booklets  for  the 
children  to  take  home  at  Thanksgiving.  Simple  but 
pretty  covers  may  be  made  of  construction  paper,  and 
the  pages  tied  together  with  colored  ribbon  or  san  silk. 

Much  is  added  to  the  beauty  and  value  of  these  book- 
lets by  making  use  of  the  drawings  in  water  color  or 
crayon  to  decorate  the  covers.  The  work  in  this  line 
may  be  more  simple  for  the  beginners  consisting  of 
a  folder  of  two  leaves,  on  the  inside  of  which  may  be 
placed  some  of  their  best  designs  in  paper  cutting,  and 
on  the  outside  a  simple  drawing. 


Dr.  Maria  Montessori  announces  that  she  will  es- 
tablish the  first  training  course  for  teachers  of  the 
Montessori  method  of  primary  education,  to  be 
given  under  her  personal  supervision,  in  Rome,  be- 
ginning January  75,  1913,  and  lasting  four  months. 


other  in   the  high  schools  of  greater   Berlin. 

Moving  picture  films  are  now  available  in  Ger- 
many for  anatomical,  biological,  and  bacteriological 
courses,  and  the  manufacturers  are  confident  that  an 
enormous  field  for  their  products  will  be  opened 
up  when  educators  fully  realize  the  value  of  moving- 
pictures  in  education. 


The  Brockton  (Mass.)  Enterprise  thus  describes 
a  kindergarten  exhibit  at  the  fair  held  in  that  city: 
There  were  chains,  making  really  decorative  neck- 
laces for  the  little  workers,  cut  out  apples,  plums 
and  bananas,  that  looked  good  enough  to  eat,  cab- 
bages and  carrots,  just  pulled  from  the  ground.  A 
bird  house,  mounted  upon  a  pole,  was  just  being 
taken  possession  of  by  some  bluebirds.  Some  cut 
out  narcissuses  were  especially  good,  as  were  the 
colored  tulips.  Sewing  cards  showed  apples  with 
leaves,  sleds,  butterflies  and  George  Washington's 
hatchet.  One  ambitious  work  was  a  large  rooster 
strutting  toward  a  green   tree. 


The  October  number  of  the  School  Arts  Book 
comes  to  us  clothed  in  a  new  cover,  title  and  in  en- 
larged form.  As  usual  this  magazine  is  brim  full 
of  practical  helps  for  the  art  teacher  from  the  kin- 
dergarten to  the  high  -school.  We  congratulate  the 
publishers  of  The  School  Arts  Magazine  upon  the 
innovation  and  wish  it  the  success  it  richly  deserves, 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted   by   LAURA  ROUN  TREE  'MITH 


TEN   LITTLE   LEAVES. 

(Ten  children  stand  in  front  of  the  elass.     They  all 
carry  sprays  of  autumn  leaves.) 

All: 
There  were  ten   little  leaves  on  a  tree  this  faH, 
Ten  little  leaves,  let  us  count  them  all. 

(The    children    count    from    1    to    10.) 
1st: 
One   little   gay   leaf   fluttered    down, 
One  little  leaf  in  a  rosy  gown, 
(Sits  down.) 
2nd: 
One   little   leaf  rode   away   on   a   breeze, 
Up,  high  up   it  sailed   over  the  trees. 

(Waves  arms  and  runs  to  seat,  and  back.) 
3rd: 
One    little   leaf   tried    to   fly    like   the   rest, 
Rut    it    fell    into    an    empty   sparrow's   nest. 

(Sits  down,  waving  arms  as  tho  falling.) 
4th: 
Then  came  a  great  wind  with  a  shout  if  you  please, 
And  it   shook  all   the  other   leaves   off  of  the   trees. 

All: 
Ten   little    leaves    felt    the    snowflakes   fall, 
Ten    little  leaves   fell   asleep   one   and   all. 
(Fold  arms,  nod  heads.) 


I  THANK  YOU. 

(To   be  given   by   three   children.) 

"I    thank   you,"   said   a   lilt'e   bird. 

fn  a  voice   so  low  it  was   hardly  heard, 

"I    thank  you,"   said   a  little   flower, 
F"or  the  cool,  refreshing  shower." 

"1   thank  you,"  said  a  child  each   day, 
"For   children    dear   with    whom  to   play. 

Xow  as  the  hours  speed  along. 

We  all  will  sing  a  "Thank  You  Song." 


LITTLE  THANKSGIVING  DAY. 
Clap   the   hands,   clap   the   hands, 
One,   two,  three, 
Clap   the   hands,   clap   the   hands, 
Shake  with   me, 

I  lark!    who   comes   in   at    the   door? 
Rapping,   tapping   as    before. 

(Enter  November). 
I    am    little    November,    I    hope    you    remember, 
I   bring  ice  and  snow  wherever  I  go, 

(He  shakes  hands  with  all  the  children.) 

Wave   the   hands,   wave   the   hands, 

Hold    them    high, 

Wave   the   hands,   wave   the   hands, 

As  birds  fly, 

Hark!   who  comes   in   at  the   <ioor? 

Rapping,  tapping  as  before. 

(Enter  Jack   Frost.) 
1    am   Jack   Frost,    I    never  will   freeze   you, 
But   little  children  I   do  like   to  tease  .you! 

(He  shakes  hands  with  all.) 

Fold   the  arms,   fold  the  arms, 

Nod  your  head, 

Fold   the  arms,   fold  the  arms, 

God  to   bed, 

Hark!   who   comes  in   at  the   door? 

Rapping,  tapping  ?s  before. 

(Enter   Thanksgiving   Day.) 
1    am    little   Thanksgiving   Day, 
I    must   hurry,   hurry  away, 
Tho  I   have  but  few  hours  to  stay, 
I    am   happy   Thanksgiving    Day. 

(Children   clap  hands  and  dance  about  him.) 


POP-CORN  PLAY. 

(Children    tap    on    desks    or   snap    fingers    for   the 
popping,    and    hold    hands    together,    fingers    touch- 
ing to  form  pop-corn  ball.) 
1. 

Who  will  shell  the   corn   to-night? 

Pop,  pop,   pop, 

Put   it   o'er   the    fire  bright, 

Pop,  pop,   pop, 

Hear  the   fairy  voices  call, 

Who   will   make   a   pop-corn   ball? 

Who  will   pop    the   corn   to-night? 

Pop,  pop,   pop, 

Oh,  it  is  a  merry  sight, 

Pop,   pop,   pop, 

In  the   merry  days   of  fall 

We  will  make  a  pop-corn   ball. 

3. 
Who  will  eat  the  pop-corn  sweet? 
Pop,  pop,   pop, 

For  you  and   me  it   is  a   treat, 
Pop,   pop,   pop, 

'Tis   jolly    fun    for    one   and   all, 
We   all  can   eat   a   pop-corn   ball! 
(Hold  hand  to  mouth.) 


8o 


THE  KINDERGARTEN  PRIMARY  MAGAZINE 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 

Consisting  Chiefly  of  Original  Verses  for  Little  Chil- 
dren by  Laura  Rountree  Smith 


ORIGINAL  RHYMES  AND  PLAYS  BY  LAURA 
ROUNTREE  SMITH. 

(Book    Rights    Reserved) 
NOVEMBER. 

Oh  November,  how  we  love  you, 
With  your   merry  sleigh, 
Oh  November,   how  we  thank  you 
For  Thanksgiving  Day! 

MY  GARDEN. 

If  kind  hearts  are  the  gardens, 

We  will  plant  kind  seeds, 

If  kind  words  are  the  flowers, 

We  will  do  kind  deeds, 

From  an  acorn  small  you  know, 

Some   day  a  great  oak  will  grow! 


PILGRIM  MAIDS. 

Thanksgiving    Exercise. 
(Boys    and    girls    dressed    as    Pilgrims    may    recite.-) 
Pilgrim    Maids    'till    very    lately, 
Used    to    bow    to    all    sedately, 
In  a  garret  old  and  gray, 
We  found  a  spinning  wheel  to-day, 
Spin,    spin,    spin, 
Whir,  whir,  whir! 

(Wave   arms   round.) 
Pilgrim    Maids   wore   kerchiefs   white, 
And  they  were  always  most  polite, 
Busily  they  worked  away, 
At  their  spinning  wheels  all  day, 
Spin,    spin,    spin, 
Whir,  whir,  whir! 

Pilgrim    Maids   wore    caps    you    know, 

In    the    days    of    long   ago, 

They    had   little  time    for    play, 

But   they  worked  and  worked  away, 

Spin,    spin,    spin, 

Whir,  whir,  whir! 


PILGRIM  FATHERS. 

Pilgrim    Fathers    sowed    the    grain    (sow   grain) 
Then   refreshed   by   sun   and    rain, 
There    came    the    Harvest   time    again, 

And    Thanksgiving    day. 
Pilgrim   Fathers   worked   'tis   true, 
Building   houses    strong   and    new, 
They  invited  Indians  too, 

On  Thanksgiving  day. 

Many    friendly    Indians    came, 
Sharing  fruits  and  corn  and  game, 
Many  more  than  we  can  name, 
On  Thanksgiving  day. 


JOLLY  JACK  O'  LANTERN. 

(Recitation  to  be  given  by  three  little  boys  carry- 
ing lighted  Jack  O'  Lanterns.  As  they  recite  last 
two  lines  of  each  verse  they  put  hand  to  ear  as 
tho  listening,  and  at  end  of  the  verse  they  blow 
the   Lanterns  out  and  run  off.) 


Jolly  Jack  O'  Lantern 

Is  a  funny  sight 

Jolly   Jack   O'   Lantern, 

On   Thanksgiving  night, 

Hush!  hush!  hush!  for  somebody  said, 

That  he  is  only  a  Pumpkin  head! 

Jolly  Jack   O'  Lantern 

Standing   on   the   post, 

Jolly   Jack    O'   Lantern, 

You  are  like  a  ghost, 

Hush!  hush!  hush!   don't  have  a  fright, 

He   shines   because   of  candle-light! 


Jolly  Jack  O'  Lantern 

Down  the  road  we  go, 

Jolly   Jack   O'   Lantern, 

This   is   fun  you  know, 

Hush!    hush!   hush!   without   a   doubt, 

The  wind  will  blow  his  candle  out! 


A  REST  EXERCISE. 

The  children  choose  partners,  they  skip  round 
the  room  two  and  two  (each  two  represent  a  pair 
of  horses.) 

They  sing.     Tune,  "Yankee  Doodle": 

Here   we    go    riding   o'er   the   hills, 
Upon    Thanksgiving    morning, 
And    if   we   have   a   run-away, 
We  hope  you'll  all  take  warning. 

Chorus: 

Tra,   la,    la,    la,    la,    la,   la, 
Merry  -sleigh-bells    ringing, 
We  all   love  Thanksgiving  Day, 
So  we  all   are   singing. 
(The    teacher    rings    sleigh-bells    softly    and    calls 
the    names   of   any   two   children,   who   run   to   their 
seats.      She    may    continue    in    this    way,   or   at    any 
time  say,  "Tip  over  the  sleigh,"  and  all  run  to  seats. 


THE   PUMPKIN   PIE. 

By  Laura  Rountree   Smith. 
I  planted  a  little  brown  seed  in  the  ground, 
A  little  flat  seed  so  shining  I   found, 
Then   I  thought  I  heard  the  little  seed  sigh, 
"What  have  I  to  do  with  a  Pumpkin  Pie?" 

I  saw  a  little  vine  grow  and  grow, 
It  had  green  leaves  on  a  stem  you  know, 
I   thought   I   heard   the   little  vine   cry, 
"What  have  I  to  do  with  a  Pumpkin  Pie?" 

I  saw  a  pumpkin  so  heavy  and  round, 
Grow  each  day  as  it  lay  on  the  ground, 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


I  thought   I   heard  it  say,  "By  and   by 
I   may  turn  into  a  big  Pumpkin   Pie!" 

It  was  then  that  I  said  to  our  jolly  old  cook, 
"Here  is  my  big  pumpkin,  oh  come  and  look," 
The   jolly   old   cook   said,   "Yes,  yes,   I   will   try. 
To  make  you  a  splendid,  big  Pumpkin  Pie!" 

The   seed  and   the  vine  and  the  pumpkin  knew, 
The  very  best   thing  that   they  all  could  do, 
Was  to  grow  together  in  sunshiny  weather, 
HURRAH  FOR  THE  PUMPKIN   PIE! 

GOODBYE  TO  SUMMER 

I. 

Goodbye,  goodbye,  to  summer 

'Tis   fading  fast  away, 
The   air   is   growing  chilly 

The   night   crowds   out   the   day. 
The   leaves   are    turning   golden, 

The    flowers    nod   their   heads. 
And   soon,    too   soon,   will   scundly   sleep 

Beneath   their   snowy  beds. 

Chorus: 

Summer,  sweet,  sweet  summer, 

'Tis  sad  to  see  you  go. 
'Tis   sad   to   see  your  leafy  dress 

Change   into  one  of  snow. 
II. 
The  north  wind  soon  will  whistle, 

'Twill    call    old   jack   frost    out, 
And   crimson,   gold  and   yellow, 

He'll   toss  the   leaves   about. 
The    robin,    wren    and    swallow 

Will    seek   a    warmer    clime, 
And   then,   ah   then,  we'll   miss  their  songs 

Thru   all   the  winter   time. 
Chorus.  — G.  F. 


This  is  the  milk  that  baby  loves, 
This  is   the  cow,  all  brown  and  white, 
Who  eats  the  grass  at  morn  and  night, 
That    gives    the   milk   that   baby   loves. 

This  is  the  mi'k  maid  with  heart  so  light, 
Who  milks   the  cow  all  brown  and  white, 
Who  eats  the  grass  at  morn  and  night, 
That  gives  the  milk  that  baby  loves. 

This  is  the  cup  so  new  and  bright. 

For  the  milk  from  the  cow  all  brown  and  white, 

Who  ate  the  grass  at  morn  and  night. 

And  was  milked  by  the  maid  with  heart  so  light, 

Who  gives  the  milk  that  baby  loves. 

— G.   F. 


THE   CUCKOO   CLOCK. 

The   Cuckoo  clock  hangs  on  the  wall, 

Cuckoo — cuckoo — cuckoo, 

It  does  net  mind  the  dark  at  all, 

Cuckoo,   cuckoo,   cuckoo, 

It  says,  "I'm  company  for  you. 

Go  on  to  bed.  cuckoo,  cuckoo!" 


REAL    CANNING. 

It  is  customary  in  many  kindergartens  during  the 
fall  and  just  previous  to  Thanksgiving  Day  to  in- 
terest the  children  in  cooking  or  preserving  in  a 
simple  way.  Kindergartners  have  reported  from 
time   to   time   the   following  work   in    this   direction: 

Making  apple   sauce. 

Making  cranberry  sauce. 

Preparing  pumpkin  or  squash  for  pies. 

Popping  corn. 

Making  grape  jelly. 

Making  bread. 

Making  cookies. 

Making  candy. 

Even  one  such  exercise  is  worth  while  as  an  ex- 
perience with  "real  things."  Many  instructive  points 
appear  incidentally  that  pave  the  way  for  later  les- 
sons. They  give  experience-knowledge;  they  arouse 
enthusiasm;  they  connect  home  and  school  life; 
they   humanize. 

Food  and  its  preparation  relates  itself  to  civiliza- 
tion. Children  love  the  kitchen  and  its  activities. — 
J.   B.  M. 


"PLAY  CANNING." 

You  will  be  interested  to  hear  how  two  of  our 
little  neighbor  girls  played  all  day  at  "canning." 
They  were  seated  on  a  bench  before  a  table  in  the 
yard  with  gingham  aprons  to  protect  from  the  water 
which  they  had  in  a  dish  pan  before  them.  The 
fruit  they  were  "canning"  was  tiny  green  apples 
they  had  picked  up.  These  they  washed  and  put 
in  glass  jars  (they  looked  like  olives).  I  noticed 
one  had  a  knife.  They  played  pouring  hot  water 
over  them,  etc.  During  this  play  a  little  boy, 
brother  of  one  of  them,  played  huckster,  selling 
them  his  produce — plantain  for  lettuce,  and  some- 
thing else  for  spinach. 

It  is  the  first  time  I  had  ever  seen  this  particular 
play  and  could  be  recommended  where  small  apples 
are  to  be  picked  up,  as  it  is  quite  a  chore  to  clear 
the  ground  of  them.  It  seemed  to  be  fun  to  play 
in  the  water,  too.  It  certainly  was  an  interesting 
sight.  They  played  all  morning  and  were  at  it 
after  dinner.— M.   E.  R. 


PICTURES  FOR  THE   KINDERGARTEN. 

The  following  are  suggested:  Landseer's  "Shoeing 
a  Bay  Mare,"  Rosa  Bonheur's  "Sheep  of  Scotland," 
"Breakfast"  by  Trood,  "And  a  Little  Child  Shall 
Lead  Them"  by  Strutt,  Defregger's  "Madonna  and 
Child,"  and  Murille's  "Holy  Family,"  "Haying 
Time"  by  Dupre,  "St.  Bernard  Dogs"  by  Deiker, 
"Sleeping  Bloodhound"  by  Landseer,  Pfann- 
schmidt's  "Suffer  Little  Children"  and  others  equal- 
ly good. 

Where  there  is  no  vision  the  people  perish.  Ideal 
America  can  be  created  only  by  a  people  with  pro- 
phetic vision. — Susan  E:  Blow. 


He  gives  double  who  gives  unasked. 


Beauty    is    truth,    truth,  beauty — that    is    all 
Ye  know  on  earth,  and  all  ye  need  to  know. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


EDUCATIONAL  NEWS 


All  patrons  of  the  tnaga 
use  the~e  columns  f 

iments 


iti-cl  to 


e  are  cordial 

ncing  lecturer,  recitals  or 
ifiiai.nin-riiaui.iiiy  kind  of  interest  to  Uindergarr- 
>rs  or  primary  teacners.    Kep  .rts  of  meetings  held, 
id  miscellaneous  ne«  s  items  are  also  s   licited. 
In  writing  plea-e  give  your  name  and  address. 


COUNCIL   BLUFFS,  IA. 

A  meeting  of  the  kindergarten,  primary  and  sec- 
ond grade  teachers,  held  in  Superintendent  J.  H. 
Beveridge's  office  Wednesday  afternoon,  was  inter- 
ested in  a  report  on  the  Chicago  kindergarten  and 
primary  instruction  by  Miss  Lillian  Cherniss  of  the 
Oak  street  school.  It  was  decided  by  the  teachers 
that  the  work  should  be  taken  up  in  some  of  the 
schools.  The  method  described  in  the  report  in- 
volves the  story  telling  exercise  work.  The  child 
is  asked  to  tell  about  an  experience  which  he  has 
had,  acting  out  the  parts  as  the  tale  is  narrated. 
In  this  manner  the  pupil  is  taught  the  power  of 
observation  and  the  knack  of  story  telling,  with 
the  exercise  combined. 

OTTUMWA,  IOWA. 

The  Sixth  Annual  Congress  of  the  Mothers  and 
Parents  Teachers  Association,  held  here  Oct.  8-10, 
was  a  decided  success.  Among  the  topics  discussed 
were   the   following: 

Extension  of  Child  Welfare  Work. 

Child   Welfare   Campaign. 

Saving  the   Babies. 

Spiritual  Development  of  Little  Children. 

Kindergarten  Training — A  Basic  Element  for 
Motherhood  and   Social  Work. 

Rural    Child  Welfare. 

Child   Welfare   Legislation. 

ROCK  HILL,  S.  C. 

Winthrop  College  has  established  an  experimen- 
tal rural  kindergarten.  A  regular  transportation 
wagon  of  the  very  best  make  has  been  purchased 
to  convey  the  children  from  the  country  to  the 
Experimental  Rural  School  and  from  town  to  the 
kindergarten.  The  Experimental  Rural  School  has 
attracted  the  favorable  attention  of  many  of  the 
.  leading  educators  all  over  the  country  and  many 
noted  visitors  have  come  to  Winthrop  to  inspect  it. 
DES  MOINES,  IA. 

An  original  idea  of  the  members  of  the  Central 
Church  of  Christ  was  put  into  execution  yester- 
day. In  place  of  the  children's  room  a  kindergarten 
has  been  opened  in  the  basement  and  teachers  have 
been  appointed  to  entertain  and  instruct  the  small 
children  while  their  parents  attend  the  morning 
services. 

SOCIALIZING  THE  PUBLIC  SCHOOL. 

The  board  of  education  of  Los  Angeles,  Calif., 
have  established  a  complete  system  for  uplifting 
and  Americanizing  a  locality  where  within  a  small 
area  are  thousands  of  Russians,  Jews,  Spaniards, 
Mexicans,  Portuguese  and  a  sprinkling  from  several 
northern   nations,  as   well  as   Americans.      Most   of 


them  live  in  extreme  poverty  and  have  only  half 
civilized   ideas   of  home   life   and   methods. 

The  board  of  education,  recognizing  this,  has  pro- 
vided not  only  a  good  school  building  on  ample 
grounds,  but  has  erected  auxiliary  buildings  for  a 
kindergarten,  a  day  nursery,  and  for  model  house- 
keeping instruction  in  a  regular  cottage  so  as  to 
imitate  ordinary  family  conditions.  There  is  also 
one  block  away  a  maternity  cottage,  serving  the 
same  people,  but  not  directly  connected  with  the 
school. 

In  a  big  bungalow  is  a  modified  form  of  day  nur- 
sery. It  is  all  in  one  room,  save  a  small  hall  in 
one  corner,  and  a  bath  and  toilet  room.  In  front 
is  a  porch  and  behind  is  an  inclosed  yard  equipped 
with  sandbox,  swings,  etc.,  for  a  playground.  There 
are  several  beds,  baby  cabs,  chairs,  low  tables,  etc 
In  the  back  hall  are  facilities  for  heating  milk, 
sterilizing  bottles,  nipples  and  other  like  neces- 
saries. The  Fellowship  society  and  other  interested 
philanthropists  furnish  the  equipment  of  this  plant 
and  provide  a  trained  worker. 

Many  of  the  women  in  this  part  of  the  city  must 
go  out  to  work  for  the  family's  support.  Where 
there  are  several  children  the  older  ones  stayed  at 
home  to  care  for  the  little  ones.  Primarily  this 
day  nursery  is  to  aid  older  children  to  attend  school, 
by  caring  for  the  younger  ones.  Every  school 
morning  before  9  o'clock  these  children  bring  the 
little  brothers  and  sisters,  ranging  from  babies  to 
4-year-olds,  to  the  day  nursery;  at  noon  they  take 
charge  of  them  agiin  for  an  hour,  after  which  they 
put  them  in  the  nursery  for  the  afternoon  period. 
This  has  won  for  the  school  many  children  who 
would   never   otherwise   have  had  its  privileges. 

It  was  then  found  possible  to  do  a  little  more 
general  day  nursery  work,  and  so  almost  any  work- 
ing mother  in  that  section  was  helped  in  the  care 
of  her  children  during  the  day,  if  she  needed  it. 
Thus  the  building  is  now  used  to  its  full  capacity 
nearly   all   the   time. 

In  the  day  nursery,  as  in  all  this  work,  the  things 
actually  done  for  the  children  are,  while  good  in 
themselves,  only  a  means  to  bring  the  social  work- 
ers in  touch  with  the  people  and  the  homes,  and 
to  bring  to  bear  the  uplifting  influence  of  Chris- 
tian personality.  This  day  nursery  seems  unique. 
The  claim  is  made  by  the  board  of  education  that 
it  is  the  only  one  in  the  country  so  ordered  and 
maintained. 

Erected  by  the  board  of  education  on  the  school 
grounds  is  also  the  model  cottage,  or  home.  It  is 
intended  to  furnish  lessons  in  practical  housekeep- 
ing for  the  girls  of  these  poor  families,  who  have 
seldom  or  never  before  seen  how  comfortable 
homes  are  furnished  and  kept.  The  bungalow  is 
purposely  small.  It  has  three  rooms  and  a  pantry 
for"  the  storage  of  dishes,  food  and  appliances.  In 
front  is  a  living  room,  which  serves  also  for  a 
dining  room,  a  bed  room  and  a  well  equipped 
kitchen.  In  front  of  the  house  is  a  small  porch; 
behind  a  large  one,  on  which  much  work  is  done. 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


83 


The  furnishings  are  plain,  but  good,  such  as  the 
average  family  might  have,  and  show  the  touches 
that  taste  and  culture  give  to  even  the  plainest 
home.  Here,  to  make  the  experiment  real,  two  of 
the  teachers   live. 

Three  groups  of  10  girls  each  are  assigned  work 
at  the  cottage  each  day.  The  first  begins  at  9 
o'clock,  and  does  the  morning's  work.  Five  sweep, 
dust,  make  the  bed,  place  the  furniture,  etc.,  and 
the  other  five  wash  the  breakfast  dishes  and  ar- 
range them  in  the  pantry  and  cupboards.  The  sec- 
ond group  of  10  then  comes  on  duty,  and  while 
five  prepare  lunch  the  others  are  taking  a  sewing 
lesson,  hemming  napkins,  or  towels,  or  mending 
clothing.  Lunch  is  served  to  11  teachers.  The 
pupils  are  instructed  in  some  of  the  niceties  of  such 
service.  The  third  group  clear  away  the  lunch, 
wash  the  dishes  and  then  receive  also  a  lesson  in 
sewing,    mending   or   some   other  household   duty. 

The  teachers  pay  for  their  lunches  and  aid  in  the 
special  instruction.  It  has  not  been  difficult  so 
far  to  find  those  who  combine  philanthropic  spirit 
with  housekeeping  experience  and  ability.  So  there 
is  a  mingling  of  paid  and  charity  work;  of  ordinary 
school  duties  and  of  the  new  effort  to  reach  the 
homes  of  the  poor  by  training  the  children  in  better 
ways.  The  furnishing  of  the  model  bungalow  and 
the  cost  of  the  work  are  met  by  philanthropic  peo- 
ple. The  work  is  new.  Yet  it  has  already  pro- 
duced  favorable   results. 

The  model  cottage  plan  of  teaching  domestic 
science  is  regarded  also  as  something  unique.  It 
seems  to  be  a  success,  and  the  parents  and  teachers 
are  enthusiastic  about  it. 


The  Ferrer  Modern  School. 

The  Ferrer  libertarian  methods  are  portrayed  by  a 
teacher  in  the  description  of  an  elementary  class  of  nine. 
The  libertarian  idea  of  attendance,  for  example,  is  come 
as  you  please,  and  this  class  of  nine  came  on  a  certain 
Monday  beginning  with  S  o'clock  and.  ending  with  11 
o'clock,  when  the  last  of  the  nine  arrived.  Each  has  a 
blank  book,  in  which  writing,  arithmetic  and  occasional 
drawing  are  done.  The  teacher  writes  examples  and 
problems  in  the  books.  "Whether  they  are  done  or  not 
or  when  they  are  done  is  left  wholly  to  the  child.  With 
occasional  exceptions  the  children  not  only  perform  all 
of  the  examples,  but  ask  for  more.  The  teaching  is, 
of  course,  individual.  Others  may  participate  if  they 
like.  When  one  is  asked  to  read  aloud  none  other  is 
asked  to  follow.  History  is  taught  by  making  the 
children  assume  the  roles,  thus  a  boy  may  be  Captain 
Smith,  a  girl  Pocahontas,  etc. 

This  may  look  like  pedagogical  chaos.  But  it  certain- 
ly is  a  most  interesting  as  well  as  complete  reaction 
from  the  machine  methods  with  which  the  public 
schools  are  charged.  It  seems  to  be  based,  however, 
on  a  degree  of  leisure  and  an  expenditure  of  money 
greater  than  even  this  country,  with  its  devotion  to 
what  it  at  least  thinks  is  education,  could  readily  afford. 


one  a  former  superintendent  of  schools  and  another  a 
Harvard  university  professor,  discuss  the  question, 
"Has  the  kindergarten  come  to  stay?"  They  agreed 
that  it  has.  It  was  pointed  out  that  there  are  kinder- 
gartens and  kindergartens  and  it  is  urged  that,  where 
the  inefficient  ones  exist,  there  be  correction  instead  of 
extinction.  The  special  merits  of  the  kindergarten, 
when  properly  conducted,  is  well  stated  by  Caroline  D. 
Aborn.  She  says:  "It  is  rich  in  its  opportunities  for 
the  beginning  of  manual  training  and  the  stirring  of  the 
artistic  sense;  in  its  training  for  grade  work  through  the 
development  of  such  mental  powers  as  attention,  obser- 
vation, judgment,  concentration;  in  its  emphasis  on 
good  habit  formation;  in  its  general  insistence  upon  lov- 
ing service  for  each  other  and  in  the  training  of  the 
imagination  which  sees  a  halo  of  possibilities  around  the 
common  things  of  life."  Two  of  these  articles  appear 
in  this  issue. 


MINNEAPOLIS,  MINN. 

Three-year-old  children  will  be  admitted  to  the 
Minneapolis  public  school  kindergartens,  by  adop- 
tion of  some  of  the  Montessori  methods,  as  soon 
as  the  details  can  be  worked  out,  it  was  arranged 
late  yesterday  at  a  conference  of  kindergarten 
teachers  with  Miss  Elizabeth  Hall,  assistant  super- 
intendent. 

"Children  3  years  old  will  be  taught  how  to  lace 
their  shoes,  button  their  dresses  and  other  things 
usually  not  taught  to  a  child  until  it  is  5  years  old," 
said  Miss  Hall  yesterday.  "The  Montessori  system 
develops  perception,  activity  and  discrimination, 
leads  to  good  reading  and  writing  earlier  than  by 
other  methods  and  does  not  jeopardize  the  health 
nor  rob  the  child  of  a  relish  for  liking  later  on." 

The  Montessori  system  may  be  further  devel- 
oped in  Minnesota  later,  as  Assistant  Superintend- 
ent B.  B.  Jackson  will  visit  Rome  in  February  with 
the  educational  commission  and  spend  a  week  in 
examining    the   operation    of   that    system. 

Mrs.  Fannie  Fern  Andrews,  Secretary  of  the 
American  School  Peace  League,  is  now  lecturing 
in  Europe.  Her  itinerary  this  year  includes  lec- 
tures in  Geneva,  Paris,  Berlin,  Munich,  Heidelberg, 
Brussels,  The  Hague,  Vienna,  Budapest,  London, 
and  Rome.  Her  first  engagement  is  at  the  Inter- 
national Peace  Congress  at  Geneva.  Mrs.  Andrews 
is  acting  also  in  conjunction  with  the  United  States 
Bureau  of  Education,  being  a  special  collaborator 
of  that  office.  Her  chief  mission  will  be  to  per- 
fect the  plans  initiated  by  the  United  States  Gov- 
ernment and  the  Netherlands  Government  for  the 
organization  of  an  International  Education  Confer- 
ence. Mrs.  Andrews  carried  with  her  letters  from 
Dr.  Philander  P.  Claxton,  United  States  Commis- 
sioner of  Education,  and  Secretary  of  State  Phil- 
ander  C.   Knox. 


In  a  recent  issue  of  the  Boston  Globe,  four  educators, 
two  of  them  directly  connected  with  kindergarten  work 


Miss  Mary  Rossis  conducting  a  very  successful  kinder- 
garten for  colored  children  in  the  old  Hughes  High 
School  Building  which  is  supported  by  the  Cincinnati 
Kindergarcen  Association. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


KINDERGARTEN  GROWTH 

[NOTE:— TJnder  this  heading  we  shall  give  from  time  to 
time  such  items  as  come  toour  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. 

MINNEAPOLIS. 

Opening  of  kindergartens  in  the  Washington  and 
Bremer  schools  has  been  found  necessary  to  relieve 
crowded  conditions.  The  kindergarten  class  at  the 
Sumner  school  was  reported  to  have  eighty-six 
pupils,  the  Longfellow  seventy-five  and  the  Greeley 
the  least,  thirty-nine.  The  staff  of  thirteen  kinder- 
garten teachers  will  be  increased. 

More  Kindergartens  Wanted. — Although  a  half 
dozen  new  kindergartens  were  opened  this  fall,  the 
attendance  is  far  in  excess  of  the  accommodations 
and  it  will  be  necessary  to  organize  new  classes  to 
provide  facilities  for  all  the  pupils. 

SACRAMENTO,  CALIF. 

Under  the  direction  of  the  principal  of  the  Oak 
Park  primary  school,  Airs.  Louise  Gavigan,  the  kin- 
dergarten and  the  primary  annex  were  opened  for 
business.  The  primary  annex  is  at  Thirty-fifth  and 
Park  avenue,  and  the  kindergarten  is  attached  to 
the  main  building.  The  kindergarten  is  under  the 
direction  of  Miss  Edna  Farley  and  the  primary 
branch   under  the   direction  of   Airs.    Carter. 

SALT  LAKE  CITY,  UTAH. 

New  public  school  kindergartens  have  been  estab- 
lished in  the  following  school  buildings:  Emerson, 
Franklin,  Grant,  Hawthorne,  Jackson,  Jefferson,  La- 
fayete,  Lincoln,  Lowell,  Riverside,  Sumner,  Wa- 
satch and  Whittier. 

Children  living  in  districts  where  kindergartens 
have  not  yet  been  organized  are  permitted  to  en- 
roll  in  the  kindergarten  most  conveniently  located. 

CINCINNATI,  O. 

A  new  kindergarten  was  recently  opened  in  this 
city,  in  charge  of  Miss  Marian  Fitton. 

Rev.  B.  Fishbeck,  superintendent  of  the  nursery 
and  kindergarten  at  1311-13  Bremen  street,  has 
placed  a  contract  with  Builder  John  Heineman  to 
remodel  the  kindergarten  building  and  make  inci- 
dental improvements  that  will  greatly  safeguard 
and  strengthen  the  property. 

MILWAUKEE. 

There  is  no  race  suicide  in  the  neighborhood  of 
the  Ninth  street  and  the  Detroit  street  schools,  ac- 
cording to  School  Supt.  Carroll  G.  Pearse.  "We 
have  found  it  necessary  to  install  two  kindergar- 
tens in  both  schools,"  explained  Mr.  Pearse.  "The 
single  kindergarten  in  each  was  overcrowded,  with 
from  fifty  to  sixty  on  the  waiting  lists." 
SPRINGFIELD,  MASS. 

Brightwood  school  is  experiencing  a  congested 
condition  this  fall,  particularly  in  the  kindergarten 
department  where  90  little  folks  are  enrolled,  neces- 
sitating the  placing  of  movable  seats  in  the  hall, 


Radiating  from  a  beginning  at  the  Settlement  Asso- 
ciation, the  kindergarten  movement  is  constantly  gain- 
ing headway  in  Houston,  Texas.  Such  a  class  is  now 
conducted  in  the  Allen  public  school  building.  It  is 
not  sustained  by  public  funds,  however,  but  by  month- 
ly endowments  from  liberal  citizens  and  by  tuition  fees. 
The  Cushman  School  in  the  South  End  has  been  doing 
successful  kindergarten  work  since  it  was  established. 
The  Settlement  Association  maintains  a  free  kinder- 
garten. Mrs.  W.  J.  Kinkaid,  who  has  been  active  for 
years  in  behalf  of  education  in  the  city,  has  opened  a 
kindergarten  at  3119  San  Gacinto.  Thirty  children'  are 
already  enrolled,  this  number  being  the  limit  that  can 
be  accommodated.  The  work  is  in  charge  of  Miss  Jean 
Kennedy  of  Knoxville,  Teni.,  a  graduate  of  the  Chi- 
cago Training  School.  She  is  assisted  by  Miss  AIuso- 
dora  House. 

The  Board  of  Education  has  decided  to  establish  the 
first  public  kindergarten  ever  conducted  here.  A  school 
building  at  Seventh  and  Bristol  street  has  been  chosen 
for  the  purpose  and  a  teacher  will  be  appointed  at  the 
next  meeting  of  the  Board.  It  has  been  the  purpose  of 
the  Board  to  establish  several  kindergartens  in  the  city 
but  the  work  has  always  been  hampered  on  account  of 
a  laxity  of  funds.  At  the  present  time  there  is  but  one 
kindergarten  in  the  city  and  this  is  conducted  under 
private  management. — Berkeley,  (Calif.)  Exchange. 

The  French  kindergarten  at  the  Grand  Rapids,  Mich., 
Conersvatory  of  Music  at  147  East  Island  street  will 
open  Saturday  for  children  below  ten  years  of  age.  In 
charge  of  Miss  Albertine  Bernard  Soule. 

The  East  Jacksonville,  Fla,,  kindergarten  op  ned 
Oct.  1,  in  the  Guild  hall,  corner  of  Florida  avenue  and 
Duval  streets.  Miss  Mai  Cooper  is  director  and  Miss 
Laura  Brownfield  assistant. 

At  Lowell.  Afass.,  the  attempt  to  abolish  the  position 
of  supervisor  of  kindergartens  on  the  ground  that  it 
is  "unnecessary"  is  meeting  with  vigorous  opposition 
on  the  part  of  the  public. 

The  Fairfield,  Fla.,  kindergarten  opened  Oct.  1,  in 
the  Fairfield  Improvement  hall  on  Talleyrand  avenue. 
Director,  Miss  Jean  Somerville;  assistant,  Miss  Ger- 
trude Barker. 

At  Reading,  Pa.,  the  free  kindergarten  is  so  greatly 
appreciated  that  mothers  have  brought  needed  furni- 
ture from  their  homes  in  order  that  their  children  may 
attend. 

Miss  Evangeline  Prim  has  opened  a  kindergarten  at 
Stoneham,  Alass.  A  public  entertainment  by  her  little 
pupils  will  be  given  Nov.  8th. 

A  kindergarten  in  charge  of  graduates  of  the  Lucy 
Wheelock  Kindergarten  Training  School,  Boston,  has 
opened  at  Somerville,  Alass. 

Miss  Talbot  has  opened  a  kindergarten  at  Christ 
Church  ( Ihapel,  corner  Belknap  and  Russell,  San  An- 
tonia,  Texas. 

Miss  Mava  Dilcher,  of  Allentown,  has  opened  a  kind- 
ergarten school  in  the  Lehigh  National  Building,  Eata- 
saugua,  Pa. 

The  Cady  Lumber  Co.  of  Glenm ore,  La.,  is  building 
a  kindergarten  for  the  children  of  its  employes. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


§5 


PERSONAL  MENTION 

Our  readers  are  invited  to  send  US  items  for  this  de- 
partment.   Kindly  give  your  i:ame  when  writing. 


Sara  Boyd  is  now  the  kindergarten  director  of  the 
Lawrence  school,  Pittsburg,  Pa. 

Lena  Belknap  has  been  appointed  kindergarten  direc- 
tor in  the  Pittsburg  public  schools. 

Miss  Ida  Hoyle  has  opened  a  kindergarten  on  West 
Washington  street,  Wheeling,  W.  Va. 

Irene  Snyder  of  Pittsburg  has  been  engaged  as  assist- 
ant kindergartner  in  the  public  schools  of  that  city. 

Miss  Edith  Phelps  of  New  Haven,  Conn.,  has 
gone  to  Boston  as  a  student  in  Miss  Neal's  training- 
school. 

The  Misses  Rose  Carkeet  and  Emily  Cheever  are 
the  kindergartners  in  the  Natchez  (Miss.)  pub- 
lis   chool  kindergartens. 

Miss  Genevra  Strong  has  gone  to  Bingham pton,  New 
York,  where  she  has  taken  charge  of  the  kindergarten 
department  of  a  boarding  school. 

Miss  Margaret  Somerville  is  director  of  the  La  Villa, 
Fla.,  Free  Kindergarten,  assisted  by  Miss  Isabel  Living- 
ston, Edith  Livey  and  Emma  Livingston. 

The  following  Pittsburg  kindergartners  are  enjoying 
an  advance  in  salary  beginning  with  the  present  school 
year:  IdaCalhoon  AnnabelleMendenhall,  Marion  Stoiey. 

Dr.  W.  N.  Hailmann  of  Cleveland,  Ohio,  will  have  a 
paper  on  the  Montessori  Method  at  the  annual  meeting 
of  the  Indiana  State  Teachers'  Association  in  Decem- 
ber. 

Miss  Fannie  A.  Smith,  principal  of  the  Bridge- 
port Kindergarten  Training  School,  addressed  a 
meeting  of  mothers  and  kindergartners  at  Danbury, 
Conn.,   Oct.  4th. 

Miss  Annie  Laws  gave  an  interesting  history  of 
mothers'  clubs  and  their  work  at  the  meeting  of 
the  general  association  of  Mothers'  Clubs  in  Cin- 
cinnati recently. 

Miss  Mabel  Foran,  daughter  of  Thomas  F.  Foran, 
left  on  the  12th  of  October  to  teach  in  the  kinder- 
garten school  at  Hull  House,  Chicago,  having  been 
chosen  by  Miss  Jane  Addams   for  the  position. 

A  reception  was  tendered  Miss  Grace  Braniger  of 
Burlington,I.owa,  the  new  superintendent  of  the  Thome 
Memorial  Kindergarten,  Galveston,  Tex.,  at  the  Im- 
manuel  Presbyterian  church.  Miss  Braniger  is  a  gradu- 
ate of  the  Chicago  Free  Kindergarien  training  school 
and  comes  highly  recommended. 

Miss  May  L.  Reed  of  New  York,  a  well  known  kind- 
ergartner who  recently  became  the  director  of  the 
School  of  Mothercraft  in  that  city  is  meeting  with  suc- 
cess. This  institution  provides  information  and  practi- 
cal instruction  in  the  home  care  and  training  of  chil- 
dren, in  eugenics  and  in  the  problems  of  the  family, 
is  the  only  institution  of  its  kind  in  the  United  States 
and  probably  in  the  world. 

Class  work    in  the  school    is  arranged    for  young 


women,  mothers,  mothers'  assistants,  day  nursery 
workers,  trained  nurses  and  kindergartners.  Lectures 
and  short  practical  courses  are  provided  in  the  follow- 
ing subjects:  Physical  care  of  infants  and  young  chil- 
dren, child  hygiene  and  physical  development,  dietet- 
ics, children's  cooking,  laundry,  sewing,  home  care  of 
sick  children,  emergencies,  hygiene  for  mothers,  child 
psychology  and  mental  hygiene,  principles  of  child 
training  and  of  the  kindergarten,  children's  stories, 
games,  songs,  handwork,  nature  study,  the  family,  its 
biology,  psychology,  sociology,  ethics. 

Miss  Reed  started  her  study  of  mothercraft  about 
eight  years  ago.  She  is  a  graduate  of  Clark  university 
and  has  taken  two  postgraduate  courses  in  other  col- 
leges. 

Miss  Ada  Mae  Brooks,  principal  of  the  Broadoaks 
School,  Pasadena,  Calif.,  made  a  tour  during  the  sum- 
mer, visiting  kindergartens  and  schools  in  different  parts 
of  the  Central  and  Eastern  states.  Her  school,  which 
includes  elementary  grades  and  kindergarten,  has  an 
ideal  environment,  many  of  the  classes  being  held  out 
of  doors  under  the  trees  and  amid  grass  and  blossoms. 

Miss  Florence  Ogden  Padgett,  who  for  the  past  two 
years  and  over,  has  been  in  Bingham  ton,  N.  V..  has 
accepted  a  position  in  Ironwood,  Mich.,  as  director  of 
the  Froebel  Kindergarten,  and  supervisor  of  the  other 
kindergartens  of  the  city. 

PROVIDENCE,  R.  I. 

The  first  regular  meeting  of  the  Rhode  Island 
Kindergarten  League  was  held  at  the  Normal 
School  Oct.  6,  with  Miss  Preston  in  the  chair.  Plans 
for  the  winter  were  discussed  and  it  was  announced 
that  a  lecture  course  would  be  given  by  Miss  Laura 
Fisher  of  New  York  and  Miss  Maxwell.  At  the 
close  of  the  business  session  Miss  Elizabeth  C. 
Baker,  supervisor  of  the  kindergarten  training  de- 
partment of  the  Normal  School,  gave  an  interest- 
ing talk  upon  her  experiences  in  Europe,  includ- 
ing visits  to  an  Italian  kindergarten  and  the  Froe- 
bel   Pestalozzi    House    in   Berlin. 

Caroline  T.  Haven--A  Loving  Appreciation 

(Continued  from  puge  61.) 

Through  her  work  for  the  International  Kindergarten 
Union,  Miss  Haven's  influence  was  carried  from  Maine 
to  Georgia,  from  Massachusetts  to  California,  and 
across  the  seas  to  England,  Germany,  and  China.  In 
this  wider  service,  as  well  as  in  the  more  intimate  work 
of  the  Training  Teacher,  the  strength  and  nobility  and 
sincerity  of  her  character  carried  its  message. 

Over  Miss  Haven's  desk   in  her  office  at   the  Ethical 
Culture  School   still  hangs  the  illuminated  card  which 
her  hands  placed  there,  and  it  reads: 
"To  keep  my  health, 

To  do  my  work, 

To  live  to  see  it  grow  and  gain  and  give" — 

The  health  of  body  was  gone  those  last  years,  but  the 
health  of  mind  and  spirit  remained  until  the  end.  Un- 
til the  end  she  held  the  controlling  lines  of  her  great 
work.  She  lived  to  see  it  grow  and  gain  and  give,  and 
we  like  to  believe  that  she  knows  now  that,  beyond  any 
growing  and  gaining  and  giving  that  the  mortal  eye 
could  see  there  is  a  growth  and  gain  and  giving  of  the 
spirit  that  shall  pass  her  work  on  to  the  children  of 
men,  eternally. 

Savannah,  Georgia,  October  7,  1912. 


86 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


TRAINING  SCHOOLS 

News  Items  from  Training  Schools  are  Solicited 


A  half  course  in  games  will  be  given  at  the  Brook- 
lyn Training  School  for  Teachers,  conducted  by 
Miss  Ella  I.  Cass,  October  8  to  February  14,  in- 
clusive. This  is  for  Brooklyn  and  Queens  kinder- 
gartners.  There  is  no  tuition  fee  for  any  of  these 
courses. 

Miss  Fanniebelle  Curtis  spoke  October  21st  to 
the  Kindergarten  Alumnae  at  the  Brooklyn  Train- 
ing School  for  Teachers  on  the  organization  of  kin- 
dergarten mothers   clubs. 

The  New  York  Kindergarten  Association  has  in- 
cluded in  its  course  of  graduate  study  a  half  course 
on  kindergarten  occupations,  conducted  by  Miss 
Julia  L.  Frame,  from  October  8  to  February  14, 
inclusive. 

Kindergarten  teachers  and  others  interested  are 
invited  by  the  New  York  School  Kindergarten  As- 
sociation to  attend  its  public  meetings,  to  be  held 
at  the  Normal  College,  Park  avenue  and  Sixty- 
eighth  street,  Manhattan,  at  4  o'clock  on  the  fol- 
lowing dates: 

Nov.  20 — The  Montessori  methods,  Dr.  Myron 
Scudder,  Scudder  Normal,  New  York,  and  lecturer 
of   education,   Rutgers   College. 

Jan.  15 — Games,  Miss  Harriett  Melissa  Mills, 
kindergarten    department,    New    York    University. 

Feb.  19 — -"Co-operation  Between  Public  Libraries 
and  Kindergarten  Work,"  Miss  Anna  Tyler,  New 
York  Public  Library. 

March  19 — "How  and  Where  to  Secure  Nature 
Materials,"    Mrs,   Alice    R.    Northrup. 

The  attention  of  kindergartners  is  especially  in- 
vited to  the  two  following  courses,  arranged  at  the 
request  of  the  association,  at  hours  practical  for 
teachers: 

The  Kindergarten  Programme — A  course  of  lec- 
tures, discussions,  and  reports  by  Professor  Hill, 
Miss  Moore,  and  Miss  Brown,  at  Teachers  College, 
Saturday,  mornings   at   10   o'clock. 

Playground  Work — A  course  of  lectures  by  Dr. 
Myron  Scudder,  director  of  the  Playground  Asso- 
ciation, at  the   Scudder  Normal. 


The  Chicago  Kindergarten  Institute  has  organized 
this  year  a  Home  making  School,  realizing  that  the 
woman's  life  should  be  directed  by  the  serious,  scientific 
spirit  that  controls  a  man's  business  career,  and  that  a 
knowledge  of  home-making  is  more  important  to  society 
than  the  higher  education,  so-called.  This  new  depart- 
ure includes  a  study  of  the  following  subjects: 

Simple  Housekeeping,  Cooking  and  Domestic  service. 

Special  courses  for  mothers. 

Problems  relating  to  childhood,  character  develop- 
ment, hygiene,  ethics  in  the  family,  etc. 

Field  Work,  observation  of  children  in  nurseries,  kin- 
dergartens., hospitals,  etc. 


Miss  Laura  Fisher,  director  of  the  department  of 
graduate  study  of  the  New  York  Kindergarten  Associa- 
tion, and  Miss  Curtis,  director  of  kindergartens,  are 
giving  a  special  course  on  the  kindergarten  program 
Saturday  mornings. 

The  course  is  designed  especially  for  graduate  kinder- 
gartners who  are  seeking  a  more  scientific  basis  for  the 
program.  It  will  be  adapted  to  existing  conditions  in 
public  school  kindergartens. 

As  a  result  of  a  growing  sentiment  in  favor  of 
kindergarten  in  California,  during  the  past  year, 
there  has  been  an  unprecedented  demand  for  kin- 
dergarten teachers,  and  graduates  of  the  Oakland 
Kindergarten  Training  School  of  Berkeley  are  now 
filling  positions  in  many  cities  in  this  state.  To 
Los  Angeles,  San  Diego,  Coronado,  Modesto,  Lind- 
say, Sacramento,  Alameda,  Oakland  and  Berkeley 
the  training  school  graduates  have  gone  to  fill  po- 
sitions in  free,  private  and  public  schools. 

This  appreciation  is  not  limited  to  this  state  or 
this  country,  however,  for  from  the  Hawaiian 
Islands  and  the  Orient  calls  have  come  for  teach- 
ers, and  young  women  have  been  sent  out  in  re- 
sponse  to   this   demand. 

The  large  number  of  young  women  who  applied 
for  admission  to  the  Oakland  school  this  fall  to  fit 
themselves  for  the  work  with  little  children,  is 
another  indication  of  the  growing  appreciation  of 
this   method   of   child  training. 


YPSILANTI. 

The  Kindergarten  Department  of  the  Michigan 
State  Normal  College  opened  October  1st  with  an 
enrollment  of  fifty-nine. 

Miss  Edith  Dixon,  Director  of  the  Kindergarten 
of  Woodruff  School,  resigned  to  take  a  position  at 
Winona,  Minnesota,  and  Miss  Bertha  Schwable,  for- 
merly of  Winona,  accepted  the  position  left  vacant. 
Miss  Schwable  has  studied  at  Teachers  College, 
New  York,  and  has  had  experience  in  Greenville, 
Ohio;  Horace  Mann  School,  New  York;  and  the 
State  Normal   College  at  Winona,  Minn. 

The  Senior  Class  entertained  the  Faculty  of  the 
Department  and  the  Junior  Class  at  an  informal  re- 
ception Wednesday  afternoon,  October  2nd. 


NEW  YORK. 

Miss  Fanniebelle  Curtis,  director  of  kindergartens, 
announces  that  under  the  direction  of  the  city  su- 
perintendent, and  with  the  co-operation  of  Miss 
Fisher,  director  of  the  graduate  department  of  the 
New  York  Kindergarten  Association,  an  experi- 
mental class  in  the  Montessori  method  will  be  con- 
ducted at  the  Maxwell  Kindergarten  House.  Dur- 
ing the  experiment  the  class  will  not  be  open  to 
observation.  "Until  we  can  give  you  the  results  of 
this  experiment  and  its  relation  to  our  kindergarten 
work  we  ask  that  the  Montessori  material  be  not 
introduced   in   any   of  our  kindergartens,"   she   said. 


The  average  monthly  salary  of  American  school 
teachers  in  1870-  was  $38.54.     It  is  now  $61.70, 


THE    KINDERGARTEN-  PRIMARY    MAGAZINE 


87 


TRAINING  SCHOOLS 

Cincinnati,  Ohio.— The  Cincinnati  Kindergarten 
Training  School  opened  an  experiment  station  as  a  part 
of  the  home  economics  course  for  the  benefit  of  house- 
wives perspective  and  actual.  A  correspondent  states 
that  every  detail  of  housekeeping  will  be  taught  there 
from  darning  socks  to  the  proper  way  to  arrange  for  a 
formal  dinner.  How  to  tell  good  eggs,  how  to  buy  meat 
and  still  have  enough  left  for  potatoes,  how  to  do  a 
week's  washing  and  iron  it  and  still  remain  cheerful, 
how  to  take  care  of  the  baby  when  he  and  his  teeth 
disagree  and  how  to  sweep  a  room  gracefully  are  all  in- 
cluded in  the  course.  The  station  is  a  model  hat  in  a 
fashionable  part  of  the  city.  Cincinnati  manufacturers 
have  been  invited  to  help  out  in  the  furnishing  of  the 
fiat  with  model  labor  saving  devices. 

San  Antonio,  Texas — The  free  kindergarten  and 
kindergarten  training  school  under  the  supervision  of 
Miss  Elizabeth  Moore  and  Miss  Rachel  Plummer,  prin- 
cipal, are  meeting  with  great  success. 

Grand  Rapids,  Mich. — Fifty-five  students  have  en- 
rolled in  the  Kindergarten  Training  school  during  the 
last  week.  Twenty-seven  former  students  have  return- 
ed for  the  senior  diploma  course.  Among  interesting 
features  of  the  opening  week  were  two  lectures  on  "Nat- 
ure Study,"  delivered  Thursday  and  Friday  by  Miss 
Frances  Stearns  of  Central  High  school  and  Miss  Edith 
R.  Mosher  of  the  forestry  department  at   Washington, 


D.  C.  Thursday  night  the  senior  class  under  the  leader- 
ship of  the  class  president,  Miss  Stella  Stillson,  gave  an 
informal  party  in  honor  of  the  junior  students. 

A  lecture  to  the  senior  class  was  given  the  Monday 
evening  following  by  Grace  E.  Ellis  and  on  Tuesday 
afternoon  Charles  Mills  delivered  a  lecture  upon  "Play- 
ground Supervision." 


The  kindergarten  school  recently  launched  by  Dr. 
C.  A.  Ridley  as  a  part  of  the  institutional  work  of  the 
Central  Baptist  Church,  Atlanta,  Ga.,  is  attracting  con- 
siderable attention.  Dr.  Ridley  reports  that  out  of  a 
large  class  of  little  ones  which  gather  each  day  in  the 
Sunday  school  room  of  the  church  there  are  only  three 
whose  parents  are  able  to  pay  the  small  charge  of  $3  per 
month. 


Miss  Mary  Ledyard  of  Los  Angeles,  who  is  under  ap- 
pointment to  the  Foo  Chow  (China),  Kindergarten  sys- 
tem, said  in  an  address  before  the  Woman's  Board  of 
Missions  that  the  field  in  China  of  the  missionary  of 
the  future  must  be  with  the  child.  "The  hope  of  any 
nation  is  with  the  child,"  she  said,  "and  to  influence 
China  we  must  start  with  the  child.  I  believe  there  is 
great  promise  for  a  great  nation  in  kindergarten  work 
in  China. 


Miss  Peek  of  Pittsfield,    Mass.,   is  now  engaged   in 
kindergarten  work  in  Boston. 


THE  KINDERGARTEN-PRIMARY    MAGAZINF 


BOOK  NOTES 

The  Expression  Primer,  by  Lillin  E  Talbert, 'Pri- 
mary Instructor,  Berkeley,  Cal.  The  purpose  of  the 
"Expression  Primer"  is  to  make  the  child's  first  year 
with  the  printed  page  a  joy  and  a  delight;  to.  awaken 
not  only  a  love  for  the  charm  of  story,  but  to  create  a 
desire  to  share  with  others  the  thought  the  story  page 
reveals.  The  child  of  six  lives  in  the  world  of  imitation 
and  imagination  expressing  himself  in  action.  It  is 
his  desire'to  to  do,  to  be.  The  nearer  we  build  our  text- 
books to  the  child's  development,  the  nearer  do  we 
come  to  a  perfect  fulfillment  of  the  law  of  growth.  So 
the  "Expression  Primer-'  has  been  prepared  with  the 
following  objects  in  view:  To  provide  interesting  mate- 
rial within  the  scope  of  the  child's  experience.  To  bring 
into  play  he  child's  ability.  To  place  in  the  hands  of 
the  child  material  permitting  a  wide  variation  for  oral 
expression.  To  eliminate  that  self-consciousness  so 
prevalent  in  the  intermediate  grades,  the  cause  of 
which,  if  rightfully  understood,  is  centered  in  the  first 
and  second  years  of  school  life. 

Art  Quartette,  Modern    Masters.     By   Hed wig  Levi. 

This  attractive  and  instuctive  game,  modelled  upon 
the  well-known  plans  of  authors  is  a  successor  to  the 
previous  one  published  by  Miss  Levi,  which  followed  the 
Old  Masters.  The  one  now  under  consideration  contains 
60  cards  producing  pictures  by  15  modern  artists,  each 
artist  being  represented  by  four  pictures  The  life  and 
birth  dates  of  the  artists  are  given  and  the  titles  of  the 
pictures  in  both  English  and  French.  They  are  repro- 
duced with  permission  of  the  Berlin  Photographic  Co., 
and  each  card  is  a  little  work  of  ait.  Teachers  would 
find  them  useful  for  busy  work  in  various  ways. 

A  Valiant  Woman.     By  M.  E.,    Author  of  "The  Jour- 
nal of  a  Recluse."  Cloth.     303  pps.     Published  by 
Thomas  Y.  Crowell  Co.,  New  York.      Price  $1,00, 
net.     Postage  10  cents. 
The  sub-title  of  this  live  book  is   "A  Contribution    to 
the  Educational  Problem,"  and  every  up-to-date  edu- 
cator, whether  or  not  in  agreement  with  the   views  ad- 
vanced, will  find  the  work  of  greatest  interest. 

Among  the  subjects  which  claim  attention  are  the 
kindergarten  movement  and  wherein  it  is  lacking,  with 
special  paragraphs  on  Rousseau,  Pestalozzi,  Froebel, 
and  Mme.  Montessori. 

How  England  Grew  Up.      By  Jessie    Pope.      Cloth. 
224  pps.    Price  75  cents,  net.    Published  by  Hough- 
ton Mifflin  Company,  New  York  and  Chicago. 
The  book  consists  of  stories  relating  to  the  history  of 
England,  told  in  such  a  way   as    to    interest,    while   in- 
structing, younger  children.     There  are  fifty-four  stories 
in  all,  with  a  large  number  of  illustrations. 

Indian  Sketches,    Pere    Marquette    and    The   Last   of 
the  Pottawatomie   Chiefs.     By  Cornelia  Steketee 
Hulst.   Cloth.    113  pps.    Price  60  cents      Published 
by   Longmans,  Green  &   Co.,  Chicago,   New  York, 
and  London. 
This  little  volume  of  historical  sketches  relating  to 
the  Indians  has  been  prepared  for  the  purpose  of  sup- 
plying children  with  some  of  the  most  beautiful  and 
heroic  stories  connected  with  Indian  life   in  the  North  ■ 


west  Territory.  The  theory  that  history  for  children 
should  make  biography  prominent  is  accepted  by  the 
author,  and  the  volume  is  written  largely  with  that  aim 
in  view.  The  author  anticipates  the  probable  criticism 
that  her  pictures  of  Indian  life  may  be  considered  too 
romantic  and  too  rosy.  She  declares,  however,  that 
she  has  pictured  the  Indians  as  Marquette,  Petit,  Cat- 
lin,  and  others  saw  them. 

Billy  Popgun.     By  Milo  Winter.      Illuminated  boards. 
61  large  pages.      Price  l?2.00  net.      Published;  by 
Houghton  Mifflin  Company,    New  York  and   Chi- 
cago. 
The  book  contains  eight  stories  for  little   folks,  beau- 
tifully illustrated.    A  feature  of  the  book  is  the  charm- 
ing harmony  between  the  text  and  the  illustrations-,  by 
the  author-artist,  Milo  Winter,  who  in  the  judgment  of 
many  has  struck  a  new  note  in  American  illustration— 
a  note  reminiscent  of  Rackham  and  Dulac,   yet  with  an 
individuality  which  is  peculiarly  his  own. 
Their  City  Christmas.    A  Story  for  Boys  and  Girls.  By 
Abbie  Farwell  Brown.     Illuminated  cloth.     87  pps. 
Published  by   Houghten,  Mifflin    Company,    New 
York  and  Chicago. 
This  story  of  the  unique  experiences  of  two  children 
who  come  from  the  coast  of  Maine  to  spend  the  Christ- 
mas holidays  with  some   young   friends    in  the  city   is 
one  of  the  best  Miss  Brown  has  written. 
Best  Stories  to  Tell  Children.     By  Sara  Cone   Bryant. 
Illuminated   cloth.      18 L    pps.      Price      $2.00    net. 
Published  by  Houghton,  Mifflin  Company. 
The  book  contains  29  stories  for   little   children,    told 
in  a  most  interesting  way.     There  are  16  full  page  illus- 
trations in  color.     A  most  excellent  Christmas  gift. 


Peace  Prize  Contest. 

Under  the  auspices  of  the  American  School  League 
open  to  pupils  of  all  countries. 

Two  sets  of  prizes,  to  be  known  as  the  Seabury  Prizes, 
are  offered  for  the  best  essays  on  one  of  the  following 
subjects; 

1.  The  Opportunity  and  Duty  of  the  Schools'  in  the 
International  Peace  Movement.  Open  to  Seniors  in 
the  Normal  Schools  of  the  United  States. 

2,  The  Significance  of  the  Two  Hague  Peace  Confer- 
ences. Open  to  Seniors  in  the  Secondary  Schools  of  the 
United  States.  Three  Prizes  of  Seventy-five,  Fifty  and 
Twenty-five  Dollars  will  be  given  for  the  three  best 
essays  in  both  sets. 

This  Contest  is  open  for  the  year  1913,  to  the  pupils 
of  the  Secondary  and  Normal  Schools  in  all  countries. 


Miss  Willette  Allen  was  hostess  at  an  informal 
reception  yesterday  at  the  Kindergarten  Normal 
School,  inviting  Atlanta  kindergartens  to  meet  Miss 
Marion  Gladwin.  The  occasion  was  a  happy  one, 
introducing  an  expert  kindergartner  recently  from 
Westfield,  Mass.,  and  a  two  years'  tour  around  the 
world,  during  which  she  studied  her  specialty  from 
every  standpoint.  Of  delightful  personality,  she 
was  most  cordially  greeted,  and  may  make  her 
home   here. 


THE 


MONTESSORI 
METHOD 

Of  Scientific  Pedagogy,  as  applied  to  child  education  in  the"Children's  Houses' 


By  MARIA  MONTESSORI,  M.  D. 


With  important  revisions  and  additions  by  the  author.     Translated  by  Anne  E.  Georg-e, 
Introduction  by  Prof.  Henry  W.  Holmes  of  Harvard  University. 

A  complete,  authorized  translation  of  Dr.  Montessori's  famous  book,  expounding  her 
educational  philosophy,  and  explaining  fully  her  method  of  child  education.  Prof.  Holmes 
calls  the  system  "remarkable,  novel,  and  important,"  and  says  "for  years  no  educationa 
document  has  been  so  eagerly  expected  by  so  large  a  public,  and  not  many  have  better  mere 
ited  general  anticipation." 

From  "EDUCATIONAL  REVIEW" 

"The  most  important  contribution  to  educational  thought   that   has  appeared       / 
in  many  years.      .      .      .     The  great  body  of  intelligent,  alert  teachers  in  this        / 
country  will  find  in  the  book  a  treasure-trove    of  wisdom   and    a   manual  of        / 
education.      Never  before,    I   believe,    has  such   a  combination  of  genius,        / 
inheritance,   training,  and  experience  been  united  as  in   this  woman.      .        / 
If   American  teachers  will  read  this  book  in  the  spirit  of  broad-mind-         / 
ed  fairness  in  which  it  is  written  they  can  get   inspiration   and  illu-        / 
mination  as  from  no  other  that  I  know  of."     (Reviewed  by  Miss        X 
Ellen    Yale  Stevens,  Principal,  Brooklyn  Heights  Seminary.)  /  stokes  co 

-,xr.   ,  ...  .  .  ,  ,  X         443-449  Fourth  Ave. 

With  many  lllustra  ions  from  photographs  S  new  york  city 

$1.75  net;   postpaid  $1.90.  /     .     Please"Vnd  me  full  descrip: 


FREDERICK   A     STOKES    COMPANY 
Publishers  New  York 


HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann. 


Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.   A.   S.   E.   E.   C.   and  is  intended  solely  for  the 
different"  child,  the  difficult  child,  the  handicapped  normal  child— whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  overbright  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal   child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training,  nature  study, 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Association  main- 
taining it  lays  emphasisupon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  overstimulated 
interest  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
and  is  situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,   address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


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McCall's  Magazine,  regular  price  $1.50,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

Housekeeper,  regular  price  $2.50,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

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The  KINDERGARTEN-PRIMARY  MAGAZINE  with 
Health  Culture,  reo-ular  price  $2.00,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

Primary  Education  and  School  Arts  Book,  regular  price 
$4.25,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

Kindergarten    Review,  regular  price  |2.oo,  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  Magazines  j 
you  want.    Address  J.  H.  SHUI/TS,  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,  Mioh. 


report  Cards.—],  4  or  10  months, 

per  100,  25c,  postage  5c 

U.  S,  Wool  Bunting  Flags 

6*3  Ft $175  Postage  14c 

8x4  Ft 2.45  Postage  20c 

Uass  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 

-  ir.V.5»h*»t  Cards.    Per  Pox  1?  cents 


CATALOG'FREEOfirtQUEST 


3Ul&ffirus&^, 


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  ea  h  month  !n  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 
whc  is  not  more  than  satisfied. 
PRICES;  Each  N-mber(excent  Summer)  $  .35 
Sumoier  No.  [larger  than  others]  .50 
Send  today  for  cepy  or  ask  for  further  informa- 
tion.   Address 

Teachers'  Kelpsr, 

Department  _  Minneapolis,  Minn 


■  ■'■  . 


DECEMBER,  1912 


INDEX  TO  CONTENTS 

| 

How  to  Make  Paper  Chains, 

Dr.  Jenny  B.  Merrill, 

90         | 

Saving  the  Children, 

Dr.  W.  N.  Hailmann,  A.  M.   93 

May  All  Children  Be  Delivered  From- 

_ 

95 

The  Purpose  of  Kindergarten, 

Caroline  D.  A  born, 

96         I 

Municipal  Recreation  Centers, 

Guy  L.  Shipps, 

96 

Fingers  and  Toes, 

. 

99 

Directions   for  Making    a    Christmas 

Booklet, 

Marguerite  B.  Sutton. 

100 

Dr.  Merrill's  New  England  Trip, 

. 

101 

The  Committee  of  the  Whole, 

Bertha  Johnston, 

102         1 

Morals  and  Manners, 

. 

104         J 

A  Year  In  the  Kindergarten, 

Harriette  McCarthy, 

105         j 

New  Kindergarten  Games  and  Plavs, 

Laura  Rountree  Smith, 

107 

Rhymes  and  Plays  for  December, 

Laura  Rountree  Smith, 

108 

Value  of  the  Kindergarten, 

Lora  B.  Peck, 

109 

A  Christmas  Game, 

J.  B.  M  , 

110 

The  Snow  Man,  Finger  Play, 

Laura  Rountree  Smith, 

I  1 1 1 

Young  Mr.  Red-Bill, 

Susan  Plessner  Pollock, 

111 

Gray,            .... 

Mary  Ellason  Cotting, 

112 

Only  A  Nigger  Baby, 

Chas.  H.  Shinn, 

114 

Making  Toys, 

J  B.  M. 

114 

Industrial  and  Household  Arts, 

Kathenne  L.  Kellogg, 

115 

Notes  From  the  Commissioner  of  Edi 

L- 

cation, 

. 

115 

Hints  and  Suggestions  for  Rural  Teach 

- 

ers,            - 

Grace  Dow, 

116 

Educational  News, 

. 

117 

Personal  Mention, 

. 

118 

Training  Schools, 

- 

118 

Volume  XXV,  No.  4. 


$1.00  per  Year,  15  cents  per  Copy 


1—  ^\  •  D  f\  II  Q   I  O  T   |\  A    A     O        KRIS  KRIKGLE  JINGLES.     By   Effle  Louise  Koogle.     Song» 

H"    If   K  l^#  ^1  H   I  ^5     I      I  Vl  /A  ^J     of  ^he  9hristmas  tlme  for  young  and  old.     A  versatile  collectioD 

^^*«     '  ^^  ■      '  ■     ■   ■  *-*     '  '  *  r*  *m*     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.  "      " 


Tide      ~~ 


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,  $i.  Postage.  7c. 


The  Coming  of  the  Christ-Child.  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  illus- 
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.  175pps. 
New  f  re9h  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,  50  quotations  and  a  novel 
entertainment.    165  pages,  30c. 


A  C>ristmas  Play  for  the  Tiny  Folks ;  May  Day  Play ;  Easter 
Exercise;  Memorial  Day  Exercises;  Bargains  for  Scholars- 
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. 

Christmas  Chimes,  with  Kindergarten  Exercises,  6c. 

Feast  ol  Lights,  for  Primary  Classes,  6c. 

Christmas  Crowns,  6c. 

Christmas  Recitations,  6c. 

Select  Readings  and  Recitations  (or  Christmas,  thirty-two  choice 
readings  and  recitations,  ioc,  postpaid. 

Filmore's  Christmas  Recitations  and  Dialogues— Very  satisfac- 
tory.   Prepaid  ioc 

Fin  de  Siecle  Christmas  Exercises— Great  variety.  Postp'd  15c, 

CHRISTMAS  DIALOGS,  GUPTIIX'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. 
Christmas  Celebrations 

The  matter  in  this  book  is  all  new. 
It  is  by  far  the  largest,  choiei-taud  best 
arranged  collection  for  Christmas  pub- 
li-hed.  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  twelve  boys,  by 
Eleanor  Allen  Schroll.  Nine  of  the  boys  have  speaking  parts. 
Three  larger  boys  appear  only  in  the  first  scene,  but  have  no 
•peaking  part.  This  is  a  thrilling  play  for  boys,  teaching  a 
rood  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  fer  small 
Children,  by  Lizzie  De  Armond.  The  characters  are  Santa 
Claus  and  Brownies  (about  ten  boys  in  all);  also  Pollle,  Jennie, 
Fannie,  and  nine  other  little  girls,  and  Miss  Bessie.  Time- 
It  or  15  minutes.     Price  10  cents. 

THE    ORPHANS*    CHRISTMAS    EVE. 

»trls  and  boys,   by   Elizabeth  F.  Guptill. 
—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   Christmas 
••lehratlon.      An   Ideal   play  for  children. 
Address  The  J.  H.  Shults  Company,  Manistee,  Mich. 


iQinisTMA* 


.  A.HOM^.FJ?B  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  for  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 

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 — 16  min- 
utes.    Price  10  cents. 

CHRISTMAS  BOOKLETS,  f\  These  are  4x3  ins.  in 
size,  contain  four  pages  If  beautifully  embos'd 
in  many  colors  on  a  tine  fj\,a  grade  of  cardboard. 
Each  in  separate  envel-  ope.    Price,  each,  2c. 

Per  dozen,  20c.  Postage,  Ic.  Per  dozen,  3c.  Ask'for 
No.  120b.  No.  120c.  is  a  similar  booklet  but  size  3%x 
3  inches.  No.  120d  is  also  similar  but  size  about  4% 
x2%.    All  are  furnished  in  assorted  designs. 

No.  121b.  CHRISTMAS  BOOKLETS  1  These  are  similar  to 
above  but  much  larger,  some  be-  /|r>  ing  nearly  4x5  ins.  in 
size.  Many  have  beautiful  cut-  *4I,#  outdesigris.  Similar 
Booklets  are  frequently  sold  at  from  8  to  10c.  Only  4c 

Postage,  Ic.    Per  dozen,  4-Oc.    Postage.  4c. 

Mo.  122b.  CHRISTMAS  BOOKLETS  ry  These 
are  the  regular  10c.  goods.  Con-  |%|">  tain  8 
pages,  usually  tied  with  ribbon  or  III.-  cord. 
Each,  6c.  Postage,  Ic.  Per  dozen,  wv"  6  5c, 
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  are|madeup 
of  regular  3c,  4c.  and  5c.  booklets.  Extra  values. 
MORE  EXPENSIVE  BOOKLETS,  We  have  some  big  bargains 
m  these,  ranging  in  price  from  10,  15.  20,  25  and  30c,  each.  Why 
NOT  do  this:  Send  us  the  amount  of  money  vou  want  to  in- 
vest, tell  us  how  many  cards  or  booklets  vou  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  oontalns 

16  pages  and  cover,  beautifully  bound  in  board" 
every  page  illustrated  and  printed  in  colors,  con- 
taining appropriate  verses,  etc.  "Tales  of  all  kinds 
.f.cruLl£tl&Mmd!!  •  '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*  8%,  a  regular 
25c  book.    Having  purchased  these  in  large  quan- 

ties  we  offer  them  at  15c  each,  postage  6c. 

Address  The  J.  H.  Shults  Company,  Manistee.  Mich. 


CAN  YOU  DRAW? 


Onr  Graduates 
Are  Filling  High  Salaried  Positions 

EARN  $25  TO  $100  PER  WEEK 

in  easy,  fascinating  work.      Practical,  Individual  Home 
Instruction.    Expert  Instructors.  Superior   equipment. 
Founded  1899.    Twelve  years'  successful  teaching. 
Financial  Returns  Guaranteed. 

Complete  Courses  in  Commercial,  Fashion,  Magazine, 
Book  and  Advt.  Illustrating  Newspaper,  Cartooning,  Let- 
tering, Designing,  Show  Card,  Architectural  Perspective, 
Photo  Retouching,  Normal,  Color,  General  Drawing,  etc. 

CD  CC  ARTIST'S  OUTFIT  of  fine  Instruments  and 
rlILL       supplies  to  each  student. 

Write  for  particulars 
and  Hftndsome  Art  Book. 

SCHOOLol  APPLIED  ART 

K    18     FINE   ARTS   BLDG. 

^Battle  Creek,  Mich 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


'  Diplomas  tfranted  for  Regular  Kinderjfarlen  Course' (two  years), 
I  and  Post  Graduate  Course  (one  year).  Special  Certificates  for 
)  Home-malinj  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, 
54  Scott  St.,  CHICAGO.         For  circulars  apply  to  Chicago  Kindergarten  Institute,  64  Scott  St. 


GERTRUDE  HOUSE, 


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.  [LIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


Mice  Hart'c  TRAINING  SCHOOL 

IllldJ  IIUIl  J  For    Kindergartners 

3600  Walnut  Street,  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
Trainers'  Courses.    Five  practice  Kin- 
dergartens.   Opens  October  1st.  1912. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 
The  Pines,  Rutledtfe.  Pa. 


OHIO,   TOLEDO.   2313   Ashland    Ave. 

THE      MISSES     LAW'S 


Medical  supervision.     Personal  attention 
Thlrty-flve    practice    schools. 
Certificate  and  Diploma  Courses. 

MARY   E.   LAW.    M.   D..    Principal. 


Miss  Cora  Webb  Peet 

KINDERGARTEN    NORMAL    TRAINING 
SCHOOL 

Two   Tears'   Course. 
For    circulars,    address 

MISS  CORA    WEBB    PEET, 
Jfl   Washington   St.,       East  Orange.   N.   3 


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 
hecorae    familiar    with    the    Social    Settle- 
ment   movement  at  Chicago  Commons.  Fine 
equipment.   Forcirculars    and    Information 
write    to 
MRS.    BERTHA    HOFER-HEGNER, 

West  Chicago,  111. 


THE  HARRIETTE  MELISSA  MILLS 
KINDERGARTEN  TRAINING  SCHOOL 

j    In  Affiliation  with  New  York  University 

For  information  address 
J  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 


KINDERGARTEN  TRAINING  SCHOOL 

Resident    home   for   a    limited    number    of 
students. 
Chicago  Free  Kindergarten   Association 
H.    N.    Higinbotham,    Pres. 
Mrs     P.    D.    Armour.    Vlce-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- 
Gradual  e  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.,  WASHINUTOls    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. 


Oakland  Kindergarten 

TRAINING  SCHOOL 

2119  Allston  Way,  Berkeley.Oalif . 

Grace  Everett  Barnard, 


OWN  A  FARM 


Save  while  you  earn.    Invest  your  sav- 
ings in 

NUECES  VALLEY 
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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  REATY    Co. 

202-3  Merrick  Lodge  Bldg., 
Lexington,  Ky. 


HOME  OCCUPATIONS 


FOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

"Mother  finds  some  happy  work  for 
idle  hands  to  do,"  is  the  idea  that 
has  been  excellently  carried  out  in 
this  most  excellent  little  volume. . .  . 

16mo.  Cloth.    50c,  postpaid. 

GEORGE  W.  JACOBS  &  CO., 

Publishers.  PHILADELPHIA 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheelock's  Kindergarten 
Training  School 


134  NEWBURY  ST. 
Boston,  Mass. 


Regular  course  of  two  years.  Special 
course  of  one  year  for  post  graduates. 
Students'  Home  at  Marenholz.  For  cir- 
culars address, 


LUCY  WHEELOCK 


Miss  Annie  Coolidge  Rust's  2istYear 

Froebel  School  of  Kindergarten 


COPIiEi  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
ftrong.  Special  work  under  best  educators, 
(iraduates  are  holding  valuable  positions. 
Circulars. 


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,     328    Bull    Street, 

Savannah,    Georgia. 


Springfield  Kindergarten 

Normal  Training  School 

Two  Years'  Course.    Terras,  $100  per  year. 
Apply    to 

HATTIE  TWICHELL, 

""RINOFIELD — LONOMJBAnoW,    M*SS 


Kindergarten    Normal    Department 

Ethical  Culture  School 


For  Information   address 

FRANKLIN  C.  LEWIS,  Superintendent 

Central  Park  West  and  63d  est. 

NEW    YORK. 


Atlanta  Kindergarten 

Normal  School 

Two    Years'    Course    of    Study. 
Chartered    1897. 
For    particulars    address 

WILLETTE   A.    ALLEN,    Principal, 
s«9  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. 

Nort.hvillG,  Mich 


■CHICAGO- 


KINDERGARTEN 

COLLEGE 

SUMMER  TERM 

June  18  Aug.  9 

KINDERGARTEN  COURSE 


All  Kindergarten  subjects.  Credits 
applied  on  Freshman  and  Junior  years 
if  desired, 


PRIMARY    COURSE 

Primary  Methods 

Handwork 

Art  for  Primary  Grades. 

Credits  applied  on  regular  Primary 
course  if  desired. 

Send  for  folder  giving  full  informa- 
tion. 

5-1200   MICHIGAN   BLVD. 

CHICAGO,    ILL. 


PRATT  INSTITUTE 

Schoolof  KindergartenTraining 

Brooklyn,  N.  Y. 


ners  and  Mothers.  Froebel  Educational 
Theories;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work, 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,    Music  and  Art,  Model  Kinder- 

6arten  for  Children;  Classes  for  "Older 
hildren  in   Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1912-13  opens  Sept.  30. 


KINDERGARTEN  DEPARTMENT 

PITTSBURGH  TRAINING  SCHOOL  TOR 
TEACHERS 

formerly 
PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  N.  PARKER,  Director. 

Regular  course,  two  vears.  Post  Grad- 
uate course,  one  vear.  Twenty-first 
year  began  September  3,  1912.    Address 

Mrs.  Wm.  McCracken 
Colfax  B'.dg.  William  Pitt  Blvd.  Pittsburgh,  Pa. 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 

MISS    ELLA    C.    ELDER 
86  Delaware  Avenue,        ■        Buffalo,  N.  V, 


Connecticut  Froebel  Normal 

Kindergarten  Primary  Training  School 

Academic,  kindergarten,  primarvand 
plavground  courses,  Hoarding  and  day 
school.  Extensive  facilities  for  thor- 
ough and  quick  work.  14th  vear.  Book- 
lets.    State  certificates.   Address. 

MARY  C.  MILLS,  Principal. 
181  West  avenue,  Bridgeport,  Conn. 


PTTSBURGH  AND  ALLEGHENY 


KINDERGARTEN  COLLEGE 

Regular  course,  two  years.    Special  ad- 
vantages for  Post-Graduate  work. 
Fourteenth  Year 
For  catalogue  address, 
MRS.  WILLIAM  McCRACKEN,  Secretary, 

3439  Fifth  Avenue  Pittsburgh,  Pa. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE.     DIPLOMA    AND 
NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

Ihepard    Building,       -       23    Fountain    St. 

P.RAM)    RAPIDS.   MICH. 


■CLEVELAND. 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National   Kinderg-arten  Colleg-e 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 
Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA    FARRIS,   Principe! 


ADi  111  a  forty-page  booklet 
y\  A  N  and  Our  Wor  shop,  an 
I  Lmi  i]iustrated  folder,  will 
give  the  enterprising-  teacher  a  world 
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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'  Ag-ency, 

Columbia,  South  Carolina. 


Valuable  Helps  for  Teachers 

School  Room  Exercises,  a  book  filled 
with  hundreds  of  primary  plans,  pre- 
paid, only  ...  -        50c. 

With  New  Jersey  School  News,  one 

year,  only  -  -  -  60c. 


New  Geography  Game  with  School 
News,  one  year  -  -  50j 


The  School  News,  New  Egypt,  N.  J. 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

'"THIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of  our  subscribers.      It  includes  only  those  who  claim  to  be  able 

to  secure  positions  for  Kindergartners  or  Primary  Teachers.     We  advise  those  in  need  of  positions  to  write  one  or  more 

of  these  agencies  for  particulars.    Even  though  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school. 


The  TEACHERS'  EXCHANGE  of  Boston 

Recommends  Teachers,  Tutois  and 
Schools.    No.  120  Boylston  street. 


THE  REED  TEACHERS'  AGENCY 

Can  place  Kindergarten  and  Primary 
Teachers  in  New  York,  New  Jersey  and 

H.  E.  REED,  Manager,  Syracuse,  N.  Y 
6*1  University  Block. 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  PROVIDENCE  BUILDING 
DULUTH,  MINN. 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.   We  can  place  both. 

The  Teachers3  Exchange 

P.  O.  Box  283,  Nashville,  Tenn. 


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  Primaryand  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. 


ALBANY  TEACHERS'  AGENCY 

Provides  public   and   private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

SI  Chapel  Street.  ALBANY.  N   Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  ClARK  TEACHERS' AGENCY 

Which   proves  conclusively  its 

standing.  Try  them.  Address, 

Steinway  Hall,  Chicago;    Lincoln,  Neb. 

Spokane,  Wash. 


nUIADIE  TCArUCnO    ATClirV    Our  OPPORTUNITIES  for  placing 

RELIABLE  TEACHERS  AGENCY     YdergarT  an^Prrry  Tearhers 

exceed  our  supply.     No  charge  until  you 
id  Kindergarten     accept  position. 

embership. "  w'rTte  to'-day  er~  i    Lewis  Teachers*  Agency 

Majestic  Building,  41  Lyman  Block,  Muskegon,  Mich. 

Oklahoma  City,  Okla.      I 


INTERSTATE  Teachers' Agency  CENTRAL  TEACHERS*  AGENCY 


501-503  Livingston  Building.  Rochester, 
N.  Y.    Gives  special  attention  to  plac- 
ing Kindergarten  and  Primary  Teach- 
ers in  all  parts  of  the  United  Statefe. 
T.  H.  ARMSTRONG,  Proprietor. 


SOUTHERN  TEACHERS' AGENCY 

COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  bej-t  known  in 
this  splendid  territory  for  teachers.  Ask 
for  booklet,  A  PLAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


We  wantKindergarten,  Primary, Rural 
and  otlierteachers  for  regularor  special 
work.  Highest  salaries.  Send  for  lit 
erature  and  enroll  for  the  coming  year, 

P.  Wendell  Murray,  Manager. 


The  J.D.Englc Teachers'  Agency 

MINNEAPOLIS,  MINN. 
A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


DEWBERRY 

SCHOOL 
AGENCY 

1892-1912 


CPECIALLY  trained  Kindergarten  and  Primary 
^  teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,   R.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA. 


TEACHERS  WANTING  POSITIONS 

In  Colorado,  New  Mexico,  Arizona,  Californ'a,  Nevada,  Utah,  Washington,  Ida- 
ho, Montana,  Wyoming,  North  Dakota,  South  Dakota,  Nebraska,  Kansas,  Okla- 
homa or  Texas  should  write  us  at  once.  Our  calls  come  direct  from  school  boards 
and  Superintendents.  We  place  most  of  our  teachers  outright.  THE  ROCKY 
MOUNTAIN  TEACHERS' AGENCY,  328  Empire  Building,  Denver,  Colo. 
WILLIAM  RUFFER,  A.  B.,  Manager. 


BANKTON  TEACHERS' AGENCY 

M.  DALTON,  Manager, 
Lexington,  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 


COLUMBUS.  OHIO. 
A  good  medinm  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Write  to-day.  E.  C.  ROGERS,  M  gr. 


Sabins'  Educational  Exchange 

(Inc.)  DES  MOINES.  IOWA. 

Wants  to  hear   from   kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.     Write  fully.     Will 

answer  frankly. 


AN  AGENOY  is  valuable  in 
j-^m  nvabinv  I  proportion  to 
its  influence  If  it  merely  hears  of  va- 
cancies and  tells  TUAT  is  some- 
yon  about  them  I  n«  I  thing, 
but  if  it  is  asked  to  recommend  a  teach- 


you 


C.  W,  BARDEEN,  Syracuse,  N.  Y. 


year.  Some  Kindergartners.  No  charge 

until  teacher  is  located  by  us.  Send  for 

registration  blank.    A.  H.  Campbell, 

American  Teachers'  Agency 

Myrick  Building.  Springfield,  Mass. 


with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primarv  and  Kindergarten  teachers. 
Get  it. 

Southern  Teachers'  Agency 

Columbia,  S.  C. 


The  South  and  West 

Offer    good  opportunities  for  Primary 
and  Kindergarteti  teachers.    For  infor- 
mation write  CLAUDE  J.  BELL, 
Bell  Teachers'  Agency, 

Nashville,  Tenn. 


Stick  Laying  :n 

Primary  and 

iralS    ho -Is. 

Price  . 


The  Tenth  Gift  ^ 

With  this  book  and  a  box  of  sticl  s  any 
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The  work  is  fully  illustrated. 
Also  Rintf  Laying  in    Primary  SchooN. 
15c.    Peas  and  Cork  Work  in   Primarv 
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All  limp  cloth  binding.    Address, 

J.  H.  Shults,  Manistee, Mich. 


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a*  S.  Sheridan  St.  Indiampolis,  Ind 


The  Kindergarten-Primary  Magazine 
and  the  Oklahoma  School  Journal,  both 
one  full  year,  for  $1.50.     Address 

KINDERGARTEN  MAGAZINE  CO. 

MANISTEE,    MICH. 


MADONNA   AND    CHILD 
Gabriel  Max 


THE    PERSONAL    WELFARE    OF    THE    KIN- 
DERGARTNER  AND  PRIMARY  TEACHER. 


This  department  is  devoted  to  the  personal  welfare 
of  kindergartners  and  primary  teachers,  the  purpose 
being  to  give  advice  which  may  result  in  assisting  them 
to  better  positions,  in  doing  better  work,  and  appreci- 
ating more  fully  the  sacredness  and  importance  of  their 
calling. 

Aside  from  the  home  and  church  there  is  no  influence 
so  strongly  effective  for  the  weal  or  woe  of  little  chil- 
dren as  the  kindergarten  and  primary  schools.  It  is 
really  hard  to  fully  comprehend  the  importance  and 
responsibility  of  this  position,  and  while  this  has  been 
said  many  times  before,  it  is  worth  repeating  if  thereby 
even  a  single  kindergartner  or  primary  teacher  is  led 
to  more  fully  comprehend  just  what  her  work  means 
to  the  children  in  her  charge.  There  are  two  things  that 
you  need  more  than  anything  else.  First,  right  attitude 
at  all  times,  every  day,  toward  your  work  and  toward 
the  children;  and  second,  a  deep  insight  into  child  na- 
ture, and  the  problems  which  kindergarten  culture 
involves.  No  matter  how  great  your  aptitude  for  the 
work,  you  must  study,  think,  examine,  compare,  and 
learn  to  comprehend  results  and  their  full  meaning.  To 
this  end  not  only  read  but  study  your  educational 
papers. 

If  you  attend  a  convention,  select  from  the  program 
the  addresses  and  exercises  that  are  likely  to  help  you 
most  in  your  work  with  the  children.  Then  be  on 
time.  Have  note  book  and  pencil.  Write  down  every 
thought  likely  to  prove  helpful.  Then  preserve  your 
note  book  and  consult  it  from  time  to  time.  Sift  every- 
thing that  you  hear,  with  a  view  to  getting  out  of  it 
that  which  can  help  you  most.  It  is  usually  true  that 
in  educational  meetings  all  of  the  theories  advanced 
are  not  practical,  at  least  in  a  general  way.  Your 
qualifications  as  a  kindergartner  or  primary  teacher 
will  be  greatly  advanced  when  you  can  successfully  sift 
out  that  which  is  good,  and  apply  it  to  your  work. 

Do  not  be  discouraged  because  your  work  seems  to 
fall  so  far  short  of  the  ideal,  but  be  ever  on  the  alert 
to  know  wherein  you  have  failed  to  reach  the  standard, 
and  try  to  determine  what  change  is  necessary  to  bring 
this  desired  result.  Keeping  "everlastingly  at  it,"  gain- 
ing just  a  little  today,  and  a  little  tomorrow,  falling 
back  possibly  some  days,  apparently,   for  the  reason 


that  no  work  with  children  in  the  hands  of  the  ordinary 
teacher  is  likely  to  be  continuously  progressive.  Dis- 
couragements will  come,  and  the  ability  to  remain  hope- 
ful when  hope  seems  hopeless,  to  do  the  work  to  the 
best  of  your  ability  when  conditions  and  circumstances 
seem  to  indicate  failure,  is  a  quality  that  will  help  you 
over  many  hard  places. 

As  soon  as  you  feel  yourself  qualified  for  a  more 
responsible  position,  or  one  where  you  are  likely  to 
accomplish  more,  we  should  advise  you  to  take  up  the 
work  of  securing  one.  If  this  position  must  come 
from  some  locality  outside  your  immediate  environ- 
ment we  advise  you  to  write  to  a  reliable  teachers' 
agency,  a  list  of  which  will  be  found  on  another  page, 
which  is  published  for  the  special  benefit  of  kinder- 
garten and  primary  teachers.  They  will  perhaps  require 
a  percentage  of  your  salary  for  a  short  time  as  com- 
pensation for  their  work,  but  an  active  teachers'  agency 
has  many  opportunities  for  securing  positions  which  is 
not  likely  to  be  open  to  you  as  a  kindergartner  or 
primary  teacher,  and  if  the  new  position  commands  a 
higher  salary  the  charge  of  the  agency  may  really 
prove  a  gain  and  not  an  expense. 

The  demand  is  usually  for  experienced  teachers,  and 
every  year  of  successful  experience  will  improve  your 
chances  for  a  better  position. 

Having  secured  a  place  involving  a  higher  quality  of 
work  the  important  thing  is  to  especially  qualify  your- 
self for  taking  it  up.  Get  all  the  information  you  can 
relative  to  the  position.  Endeavor  to  comprehend  just 
what  the  work  involves,  what  will  be  expected  of  you, 
and  what  you  must  accomplish  in  order  to  succeed,  and 
then  bring  every  aid  possible  to  your  assistance.  Be- 
fore the  term  opens,  have  your  plans  carefully  thought 
out,  which,  however,  should  be  subject  to  modification 
when  experience  indicates  that  this  is  advisable,  and 
you  are  likely  to  succeed. 

In  fact,  if  we  were  to  look  upon  the  profession  of 
a  kindergartner  or  primary  teacher  in  a  purely  com- 
petitive way,  we  should  be  forced  to  admit  that  there 
are  so  many  half  efficient  people  in  the  school  work, 
those  whose  interests  are  not  fully  given  to  it,  who 
seem  to  have  no  real  definite  purpose,  that  success  is 
almost  certain  to  any  kindergartner  or  primary  teacher 
who  possesses  good  health,  and  ordinary  ability,  and 
who  really  wants  to  succeed  bad  enough  to  fulfill  the 
necessary  conditions  for  success,  as  outlined  above. 


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.  *nd  all  other  countries  30c,  for  Postage. 

J.  H.  SHULTS.  Manager. 


VOLUME   XXV,  NO.  4. 

EDITORIAL  NOTES 

Every  kindergartner  will  be  interested  in 
the  article  by  Dr.  W.  N.  Hailmann,  elsewhere 
in  this  issue. 


"Education,  detection,  control,"  should  be 
the  watchwords  of  the  campaign  against  tu- 
berculosis, according  to  the  Chicago  Tubercu- 
losis Institute. 


So  important  has  domestic  science  instruc- 
tion become  in  Germany  that  a  special  "Do- 
mestic Science  Dictionary"  has  been  issued 
for  the  use  of  teachers  and  others  interested 
in  education  for  the  home. 


In  the  Public  Schools  of  Stavenger,  Norway, 
an  American  dental  graduate  has  fitted  up  a 
dental  clinic,  and  twice  during  the  school  year 
children  have  their  teeth  examined.  If  defects 
are  found,  the  child  is  given  a  card  which  is 
taken  home  to  the  parents,  asking  their  con- 
sent to  treatment,  which  is  done  free  of  charge. 


"We  need  more  doctors  of  public  health 
than  mere  doctors  of  medicine,"  says  Dr.  F. 
B.  Dresslar  in  a  bulletin :  "The  duty  of  the 
State  in  Medical  Inspection  of  Schools,"  just 
issued  by  the  United  States  Bureau  of  Educa- 
tion. Dr.  Dresslar  pleads  earnestly  for  the 
kind  of  medical  inspection  that  seeks  to  pro- 
mote health  rather  than  that  which  hunts  for 
ill-health.  "Our  system  of  paying  doctors  to 
do  something  for  us  when  we  are  sick  ought 
to  be  largely  discarded  for  the  Chinese  system 
of  paying  them  to  keep  us  from  getting  sick." 


"Yale  in  China,"  the  collegiate  school  and 
hospital  in  Changsha,  Hunan  Province,  China, 
intends  to  have  its  buildings  representative  of 
the  best  in  western  civilization.  Particular 
attention  is  paid  to  hygienic  and  sanitary  ar- 


DECEMBER,  1912 

rangements.  Among  suggestions  that  are  re- 
ceiving careful  consideration  is  one  from  the 
United  States  Bureau  of  Education.  Experts 
in  the  Bureau  have  urged  that  the  boys'  dor- 
mitory be  equipped  throughout  with  outdoor 
sleeping-rooms.  It  is  declared  that  in  this 
way  the  school  will  not  only  be  able  to  get  ten 
per  cent  more  work  out  of  the  boys  than  it 
would  otherwise,  but  "it  will  proclaim  to  the 
Chinese  youth  and  to  the  world  at  large  the 
value  of  fresh  air." 


"The  laboratory  method  applied  to  the 
teaching  of  law,"  not  unfairly  describes  the 
experiment  of  the  Catholic  University  of 
Washington,  D.  C,  where  a  real  court  room, 
with  all  the  apurtenances :  desks,  railing,  jury 
box,  witness  stand,  etc.,  has  been  fitted  up  for 
holding  moot  courts.  Attendance  upon  court 
is  compulsory  for  all  students  in  the  law 
school.  The  presiding  judge  is  a  member  of 
the  faculty,  but  most  of  the  officers  of  the 
court  are  students  in  the  school. 


The  Philippine  government,  through  its  bu- 
reau of  education,  has  taken  an  important  step 
in  the  industrial  development  of  the  people  of 
the  Islands.  By  establishing  the  School  of 
Household  Industries  at  Manila,  the  govern- 
ment hopes  to  introduce  into  the  homes  s-^v- 
eral  industries  which  will  add  materially 
the  income  of  thousands  of  families.  Several 
hundred  women  from  all  parts  of  the  Philip- 
pines receive  instruction  in  special  industries 
at  the  school.  After  finishing  the  course  they 
return  to  their  native  towns  and  teach  other 
women  to  make  at  home  things  for  which 
there  is  a  market.  Embroidery  and  lace- 
making  are  receiving  first  attention,  since  the 
government  sees  most  direct  commercial  ad- 
vantages in  these  two  arts. 


90 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


HOW  TO  APPLY  KINDERGARTEN  PRINCIPLES  AND 
METHODS  IX  VILLAGE  AND  RURAL  SCHOOLS 

HOW  TO   MAKE   PAPER-CHAINS. 

Dr.  Jenny  B.  Merrill 
IV. 

The  equipment  for  making  chains  of  paper 
was  stated  in  the  preceding  article. 

Let  us  imagine  a  little  group  of  children  ready 
for  the  first  lesson.  What  materials  should  be 
given  out?  To  each  child  one  strip  of  paper  an 
inch  in  width  and  five  or  six  inches  in  length. 
The  strips  should  be  rather  wide  and  long  at  first, 
but  may  vary  with  the  age  and  ability  of  the 
children.  Later  half  and  quarter  inch  strips  are 
used. 

Without  any  other  material  begin.  The  teacher 
takes  up  one  strip,  saying,  "Look !"  She  forms 
a  ring  over  her  finger  and  holds  it  so  all  can  see. 
"What  is  it?"  She  lets  go  of  the  ends  and  they 
fly  apart.  "How  can  I  make  the  strip  stay 
round  in  a  ring?"  "Pin  it?"  "No,  paste  it." 
The  teacher  very  carefully  with  a  splint  takes  a 
very  small  speck  of  paste  and  says,  "Watch  where 
I  put  the  paste."  She  holds  the  ends  for  a  few 
seconds  without  saying  a  word.  Then  she  lays 
the  ring  down  quietly,  she  makes  another  one, 
and  possibly  a  third,  not  linking  them.  This  les- 
son will  be  confined  to  making  rings.  The  paste 
is  now  passed  by  an  older  child.  A  short  splint 
or  tooth  pick  lies  on  the  card  which  holds  the 
paste. 

At  first  the  cards  holding  paste  may  be  given 
out  by  one  or  two  of  the  more  responsible  chil- 
dren. Still,  it  should  ever  be  borne  in  mind  that 
to  learn  to  wait  on  yourself  is  an  education,  and 
a  little  more  time  given  to  such  work  will  develop 
responsible  children  in  the  end. 

If  classes  are  large,  older  children  will  be  well 
pleased  to  help  in  getting  the  paste  out  ahead  of 
time,  but  all  should  learn  in  turn.  It  it  best  to 
use  well  cut  pieces  of  stiff  paper  or  card  to  hold 
the  paste,  and  to  throw  these  away  after  each 
lesson.  I  prefer  splints  to  tooth-picks,  as  it  is 
hard  for  a  child  to  work  with  too  small  a  tool. 

Without  further  explanation  say,  "Children, 
make  five  rings  with  your  strips  and  lay  them  in 
a  row  for  me  to  see.  when  I  come  back.  Each 
child  may  count  out  five  more  strips  from  the 
table.  Keep  them  in  your  box  lids."  As  children 
may  get  sticky  fingers  and  wipe  them  upon  their 
clothing  or  put  them  in  their  mouths,  it  is  a  wise 
precaution  to  furnish  a  small  square  of  muslin, 
or  even  better,  pieces  of  tissue  paper  for  the  pur- 
pose. 

I  have  analyzed  this  very  simple  lesson  very 
closely  for  beginnings  are  important  and  much 
bungling  will  be  saved  by  beginning  carefully. 


Still  we  learn  to  do  by  doing,  and  let  us  leave 
this  little  group  to  make  rings  or  to  "make  mis- 
takes." Those  who  are  timid  will  watch  the 
others,  and  one  child  may  not  even  venture. 
Longer  strips  will  make  bracelets  and  crowns. 
Little  children  love  to  "dress  up"  even  in  paper. 
Continue  for  several  days  to  make  rings,  larger 
and  smaller,  placing  them  on  fingers,  on  wrists, 
on  heads  and  also  afterwards  on  the  desks  in 
rows,  counting  them,  noting  their  colors.  After 
the  first  day,  let  the  children  choose  their  own 
colors.  Yellow  for  gold  will  prove  the  favorite 
for  rings.  Some  teachers  prefer  to  use  coated 
paper,  that  is  paper  white  on  one  side  and  colored 
on  the  other,  while  others  think  it  easier  for  the 
child  to  use  at  first  what  is  known  as  engine  col- 
ored paper  colored  the  same  on  both  sides.  Test 
it  and  see  for  yourself.  The  engine  colored  has 
the  advantage  of  being  cheaper. 

To  recapitulate,  the  object  of  this  lesson  is  to 
make  rings,  not  yet  to  link  them.  That  is  more 
difficult  and  may  be  reserved  for  several  days. 
The  second  object  is  to  familiarize  the  children 
with  the  materials  and  with  handling  them.  To 
enumerate,  there  are  strips,  paste,  a  splint,  a 
cloth  or  piece  of  tissue  paper.  The  lid  or  platter 
will  save  much  needless  anxiety  by  holding  all 
together. 

To  respect  "the  ounce  of  prevention"  con- 
tributes to  good  habits  and  to  good  discipline. 

Do  not  proceed  further  until  the  children  know 
the  material,  can  help  themselves  and  make  rings 
and  bracelets  galore  while  working  alone. 

Colors  and  sizes  in  variety  will  create  sufficient 
interest  for  a  week  at  least,  using  the  materials 
every  day.  Many  kindergartners  are  giving  up 
the  idea  that  a  different  occupation  is  needed 
every  day ! 

Children  have  "spells"  with  their  playthings. 
Top  time,  rope  jumping  time,  kite  flying,  marbles, 
all  lead  to  vigorous  play  in  their  season.  Let  us 
have  a  spell  of  "making  chains"  until  we  accom- 
plish something  and  perhaps  weary  a  little  too. 

A    SECOND   STEP. 

Linking  the  rings  is  a  very  decided  advance, 
but  children  are  quick  to  work  by  observing,  by 
imitation.  Talk  little.  Take  two  rings  up  and 
join  them  with  a  third  strip.  Do  it  several  times. 
Train  the  children  to  make  many  rings  and  fast- 
en two  with  a  third.  There  will  be  a  subconscious 
number  lesson  on  twos  and  threes.  Perhaps  some 
thoughtful  child,  -or  an  ambitious  one,  may  ask  if 
he  can  fasten  two  threes  together,  or  you  as  teach- 
er may  say,would  you  like  to  have  a  long  chain? 
Work  away  until  I  return.  They  will  waste  time 
measuring  and  comparing  length.  Never  mind. 
This  too  is  an  important  lesson. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


91 


Miss  Luella  Palmer  tells  of  a  happy  day  in  her 
kindergarten  when  the  children  themselves  sug- 
gested uniting  in  one  long  chain  the  yellow  chains 
they  had  been  making,  and  the  room  seemed 
verily  full  of  the  golden  sunshine  of  love  and  co- 
operation. The  children  felt  the  joy  of  united 
work  and  danced  holding  the  chain.  Then  comes 
the  decoration  of  the  room. 

THE  THIRD  STEP. 

There  will  come  a  day  when  the  children  may 
advance  by  preparing  the  strips  for  making 
chains. 


as  well  as  pasting.  It  would  delay  the  making 
of  chains  in  variety  and  length.  Teachers  must 
judge  for  themselves  which  course  to  pursue. 
Length  is  a  fascination  to  a  child. 

HOW  TO  VARY  CHAINS. 

After  learning  how  to  link  the  rings,  the  same 
variations  in  number  may  be  made  as  were  sug- 
gested with  the  Hailman  beads,  that  is,  the  colors 
may  be  grouped  in  twos  and  threes,  etc.  This 
holds  the  attention  closer  in  order  to  avoid  errors 
in  counting.    It  produces  pretty  defects. 

An  interest  is  awakened  by  conforming  colors 


Chains  of  graduated  lengtl 
window. 

Our  strips  are  all  used  up.  How  can  we  make 
more?  Fold  and  cut  some  of  our  squares. 
The  work  will  advance  more  slowly  but  it  will  be 
more  genuinely  the  child's  own  chain  because  he 
has  put  more  labor  upon  it. 

A  four  or  five  inch  square  is  folded,  cut  or 
torn  in  half.  Each  piece  again  is  folded  length- 
wise and  torn  or  cut  in  half.  The  torn  edges  are 
soft  and  more  pleasing  to  the  artistic  eye  than 
the  hard  cut  edge. 

I  have  called  this  a  third  step,  but  some  teach- 
ers prefer  to  begin  with  it.  It  has  the  advantage 
of  being  economical,  for  the  paper  lasts  longer, 
furnishing  lessons  in  folding,  cutting  or  tearing 


used  to  decorate  a  window — 
Irawn  back. 

to  the  holidays  and  seasons.  Following  the  year, 
alternate  yellow  or  orange  with  brown  strips  for 
the  harvest  chain  decorations.  Alternate  green 
and  red  for  the  Christmas  festival,  the  holly 
giving  the  colors  suggestion. 

Make  snow  white  chains  in  January  and  upon 
birthdays.  Spring  calls  for  dainty  greens,  violets 
and  yellows  as  the  flowers  appear.  Use  red, 
white  and  blue  for  national  holidays  only.  A 
rare  treat  will  be  a  rainbow  chain ! 

With  paper  chains  the  variations  will  be  in 
color  rather  than  in  number,  but  if  no  Hailman 
beads  are  used,  more  number  work  may  be  intro- 
duced with  these  chains.     In  doing  so,  I  suggest 


02 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


that  one  color  as  blue  alternate  with  white.  Color 
is  distracting  and  should  be  subdued  when  num- 
ber  is  the  main  consideration.      (Three  white — 
ee  blue ). 

Kindergartners  have  been  criticized  for  using 
festoons  of  paper  chains  too  freely  in  their  deco- 
rations and  for  keeping  them  up  too  long.  Paper 
chains  become  dusty  and  are  therefore  unhygi- 
enic. Remove  them  after  a  week,  possibly  at  the 
close  of  the  week ;  cut  them  in  short  lengths  and 
give  them  to  the  children  to  take  home  as  memen- 
toes of  a  festival.  Chains  of  graduated  lengths 
are  pretty  for  curtains. 

A  FOURTH  STEP. 

As  the  year  advances  and  the  children  have 
acquired  power  in  different  ways,  other  paper 
chains  are  sometimes  made,  as  a  chain  of  bells 
for  Christmas. 

The  bells  are  first  made  by  the  children  from 
half  or  quarter  circles.  The  cone  shape  of  the 
bell  can  easily  be  made  by  overlapping  the  straight 
edges  of  the  quarter  circle.  Bells  are  made  of 
different  colors  and  strung  on  worsted,  pushing 
the  bells  a  considerable  distance  apart.  Training 
of  the  eye  in  judging  equal  distances  becomes 
part  of  the  exercise. 

These  bell  chains  make  pretty  festoons  over 
the  blackboard  or  on  the  Christmas  tree. 

As  spring  brings  flowers,  we  often  imitate  as 
well  as  we  can  a  few  simple  flowers,  as  the  daisy, 
the  morning  glory  or  the  violet,  in  paper,  using 
twisted  green  tissue  paper  for  the  thread  to  hold 
the  flowers,  or  green  worsted. 

These  chains  are  used  in  May  day  decorations 
and  give  much  pleasure.  We  all  recognize  that 
nature's  own  flowers  are  more  desirable,  but 
why  some  kindergartens  object  to  imitating 
nature  in  this  way  is  a  mystery  to  me.  City 
children  could  rarely  have  flower  chains,  if 
at  all,  unless  they  make  them  in  this  way.  I  know 
the  joy  they  give  the  city  child  and  plead  for 
them. 

A  genuine  artistic  kindergartner  can  make  the 
little  fingers  quite  skillful  in  the  use  of  tissue 
paper  for  violets  and  produce  charming  May 
baskets.  Circular  pieces  of  tissue  paper  can  be 
crushed  from  the  center  to  make  several  kinds  of 
flowers.    Use  invention. 

I  have  said  nothing  of  alternating  short  straws 
with  paper  circles  and  squares.  This  is  a 
form  of  chain  quite  popular.  Straw  can 
easily  be  obtained  in  the  country  and  cut 
into  inch  lengths.  Parquitry  paper  is  used  for 
these  chains.  Daisies  are  also  used  effectively 
between  these  straws.  Green  straws  add  to  the 
effect.    A  white  circle  with  a  small  yellow  circle 


pasted  on  one  side  and  a  small  green  one  for  the 
calyx  on  the  reverse  makes  the  daisy.  The  edge 
of  the  white  circle  may  be  slashed  into  petals. 
The  green  calyx  was  suggested  by  a  kindergar- 
ten child.  Such  chains  are  rather  nervous  work 
for  very  young  children,  though  light  and  pretty. 
Straw  is  a  natural  material  and  its  glossy  surface 
is  shiny,  smooth  and  beautiful.  It  is  good  for 
children  to  see  and  to  touch  it.  To  secure 
strength,    coarser   materials   as   maccaroni   have 


been  substituted,  but  they  have  no  such  charm 
as  straw.    I  should  avoid  them. 

Cranberries  and  pop-corn  are  favorites  for 
stringing.  For  a  treat  once  in  a  season  they  are 
valuable  especially  if  the  children  are  allowed  to 
pop  the  corn.  Crushed  balls  of  tissue  paper  in 
red  and  in  white  are  sometimes  used  when  pop- 
corn and  cranberries  cannot  be  secured  and  at  a 
distance  the  resemblance  is  good  if  the  color  is 
well  chosen  for  red.  When  the  topic  for  the 
week  is  "time,"  the  watch-chain  will  be  an  appro- 
priate accompaniment. 

On  birthdays  often  a  love-chain  is  made  for  the 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


93 


birthday  gift,  every  child  contributing  a  few  links 
for  his  little  friend. 

Once  a  little  boy  was  kept  home  many  weeks 
from  kindergarten.  It  was  a  happy  surprise  to 
have  a  love  chain  made  by  his  favorite  playmates 
with  their  names  written  on  a  card  attached.  This 
chain  is  now  over  twenty  years  old  ! 
LINKING  CHAINS  WITHOUT  PASTE. 
Advanced  Work. 

By  using  flat  double  links,  chains  can  be  made 
of  many  interesting  patterns  by  older  children  in 
the  grades.  When  the  idea  is  once  caught,  the 
link  forms  may  be  varied  into  hearts,  leaves, 
fruits,  pendants,  etc.  A  very  interesting  chapter 
entitled  "Paper  Jewelry,"  which  fully  describes 
and  illustrates  such  work  is  to  be  found  in 
Beard's  "Little  Folks  Handy  Book."  This  sug- 
gestion may  be  helpful  in  preparing  dress  up 
costumes  for  dramatic  work. 


It  will  soon  be  possible  for  any  city  school 
to  have  a  drawing  exhibit  of  national  signifi- 
cance practically  without  cost.  Dr.  Henry 
Turner  Bailey  and  Mr.  Royal  B.  Farnum  are 
preparing  for  the  United  States  Bureau  of 
Education  an  exhibit  of  the  best  examples  of 
drawing  and  art  work  in  the  elementary,  high, 
and  normal  schools  of  the  United  States,  as 
well  as  one  or  two  of  the  art  schools.  The 
exhibit  is  to  be  sent  to  any  city  desiring  it 
upon  payment  of  the  cost  of  transportation 
from  the  city  last  using  it.  The  transportation 
charges  will  be  small.  It  will  be  ready  for 
shipment  about  January  first,  but  cities  desir- 
ing it  should  make  application  at  once  to  the 
Commissioner  of  Education,  Washington,  D. 
C,  in  order  that  it  may  be  dispatched  to  as 
many  localities  as  possible  with  the  least  ex- 
pense to  each  of  them. 

Educators  and  parents  who  are  skeptical 
of  the  value  of  examination  marks  will  draw 
encouragement  from  the  experiment  recently 
conducted  by  Supt.  Harry  L.  Eby,  of  Alliance. 
Ohio.  An  arithmetic  test  was  given  in  the 
eighth  grade,  and  Mr.  Eby  sent  one  of  the 
papers  to  all  the  teachers  in  his  system,  with  a 
request  that  they  grade  it  as  if  it  were  of  a 
pupil  in  their  own  classes.  The  resulting  per- 
centages ranged  from  40  to  93.  In  the  eighth 
grade  alone,  where  uniformity  might  have 
been  expected,  four  teachers  marked  the  paper 
50,  T.j,  89  and  90,  respectively.  In  other  words, 
one  teacher  would  have  failed  the  pupil  out- 
right; a  second  estimated  him  as  only  fair; 
and  two  others  considered  him  practically  in 
the  90  class. 


SAVING  THE  CHILDREN. 

By  W.  N.  Hailmann,  A.  M.,  Ph.  D. 

Among  the  cheering  signs  of  the  times  the 
most  promising  is  the  deep  unrest  of  the  social 
conscience  in  every  phase  of  life.  More  and 
more  clearly  is  the  life  attitude  of  man  swayed  by 
the  conviction  that  the  suffering,  the  weakness, 
the  wretchedness,  the  turpitude  of  one  affect  the 
happiness  and  character  of  all ;  that  the  efficiency 
and  welfare  of  the  whole  depend  on  the  efficiency 
and  welfare  of  each;  that  a  common  mutual  re- 
sponsibility binds  the  life  of  each  human  being  to 
the  life  of  society  and,  far  off,  to  the  unfolding 
life  of  humanity. 

Every  relation  of  life,  therefore,  is  under  in- 
vestigation. Everywhere  we  meet  the  question : 
Are  we  doing  the  best  in  the  interest  of  all  con- 
cerned? Are  we  sacrificing  the  future  to  the 
present  or  the  present  to  the  past?  humanity  to 
men?  the  end  to  the  means?  the  essence  to  the 
incident?  the  reality  to  shadows? 

The  time-honored  cry  of  distress  and  higher 
aspiration,  "What  shall  I  do  to  be  saved?"  is 
steadily  yielding  to  a  deeper  and  nobler  unrest 
in  the  hearts  of  men  and  women.  In  matters  of 
education  this  finds  outlet  in  a  fervent  search  for 
answer  to  the  question,  "What  can  we  do  to  save 
our  children?"  Tentative  replies  come  in  many 
forms,  in  word  and  deed;  in  mothers'  clubs  and 
mothers'  congresses,  in  children's  aid  societies, 
in  dairy  and  milk  associations,  in  associations  for 
the  study  and  prevention  of  infant  mortality,  for 
the  establishment  of  playgrounds,  of  day  nurser- 
ies and  social  centers,  in  the  growing  interest  in 
the  medical  inspection  of  schools,  in  child  labor 
and  vocational  training  and  a  host  of  other  wor- 
thy movements. 

The  "Century  of  the  Child"  so  passionately 
prophesied  by  Ellen  Key  seems  to  be  indeed  upon 
us.  In  a  wider  though  not  in  a  deeper  sense 
Froebel's  admonition  to  parents,  "Come,  let  us 
live  with  our  children,"  is  reaching  the  heart  of 
humanity.  The  sense  of  universal  parenthood 
with  its  precious  responsibilities  is  being  stirred, 
and  with  increasing  alacrity  the  social  conscience 
is  responding  to  the  appeal  in  many  directions. 

Let  us  hope  that  more  and  more  effectively  the 
movement  will  reach  the  school  itself  in  its 
scope,  its  equipment,  its  work,  for  great,  indeed, 
is  the  need  of  such  awakening.  Here,  more  glar- 
ingly perhaps  than  in  any  other  public  interest,  a 
wasteful  parsimony,  coupled  with  stubborn  tra- 
ditional prejudice,  and  consequent  ill  adjustment 
of  means  to  ends  hampers  efficiency  and  retards 
the  progressive  development  of  humanity  by  sys- 


94 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


tematic  retardation  in  the  development  of  child- 
hood and  youth. 

There  are,  it  is  true,  many  evidences  of  im- 
provement. Indeed,  when  we  compare  the  public 
school  of  today  with  that  of  fifty  years  ago,  we 
are  in  danger  of  being  caught  in  the  meshes  of  a 
complacent  optimism  that  benumbs  efforts  for 
further  advance  and  that  in  time  may  become  a 
factor  in  new  retrogression.  It  is  well,  therefore, 
that  we  should  from  time  to  time  survey  our 
achievements  in  the  light  not  only  of  past  failure, 
but  also  and  more  assiduously,  perhaps,  in  the 
light  of  ideals  of  higher  perfection. 

It  is  possible  here  to  indicate  this  in  only  a  few 
phases  of  the  work  involved.  Even  in  these  we 
must  limit  ourselves  to  the  kindergarten  and, 
more  especially  to  the  kindergarten  as  connected 
with  our  larger  public  schools. 

Obviously,  the  fact  that  the  kindergarten  has 
found  a  place  in  these  larger  school  complexes 
is  to  be  hailed  as  a  distinct  mark  of  progress.  Its 
beneficent  influence  upon  the  work  of  subsequent 
grades  is  all  but  universally  acknowledged.  It 
has  brought  to  the  work  of  the  primary  school,  at 
least,  elements  of  freedom,  good  will  and  joy  in 
the  life  of  children  and  teachers  that  even  the 
school  machine  cannot  ignore. 

Now,  it  is  a  notable  fact  that  in  matters  of 
education  the  public  as  a  whole  still  is  strangely 
parsimonous.  This  is  manifest  not  only  in  the 
relatively  larger  aggregate  sums  expended  for 
transient  pleasures  and  in  the  indulgence  of  cer- 
tain habits  of  questionable  value,  but  also  in  the 
relatively  lower  esteem  accorded  to  education  in 
our  larger  social  organizations.  At  Washington, 
the  official  entrusted  with  the  interests  of  public 
education  still  holds  a  poorly  endowed  subordin- 
ate position  and  has  no  place  in  the  official  family 
at  the  White  House  in  which  material  interests 
rule  supreme.  Similar  attitude  prevails,  sporad- 
ically in  less  degree,  in  state  and  city  organiza- 
tions. 

Under  the  pressure  of  such  parsimony,  admin- 
istration finds  itself  compelled  to  have  recourse 
to  "system,"  to  deadening  uniformities,  the  very 
antithesis  of  life  which,  while  obeying  every- 
where the  same  fundamental  laws,  delights  in 
variety.  Under  its  sway,  each  child  is  called 
upon  to  absorb  in  a  given  time  a  maximum  equal 
share  of  what  the  school  can  afford  to  offer.  In 
order  to  secure  such  uniformity,  the  school  is 
ed  to  slight  individual  capacity  and  need,  to 
standardize  every  phase  of  its  work  on  the  basis 
of  criteria  inherent,  not  in  the  child  but  in  the 
material  to  be  absorbed.  Unwieldy  masses  of 
children  must  move  in  gangs  or  sections.  Every 
measured  step  is  dictated  in  order  to  steer  clear 


of  inconveniences  of  spontaneity  and  originality. 
And  in  order  to  guide  underpaid  and  supposedly 
ill-equipped  teachers,  a  hierarchy  of  special  direc- 
tors is  created  for  the  various  departments  and 
sections  of  the  work  involved  who  frequently  fall 
into  the  error  of  judging  teachers  on  the  ground 
of  servility  in  obedience  rather  than  of  tact  and 
skill  in  free  adjustment  to  local  and  individual 
need. 

I  am  aware  that  the  naked  statement  of  this 
fundamental  obstacle  to  the  self-unfoldment  of 
both  child  and  teacher  in  the  school  must  seem 
unjust  in  a  number  of  individual  cases.  It  may 
be  safely  claimed,  indeed,  that  no  instance  can 
be  adduced  in  which  more  or  less  earnest  effort  is 
not  made  to  save  the  teachers  and,  through  them, 
the  children  from  the  disastrous  influences  of  the 
"system."  Thoughtful  supervising  officials  and 
hundreds  of  devoted  teachers  there  are  who  labor 
assiduously  and  often  with  gratifying  success  to 
mitigate  its  pressure;  here  and  there  parenthood 
is  aroused  and  stirring;  a  new  educational  litera- 
ture is  in  the  field ;  and  to  these  efforts  is  due  a 
growing  willingness  on  the  part  of  the  public  to 
yield  needed  support  to  the  cause  they  represent. 
But  much  remains  to  be  done.  Divine  discontent 
still  has  its  burdens. 

To  us,  as  kindergartners,  comes  specifically  the 
question :  Has  the  school  exerted  upon  the  kin- 
dergarten an  influence  corresponding  in  benefi- 
cence to  that  which  the  kindergarten,  as  hinted 
above,  has  exerted  upon  the  school  ?  Indeed,  this 
question  appeals  to  us  with  double  force.  For,  if 
it  should  appear  that  the  school  has  had  a  retard- 
ing influence  upon  the  character  and  spirit  of  our 
work,  it  would  behoove  us,  on  the  one  hand,  to 
resist  further  encroachment  and,  on  the  other 
hand,  to  regain  lost  ground  by  all  the  means  in 
our  power. 

The  detailed  discussion  of  this  question  re- 
quires much  testimony.  The  observation  of  a 
number  of  kindergartens  taken  at  random  or  even 
of  the  kindergartens  of  a  few  cities  would 
scarcely  justify  the  drawing  of  general  conclu- 
sions, much  less  the  suggestion  of  a  universal 
remedy.  However  that  may  be,  it  seems  to  me 
preferable  at  this  stage  of  the  inquiry  merely  to 
suggest  in  a  few  more  or  less  random  questions 
the  directions  which  such  an  inquiry  would  have 
to  follow. 

These  and  similar  questions  each  kindergartner 
may  apply  to  her  own  case.  Collectively,  where 
the  "system"  permits  such  freedom,  the  answers 
may  be  discussed,  the  cause  of  possible  short- 
coming determined,  and  remedy  sought  and 
found.    Even  where  this  might  prove  not  feasible, 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


95 


lieve  kindergartners  and  their  leaders  of  the 
possible  obsession  that  perfection  has  been 
reached ;  and  this  in  itself  would  furnish  an  un- 
failing factor  of  improvement. 

If,  further  on,  impelled  by  the  kindergartners, 
naturally  nearest  the  heart  of  childhood,  thought- 
ful women  and  men  join  them  in  urging  the  reme- 
dy, as  they  joined  us  in  the  early  history  of  the 
kindergarten  in  securing  its  adoption,  the  vitaliz- 
ing influence  of  the  educational  principles  so  con- 
vincingly set  forth  by  Pestalozzi  and  Froebel  will 
gain  new  impetus,  and  the  social  conscience 
aroused  to  its  responsibility  will  find  its  richest 
field  of  action  in  the  work  of  "saving  the  chil- 
dren" in  the  generous  uplift  of  public  education. 

The  questions  follow  without  further  comment. 
Replies  from  kindergartners  and  others  will  be 
welcomed  and  gratefully  appreciated  as  furnish- 
ing light  and  guidance  in  thought  and  action. 

Do  I  find  myself  compelled  to  ignore  the  evi- 
dent need  and  legitimate  interest  of  the  child  in 
obeying  the  requirements  of  the  "system?"  Do 
the  requirements  of  the  "system"  interfere  with 
due  regard  for  local  conditions  and  needs  ?  Does 
the  program  under  which  I  am  expected  to  work 
aid  or  hamper  me  in  securing  spontaneous  and 
sustained  interest  in  the  children's  play  and 
work?  Am  I  sufficiently  free  to  encourage  vari- 
ety in  self-expression,  or  do  I  find  myself  forced 
to  insist  upon  uniformitv  in  what  thev  say  and 
do? 

In  view  of  the  number  of  children  w'.th  whom 
I  have  to  deal,  do  I  find  myself  sufficiently  able 
to  respect  spontaneity,  originality  and  free  self- 
expression  on  the  part  of  the  children  ?  To  what 
extent  am  I  compelled  to  resort  to  repression  and 
dictation  in  the  work  of  my  children?  To  what 
extent  am  I  compelled  to  have  recourse  to  hyp- 
notic suggestion,  instead  of  giving  aid  in  the  at- 
tainment of  spontaneous  purpose?  Is  there  suf- 
ficient opportunity  for  free  social  group-work  in 
which  each  member  of  the  group  can  test  his 
value  and  contribute  his  relative  best? 

To  what  extent  am  I  compelled  to  have  re- 
course to  artificial  devices  in  efforts  to  secure  ex- 
ternal order  in  work  or  game?  To  what  extent 
does  verbal  information-giving  enter  in  morning 
talks,  story,  etc.  ?  To  what  extent  does  more  or 
less  compulsory  "showing  off"  enter  as  a  factor 
in  my  work?  How  much  of  the  play-work  of 
the  kindergarten  do  the  children  take  into  their 
life  in  free  play?  Are  we,  the  children  and  I, 
nervously  exhausted  or  refreshed  and  strength- 
ened by  the  kindergarten  period  ? 

Does  the  fact  that  my  kindergarten  is  connect- 
ed with  a  large  public  school  and  housed  in  the 


same  building  interfere  with  the  required  free- 
dom in  its  work  ?  Does  it  interfere  with  garden 
work  and  open  air  exercises,  with  free  play  in  its 
in-door  home,  with  the  selection  and  succession 
of  exercises,  with  opportunities  for  observing 
the  things  of  nature  and  of  life  ?  Am  I  expected  to 
give  more  attention  to  the  preparation  of  the 
children  for  their  subsequent  work  in  the  school 
or  to  their  natural  and  vigorous  self-unfoldment 
in  "freedom,  good  will,  and  joy?" 


MAY  ALL  CHILDREN  BE  DELIVERED 

From  teachers  who  teach  not  themselves. 

From  teachers  who  have  forgotten  their 
youth. 

From  teachers  who  call  curiosity  cussed- 
ness. 

From  teachers  who  do  not  take  several 
educational  journals. 

PYom  teachers  whose  voices  have  but  one 
key  and  but  one  inflection. 

From  teachers  whose  zeal  is  not  above 
refrigerator  temperature. 

From  teachers  whose  work  is  merely 
thought  out,  but  never  felt  out. 

From  teachers  who  see  another's  pros- 
perity through  green  spectacles. 

From  teachers  who  have  lost  (or  have 
never  had)  faith  in  God  and  little  children. 

From  teachers  who  tell  themselves  that 
the  needs  of  their  pupils  are  proportional 
to  their  salaries. 

From  teachers  who  affirm  that  "morn- 
ing exercises"  are  unnecessary;  that  "rest 
periods"  consume  too  much  time;  that 
"America"  is  worn  threadbare;  that  the 
daily  display  of  our  country's  flag  renders 
it  too  common. 

— Exchange. 


"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. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


THE  KINDERGARTEN=PRIMARY  MAGAZINE 

CURRENT  EDUCATIONAL  THOUGHT 

FROM   SUCCESSFUL  AMERICAN   EDUCATORS 

THE  PURPOSE  OF   KINDERGARTEN. 

Caroline    D.    Aborn. 

More  than  fifty  years  ago  there  was  introduced 
in  America  a  system  of  education  for  children  under 
school  age — the  kindergarten.  During  this  time 
various  educational  theories  have  been  emphasized, 
each  having  distinct  merits  yet  none,  to  my  mind, 
fulfilling  the  purpose  of  child  training  as  well  as 
the  kindergarten.  Changes  and  improvements  have 
naturally  been  made,  as  we  have  gained  a  deeper 
knowledge  of  child-nature  and  its  needs,  but  funda- 
mentally the  kindergarten  is  in  accord  with  the 
most  advanced   educational   thought. 

The  day  nursery,  where  young  children  can  be 
cared  for — fed,  amused,  put  to  bed — is  a  great  bless- 
ing to  mothers  who  must  help  earn  a  living  for 
their  families.  But  the  kindergarten  does  more 
than  attend  to  the  child's  physical  needs  and  amuse 
him.  It  offers  opportunity  and  materials  for  the 
child  to  experiment  with — blocks,  sticks,  paper,  pen- 
cils, scissors,  sand  and  clay,  all  of  which  appeal 
to  children  the  world  over.  Playing  with  these 
objects,  he  discovers  their  possibilities  and  ways 
of  expressing  his  own  ideas  and  fancies.  The  kin- 
dergartner's  part  is  to  guide  the  child's  play  so  that 
it  may  lead  to  something  definite,  instead  of  remain- 
ing desultory  and  capricious.  And  so  it  comes  to 
pass  that  the  child  develops  his  muscles  and  his 
mind,  through  the  exercise  of  h:s  own  powers,  in 
play. 

The  playground  is  becoming  increasingly  recog- 
nized as  an  essential  and  educational  equipment  for 
every  city.  The  great  lesson  of  "law  as  a  means 
of  freedom"  is  nowhere  better  taught  than  in  well- 
d'rected  and  orderly  play.  The  playground  offers 
a  splendid  field  for  the  child  to  realize  for  himself 
the  value  of  law,  and  is  a  valuable  means  for  pre- 
paring boys  and  girls  for  good  citizenship.  I  feel 
that  I  am  not  claiming  too  much  when  I  say  that 
the  playground,  with  its  supervised  play,  is  not  a 
substitute  for,  but  an  outgrowth  of  the  kindergarten. 

The  Montessori  method,  it  is  cla'imed,  "develops 
individuality,  the  mastery  of  self,  the  growth  of 
independence,  the  recognition  and  use  of  the 
senses."  There  is  no  divergence  here  between  the 
goal  of  the  Montessori  school  and  the  kindergarten. 
The  true  kindergartner  studies  her  individual  child 
and  opens  the  way  for  him  to  develop  through  cre- 
ative work.  As  he  models  in  clay,  as  he  draws 
freely  in  his  attempts  at  representation,  as  he  makes 
his  own  crude  designs  with  paper,  worsted  and 
other  material,  his  power  to  express  his  own  ideas 


is  increased,  and  he  begins  to  see  the  world  of 
objects  in  a  new  way.  The  kindergarten  takes 
another  step  when  it  emphasizes  the  social,  as  well 
as  the  individual  self.  In  the  group  work  the  child 
must,  for  a  part  of  the  time,  subordinate  personal 
whim  and  impulse  to  the  common  task.  Through 
recognition  of  another's  skill  he  is  stimulated  to 
better  endeavor  and  self-mastery. 

The  handling  of  objects  of  various  sizes  and 
shapes,  noting  their  characteristics  and  the  sorting 
of  these  objects  in  relation  to  color,  form  and  size 
is,  in  itself,  a  training  of  the  senses.  Games  which 
test  the  senses  of  touch,  sight  and  hearing  are  also 
common  in  the  kindergarten. 

In  conclusion  it  seems  to  me  that  no  system 
or  method  for  the  awakening  and  development  of 
the  innate  powers  of  the  little  child  has  yet  been 
discovered  which  is  so  all-round  efficient  as  the 
kindergarten.  It  is  rich  in  its  opportunities  for  the 
beginning  of  manual  training  and  the  stirring  of 
the  artistic  sense;  in  its  training  for  grade  work 
through  the  development  of  such  mental  powers 
as  attention,  observation,  judgment,  concentration: 
in  its  emphasis  on  good  habit  formation;  in  its 
gentle  insistence  upon  loving  service  for  each  other 
and  in  the  training  of  the  imagination  which  sees 
a  "halo  of  possibilities"  around  the  common  things 
of  life.  — Boston  Globe 


MUNICIPAL   RECREATION   CENTERS.* 

BY  GUY  L.    SHIPPS. 

We  have  in  this  country  a  strong  young  movement  ad- 
vancing the  cause  of  playgrounds.  We  have  in  aggre- 
gate a  large  amount  of  playground  equipment.  It  is  the 
purpose  of  this  paper  to  set  forth  that  the  children's 
playgrounds,  now  a  visible  fact  in  this  country,  form  a 
part  of  a  larger  movement  for  the  getting  together  of 
all  people'. 

The  kindergartners  are  peculiarly  the  group  of  edu- 
cators that  have  attempted  consciously  to  use  natural 
play  to  assist  the  unfolding  of  the  bodily  and  mental 
processes.  The  principle  upon  which  the  kindergartner 
acts  consists  merely  of  a  recognition  of  the  simplest 
facts.  In  order  to  collate  these  facts,  it  is  necessary  to 
explore  the  instinctive  acts  of  the  mother  which  tend 
to  complement  the  instinctive  acts  of  the  child  so  that 
various  powers  develop  and  differentiate  themselves. 

Just  as  the  discoverers  of  this  system  of  early  educa- 
tion examine  the  instincts  of  the  mother,  so  society 
as  a  whole,  in  order  to  interpret  itself,  and  to  find  prin- 
ciples of  education  and  the  basis  of  social  relations,  may 

*Address  given   at  I.   K.   U.   meeting,  Des  Moines,   Iowa. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


97 


turn  now  to  the  simplest  states  of  society  and  examine 
the  deepest  social  instincts  which  have  led  to  race  de- 
velopment. It  has  been  found  that  the  tendency  of  the 
growing  child  to  imitate  the  actions  of  his  elders,  to  live 
over  in  advance  the  social  acts  of  later  life,  is  not  merely 
characteristic-  of  the  civilized  nations,  but  exists  in 
primitive  races.  Explorers  have  reported  also  the 
almost  universal  public  ceremonies  and  festivities  of 
primitive  tribes.  On  these  occasions,  the  pressure  of 
individual  struggle  for  the  necessities  of  life  is  forgot- 
ten for  a  time  and  the  tribe  or  community  realizes  itself 
as  a  whole  in  a  common  interest. 

History  tells  us  of  the  congregations,  tribal  assem- 
blies, and  social  gatherings  of  the  European  peoples 
through  the  various  stages  of  evolution  of  national  life. 
From  Caesar  we  hear  of  the  tribal  assemblies  of  the 
Celts  and  Germans.  The  Greeks  consciously  recog- 
nized the  public  games  as  a  means  of  fitting  for  de- 
fense of  the  nation  and  of  education  for  citizenship. 
The  tournaments  of  the  age  of  chivalry,  the  feast  days 
of  the  peasants,  were  important  in  promoting  the  unity 
of  national  life  and  in  their  effect  upon  social  relation- 
ships. The  instincts  which  prompted  these  functions, 
from  which  social  values  were  realized  by  primitive 
peoples  and  nations  of  early  history,  still  survive.  Many 
recent  writers  have  pointed  out,  and  notably  Miss 
Addams  in  her  book  The  Spirit  of  Youth  and  the  City 
Streets,  that  all  attempts  to  smother  the  desire  for 
physical  play,  adventure,  and  social  recreation  of  youth 
must  end  in  disaster. 

We  moderns  collectively  may  have  thought  that  we 
could  afford  to  do  without  the  public  sports,  may  have 
thought  that  we  could  ignore  the  processes  of  body 
building  that  have  conserved  and  added  to  the  physical 
vitality  of  succeeding  generations  in  the  past  centuries 
of  the  life  of  the  now  dominant  races.  We  may  have 
thought  that  we  could  afford  to  neglect  providing  for 
means  and  forms  of  social  intercourse,  as  we  have 
efficiently  provided  for  transmission  of  intelligence,  and 
for  exchange  of  products,  and  refinement  in  manufac- 
ture. On  the  other  hand,  we  have  as  individuals  de- 
sired the  experiences  which  as  social  bodies  we  have 
failed  to  consider.  Each  individual  desired  to  secure 
leisure  to  be  spent  in  satisfying  the  higher  wants,  culti- 
vation of  mind  and  the  esthetic  sense,  intelligent  social 
intercourse  with  his  peers.  He  has  tried  to  accomplish 
this  desire  by  activity  in  commercial  industry.  The  love 
of  creating  increased  the  interest  in  industry. 

Out  of  this  has  come  a  condition  in  which  the  original 
ends  are  forgotten.  The  joy  of  creation  has  fallen  into 
the  hands  of  a  small  proportion  of  the  population,  and 
their  energies  are  totally  absorbed  in  the  creative 
process.  They  cannot  plan  for  enjoyment  of  social  life 
and  all-around  human  development  of  themselves,  al- 
though they  make  spasmodic  efforts  to  do  so.  The  so- 
cial life  of  the  commercially  dominant  classes  does  not 
therefore  present  as  a  whole  a  condition  of  advance 
commensurate  with  the  advance  of  the  same  group  of 
people  in  the  organization  of  industry.  On  the  other 
hand,  a  remarkable  evolution  of  the  system  of  distribu- 
tion of  the  products  of  industry  has  placed  the  majority 
of  the  people  in  the  position  of  a  struggle  for  existence 


which  in  turn  has  absorbed  their  energies,  so  that  here, 
also,  no  advance  could  be  made  in  social  intercourse  or 
in  conscious  human  development.  The  result  of  all  this 
is  a  social  condition  in  which  all  people  are  overbur- 
dened by  the  exactions  of  the  industrial  machine. 

Society  as  a  whole  cannot  find  time  to  plan  rational 
evolution  of  itself.  Parents  have  not  enough  light  to 
enable  them  to  train  their  children  for  life  because  the 
social  knowledge  on  this  subject  is  not  in  keeping  with 
conditions  of  the  age.  Society  does  not  even  know  how 
to  prepare  the  rising  generation  for  the  industrial  life 
in  which  the  generations  have  been  absorbed.  Even  the 
specialists,  the  educators  to  whom  mind  training  of  the 
rising  generation  has  been  committed,  cannot  prepare 
the  child  for  life,  cannot  prepare  him  even  for  industry. 
The  captains  of  industry  criticise  the  schools  from  ele- 
mentary to  university  for  the  inefficiency  of  their  out- 
put, 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  relations,  a  sub- 
ject to  which  society  pays  comparatively  little  attention. 
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  edu- 
cational practice  has  not  been  able  to  orient  itself  in  the 
new  situation. 

While  society  as  a  whole  has  become  more  and  more 
absorbed  in  industrial  organization,  for  the  past  cen- 
tury certain  groups  have  struggled  to  introduce  methods 
of  education,  conceived  as  a  result  of  observation  of 
the  trend  of  social  conditions.  Froebel  and  his  com- 
patriots were  the  founders  of  such  a  school,  men  who 
were  forced  to  struggle  and  sacrifice  for  their  ideas  as 
earnestly  as  any  group  of  people  ever  struggled  to  pre- 
serve the  life  of  a  nation.  Some  of  the  concomitants  of 
this  movement  were, — recognition  of  the  needs  of 
physical  education  extending  to  adult  life;  gymnastic 
societies  growing  up  in  various  countries  of  Europe; 
German  school  curriculum  divided,  one  part  devoted  to 
the  usual  branches,  the  other  to  body  training;  attention 
to  sports  in  the  English  schools,  beginning  at  the  ex- 
pensive private  schools  and  the  movement  extending 
down  to  the  board  schools.  In  America  we  have,  within 
the  last  twenty-five  years,  the  playground  movement,  fed 
from  one  angle  by  the  organized  demand  of  pupils  and 
students  for  school  athletics,  extending  from  universi- 
ties and  colleges  gradually  down  to  the  grades,  and 
from  another  angle  by  the  agitation  for  playgrounds  for 
small  children,  set  in  motion  by  women's  clubs,  settle- 
ments, etc.,  partly  as  an  outgrowth  of  the  kindergarten 
movement. 

Let  us  look  into  the  growth  of  this  movement.  As 
such  playgrounds  were  usually  located  in  the  most 
crowded  districts  of  cities,  spaces  were  necessarily  small. 
Equipment  consisted  of  swings,  teeters,  and  sand  bins, 
and  each  playground  was  in  charge  of  a  school  teacher, 
normal  school  student,  or  kindergartner.  There  was 
usually  no  definite  study  of  surrounding  conditions  pre- 
ceding the  placing  of  certain  playgrounds.  The  founders 
proceeded  with  the  theory  that  every  point  of  dense 
population  needs  a  playground.  Children  came  as  they 
will  flock  to  any  new  form  of  entertainment.     I  have 


98 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


seen  as  many  children  clambering  over  the  newly  laid 
foundations  and  floor  of  an  alley  shed  as  I  have  ever 
seen  within  an  equal  area  using  playground  apparatus. 
1  have  seen  as  many  on  a  pile  of  building  sand  in  the 
street  as  I  have  ever  seen  on  an  equal  area  of  sand  in 
a  sand  court  intended  for  their  use.  Therefore  it  was 
not  necessarily  the  carefully  worked-out  plans  and  ex- 
cellent administration  of  the  playgrounds  that  made  it 
possible  to  register  large  attendance  in  the  early  play- 
grounds in  American  cities.  And  most  American  cities, 
perhaps  we  might  say  all,  are  in  the  early  stages.  It 
has  been  and  is,  rather,  the  tremendous  need  felt  by 
every  element  of  population  that  has  forced  the  ex- 
pansion of  playgrounds.  This  feeling  gave  rise  to  defi- 
nite thought  and  action  on  the  part  of  organizations 
and  individuals  interested  in  civic  welfare,  teachers, 
ministers,  juvenile  court  officers.  It  has  urged  to  ex- 
pression that  class  of  parents  which  plans  consistently 
for  the  future  welfare  of  the  growing  children. 

In  the  centers  of  congestion,  where  children  mewed 
up  in  the  tenements,  from  lack  of  air  and  activity, 
perish,  parents  were  and  are  ready  to  grasp  at  any  re- 
lief although  not  able  to  diagnose  the  difficulty,  or  plan 
a  remedy.  This  partly  active  and  partly  passive  but 
unusual  public  interest,  is  at  the  basis  of  the  extension 
of  public  playgrounds.  American  business  enterprise, 
quick  to  catch  the  drift  of  popular  demand,  attempted 
t  i  capitalize  popular  interest.  As  a  result  there  are 
White  Cities  and  amusement  parks  springing  into  exist- 
ence in  every  city.  The  set  forms  of  amusement  here 
supplied  are  neither  fundamental  nor  beneficial.  The 
amusement  is  passive.  The  senses  are  stimulated  and 
nervous  centers  tickled,  ;'.  e.,  irritated.  Vital  processes 
are  not  aided  as  in  activity.  Sensations  are  not  deeply 
pleasurable.  Nevertheless  the  tremendous  attendance 
at  the  amusement  parks  is  significant  of  a  great  need. 

The  establishment  and  maintenance  of  playgrounds 
through  private  endeavor,  the  efforts  of  settlements, 
women's  clubs,  playground  associations,  etc.,  could  pro- 
ceed only  at  a  rate  far  behind  that  of  public  demand. 
The  promoters  were  therefore  exceedingly  anxious  to 
turn  the  problem  over  to  the  public  governing  bodies. 
VI  lermen  and  city  officials  who  were  cold  or  hostile 
toward  the  operation  of  the  privately  maintained 
grounds,  later  sought  public  favor  by  attempting  to  out- 
distance each  other  in  promoting  the  establishment  of 
playgrounds  at  public  expense.  Results  to  date  are  indi- 
cated in  one  hundred  and  seventy  American  cities  in 
which  the  municipality  through  public  appropriations 
functions  in  the  establishment  or  maintenance  of  play- 
grounds. 

Most  of  the  playgrounds  privately  financed  have  been 
rbced  in  congested  neighborhoods,  and  as  they  have 
necessarily  been  small  and  poorly  equipped,  could  not 
meet  the  needs  of  even  the"  immediately  adjacent  neigh- 
borhood. As  a  rule  they  met  the  needs  of  small  chil- 
dren only.  The  tremendous  public  outcry  in  reference 
to  "keeping  the  boy  off  the  street"  caused  the  planners  of 
the  municipal  grounds,  who  were  usually  the  same  indi- 
viduals who  had  promoted  the  privately  financed 
grounds  and  had  profited  by  the  experience,  witli  the 
larger  resources  now  available,  to  provide  for  the  en- 


tertainment of  the  boy  between  twelve  and  sixteen.  A 
man  director  was  employed  and  a  baseball  diamond  was 
either  provided  as  a  part  of  each  playground,  or  some 
connection  was  made  with  grounds  in  the  vicinity  which 
would  enable  baseball  to  figure  as  a  part  of  playground 
activity.  Also  pits  for  high  jumping  and  broad  jumping, 
which  occupy  little  space  and  were  early  found  to  give 
great  entertainment,  were  included.  In  many  cities  open 
spaces  in  public  parks  were  utilized  as  the  first  municipal 
playgrounds.  In  other  cities  school  grounds  were  used. 
Grounds  were  sometimes  leased  or  purchased-: 

This  is  the  stage  of  development  in  which  the  major- 
ity of  American  cities  which  have  playgrounds  provided 
by  public  funds  may  be  found  to-day.  Scattered  over 
the  city  and  located,  not  by  carefully  worked  out  plans 
taking  into  exact  consideration  such  factors  of  growth 
and  drift  of  population,  distance  to  be  traveled  by  users, 
capacity  in  relation  to  population  to  be  served,  but  lo- 
cated by  practical  judgment  and  availability  of  space, 
are  the  sand  court,  swing  and  bean  bag  playgrounds  for 
small  children,  with  the  athletic  adjunct  to  care  for  the 
turbulent  urchins  who  must  be  kept  "off  the  street." 
What  these  playgrounds  are  accomplishing  is  the 
demonstration  of  the  need  of  play  space  and  the  obliga- 
tion of  the  city  to  provide  it. 

Although  the  ones  who  most  obviously  needed  play- 
grounds were  the  small  children  and  the  boys  of  the  In- 
dian and  cowboy  age,  the  later  development 'of  the  play- 
ground plant  has  recognized  wider  needs.  A  glance  at 
the  equipment  will  show  that  new  elements  have  been 
taken  into  consideration.  It  is  now  considered  necessary 
in  planning  a  public  playground,  to  provide  means  of 
healthful  recreation  for  all  members  of  the  community. 
To  accomplish  this  there  are  frequently  in  one  play- 
ground separate  play  spaces  respectively  for  very  young 
children,  for  older  girls,  and  for  older  boys. 

The  playground  for  small  children  may  contain  sand 
court,  wading  pool,  baby  swings,  lawn  swings  and  small 
rope  swings,  low  apparatus  for  climbing  and  hanging, 
turf  and  open  space  for  games;  for  the  older  girls  there 
may  be  apparatus  for  climbing,  hanging,  and  swinging, 
space  for  running  games  and  for  tennis,  volley  ball  and 
similar  games,  and  space  for  dancing;  for  the  older  boys, 
space  and  materials  for  team  games,  equipment  for  run- 
ning, jumping,  and  throwing  weights,  and  gymnastic 
apparatus.  There  may  also  be  space  and  equipment  for 
games  for  men  of  the  particular  community,  tennis, 
quoits,  or  whatever  will  appeal;  seats  at  convenient 
points  in  each  enclosure  so  that  parents  may  overlook 
activities  of  children.  Most  important  of  all,  there 
should  be  supervision  of  a  kind  that  creates  a  clean, 
wholesome  atmosphere,  that  insures  safety  of  limbs, 
stimulates  activity  where  it  lags,  and  avoids  direction 
of  individuals  and  groups  properly  pursuing  their  own 
interests.  The  difference  between  supervision  and  no 
supervision  and  between  very  efficient  supervision  and 
less  efficient  supervision  is  seen  in  the  number  and 
active  happiness  of  the  persons  accommodated.  By  ac- 
tive happiness  is  not  meant  necessarily  happiness  which 
runs  and  shouts  in  a  game.  The  quiet  absorption  of 
the  child  who  is  discovering  all  by  himself  a  new  use 
for  a  piece  of  apparatus,  or  who  describes   farms  and 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


9Q 


cities  in  the  sand  and  equips  and  peoples  them  with  all 
sorts  of  imaginary  structures  and  beings,  is  just  as  im- 
portant and  he  must  be  guaranteed  security  in  his  oc- 
cupation. 

I  have  mentioned  the  forty  or  more  children  seen 
climbing  over  the  newly  laid  shed  floor.  This  active 
social  use  actually  lasted  only  a  few  minutes  when  a 
group  of  monopolists  drove  away  the  unorganized  ma- 
jority. Finally  one  boy  stood  alone  in  the  center  of  the' 
platform,  his  attitude  publicly  announcing  that  any  at- 
tempt on  the  part  of  any  other  individual  to  share  the 
property  would  be  attended  with  danger.  The  children 
drifted  off  in  groups  to  find  other  playthings.  This  un- 
fortunate ending  would  not  have  occurred  if  there  had 
been  supervision  by  an  older  leader.  The  presence  of 
efficient  supervision  guarantees  the  continuation  of  con- 
ditions under  which  social  association  may  thrive.  Un- 
der supervision  may  be  included  not  only  the  service 
rendered  by  the  trained  playground  director  but  also, 
and  far  more  important,  supervision  by  the  neighbor- 
hood. 

Seating  arrangements  for  parents  have  already  been 
mentioned  as  included  in  equipment.  The  parents  who 
are  present  of  course  supervise  the  activities  of  their 
own  children.  They  form  ideas  as  to  proper  conduct  of 
the  playground  and  discuss  their  observations  with  one 
another.  These  ideas  are  often  presented  to  playground 
directors.  In  every  locality  there  are  fortunately  a 
greater  or  less  number  of  parents  who  wish  to  know 
where  their  children  are  and  how  they  are  occupying 
themselves  at  all  times.  They  look  very  carefully  into 
conditions  before  allowing  the  children  to  frequent  the 
playground.  They  wish  to  have  an  understanding  with 
the  supervising  persons  as  to  hours,  activities,  and  num- 
bers of  such  details.  They  note  changes  in  personnel 
and  discuss  such  changes  with  interest.  I  believe  a 
change  of  playground  directors  is  as  a  rule  an  event  of 
much  greater  interest  to  the  neighborhood  as  a  whole 
than  a  change  of  teachers  in  the  public  school. 

In  no  one  of  the  two  hundred  and  fifty-seven  or  more 
American  cities  maintaining  playgrounds  has  the  prob- 
lem of  adequate  play  facilities  been  solved.  Chicago  has 
been  pointed  out  as  a  city  which  has  met  the  playground 
problem  squarely,  but  the  Playground  Association  esti- 
mates that  400,000  Chicago  children  are  not  within  reach 
of  any  of  the  thirty-five  playgrounds  in  operation.  Op- 
portunities for  play  can  be  greatly  extended  at  com- 
paratively small  cost  by  the  operation  of  both  school 
yard  and  park  playgrounds,  use  of  small  spaces  where 
large  cannot  be  readily  obtained,  encouragement  of 
street  play  under  supervision,  use  of  back  yard  and  roof 
playgrounds  in  connection  with  tenements.  Some  of 
these  advantages  could  be  obtained  at  very  slight  ex- 
pense. They  will  come  as  a  natural  result  of  the  growth 
of  social  consciousness  of  the  need  for  playgrounds. 

The  term  Recreation  Center  has  been  applied  to  the 
school  building  or  other  specially  constructed  building 
used  for  recreational  purposes  by  people  of  all  ages.  It 
appears,  however,  not  entirely  in  place  to  apply  the 
term  "center"  to  an  institution  which  supplies  entertain- 
ment along  stated  lines  for  a  small  percentage  of  the 
young  people  of  the  neighborhood.    An  equipment  de- 


signed for  public  recreation  becomes  a  center  when 
people  of  the  same  kind  can  find  each  other  there,  when 
the  self-impelled  grouping  of  people  originates  action 
looking  to  the  carrying  on  of  group  interests,  when 
people  of  diverse  kinds  meet  and  react  upon  each  other. 
As  has  just  been  indicated,  the  playground  may  arouse 
the  interest  of  the  community  to  a  remarkable  degree. 
This  interest  has  led  to  the  construction  of  the  play- 
ground along  broader  lines. 

The  recreation  center,  where  all  people  may  congre- 
gate for  all  sorts  of  recreative  activities,  is  the  logical 
next  step.  In  some  places  the  playgrounds  have  been 
equipped  with  pretentious  buildings  containing  meeting 
rooms,  dance  halls,  reading  rooms,  etc.  In  thirty-one 
cities  school  buildings  have  been  opened  at  night  under 
supervision  of  special  corps  of  teachers  and  directors 
for  varied  forms  of  recreational  activity.  Industrial 
classes,  reading  rooms,  game  rooms,  social  clubs,  lec- 
tures, orchestras,  singing  societies,  civics  clubs,  debat- 
ing societies,  and  dramatic  societies  are  a  few  of  the 
activities  in  progress  in  these  centers.  The  most  strik- 
ing equipment  for  these  purposes  is  seen  in  the  park 
centers  of  Chicago.  Here  sixteen  buildings  in  as  many 
parks  have  been  constructed  at  a  cost  of  over  $1,000,000. 
A  remarkable  fact,  however,  as  to  the  question  of  build- 
ings for  accommodation  of  social  centers  is  that  the 
modern  school  plants  have  been  found  to  be  almost  as 
easily  applicable  to  the  purpose  as  the  specially  con- 
structed buildings. 

As  we  follow  the  history  of  the  playground  up  to  its 
latest  manifestation  does  it  not  appear  as  a  real  growth, 
a  natural  unfolding?  It  may  be  looked  upon  on  the 
other  hand  as  a  recreation  from  industrialism,  a  spon- 
taneous desire  of  society  to  get  joy  out  of  life.  It  is 
contemporary  with  a  democratic  movement  throughout 
the  world.  Undoubtedly  it  has  something  to  contribute 
to  that  movement,  this  getting  together  of  the  people. 

FINGERS  AND  TOES. 

Such    funny   songs   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, 
TVnnywi^" 
Tommy  Thistle, 
Jimmy   Whistle. 
And  Baby  Trippingo!" 


DECEMBER 
DIRECTIONS   FOR   MAKING   CHRISTMAS  the  thin  paper  for  the  inside  spelling  sheets.     Cut  out 

BOOKLET.  the  outlines  of  the  bell  from  the  diagram  (Fig  11),  and 


Materials:     Stiff  cardboard,  water  colors,  pencil,  thin      lay  it  upon  the  cardboard  for  the  covers.    Draw  around 

paper,  baby  ribbon,  shears,  etc.  it,  and  then  cut  them  out.     The  covers  may  be  tinted 

Use  the  stiff  cardboard  for  the  outside  cover6,  and      any  delicate  color,  and  the  lettering  traced  in  in  gilt 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


ioi 


paint.  The  design  in  holly  may  be  done  in  red  and 
green  or  in  gilt,  as  desired.  Trace  the  inside  sheets  and 
cut  them  out  to  match  the  covers,  marking  in  the  dotted 
lines  for  the  words.  Fasten  the  sheets  and  covers  to- 
gether with   dainty   ribbon. 

These  little  booklets  make  dainty  souvenir  programs 
of  Christmas  Exercises  as  well  as  the  spelling  pads,  and 
the  .children  enjoy  making  them  during  the  busy  work 
periods. 

LIST    OF    SUGGESTED    WORDS. 


1. 

Bell. 

8. 

Sled. 

15. 

Ride. 

2 

Holly. 

9. 

Tree. 

16. 

Country. 

3. 

Snow. 

10. 

Gift. 

17. 

Grandma. 

4. 

Skates. 

11. 

Child. 

18. 

Dinner. 

5. 

Run. 

12. 

Happy. 

19. 

Christmas. 

6. 

Hill. 

13. 

Cold. 

20. 

New. 

7. 

Slide. 

14. 

Jack 

21. 

Year. 

Dr.  Merrill's  New  England  Trip 

Dr.  Merrill  spoke  at  the  State  Teachers'  Association 
of  New  Hampshire  on  "The  Montessori  Method." 
There  was  a  very  large  audience.  The  doors  were 
thrown  open  after  the  address  had  proceeded  some  min- 
utes, to  admit  three  hundred  belated  teachers.  Dr. 
Merrill  said  that  we  could  not  yet  determine  whether 
Dr.  Montessori  is  a  major  or  a  minor  prophet,  but  the 
"minor  prophets"  had  great  messages.  The  emphasis 
upon  the  old  message  of  Comenims,  who  said,  "I  seek 
a  method  whereby  the  teacher  shall  teach  less  and  the 
learner  learn  more,"  is  in  itself  alone  sufficient  to  lead 
us  to  give  a  listening  ear  to  Dr.  Montessori's  plan  for 
auto-education. 

At  the  Maine  State  Teachers'  Association,  convening 
in  Portland,  Dr.  Merrill  followed  Miss  Kennedy,  of 
Providence,  who  gave  the  results  of  actual  experiment 
in  a  private  school.  The  first  page  of  writing  of  a  little 
girl  was  passed  from  hand  to  hand  in  the  audience 
which  filled  a  large  church.  Miss  Kennedy's  personal 
acquaintance  with  Dr.  Montessori  gave  the  teachers 
the  benefit  of  several  telling  incidents. 

Dr.  Merrill  at  the  request  of  Miss  Nellie  E.  Brown, 
chairman  of  the  Kindergarten  Section,  followed  with  an 
address  on  "Froebel  and  Montessori  Compared." 

Later  in  the  month,  Dr.  Merrill  addressed  the  kinder- 
garten associations  and  parents'  clubs  of  Bangor  and 
Augusta. 

In  Bangor  Dr.  Merrill  was  entertained  by  Mrs. 
Samuel  Prentiss,  who  is  making  an  earnest  appeal  to  her 
community  for  more  "fresh-air  class  rooms"  and  "out- 
of-doors  play"  for  kindergarten  children.  Mrs.  Prentiss 
has  established  a  camp  for  those  needing  fresh-air  treat- 
ment, but  is  now  most  anxious  for  kindergartners  and 
teachers  to  push  preventive  measures.  She  is  urging 
the  builders  of  the  new  High  School  in  Bangor  and  the 
Board  of  Education  to  provide  one  room  for  a  study 
hall  to  which  children  can  repair  at  least  one  hour  daily. 
Mrs.  Prentiss  has  secured  the  co-operation  of  the  physi- 
cians in  her  town,  and  one  is  about  to  examine  every 
child  in  the  parochial  school,  numbering  a  thousand,  to 
decide  whether  tuberculin  glands  are  present. 

Mrs.  Prentiss  urges  that  she  is  working  not  only  for 


the  afflicted  but  for  those  who  may  become  victims. 

It  is  said  that  every  patient  well  isolated  may  save 
fifteen  others  from  inoculation. 

While  in  Portland,  Dr.  Merrill  visited  a  public  kin- 
dergarten in  which  she  found  such  good  work  that  she 
promises  a  description  later.  The  kindergartner  was 
Miss  Mansel,  a  woman  of  rare  spirit  and  long  experi- 
ence. 

The  kindergartners  met  Dr.  Merrill  at  an  afternoon 
reception  and  the  parents  in  the  evening. 

At  Augusta,  the  State  capital,  Supt.  Marshall  and 
the  Board  of  Education  deserve  special  mention  as  they 
are  the  first  in  the  State  who  have  inaugurated  a  regu- 
lar public  school  Montessori  experiment  in  one  of  their 
large  public  kindergartens.  They  sent  a  Wheelock  kin- 
dergartner of  experience  to  study  at  the  Scudder 
School  this  summer,  a  Miss  Hascall.  They  have  equip- 
ped the  class  with  a  full  set  of  material,  which  was  ex- 
hibited at  the  meeting  of  teachers  and  parents,  and  ex- 
plained by  Dr.  Merrill. 

The  county  conventions  in  New  Jersey  under  the  able 
direction  of  State  Commissioner  C.  N.  Kendall,  have 
also  been  studying  Montessori  methods. 

At  Atlantic  City,:  Dr.  Merrill  spoke  on  "A  Neglected 
Corner  in  Montessori,"  and  on  "The  A  B  C  of  Things." 

Miss  Myra  Billings,  supervisor  of  kindergarten  and 
primary  classes,  presided,  inviting  the  audience  to  ask 
questions. 

And  now  abideth  faith,  hope,  charity,  these  three; 
but   the  greatest   of   these   is   charity. — I.    Cor.   13:13. 

What  a  wonderful  trinity  of  graces  for  the  teacher! 
Faith  in  the  least  of  our  little  ones,  faith  in  the 
bad  boy,  faith  in  the  giggling  and  self-conscious 
girl,  faith  in  the  fathers  and  mothers,  faith  in  hu- 
manity, faith  in  God.  Hope  for  that  better  day 
when  the  childhood  that  so  taxed  our  patience  and 
so  tried  our  love  shall  have  become  the  manhood 
and  the  womanhood  our  nation  so  much  needs. 
Charity  that  covers  with  tolerance  and  love  the 
foibles  and  failures,  the  seams  and  the  scars,  of  poor 
human  nature,  and  sees  in  every  fellow  human  be- 
ing the  image  divine.  May  this  trinity — faith,  hope, 
charity— abide  with  us  of  the  teaching  fraternity  for- 
evermore. — Progressive     School    Journal,     Birm    

The  original  purpose  of  American  colleges  was  mainU 
to  train  men  for  the  ministry,  but  so  it  is  no  longer.  Har- 
vard, founded  chiefly  to  educate  clergymen,  now  gives  to  this 
profession  barely  2  per  cent  of  her  graduates;  Yale,  begun 
under  similar  impulses,  now  contributes  a  meager  3  percent. 
This  and  other  interesting  changes  in  the  professions  favored 
by  college  graduates  are  described  in  a  bulletin  by  Bailey 
B.  Burritt  on  "Professional  Distribution  of  University  and 
College  Graduates,"  just  issued  by  the  United  States  Bureau 
of  Education. 


You    may    keep    yourself    safe    from    fire    but    not 
from  an   evil  companion. 

There  never  was  a  good  war  or  a  bad  peace. — 
Franklin. 


We  aim  above  the  mark  to  hit  the  mark, 
son. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


THE  COMMITTEE °fTHE  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- 
tr  by  the  use  of  Kindergarten  Material,  the  Gifts.  Occupations.  Games.  Toys. 
lets;  Motners-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, 

I054  Bergen  St.,  Brooklyn.  N.  Y. 

f 

N   It  JL           J     \ 

To  the  Editor,  The  Committee  of  the  Whole : 

When  we  actually  enter  the  practice  of  the  kinder- 
garten we  are  often  confronted  by  opposition  and 
obstructions  for  which  our  training  schools  may  not 
have  prepared  us.  Will  you  please  help  a  pioneer  by 
replying  to  the  following  questions: 

1.  At  what  age  should  the  kindergarten  take  the 
children  who  are  to  enter  the  First  Grade,  at  six? 

2.  Are  there  conditions  in  America  in  this  century 
which  justify  the  claim  that  the  Froebelian  ideals  should 
be  modified? 

3.  Does  the  adaptation  of  the  kindergarten  to  the 
"spirit  of  the  times"  make  it  more  or  less  secure  from 
attack  ? 

Indiana.  W.  E.  A. 

1.  In  an  ideal  kindergarten  the  children  should  range 
from  three  to  six  years  of  age,  with  an  average  attend- 
ance of  30,  and  one  assistant  so  that  there  would  be 
an  average  of  fifteen  or  so  at  a  table  and  30  on  the 
circle.  In  the  public  school  kindergartens,  however, 
this  ideal  condition  rarely  prevails  and  therefore  to  ac- 
complish the  most  good  the  ages  should  average  be- 
tween four  and  six.  There  should  be  at  least  two  full 
years  of  the  kindergarten  experience  for  the  child. 
After  he  has  passed  the  sixth  birthday  the  average 
child  has  outgrown  the  activities  and  interests  that 
characterize  the  genuine  kindergarten  environment,  and 
he  should  pass  on  into  the  grades.  One  child  who  has 
outgrown  the  psychological  plane  of  the  kindergarten 
can  be  a  source  of  continual  trouble  and  perplexity  to 
the  kindergartner.  An  occasional  coming  together, 
however,  of  kindergarten  and  grade  children  is  desir- 
able and  enjoyable.  In  the  Cook  County  Normal  of 
Chicago,  under  Colonel  Parker's  regime,  it  was  cus- 
tomary for  the  grade  children,  once  a  week,  to  visit  the 
kindergarten  during  morning  circle,  and  there  was  no 
prettier  sight  than  to  see  boys  and  girls  of  twelve  or 
older  accepting  the  invitation  of  a  wee  three-year-old, 
to  skip  round  the  circle.  The  school  was  like  one  large 
family,  the  older  children  being  the  big  brothers  and 
sisters  of  the  little  ones. 

2.  Whether  or  not  the  ideals  of  Froebel  need  modi- 
fication depends  upon  just  what  we  mean  by  Froebelian 


ideals.  Our  modern  civilization  is  far  from  reaching 
Froebel's  ideals,  but  it  may  well  be  that  with  the  ad- 
vance in  scientific  and  psychological  and  physiological 
knowledge  our  practice  and  our  methods  may  need 
modification.  In  harmony  with  such  increased  knowl- 
edge the  occupation  material  and  gifts  have  been  en- 
larged since  Froebel's  day,  and  other  changes  have 
taken  place,  but  we  are  now  living  in  an  age  of  such 
specialization  that  the  spirit  of  the  kindergarten  with 
its  varied  activities  and  interests,  is  more  than  ever 
needed  in  the  grades  as  well  as  in  the  child-garden. 
The  child  needs  to  have  presented  to  him  many  and 
diverse  experiences  in  the  course  of  the  two  or  three 
years  that  he  is  in  kindergarten  (not  all  at  once,  by 
any  means,  for  that  makes  for  confusion  and  "nerves"). 
But  all  too-soon  he  will  have  to  concentrate  upon  one 
line  of  thought,  and  if  he  have  not  this  varied  environ- 
ment in  kindergarten  and  the  grades,  when  will  he 
have  it?  The  ideal  of  Froebel  was  an  all-round  human 
being,  master  of  himself  and  his  surroundings,  living 
in  harmony  with  nature,  man  his  fellow  and  his  Father 
in  Heaven.  In  what  respect  does  your  kindergarten 
fail  to  approach  toward  this  end?  It  would  seem- to 
the  intelligent  observer  that  the  kindergarten  is  the 
place  par  excellence  where  children  are  not  only  taught 
but  trained  how  to  live  in  a  democracy.  They  practice 
democratic  living  in  spirit  and  action  every  day.  The 
methods  by  which  this  is  achieved  will,  of  course,  need 
to  be  modified  as  we  grow  in  knowledge. 

3.  The  remarks  just  expressed  will  apply  in  a  meas- 
ure to  your  next  question.  A  wise  adaptation  of  kin- 
dergarten methods  would  doubtless  make  it  more  free 
from  attack  in  certain  quarters,  but  this  does  not  mean 
that  the  subjects  of  the  grades  should  be  taught  in  the 
kindergarten,  or  that  the  teacher  is  to  be  given  so  many 
children  that  she  must  teach  them  in  a  mechanical  way, 
by  machine  discipline,  and  so  lose  sight  of  the  child's 
precious  individuality.  The  Montessori  system  has 
doubtless  something  to  offer  the  kindergartner,  but 
modifications,  if  made  at  all  should  be  by  those  thor- 
oughly familiar  with  kindergarten  theory  and  practice 
and  with  child  nature  as  well  as  with  the  newer  system. 
The  kindergarten  is  too  precious  a  heritage  to  be 
lightly  altered. 


THE   KINDERGARTEN- PRIMARY  MAGAZINE 


loj 


To  The  Editor  : 

Will  you  please  suggest  some  good  kindergarten 
music  for  marches,  skips,  etc. 

White  Plains,  N.  Y.  A.  S.  T. 

We  give  herewith  a  list  of  classified  music,  all  of 
which  is  good : 

Simple  Marches — Sartoris,  "Happy  Outing ;"  Gurlitt, 
"Playing  Soldiers;"  Parloa,  "Soldier's  March;"  Gounod, 
"Low  Faust"  (Skip);  Giese,  "March;"  Schumann, 
"Soldier's  March ;"  Schoenfield,  "Children's  Festival." 

More  Difficult  Marches — Jensen,  "Little  Songs  and 
Dances ;"  Jeffrey,  "Gavot ;"  "March  Joyous  ;"  Meyer- 
beer, "May  Wedding;"  Pfefferhorn,  "Kindergarten 
March;"  Anderson,  "Book  of  Rhythms." 

Skips — Kierchner,  "Album  Leaf;"  Chaminade's  "Vert 
Galant." 


To  The  Editor  : 

I  have  Froebel's  "Mother  Play,"  "The  Education  of 
Man,"  and  "The  Pedagogics  of  the  Kindergarten." 
Have  any  of  his  other  works  been  translated?  Is  there 
any  volume  that  tells  anything  about  his  movement 
games  ? 

Albany,  N.  Y.  B.  G.  S. 

Yes.  In  1904,  Miss  Josephine  Jarvis,  who  translated 
the  well-known  "Pedagogics  of  the  Kindergarten,"  pub- 
lished her  translation  of  what  she  calls  the  "Third  and 
Last  Volume  of  Friedrich  Froebel's  Pedagogics  of  the 
Kindergarten."  This  is  an  important  contribution  to 
Froebelian  literature.  It  contains  his  appeal  for  the 
Foundation  of  Educational  Unions,  his  speech  at  the 
opening  of  the  first  burgher's  kindergarten  in  Ham- 
burg, and  a  description  of  the  wonderful  festival  on 
the  Altenstein,  the  precursor  of  the  beautiful  play- 
festivals  that  so  many  of  our  cities  are  inaugurating. 
Detailed  accounts  of  some  of  the  plays  are  given. 
Another  chapter  describes  in  full  the  four- fold  festival 
day  celebrated  at  Keilhau  and  Blankenburg,  June  23, 
1840,  including  the  speeches  made  upon  that  occasion. 
The  average  American  may  find  it  somewhat  tedious 
reading,  as  the  translation,  like  the  original  German 
sentences,  is  long  and  involved,  but  every  kindergartner 
should  be  familiar  with  this  little  Volume.  She  should 
know  the  history  of  the  great  movement  of  which  she 
is  a  part,  and  the  Blankenburg  festival  especially,  was 
an  important  link  in  the  chain,  as  was  the  plan  for 
founding  a  kindergarten  in  the  year  1840  and  a  report 
for  the  year  1843.  If  we  remember  rightly  the  book 
retails  for  75  cents. 


To  The  Editor: 

I  am  in  a  kindergarten  where  the  children  are  nearly 
all  of  the  Jewish  race.  How  can  I  plan  a  Christmas 
festival    for  them? 

New  York  City.  F.  H.  G. 

Several  years  ago,  a  Chicago  kindergartner  who  had 
to  face  the  same  problem  arranged  a  simple  program 
based  upon  the  Jewish  Feast  of  Lights,  which  falls  due 
about  the  same  time.  Get  from  your  public  library 
some  book  descriptive  of  Hebrew  customs  and  tradi- 
tions, and  stimulate  your  enthusiasm  by  reading  the 
story  of  the  re-dedication  of  the  Temple  165  B,  C.  by 


Judas  Maccabeus  and  the  miraculous  (?)  finding  of 
the  flask  of  oil  essential  to  the  re-consecration  (enough 
for  the  eight-day  service).  We  give  a  brief  rehearsal 
of  the  story,  supposed  to  be  recited  by  a  Hebrew  child. 

We,  of  the  ancient  Jewish  faith  also  celebrated  this 
season  of  the  year  by  illumination  with  candles  and 
by  the  giving  of  presents  to  the  children  of  the  house- 
hold, but  whether  our  festival  was  originally  a  sun 
festival  I  cannot  now  say.  History  and  tradition  tell 
us  this  story:  The  wicked  king  Antiochus  endeavored 
to  force  the  Jewish  people,  by  persecution  and  death, 
to  deny  their  God  and  their  religion,  and  worship  the 
more  degraded  Greek  gods.  Judus  Maccabeus,  a  brave 
but  very  young  leader  of  the  Jewish  people,  won  vic- 
tory after  victory  from  the  Greek  king,  against  great 
odds. 

The  Jewish  temple  had  been  degraded  and  defiled 
while  in  possession  of  the  Greek  rulers,  but  in  the  year 
165  B.  C.  Judas  Maccabeus  rejoiced  in  being  able  to  re- 
dedicate  and  re-consecrate  it  to  the  service  of  Jehovah. 
When  they  looked  for  oil  with  which  to  consecrate  it 
they  found  one  small  flask,  sealed  with  the  seal  of  the 
High-priest,  and  containing  just  oil  enough  to  last  for 
one  day,  but  when  they  came  to  use  it,  lo,  there  was 
enough  to  continue  the  service  for  the  desired  eight 
days.  Hence,  every  year  in  commemoration  of  this 
tradition,  we  celebrate  it  for  eight  days.  On  the  first 
we  light  one  candle  or  lamp,  and  on  the  second  day, 
two  candles  or  lamps,  and  so  on.  And  because  of  the 
youth  of  him  who  led  our  fathers  to  victory  it  is  cus- 
tomary to  give  presents  to  the  children  of  each  home,  a 
part  of  the  celebration  which  we  very  much  appreciate. 
Sometimes  the  candlesticks  are  crudely  made  of  wood 
and  sometimes  of  egg-shells. . 


Gertrude  S. :  In  reply  to  your  question  in  the  Octo- 
ber number  concerning  vaccination.  Since  the  time  of 
Jenner  the  vaccination  theory  has  had  its  opponents  as 
well  as  its  advocates.  While  it  is  true  that  the  scourge 
has  greatly  abated  since  vaccination  has  been  so  widely 
introduced,  its  opponents  claim  that  this  is  due  to  the 
increased  knowledge  and  practice  of  sanitary  living. 
Smallpox  is  a  filth  disease  and  is  likely  to  spring  up 
where  unsanitary  conditions  prevail.  We  little  know 
the  unhygienic  conditions  under  which  the  most  en- 
lightened people  of  the  past  centuries  lived.  But  oppo- 
sition to  enforced  vaccination  has  been  steadily  grow- 
ing, many  physicians  feeling  that  inoculation  has  little 
to  do  with  the  prevention  of  the  disease  and  that  the 
introduction  of  virus  into  the  blood  may  lead  to  various 
unhealthy  results.  The  question  is  being  agitated  now 
in  various  quarters.  Citizens  of  Tompkinsville,  L.  I., 
have  recently  won  their  point  against  compulsory  vac- 
cination. One  father  resident  there,  wrote  to  a  New 
York  paper  as  follows  :  "When  I  look  at  the  bright 
eyes  and  fine  complexions  of  my  three  children,  I  can- 
not possibly  see  how  the  injection  of  a  nasty  poison  is 
going  to  increase  their  ability  to  resist  a  disease  which 
is  practically  non-existent,  there  being  but  five  or  six 
deaths  a  year  in  New  York  State  among  a  population  of 
8,000,000  and  less  than  half  vaccinated." 

Again,  350  families  were  ready  to  move  out  of  Mont- 


io4 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


clair,  N.  J.,  if  the  local  Health  Board  insisted  that  the 
"Blood-poisoning"  should  be  continued  in  a  town  that 
had  known  no  case  of  smallpox  for  a  long  time  nor  was 
likely  to.  The  editor  of  a  well-known  comic  weekly 
spoke  with  bitterness  of  the  evil  effects  that  his  child 
suffered  from  for  seven  years,  as  a  result  of  vaccination. 

One  of  our  correspondents  has  this  to  say  upon  the 
matter : 

There  was  a  time  when  people  believed  that  the  only 
way  to  protect  themselves  from  contracting  the  dread 
disease  of  smallpox  was  to  be  vaccinated.  From  the 
time  of  its  introduction  into  England  from  Constanti- 
nople in  the  early  part  of  the  eighteenth  century,  the 
practice  of  vaccination  steadily  gained  in  popularity 
until  about  20  years  ago,  when  people  suddenly  began 
to  question  its  efficiency  and  to  wonder  if  along  with 
the  vaccine  virus  which  was  introduced  into  the  blood, 
there  were  not  also  introduced  the  germs  of  other  dis- 
eases, some  of  them  far  more  deadly  in  their  effects 
than  smallpox.  Physicians  began  to  investigate  the  sub- 
ject with  the  result  that  many  of  them  prominent  in 
their  profession  have  gone  on  record  as  declaring  that 
the  fearful  increase  in  cancer,  tuberculosis  and  other 
diseases  in  late  years  in  the  United  States  is  due  to  the 
practice  of  vaccination,  which  in  many  States  of  the 
Union  has  become  compulsory. 

Some  medical  men  have  even  gone  so  far  as  to  state 
that  the  past  hundred  years  of-universal  vaccination  has 
left  a  blighting  curse  upon  the  nation  which  will  require 
many  generations  of  right  living  to  remove.  Science 
has  also  discovered  that  the  diseases  considered  as 
plagues  by  our  forefathers  on  account  of  the  devasta- 
tion wrought  by  them  were  what  is  now  known  as 
"filth"  diseases  and  came  from  unsanitary  living  in 
crowded,  unsanitary  communities.  Such  a  disease  is 
smallpox  and  its  steady  decrease  the  past  fifty  years  is 
not  due  to  vaccination  but  to  personal  and  civic  cleanli- 
ness. 

"Men  see  badness,"  says  the  Homeopathic  Recorder, 
"foolishness,  poverty  and  squalor  breeding  disease  and 
when  bred,  exclaim :    'Behold,  the  work  of  the  germ !' " 

California.  A.  M.  B. 

As  evidenced  by  the  references  to  Tompkinsville,  and 
Montclair,  opposition  is  beginning  to  crystallize.  So 
much  so  that  the  Legislature  of  Pennsylvania  has  or- 
dered an  inquiry  into  the  subject  by  a  specially  appointed 
commission.  The  up-to-date  kindergartner  should  follow 
the  course  of  this  investigation  as  the  results  are  noted 
in  the  daily  press  and  be  ready  to  voice  her  views  in- 
telligently when  the  proper  time  comes.  As  long  as 
vaccination  is  compulsory,  the  kindergartner  should  be 
able  to  advise  the  anxious  parents  how  to  care  for  the 
wounded  limbs  so  that  no  external  germs  may  find  en- 
trance. And  it  is  incumbent  upon  all  who  believe  that 
the  day  for  compulsory  vaccination  is  passing  to  do  all 
that  is  possible  to  enforce  the  well-known  laws  of  sani- 
tary living.  The  hygienic  disposal  of  garbage  and  the 
sewage  of  a  town  or  city,  the  destruction  of  the  fly  pest, 
the  supervision  of  the  water-supply,  etc.,  etc.,  the  de- 
struction of  old  unsanitary  buildings  and  the  substitu- 
tion of  new  and  approved  ones— all  of  these  measures 
will  tend  to  reduce  the  spread  of  contagious  diseases  of 


dl  kinds;  the  insistence  that  doctors  shall  at  once  report 
cases  of  contagious  diseases  and  the  practice  of  quaran- 
tining such,  has  also  had  much  to  do  with  the  controlling 
of  the  disease  within  narrow  limits.  Such  is  the  power 
of  fear,  however,  that  when  an  epidemic  rages  the 
writer  can  see  that  vaccination  may  save  some  people  by 
preserving  them  from  fear. 

The  editor  once  asked  a  New  Thought  practitioner 
now  she  accounted  for  the  fact  that,  while  on  the  one 
hand,  some  people  nowadays  insisted  that  there  was  no 
such  thing  as  disease  or  evil  of  any  kind,  the  scientists 
were  finding,  studying  and  reproducing  the  actual  germs 
of  different  diseases.  She  replied,  there  are  such  actual 
physical  germs  and  bacilli  we  cannot  deny.  But  as  no 
plant  can  grow  in  a  soil  unsuited  to  its  particular  needs 
and  habits,  so  no  disease  germ  can  develop  except  in  a 
soil  that  is  congenial  to  it.  If  the  human  body  be 
kept  clean  and  wholesome  and  the  human  mind  be 
kept  sweet  and  pure  and  free  from  fear  the  germs  can- 
not find  a  foothold. 

Here,  then,  we  find  our  clue.  Keep  the  individual 
body,  and  the  social  body,  clean  and  sweet,  and  no  vac- 
cination will  be  needed. 


Morals  and  Manners 

Questions   for    pupils  to  answer : 

1.  What  should  you  say  when  yon  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  wdien  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? 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


'OS 


A  YEAR   IN  THE  KINDERGARTEN 

Harriette  McCarthy 

Kindergarten  Director,  Oklahoma  City  Public  Schools 

[NOTE —Owing  to  the  delay  necessary  to  reach  our  for- 
eign subscribers,  we  have  adopted  the  plan  of  printing  the 
program  for  two  or  three  weeks  of  the  following  month. 
Some  of  our  American  subscribers  prefer  the  program  to 
begin  with  the  current  month,  and  in  order  to  accommo- 
date both,  we  republish  in  this  issue  that  portion  of  the 
December  program  which  appeared  last  month.] 

DECEMBER 

FIRST  W.  EK 

Songs — 

Little   Jack    Frost    Went   Up    the    Hill    (Walker 

and  Jenks.) 

Winter  Jewels   (Walker  and  Jenks.) 

Once  a  Little  Baby  Lay  (Walker  and  Jenks.) 

Shine  Out,  O  Blessed  Star  (Walker  and  Jenks.) 

MONDAY. 

Circle — Thanksgiving    experiences.      Another    Holi- 
day.    Santa  Claus,  his  presents,  and  how  he  looks. 
Rhythm — Marching. 

Gift — First    and    second    compared.      Note    resem- 
blances and  differences. 
Game — Free  choice. 

Occupation — Present  for  mother.  Sewing  card  cal- 
endar. 

TUESDAY. 

Circle — More  about  Santa  Claus.  The  presents 
Santa  brings. 

Rhythm — Marching. 

Gift — Third  gift.  An  exercise  to  emphasize  posi- 
tion of  corners. 

Game — Tossing  Game  (Walker  and  Jenks.) 

Occupation — Present  for  mother. 

WEDNESDAY. 

Circle — Talk   about    Santa    Claus.      Santa    loves    us, 

and   gives  us  presents. 
Rhythm — Marching. 
Gift— Sticks. 

Game — Dance   the   Virginia   Reel. 
Occupation — Father's   gift.     Sewing   card   blotter. 

THURSDAY. 

Circle — Talk  about  Santa  Claus,  and  Xmas  pres- 
ents, for  father  and  mother. 

Rhythm — Marching. 

Gift — Third  and  fourth   combined. 

Game — Five  Little  Chick-a-dees  (Walker  and 
Jenks.) 

Occupation — Gift   for  father.     Sewing  card  blotter. 

FRIDAY, 

Circle — Review    morning    talks.      Story,    Christmas 

in  Other  Lands   (Plan  Book  p.  116.) 
Rhythm — Marching. 
Gift — Second  and  third. 
Game — Free  choice. 
Occupation — Making  father's  present. 

SECOND  WEEK 

Songs — 

The  First  Christmas   (Walker  and  Jenks.) 
Merry  Christmas  Bells   (Walker  and  Jenks.) 
O,   Ring  Glad  Bells  (Walker  and  Jenks.) 

MONDAY. 

Circle — The  time  there  was  no  Christmas  at  all. 
No  one  ever  heard  of  Christmas.  Tell  about 
the  first  Christmas  Day  (Plan  Book  p.  425.) 

Rhythm — Marching. 


Gift — First    gift.      Represent    Christmas    tree    orna- 
ments. 
Game — Playing  Santa  Claus. 
Occupation — Making  father's  and  mother's  present. 

TUESDAY. 

Circle — Review  yesterday's  circle  talk.  The  baby 
was  born  that  grew  to  be  a  good  boy  and  a 
kind  man.  Everybody  noticed  his  goodness, 
and  tried  to  do  as  he  did.  The  boy's  name  was 
Jesus.  Show  picture  of  the  Madonna.  Story, 
The   Bells. 

Rhythm — Marching. 

Gift — Lay  eighth  gift  tablet  Christmas  trees. 

Game — Robin,  Robin,  Red  Breast  (Walker  and 
Jenks.) 

Occupation — Working  on  father's  and  mother's 
present. 

WEDNESDAY. 

Circle — Jesus'   life   as   a   boy.      The   many   ways    He 
helped  His  Father  in  His  carpenter  work.     His 
kindness    to    His    mother. 
Rhythm — Marching. 
Gift— Third  gift. 
Game — Santa  Claus  games. 
Occupation — Fold   stars   for    Christmas   tree. 

THURSDAY. 

Circle — As  Jesus  grew  to  be  a  man,  He  loved  to 
help  people,  to  teach  them  kindness.  Story,  The 
Yule  Log  (Plan  Book  p.  117). 

Rhythm — Marching. 

Gift — Peg-board,  free  play. 

Game — -The  Toy-Shop. 

Occupation — Chains    for    Christmas    tree. 

FRIDAY. 

Circle — People  still  hear  and  read  of  Jesus.  We 
love  Him  so  much  that  we  celebrate  His  birth- 
day each  year,  and  call  it  Christmas.  He  loves 
us  and  so  He  is  pleased  that  we  show  our  love 
for   one    another   on   His    day. 

Rhythm — Keeping   time   to   music. 

Gift — Fourth  gift. 

Game — Free   choice. 

Occupation — Unfinished  work. 

THIRD  WEEK 

Songs — 

Joyfully,  Joyfully  (Walker  and  Jenks.) 

Children    Can    You    Truly    Tell     (Walker    and 

Jenks.) 

O,    Ring    Glad    Bells    (Walker   and   Jenks.) 

MONDAY. 

Circle — Story,     Gretchen    and    the    Wooden    Shoe 

(Morning  Talks,   Sarah  Wiltse.) 
Rhythm — Front   skip. 
Gift — Second    gift.      A   general    review. 
Game — Guessing  game. 
Occupation — Make  lanterns  for   Christmas   trees. 

TUESDAY. 

Circle— Retell  story.  Begin  story,  The  Night  Be- 
fore  Christmas. 

Rhythm — Side   skip. 

Gift — Third   gift.      Build   a    fireplace   from   dictation. 

Game — Free   choice. 

Occupation — Make  green  crayola  Christmas  trees; 
put  in  red  candles. 

WEDNESDAY. 

Circle — Continue  The  Night  Before  Christmas.  Tell 
about  holly  (Plan  Book  p.  93.) 


io6 


THE  KINDERGARTEN  PRIMARY  MAGAZINE 


Rhythm — Cross    skip. 
Gift— Fourth    gift.      Build    chimney. 
Game — Bean-bag  game,   calling  names. 
Occupation — Cut   camel. 

THURSDAY. 
Circle — Retell    stories. 

New   story,  The   Lonely   Fir   Tree. 
Rhythm — Marching. 

Gift — Fourth  gift.     Build  church  and  stable. 
Game — March.      Follow   the    Leader. 
Occupation — Christmas   tree. 

JANUARY 

FIRST  WEEK 

Songs — 

Oh,    I    am    the    Little    New    Year    (Walker    and 
Jenks.) 

The  Old  Year  and  the  New  (Walker  and  Jenks.) 

Birthday  Song. 

MONDAY. 
Circle — The  New  Year.  Its  days,  weeks  and  months. 

The  name  of  the  new  year.     The  names  of  the 

days    of    the    week.      How    many.      Story,    The 
Great  Bear  and  the  Little  Bear. 
Rhythm — Skating. 

Gift— Third  gift.     Build   forms   of  life. 
Game — The   Clock  Game. 
Occupation— Free    hand    cutting    to    represent    the 

days  of  the  week.     Mon.,  tub;  Tues.,  iron;  Wed., 

mop;  Thurs.,  needle;  Fri.,  broom;  Sat.,  dish  and 

spoon;   Sun.,  church. 

TUESDAY. 
Circle — The    names    of   the   months.     Time    division 

in  the  day. 
Rhythm  —  Let  your  feet  go  tramp,  tramp,  tramp. 
Gift — With   rings   lay  forms   of  bea.uty. 
Game — Cobbler,   Cobbler,   Mend  my   Shoe. 
Occupation — Clay  modeling. 

WEDNESDAY. 
Circle — The  new  year  facts  reviewed.     Review  Bear 

Story. 
Rhythm — Review   those  used. 
Gift — Fourth  gift.     Build  forms  of  life. 
Game — Sense  game.     Cuckoo,  Cuckoo. 
Occupation — Freehand    drawing    of    things    brought 
to  the  Kindergarten. 

THURSDAY. 

Circle — Repetition   of   year's   work.     Story,    Golden- 
hair  and  the  Three  Bears. 
Rhythm — Marching  by  twos  and  fours. 
Gift— Third  gift. 
Game — -Farmer  in  the  Dell. 
Occupation — Cut  three  bears. 

FRIDAY. 

Circle — Review  week's  work. 

Rhythm — Those   used. 

Gift — Lay  rings  to  make  cat  on  fence. 

Game — Free  choice. 

Occupation — Folding. 

SECOND  WEEK 

Songs — 

The  Snow   (Walker  and  Jenks.) 
The  Snow  Man  (Songs  of  the  Child  World.) 
Coasting   (Songs  of  the  Child  World.) 
MONDAY. 

Circle — Holland  week.    The  land  of  mills  and  dikes. 
All  about  the  dikes.     Story,  A  Leak  in  the  Dike. 
Rhythm — Skip  tag. 
Gift— Build   windmill  with  third  gift. 
Game — Have  children  guess  what  balls  and  children 

'  are   missing. 
Occupation— Clay  modeling. 


TUESDAY. 
Circle — Wind     sports,     skating.       More     about     the 

Dutch. 
Rhythm — Imitate  skating. 
Gift — Third   and   fourth   combined.     Build   forms   of 

life. 
Game — Free  choice. 
Occupation — Cut  windmill. 

WEDNESDAY. 
Circle — Dress  of  Dutch.     Love  of  flowers  and  pets 

(Plan   Book,  p.   699.) 
Rhythm — I  See  You. 
Gift— Fourth    gift.      Build    dikes. 
Game — I  Spy. 
Occupation — Make   crayola  tulips. 

THURSDAY. 
Circle — The   Gretchen  Xmas  story  retold. 
Rhythm — Marching. 
Gift— Third    gift. 
Game — Pass  the  Ring. 
Occupation — -Cut    out    and    color    the    Little    Dutch 

Girls. 

FRIDAY. 
Circle — Review   Holland. 
Rhythm — Those  used. 
Gift— Sticks.     Make  square  with  two  and  four  inch 

sticks.  Invent. 
Game — Free  choice. 
Occupation — Folding. 

1HIKD  WEEK 

Songs — 

Lady  Moon  (Walker  and  Jenks.) 

Baby's  Lullaby    (Walker  and  Jenks.) 

Pussy's  Dinner   (Finger  play,  Emily  Poulsson.) 

MONDAY. 

Circle — Japan,  the  country  of  sunshine  and  flowers. 
All  about  the  queer  little  people  that  live  across 
the  sea.     Their  love  for  the  chrysanthemum. 

Rhythm — -Teach  Japanese  bow. 

Gift— First  gift. 

Game — Looby,  Loo. 

Occupation — Making  Japanese  lanterns. 

TUESDAY. 
Circle— More  about  the  Japanese.     Their  costumes. 

Story,  The  Wood-cutter's  Sake  (Japanese  Fairy 

Tales.) 
Rhythm — Let  Your  Feet  Go  Tramp,  Tramp,  Tramp. 
Gift — Second. 
Game — Bouncing  Ball. 
Occupation— Clay  modeling  of  flower  pot. 

WEDNESDAY. 
Circle — More  of  Japanese.     Their  love  of  rice  and 

their  manner  of  eating  it. 
Rhythm — Marching.      Bowing   as   Japanese. 
Gift— Third   gift. 
Game— In   My   Hand   a    Ball   I    Hold    (Walker   and 

Jenks.) 
Occupation — Make  Japanese  fans. 
THURSDAY. 
Circle— Story,   The   Wonderful  Teakettle    (Japanese 

Fairy  Tales.) 
Rhythm — Cross-Skip. 
Gift — Third  and  fourth  combined. 
Game — Going   to   Jerusalem. 
Occupation — Making  crayola  lanterns. 

FRIDAY. 
Circle — Review  stories  and  life   in  Japan. 
Rhythm — Review. 

Gift— Peg  boards.     Stick  pegs  in  to  outline  square. 
Game — Free   choice. 
Occupation— Folding. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


107 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


All  skip  off. 

This  will  be  a  pretty  way  to  distribute  presents  at 
Christmas  time. 


SANTA   CLAUS    GAME. 

By  Laura   Rountree  Smith. 
(Book  Rights   Reserved.) 
The  children   sit  in  a  circle  or  in  two  lines  facing 
each  other.     They  sing  to  the  chorus  of  "Old  Oaken 
Bucket." 

Who's   coming,   who's   com'ng, 
Who's   coming  this  evening? 
Who's  coming  this  evening? 
'Tis  dear  Santa  Claus! 

(A  little  boy  goes  round  the  circle  or  thru  lines, 
and  pretends  to  scatter  sand,   singing): 

I'm    coming,    I'm   coming, 

I'm  coming  this  evening, 

I'm  coming  this  evening, 

I   am   the   Sandman. 
(The  children  close  their  eyes  and  nod  their  heads 
as   tho   asleep,   and   Santa    Claus    comes   around    the 
circle  or  between  the  lines). 
He  says: 

Very  quiet  I  must  keep, 

For   the    children   are   asleep. 

The   Sandman  calls: 

Oh,  ho,  the  children  cannot  hear, 
While  the  Sandman  lingers  near. 

Santa  Claus  now  sings  softly  and  puts  a  candy  in 
the  lap  of  each   child. 

I'm  coming,   I'm  coming, 

I'm  jolly  old  Santa, 

I'm  coming,   I'm  coming, 

I  am  Santa  Claus. 
All,  waking  up,  stand  and  sing: 

We're   going,  we're  going 

To  thank  dear  old  Santa, 

We're   going,  we're  going 

To  thank  Santa  Claus! 


SANTA  CLAUS. 

(To   be  recited   by  children   holding   up   letters   to 
spell  the  words  "Santa  Claus.") 
S. 

Some  one  came  down  our  chimney,  O, 
A. 

And  he   wore  fur  from   top   to   toe! 

N. 

Never  a  sound  was  heard  on  the  roof, 
T. 

Tho  the  reindeer  stamped  each   tiny  hoof. 

A. 

And   Santa   filled  our  stockings  you  know, 

C. 

Crowded  them  full  from  top  to  toe, 

L. 

Look  at  the  beautiful  Christmas  tree, 

A. 

And  all  the  presents  for  you  and  me! 

U. 

Up   the  chimney  he  scampered  ho!  ho! 

S. 

Suppose  you  ask  who  it  was,  do  you  know? 

All. 

Santa  Claus! 


CHRISTMAS. 

(This  exercise  may  be  given  by  children  holding 
red  bells  with  white  letters  to  spell  the  word 
"Christmas,"  or  the  letters  may  be  pinned  on  stock- 
ings.) 

C. 

Come  with  evergreen  and  holly, 

Children   everywhere   are  jolly. 
H. 

Hear  the  chime,  the  happy  chime, 

Merry   bells   of   Christmas   time. 
R. 

Ring,   sweet   bells,  so   loud  and   clear, 

Christmas  time  is  almost  here. 
1. 

Into  stockings  who  will  peep, 

When  the  children  are  asleep! 

(whisper  "Santa  Claus.") 
S. 

Santa  Claus  rides  o'er  the  snow, 

Down   the   chimney  he  will  go. 
T. 

Twine  the  holly  and  mistletoe, 

Hang  them  up  in  the  hall  below. 
M. 

Making  presents  large  and  small, 

We  are  busy  one  and  all. 
A. 

All   the   earth  with   snow   is  white. 

Bells  ring  out  across  the  night. 
S. 

Sleep  well  now,  for  without  warning, 

We'll  wake  early  Christmas  morning! 

(They  go  through  a  drill  with  the  bells  or  sing- 
any  familiar   Christmas  song  and  march  out.) 


io8 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 


RHYMES  AND  PLAYS  FOR  DECEMBER. 

By  Laura  Rountree  Smith. 
(Book  Rights   Reserved.) 
MERRY  CHRISTMAS! 

Hurrah!  for  the  Merry  Christmas  Tree! 
Hurrah!  for  its  branches  tall! 
Hurrah!  for  jolly  old  Santa  Claus! 
Merry  Christmas  one  and  all! 


Hear  the  bells  of  Christmas  ringing. 
Sweetest  carols  we  are  singing, 
Glad  the  message  we  are  bringing, 

Christ  was  born  on  Christmas  Eve. 

Holly-berries  brightly  glowing, 
Merry  winds  of  winter  blowing, 
Carol   softly,   for  'tis   snowing, 

Christ  was  born  on  Christmas  Eve. 


MERRY  CHRISTMAS! 

Child  with  a  Silver  Star: 

I   am  a   Christmas   Star,   I   see 
A  very  beautiful  Christmas  tree! 

Child  with  Red  Bell: 

I  am  a  Christmas  bell,  I  ring 

While  sweet  songs  the  children  sing. 

Child  with   Wreath: 

I  am  a   Christmas  wreath  hung  high, 
In  the  windows  that  you  pass  by. 

Child  with   Stocking: 

I  am  a  Christmas  stocking,  empty  because 
It  soon  will  be  filled  by  Santa  Claus. 

All: 

"Merry  Christmas,"  children  call, 
"Merry   Christmas,"  one  and  all! 


THE   CHILD   AND   THE   STAR. 


Star: 


I  am  a  little  Christmas  Star, 

I   send   my  light  to  shine  afar! 
Child: 

Tell  me,  little   star,  what  do  you  see? 
Star: 

I   see  a  beautiful   Christmas  tree. 
Child: 

Tell   me,  little  star,  what  do  you  hear? 
Star: 

I  hear  Santa's  sleigh-bells  drawing  near! 
Child: 

What  else  do  you  see  as  you  look  down  below? 

Star: 

I  see  five  little  stockings  hung  in  a  row! 


Child: 

What  else  do  you  hear,  for  the  night  is  long? 
Star: 

I  hear  some  one  singing  a  Christmas  song! 
Child: 

I  am  but  a  little  child  I  know, 

But  I  love  you,  bright  star,  shining  so! 

THE  SAME  OLD  SANTA  CLAUS. 

(Children  carry  the  article  mentioned  in  the  verse. 
They  may  wear  costume,  or  merely  a  card  hanging 
from  the  neck,  telling  to  what  Nation  they  belong.) 

1st,  American  Child: 

I  will  hang  my  stocking  up  for  so, 
Old  Santa  will  fill  it  from  top  to  toe! 

2nd,   Holland   Child: 

A  stocking  is  a  funny  thing  to  choose, 
I  will  put  out  one  of  my  wooden  shoes! 

3rd,  Russian  Child: 

I  will  bring  a  bundle  of  hay  this  year, 
To  feed  old  Santa's  swift  reindeer! 

4th,  Austrian  Child: 

I  will  light  a  little  candle  bright, 

To  guide  the  Christ-child  through  the  night. 

5th,  French  Child: 

Our  Santa  Claus  carries  a  basket  white, 
And  he  brings  us  presents  in  the  night. 

6th,  English   Child: 

The  Yule-log  never  burns  so  bright, 

As  when  we  sing  carols  on  Christmas  night. 

All  (in  concert) : 
.  Merry   Christmas,   one   and  all, 
Merry    Christmas,   children   call, 
We  are  happy  now  because, 
He  is  the  same  old  Santa  Claus! 


SIX  LITTLE  CANDLES. 

(The  children  wear  long  white  dresses  and  carry 
lighted  candles.) 
1st: 

I  am  a  candle  bright  you  see, 

I  hope  to  shine  on  a  Christmas  tree. 
2nd: 

I'd  like  to  do  that  if  I  were  able, 

But  I   have  to  shine  on  a  kitchen  table! 
3rd: 

I  am  a  candle  and  make  no  mistake 

To  shine  on  a  little  child's  birthday  cake! 
4th: 

I  will  light  a  little  boy  up  to  bed, 

"Ha!  ha!  you  are  bright,"  the  little  boy  said. 
5th: 

I  will  shine  in  a  miner's  cap  you  know, 

Down  into  the  dark  mine  he  must  go. 
6th: 

I  will  shine  in  the  dim  old  hall, 

I  can  count  the  hours  one  and  all. 
All: 

We  are   little   candles   shining  bright, 

Tho  each  one  gives  a  tiny  light, 

We  all  will  shine  our  best  tonight. 

Six  little  Maids  in  gowns  of  white. 
Merry  Christmas,  one  and  all! 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


109 


KINDERGARTEN  GROWTH 

[NOTE:— tender  this  heading  we  shall  give  from  time  to 
t-nie  such  items  us  come  10  our  notice  ielative  to  the  estab- 
lish men t  1  if  new  kindergartens  as  well  as  articles  or  state- 
ments in  the  jmhlic  press  or  from  noted  educators  favor- 
able to  the  kindergarten  cause.  •  • 


VALUE  OF  THE  KINDERGARTEN. 

By  Lora  B.  Peck,  Public  School  Primary- 
Supervisor. 

Several  years  ago  an  incident  occurred  in  a  Bos- 
ton kindergarten  that  illustrates  the  value  of  kinder- 
garten training.  The  children  played  a  game  in 
which  the  one  who  could  run  the  fastest  became 
the  big  bear,  and  as  such  had  special  privileges. 
Charles,  an  only  child  of  wealthy  parents, 
wanted  very  much  to  be  the  big  bear.  He  cried 
and  whined  when  others  won  the  race.  At  home 
he  begged  his  mother  to  ask  the  kindergartner  to 
let  him  be  the  big  bear  just  once,  even  if  he  did 
not  win.  The  indulgent  mother  felt  that  Charles 
was  much  abused,  but  she  waited  a  few  days  to 
see  if  the  director  would  not  let  him  be  the  big 
bear.  One  day  the  little  fellow  ran  home  smiling 
and  said:  "Mother,  I  was  almost  the  big  bear  to- 
day. Surely  I  can  win  tomorrow."  The  next  day 
he  flew  to  his  mother  and  cried:  "I  was  the  big 
bear   today,   and   I    earned   it,   too." 

What  a  pity  it  is  that  so  many  men  and  women 
of  today  have  not  yet  learned  that  they  may  be 
the  big  bear  only  when  they  have  earned  it. 

The  kindergarten  ring  is  one  of  the  few  places 
where  absolute  equality  reigns,  and  happy  is  the 
child  who  can  learn  in  a  game  to  respect  the  rights 
of  others.  Under  the  direction  of  a  good  kinder- 
gartner each  child  learns  to  hold  his  own  in  work 
and  play,  and  to  yield  help  to  any  one  needing  it. 
This  ability  to  work  and  to  play  with  other  people 
is  of  highest  importance,  for  it  is  one  of  the  essen- 
tial qualities  for  leadership.  Often  grown  men  and 
women  say  they  would  give  anything  if  only  they 
could  understand  people  better.  The  child  in  the 
kindergarten  is  beginning  in  the  right  t:me  and 
place  to  have  those  experiences  that  enable  him  to 
understand  human  nature,  to  adjust  himself  to  his 
place  in  society.  The  kindergarten  is  worth  all  it 
costs  if  it  helps  the  child  to  find  his  true  relation 
to   his   fellow   man. 

Often  in  these  days  the  plea  is  made  that  the 
child  is  better  off  in  the  home  and  that  the  parents 
are  the  best  teachers.  Not  even  the  most  cultured 
parents,  with  the  best  intentions,  can  furnish  even 
a  poor  substitute  for  the  associations  with  other 
children;  they  seem  to  forget  that  children,  like 
grownups,  must  live  with  their  contemporaries,  not 
with  their  ancestors.  The  time  for  children  to  begin 
living  is  in  childhood;  the  time  for  them  to  learn 
their  social  relations  is  when  they  are  young  enough 
to  be  molded  by  their  associations.  The  Catholics 
claim  that  the  first  seven  years  of  a  child's  life  are 
of  vital  importance  for  religious  teaching.  Let  the 
kindergarten   borrow   a   part   of   the   wisdom   of   the 


Catholics,   and   in   the   years   from   5   to   7   teach    the 
child  the  principles  of  true  social  relations. 

AN  EMPLOYE'S  POINT   OF  VIEW. 

J.  D.  Massey:  "Our  purpose  in  maintaining  a 
kindergarten  is  twofold:  First,  we  think  it  incum- 
bent upon  the  artificial  person  known  as  a  corpora- 
tion, just  as  it  is  incumbent  upon  the  natural  person, 
to  devote  a  certain  portion  of  time,  thought  and 
work  to  making  this  world  a  better  place.  Secondly, 
since  all  business  depends  upon  people,  naturally 
business  thrives  most  when  people  are  best  and 
highest  developed.  We  think  that  people  are  better 
developed  when  they  are  given  training  of  head, 
hand  and  heart,  and  the  way  to  get  the  biggest  re- 
turns for  the  money  spent  is  to  take  the  young.  We 
take  little  stock  in  attempts  at  reform  made  upon 
old  people.  In  other  words,  it  would  have  been  a 
much  easier  job  to  keep  the  Colorado  river  in  its 
proper  channel  than  to  turn  that  raging  flood  back 
to  the  channel  after  millions  of  damage  had  been 
done   by  the  formation  of  the   Salton  sea." 

"It  is  fair  to  suppose  that  in  the  factory  and  work- 
shop of  every  description  the  kindergarten  is  bound 
to  work  incalculable  results.  Indeed,  I  sometimes 
wonder  if  the  kindergartners  themselves  can  quite 
realize  how  well  they  are  building — can  fully  com- 
prehend the  very  great  need  in  the  working  woman 
of  the  identical  principles  which  they  are  so  patiently 
and  faithfully  inculcating  into  the  tender  minds  of 
these  forlorn  babies  gathered  up  in  the  courts  and 
alleys." 


The  National  Kindergarten  Assoeiation  in  one  of  its 
circulars  quotes  a  mannufacturer  thus:  "I  am  convinced 

that  the  child,  rich  or  poor,  who  goes  to  kindergar- 
ten in  his  tender  years  has  a  better  chance  in  life, 
all  else  being  equal,  than  the  child  who  does  not.  I 
have  as  yet  found  only  one  working  girl  who  has 
had  the  benefit  of  such  training  in  childhood.  She 
was  'Lame  Lena,'  at  Springer's  box  factory;  and  in 
spite  of  her  deformity,  she  was  the  quickest  worker 
and  made  more  money  than  any  other  girl  in  the 
shop. 

"  'Lame  Lena'  brought  to  her  sordid  task  a  cer- 
tain degree  of  organizing  faculty;  she  did  the  var- 
ious processes  rhythmically  and  systematically.  The 
other  girls  worked  helter-skelter — without  that  co- 
ordination of  muscular  and  mental  effort  which  the 
kindergarten  might  have  taught  them. 

"Tersely  put,  and  quoting  her  own  speech,  the 
secret  was  in  'knowing  how  to  kill  two  birds  with 
one  stone,'  and,  again,  'makin'  of  your  cocoanut  save 
your  muscle.' 

"The  free  kindergarten  movement  is  not  yet  old 
enough  to  begin  to  show  its  effects  to  any  percepti- 
ble degree  in  the  factory  and  workshop.  Henrietta 
Manners  and  little  Angelina  were  born  too  soon; 
they  did  not  know  the  joy  of  the  kindergarten;  they 
did  not  know  the  delight  of  sitting  in  a  little  red 
chair  in  a  great  circle  of  other  little  red  chairs  filled 
with  other  little  girls,  each  and  all  learning  the  rudi- 
mentary principles  of  work  under  the  blissful  delu- 
sion that  they  were  at  play. 


no 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


A  CHRISTMAS  GAME. 


"Santa  Claus  was  in  the  air,  so  the  little  kindergarten 
children  very  readily  responded  to  the  suggestion  to  be 
toys,  for  one  of  their  number  to  select  from. 

After  playing  this  way  a  little  while,  up  spoke  Sam- 
uel. 'Oh !  shall  I  be  Santa  and  take  some  clown  the 
chimney  to  the  children?'  On  being  told  he  might,  he 
proceeded  to  form  a  mantel  of  the  children — two  close 
together  on  each  side  with  a  space  between,  the  center 
ones  extending  their  arms  to  form  a  fire-place. 

"Santa"  then  started  to  make  his  selections,  throw- 
ing his  clasped  hands  over  his  right  shoulder  as  each 
"toy"   was   in   imagination   deposited  in   the  pack. 

When  a  crowd  of  "toys"  had  accumulated,  "Santa" 
walked  to  the  back  of  the  mantel  and  creeping  into 
the  fire-place  with  the  "toys"  at  his  back,  stood  off  while 
the  "toys"  crouched  clown  around  the  hearth  "waiting 
for  morning." 

Just  after  this  a  wonderful  metamorphosis  took  place 
when  the  unselected  "toys"  changed  back  again  into 
children  and  ran  to  the  fire-place  to  find  a  "toy,"  taking 
it  back  to  the  circle  and  playing  with  it.  If  it  was 
a  horse  it  was  trotted  around;  or  if  a  doll,  it  was 
hugged,  etc." 

The  above  description  was  written  for  me  by  Mrs. 
Ada  Hess,  on  request.  It  seemed  too  good  not  to  be 
shared.  The  spirit  is  hard  to  keep  in  the  telling.  It 
was  an  original  game,  and  was  developed  after  Christ- 
mas, I  think,  or  at  least  more  fully  developed.  Children 
love  to  play  out  their  Christmas  experiences  after 
Christmas  as  well  as  before.  The  children,  who  repre- 
sented toys,  put  a  hand  on  Santa's  shoulder  and  fol- 
lowed him  around,  forming  a  sort  of  train  behind. 

As  the  game  grew  from  day  to  day,  half  of  the 
children  were  at  first  chosen  to  "go  to  sleep"  in  their 
chairs,  ready  to  "wake  up"  with  the  Christmas  morn- 
ing greeting,  "Merry  Christmas."  The  room  was  dark- 
ened. All  was  hushed.  The  game  meanwhile  devel- 
oped so  that  Santa  had  his  "reindeer"  as  well  as  his 
"pack  of  toys." 

One  child  was  chosen  to  be  the  Christmas  tree,  and 
with  uplifted  arms  stood  by  the  fire-place.  When  the 
lively  toys  came  down  the  chimney  they  clustered  them- 
selves around  the  tree.  Santa  disappeared  with  his  rein- 
deer to  a  retired  corner. 

"Merry  Christmas" — all  the  children  in  their  seats 
"wake  up"  at  mother's  call. 

Johnnie  finds  a  drum  and  marches  around  beating 
it. 

Annie  finds  a  doll  and  holds  it  on  her  lap. 

Eddie  finds  a  train,  and  you  soon  hear  his  choo-choo 
as  he  plays. 

Willie  has  a  trumpet,  and  toots  it  well. 

It  is  a  merry  game  indeed,  and  full  of  dramatic 
action. 

A  word  of  caution  may  be  needed  for  the  young 
kindergartner.  Having  now  the  completed  game  in 
mind,  she  may  teach  it  as  a  game.  It  is  much  more 
interesting  to  let  it  grow  a  little,  day  by  day.  If  no 
child  thinks  of  it  as  Mrs.  Hess'  Samuel  did,  the 
kindergartner    may   make    one    or    two    suggestions    or 


ask  a  question.     "Would  you  like   to  play   'Christmas 
Night?'    How  should  we  play  it?" 

It  may  take  a  different  course,  but  follow  the  children 
as  far  as  possible  in  their  suggestions.  Work  from 
within  out.  Thus  you  get  the  spirit.  Thu=  you  see  the 
children.  Thus  you  "educate  by  development."  Thus 
you  give  scope  to  the  creative  activity  of  the  child. 
Thus  he  exercises  his  own  imagination. 

T.    B.    M. 


THE  SNOWMAN. 

(Finger  Play.) 
Lauea  Rountkee  Smith 
Let  us  make  a  Snowman, 
From  a  ball  of  snow 

(hold  hands  together,  fingers  touching) 
We  will  roll  it  round  and  round  (roll  hands) 
Bigger  it  will  grow 
Roll  again  the  ball  for  so  (roll  hands) 
The  jolly  Snowman  soon  will  grow. 

Let  us  give  the  Snowman 

Jolly  eyes  and  nose   (point  to   eyes  and  nose) 

And  a  funny  crooked  mouth  (point  to  mouth) 

He'll  need  hands,  I  suppose   (hold  up  hands) 

If  he   could  talk  to  you  and  me, 

How  very  funny  it  would  be! 

(hold   right   hand   to    ear,    listening) 

At  Christmas,  play  and  make  good  cheer, 
For  Christmas  comes  but  once  a  year. 

— Trusscr 


"What  means  that  star,"  the  shepherds  said, 
"That  brightens  through  the  rocky  glen?" 

And  angels  answering  overhead, 

Sang,  "Peace  on  earth,  good-will  to  men." 


Daily  deed  and  daily  thought, 
Slowly  into  habit  wrought, 
Raise  that  temple,  base  or  fair, 
Which  men  call  our  character. 
Build  it  nobly,  build  it  well: 
In  that  temple  God  may  dwell! 

— Edward  W.  Benson. 


Blazing  fire  and  Christmas  treat. 
And  wild  and  sweet 
The  words  repeat. 
Of  "Peace  on  earth,  good-will  to  men.'' 

— Longfellozv 


Do  not  look  for  wrong  or  evil — - 
You  will  find  them  if  you  do; 

As  you  measure  for  your  neighbor 
He  will  measure  back  to  you. 

- — Alice  Cary. 


True  worth  is  in  being,  not  seeming, 
In  doing  each  day  that -gees  by 
Some    little    good,   not    in    dreaming 
Of  great  things  to   do  by-and-by." 

The  Scriptures  teach  us  the  best  way  of  living, 
the  noblest  way  of  suffering,  and  the  most  com- 
fortable   way    of    dying.— Flavel. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


in 


KINDERGARTEN    STORIES 

YOUNG  MASTER  RED-BILL. 

Susan  Plessner  Pollock. 

Mrs.  Stork  did  not  sit  any  more  on  the  eggs  in  the 
nest;  the  young  storks  had  come  out  of  their  egg  home 
and  Mrs.  Stork  had  had  a  great  house-cleaning  and 
every  one  of  the  egg  shells  were  thrown  out  of  the  nest. 

It  was  a  delight  to  watch  Papa  and  Mama  Stork  when 
they  fed  their  children;  they  brought  their  marketing 
from  the  meadow,  and  because  they  could  not  carry  a 
bag  with_them,  or  hang  a  basket  on  their  arm,  they 
brought  the  frogs  and  lizards  with  them  in  their  long 
throat;  then  they  stood  up  in  the  nest  with  their  young 
family  around  them,  and  while  they  pressed  up  from 
their  throat  again,  the  good  things  they  had  brought,  the 
young  ones  opened  their  red  bills  very  widely  and  the 
parents  put  one  mouthful  after  the  other,  down  the 
long  throat  of  each  young  stork. 

Very  interesting  it  was  also,  to  watch  them  when  they 
had  dancing  lessons  ;  at  these  times  Mama  and  all  four 
of  her  children  stood  on  the  edge  of  the  big  nest,  Mama 
sprang  in  front,  the  young  ones  after  her.  Hop  and  a 
jump  in  the  air,  again  a  jump  and  once  more,  in  between 
a  great  clapping  with  her  bill,  by  the  Mama,  who  clapped 
sometimes  scolding,  sometimes  praising. 

When  the  parents  flew  away  from  the  nest,  it  was 
mouse  still  there,  probably  it  was  forbidden  to  try  the 
dangerous  dance  when  no  one  was  there  to  take  care  of 
them. 

It  must  have  seemed  a  long  time  to  the  stork  children 
sometimes,  for  as  soon  as  they  saw  their  parents  com- 
ing, even  from  a  long  distance  away  in  the  clouds,  there 
began  a  great  clapping  and  rejoicing. 

Stork  children  are,  after  all,  perhaps  not  so  different 
from  boys  and  girls  about  being  obedient,  for  I  fear  boys 
and  girls  do  not  always  mind  their  father  and  their 
mother.  Our  stork  children  were  disobedient,  and  what 
happened?  One  time  the  father  and  mother  remained 
away  a  long  time,  and  the  young  ones  at  home  in  the 
nest  grew  very  tired  of  waiting  and  doing  nothing,  they 
raised  their  long  necks  upward  and  stretched  their  long 
bills  in  the  air!  Hops!  there  stood  one  rogue  on  the 
nest  edge.  Ah!  naughty  one,  will  you  return  this  min- 
ute? But  young  Mr.  Red-bill  did  not  for  a  minute  think 
of  going  back,  not  a  bit  of  it, — for  instead,  he  clapped 
so  loudly  with  his  long  red  bill  that  every  one  of  his 
brothers  and  sisters  followed  his  example  and  also 
climbed  out  onto  the  edge  of  the  nest.  There  they  all 
stood  and  looked  about  them,  first  up  at  the  clouds,  then 
at  the  trees,  then  down  into  the  courtyard  below.  Ah, 
what  was  going  on  down  there?  Two  little  people  tod- 
dled about,  here  and  there  to  and  fro;  two  dogs  jumped 
about  and  tumbled  somersets  over  and  over  each  other. 

The  young  storks  were  very  much  interested,  they 
would  gladly  have  been  much  nearer,  that  they  might 
better  see  what  was  going  on  down  there.  The  naughty 
Red-bill,  the  tempter  of  his  brothers  and  sisters,  decided 
to  go  a  little  further,  to  the  other  end  of  the  barn-gable! 
What  could  happen?  To  march  with  his  long  legs 
could  surely  not  be  difficult ;  had  he  not  already  had 
some  flying  lessons  and  knew  how  one  spread  the  wings 


and  raised  and  closed  them,  to  sail  in  the  air?  "Up  and 
on  then,"  he  clapped  with  his  bill  and  jumped  off  of  the 
nest  onto  the  roof;  now  he  looked  all  around  and  was 
very  proud  of  his  bravery. 

Ah,  thou  naughty  one,  if  Father  and  Mother  saw 
thee,  they  would  surely  push  thee  back  into  the  nest  with 
their  long  bills, — but  the  old  storks  were  gone  to  the 
meadow,  so  the  young  rogue  remained  undisturbed  for 
he  did  not  listen  to  the  clapping  of  his  brothers  and  sis- 
ters. Now  he  started  to  march  forward,  but  that  was 
after  all,  no  so  easy  as  it  had  seemed,  for  everything 
needs  practice  and  he  had  never  before  been  out  of  the 
nest.  His  red  legs  were  to  be  sure,  nice  and  long, — but 
still  weak — he  balanced  unsteadily  with  his  heavy  body, 
first  to  the  right  side  and  then  to  the  left,  then  he  lifted 
one  of  his  long  legs  and  tucked  it  under  his  breast 
feathers  and  there  he  stood  on  his  other  leg  like  a  tight- 
rope dancer. 

Whew!  that  was  a  magic  performance;  next,  he  drew 
his  leg  out  again  from  under  his  wing,  stretched  it  long- 
out  and  put  it  down.  There,  he  had  taken  the  first  step. 
He  turned  his  head  and  clapped  to  his  brothers  and 
sisters  how  delighted  he  was  with  himself.  Now  began 
the  march  forwards,  tap,  tap,  tap  over  the  straw  roof 
until  he  had  gone  all  the  way  across  to  the  other  end  of 
the  barn  gable.  There  hung  a  swallow's  nest  on  the  barn 
eaves.  The  little  birds  peeped,  Red-bill  heard  the  sound, 
but  he  could  not  see  a  thing,  for  a  swallow's  nes:  is 
tightly  closed  all  around,  except  one  very  little  door. 
This  twittering  that  he  heard  was  a  new  language  for 
Red-bill,  just  the  same  as  Greek  is  to  you  little  folks. 
Red-bill  only  understood  the  clapping  language.  He  was 
terribly  curious  and  wanted  so  much  to  see  what  those 
unknown  birds  that  did  not  clap,  looked  like!  Pie 
stretched  his  neck,  trying  with  one  eye  to  get  a  glimpse 
into  the  door  of  the  small  nest,  but  it  was  impossible  tc 
see  a  thing,  for  inside  the  little  nest,  it  was  as  dark  as 
night  and  the  sun  outside  dazzled  him.  If  one  could 
enlarge  the  little  door,  make  it  bigger,  thought  the  saucy 
mischief,  and  he  crooked  his  neck  and  stuck  his  bill  into 
the  nest ;  then  there  sounded  in  there  a  great  screaming ; 
the  happy,  twittering  had  been  interrupted  and  loud 
frightened  peeps  were  heard  instead.  Swallow-papa  and 
Swallow-mama  had  not  been  far  away,  they  had  been 
sitting  in  the  linden  tree  looking  for  worms,  now  they 
came  flying  and  when  they  saw  that  white  monster  by 
the  little  nest  with  his  long  red  bill  boring  into  it,  they 
flew  angrily  at  the  mischief  maker.  Mr.  Red-bill  did  not 
need  to  fear  the  weak  little  birds,  he  was  ten  times  big- 
ger and  stronger  than  they,  but  he  had  a  bad  conscience, 
and. when  we  have  a  bad  conscience,  we  are  afraid  of 
everything  and  jump  at  every  sound.  Red-bill  began  to 
tremble,  his  thin  legs  shook,  he  grew  dizzy  and  instead 
of  spreading  out  his  wings  and  holding  himself  in  t ho 
air  he  did  just  exactly  what  the  inquisitive  Puss  had 
done,  he  fell  down,  down  into  the  court-yard  below. 
Poor  foolish  fellow  there  he  lay — he  did  not  clap  for  he 
had  broken  one  of  his  wings.  Children,  dogs,  sparrows, 
pigeons,  all  came  in  a  hurry  to  see  what  had  happened 
to  the  unlucky  stork  ! 

Above,  on  the  roof,  a  terrible  clapping  was  going  on, 
for  just  at  that  time  Papa  and  Mama  Stork  had  come 


112 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


back  from  the  meadow,  and  the  young  storks  were  tell- 
ing about  it  and  the  old  ones  were  scolding  and  mourn- 
ing! Poor  disobedient,  punished  Rogue  down  there, 
what  do  you  say  to  the  sorrow  of  your  parents?  Ah! 
not  a  word  said  he,  he  lay  very  still,  while  the  forester 
bound  up  his  wing.  He  could  not  fly  up  on  to  the  roof 
again ;  he  was  lame  and  must  remain  down  in  the 
court-yard. 

It  was  a  great  good  fortune  that  he  found  himself 
among  good  people,  who  took  kind  care  of  him.  The 
forester  knew  how  to  mend  a  broken  wing,  that  was  a 
blessing  for  Red-bill;  the  good  forester's  wife  took 
care  to  see  that  he  was  fed  and  given  water  every  day, 


and  the  children  with  the  help  of  Dorris,  made  him  a 
comfortable  nest  in  the  corner  of  the  cow  stall  for  his 
new  home.  So  he  continued  to  live  in  the  garden  and 
court  of  the  little  house  in  the  forest  and  became  good 
friends  with  the  dogs  and  Miss  Puss,  but  often  he 
looked  longingly  upward  to  where  his  parents  and 
brothers  and  sisters  were  and  how  many  clapper  talks 
from  the  distance  they  had  together.  Touching  was  the 
love  of  the  parents ;  when  they  came  from  the  meadow, 
they  first  flew  in  a  great  circle  above  the  court  and 
threw  down  to  their  unfortunate  child  a  pair  of  frogs, 
after  which,  they  divided  the  rest  of  what  they  had 
brought  among  the  young  ones  in  the  nest.  Time  went 
on,  the  wing  was  healed,  meanwhile  the  storks  above 
in  the  nest  had  been  taking  dancing  lessons  and  also 
flying  lessons  every  day  and  they  flew  about  over  the 
roof  and  on  to  the  linden  tree. 

When  their  brother  in  the  court  below  watched  these 
flying  times  he  was  sad  and  hung  his  head.  Herman 
and  Gertrude  tried  to  coax  him  to  fly  also ;  they  waved 
their  arms  up  and  down  to  show  him  how  they  played 


flying  birds,  but  the  poor  fellow  could  not  understand 
their  language,  for  they  could  not  clap  with  a  bill,  for 
they  had  none,  and  their  waving  with  the  arms  could 
not  have  been  the  right  way  to  teach  him  to  fly,  for  he 
never  once  tried  to  imitate  them. 

One  day,  however,  there  was  a  tremendous  rustling 
in  the  air,  the  father  and  mother  stork  flew  in  great  cir- 
cles around  and  around  in  the  air,  at  first  high,  high  up 
but  each  time  they  made  a  circle  it  grew  smaller  and  the 
great  birds  came  nearer  and  lower,  flying  around  and 
around,  until  all  at  once,  there  they  stood  before  their 
lost  child !  Clapper,  clapper,  how  they  did  talk  to- 
gether; by  and  by  the  old  birds  spread  their  wings  and 
sprang  several  times  into  the  air,  then  the  young  stork 
spread  his  wings  also  and  sprang  several  times  into  the 
air  and  down  again — there  ! — the  parents  have  taken  him 
between  them  in  the  middle  and  flown  above.  Ah !  what 
clapper  rejoicing  went  on  in  the  nest  then,  as  the  saved 
child  was  at  home  once  more. 

Herman  and  Gertrude  rejoiced  with  the  happy  stork 
family,  but  they  had  something  else  to  make  them 
happy;  Red-bill  came  every  day  to  the  court  and  let 
them  feed  him,  yes,  and  pet  him ! 

When  the  Fall  came,  and  he  must,  with  the  great 
gathering  of  storks  which  then  assemble,  go  (migrate) 
for  the  Winter,  to  a  warmer  country,  he  flew  down  and 
said  goodby  to  the  forester's  family.  Farewell,  fare- 
well, Stork,  called  all  the  family  to  him  and  he  clapped. 

There  fell  down  through  the  air  some  drops  and  one 
did  not  exactly  know  whether  they  were  stork's  tears 
or  rain. — Translated  from  the  German  for  the  Kinder- 
garten and  Primary  Magazine  by  Frieda. 


GRAY. 

By  Mary  Ellason  Cotting. 

One  day,  by  accident,  the  sheep-dog  hurt  a  gray 
squirrel,  and  Farmer  Merriman  took  him  home  to 
stay  until  he  was  well  again. 

Dorothy  fed  and  petted  Gray  till  he  was  so  fat 
he  didn't  like  to  live  in  the  bird-cage  any  longer; 
so  one  morning  as  he  was  frisking  up  Dorothy's 
sleeve,  her  father  said  it  was  time  to  let  him  go. 

They  opened  the  window  and  put  him  on  the 
sill,  but  he  didn't  seem  to  care  much  about  going. 
After  a  while  the  cat  came  along  and,  as  Gray 
didn't  like  Snooze,  he  jumped  into  the  yard  and 
ran  across  the  woodpile. 

Such  a  long,  high,  thick  pile  of  wood  makes  a 
fine  playground  for  a  squirrel,  so  Gray  stayed  there 
a  long  time.  It  was  near  the  grain-house  and  the 
barn,  and  Gray  very  much  enjoyed  hunting  for  his 
own  food  once  more.  To  be  sure,  he  sometimes 
visited  the  pantry,  and  quite  often  Dorothy  fed  him 
with   bread  and   milk  mush. 

After  a  time  he  began  to  long  for  the  woods  and 
a  wild  life,  so  he  said  to  himself,  "I'll  go  to  the 
woods  tomorrow.  I'd  like  one  more  good  game 
with  Jack.  If  Snooze  goes  to  the  meadow  for 
moles,  I'll  enjoy  myself  here  one  more  day,  and 
then   I'll  be  off." 

Snooze  didn't  go  to  the  meadow,  for  she  had  a 
yellow-bird's  young  family  to  watch;   but   she  was 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


H3 


out  of  Gray's  sight.  So  when  the  sun  shone  high 
overhead  he  chattered  at  the  house  dog  and  invited 
him  to  play  chase. 

You  never  could  think  how  droll  a  game  it  was. 
Gray  would  poke  his  head  out  between  the  sticks 
of  wood  just  over  Jack's  head  and  chatter  at  him. 
Jack  would  jump  and  caper  and  bark  and  feel  sure 
that  he  was  going  to  tag  Gray,  when  out  of  sight 
Gray  would  scamper.  Then  Jack,  thinking  he  had 
gone  to  the  other  side,  would  rush  behind  the  wood- 
pile and  find — no  squirrel;  for  Gray,  you  know, 
would  be  at  the  end,  high  up  among  the  sticks, 
making  a   funny   noise   as   if   he   were   laughing. 

Round  Jack  would  hurry,  and  Gray  would  scurry 
off,  thinking,  "Oh,  this  is  lovely  fun.  I've  nearly 
the   mind   to  never   leave   this   jolly   place." 

Then  sly  old  Snooze  would  poke  around  a  corner, 
and  Gray,  spreading  his  tail,  would  leap  into  a 
maple-tree  near.  Here  he  would  be  safe,  for  Snooze 
couldn't  follow  him  to  the  tips  of  the  branches; 
neither  could  she  leap  from  tree  to  tree  as  he 
could. 

When  Snooze  saw  Gray  in  the  maple,  she  pre- 
tended to  be  fussy  at  Jack,  who  was  standing  on 
his  hind  legs  rest'ng  his  fore  paws  on  the  maple 
trunk.  Jack  was  so  full  of  fun  he  didn't  seem  to 
know  that  there  was  danger  for  Gray;  but  when 
Gray  shrieked  he  turned  face  to  face  with  Snooze, 
whose  looks  invited  him  to  mischief. 

Just  what  Gray  hoped  would  happen  did  happen, 
for  as  soon  as  Snooze  scolded,  Jack  dashed  at  her, 
and,  while  they-  had  their  hurry-scurry,  Gray  went 
back   to   the   woodpile. 

How  he  did  dislike  to  leave  Jack,  but  still  he 
longed  for  the  woods.  Better  for  him  if  he  had 
been  content  to  stay  about  the  farm,  for  in  a  few 
days  he  was  caught  in  a  box-trap  and  carried  to 
a    strange,   new   home. 

Here  he  was  kindly  treated,  but  he  was  kept  shut 
up  in  a  cage.  Max,  the  boy  that  cared  for  him, 
loved  and  fed  him  well;  but,  oh,  how  Gray  did  miss 
Jack!     He  even  longed  to  see  Snooze. 

One  sunny  day  his  cage  was  left  on  the  porch. 
He  could  hear  the  water  lap  and  lap  against  the 
river  bank,  for  a  steamer  was  passing.  The  leaves 
swung  gently,  bees  hummed  in  the  garden,  and  a 
gay-colored  butterfly  fluttered  by. 

"Oh  if  I  only  could  be  free,"  he  sighed  as  he 
spread  his  tail  and  turned  around.  Click!  his  big 
bushy  tail  had  struck  the  half-fastened  door.  In  a 
moment  Gray  was  whisking  across  the  ground  and 
away  to  the  trees  in  the  park.  How  he  trembled 
as  he  crossed  the  road,  for  a  great,  big  something 
was  whizzing  toward   him. 

Right  between  the  rails  Gray  stopped,  sat  up  stiff 
and  straight,  and  threw  his  tail  along  his  back. 
Why  he  did  such  a  thing  he  doesn't  to  this  day 
know,  but  he  does  know  now  that  each  time  before 
he  crosses  the  street  he  must  listen,  for  another 
time  the  motorman  may  be  would  not  stop — maybe 
would  not  wait  just  to  let  a  squirrel  run  along. 

When    Gray   reached    the   park   gates   he   bounded 


into  the  shrubbery.  All  day  long  he  went  from  tree 
to  tree  and  in  and  out  among  the  bushes.  When 
night  came  he  was  tired  and  hungry,  for  he  had 
only  found  some  crumbs  and  an  apple-core  for  his 
dinner.  He  had  to  be  satisfied,  though,  and  at  last 
fell  asleep  in  an  old,  deserted  robin's  nest. 

All  summer  he  ran  about,  getting  thinner  and 
thinner,  because  he  never  had  a  good  meal  now;  he 
even  had  to  gnaw  the  bark  of  the  trees  to  keep 
his   teeth   from  growing  too   long. 

When  cold  fall  weather  came,  some  people  scat- 
of  the  ash  and  maple  trees,  kept  him  from  starving. 
tered   grain   for   the   birds,   and   this,   with   the   keys 

As  winter  approached  he  tried  to  find  his  way 
back  to  the  river,  where  there  was  a  large  oak, 
in  the  trunk  of  which  he  thought  to  make  a  winter 
home. 

Gray  didn't  find  the  oak  tree;  but,  after  a  few 
days  he  found  a  wonderful  place  where  he  could 
get  all  he  needed  to  eat.  This  strange  place  was 
a  mill  in  which  some  people  worked,  and  they 
were  so  glad  to  see  the  squirrel  that  they  were 
glad  to  give  him  a  share  of  their  luncheons.  A 
sweet  young  girl  coaxed  him  into  her  hand  one 
day,  and  they  soon  became  such  good  friends  that 
Gray  would  take  nuts  from  her  fingers,  nibble  off 
the  sharp  points  and  scurry  away  to  hide  them  in 
the   old   culvert  behind   the   mill. 

The  north  and  west  winds  had  blown  so  many 
leaves  into  the  culvert  that  a  nicer,  cozier  shelter 
couldn't  have  been  found  for  a  squirrel.  After  all 
of  his  troubles,  Gray  felt  very  thankful  for  such 
a  good  home,  and  he  often  wished  that  Jack  and 
Snooze  might  know  how  happy  he  was  at  last. 


"ONLY  A  LITTLE  NIGGER  BABY." 

Late  one  Saturday  afternoon  the  farmer  and  his 
son  John  came  home  tired  and  hungry  from  the 
field.  But  the  keen-eyed  farmer  paused  at  the 
garden  gate  and  looked  down  the  slope  along  the 
lane  to  the  main-traveled  road. 

"My  boy,"  he  said,  "there's  something  wrong 
out  there  with  those  people  coining  up  the  valley. 
They  have  been  an  hour  poking  along  past  this 
ranch.  I  guess  their  old  white  horse  is  most  dead. 
Jump  on  the  colt  and  help  them  out.  Bring  them 
right  in  for  supper  or  to  stay  all  night,  and  we'll 
feed  up  that  plug." 

The  youngster  was  used  to  such  things.  They 
happened  on  that  farm  at  all  hours  of  day  or  night. 
He  leaped  the  barnyard  fence,  called  his  colt,  who 
came  running  from  the  pasture,  slipped  a  hacka- 
more  on  his  head,  sprang  on,  bareback,  and  galloped 
down  to  the  big  gate.  Meanwhile,  the  farmer  went 
in  to  supper,  and  told  Mary,  his  wife,  that  some 
guests  were  likely  to  happen  along. 

The  boy  found  a  miserable  old  horse,  all  skin 
and  bone,  dragging  with  frequent  pauses  a  ram- 
shackle cart  by  a  nondescript  harness.  In  the  cart 
a  very  old  Negro  sat  holding  the  bit  of  rope  which 
served  for  lines.  Beside  him  was  a  young  colored 
woman  with  a  sick  baby.  They  looked  forlorn, 
v/orn-out,   and  utterly  hopeless. 


H4 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


"Sar,"  asked  the  old  Negro,  "how  far  to  Gunnel 
Batten's  place?" 

"It's  four  miles,  and  a  good  deal  up  hill,"  the 
boy   answered. 

"Lord,  Rosy,"  the  old  fellow  said  to  the  woman 
at  his  side,  "hit  will  take  we  tins  most  all  n'ght." 
His  voice  fell  away  into  a  groan  of  weariness." 

"Look  here,  neighbors,"  said  the  boy.  "Father 
and  mother  and  I  want  you  to  have  supper,  and 
stay  till  to-morrow.  Your  horse  needs  it,  and  both 
of  you  look  worn  out." 

"The  baby's  awful  sick,"  said  the  woman,  lifting 
a  dusty  and  tear-stained  face. 

The  boy  opened  the  gate,  jumped  off  Iris  colt, 
pushed  manfully  at  the  old  cart,  and  soon  brought 
(he  outfit  to  the  garden  gate. 

"So  you  are  Virginians,  too,"  said  the  boy,  mak- 
ing conversation  as  they  came  up  the  road. 

"Law  me,  Massa,  yes!"  the  old  Negro  replied. 
"This  yere's  my  step-niece,  an'  I  got  a  gran-darter 
up   in   the  settlement  at  the   Cunnel's." 

Then  the  farmer  and  his  wife  came  out,  carried 
in  the  baby,  and  put  it  on  a  cot-bed  by  the  fire: 
took  in  the  tired  mother  and  the  old  Negro,  set 
food  before  them,  waited  on  them,  spoke  words 
of  good  cheer.  The  boy  tied  his  colt  to  the  fence, 
and  took  care  of  the  ancient  horse;  then,  he  came 
in  to  supper,  and  wondered  whether  or  not  this 
very  old  Negro  had  ever  seen  General  Lee,  or 
Stonewall   Jackson. 

The  farmer's  wife  and  the  Negro  mother  sat 
by  the  sick  baby,  talked  in  low  tones,  tried  to  help 
the  sufferer,  and  felt  that  the  case  was  beyond  their 
resources. 

"We  will  send  for  a  doctor,"  the  farmer's  wife 
said,  at  last.  "Our  old  family  doctor,  who  has 
been  here  for  years,  and  takes  care  of  all  your 
folks  up  at  Colonel  Batten's,  is  away  on  a  vacation, 
but  there's  a  new  young  doctor  just  settled  in  the 
village,  and  I've  no  doubt  he's  first  rate." 
"Missus,  we  uns  hain't  no  money." 
"That  is  all  right,  Rosy;  you  are  going  to  be 
neighbors  of  ours,  you  know.  When  you  get  well, 
you  can  help  me  out  some  time.  You  don't  know 
how  glad  I  am  that  you  came  in  to-night." 

The  boy  went  out  and  saddled  his  colt;  the 
farmer  sat  down  and  wrote  a  letter.  It  ran  this 
way: 

"Dear  Dr.  Wyman — We  have  some  guests  here 
and  there  is  a  very  sick  baby.  Come,  prepared  to 
stay  all  night  if  necessary,  and  come  as  soon  as 
you   can.      Charge   everything  to   me." 

The  boy  galloped  off  to  the  village,  several  nvi'es 
away,  handed  in  the  note,  heard  the  doctor  say, 
"Coming,  soon  as  I  can  harness,"  got  the  mail  and 
hastened  home.  The  old  Negro  had  been  put  to 
bed;  the  women  were  working  over  the  baby;  the 
farmer  was  smoking  a  peaceful  pipe  on  the  porch. 
In  a  few  minutes  the  young  doctor,  who  drove 
a  fast  nag,  came  in  with  his  traveling  case. 

"Go  right  in;  the  baby's  by  the  lire."  said  the 
farmer,  waving  his  pipe.     The  doctor  went  in.     lie 


came  out  immediately,  almost  choking  with  sudden 
anger,  and  leaned  over  the  farmer. 

"What  sort  of  a  creature  do  you  call  that— that 
— for  a   high-class  practitioner  to — to " 

The  farmer  interrupted,  with  a  sweet  seriousness: 

"My  dear  Dr.  Wyman,"  he  said,  "that  is  merely 
a  human  baby — just  the  regular  sort  that  human 
mothers  bring  into  the  world." 

"That  thing!"  shouted  the  young  doctor,  so 
loudly  that  the  boy  and  the  women  heard  him. 
"Why,  that's  nothing  but  a  nigger  baby.  I  con- 
sider this  an  insult,  sir.  I  won't  attend  Indians, 
Chinese,  niggers,  dagos,  and  such  cattle!" 

The  farmer  rose  and  put  a  strong  hand  upon  the 
young  man's  shoulder. 

"Thee  will  listen  to  me,"  he  said,  dropping  into 
the  familiar  speech  of  his  boyhood.  His  wife,  hear- 
ing, smiled  to  herself;  she  knew  that  it  meant  per- 
fectly controlled  emotion,  seldom  wakened,  but 
always  irresistible.  The  neighborhood  used  to  say 
that  he  "always  swore  in  Quaker  talk." 

"Thee  will  listen,"  he  went  on,  low-voiced,  in- 
tense. "Thee  knows  thee  once  did  graduate.  The 
state  did  educate  thee.  And  thee  didst  take  thy 
great  Hippocratean  Oath.  Hast  thou  forgotten  its 
meaning?  Or  didst  never  learn  that  thy  knowledge 
is  not  thine  to  refuse?  Go  thou  in  the  house  and 
fight  for  that  baby's  life  as  if  it  were  the  white 
child  of  thine   own   brother." 

The  young  doctor  shivered  and  colored,  but  he 
was  not  yet  quite  conquered. 

"But  you  got  me  here  under  false  pretenses,"' 
he  said;  "why  didn't  you  write  me  that  it  was  a 
nigger  baby?" 

A  look  of  complete  surprise  crossed  over  the 
farmer's  face. 

"So  I  ought,  young  man,"  he  answered.  "But 
the  fact  is,  it  never  occurred  to  me.  I  noticed 
that  the  baby  was  black,  and  then  I  clean  forgot 
it.  ■  That  was  foolish,  of  course;  but  really,  now, 
I  supposed  all  there  was  to  be  said  to  a  nice  neigh- 
borly doctor  was  that  it  was  a  baby — and  a  mighty 
sick   one." 

"Say  no  more!"  the  young  man  cried,  and  led 
the  way  back  into  the  room,  took  hold  of  the  case, 
staid  all  night,  and  pulled  the  baby  through. 

After  breakfast  the  young  doctor  stood  with  the 
farmer,  while  the  boy  put  his  horse  into  the  sulky. 
He  was  awkward  and  troubled,  but  he  came  up  to 
the   scratch   at   last. 

"There  isn't  any  charge,"  he  told  the  farmer. 
"Please  say  to  your  wife  that — that  I  regret  the 
way  I  spoke  about  it.  That  confounded  youngster 
suffered  just  like  any  other  baby.  And  when  we 
felt  safe  about  it,  the  mother  caught  my  hand,  and 
she  said:  'You  is  a  good  man,  Doctor;  God  bless 
you,  you  is!'  " 

The  farmer  shook  hands  with  the  young  doctor. 
"You  certainly  are  more  of  a  fellow-traveler  this 
morning  than  you  were  last  night,"  he  answered. 
"And  I  think  you  will  do.  Study  our  old  Army 
doctor  from  Vermont  when  he  comes  back.  He's 
wearing  out,  but  he's  a  sa:nt  and  a  hero.  Work 
with  him,  and  you'll  gradually  get  ready  to  take 
his  place.     It's  a  miehtv  bia-  place  to  fill,  too." 

CHARLES  II.  SIIINN,  in  The  Public. 


Making  Toys. 
Either  before  or  after  Christmas'let  the  children  make  sever- 
al toys  of  paper  or  cardboard.  A  toy  corner  ma)  be  arranged, 
or  borders  may  be  designed  by  alternating  the  ball,  horn  and 
drum.  In  one  kindergarten  the  following  toys  were  made: 
Ball,  Horn,  Drum,  Doll,  Cradle,  Cart,  Doll's  House,  Rock- 
ing Horse.  Teddy  Bear.  j.  b.  m. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


115 


INDUSTRIAL  AND  HOUSEHOLD  ARTS. 
A  Paper  Bed. 

All  little  girls  who  love  paper  dolls  are  delighted  to 
have  beds  for  them,  and  I  find  that  even  little  boys  are 
often  quite  as  enthusiastic  about  both  dolls  and  beds, 
although  they  sometimes  demand  boy  dolls. 

There  are  many  ways  of  making  paper  beds,  but  I 
have  found  this  one  strong  and  not  too  hard  for  very 
small  children.  In  fact  the  only  hard  part  is  the  pasting, 
and  with  that  an  older  person  will  probably  have  to  help. 

Cut  five-and-a-half  or  six-inch  squares  of  strong- 
paper  (heavy  manila  or  bogus  paper  is  good  for  the 
purpose).  Two  squares  are  required  for  each  bed. 
Crease   one    square   through    the   center    and    cut    it    in 


with  crayons  (see  Figs.  6  and  7),  but  they  should  be 
done  with  great  care,  as  erasing  spoils  these  papers.  The 
bolster  should  be  the  same  width  as  the  bed,  and  of  the 
same  color  and  pattern  as  the  spread.  Make  a  narrow 
roll  of  the  paper  by  pasting  the  edges  together,  Fig.  8. 

When  the  bed  clothes  are  placed  on  the  bed,  the  top 
sheet  should  be  folded  a  little  way  over  the  blanket, 
and  all  the  clothes  creased  to  hang  over  the  sides  of  the 
bed. 

KATHERINE  L.  KELLOGG, 


1, 


Arts  Magas 


I  desire  to  call  attention  to  the  opportunities  offered  by 
the  Bureau  of  Education  to  students  of  education  and  to  such 
committees  and  commissions  as  are  appointed  by  State  boards 


halves.  Turn  each  end  of  one  half  over,  a  quarter  of 
an  inch,  and  crease  it.  (See  Fig.  1.)  Fold  the  other 
half  into  eight  small  squares  and  smooth  it  out.  Then 
cut  as  shown  in  Fig  2,  by  dotted  lines.  Fold  the  remain- 
ing square  into  sixteen  small  squares  and  smooth  out. 
Cut  one  row  of  four  small  squares  entirely  off.  This 
may  be  thrown  away.  Cut  the  remaining  piece  as  shown 
in  Fig.  3.     Paste  the  three  parts  together. 

Older  children  can  make  different  styles  of  beds  using 
this  as  a  foundation,  by  cutting  legs,  posts,  etc. 

Use  two  white  squares  of  folding  paper  for  sheets, 
making  machine-stitched  hems  at  top  and  bottom  of  both 
sides  with  pencil  dots.  Use  another  white  square  for  the 
blanket,  drawing  stripes  at  top  and  bottom  with  colored 
crayon,  Fig.  4.  Make  the  pillow  of  a  double  or  single 
piece  of  paper  not  quite  the  width  of  the  bed,  and  dot 
the  hem  with  a  pencil,  Fig.  5.  For  the  bed  spread  use  a 
square  of  cutting  paper  of  a  delicate  color  to  match  the 
stripes  on  the  blanket.  These  spreads  are  made  much 
prettier  if  small  all-over  patterns  are  drawn  on  them 


of  education  and  national,  State,  and  local  associations  for 
the  purpose  of  investigating  particular  phases  of  education. 
Here  students  and  the  representatives  of  such  committees  and 
commissions  may  find  at  once  and  without  cost  other  than 
that  of  coming  to  Washington  practically  all  that  is  now  in 
print  in  pamphlets,  books,  or  magazines  on  any  subject  of 
education,  including  educational  legislation.  The  Bureau 
does  not  now  have  all  the  expert  help  it  should  have  to  put 
at  the  service  of  students  and  representatives  of  committees 
and  commissions  to  csust  them  in  working  out  their  prob- 
lems, but  it  will  gladly  give  them  such  assistance  as  it  can, 
and  a  room  in  the  Bureau  has  been  set  apart  for  their  use. 
In  a  few  days  or  weeks  information  can  be  obtained  here 
which  these  committees  and  commissions  frequently  spend 
months  oftime  and  hundreds  of  dollars  in  trying  to  collect  by 
correspondence.  When  the  Bureau  has  more  money  than  is 
now  appropriated  for  its  use,  it  will  be  able  to  help  more 
than  it  can  at  [resent  by  serving  as  a  kir.d  of  working  sub- 
committee for  all  the  more  important  commissions  of  its  kind. 
Yourd  sincerly, 

P.  P.  Claxton,   Commissioner. 


HINTS^SUGGESTIONS  FOR  RURAL  TEACHERS 


CONDUCTED  BY  GRACE  DOW 

In  undertaking  this  department  I  trust  that  my  somewhat  extended  experience  in 


)EAR  RURAL  TEACHER. 
rural  schools  and  my  subsequent  normal  training  and  city  school  work  may  assist  me 


making  it   practically 


teacher  who  is  trying  to  do  good  work,  the  wide  range  of  studies,  the  constant  temptation  to  neglect 
for  the  apparently  more  pressing  need  of  the  older  classes  and  the  lack  of  equipment  necessary  for  the  best  work. 
>Iv  hope  is  to  assist  yon  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. 


CHRISTMAS  PICTURES. 

Hoffman's  Head  of  Christ. 

Madonna  Adoring  Infant  Christ. 

Holy  Family. 

Sistine  Madonna. 

Cherubs. 

Angel's  Heads. 

Jesus  and  John. 

The  Christ. 

Madonna  of  the  Chair. 

Holy  Night. 

Christ  and  the  Doctors. 

Mother  and  Child. 


We  like  the  spring,  with  its  fine,  fresh  air; 
We  like  the  summer,  with  flowers  so  fair ; 
We  like  the  fruits  we  in  autumn  share, 
And  we  like,  too,  old  winter's  greeting. 

—Selected. 


GIVING— THEME  FOR  THE  MONTH. 

The  true  spirit  of  giving  should  be  presented  to  the 
children.  We  should  give  because  we  love  those  to 
whom  we  give,  and  wish  to  make  them  happy.  Wher- 
ever we  find  the  true  conception  of  Christ's  teaching 
there  we  find  men  and  women,  boys  and  girls  anxious  to 
give;  not  with  the  desire  to  receive  gifts  in  return,  but 
because  the  giving  in  itself  brings  its  own  reward  in  a 
consciousness  of  well  doing.  We  are  taught  that  the 
final  test  of  a  noble  character  is  service  to  man.  If  gifts 
are  exchanged  in  school  be  sure  that  no  child  is  over- 
looked. 

STAR   BEAMS. 

While  stars  of  Christmas  shine, 

Lighting  the  skies, 
Let  only  loving  looks 

Beam  from  your  eyes. 

While  bells  of  Christmas  ring. 

Joyous  and  clear, 
Speak  only  happy  words 

All  mirth  and  cheer. 

Give  only  loving  gifts, 

And  in  love  take; 
Gladden  the  poor  and  sad, 

For  love's  dear  sake. 


RAFFIA  WORK. 

The  artistic  possibilities  of  raffia  make  it  of  especial 
use  at  this  season  of  the  year  in  making  Christmas  gifts. 

Raffia,  dyed  or  colored,  may  be  used  with  reed  or 
hard  wood  slats.  If  necessary,  old  boxes,  writing-pad 
backs,  and  mailing  tubes  may  be  utilized. 

To  secure  the  best  results  wet  the  raffia,  and  allow 
it  to  become  partially  dry  before  using. 

Napkin  Ring. — Make  a  ring  of  cardboard  about  one 
and  a  half-inches  wide  and  two  inches  in  diameter. 
Flatten  the  dampened  raffia,  and  wind  over  and  over 
until  completely  covered.  Fasten  the  end  on  the  inside 
with  a  large  needle,   and  decorate  with  a  ribbon  bow. 

A  Circular  Picture  Frame. — Cut  a  circle  of  cardboard 
about  six  inches  in  diameter,  cut  out  of  the  center  a  cir- 
cle three  inches  in  diameter,  leaving  a  circular  rim  one 
and  a  half  inches  in  width,     Wind  the  rim  carefully 


with  the  flattened  raffia,  sew  a  circular  card  upon  the 
back  to  hold  the  photo,  and  attach  ribbon  for  the  hanger. 


Towel  Rings. — If  possible  obtain  large  flat  metal  rings 
for  the  foundation.  Wind  several  with  the  raffia,  and 
hang  with  dainty  colored  ribbon. 

Other    articles    suggested    are    brush    broom    holder, 


stamp  box,  pin  tray,  pin  ball,  hair  pin  box,  needle  book, 
thermometer  back. 


CHRISTMAS  BOOKLETS. 

This  should  be  a  noticeable  feature  of  this  month's 
work.  Ask  your  older  pupils  to  write  an  original 
Christmas  story,  and  allow  the  smaller  ones  to  copy 
some  appropriate  selection. 

The  covers  may  be  made  of  Bristol  board  or  con- 
struction paper,  in  colors  red,  green,  or  white,  decorated 
with  drawing's  of  holly  or  mistletoe.  If  preferred,  a 
picture  of  the  Madonna  or  head  of  Christ  may  be 
pasted  upon  the  outside  cover.  Tie  with  green  or  red 
ribbon. 

JOHN  G.  WHITTIER. 

The  Quaker  poet,  John  G.  Whittier,  was  born  in  Hav- 
erhill. Mass.,  Dec.  17,  1807. 

Of  regular  schooling  he  had  what  the  country  could 
give,  a  few  weeks  each  winter  in  the  district  school,  and 
when  he  was  nineteen,  a  little  more  than  a  year  in  an 
academy  in  Haverhill. 

Following  the  regular  custom  at  the  time,  the  teacher 
"boarded  around,"  and  one  of  them  brought  into  the 
home  a  copy  of  Burns'  poems,  which  he  read  aloud  to 
the  family  as  they  were  seated  around  the  fireside  in 
the  winter  evenings. 

The  boy  received  his  first  inspiration  from  hearing 
these  poems,  and  the  poetry  within  him  found  expression 
in  verse  when  he  was  still  a  country  school  boy. 


fME    KINDERGARTEN-PRIMARY  MAGAZINE 


117 


His  mother  and  his  sister  Mary  encouraged  him  in 
his  writing,  but  his  father  was  a  stern  man,  and  also 
believed  as  many  other  Quakers  of  that  time  that  writ- 
ing poetry  was  not  in  strict  accordance  with  Bible 
teaching. 

His  sister  sent  one  of  his  poems,  unknown  to  the  au- 
thor, to  a  paper  which  had  been  recently  started  in  a 
neighboring  village.  Imagine  the  boy's  surprise  when 
he  caught  the  paper  from  the  postman  riding  by  the 
field  where  he  and  his  father  were  at  work  and  saw  for 
the  first  time  one  of  his  poems  in  print. 

Through  the  interest  shown  by  this  editor  he  was  en- 
couraged to  attend  the  academy  that  he  might  have  a 
better  preparation  for  his  chosen  work. 

At  the  age  of  twenty-one  he  entered  a  printing  office 
in  Boston.  Here  he  remained  for  a  year  and  a  half,  and 
then  returned  to  his  father's  farm,  freeing  it  from  mort- 
gage with  the  few  hundred  dollars  he  had  saved  from 
his  salary. 

The  death  of  his  father  in  June,  1830,  made  it  more 
necessary  for  him  to  earn  his  living  since  the  care  of  the 
family  fell  upon  him. 

No  sketch  can  do  justice  to  this  kind  and  good  man, 
we  must  study  his  character  in  his  own  words.  It  is  in 
"Snow-Bound"  where  we  learn  the  most  of  the  associa- 
tions of  his  boyhood  days. 

His  childlike  faith  is  beautifully  shown  in  the  follow- 
ing stanza: 

I  know  not  where  His  islands  lift 

Their  fronded  palms  in  air, 
I  only  know  I  cannot  drift 
Beyond  His  love  and  care. 


QUAKERS. 

In  the  history  classes  call  special  attention  to  the 
Quakers,  and  the  Quaker  settlements  in  Pennsylvania. 
The  children  will  be  interested  to  hear  about  their  quaint 
speech,  their  peculiar  dress,  and  their  mode  of  worship. 


LANGUAGE   WORK. 

Many  of  the  children  will  receive  gifts  that  will  re- 
quire a  note  or  letter  of  thanks,  and  letter  writing  should 
be  made  a  prominent  feature  of  the  language  work  of 
the  month. 

Teach  them  the  difference  between  a  formal  and  in- 
formal letter,  also  letters  of  friendship  and  those  per- 
taining to  business.  Give  them  some  of  the  usually  ac- 
cepted forms  for  notes  of  thanks,  and  also  call  attention 
to  the  difference  in  heading. 

Give  them  directions  as  to  folding,  placing  in  the  en- 
velope, and  also  properly  addressing,  and  correct  place 
for  the  stamp  with  reason  for  the  latter. 


PAPER   CUTTING,   ETC. 

The   uses   of   Bristol   board   for   Christmas   gifts    are 
without  number,   the   following   are   a   few    suggested : 


The  box  in  various  shapes,  cornucopia,  stocking,  basket, 
calendar  pad,  match-scratcher,  work  basket,  envelopes 
to  contain  clippings,  card  case,  broom  holder,  match 
safe,  comb  case,  book  mark,  and  candy  boat. 


EDUCATIONAL  NEWS 

All  patrons  of  the  magazine  are  cordially  invited  to 
use  these  columns  for  announcing  lectures,  recital  <  or 
entertainments  of  any  kind  or  interest  to  kindergart- 
ners or  primary  teacliers.  Reports  of  meetings  held, 
and  miscellaneous  ne*\  s  items  are  also  solicited. 
In  writing  please  give  your  name  and  address. 


Salt  Lake  City,  Utah 

Educators  of  this  city  are  greatly  interested  in  the 
announcement  that  provided  [satisfactory  railroad  rates 
can  be  secured,  the  next  annual  meeting  of  the  National 
Educational  Association  will  be  held  in  this  city,  July  7 
11,  1913. 

Philadelphia,  Pa. 

The  department  of  Superintendence  of  the  N.  E.  A. 
will  hold  a  meeting  in  this  city,  Feb.  25-28,  1913.  The 
Bellevue-Stratford  Hotel  will  be  the  headquarters.  It 
is  expected  that  the  time  limit  of  tickets  will  be  ex- 
tended so  that  visitors  may  take  in  the  inauguration 
ceremonies  at  Washington,  the  week  following. 

Omaha,  Neb. 

The  forty-seventh  annual  meeting  of  the  Nebraska 
State  Teachers'  Association  was  held  in  this  city,  Nov- 
ember 6-7-8.  The  exercises  in  the  Primary  and  Kinder- 
garten Department  consisted  of  songs  by  kindergarten 
and  primary  pupils,  a  group  of  songs  by  Fannie  Meyers 
and  Pearl  Minnick  of  Omaha,  and  a  paper  on  Dramati- 
zation in  Connection  with  Primary  Reading  and  Lan- 
guage, by  Grace  Miner  of  Omaha. 

Milwaukee,   Wis. 

The  annual  meeting  of  the  Wisconsin  Teachers'  Asso- 
ciation was  held  here  November  7-9.  In  the  kindergar- 
ten department  there  was  an  exhibit  of  hand  work  in 
charge  of  Miss  Hood,  also  the  Montessori  System  by 
Miss  Anna  E.  Logan,  of  Miami  University,  Oxford, 
Ohio.  A  paper  on  Constructive  Work  in  the  Kinder- 
garten, by  Miss  Edna  E  Hood,  of  Kenosha,  Wis.,  and 
one  on  the  "Use  of  Materials  in  the  Thanksgiving  and 
Christmas  Festivities"  by  Elizabeth  D.  Young,  of  the 
State  Normal,  and  also  a  paper  by  Elizabeth  K.  Shaw, 
of  Evanston,  Illinois,  subject:  "Ideals  of  Scientific  Ped- 
agogy and  the  Montessori  Experiment,"  were  features 
of  the  meeting, 

Topeka,  Kansas 

The  fiftieth  annual  session  of  the  Kansas  State  Teach- 
ers' Association  was  held  here  November  7-8.  There 
was  an  exhibit  of  the  Montessori  Material,  also  of  the 
Froebel  kindergarten  Gifts,  and  an  address  on  the  Mon- 
tessori Method  by  Miss  Florence  Ward,  of  Cedar  Falls, 
Iowa.  A  program  consisting  of  talks,  story  telling,  folk 
dances,  and  games,  was  given  November  8,  in  which  the 
following  kindergartners  took  leading  parts:  Miss  Gla- 
dys Johnson,  Waverly;  Miss  Elsa  Shoshusen,  State 
Manual  Training  Normal,  Pittsburg;  Miss  Pearl  Phalp, 
Kansas  City;  Miss  Frances  Wheeler.  Kansas  City;  Miss 
Lulu  iVlcKee,  Topeka;  Miss  Louise  Alder,  State  Normal, 
Emporia;  Pianist,  Mrs.  W.  M.  Mills,  Topeka. 

Buffalo,  N.  Y. 

At  the  State  Teachers'  Association  meeting  held  here 
November  25-27,  Mrs.  Jas.  L.  Hughes  of  Toronto,  is 
expected  to  deliver  an  address  on  "Co-operation  of  the 
Mother  and  the  Kindergarten."  Other  addresses  will 
be  "Practical  Suggestions  in  Conducting  Mothers' 
Clubs,"  by  Mrs.  Adelle  Brooks,  of  Rochester;  and 
"Stories  a  d  Story  Telling,"  by  Mrs.  Ada  M.  Loche, 
Froebel  League,  New  York  City;  and  "The  Training  of 
Kindergartners,"  by  Miss  Mary  Jean  Miller,  of  Roches- 
ter, N.  Y.  There  will  also  be  a  round  table  discussion, 
and  an  exhibit  of  books  for  kindergartners,  in  charge 
of  Miss  Ella  C,  Elder,  Buffalo,  N.  Y, 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


Columbus,  Ohio 
At  the  annual  meeting-  of  the  Central  Ohio  Teachers' 
Association  held  here  November  8-9,  Miss  Elizabeth 
Samuel,  of  the  Kindergarten  Normal  School,  Columbus, 
Ohio,  gave  an  address  on  the  "Eelation  of  the  Kinder- 
garten to  the  Other  Public  School  Work." 


Washington,  D.  C. 

The  Commissioner  of  Education  of  the  United. States 
is  trying  to  make  the  library  of  the  Bureau  of  Education 
a  complete  reference  library  on  all  phases  of  education. 
To  assist  in  this  he  wishes  to  obtain,  as  soon  as  issued, 
two  copies  of  all  reports,  catalogs,  circulars  of  informa- 
tion, and  all  similar  publications  of  State,  county,  and 
city  departments  of  education,  and  of  education  associa- 
tions, boards  and  societies.  All  persons  responsible  for 
the  distribution  of  any  such  matter  are  requested  to 
send  two  copies  to  the  library  of  the  Bureau.  If  the 
postage  would  be  considerable,  the  librarian  should  be 
notified  by  card,  when  free  mailing  labels  will  be  sent. 

Address  all  communications  to  The  Librarian,  Bureau 
of  Education,  Washington,  D.  C. 


Mary  I).  Hill  of  Louisville,  Ky.,  will  conduct  the  round 
cable  of  the  Department  of  Kindergarten  Education,  at 
1he,  Southern  Educational  Association  meeting,  Nov. 
30.  Discussious  will  be  led  by  Miss  Louise  Diets,  and 
Miss  Caroline  Bourgard. 

Dr.  Caroline  Geisel,  of  Battle  Creek,  Mich.,  spoke  at 
the  annual  meeting  of  the  Southern  Educational  Asso- 
ciation, on  the  subject,  "The  Need  of  Preparation  for 
Parenthood." 


Mary  C.  Welles  of  Hartford  will  speak  before  the  Hart- 
ford Froebel  Club,  Dec.  4. 


TRAINING  SCHOOLS 

News  Items  from  Training  Schools  are  Solicited 


Indianapolis 

A  mass  meeting  of  the  mothers  from  the  Free  Kiner- 
garten  districts  of  Indianapolis  was  held  November  19 
at  Teachers  College. 

The  program  included  stories  and  songs  by  the  stu- 
dentsof  Teachers  College.  Mrs.  Eliza  A.  Slaker.  superin- 
tendent of  the  Free  Kindergartens  and  President  of  the 
college,  gave  the  principal  address,  "What  Constitutes 
a  Good  Mother." 

The  Annual  Fair,  given  by  the  students  of  the  Teach- 
hers  College,  was  in  the  nature  of  a  Dutch  fair  this  year; 
windmills,  tulips  and  dykes  carried  out  this  idea.  The 
Fair  was  held  in  the  Assembly  ball  of  Teachers  College, 
each  class  having  charge  of  a  booth. 


December  19th,  at  four  o'clock.  Memorial  Exercises 
will  be  held  in  the  Meeting-house.  Central  Park  West 
and  64th  Street,  under  auspices  of  the  Society  for  Ethi- 
cal Culture,  to  commemorate  the  life  and  work  of  Car- 
oline T.  Haven,  who  was  for  twenty-eight  years  in 
charge  of  the  Kindergarten  and  Normal  Departments  of 
the  Ethical  Culture  School,  and  actively  indentified 
with  progressive  kindergavtrn.work  throughout  America. 
Addresses  by  Anna  Garlin  Spencer,  Patty  S.  Hill,  Anna 
M.  Clark,  Thomas  E.  Balliet,  Felix  Adler. 


PERSONAL  MENTION 

Oi:rreaders  are  invited  to  send  ns  items  for  this  de- 
partment.   Kijd.y  j,ive  your  name  wlieii  writiug. 


At  the  annual  meeting  oi  the  Alumni  Association  of  the 
Philadelphia  Training  School  For  Kindergartners  an  inter- 
esting program  was  given,  including  an  address  by  Josiah  H. 
Penniman,  of  the  University  of  Pennsylvania. 


Dr.  W.  N.  Hailmann  of  Cleveland  has  been  invited  to 
speak  in  the  South  on  the  Montessori  Method. 

Laura  Fisher  is  expected  to  lecture  before  the  Rhode 
Island  Kindergarten  League  in  the  near  future. 

Harriette  Melissa  Mills  will  address  a  meeting  of  New 
York  public  school  kindergartners,  Jan.  15th.  Subject: 
"Games  " 

Miss  Mary  Jackson  Kennedy  of  Boston  spoke  at  the 
Maine  State  Teachers'  Association  on  "Montessori 
Methods." 

Dk.  Myron  T.  Scudder  spoke  on  the  Montessori  system 
before  the  public  school  kindergartners  of  New  York, 
Nov.  20th. 

Dr.  A.  Caswell  Ellis,  Director  Dept.  of  Extension, 
Austin,  Texas,  spoke  at  annual  meeting  of  the  Southern 
Educational  Association,  Louisville,  on  the  moral  ed- 
ucation of  the  child. 

Mr.  Carl  R.Byoir,  who  is  in  charge  of  the  Montessori 
interests  in  America,  spoke  at  the  Connecticut  State 
Teachers'  Association,  on  the  "Montessori  Method  in 
the  American  Kindergarten." 

Miss  Margaret  Thick  of  Debuque,  Iowa,  will  speak  be- 
fore the  Kindergarten  teachers'  meeting  in  that  city 
Dec.  9;  subject:  "How  the  Kindergarten  and  First  Pri- 
mary Work  May  be  More  Closely  Co-ordinated." 

Dr.  Merrill  spoke  at  Brunford,  Conn.,  recently  in  the 
Library  Hall.  She  took  charge  of  the  primary  section  of 
an  institute  held  at  Atlantic  City,  N.  J.,  speaking  upon 
"A  Neglected  Corner  in  Montessori,"  and  "The  ABC 
of  Things." 

City  Supt.  Maxwell  is  a  great  admirer  of  the  writings 
of  William  James,  so  much  so,  in  fact,  that  in  a  recent 
address  to  public  school  superintendents,  principals,  and 
directors  he  said  that  the  chapter  on  "Habit"  in  "Psy- 
chology" is  the  finest  sermon  ever  written,  "with  the 
exception  of  the  Sermon  on  the  Mount"— N.  Y.  Ex. 

James  A,  Barr  of  San  Francisco,  Secretary  of  the  Cal- 
ifornia Teachers'  Association  and  Manager  of  the  Sierra 
Educational  News,  has  been  appointed  Alanager  of  the 
Bureau  of  Conventions  and  Societies  of  the  Panama-Pa- 
cific International  Exposition.  Mr.  Barr  is  better 
known  to  the  educational  world  through  his  educational 
work  in  Stockton,  where  he  was  City  Superintendent  of 
Schools  for  twenty  years.  Through  his  work  the  Stock- 
ton schools  gained  a  national  reputation,  the  methods 
employed  being  in  such  demand  that  a  New  York  pub- 
lishing house  (The  Macmillan  Company)  issued  a  book 
known  as  "The  Book  of  Stockton  Methods." 

Miss  Mary  F.  Schaeffer  of  Germantown,  Ohio,  recently 
gave  an  address  at  Columbus,  on  her  visit  to  the  Mon- 
tessori schools  in  Italy. 

Miss  Schaeffer  is  an  enthusiastic  admirer  of  the  work. 
She  will  lecture  again  in  Columbus  to  the  teachers  of  the 
Deaf  and  Dumb.  One  of  Miss  Schaeffer's  subjects  is, 
"The  Relation  of  Montessori  Method  and  Principles  to 
the  Kindergarten." 

Miss  Schaeffer  has  had  a  broad  experience,  having 
taught  in  New  York  City,  in  California,  and  in  Florida, 
as  well  as  in  her  own  home  town.  She  can  be  secured 
for  institutes. 

NurseGirl:  "0,  ma'am,  what  shall  I  do?  The  twins 
have  fallen  down  the  well!" 

Fond  Parent:  "Dear  me!  how  annoying!  Just  go  into 
the  library  and  get  the  last  number  of  The  Modern 
Mother's  Magazine;  it  contains  an  article  on  'How  to 
Bring  Up  Childern.'  "—Town  Topics. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


H9 


BOOK  NOTES 

Mother  Goose  in  Holland.  By  Mary  Audubon  Post.  Il- 
lustrated. Boards,  90  pages.  Published  by  George  W. 
Jacobs  &  Co.,  Philadelphia.    $1.25  postpaid. 

Here  we  find  the  old,  beloved  Mother  Goose  rhymes, 
but  it  is  a  blue-eyed,  wooden-shoed,  white-capped  Dutch 
little  contrary  Mary  who  rakes  her  garden  of  "gold 
and  crimson"  tulips  and  silver  hyacinth  bells.  And  the 
children  who,  under  the  green  umbrella,  ask  the  rain  to 
go  away,  are  Dutch  folk,  and  little  Jack  Horner,  we  are 
sure,  hails  this  time  from  Holland.  Half  a  dozen  of 
the  large  full-page  pictures  are  in  color.  The  remainder, 
and  there  are  many,  are  in  vigorous  line  drawings.  Let 
the  children  get  acquainted  with  these  little  Dutch 
friends.  It  will  be  an  opportunity  also  for  them  to 
learn  the  distinction  between  the  inhabitants  of  Germany 
and  those  from  Holland.  Too  many  people  ignorantly 
confuse  the  two. 

"Art  Quartette,  Modem  Masters."    By  Hedwig  Levi. 

This  attractive  and  instructive  game,  modeled  upon 
the  well-known  plan  of  "Authors,"  is  a  successor  to  the 
previous  one  published  by  Miss  Levi,  which  followed  the 
Old  Masters.  The  one  now  under  consideration  con- 
tains 60  cards  reproducing  pictures  by  15  modern  artists, 
each  artist  being  represented  by  four  pictures.  The  life 
and  birth  dates  of  the  artists  are  given  and  the  titles  of 
the  pictures  in  both  English  and  French.  They  are  re- 
produced with  permission  of  the  Berlin  Photographic 
Co.,  and  each  card  is  a  little  work  of  art.  Teachers 
would  find  them  useful  for  busy  work  in  various  ways. 

The  Story  of  the  Discontented  Little  Elephant.  By  E. 
E.  Somerville.  Illuminated  boards,  28  large  pages. 
Price  60c.  Published  by  Longmans,  Green  &  Co., 
New  York  and  London. 

A  story  in  rhyme  for  little  children  about  the  little 
elephant  who  left  his  home  in  quest  of  a  longer  nose 
which  he  vainly  sought  on  land  and  sea,  finally  glad  to 
get  home  again  alive,  and  the  little  nose  he  had  bitten 
off.    There  is  a  moral. 

The  Castle  of  Zion.  By  George  Hodges.  Cloth,  illus- 
trated, 200  pages.  Published  by  Houghton,  Mifflin  & 
Co.,  Boston,  New  York,  and  Chicago.    Price  $1.50  net. 

"The  Garden  of  Eden,"  by  Dean  Hodges,  which  ap- 
peared some  time  since,  met  with  hearty  appreciation. 
The  author  retold  in  his  very  attractive  way  a  series  of 
stories  from  the  first  nine  books  of  the  Old  Testament, 
ending  with  the  death  of  Saul.  "The  Castle  of  Zion" 
begins  at  this  point,  and  covers  many  of  the  most  inter- 
esting and  important  episodes  recorded  in  the  other  his- 
torical books  of  the  Old  Testament  and  in  the  Prophets. 
David  and  Solomon,  Elijah  and  Elisha,  Isaiah  and  Jere- 
miah appear  in  its  pages,  as  well  as  the  stories  of  the 
healing  of  Naaman,  Belshazzar's  Feast,  the  hanging  of 
Haman,  Daniel  in  the  lion's  den,  and  the  adventures  of 
Jonah. 

"Christbaumschmuck  selbst  Herzustellen."  By  Hedwig 
Levi.  Boards,  42  pages.  Published  by  Otto  Maier, 
Ravensburg,  Germany. 

This  little  German  book  gives  directions  for  making 
61  Christmas-tree  decorations,  all  of  which  are  within 


the  capacity  of  children  of  varying  ages.  It  is  fully  il- 
lustrated with  line  drawings,  full  page  plates  from 
photographs,  and  one  plate  in  color,  as  well  as  a  large 
sheet  showing  details  for  cutting  and  folding  some  of 
the  numerous  objects.  The  illustrations  are  so  definite 
and  clear  that  those  who  do  not  read  German  would  be 
able  to  make  many  of  the  decorations  from  a  careful 
study  of  the  pictures,  and  possible  reference  to  a  dic- 
tionary to  learn  what  some  of  the  German  words  mean. 
Here  the  parent  will  find  suggestions  for  the  happy  em- 
ployment of  the  children  for  many  weeks  before  the 
anticipated  festival-day  arrives.  Much  of  the  material 
used  is  such  as  is  likely  to  be  found  in  the  average  home 
and  little  expense  is  involved.  Fraulein  Levi's  motto  is 
a  translation  into  German  of  Emerson's  statement,  "The 
secret  of  happiness  is  joy  in  the  work  of  our  hands." 

*  *     * 

Playtime  Games  for  Boys  and  Girls.  By  Emma  C. 
Dowd,  author  of  "Polly  of  the  Hospital  Staff."  Cloth, 
231  pages.  Published  by  George  W.  Jacobs  &  Co., 
Philadelphia.    Price  75  cents,  net. 

No  one  will  make  a  mistake  in  purchasing  this  little 
book  as  a  Christmas  gift  to  some  child  friend.  The 
author  describes,  in  story  form,  some  seventy-two  new 
games,  either  entirely  original  or  some  familiar  one 
modified  in  a  clever  way  to  make  it  more  interesting  or 
instructive.  One  cannot  but  admire  the  ingenuity  of 
the  writer  who  has  planned  such  a  variety  of  entertain- 
ing plays  for  both  indoors  and  outdoors.  Many  of  them 
exercise  the  senses  in  an  educational  way,  and  teachers 
will  find  them  helpful  in  supplementing  of  the  training 
of  observation  and  memory.  The  Aunt  Ruth  who  in- 
troduces the  games,  and  the  children  who  play  them, 
are  very  natural,  happy  individuals. 

*  *     * 

The  Japanese  Twins. — Lucy  Fitch  Perkins.  Illuminated 
cloth,  178  pages,  illustrated.  Price  $1.00,  net.  Pub- 
lished by  Houghton,  Mifflin  Co.,  Boston  and  Chicago. 

This  book  is  all  about  Taro  and  Take,  the  Japanese 
Twins,  and  the  baby,  and  what  a  nice  time  they  had  liv- 
ing. Just  the  sort  of  a  story  that  will  interest  the  little 
children.  A  strong  ethical  purpose  runs  through  it  all. 
Would  make  an  excellent  Christmas  gift  for  a  child. 

*  *     * 

Wonder  Tales  of  Old  Japan. — By  Alan  Leslie  White- 
horn.  Illustrated  by  Shozan  Obata.  Illuminated 
cloth,  173  pages.  Published  by  the  Frederick  A.  Stokes 
Co.,  New  York. 

Twenty-one  stories  relating  to  Japan,  suited  to  young 
children,  with  twelve  beautiful,  full  page  illustrations  in 
color.    Suitable  for  a  Christmas  gift  for  a  small  child. 

*  *     * 

Nursery  Rhymes,  chosen  by  Louey  Chisholm.  Pictures 
by  F.  M.  B.  Blaikie.  Illuminated  cloth,  117  large  pages. 
Published  by  Frederick  A.  Stokes  Co.,  New  York. 

The  book  is  a  beautiful  Christmas  volume.  Contains 
109  colored  pictures,  and  200  black  and  white  ones.  All 
the  old  favorite  nursery  rhymes  are  included.  Every 
page  is  filled  with  interest  for  little  children. 

*  *     * 

Boys'  Make-at-Home  Things. — Carolyn  Sherwyn  Bailey. 
Illuminated  cloth.  189  pages,  fully  illustrated.  Price 
$1.25,  net.  Published  by  Frederick  A.  Stokes  Co., 
New  York. 

This  book  and  its  companion  volume  for  girls  are  the 
outcome  of  long,  practical  work  with  children  and  fur- 
nish useful  occupations  at  small  cost.  With  a  thorough 
kindergarten  training,  Miss  Bailey  devoted  herself  to 
working  among  the  East  Side  settlements  in  New  York, 
where  she  taught  the  children  to  amuse  themselves  by 
making  their  toys  and  belongings  out  of  material  at 
hand.  Among  other  things,  this  book  tells  how  to  make 
a  work-bench,  turning-lathe,  toy  train,  out-door  toys, 
desk  set,  mission  furniture,  boats,  toys,  uniform,  circus, 
school  box,  etc.    The  copious  illustrations  show  the  pro- 


lio 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


cesses  and  the  finished  products.    Children  will  need  no 

assistance  in  following  the  instructions. 

*  *     * 

Girls'  Makc-at-Home  Things. — Carolyn  Sherwyn  Bailey. 
Illuminated  cloth.  211  pages,  fully  illustrated.  Price 
$1.25,  net.  Published  by  Frederick  A.  Stokes  Co., 
New  York. 

This  is  a  companion  book  to  the  volume  for  boys  as 

outlined  above;  both  follow  similar  lines. 

*  *     * 

How  to  Read  and  Declaim. — By  Grenville  Kliser.   Cloth. 

12  mo.     Price  $1.25,  postage  15c.     Published  by  Funk 

&  Wagnalls,  London  and  New  York. 

A  course  of  instruction  in  reading  and  declamation 
which  will  develop  graceful  carriage,  correct  standing, 
and  accurate  enunciation,  and  will  furnish  abundant 
exercise  in  the  use  of  the  best  examples  of  prose  and 

poetry. 

*  *     * 

Syllabus  of  Complete  Course  in  Oral  English  and  Pub- 
lic Speaking. — Arranged  by  Grenville  Kliser.  Paper, 
96  pages.  Published  by  Funk  &  Wagnalls,  London 
and  New  York. 

This  book  consists  of  written  outlines,  relating  to  the 
volume  above  named,  and  also  a  work  entitled  "How  to 
Speak  in  Public,"  by  the  same  author,  and  is  especially 

valuable  to  teachers. 

*  *     * 

Public  and  Private  High  Schools. — Bulletin  No.  22, 
1912.  Published  by  the  United  States  Bureau  of 
Education,  Honorable  P.  P.  Claxton,  Commissioner 
of  Education. 

This  volume  contains  375  pages  of  statistics  and  other 
valuable  information  relating  to  both  public  and  private 

high  schools  of  the  United  States. 

*  *     * 

A  Comparison  of  Urban  and  Rural  Common  School 
Statistics.— Bulletin  No.  21,  1912.  Issued  by  the 
United  States  Bureau  of  Education,  Honorable  P.  P. 
Claxton,  Commissioner  of  Education. 

*  *     * 

The  Golden  Touch,  told  to  the  children  by  Nathaniel 
Hawthorne.  Illustrated  by  Patten  Wilson.  Illumi- 
nated boards.  26  pages.  Price  60c,  net.  Published 
by  Houghton,  Mifflin  Co.,  Boston,  New  York,  and 
Chicago. 

The  publishers  have  reproduced  this  classic  in  a 
beautifully  illuminated  volume  at  a  popular  price,  con- 
taining several  full  page  illustrations  in  color.     A  most 

acceptable  gift   for  any  child. 

*  *     * 

The  Gorgon's  Plead,  told  to  the  children  by  Nathaniel 
Hawthorne.  Illustrated  by  Patten  Wilson.  Illumi- 
nated boards.     34  pages.     Price  60c  net. 

This  volume  is  similar  in  appearance  to  the  one  de- 
scribed above,  containing  this  ever  popular  story  by 
Nathaniel  Hawthorne,  and  is  equally  valuable  and  at- 
tractive for  a  Christmas  gift. 

The  Beard  Birds. — Adelia  Belle  Beard.  Illuminated 
boards.  Price  $1.00,  net.  Published  by  the  Frederick 
A.  Stokes  Co.,  New  York. 

The  Beard  Birds  are  called  Standing  Alone  Birds,  be- 
cause they  do  stand  up,  and  each  bird  stands  in  a  posi- 
tion characteristic  of  that  bird.  This  volume  contains 
complete  diagrams  and  instructions  for  coloring,  cutting 
out,  and  putting  together  cardboard  illustrations  of  the 
following  birds;  Robin,  bluebird,  red-winged  blackbird, 


goldfinch,  meadow-lark,  scarlet-tanger,  black-and-white 
creeper,  oriole,  grosbeak,  yellow-breasted  chat,  -red- 
headed woodpecker,  and  the  mockingbird.  Material  is 
also  furnished.  The  work  is  endorsed  by  audubon  so- 
cieties, and  others  interested  in  birds. 

The  Stori/  of  Bethlehem .     A  Christmas  play  with  music.  Ar- 
ranged and  translated  by  Mari  Ruef  Hofer.      Paper,  four- 
teen pages,  price  25c.     Published  by    Clayton    F.  Summy 
Co.,  Chicago,  111. 
Something  really  good  in  the  Christmas  play  line. 

The  Francis  W.  Parker  Year  Book,  Vol. I,  by  the  faculty  of 
the  Francis  W.  Parker  School,  Chicago.  140  pps.  Price 
25c.  Press  of  the  Francis  W.  Parker  school,  333  Web- 
ster Avenue,  Chicago,  III. 

This  volmme  is  devoted  to  the  social  motive  in  school 
work  and  consists  of  a  number  of  reports  dealing  with  pha- 
ses of  handwork,  music,  dramatics,  etc.,  in  which  the  social 
motive  predominates.  It  should  be  of  immense  practical  value 
to  every  teacher. 


The  Two-Storied  Page  of  Webster's  New  Inter- 
national Dictionary. 

(G.  &  C.  Merriam  Co.,  Springfield,  Mass.) 
The  treatment  of  so  great  a  bulk  of  material  by  the 
usual  dictionary  method  would  have  made  it  almost  in- 
accessible. By  a  stroke  of  genius  the  editors  decided  on 
a  two-  storied  page,  relegating  to  the  lower  part  obso- 
lete words  (gubbertushed,  nawyse) ,  those  defined  only 
by  cross  reference  (Lacy's  knot),  uncommon  dialectic 
words  (unco),  rare  scientific  term»  (lacturamic),  abbre- 
viations (U.  S.  A.), and  all  except  the  most  common 
scriptural  names,  names  of  fictitious  persons  and  foreign 
phrases.  This  leaves  to  the  upper  part  of  the  page  all 
that  a  person  ordinarily  will  wish  to  know;  everything 
else  iy  in  the  bottom  section.  There  is  no  mass  of  con- 
fusing appendixes  to  waste  time  over. 


The  Christmas  Century. 

The  December  Century  is  itself  a  Christmas  tree — la- 
den with  fine  gifts  for  all  that  approach  it.  Pictures,  of 
the  kind  for  which  The  Century  is  fsmous;  short  fic- 
tion of  unusual  interest,  reflecting  the  tenderess  of  the 
Christmas  thought;  Christmas  verse,  illustrated  in  col- 
or; articles  of  substantial  interest—  all  combine  to  give 
this  number  a  peculiar  richness  to  befit  the  season. 
Lucy  Furman's  story,  "The  Christmas  Tree  on  Clinch," 
shows  how  the  Christmas  idea  ended  a  Kentucky  feud. 
Virginia  Yeaman  Kemnitz's  "The  Miracle  of  Little 
Noel"  is  the  Christmas  romance  of  the  bravest  girl  one 
could  wish  to  read  about.  Louise  Herrick  Wall  de- 
scribes "A  Christmas  Fete  in  California"— a  true  story  to 
which  the  enchantment  of  the  forest  gives  air  of  ro- 
mance. Some  Will  say  that  it  reflects  the  real  Christmas 
spirit  better  than  do  snow  and  reindeers  and  frosted 
panes.  The  "Christmas  Echoes  from  Provence,"  by 
Edith  M.  Thomas,  are  illustrated  verses  that  form  a 
most  attractive  feature.  In  the  "Lighter  Vein"  Depart- 
ment will  be  found  humor  appropriate  to  the  season. 
"Lords  Spiritual  in  Jerusalem"  will  tell  Christmas  readers 
of  the  peculiar  conditons  of  Christmas  worship  in  the 
Holy  Land. 

There  is  a  wealth  of  matter  in  this  number  that  would 
be  attractive  at  any  season,  but  coming  as  it  does  at 
the  outset  of  the  Christmastide  it  adds  to  the  enjoy- 
ability  of  a  distinctively  "Christmas"  issue. 


American  Primary  Teacher 


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Drawing,  Fables  in  Silhouette  and  other  school  room  work. 

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from  stories  it  contains  splendid  ideas  for  entertainments  and  selections  for  recitation — help- 
ful alike  to  teacher  and  pupil.     Published  monthly,  25  cents  per  year. 

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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  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 
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HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann. 

Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C.  and  is  intended  solely  for  the 
"different"  child,  the  difficult  child,  the  handicapped  normal  child— whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  overbright  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal   child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training,  nature  study, 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Association  main- 
taining it  lays  emphasis  upon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  overstimulated 
interest  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
and  is  situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,   address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


ft 


*►• 


The  School  Arts  Magazine 


ft 


*•  i  uc    vrunni     adtc    m  a  r>  a  ?iMr  g 

ft 
ft 

>H?  (formerly  the  School  Arts  Book)  4V, 

f  ft 

I  MAKES  IMPORTANT  ANNOUNCEMENT  | 

^.  IN  response  to  a  demand  for  more  work  suitable  to  the  very  youngest  chil-  c§ 

^  1  dren,  pupils  in  the  kindergarten  and  first  year  primary  school,  the  SCHOOL  f\ 

f  ARTS  MAGAZINE,  Henry  Turner  Bailey,  Editor,  has  restored  its  Kin-  ft 

^  dergarten  Section.  ih 

^  4\ 

£r  We  are  especially  happy  to  announce  that  the  Boston  Froebel  Club  has  or-  § 

^  ganized  an  Art  Committee,  under  the  chairmanship  of  Miss  Lucy  H.  Maxwell, 


^     !  25  Kent  Street,  Brookline,  Massachusetts,  who  will  have  charge  of  this  sec-     f\ 
f     tion'  ft 

V]          The  Kindergarten  Section  will  present  each  month  something  appropriate     ft 
si     to  the  season,  and  approved  by  leading  kindergartners.  ft 

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JANUARY,  1913 


INDEX  TO  CONTENTS 

Editorial  Notes, 

. 

:!  7  i               i 

The  Ball,           .... 

Dr.  Jenny  B.  Merrill, 

122        I 

A  Neglected  Corner  in  Montessori 

1               Method, 

Dr.  Jenny  B.  Merrill, 

I  25 

The  Kindergarten  in  Social  Life, 

Annie  Laws, 

1 25        ffi 

The  Kindergarten  in  the  United 

States,            .... 

Mary  Lee  Williams, 

127        1 

The  Committee  of  the  Whole, 

Bertha  Johnston, 

]  28        | 

Hints  and  Suggestions  for  Rural 

Teachers,          .... 

Grace  Dow, 

130 

Educational  Notes, 

132 

Labeling  Rural  School  Houses, 

133 

Department  of  Superintendence, 

133 

Training  Schools. 

134 

Dainty  Dear,          ... 

Mary  Ellason  Cotting, 

136 

The  Benefits  of  the  Kindergarten  as  a 

Social  Center, 

Jessie  Davis, 

128 

Book  Notes, 

■i 

New  Kindergarten  Games  and 

Plays,            .... 

Laura  Rountiee  Smith 

141 

Little  Pieces  for  Little  People, 

Laura  Rountree  Smith 

143         I 

A  Year  in  the  Kindergarten, 

Harriette  McCarthy, 

144        1 

Volume  XXV.  No.  5. 


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Mornings  with  Masters  of  Art.  H.  H.  Pow- 
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Travel,  Boston.     185  illustrations. 

The  Spirit  of  French  Letters.  Mabell  S.  C. 
Smith  A  M.,  Asst.  Editor  The  Chautauquan 
Author  "A  Tarheel  Baron"  and  "Studies  in 
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Home  Life  in  Germany.  Mrs.  Alfred  Sidgwick. 
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Subscription  Price,  $1.00       THE  VIRGINIA  JOURNAL  OF  EDUCATION,  Richmond,  Va. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


GERTRUDE  HOUSE, 

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W  Diplomas  granted  for  Regular  Kindergarten  Course" (two  years),  # 
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Mrs.  Mary  Boomer  Page, 

Directors:         Mrs.  Ethel  Roe  Lindgren, 

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For  circulars  apply  to  Chicago  Kindergarten  Institute,  54  Scott  St. 


Teachers  College 

OF   INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
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The  William  N.  Jackson  Memorial 

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23rd  and  Alabama  Street, 

INDIANAPOLIS    IND. 


Mice  Hart'c  TRAINING  SCHOOL 

IllldJ  HUH  5  For    Kindergartners 

3600  Walnut  Street,  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
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dergartens.   Opens  October  1st.  1912. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledge,  Pa. 


OHIO,  TOLEDO,   2313   Ashland   Ave. 

THE     MISSES     LAWS 


Medical  supervision.     Personal  attention. 
Thlrty-flve    practice    schools. 
Certificate  and  Diploma  Courses. 

MARY   E.   LAW,    M.   D.,   Principal. 


Miss  Cora  Webb  Peet 

KINDERGARTEN   NORMAL   TRAINING 
SCHOOL 

Two   Tears'   Course. 
For   circulars,    address 

MISS  CORA  WEBB   PEET, 
16  Washington  St.,      East  Orange,  N.  J 


PESTALOZZI-FKOEBEL 

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 
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become    familiar    with    the    Social    Settle- 
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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    ^Diversities. 
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  Coarse,  also  Special  Classes  for 
Primary  Teachers. 

LUCY   S.   COLEMAN,   Director. 
MRS.   W.  W.  ARCHER,   Sec.  and  Treas. 


1874— Kindergarten  Normal  Institutions— 191 1 

1516  Colombia  Road  N.  W.,  WASHINGTON    D.  C. 

The  citizenship  of  the  future  depends  on  the  children  of  today. 

8uaan  Plessner  Pollok,  Principal. 

Teachers'  Training  Course — Two  Years. 

Hummer  Trailing  Clasiea  at  lit.  Chatauqua — Mountain  Lake  Park — 
Garrett  Co..  Maryian«. 


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, Oalif. 

Grace  Everett  Barnard, 

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HOME  OCCUPATIONS 
FOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

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RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Hiss  Wheelock's  Kindergarten 
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CHICAGO- 


134  NEWBURY  ST. 
Boston,  Mass. 


Regular  covirse  of  two  years.  Special 
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Students'  Home  at  Marenholz.  For  cir- 
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LUCY  WHEELOCK 


Miss  Annie  Coolidge  Rust's  21st  Year 

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COPLEY  SQ. 

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Circulars. 


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, 
«h»rtnoftki  r» — i.ongmkadow.  mass. 


Kindergarten    Normal    Department 

Ethical  Culture  School 


For   information    address 

FRANKLIN  C.  LEW"  S,  Superintendent, 

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, 
629  Feacbtree  Street,  ATLANTA,  GA. 


~E 


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IMERICflN   BELL  & 

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KINDERGARTEN 


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All  Kindergarten  subjects.  Credits 
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PRIMARY    COURSE 


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Handwork 

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Credits  applied  on  regular  Primary 
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Send  for  folder  giving  full  informa- 


5-1200  MICHIGAN    BLVD. 
CHICAGO,    ILL. 


PRATT  INSTITUTE 

SchooSof  KindergartenTraining 

Brooklyn,  N.  Y. 

Kindergarten  Normal  Cou  rs  e,  two 
years.  Special  Classes  for  Kindergart- 
ners  and  Mothers.  Froebel  Educational 
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Children  in  Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1912  13  opens  Sept.  30. 


KINDERGARTEN  DEPARTMENT 

PITTSBURGH  TRAINING  SCHOOL  fOR 
TEACHERS 

formerly 
PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  N.  PARKER,  Director. 

Regular  course,  two  years.  Post  Grad- 
uate course,  one  year.  Twenty-first 
year  began  September  3, 1912.    Address 

Mrs.  Wm.  McCracken 
Colfax  B'.dg.  William  Pitt  Blvd.  Pittsburgh,  Pa. 


Connecticut  Froebel  Normal 

Kindergarten  Primary  Training  School 

Academic,  kindergarten,  primary  and 
playground  courses.  Boarding  and  day 
school.  Extensive  facilities  for  thor- 
ough and  quick  work.  14th  vear.  Book- 
lets.    State  certificates.   Address. 

MARY  C.  MILLS,  Principal. 
181  West  avenue,  Bridgeport,  Conn. 


PTTSBURGH  AND  ALLEGHENY 


KINDERQAREN  COLLEGE 

Regular  course,  two  years.    Special  ad- 
vantages for  Post-Graduate  work. 
Fourteenth  Year 
For  catalogue  address, 
MRS.  WILLIAM  McCRACKEN,  Secretary, 

3439  Fifth  Avenue  Pittsburgh,  Pa. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,     DIPLOMA    AND 

NORMAL    COCRSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

Aiepard    Building,       -       23    Fountain    St. 

GRAND    RAPIDS.   MICH. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kindergarten  College 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 
Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA   FARP.IS,   Crincipsl 


APS  AN  and  Our  Wot  shop, 
I  Lnil  iuustrated  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. 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 

MISS    ELLA    C.    ELDER 
86  Delaware  Avenue,        ■        Buffalo,  N.  Y. 


Valuable  Helps  for  Teachers 

School  Room  Exercises,  a  book  filled 
with  hundreds  of  primary  plans,  pre- 
paid, only  ...  -        50c. 

With  New  Jersey  School  News,  one 
year,  only  -  -  -  60c. 

Primary  Plans  and  School  News 
both  one  year  for  -  -  $1  30 

New  Geography  Game  with  School 
News,  one  year  -  -  50j. 

Address 

The  School  News,  New  Egypt,  N.  J. 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

T'HIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of  our  subscribers.  It  includes  only  those  who  claim  to  be  able 
x  to  secure  positions  for  Kindergartners  or  Primary  Teachers.  We  advise  those  in  need  of  positions  to  write  one  or  more 
of  these  agencies  for  particulars.    Even  though  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school. 


The  TEACHERS' MANGE  of  Boston 

Recommends  Teachers,  Tutors  and 

Schools.    No.  120  Boylston  street. 


THE  REED  TEACHERS'  AGENCY 

Can  place  Kindergarten  atul  Primary 
Teachers  in  New  York,  New  Jersey  and 
Pennsylvania  at  good  salaries. 

H.  E.  REED,  Manager,  Syracuse,  N.  Y. 
611  University  Block. 


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. 


AlBANY  TEACHERS' AGENCY 

Provides  public  and  private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

SI  Chapel  Street,  ALBANY:  N  Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS'  AGENCY 

Which  proves  conclusively  its 

standing.  Try  them.  Address, 

Steinway  Hall,  Chicago;   Lincoln,  Neb. 

Spokane,  Wash. 


NORTHWESTERN  TEACHERS'  AGENCY 


310-311  PROVIDENCE  BUILDING 


DULUTH,  MINN. 


RELIABLE  TEACHERS'  AGENCY 


Trained   Primary   and  Kindergarten 
Teachers  needed.   Good  positions.  Per- 
manent membership.     Write  to-day. 
612-013  Majestic  Building, 

Oklahoma  City,  Okla. 


INTERSTATE  Teachers'  Agency 

501-503  Livingston  Building,  Rochester, 
N.  Y.    Gives  special  attention  to  plac- 
ing Kindergarten  and  Primary  Teach- 
ers in  all  parts  of  the  United  States. 
T.  H.  ARMSTRONG,  Proprietor. 


SOUTHERN  TEACHERS' AGENCY 

COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territory  for  teachers.  Ask 
for  booklet,  A  PLAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  SJffiS 

We wantKindergarten,  Primary, Rural 
and  otherteachers  for  regularor  special 
work.  Highest  salaries.  Send  for  lit- 
eraUire  and  enroll  for  the  coming  year. 

P.  Wendell  Murray,  Manager. 


The  J.O.Engle Teachers' Agency 

MINNEAPOLIS,  MINN. 
A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primar y  positions.  Send 
for  circular 


DEWBERRY 
SCHOOL 
AGENCY 

1892-1912 


SPECIALLY  trained  Kindergarten  and  Primary 
^  teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,  R.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA. 


TEACHERS  WANTING  POSITIONS 

In  Colorado,  New  Mexico,  Arizona,  Californ'a,  Nevada,  Utah,  Washington,  Ida- 
ho, Montana,  Wyoming,  North  Dakota,  South  Dakota,  Nebraska,  Kansas,  Okla- 
homa or  Texas  should  write  us  at  once.  Our  calls  come  direct  from  school  boards 
and  Superintendents.  We  place  most  of  our  teachers  outright.  THE  ROCKY 
MOUNTAIN  TEACHERS' AGENCY,  328  Empire  Building,  Denver,  Colo. 
WILLIAM  RUFFER,  A.  B.,  Manager. 


BANKTON  TEACHERS' AGENCY 

M.  DALTON,  Manager, 
Lexington*  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.  We  can  place  both. 

The  Teachers3  Exchange 

P.  O.  Box  283,  Nashville.  Tenn. 


QUR  OPPORTUNITIES  for  placing 
Kindergarten  and  Primary  Teachers 
exceed  our  supply.     No  charge  until  you 
accept  position. 

ewis  Teachers3  Age  n  oy 

41  Lyman  Block,  Muskegon,  Mich. 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medinm  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Write  to-day.  J5.  C.  ROGE RS,  M  gr. 


Sabins'  Educational  Exchange 

(Inc.)  DES  MOINES,  IOWA. 

Wants  to  hear  from  kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.    Write  fully.    Will 

answer  frankly. 


AN    AGENCY  is  valuable  in 

«m  ««LIHV  I  proportion  to 
its  influence  If  it  merely  hears  of  va- 
cancies and  tells 


i  TUAT  is  some- 
[  I  nf\  I  t  h  ingi 
to  recommend  a  teach- 


you  that 

is  more.    Ours  recommends. 

The  School  Bulletin  Agency 

C.  W.  BARDEEN.  Syracuse.  N.  Y. 


WF  PI  AHF  Many  Primary 
"C  rLnvt  Teachers  each 
year.  Some  Kindergartners.  No  charge 
until  teacher  is  located  by  us.  Send  for 
registration  blank.  A.  H.  Campbell, 
American  Teachers'  Ag-ency 
Myrick  Building,  Springfield,  Mass. 


AD!  AM  Whereby  the  Teacher 
'LMIN  is  brought  in  touch 
with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primary  and  Kindergarten  teachers. 
Get  it. 

Southern  Teachers'  Agency 

Columbia,  S.  C. 


The  South  and  West 

Offer   good  opportunities  for  Primary 
and  Kindergarten  teachers.    For  infor- 
mation  write  CLAUDE  J.  BELL, 
Bell  Teachers'  Ag-ency, 

Nashville,  Tenn. 


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, 


KINDERGARTEN  SUPPLIES 

Bradley's  School  Paints,  Raphia,  Reed,  and  all  Construction 

Material 

WE  ARE  HEADQUARERS  FOR  ALL  THE  ABOVE.    Send  for  catalogue. 

THOS.  CHARLES  CO.  125  Wabash  Avenue.,  Chicago,  UL 


Some  Great  Subscription    Offers 

In  Combination  with  the 

Kindergarten-Primary  Magazine 
"A  Study  of  Child  Nature,"  &&E£$So 

And  the  Kindergarten-Primary  Magazine  one  year,  both  fcr 
while  our  stock  lasts.    We  have  but  a  few  copies  on  hand. 


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U1US    dllu    LyriCS.,       Jessie  L.Gaynor $1.00,  and 
The  Kindergarten-Primary  Magazine  one  year  for 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

Needlecraft,  regular  price  $1.25,  our  price 

The  KTUDEEGABTEN-PBIMARY  MAGAZINE  with 

McCall's  Magazine,  regular  price  $1.50,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

Housekeeper,  regular  price  $2.50,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 

Home  Needlework,  regular  price  51.75,  our  price 

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Health  Culture,  regular  price  $2.00,  our  price 

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$4.25,  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 

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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.  SHULTS,  Manistee,  Mich. 


$1.10 

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in 

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KINDERGARTEN 

MATERIAL 

Of  the  Highest  Grade  at  Lowest  Prices 

Send  for  Price  List 

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Report  Cards.— 1,  4  or  10  months, 

per  100,  25c,  postage  5c 

U.  S,  Wool  Bunting  Flags 

6x3  Ft $175  Postage  14e 

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Class  Recitation  Records 
Each    15  cents.     Postage  3   cents 
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Complete $4.75 

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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 
songs,  drawing,  and  devices  for  ea  h  month  in  the 
year,  and  are  beautifully  and  prefusely  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  N»mber(except  Summer)  $  .35 
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Send  today  for  c«py  or  ask  for  further  Informa- 
tion.   Address 

Teachers'  Helpor, 
Department     ,  Minneapolis,  Minn. 


THE  KINDERGARTEN 


-PRIMARY- 


MAGAZINE 


Published  on  the  first  of  each  Month,  except  July  and  Aug- 
ust at  Manistee,  Mich.,  U.  S.  A.  Subscription  price,  $i.oq  per 
Annum   postpaid  in  U.  S.,  Hawaiian  Islands,  Phillspsnes,  Guam, 

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Canada  add  20c  &nd  all  other  countries  30c,  for  Pos 


J.  H.  £.HUL70.  Manager. 


VOLUME   XXV,  NO.  5. 

EDITORIAL  NOTES 
Write  it  1913.      ■ 

New  Jersey  is  the  first  State  where  the  leg- 
islature has  provided  for  state  wide  special 
training  for  all  subnormal  children,  retarded 
as  well  as  defective. 

The  common  roller  towel  is  specifically 
prohibited  in  the  schools  of  Indiana  and 
Kansas.  The  regulations  in  Kansas  provide 
that  "each  pupil  must  have  an  individual 
towel,  or  sanitary  paper  towels  shall  be  fur- 
nished."   

In  urging  the  need  of  vocational  training, 
the  Indiana  commission  on  industrial  and 
agricultural  education  estimates  that  there 
are  fully  25,000  boys  and  girls  in  that  State 
between  the  ages  of  14  and  16  who  have  not 
secured  adequate  preparation  for  life  work  in 
the  schools  and  are  now  working  at  jobs 
which  hold  no  promise  of  future  competence 
or  advancement.      

The  University  of  Tennessee  has  just  insti- 
tuted extension  courses  in  geology  especially 
designed  for  men  engaged  in  the  mining  and 
quarry  industries.  The  courses  consist  of  a 
short  session  (six  weeks)  and  correspondence 
work.  The  subjects  of  instructions  will  be: 
Physics,  chemistry,  mathematics,  geology, 
mining  and  metallurgy,  and  mechanical  engi- 
neering. The  courses  are  described  as  especi- 
ally adapted  to  meet  the  need  of  the  man  "qn 
the  firing  line." 

Soldiers  at  Fort  McPherson,  Georgia,  will 
have  a  school  of  practical  business,  if  the  re- 
ported plans  of  General  Evans,  in  command 
of  the  department  of  the  Gulf,  are  carried  in- 


JANUARY,  1913 

to  effect.  Among  the  subjects  of  instruction 
will  be:  Intelligent  reading,  simple  arithmetic, 
single-entry  bookkeeping,  legible  writing, 
stenography,  automobile  and  explosive  gas 
engineering,  and  telegraphy.  The  idea  is  to 
furnish  the  enlisted  man  with  schooling  that 
will  enable  him  to  earn  a  good  living  at  the 
expiration  of  his  enlistment.  The  school  is 
part  of  a  plan  to  make  the  army  more  at 
tractive  to  young  men. 


The  new  parcel  post  law,  effective  January 
first,  promises  to  revolutionize  transpor- 
tation of  small  packages.  The  following  are 
some  of  the  provisions:  Postage  rates  vary 
according  to  distance,  the  United  States  being 
divided  into  eight  zones  of  50,  150,  300,  600, 
1000,  1400,  and  1800  miles  distance  from 
the  mailing  post  office.  The  weight  limit  is 
11  pounds,  and  size  of  package  must  not  ex- 
ceed 72  inches  in  combined  length  and  girth 
(in  the  thickest  part).  The  rural  route  rate 
is  5  cents  for  the  first  pound  and  1  cent  for 
each  additional  pound,  or  15  cents  tor  11 
pounds.  Hitherto  the  charge  for  mailing 
merchandise  of  like-  weight  would  have  been 
$1.76.  In  the  first  zone  the  rate  is  5  cents 
for  the  first  pound  and  3  cents  for  each  ad- 
ditional pound,  and  the  price  increases  to  the 
maximum,  which  is  12  cents  per  pound,  for 
all  territory  beyond  the  1800  mile  zone.  Nearly 
everything  within  the  weight  and  size  limit 
can  be  carried,  except  liquors,  poisons,  ex- 
plosives, matches,  and  articles  liable  to  injure 
the  mail  sacks,  emplo3rees,  or  of  offensive  na- 
ture. Milk,  eggs,  butter,  and  nearly  all  kinds 
of  farm  produce  are  mailable  under  the  parcel 
post  regulations. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


HOW  TO  APPLY  KINDERGARTEN  PRINCIPLES  AND 
METHODS  IN  VILLAGE  AND  RURAL  SCHOOLS 

THE  BALL. 

Dr.  Jenny  B.  Merrill 
V. 

In  the  very  first  article  of  this  series  we 
sought  to  arouse  an  interest  in  one  of  the  fun- 
damental principles  of  the  kindergarten,  name- 
ly, the  principle  of  creative,  self-activity. 
"Principles  are  great,"  exclaims  the  busy 
teacher,  "but  give  us  something  definite  to  do." 
Hence  in  this  series  we  have  passed  quickly 
to  practical  suggestions  in  the  use  of  three 
kinds  of  kindergarten  materials,  namely, 
blocks,  beads  and  paper  strips. 

If  any  teacher  will  have  a  little  confidence 
in  her  own  ingenuity,  and  what  is  quite  as  im- 
portant, much  confidence  in  the  natural  ac- 
tivity and  creativeness  of  children,  the  second, 
third  and  fourth  articles  of  this  series  will  fur- 
nish work  for  many  weeks,  at  least  while  we 
pause  once  more  to  consider  principles. 

It  is  true  that  Froebel  worked  out  very  in- 
teresting details  in  his  organization  of  work 
and  play  materials.  We  will  soon  proceed  to 
examine  these  more  closely.  Meanwhile  keep 
on  experimenting  with  blocks  and  beads  and 
chains,  adding  the  ball  for  games  and  physical 
exercise. 

It  is  quite  a  different  matter  to  plan  work  for 
a  training  class  from  what  it  is  to  help  indi- 
vidual teachers  already  at  work  in  the  class 
room.  We  are  trying  to  write  for  the  many 
teachers  all  over  our  land  who  have  not  had 
the  advantage  of  preliminary  kindergarten 
training  and  who  must  at  once  furnish  work 
for  little  hands. 

Hence  our  presentations  must  oscillate  as 
it  were,  between  details  of  method  and  prin- 
ciples. 

A  principle  is  like  good  seed.  If  it  is  planted 
in  a  thoughtful  mind,  it  will  bear  much  fruit. 
It  will  make  the  thinker  independent  in  a 
great  measure  of  the  devices  of  others. 

In  writing  this  series,  I  am  considering  that 
in  many  village  and  rural  schools,  children  and 
youth  of  widely  differing  ages  are  working  to- 
gether in  one  room.  This  "working  together" 
leads  one  to  present  next  the  social  principle 
for  which  the  kindergarten  stands. 

The  kindergarten,  it  is  true,  stands  for  the 
full  recognition  of  the  individual  and  for  re- 
spect for  individual  rights,  but  for  the  indi- 
vidual as  related  to  his  fellows,  to  nature  and 
to  God.    "No  man  liveth  to  himself." 


Dr.  Mac  Vannel  has  restated  kindergarten 
principles  in  these  words : 

The  three  principles  fundamental  to  Froe- 
bel's  educational  theory  may  be  given  as : 

(a)  The  principle  of  organic  unity. 

(b)  The  principle  of  interaction. 

(c)  The  principle  of  development. 

Now  there  is  nothing  difficult  about  all  this 
for  a  teacher  in  a  village  or  rural  school,  for 
is  not  such  a  school  a  little  community  where 
all  the  children  can  be  readily  known  to  each 
other  and  to  each  teacher?  In  such  a  small 
community,  each  member  acts,  reacts  and  in- 
teracts upon  -all  other  members  unconsciously 
all  the  time.  This  is  shown  by  the  fact  that 
any  one  who  is  absent  is  at  once  missed. 
Their  very  nearness  or  proximity  to  each  other 
brings  this  about. 

This  condition  which  has  sometimes  been 
regarded  as  a  handicap  to  the  small  school  is 
now  shown  to  be  one  of  its  valuable  assets,  a 
veritable  blessing. 

Take  courage  in  the  thought  that  the  very 
presence  of  younger  and  older  children  in  the 
same  room  tends  to  create  a  more  natural  liv- 
ing atmosphere  than  in  the  large,  closely 
graded  school.  It  tends  to  a  broadening  of 
social  sympathies. 

In  the  best  of  our  graded  schools  efforts  are 
being  made  to  bring  children  of  different  ages 
together  for  general  exercises  and  to  create  a 
school  spirit. 

In  one  of  Froebel's  writings  after  having  de- 
tailed all  the  various  materials  of  the  kinder- 
garten, he  speaks  broadly  of  the  "playmate" 
as  being  the  best  material  of  play.  We  some- 
times lose  sight  of  this  insight  of  Froebel's 
and  study  only  his  gifts  and  occupations.  The 
child  needs  the  child.  It  is  one  of  the  real 
joys  of  school  life  just  to  meet  other  children 
and  to  live  part  of  the  day  in  their  society,  to 
work  and  to  play  with  them.  School  life  is 
real  life.  It  is  a  present  happy  way  for  chil- 
dren to  live  as  well  as  to  prepare  for  future  life. 
The  practical  lesson  to  be  drawn  just  here  is 
the  teacher's  duty  and  privilege  to  encourage 
a  feeling  of  good-fellowship  throughout  the 
school.  Expect  the  little  ones  to  look  up  to 
the  older  ones  as  models  and  let  the  older  ones 
feel  their  importance  in  consequence.  It  will 
help  them  to  live  up  to  higher  ideals  than 
they  might  without  this  stimulus.  Let  the 
older  pupils  assist  the  little  ones  and  encour- 
age the  little  ones  to  take  pride  in  not  need- 
ing help.    This  may  sound  paradoxical  but  it 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


123 


is  all  included  in  our  social  principle  of  "in- 
teraction." 

Respect  the  children's  friendships.  As  they 
advance  in  years  encourage  clubs  and  societies 
of  all  kinds.  Let  the  little  ones  play  and  the 
older  ones  too  in  season.  Encourage  social 
living.  "School  and  Society"  is  the  title  of 
Dr.  John  Dewey's  simple  but  great  book  which 
has  influenced  widely  the  educational  methods 
of  today-  In  this  book  Dr.  Dewey  follows 
kindergarten  principles  which  are  in  truth  not 
confined  to  children  as  Col.  Parker  has  said. 

Dr.  Dewey  organizes  the  school  in  such  a 
way  as  to  show  its  social  side  plainly  and  its 
bearings  upon  future  society.  Dr.  Dewey  in 
a  very  suggestive  chart  tries  to  illustrate  how 
all  the  grades  and  all  schools,  high  and  low, 
may  make  the  library  a  common  center  of 
interest,  a  center  of  unification.  Is  not  this  a 
simple  and  yet  far-reaching  idea?  It  will  not 
only  unify  the  school  but  lead  on  to  life  be- 
yond school  and  create  a  genuine  love  of  good 
books  that  will  last  for  life. 

From  the  smallest  tot  in  the  school  to  the 
oldest  pupil,  create  an  interest  in  the  school 
library  if  it  must  be  only  one  shelf  of  books. 
The  little  ones  may  go  for  readers  of  different 
names  for  picture  and  story  books.  Higher 
grades  may  seek  helps  to  enlarge  their  knowl- 
edge in  history  and  geography  and  science, 
not  omitting  books  for  recreation  and  amuse- 
ment. Children  when  work  is  finished  may 
go  to  the  shelves  as  in  a  public  reading  room 
and  helping  themselves,  sit  down  quietly  to 
read.  Is  this  shocking  anarchy?  Will  it 
injure  discipline?  Try  it  and  see  if  the  privi- 
lege and  responsibility,  the  pride  of  keeping 
the  school  library  in  good  condition,  do  not 
all  aid  in  the  moral  uplift  of  many  individual 
children.  Those  who  do  not  rise  to  the  social 
privilege  at  first  may  do  so  after  finding  it 
withdrawn  for  a  few  days. 

Do  I  seem  to  be  wandering  from  the  point? 
Not  at  all.  The  teachers  of  the  rural  school 
who  is  imbued  with  these  fundamental  kin- 
degrarten  principles  of  unity  and  interaction 
will  intelligently  work  out  and  will  trust  his 
pupils  to  work  out  in  social  groups  many  de- 
tails which  otherwise  he  might  dictate. 

Organization  is  important  but  is  it  not 
rather  the  working  of  the  organizing  princi- 
ple that  will  lead  to  development,  rather  than 
the  exact  formularies  and  dictations  of  any 
system? 

I  sometimes  think  that  if  Froebel  had  writ- 
ten only  his  great  book  on  principles,  "The 


Education  of  Man,"  and  left  us  to  invent  our 
own  devices  that  we  might  have  made  greater 
progress.  The  kindergarten  was  at  one  time 
in  danger  of  becoming  stereotyped. 

If  we  retain  our  own  individuality  not  being 
afraid  of  our  own  initiative  nor  that  of  our 
pupils,  then  we  may  also  study  the  details  of 
any  system  without  injury,  and,  indeed,  with 
positive  help. 

We  may  then  proceed  to  study  closely  how 
Froebel  worked  in  his  day  and  in  his  schools 
at  Keilhau,  Blankenburg  and  elsewhere  with 
his  little  groups  of  boys  and  girls. 

How  he  walked  and  talked  with  his  pupils 
in  the  woods  and  by  the  way,  we  have  already 
seen  in  our  first  article.  We  are  putting  his 
plans  in  this  respect  into  practice,  are  we  not? 
How  he  encouraged  the  use  of  building  blocks, 
borrowed  from  the  well-known  nursery  toys, 
we  have  tried  to  explain  in  part  in  our  second 
article  and  hope  many  children  arc  building 
even  now  with  the  third,  fourth,  fifth  and 
sixth  gifts.  We  have  more  to  say  about  these 
valuable  gifts,  but,  good  teacher,  continue  to 
experiment  with  them. 

But  first  and  foremost  Froebel  encouraged 
ball  plays,  naming  a  series  of  six  colored  wor- 
sted balls  even  for  the  child  in  his  first  year. 
We  omitted  this  gift  from  our  earlier  articles 
because  we  are  not  writing  directly  for  the 
home  but  for  the  older  children.  However, 
the  ball  is  a  unifying,  social  plaything  loved 
by  old  and  young.  Let  us  glance  at  the 
FIRST  GIFT. 

Here  it  is — carefully  arranged  in  a  long  box 
six  balls,  red,  orange,  yellow,  green,  blue  and 
violet  with  strings  attached  for  swinging.  The 
colors  are  an  effort  to  catch  the  hint  of  nature 
in  her  beautiful  rainbow — to  hold  them  as  it 
were  for  little  hands  to  play  with. 

Surely  I  need  not  say  that  ball  playing  illus- 
trates the  very  principle  which  has  been  pre- 
sented in  this  article.  At  any  age  the  ball  is 
beloved,  so  that  it  surely  unifies  and  leads  to 
interaction  among  play  fellows.  It  is  the  fav- 
orite of  the  ages. 

The  details  of  nursery  play  will  be  found  in 
several  guide  books  which  should  gradually 
be  added  to  the  school  library.  It  is  treated 
by  Froebel  himself  in  Pedagogies  of  the  Kin- 
dergarten. The  Paradise  of  Childhood  and 
The  Kraus  Guide  give  many  rhymes  and 
games.  For  school  use  many  now  prefer  rub- 
ber balls  larger  than  the  first  gift  balls.  They 
are  more  hygienic.  Gather  a  basket  of  balls . 
of  all  kinds  and  sizes.     Some  are  better  for 


I24 


THE  KINDERGARTEN-PRIMA&Y   MAGAZINE 


rolling,  some  for  bouncing,  others  for  tossing 
and  throwing.  It  is  the  motion,  the  life  of  the 
ball,  that  undoubtedly  attracts  more  than  even 
its  form  or  color.  Form,  color,  motion,  are 
the  topics  suggested  by  this  gift.  The  ball 
exhilarates.  The  blood  flows  more  quickly  and 
the  child  shouts  and  laughs  and  gradually 
grows  earnest  as  he  learns  to  make  hand  and 
eye  work  together  with  greater  and  greater 
accuracy. 

Making  balls  may  follow.  If  there  is  no 
foot  ball,  make  a  large  paper  ball  and  bind  it 
with  cord.  The  leg  needs  vigorous  exercise  as 
well  as  the  arm. 

Have  a  soap  bubble  party  and  so  make  airy, 
fairy  balls  and  catch  the  rainbow  tints  in  them. 

Begin  clay  modeling  by  making  balls  of 
clay.  Make  them  the  exact  size  of  the  balls 
of  the  first  gift  and  color  them  too  to  match 
the  six  colors  we  have  named.  Modify  balls 
into  apples,  oranges,  lemons,  cherries;  into 
potatoes,  onions,  tomatoes  and  other  fruits  and 
vegetables.     Make  a  Jack-o-lantern. 

Use  the  ball  as  an  object  for  a  drawing  or  a 
painting  lesson.  Draw  and  color  one  ball — 
another  day  two,  then  three  and  finally  the  six. 

In  illustrative  drawing  ask  the  children  to 
make  a  picture  showing  how  they  play  ball. 
It  is  surprising  what  scenes  they  can  draw 
with  a  little  encouragement.  While  the 
younger  ones  paint  and  draw,  the  next  grade 
will  enjoy  copying  words  that  tell  the  forms, 
colors  and  motions  of  the  ball  they  love. 
Select  older  children  who  have  become  the 
good  penmen  of  the  school  to  write  simple 
words  on  slips  and  even  sentences  to  distribute 
in  the  beginner's  class.  After  reading  silently, 
give  the  little  ones  permission  to  do  what  the 
sentences  suggest:  The  following  sentences 
and  lists  may  prove  suggestive: 

Find  a  red  ball. 

Find  an  orange  ball. 

Find  a  blue  ball,  etc. 

Roll  the  ball. 

Toss  the  ball. 

Bounce  the  ball. 

Throw  the  ball. 

Count  the  ball. 

The  ball  is  round. 

The  apple  is  round. 

The  cherry  is  round. 

This  seed  is  round. 

Thus:  currants 
peaches, 
seed, 
the  sun. 


Balls  are  made  of  wood. 

Balls  are  made  of  clay. 

Balls  are  made  of  paper. 

Balls  are  made  of  rubber. 

Balls  are  made  of  worsted. 

How  many  are  two  balls  and  one  ball  ? 

How  many  are  three  balls  and  one  ball? 

How  many  are  four  balls  and  one  ball? 

How  many  are  five  balls  and  one  ball? 

1+1  are  2. 

2+1  are  3. 

3+1  are  4. 

4+1  are  5. 

5+1  are  6. 

3 


The  Bureau  of  Education  is  making,  with 
the  help  of  the  Library  of  Congress,  a  collec- 
tion of  textbooks,  printed  in  the  English, 
French,  German,  Spanish,  Italian,  Scandina- 
vian, Dutch,  and  Greek  languages  within  the 
last  two  centuries.  It  purposes  making  the 
collection  as  complete  as  possible  on  all  the 
more  common  subjects  of  the  elementary 
school,  high  school,  and  college,  with  a  view 
to  being  able  to  put  the  collection  on  any 
subject  at  the  disposal  of  any  person  who  may 
wish  to  study  the  history  of  that  subject  as  a 
school  study  or  who  may  want  to  inform  him- 
self fully  in  regard  to  what  has  been  written 
before  undertaking  to  prepare  new  textbooks. 

Already  many  thousands  of  such  books  have 
been  collected  and  it  is  hoped  that  in  the  near 
future  the  collections  in  several  subjects  may 
be  approximately  complete.  The  Bureau  will 
be  glad  to  receive  gifts  of  old  or  rare  text- 
books. 

When  this  library  is  complete,  it  should  be- 
come the  Mecca  of  all  students  of  this  phase 
of  education.  The  opportunity  which  text- 
book makers  will  then  have  of  examining  all 
or  most  of  the  textbooks  already  in  existence 
on  any  subject  should  result  in  a  marked  im- 
provement in  new  textbooks. 


Thrice  is  he  arm'd,  who  hath  his  quarrel  just. — 
Shakespeare. 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


125 


THE  KINDERGAKTENPEIMARY  MAGAZINE 

CURRENT  EDUCATIONAL  THOUGHT 

FROM  SUCCESSFUL  AMERICAN  EDUCATORS 

A  Neglected  Corner  in  Montessori 
Method 

Dr.  Jenny  B.  Merrill 

The  general  interest  aroused  by  the  new  set  of  didac- 
tic materials  for  young  children  prepared  by  Dr.  Mon- 
tessori has  been  so  great  that  a  very  important  phase  of 
work  which  she  also  strongly  advocates  appears  to  me 
in  danger,  of  being  over-looked.  I  refer  to  free  illustra- 
tive drawing  and  clay  modeling. 

I  commend  to  all  students  of  Dr.  Montessori's  book 
of  method,  pages  240-2,  in  which  she  presents  her  views 
on  these  two  very  important  topics. 

Is  it  not  interesting  to  find  that  they  exactly  corres- 
pond with  the  present  practice  in  many  of  our  kinder- 
gartens? 

For  years  progressive  kindergartners,  aided  by  our 
teachers  of  art,  struggled  against  so-called  kindergarten 
drawing  upon  a  network  of  lines.  Froebel's  views,  as 
suggested  in  "The  Little  Artist  of  the  Mother  Play"  and 
in  the  second  chapter  of  "The  Education  of  Man,"  are 
more  fully  in  consonance  with  approved  methods  in 
drawing.  Gradually  during  the  past  fifteen  years  kinder- 
gartners have  developed  free  illustrative  drawing  in  our 
kindergartens  along  the  lines  of  children's  interests. 

The  thousands  upon  thousands  of  children's  drawings 
in  our  public  kindergartens  in  iNew  York  city  which  it 
has  been  my  privilege  to  inspect  during  these  years  have 
been  indeed,  as  Dr.  Montessori  recognizes  in  her  own 
experience,  "revelations  of  child  mind."  Says  she:  "I 
give  the  child  a  sheet  of  white  paper  and  a  pencil  (we 
prefer  crayon),  telling  him  that  he  may  draw  whatever 
he  wishes  to.  Such  drawings  have  long  been  of  interest 
to  experimental  psychologists.  Their  importance  lies  in 
the  fact  that  they  reveal  the  capacity  of  the  child  for 
observing,  and  also  show  his  individual  tendencies."  Dr. 
Montessori,  it  is  true,  does  not  speak  fully  of  the  value 
of  such  expressive  drawing  to  the  child,  but  mentions 
it  more  particularly  as  of  value  to  the  teacher;  neverthe- 
less her  recognition  of  such  free  drawing  is  to  me  one 
of  the  most  valuable  connecting  links  with  our  own  kin- 
dergarten work. 

It  is  to  the  writings  of  Barnes,  O'Shea,  and  Lukens 
upon  this  very  subject  of  child  study  by  means  of  free, 
expressive  drawing,  even  more  than  the  guidance  of  our 
art  teachers,  that  we  are  indebted  for  our  advance  in  this 
line,  which  was  disputed  inch  by  inch  by  the  old  school 
of  kindergarten  method. 

Dr.  Montessori  stands  for  child  study,  and  for  this 
reason,  as  well  as  others,  her  advocacy  of  free  illus- 
trative drawing  and  clay  modeling  should  not  be  over- 
looked in  our  eagerness  to  familiarize  ourselves  with  the 
"tower,"  "rods,"  and  "insets,"  all  of  which  I  approve. 


The  work  in  clay  which  Dr.  Montessori  describes  in 
her  chapter  on  "Manual  Labor,"  leading  directly  to 
pottery,  is  work  which  has  been  introduced  in  our 
schools  also,  but  does  it  not  belong-  to  the  elementary 
grades  higher  up  rather  than  to  the  child  of  rive?  These 
little  ones  model  "pots  and  pans,  dishes  and  vases" 
rather  because  they  see  such  forms  in  their  homes;  they 
are  too  young  to  realize  their  connection  with  any  craft 
or  to  feel  any  interest  in  prehistoric  relations.  The  his- 
toric sense  comes  later,  and  even  fascinating  stories  can- 
not awaken  it  before  its  time.  But  is  it  not  of  interest  to 
know  that  Dr.  Montessori  has  also  been  testing  the  cul- 
ture epoch  theory?  Perhaps  she  is  a  little  belated  here, 
but  to  us  it  seems  of  great  interest  that  she,  too,  has 
been  working  along  these  lines  as  an  experimenter,  even 
though  she  may  not  have  gathered  the  last  word  from 
America. 

She  should  receive  full  credit,  which  she  has  not  been 
given  in  lectures  and  articles  as  yet,  for  her  appreciation 
that  little  children  should  be  encouraged  to  express 
themselves  in  graphic  language  on  paper  and  in  clay,  thus 
showing  us  their  mental  images.  I  think  it  would  be  valu- 
able to  place  an  exhibit,  among  the  more  formal  didac- 
tic materials,  of  free  drawings  and  clay  work.  If  we  can- 
not actually  see  this  work  from  Italy  let  us  recall  fre- 
quently that  she  writes:  "I  have  in  my  possession  some 
very  remarkable  pieces  of  clay  work  done  by  our  little 
ones."  She  mentions  "kitchen  furniture,  pots  and  pans 
and  dishes,  and  a  simple  cradle  containing  a  baby." 
She  adds  that  later  the  children  reproduce  geometric 
solids.  We  are  glad  that  it  is  "later,"  for  a  few  kinder- 
gartners even  yet  begin  with  such  forms! 

I  am  deeply  interested  in  all  that  Dr.  Montessori 
has  written,  and  believe  that  she  has  "the  voice  of  a 
prophet,"  especially  in  her  views  of  discipline. 

We  need  new  prophets  from  time  to  time,  even  though 
they  voice  old  truths!  ThisI  am  confident  Dr.  Montessori 
is  doing,  while  at  the  same  time  she  has  shown  genius 
in  daring  to  offer  a  new  orderly  system  of  materials. 

The  average  man  needs  the  genius  to  do  this  for  him, 
but  he  retains  his  privilege  to  criticise! 

It  may  be  true  that  the  sense  training  is  really  motor 
training,  as  Professor  Gesell  of  Yale  points  out.  Our 
psychologists  must  make  this  point  clear,  but  meanwhile 
we  must  not  miss  the  uplift,  the  inspiration  from  this 
strong  woman,  who  has  brought  unusual  and  peculiarex- 
periences  to  bear  upon  child  study-Am.  Prim.  Teacher. 


The  Kindergarten  in  Social  Life 

By  Annie  Laws 

To  one  who  for  a  number  of  years  has  kept  in  close 

touch  with  the  kindergarten  movement  and  has  watched 


126 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


the  development  of  various  phases  of  this  many-sided 
work,  it  is  a  matter  of  interest  to  note  how  closely  allied 
to  it  are  many  branches  of  social  work  now  exercising'  a 
beneficent  influence  in  various  communities,  and  how 
many  owe  to  it  their  inception  or  have  been  materially 
aided  by  trained  kindergartners  and  workers  ever  ready 
to  lend  assistance  to  movements  having  for  their  object 
social  uplift  and  welfare. 

The  great  emphasis  placed,  in  the  training  of  the  kin- 
dergartner,  upon  the  great  relationships  of  life  summed 
up  in  the  four  groups  of  the  family,  with  its  ideal  of 
love  and  nurture  and  mutual  consideration ;  civil  society, 
having  as  its  basis  reciprocal  service;  the  state,  with  its 
principle  of  justice  to  safeguard  the  liberty  of  the  indi- 
vidual and  awaken  in  him  a  recognition  of  the  dignity  and 
responsibility  of  freedom;  the  church,  with  its  emphasis 
placed  upon  the  reverent  attitude  of  mind  and  spirit 
towards  the  great  eternal  verities,  putting  aside  minor 
differences,  awakening  a  spirit  of  universal  tolerance  and 
an  appreciation  of  the  great  abiding  love  and  faith  which 
are  the  real  underlying,  guiding  ideals  of  humanity;  the 
gathering  together  of  all  nationalities,  sects,  creeds,  and 
races  which  has  been  so  characteristic  of  the  pioneer  work 
of  the  kindergarten ;  all  of  these  have  undoubtedly  played 
an  important  part  in  the  bringing  together  of  socia' 
workers  and  in  paving  the  way  for  a  fuller  realization  of 
that  Brotherhood  of  man  and  Fatherhood  of  God  to- 
wards which  all  are  striving. 

The  close  attention  given  to  the  child  rather  than  to 
he  instrumentalities  of  education  has  given  an  impetus 
to  that  child  study  which  is  rapidly  becoming  an  e'ssential 
branch  of  preparation  for  those  expecting  to  undertake 
any  line  of  social  work  in  a  community. 

The  study  of  great  world  poets,  which  has  been  one  of 
the  dominant  features  of  many  kindergarten  training 
schools,  tending  to  give  students  more  definite  self  knowl- 
edge, a  better  understanding  of  their  fellow  men,  keener 
insight  into  the  trend  of  human  events,  and  a  clearer 
comprehension  of  the  value  of  human  institutions  has 
undoubtedly  been  one  of  the  helpful  agencies  in  the 
growth  and  development  of  the  library  movement  in 
many  communities.  It  was  of  interest  to  note  that,  in 
several  states  where  the  traveling  library  was  first  intro- 
duced, some  of  the  libraries  had  their  first  abiding  place 
with  groups  of  kindergarten  students  and  workers  re- 
moved from  access  to  large  libraries  and  eagerly  availing 
themselves  of  the  opportunity  to  secure  small  but  se- 
lected set  of  books.  Many  of  home  li  braries  have  been 
first  placed  in  the  homes  of  kindergarten  mothers  who 
have  been  awakened  through  the  mothers'  club  to  a  re- 
alization of  the  value  of  good  books  and  stories  in  stir- 
ring higher  ideals  of  life,  and  who  have  seen  the  effect 
upon  the  little  ones  in  the  kindergarten,  whose  growth 
into  self  control  and  a  childish  realization  of  the  relative 
value  of  life  have  come  chiefly  through  the  medium  of 
the  story. 

This  use  of  the  story  for  little  ones  had  aided  in  the  in- 
troduction of  children's  libraries  and  of  the  story  hour 
into  our  city  libraries.  The  story  hour  is  also  being  large, 
ly  introduced  into  children's  homes  and  hospitals  and 
other  institutions  for  the  care  of  dependent,  delinquent 
or  defective  children,  and  with  marked  goed  effect.  One 
of  the  leading  children's  librarians  said  a  short  time  ago 
that  it  was  interesting  to   her  to  note  that  books  that, 


were  scarcely  even  taken  from  their  shelves  previously 
were  frequently  in  great  demand  at  the  close  of  a  story 
hour. 

Playgrounds,  with  attention  paid  to  healthful  recrea- 
tion under  right  conditions,  the  reconstruction  of 
many  of  the  street  games  into  plays  equally  attractive 
but  with  the  elimination  of  harmful'  suggestion  or  atti- 
tude, the  revival  of  the  folk  game  and  dance,  have  many 
times  resulted  from  the  searchlight  thrown  by  the  kind- 
ergarten on  existing  recreations,  games,  and  dances, 
and  the  effort  to  provide  something  more  adequate  and 
more  elevating  to  the  thought  and  imagination  of  the 
child. 

Vacation  schools,  with  their  efforts  to  enlistthe  interest 
and  enthusiam  of  the  child  and  thus  lead  him  to  become 
himself  the  strongest  factor  in  his  own  education,  have 
undoubtedly  absorbed  many  of  the  kindergarten  ideals. 
Frequently  the  vacation  school  becomes  the  experimen- 
tal field  for  the  teacher  with  broad  vision  who,  under  the 
more  elastic  conditions  of  the  vacation  work,  is  enabled 
to  try  out  plans  and  methods  not  so  easy  to  accomplish 
under  the  fixed  routine  of  established  school  custom. 

School  and  home  gardens,  now  spreading  so  rapidly 
and  transforming  the  hitherto  unattractive  and  oftimes 
unsightly  school  yards  and  surroundings  and  tenement 
back  yards  into  places  of  beauty,  have  frequently  J'ound 
their  beginnings  in  the  kindergarten  window  box  or  little 
strip  of  ground  in  the  vicinity  of  the  kindergarten,  which 
the  kindergartner  has  eagerly  converted  into  the  much 
desired  garden,  no  matter  how  tiny  is  the  little  seed 
plant  which  the  child  was  allowed  to  take  home  after 
watching  its  planting  and  growth. 

Mothers'  clubs,  always  a  vital  and  necessary  part  of 
the  kindergarten  movement,  have  frequently  developed 
into  mothers'  and  teachers'  associations,  have  paved 
the  way  for  parents'  and  teachers'  clubs,  and  eventually 
for  the  neighborhood  improvement  associations,  where 
the  combined  efforts  of  many  bring,  oftimes,  results  of 
great  benefit. 

-The  school  as  a  social  center  c  omes  as  a  natural  out- 
growth from  these  efforts  and  is  frequently  much  more 
successful  when  it  is  an  evolution  of  this  kind  than  when 
the  effort  is  made  to  organize  in  somewhat  wholesale 
fashion  numbers  of  clubs,  classes,  lectures,  meetings, 
and  entertainments  which,  having  proved  successful 
elsewhere,  are  considered  to  be  of  similar  value  to  every 
neighborhood  or  social  center  without  regard  to  its  in- 
dividual characteristics  and  needs. 

The  following  items  were  taken  somewhat  at  random 
from  the  summary  of  work  accomplished  by  the  mo- 
thers' clubs  affiliated  with  one  kindergarten  center  dur- 
ing the  past  year,  and  shows  something  of  the  scope  and 
influence  attained  by  these  organizations,  most  of 
which  are  kindergarten  mothers'  clubs,  though  a  few  are 
connected  with  schools,  churches,  and  settlements. 

Some  have  organized  classes  in  English,  domestic 
science,  home  economics,  and  child  study. 

Financial  aid  has  been  given  by  several  to  the  visit- 
ing nurse  association,  the  day  nursery  association,  and 
the  home  for  the  bliud. 

Supplies  of  towels,  linen,  clothing,  aprons,  instru- 
ment cases,  canned  fruits,  and  jellies  have  been  given 
to  the  visiting  nurse  and  nursery  associations. 

Some  have  provided  pictures,  pianos,  statuary,  stage 


137 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


settings,  plants,  athletic  equipment,  and  books  for 
kindergarten,  school,  or  church  of  which  they  are  a 
part. 

Some  have  provided  means  for  taking  children  on 
excursions  into  the  country. 

Some  have  been  instrumental  in  having  sanitary 
drinking  fountains  established. 

Several  have  succeeded  in  having  branch  libraries  es- 
tablished in  their  vicinity. 

Several  have  secured  playgrounds  for  their  neighbor- 
hoods; others  have  procured  vacant  lots  for  school  gar- 
dening. One  reports  a  permanent  circulating  library 
established  in  the  school. 

Many  have  made  visits  to  places  of  civic  interest  and 
all  have  enjoyed  a  wide  range  of  lectures,  given  for  the 
most  part  by  eminent  specialists  and  frequently  fol- 
lowed by  helpful  discussion. 

The  attention  paid  by  the  kindergarten  to  fundamen- 
tal training  in  technical  processes,  hand  industries,  arts 
and  crafts,  and  fine  arts  shows  still  another  direction  in 
which  the  kindergarten  is  a  valuable  social  factor. 

Nature  study  in  the  kindergarten  training  is  some- 
thing more  than  a  study  of  dead  nature  and  laboratory 
experimentation.  It  is  a  real  introduction  into  the  great 
world  of  nature  outside  the  schoolroom  and  laboratory, 
dealing  first  hand  with  living  plants,  animals,  birds, 
and  insects. 

The  emphasis  laid  in  the  kindergartern  on  the  study  of 
psychology  and  the  first-hand  knowledge  of  humanity, 
acquired  by  every  conscientious  kindergartner  who  tries 
to  meet  the  needs  of  her  little  community  of  children, 
mothers,  and  homes,  and  who  thus  finds  herself  con- 
fronted with  every  phase  of  social  life  and  work,  tends 
to  make  the  trained  and  experienced  kindergartners 
much  sought  after  in  the  social  work  of  a  community. 

Perhaps  no  expression  has  come  into  greater  present 
day  use  than  that  of  social  service,  and  a  new  profession 
seems  to  have  arisen  in  the  guise  of  a  social  worker. 

Here  again  the  kindergarten  has  given  its  quota  of 
workers  and  trained  assistants. 

The  close  association  with  the  home  life  of  her  child- 
ren and  mothers  has  made  the  kindergartner  realize 
more  fully  the  importance  of  the  study  of  home  econo- 
mics, and  in  some  centers  the  experiment  is  being 
made  of  giving  a  certain  amount  of  training  in  home 
economics  to  kindergarten  students  and  of  kindergar- 
ten training  to  home  economic  students. 

For  the  young  girl  just  entering  .upon  life's  duties 
and  responsibilities  a  training  in  both  these  branches  is 
indispensable  whether  she  is  to  become  the  professional 
or  non-professional  worker,  a  home-worker,  or  a  valua- 
ble social  factor  in  her  own  community  and  in  the  lar- 
ger life  of  the  world. 

Some  one  has  &aid  that  ''the  primary  aim  of  the 
kindergarten  is  to  create  a  miniature  world  which  shall 
be  to  the  child  a  faithful  portrait  of  the  greater  world 
in  its  ideal  aspects." 

If  the  kindergarten  can  bring  to  each  and  all  of  us  its 
aid  in  helping  us  to  create  for  ourselves  a  miniature 
world,  which  shall  be  a  faithful  portrait  of  the  greater 
world  in  its  ideal  aspects;  and  if  it  can  aid  in  making  us 
content  to  give  to  our  communities  the  service  for 
which  we  are  best  fitted,  and   can  teach   us   to  so  live 


that  not  so  much  social  efficiency  as  social  reciprocity 
shall  be  our  aim  and  purpose,  then  we  shall  all  agree 
to  give  to  the  kindergarten  its  true  place  as  one  of  the 
most  valuable  factors  of  social  life  and  social  work  of 
the  present  time,  one  worthy  of  our  best  thought  and 
effort.— Address  at  I.K.U.  Meeting,  Des  Moines. 

The  Kindergarten  in  the  United  States 

By  Mary  Lee  Williams. 

The  kindergarten  system  was  really  evolved  as  a  part 
of  the  psychological  movement  promulgated  in  Europe 
by  Frederick  Froebel,  who  maintained  self-activity, 
properly  guided,  as  the  basis  of  a  child's  education. 

Other  educators  seemed  to  regard  the  child  as  a  pas- 
sive thing,  to  which  their  principles  should  be  applied, 
but  Froebel  insisted  that  the  child,  with  his  interests, 
experiences  and  activities,  was  the  first  thing  to  be  con- 
sidered; and  that  in  any  rational  system  of  education 
the  child  should  be  the  starting  point,  and  experiences 
with  which  he  was  familiar  should  be  used  as  a  means 
to  an  end.  He  insisted,  also,  upon  improvement  in 
the  schools,  and  demanded  that  the  spirit,  purpose,  at- 
mosphere and  morals  of  the  school  should  harmonize 
with  the  ideal  environment  of  home  life. 

The  chief  instrument  upon  which  Froebel  relied  was 
the  stimulation  and  proper  guiding  of  a  child's  activities. 
He  took  the  child's  spontaneous  actions  as  a  starting 
point,  at  first  gave  them  full  play,  then  gradually  but 
surely,  led  them,  first  to  ideas,  then  to  acts  of  volition 
in  which  the  emotions  also  played  a  part,  and  strove  for 
other  emotional  and  volitional  acts  rather  than  intel- 
lectual results.  It  was  upon  the  will  rather  than  upon 
the  intellect  that  Froebel  worked. 

Miss  Elizabeth  Peabody  of  Boston  was  the  instigator 
of  the  pioneer  kindergarten  movement  in  the  United 
States.  In  1859  she  became  interested  in  writings  of  Fro- 
ebel. In  1867  she  studied  in  Germany  with  Froebel's 
widow,  and  upon  her  return  to  America  in  1868  she 
took  up  her  life  work  of  disseminating  the  principles  of 
Froebel's  educational  system. 

She  first  endeavored  to  enlist  the  sympathies  of  pa- 
rents; then  philanthropists  were  induced  to  contribute 
to  the  financial  support  of  the  movement,  and  the  first 
kindergartens  in  the  United  States  were  principally 
charity  organizations.  It  was  with  some  difficulty  that 
the  Boston  school  board  was  persuaded  to  permit  the 
use  of  one  of  its  buildings  for  an  experimental  course  in 
kindergarten.  This  movement  was  supplemented  by  a 
periodical  devoted  to  the  education  of  the  principals, 
which  was  conducted  for  a  period  of  four  years.  Boston's 
public  kindergarten,  however,  was  short-lived,  and  was 
given  up  on  the  ground  that  the  city  could  no  longer 
bear  the  expensive  movement. 

Miss  Boelte  conducted  a  kindergarten  in  New  York 
for  one  year,  at  the  end  of  which  time  she  married  Prof- 
John  Kraus  and  has  since  established  the  Kraus-Boelte 
training  school  for  kindergarten  teachers.  This  is  con- 
sidered one  of  the  most  important  schools  of  its  kind  in 
the  United  States. 

The  second  public  kindergarten  opened  in  Brighton, 
Mass.,  in  1873,  lived  only  one  year,  and  was  given  up 
when  Brighton  was  annexed  to  Boston  in  1874. 

About  the  time  the  Brighton  kindergarten  opened 
(Continued  on  page  1SS.) 


THE  COMMITTEES  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,  G;  mes.  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- 


To  the  Editor  of  the  Committee  of  the  Whole: 

I    am    not    a    kindergartner    but    am    taking    your 

magazine   because   I    have   two    dear   babies — girls — 

one  three  years  old,  the  other  nine  months. 

A  set  of  balls  was  given   the  three-year-old  by  a 

kindergartner,  but  I  do  not  know  how  to  use  them. 

Can   you   tell   me   of  a  set   of   songs   and   games   for 

the     balls?       What    kind     of    work     (kindergarten) 

ought  a  three-year-old  to  do?     I  wonder  if  you  will 

suggest  a  sensible  list  of  gifts  for  children  the  ages 

of  mine? 

The    big   baby   never   tires    of    stories    but    I    "ran 

out."     What  shall   I   tell  her,  and  what  finger  plays 

can    I    use    for    baby?      I    am    a    musician    and    have 

seen    something    of    kindergarten    work,    so    with    a 

few  suggestions  perhaps  I   can  struggle  along. 
*         *         *         * 

I  will  greatly  appreciate  any  suggestions  you 
may  make. 

A  MOTHER. 

New  York  City,  Dec.  1. 

It  is  always  a  pleasure  to  know  that  parents  as 
well  as  kindergartners  are  subscribers  to  the  KIN- 
DERGARTEN PRIMARY  MAGAZINE,  and  as  the 
questions  put  by  our  correspondent  are  very  likely 
echoed  by  other  teachers  and  mothers  we  will  en- 
deavor to  reply  to  them  in  a  way  to  help  all  in- 
quirers, hoping  that  other  readers  will  give  the 
benefit  of  their  experience  as   well. 

1.  A  set  of  verses,  by  the  editor,  suggesting  how 
to  use  the  First  Gift  Balls  was  published  in  a  re- 
cent number  of  the  KINDERGARTEN  PRIMARY 
MAGAZINE,  giving  ideas  for  motion,  color,  form, 
guessing  plays,  etc.  We  know  of  no  special  set  of 
songs  and  games  for  the  balls  but  very  many  of 
the  famil'ar  kindergarten  song-books  contain, 
among  other  songs,  those  for  use  with  the  balls. 
Froebel's  "Pedagogics  of  the  Kindergarten"  gives 
many  suggestions  as  well  as  the  philosophy  which 
underlies  the  great  educator's  plan  for  the  use  of 
the  various  gifts.  His  style  is  involved  and  there 
is  much  repetition,  in  his  effort  to  make  himself 
quite  clear.  It  is  well  if  an  earnest  mother  can 
find  a  group  of  parents  to  study  him  under  the 
guidance  of  a  trained  kindergartner. 

A  three-year-old  should  do  work  of  the  simplest 
kind  and  the  parent  must  be  very  careful  not  to 
over-stimulate,      The    kindergarten    balls,    and    the 


first,  second,  third  and  fourth  gifts,  especially  those 
of  the  larger  size,  are  suitable  for  a  little  child. 
Until  familiar  with  the  simpler  forms  and  the'r 
various  possibilities',  it  is  advisable  not  to  give  the 
fifth  and  six  building  blocks.  The  peg-board  and 
the  beads  for  stringing  are  a  source  of  great  pleas- 
ure, and  a  little  clay  at  one  time  and  a  small  box 
of  salt  or  sand  at  another,  will  happily  occupy  him, 
with  a  spoon  and  a  small  box  or  bottle  to  be  al- 
ternately filled  and  emptied.  The  making  of  paper 
chains  may  be  within  the  capacity  of  the  three- 
year-old  but  not  if  it  makes  him  nervous  and  over- 
fatigued.  Ten-pins  and  other  games  that  involve 
the  use  of  a  ball  are  suitable.  Dolls  and  animal  toys, 
little  wagons  to  be  loaded  and  unloaded,  etc.  The 
perfect  mechanical  toys  soon  lose  their  charm  as 
they  leave  no  opportunity  for  exercise  of  the  imag- 
ination. Too  many  playthings  given  at  once,  con- 
fuse and  fatigue.  If  many  toys  are  given  by  ad- 
miring friends,  put  some  aside  and  at  intervals  of 
weeks  or  months,  or  as  a  special  treat  on  Sunday, 
bring  them  out. 

As  for  the  stories,  a  conscientious  mother  is 
often  tempted  to  overdo  in  this  matter  and  to 
exhaust  the  supply  before  the  child  is  old  enough 
to  read.  Tell  a  few  stories  and  these  over  and  over 
again.  The  Mother  Goose  rhymes,  of  course,  are 
a  part  of  every  child's  legitimate  heritage.  The 
Finger  Plays  by  Emilie  Poulsson  give  songs,  pic- 
tures and  motions;  the  Mother  Play  Songs  with 
Music  and  their  important  commentaries  by  Froe- 
bel  (two  volumes,  by  Susan  E.  Blow)  are  very 
valuable  if  not  indispensable. 

Lear's  Book  of  Nonsense  with  its  absurd  rhymes 
and  quaint,  crudely-drawn  pictures  are  a  source  of 
fun  to  little  folks  and  was  most  highly  recom- 
mended by  John  Ruskin.  Laura  E.  Richards'  "Five 
Minute  Stories,"  Clara  D.  Pierson's  "Among  the 
Farmyard  People,"  "Household  Stories"  by  Anna 
C.  Klingensmith,  "Little  Black  Sambo,"  "The  Tale 
of  Peter  Rabbit"  by  Beatrix  Potter,  etc.,  are  all  to 
be  recommended.  There  are,  of  course,  many 
other  books  for  children  as  they  grow  older. 

Among  song  books  for  little  children,  besides  the 
Finger  Play  book  by  Poulsson  and  the  Mother 
Play  Songs  by  Blow  and  Eliot  (Putnam's),  we 
would   mention   the    "Children's    Messiah,"   by    Ho- 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


129 


fer;  "Merry  Songs  and  Games  for  the  Kindergar- 
ten," by  Hubbard;  "Nature  Songs  for  Children," 
Knowhon;  "Small  Songs  for  Small  Singers,"  by 
Neidlinger,  with  words,  music,  pictures;  "Song 
Stories  for  the  Kindergarten,"  by  Patty  and  Mil- 
dred Hill;  "Songs  for  Little  Children,"  by  Smith; 
all  of  which  can  be  obtained  of  kindergarten  supply 
firms.  Millicent  Shinn's  "Biography  of  a  Baby" 
would  prove  very  interesting  reading  to  any 
thoughtful  mother. 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  have  just  become  director  of  a  kindergarten  in 
a  small  town  and  have  several  recently-graduated 
assistants,  who  come  from  different  cities  and  ac- 
cordingly from  different  training  schools.  What 
can  1  do  to  unify  them  and  win  a  genuine  spirit  of 
co-operation? 

December,    1912.  F.    S.    G. 

We  would  suggest  to  this  correspondent  that 
she  help  her  assistants  to  forget  any  possible  per- 
sonal or  professional  differences  in  their  common 
interest  in  the  children.  Many  directors  find  it 
helpful  to  hold  a  teachers'  meeting  every  Friday, 
the  kindergartners  taking  their  lunch  to  kinder- 
garten so  that  they  can  conveniently  remain  to 
talk  over  their  various  problems.  The  director 
often  finds  it  helpful  to  read  some  little  inspira- 
tional bit  from  a  poet  or  philosopher,  and  thus 
unify  her  little  group.  Then  the  needs  of  the  dif- 
ferent children,  and  how  to  meet  them,  are  dis- 
cussed. Perhaps  this  child  is  too  aggressive;  this 
one  too  obstreperous;  this  one  needs  holding  back; 
this  one  is  too  self-conscious;  perhaps  the  eyes  of 
one  needs  treatment  or  another  has  adenoids;  how 
can  the  parent  be  induced  to  have  a  medical  ex- 
amination; one  is  slow  and  dull  of  perception;  is 
it  because  he  is  ill-nourished  or  that  he  does  not 
hear  or  see  well?  Such  a  discussion  presupposes 
thoughtful  observation  and  thought  on  the  part  of 
each  teacher,  helps  them  to  be  more  serviceable 
to  the  children  and  assists  the  director  in  measur- 
ing up  the  fidelity  and  capacity  of  her  subordinates. 
She  talks  over  the  subject  and  calls  for  the  pro- 
grams which  her  assistants  have  planned  for  the 
ensuing  week.  These  she  takes  with  her  for  ex- 
amination and  criticism,  returning  them  the  follow- 
ing Monday  morning,  if  not  before.  Each  has 
thus  had  the  benefit  of  the  thought  and  experience 
of  the  others.  If  desirable,  the  singing  of  any  new 
songs  may  be  rehearsed,  and  possible  visits  to  the 
homes  of  some  of  the  children  arranged  for,  or  a 
visit  of  one  of  the  assistants  to  another  kinder- 
garten. At  least  once  a  year,  if  not  oftener,  it  is 
well  for  every  kindergartner  to  visit  some  other 
kindergarten  with  open  mind  and  heart. 


sional  meetings  of  the  first  grade,  and  first  grade 
teachers  present  at  all  professional  meetings  of  the 
kindergartners.  Cannot  this  be  discussed  in  your 
pages? 

Boston.  CO-OPERATION. 

Our  pages  are  open  to  all,  grade  teachers,  kin- 
dergartners, parents.  May  we  not  hear  from  some 
who  have  convictions  upon  this  matter. 

EDITOR. 


To  the  Editor  of  the  Committee  of  the  Whole: 

I  would  very  much  like  to  hear  what  training 
teachers  and  grade  teachers  think  of  the  advisa- 
bility or  expediency  of  having  the  kindergartners 
present  as   spectators   or   otherwise   at  all  profes- 


To  the  Editor  of  the  Committee  of  the  Whole: 

Will  you  not  please  tell  me  how  to  prepare  the 
clay  powder  which  is  provided  for  the  kindergar- 
tens, so  that  it  will  be  in  just  the  right  condition 
for  use  at  the  time  appointed? 

Brooklyn.  p_   Q   5. 

Different  kindergartners  have  tried  and  proved 
various  ways  of  manipulating  both  the  common  and 
the  prepared  clay.  One  experienced  training 
teacher  writes: 

"Briefly,  the  clay  powder  must  be  moistened  with 
water  very  much  as  one  would  moisten  flour.  I 
used  to  mix  it  with  a  large  cooking  spoon  into  a 
stiff  mass.  Empty  this  into  a  strong  piece  of  cot- 
ton cloth  and  beat  and  knead  it  thoroughly  until 
it  is  smooth  and  even  in  texture.  Once  prepared, 
the  care  needed  is  identical  with  that  of  any  ordi- 
nary clay.  This  form  of  clay  has,  from  my  point 
of  view,  no  material  advantage  over  the  common 
brick  clay  that  must  be  crushed,  moistened,  and 
kneaded  as  above." 

The  editor  would  add  that,  in  kindergartens  where 
there  arc  few  children,  and  these  well  cared  for  so 
that  there  is  no  danger  of  infection  and  the  clay 
can  be  safely  used  again  and  again,  it  may  be  put 
away  after  treatment  thus:  After  the  children  have 
left  kindergarten  so  that  they  do  not  witness  the 
destruction  of  their  handiwork,  break  the  less 
worthy  results  of  their  efforts  into  small  pieces, 
moisten  and  squeeze  the  different  parts  together 
compactly;  place  in  a  strong  cloth  as  described  in 
the  above  letter;  moisten  well  and  then  tying  the 
cloth  or  twisting  it  tightly,  drop  it  from  arm's 
length  on  floor  or  table;  do  this  several  times — 
this  welds  it  together;  open  the  cloth  and  punch 
with  the  finger  small  hollows  here  and  there;  fill 
these  with  water;  tie  cloth  firmly  once  more  and 
put  away.  If  a  long  interval  elapses  before  using 
take  out  day  before  and  prepare.  The  editor  will 
be  pleased  to  receive  other  suggestions. 

A  final  summary  of  37  representative  colleges  shows 
that  teaching  is  now  the  dominant  profession  of  col- 
lege graduates,  with  25  per  cent;  business  takes  20  per 
cent ;  law,  which  took  one-third  of  all  the  graduates  at 
the  beginning  of  the  nineteenth  century,  now  claims  but 
15  per  cent;  medicine  takes  between  6  and  7  per  cent, 
and  seems  to  be  slightly  on  the  decline ;  engineering  is 
slowly  going  up,  but  still  takes  only  3  or  4  per  cent ; 
while  the  ministry,  with  its  present  5  or  6  per  cent  of 
the  total,  has  reached  the  lowest  mark  for  that  profes- 
sion in  the  two  and  a  half  centuries  of  American  college 
history. 


HINTSan°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  mure  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  unhesitatinglyrecommend  the 
intelligent  use  of  kindergarten  material  aslikely  toproduce  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  Uiese columns. 


JANUARY. 
THEME  FOR  THE  MONTH— WINTER. 

It  is  pleasant  to  think,  just  under  the  snow, 
That  stretches  so  bleak  and  blank  and  cold, 

Are  beauty  and  warmth  that  we  cannot  know, 
Green  fields  and  leaves  and  blossoms  of  gold. 
— Selected. 

Interesting  and  profitable  talks  for  morning  ex- 
ercises may  be  given  upon  snowflakes,  ice,  frost, 
glaciers,  icebergs;  also  upon  the  winter  games  of 
skating  and  tobogganing. 

Showing  an  interest  in  children's  sports  may  be- 
come a  valuable  aid  in  discipline. 

Children  will  enjoy  hearing  about  the  snowshoes 
and  the  skis,  and  how  useful  the  snowshoes  were 
to  the  Indians  in  hunting  their  game  in  the  early 
days  before  the  white  man  came. 

Where  are  skis  and  snowshoes  used  mostly  at 
the  present  time? 

THE  ESQUIMO. 

While  the  children  are  interested  in  winter  and 
winter  sports  is  an  excellent  time  to  study  the  life 
of  the  Esquimo  and  also  the   Laplander. 

Let  the  children  locate  the  country  of  the  Esqui- 
mo on  a  globe,  then  by  use  of  pictures  take  them 
on    a   journey   to   this   land    of   ice   and   snow.     The 


SUITABLE  PICTURES. 

Winter  Morning  in  the  Barnyard. 

An  Old  Monarch. 

Monarch  of  the  Glen. 

Winter. 

Leaving  the  Hills.    (Sheep.) 

Sunset. 

Solitude. 

Day's  Work  Done. 

PARQUETRY. 

The  material  may  be  in  the  form  of  tablets  or 
parquetry  papers,  and  consists  of  squares,  circles, 
half-circles,  and  different  forms  of  the  triangle. 
These  are  supplied  in  all  the  different  colors  and 
tints  and  afford  an  excellent  opportunity  to  dis- 
play taste  in  the  arrangement  of  color  as  well  as 
of  form. 

It  is  better  to  begin  with  the  square,  as  it  is  more 
closely  connected  with  the  cube  already  studied. 
Later  combine  squares  and  circles,  and  squares  and 
triangles. 

Following  are  a  few  designs  suggested: 


ODOD 


r& 


D 


□  vv 


— 1 

-V    V 

o  o 

Esquimo's  winter  home  is  built  of  ice,  and  his 
summer  home  of  skins.     Why  this  change? 

Llis  clothing  is  entirely  of  skins,  even  his  shoes 
.are  socks  made  from  the  skins  of  birds. 

Sand-table.— Cover  with  cotton  batting  and 
sprinkle  with  artificial  snow.  Pieces  of  glass  may 
be  used  to  represent  ice. 

Make  the  hut  with  sticks  and  cover  with  the  same 
material. 

Dress  Esquimo  dolls  and  place  on  the  table  near 
the  hut.  Make  sleds,  spears,  Esquimo  boat,  and 
harness  for  their  dogs,  to  complete  the  scene. 


O 


9 


Number  may  be  taught  with  the  parquetry  pa- 
pers. Ask  the  children  to  make  as  many  designs 
as  possible,  using  four  squares  and  two  circles,  or 
five    squares   and    two    triangles,    etc.,    or   combine 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


W 


different    colors,    as    two    blue    squares    with     two 
cream-colored  circles,  etc. 

During    the    class    recitation    ask    the    pupils    to 
tell   a  story   about   each   design   made,   or   tell   them 
some   simple  story   and   have   them  illustrate   it. 
WINTER  JEWELS. 

A  million  little  diamonds 

Twinkled  on  the  trees; 
And  all  the  little  maidens  said, 

'A  jewel,  if  you  please!" 

But,  while  they  held  their  hands  outstretched 

To  catch  the  diamonds  gay, 
A  million  little  sunbeams  came 

And  stole  them  all  away. 

■ — Selected. 

RING  LAYING. 

We  are  taught  that  the  curve  line  is  the  line  of 
beauty,  and  as  a  preparation  for  this  work  call  the 
child's  attention  to  the  curves  in  nature  such  as  the 
round  trunk  of  the  tree,  the  stem  of  the  flower, 
the  curve  of  the  leaf,  and  more  especially  the 
petals  of  the  flowers. 


^9^)000 


Beautiful    border   designs    can   be    constructed   by 
combining  colored  sticks  and  rings. 


Curves  are  always  restful  to  the  eyes,  and  de- 
velop the  spiritual  side  of  the  child's  nature,  and 
thus  the  value  of  this  work  is  inestimable. 

The  material  used  consists  of  whole  rings,  half 
rings,  and  quarter  rings  of  iron  or  steel,  put  up  in 
boxes  containing  36  whole  rings,  54  half  rings,  and 
36  quarter  rings  of  various  sizes. 

Paper  rings  in  a  variety  of  shades  and  tints  may 
be  used  in  this  work  instead  of  metal  rings. 


SUGGESTIONS  FOR  THE  NEW  YEAR. 

Does  every  child  learn  something  every  day,  not 
review  something  he  has  learned? 

Do  not  talk — talking  is  not  teaching.  Let  your 
pupils  talk. 

Short  recitations  bring  the  best  results. 

Ask  definite  questions,  not  leading  ones. 

Do  not  repeat  the  answers.  It  cultivates  inat- 
tention. 

Know  the  lesson  you  wish  to  teach. 

Point  out  in  advance  the  main  facts  in  a  lesson. 

Teach  the  children  to  think.  Thinking  is  more 
important  than  remembering. 

Make  arithmetic  practical.  Drill  in  making 
change. 

Show  an  interest  in  each  individual  pupil. 

Teach  by  example  as  well  as  by  precept. 

"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." 

STATEMENT  OF  OWNERSHIP   AND  MAN- 
AGEMENT. 

of     the     Kindergarten-Primary     Magazine,     published 
monthly  except  July  and  August,  at  Manistee,  Mich. 

Name  of  Postofnce  Address. 

Editor — J.  H.  Shults,     -    -    -    -     Manistee,  Michigan. 
Managing  Editor — Same  as  above. 
Business  Manager — Same  as  above.. 
Publishers — The  Kindergarten  Magazine  Co.,  Manistee, 

Michigan. 
Owners — (If  a  corporation,  give  names  and  addresses 

of  stockholders  holding  1  per  cent  or  more  of  total 

amount  of  stock)  : 
The   Kindergarten   Magazine   Co.,    Manistee,   Michigan. 

An   informal   corporation,   all  the   stock  of   which  is 

owned  by  J.  H.  Shults  and  Grace  Dow. 
Known    bondholders,    mortgagees,    and    other    security 

holders,  holding-1  per  cent  or  more  of  total  amount  of 

bonds,  mortgages,  or  other  securities  : 
No  bonds,  mortgages,  or  other  securities  of  any  kind  are 

outstanding  against  the  Kindergarten  Magazine   Co., 

so  far  as  known  to  the  undersigned. 

Kindergarten   Magazine   Co. 
J.  H.  Shults, 
Business  Manager. 


I32 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


EDUCATIONAL  NOTES 

President  Geo.  E.  Vincent,  of  the  University  of  Min- 
nesota, inagurated  a  Traveling-  University  one  year  ago, 
and  the  experiment  will  be  repeated  this  year.  The 
plan  is  something-  more  than  merely  university  exten- 
sion. To  all  intents  and  purposes  a  representative  por- 
tion of  the  university — faculty,  students  and  equip- 
ment— is  temporarily  detached  and  transferred  to 
other  parts  of  the  State,  thus  actually  extending  the 
benefits  of  the  State's  costliest  educational  plant  to  a 
wider  field  than  ever  before.  The  plan  is  considered  by 
the  United  States  Bureau  of  Education  an  excellent 
device  for  bringing  together  for  mutual  profit  a  State 
university  and  the  people  who  support  it.  What 
"University  Week"  really  is  may  be  seen  from  a  typical 
program.  Each  day  of  the  six  is  devoted  to  some  spe- 
cial topic,  with  lectures  and  demonstrations  during  the 
day  time  and  high-class  entertainments  at  night.  Thus: 
Monday  is  business  men's  day.  There  are  lectures 
on  all  kinds  of  topics  interesting  to  business  men,  from 
marketing  problems  to  fighting  forest  fires,  as  well  as  a 
few  talks  of  more  general  nature.  In  the  evening  there 
is  a  concert  by  the  University  Glee  Club.  Tuesday  is 
art  and  literature  day  with  lectures  on  librari  es,  child- 
ren's books,  women's  clubs,  civic  betterment,  the  dra- 
ma, and  similar  subjects.  There  in  a  reading  hour  in 
the  afternoon,  in  charge  of  a  trained  elocutionist,  and 
an  industrial  art  exhibit;  in  the  evening  an  illustrated 
lecture:  "Art  in  Common  Things."  Wednesday  is  home 
welfare  day.  In  the  day  sessions  such  problems  as  "The 
Human  Beings  of  High-School  Age,"  "Why  Babies 
Die,"  rational  living,  kindergartens,  and  industrial  edu- 
cation are  considered,  while  at  night  a  prominent  edu- 
cator gives  an  illustrated  lecture  on  "How  Minnesota 
Educates  Her  Children."  Thursday  is  public  health  day, 
with  appropriate  lectures  and  exhibits.  In  the  evenings 
there  is  a  dramatic  recital  of  a  modern  play.  Friday  is 
farmers'  day,  and  live  questions  of  farm  policy  are  dis- 
cussed by  experts  in  agriculture.  There  is  also  an 
address  on  "The  Social  Possibilities  of  Rural  Communi- 
ties," by  an  educator  who  has  made  special  studies  in 
this  field.  In  the  evenings  professors  from  the  univer- 
sity give  a  scientific  demonstration  of  the  gyroscope  and 
liquid  air.  Saturday  is  town  and  country  day,  with  "So- 
cial Life  in  Town  and  Country"  as  the  leading  topic.  In 
the  evening  the  University  Dramatic  Club  appears  in 
Shakspere's  Merchant  of  Venice. 

There  is  an  "Oriental  Institute"  for  languages  at 
Naples,  Italy,  with  an  attendance  of  460.  Seventy-eight 
students  are  taking  Arabic,  16  Turkish,  32  Persian,  68 
Amharic  (the  court  language  of  Abyssinia) ,  85  Chinese, 
63  modern  Greek,  81  Albanian,  and  80  Japanese.  Some 
of  the  students  pursue  two  or  more  of  these  languages 

concurrently. 

*    *    * 

Ancient  farm-houses  have  been  gathered  from  all 
parts  of  Denmark  and  placed  in  the  grounds  of  the  fa- 
mous Danish  National  Museum  at  Lyngby,  with  a  view 
to  educating  the  people  in  their  national  history.  There 
are  gallaries  filled  with  old  furniture,  antique  coaches, 
hearses  that  belonged  to  diiferent  guilds,  with  their  fun- 
eral trappings,  and  other  interesting  relics  of  the  past. 


Messrs.  Houghton  Mifflin  Company  announce  that 
Mr.  Franklin  S.  Hoyt  has  recently  been  made  a  Director 
of  the  Company.  Mr.  Hoyt  joined  the  Educational  De- 
partment of  this  Publishing  House  in  1907,  as  editorial 
advisor.  He  brought  to  this  work  an  understanding  of  the 
needs  of  the  schools  acquired  through  a  varied  and  suc- 
cessful experience  in  teaching  and  in  supervisory  work, 
in  all  grades  from  the  kindergarten  up  through  the  Uni- 
versity and  in  some  of  the  important  school  systems  of 
the  country.  Beginning  his  career  as  a  teacher  in  secon- 
dary schools  in  New  Jersey  and  Pennsylvania,  he  became 
principal  of  the  high  school  in  New  Milford,  Connecticut, 
and  afterwards  was  Principal  of  the  Model  Schools 
connected  with  the  Normal  School  at  New  Haven,  Con- 
necticut, and  Supervising  Principal  in  the  New  Haven 
public  schools.  His  last  position  in  school  work  was 
that  of  Assistant  Superintendent  in  the  Indianapolis 
public  schools  where  he  served  for  six  years. 

Since  his  association  with  Houghton  Mifflin  Com- 
pany the  educational  list  of  this  House  has  been  greatly 
extended,  especially  along  the  lines  of  basal  textbooks 
for  the  grades  and  the  high  school,  and  professional 
books  for  the  teacher  and  the  student  of  education.  Mr. 
Hoyt's  closer  identification  with  this  Publishing  House 
is  an  indication  of  the  increasing  importance  which  it 
attaches  to  the  building  up  of  its  Educational  Depart- 
ment. It  is  one  of  a  very  few  publishing  houses  to  have 
in  charge  of  its  educational  list  a  trained  specialist  in 
education.  This  guarantees  the  most  careful  preparatory 
work  on  every  new  educational  publication  issued  by 
this    House,    and  its  close  adaptation  to  the  needs  and 

conditions  of  the  class  room. 

*  *    * 

Nearly  twTo  thousand  titles  of  books  and  articles  on 
children  appear  in  the  "Bibliography  of  Child  Study, 
1910-11,"  compiled  by  the  library  of  Clark  University 
and  just  issued  for  free  distribution  by  the  United  States 
Bureau  of  Education.  Such  topics  of  current  interest  as 
the  Boy  Scouts,  Binet  tests,  exceptional  children,  crime 
among  minors,  infant  mortality,  eugenics,  open-air 
schools,  medical  inspection,  sex  education,  aDd  vocation- 
al training  are  included  in  the  titles  listed. 

*  *    * 

Separate  schools  are  necessary  for  the  proper  solution 
of  the  vocational  school  problem  in  the  United  States, 
according  to  Edwin  G.  Cooley,  of  Chicago,  special  inves- 
tigator of  vocational  education.  These  schools,  says  Mr. 
Cooley,  must  not  be  regarded  as  substitutes  for  the  pres- 
ent schools,  which  are  doing  satisfactorily  a  necessary 
work,  but  as  supplementary  to  them. 

*  *    * 

At  the  Ghent  world's  exposition  in  1913  there  will  be 
a  number  of  international  congresses,  including  one  of 
teachers  of  domestic  science  and  one  of  women  engaged 
in  farming,  the  latter  in  connection  with  a  general  con- 
gress of    agriculturalists. 

*  *    * 

A  compulsory  school-attendance  law  for  Alaska  is 
urged  by  Dr.  P.  P.  Claxton,  United  States  Commissioner 
of  Education,  who  has  charge  of  the  schools  for  natives 
in  the  Territory. 

Two-thirds  of  the  high  schools  in  the  United  States 
now  have  complete  four-year  courses. 


THE  KINDERGARTEN  PRIMARY  MAGAZINE 


133 


Labeling  Rural  School  Houses. 

Labelling  country  schoolhouses  so  that  every  citizen 
may  know  whether  his  school  is  up  to  standard  is  the 
device  of  the  Illinois  State  school  authorities,  according 
to  information  received  at  the  United  States  Bureau  of 
Education. 

The  schools  are  inspected  as  to  grounds,  building, 
furnishings,  heating,  ventilation,  library,  water  supply, 
sanitation,  and  qualifications  of  the  teacher. 

If  the  essentials  of  a  good  school  are  found  present 
a  diploma  is  granted  the  district  and  a  plate  is  placed 
above  the  door  of  the  schoolhouse  designating  it  as  a 
"Standard  School."  Upon  fulfillment  of  certain  further 
requirements  a  higher  diploma  will  be  issued  and  the 
plate  will  read  "Superior  School." 

Already  657  of  the  10,532  one-room  schoolhouses  in 
Illinois  have  earned  the  right  to  be  called  standard 
schools  and  to  display  the  plate  accordingly. 

This  interesting  device  is  part  of  a  vigorous  campaign 
waged  by  the  State  of  Illinois  in  behalf  of  rural  schools. 
Two  experts  on  rural  education,  U.  J.  Hoffman  and  W. 
S.  Booth,  under  the  direction  of  Hon.  F.  G.  Blair, 
State  Superintendent  of  Public  Instruction,  are  devoting 
their  entire  time  to  the  country  and  village  schools. 
Illinois  does  not  merely  ask  that  the  schools  be 
brought  up  to  standard;  the  State  tells  how  it  can  be 
done.  In  a  bulletin  sent  to  every  teacher  in  the  State 
the  requirements  for  a  standard  school  are  set  forth. 
Among  the  specifications  are:  An  ample  playground; 
good  approaches  to  the  school;  convenient  fuel  houses; 
the  building,  sound,  in  good  repair,  and  painted;  im- 
proved heating  arrangements — a  jacketed  stove  in  the 
corner  of  the  room  instead  of  an  unprotected  stove  in 
the  center;  floor  and  interior  of  building  clean  and  tidy; 
suitable  desks  for  children  of  all  ages  properly  placed; 
a  good  collection  of  juvenile  books,  maps,  and  diction- 
aries; a  sanitary  water  supply;  the  school  well  organ- 
ized with  regular  attendance  and  at  least  seven  months' 
schooling  every  year;  the  teacher  must  have  not  less 
than  a  high-school  education,  receive  a  salary  of  at 
least  §360  per  annum,  and  be  ranked  by  the  country  su- 
perintendent as  a  good  or  superior  teacher. 

The  more  ambitious  districts,  aspiriDg  to  the  "Su- 
perior" diplomas,  will  have  to  meet  the  following  addi- 
tional requirements:  A  playground  of  at  least  one-half 
an  acre,  level,  covered  with  good  grass,  and  provided 
with  trees  and  shrubs;  sanitary  drinking  appliance; 
separate  cloak  rooms  for  boys  and  girls;  room  lighted 
from  one  side  or  from  one  side  and  rear;  adjustable  win- 
dows fitted  with  good  shades;  heat  provided  by  base- 
ment or  room  furnace,  with  proper  arrangements  for 
removal  of  bad  air  and  admission  of  pure  air;  at  least 
eighty  library  books,  ten  suitable  for  each  grade;  two 
good  pictures  on  the  wall;  provision  for  instruction  in 
agriculture,  manual  training,  and  domestic  arts;  the 
teacher  to  be  a  high-school  graduate  with  normal-school 
training  and  to  receive  at  least  §480  per  annum;  the 
work  outlined  in  the  State  course  of  study  to  be  well 
done. 

A  two  years'  course  in  forestry  has  been  insti- 
tuted at  the  University  of  Wisconsin  to  meet  the 
demand  for  trained  forest  rangers. 


Department  of  Superintendence. 

The  meeting  of  the  Department  of  Superintendence 
and  other  Associations  held  in  connection  therewith 
will  begin  February  24  and  close  March  1,  1913.  Phil- 
adelphia was  chosen  as  the  place  of  meeting,  and  the 
Bellevue-Stratford  will  be  the  hotel  headquarters.  Most 
of  the  meetings  will  be  held  in  the  Central  High  School, 
which  is  conveniently  reached  by  street  car  one  block 
distant  from  both  hotel  and  high  school. 

The  Trunk  Line  Association  has  granted  a  fare  and  a 
half  round-trip  ticket  from  points  within  its  territory, 
tickets  being  on  sale  February  20  and  thereafter.  The 
New  England  Passenger  Association  and  the  Southeast- 
ern Passenger  Association  have  agreed  in  this  certificate 
plan  agreement.  It  is  probable  that  the  Southwestern 
Passenger  Association  will  also  grant  the  same  reduc- 
tion. The  lines  in  the  Central  Passenger  Association 
are  already  on  a  two-cent  a  mile  basis,  so  that  members 
living  in  that  territory  and  wishing  to  avail  themselves 
of  the  reduction  in  the  other  territories  will  be  obliged 
to  purchase  a  second  ticket  when  they  reach  the  border 
of  the  Central  Passenger  Associations's  territory.  Ar- 
rangement has  been  made  under  which  the  return  trip 
may  be  started  on  Wednesday,  March  5.  This  will  give 
those  who  desire  an  opportunity  to  witness  the  inau- 
guration of  President  Wilson. 

In  addition  to  the  regular  program  of  the  Department 
of  Superintendence,  there  will  be  meetings  of  the  Nat- 
ional Council  of  Education,  the  Department  of  Normal 
Schools,  the  National  Society  for  the  Study  of  Education, 
the  Society  of  College  Teachers  of  Education,  the  Nat- 
ional Committee  on  Agricultural  Education,  the  Edu- 
cational Press  Association  of  America,  the  National 
Council  of  Teachers  of  English,  Conferences  of  State 
Superintendents  of  Education,  Conferences  of  Teachers 
of  Education  in  State  Universities,  Conferences  of 
Teachers  in  City  Training  Schools,  and  meetings  of  the 
American  School  Peace  League,  the  International  Kin- 
dergarten Union,  and  the  National  Association  of  School 
Accounting  Officers. 


They  do  not  allow  working  to  interfere  with  going  to 
school  in  Hammond,  Indiana.  Special  arrangements  are 
made  whereby  boys  and  girls  may  work  half  a  day  in 
certain  commercial  establishments  and  attend  school  the 
balance  of  the  day.  Hammond  is  a  manufacturing  com- 
munity, where  the  temptation  to  boys  and  girls  is  strong 
to  leave  school  and  earn  a  living.  Supt.  McDaniel's 
plan  makes  it  possible  for  boys  and  girls  to  earn  money, 
remain  in  school,  and  also  make  themselves  more  effi- 
cient industrially. 


The  school  farm  movement  in  Wake  County, 
North  Carolina,  which  has  attracted  wide  attention, 
is  described  by  County  Superintendent  Judd  in  an 
illustrated  bulletin  just  issued  by  the  United  States 
Bureau  of  Education. 


Two  thousand  one  hundred  and  ninety  women  at- 
tended the  University  of  Paris  during  the  past  year. 
Ninety-nine  studied  law,  570  medicine,  248  science, 
32  pharmacy,  and  the  remainder  were  in  the  course 
in  letters. 


134 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


TRAINING  SCHOOLS 

News  Items  from  Training  Schools  are  Solicited 


REPORT  FROM  PHILADELPHIA. 

On  the  afternoon  of  November  23rd,  the  Alumnae 
Association  of  the  Training  School  for  Kindergart- 
ners  met  in  the  School  of  Industrial  Arts,  Broad 
and  Pine  streets,  to  hear  a  lecture  on  "The  London 
of  Shakespeare,"  delivered  by  Dr.  Josiah  Penniman, 
formerly  Dean  of  the  University  of  Penn. 

In  the  absence  of  Miss  Marion  Edith  Penny- 
packer,  president,  Mrs.  M.  L.  van  oirk  presided. 
The  reports  of  various  departments  were  read  and 
accepted. 

Miss  Fox,  vice-president,  stated  that  the  clock 
presented  by  the  association  as  a  memorial  to  Miss 
Moseley  now  has  a  place  in  the  Kent  Day  Nursery, 
1702  Vine  street.  It  is  a  fitting  location  for  it,  as 
the  nursery  was  one  of  the  institutions  especially 
dear  and  full  of  interest  to  our  loved  Miss  Moseley. 
Mrs.  van  Kirk  reported  the  death  of  one  member 
this  year. 

Dr.  Penniman  was  then  introduced  by  Mrs.  van 
Kirk.  He  needed  no  formal  introduction  as  those 
present  remembered  the  delightful  address  on  Dick- 
ens given  before  the  association  two  years  ago, 
quickening  those  who  heard  it  with  renewed  in- 
terest and  appreciation  of  that  famous  author. 

So  in  this  address  on  Shakespeare.  When  in 
London  Dr.  Penniman  made  a  careful  study  of 
Shakespeare's  old  haunts  and  had  brought  many 
interesting  articles  from  various  sources.  These  he 
kindly  brought  with  him.  There  were  copies  of  rare 
photographs,  a  most  interesting  one  of  Queen  Eliza- 
beth as  she  appeared  in  Shakespeare's  day,  a  famous 
old  portrait  of  Shakespeare  copied  from  a  painting 
by  the  artist  Richard  Burchard,  who  knew  the  fa- 
mous dramatist.  A  fac-simile  of  a  ring  worn  by 
him,  diagrams  of  certain  plays,  coins  in  circulation 
at  that  time. 

These  were  viewed  with  much  interest  and  seemed 
to  bring  the  great  ShsAespeare  close  to  this  twen- 
tieth century  audience. 

A  description  was  given  of  London  as  it  appeared 
when  Shakespeare  first  visited  it.  The  theaters  were 
located  outside  the  city.  Three  great  meeting  places 
of  those  days  were  None-Such  House  on  London 
bridge,  Temple  Bar  and  St.  Paul's  Church.  So  using 
the  church  as  a  social  center  to-day,  we  find  is  taken 
from  an  ancient  custom. 

Life  at  that  time  was  very  unsafe.  Streets  were 
narrow,  dark  and  badly  lighted.  Thugs  abounded 
everywhere.  Many  were  victims  of  poisoned  wine. 
Such  conditions  we  find  preserved  in  many  of  the 
plays,  and  help  us  to  realize  the  state  of  things  at 
that  time. 

The  character  of  players  and  audiences  were  then 
considered.  Many  held  the  opinion  in  those  days 
that  the  theatrical  folk  were  made  up  of  dissolute, 


unprincipled,  loose  vagabonds.  People  were  cen- 
sured for  attending  the  theater.  Holding  the  same 
opinion,  as  is  held  by  some  to-day,  that  the  theater 
is  immoral.  The  audiences  were  made  up  of  the 
citizen  and  courtier.  Actors  were  eager  to  get 
themselves  under  the  patronage  of  royalty,  if  pos- 
sible. No  women  were  on  the  stage  in  those  days, 
boys  took  the  part  of  women  characters. 

The  next  topic  considered  was  the  way  the  per- 
formance was  conducted.  The  method  of  adver- 
tising was  by  placing  notices  on  posts.  The  the- 
aters were  built  without  a  roof.  Cost  of  admission 
was  a  penny,  or  two-pence  for  shelter'  in  case  of 
storm. 

When  ready  to  begin  a  flag  was  hung  out  then 
three  blasts  of  a  trumpet  given.  The  stage  was  a 
movable  one  without  scenery.  This  lack  gives  the 
reason  for  the  many  descriptive  scenes  found 
throughout  the  plays.  To  indicate  the  setting  of 
the  play  a  sign  would  be  put  up;  for  instance,  a 
card  bearing  the  word  "Rome,"  and  the  imagina- 
tion of  the  audience  was  left  to  supply  the  scene. 
The  definite  thing  in  those  days  were  the  costumes. 
The  stirring  events  of  those  times  helped  to  stimu- 
late thought  and  develop  the  imagination.  Shake- 
speare was  quick  to  grasp  these,  and  embodie? 
them  in  his  wonderful  way. 

At  the  conclusion  of  the  lecture  there  was  music, 
and  dainty  refreshments  were  served.  A  social  time 
followed.  Dr.  Penniman  received  hearty  congratu- 
lations for  the  interesting  instructive  lecture  given. 

An  important  feature  of  the  meeting  was  placing 
in  the  hands  of  each  member  a  copy  of  the  Consti- 
tution, Bylaws,  and  List  of  Officers  and  Members 
of  the  Association.  Bound  attractively  in  green  and 
white  (colors  of  the  former  training  school,  and 
now  of  the  association),  they  will  surely  prove  a 
valuable  reference,  and  should  promote  greater  in- 
terest and  loyalty  to  the  association. 
Respectfully  submitted, 

ETTA  H.  STEELMAN. 


Growth  of  the  Kindergarten  at  the  Michigan 
State  Normal  College. 

EDITH    E.  ADAMS. 

To  Dr.  Daniel  Putnam  is  due  a  great  deal  of  credit 
for  arousing,  in  the  state  of  Michigan,  a  sympathetic 
feeling  toward  the  Kindergarten  and  for  its  establish- 
ment in  the  Normal  College.  As  far  back  as  1875  efforts 
and  recommendations  for  the  opening  of  a  kindergar- 
ten in  connection  with  the  training  school  were  made 
by  Dr.  Putnam.  While  the  State  Board  looked  with 
favor  npon  those  suggestions  and  recommendations 
other  matters  connected  with  the  Normal  department 
itself  so  occupied  their  attention  that  no  action  was 
taken  i or  the  actual  opening  of  a  kindergarten  until 
1888.  At  this  time  the  Michigan  Stale  Board  of  Educa- 
tion became  interested  in  the  valuable  kindergarten- 
primary  work  done  by  Miss  Vandewalker,  then  of  Calu- 
met. Miss  Vandewalker  was  engaged  to  come  to  Ypsi- 
lanti  to  prepare  the  way  for  the  inauguration  of  the  kin- 
dergatenwork  in  the  Normal  School  and  to  act  as  critic 
of  the  primary  grades.     Miss  Mary  LocKwood,   now 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


i35 


Mrs,  Millis  ofYpsilanti,  was  chosen  to  organize  the 
work;  to  act  as  director  of  the  kindergarten,  and  to 
give  a  course  of  20  weeks  in  kindergarten  theory  to 
students  specializing  in  that  department.  Until  1892 
this  course  was  only  a  one-year-course  leading  to  a  life 
certificate.  The  theory  was  extended  to  40  weeks,  and 
practice  teaching  was  to  be  done  in  both  kindergarten 
and  primary  grades.  For  a  time  a  five-year  certificate 
could  be  secured  at  the  end  of  one  year  and  later  a 
three-year  certificate  at  the  end  of  one  and  one-half 
years.  With  the  establishment  of  the  pure  kindergar- 
ten ctmrse,  three  years  ago,  only  those  are  admitted 
who  take  the  full  two  years,  at  the  end  of  which  time 
a  life  certificate  is  granted. 

When  the  kindergarten  department  was  first  organ- 
ized, the  aim  was  not  to  send  out  full-fledged  kinder- 
gartners,  but  to  meet  the  needs  throughout  the  state 
for  sub-primary  work,  giving  students  an  insight  into 
the  kindergarten  methods  and  helping  them  to  under- 
stand better  the  little  child  coming  directly  from  the 
home  with  no  chance  for  kindergarten  training.  This 
kindergarten-primary  course  was  continued  until  1909. 

Superintendents  are  beginning  to  see  that  children 
with  a  good  kindergarten  training  are  better  prepared 
for  first  grade  work  than  those  having  one  year  of  sub- 
primary,  consequently  more  kindergartens  have  been 
placed  in  the  public  schools  of  the  state  and  there  have 
been  more  calls  for  pure  kindergarten  teachers.  To  meet 
this  demand,  the  special  kindergarten  course  referred  to 
.above  was  planned  in  1909.  Students  entering  this  de- 
partment must  show  special  adaptability  for  the  work 
and  are  accepted  on  trial  during  the  first  term.  The 
kindergarten  theory  has  been  extended  from  36  weeks 
to  60  weeks  and  the  teaching  and  observation  from  48 
weeks  in  the  kindergarten  and  primary  grades  to  72  weeks, 
or  one  full  year,  in  the  kindergarten  alone. 

As  has  been  stated,  Miss  Mary  Lockwood  was  the 
first  kindergarten  director.  She  held  the  position  for 
two  years  and  was  succeeded  by  Miss  E.  Maud  Cannell 
in  1891.  Miss  Cannell  remained  until  1896.  From  1896 
to  1907  the  kindergarten  was  in  charge  of  Miss  Hester 
P.  Stowe.  In  1904  a  second  kindergarten  was  opened 
in  the  Woodruff  School  under  the  direction  of  Misa 
Lydia  L.  Herrick,  Miss  Stowe  acting  as  supervisor.  The 
same  year  Miss  Grace  Hammond  was  engaged  to  act  as 
assistant  to  Miss  Stowe  in  the  Normal  kindergarten. 
Miss  Hammond  was  succeeded  by  Miss  Helene  Kneip 
in  1905.  In  1906,  Miss  Lydia  Herrick  resigned  as  direc- 
tor of  Woodruff  kindergarten  and  the  place  was  given 
to  Miss  Edith  E.  Adams.  In  1907  Miss  Stowe  was  grant- 
ed a  year's  leave  of  absence  and  Miss  Adams  acted  as 
instructor  and  supervisor.  Miss  Kneip  was  made  di- 
rector of  the  Normal  kindergarten  and  Miss  Edith  D. 
Dixon,  a  Teachers'  College  graduate,  was  given  the  di- 
rectorship of  the  Woodruff  kindergarten.  This  position 
she  held  until  her  resignation  last  summer.  Miss  Bertha 
Schwable  of  Teachers'  College  takes  her  place.  The 
"leave  of  absence"  was  so  much  enjoyed  by  Miss  Stowe 
that  she  decided  not  to  return  to  Ypsilanti  and  Miss 
Adams  was  asked  to  continue  as  instructor  and  super- 
visor. Miss  Stowe  had  served  the  Normal  College  for 
nine  years  and  to  her  it  owes  a  great  deal  for  her  faith- 
fulness and  for  the  high  standard  she  maintained.     In 


1909  a  third  kindergarten  was  opened  in  the  Prospect 
School.  The  first  two  years  it  was  in  charge  of  honor 
students  under  the  direction  of  the  supervisor.  Last 
year  Miss  Frances  Berry,  a  graduate  of  the  School  of 
Education,  Chicago,  was  secured  to  act  as  director.  Two 
years  ago  Miss  Helene  Kneip  was  granted  a  year's  ab- 
sence, which  she  spent  in  Teachers'  College,  New  York, 
her  place  being  filled  by  Miss  Minetta  Sammis,  a  Tea- 
chers' College  graduate. 

And  so  the  kindergarten  department  at  the  Michigan 
State  Normal  College  has  grown  from  a  kindergarten 
with  one  teacher  to  three  kindergartens  with  a  super- 
visor and  instructor,  and  three  directors.  We  are  now 
planning  on  a  fourth  kindergarten  which  we  expect  to 
have  as  soon  as  the  new  central  building  is  erected  for 
the  public  schools. 

Ypsilanti,  Michigan. 


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. 

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. 


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. 


ASBURY  PARK,  N.  J. 

The  kindergartners  of  Asbury  Park  are:  Harriet 
Hodge,  Jeanette  Sherwood,  Sara  B.  Lewis,  Mary  K. 
Gould,  Irene  E.  Hoyt,  Susan  R.  Barnes,  and  Kath- 
erine  T.  Halsey. 


OLEAN,  N.  Y. 

The  following  are  employed  as  kindergartners  in 
this  city:  Abbie  E.  Peglar,  Margery  Hambleton, 
Aileen  W.  Stowell,  Ethel  Hogg,  Alice  Heywang,  A. 
Louise   Brown,   Bina   Noonan,  and   Marie   Merrill. 


Company    in    distress      makes      trouble      less. — 
French. 


136 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


DAINTY-DEAR.* 

Mary  Ellason  Cotting. 

On  one  of  those  glorious  Fall  days  when  all  about  is 
a  riot  of  sunshine  and  color,  Caterpillar  Green  left  the 
garden  bed  and  slowly,  very  slowly  crawled  upward  on 
the  side  of  the  house.  When  his  sleek,  green  body 
reached  the  window-sill  he  loitered  across  it,  no  doubt 
enjoying  the  comfortable  warmth. 

Higher  and  higher  up  the  woodwork  he  made  his 
way  until  a  perfect  winter  resting  place  was  found. 
Here  he  settled,  attaching  himself  firmly,  and  almost  in- 
visibly by  a  silken  girdle. 

The  days  went  slowly  by;  the  sun  shone  in  upon  a 
fading  Caterpillar  Green,  and  by  and  by  only  a  rusty, 
dull-colored,  hard  chrysalis  was  to  be  seen  where  once 
had  been  a  velvety  insect  grown  plump  on  the  aster- 
leaf  fare  below  in  the  garden. 

Sometimes  little  fingers  reached  out  to  touch  him,  .but 
never  a  shiver,  not  even  a  quiver,  came  as  answer. 

All  through  the  cold,  gray  days  of  November  and 
December  the  hard  little  chrysalis  grew  more  and  more 
dull-colored.  Curious  eyes  watched  each  day  to  see  if 
anything  happened.  Still — what  could  happen?  Was  it 
not  the  time  for  resting"  Surely  no  well-regulated  in- 
sect would  leave  a  snug  retreat  in  midwanter ! 

One  day  when  it  was  time  for  the  January  thaw,  the 
wild  wind  came  instead,  and  drove  the  clouds  on  a  mad 
race  across  the  sky,  and  great,  moist  snowflakes  swirled 
and  whirled  in  the  air. 

The  chickadees  and  downy  woodpecker,  the  winter 
robin  and  blue- jay  that  come  each  day  for  food  were 
huddled  away  in  some  cozy  place  and  dared  not  venture 
forth  for  their  daily  fare. 

The  children,  who  could  not  go  out  to  play,  stood 
wonderingly  watching  the  big  snowflakes  as  they 
touched,  melted  and  trickled  down  the  window  pane. 

All  at  once  something  brushed  the  rosy  cheek  of  Dim- 
plekins  and  Bjg  Sister  called  out :  "O,  a  live  snowflake ! 
O,  mamma,  dear,  come  quick !" 

Such  a  flake  of  beauty  as  it  was,  drifting  from  spot 
to  spot  on  window  sill  and  mantel  to  Golden  Head, 
held  motionless  to  make  a  safe  resting  place. 

"Dainty-dear,"  whispered  the  Sunshiney  One,  "you  are 
so  beautiful  with  your  black  dotted,  delicate  saffron 
wings,  your  slender  body  and  tiny,  tiny  feelers.  O,  you 
dear,  however  have  you  grown  from  the  green-green 
caterpillar  that  helped  eat  the  juicy  aster  foliage! 
Aren't  you  glad  to  be  out  of  that  homely  house  up  there 
on  the  window  frame? 

"O,  but  we  will  love  you  while  you  stay;  you  shall 
have  the  sweet,  white  petunia  blossoms  to  sleep  upon  to- 
night, and  sweetened  water  for  your  fare,"  and  breath- 
ing softly  this  Sunshiney  One  crooned : 

O,  Dainty-dear  !     O,  Dainty-dear  ! 
You've  come  when  all  is  chill  and  drear; 
Come  to  bring  us  joy  and  cheer, 
And  teach  that  beauty's  ever  near. 

*Pieris   nahi-rar — oleracea. 


The  Golden  Rule  of  Three 

Three  things  to  be — pure,  just  and  honest. 

Three  things  to  live— courage,  affection  and  gentle- 
ness 

Three  things  to  govern — temper,  tongue  and  conduct. 

Three  things  for  which  to  fight— honor,  home  aud 
country. 

Three  things  to  cherish— the  true,  the  beautiful  and 
the  good. 

Three  things  about  which  to  think — life,  death  and 
eternity. 

Three  things  to  despise — cruelty,  arrogance  and  ingra- 
titude. 

Three  things  for  which  to  wish — health,  friends  and 
contentment. 

Three  things  to  attain— goodness  of  heart,  integrity  of 
purpose  and  cheerfulness  of  disposition.  —Leadership. 


Greensboro,  N.   H. 
Miss  Anna  E.  George,  a  graduate  of  Dr.  Montessori's 
school  in  Rome,  addressed  the  Kindergarten  Section  of 
the  North  Carolina  Teachers'  Assembly,  Nov.  28. 

The  Assembly  passed  following  resolution  in  memory 
of  the  late  Governor  Charlie  B.  Aycook: 

Since  the  last  meeting  of  our  Teachers'  Assembly, 
Charles  Brantley  Aycook,  a  man  who  magnified  the 
teachers'  function  in  society;  who  loved  the  humblest 
child  made  in  the  image  of  God  that  attended  the  ru- 
dest school,  who  wisely  recognized  that  on  no  founda- 
tion but  the  foundation  of  intelligence  can  a  democracy 
remain  stable  and  progressive,  who  at  convenient  and 
inconvenient  season,  taught  with  convincing  reason 
and  subtle  charm  that  no  State  can  meet  its  responsibi- 
lities unless  its  voters  are  also  its  thinkers,  has  been 
called  from  the  work  to  which  he  gave  a  large  part  of 
his  life;  therefore,  be  it- 
Resolved,  by  the  North  Carolina  Teachers'  Assembly, 
that  in  every  way  possible  his  name  shall  be  venerated, 
his  work  honored,  his  virtues  emulated,  and  his  self- 
sacrificing  patriotism  commemorated. 

Little  Rock,  Ark., 

Miss  Florence  Ward  addressed  the  primary  teachers' 
section  of  the  State  Teachers  Association,  on  he  Mon- 
tessori  Method,  December  36. 

Miss  Tatum,  of  Eldorado,  Ark.,  had  paper  on  "The 
Kindergarten."  The  discussion  was  led  by  Miss  Nan- 
nie Roberts,  of  Pea  Ridge,  Ark. 


National  City,  California. 
Mrs.  Kathryn  L.  Fleming  will  open  a  new  kindergar- 
ten here  about  January  first. 


More  than  a  thousand  school  teachers  in  the 
Netherlands  are  banded  together  in  an  association 
for  temperance  work  among  their  pupils. 


At  a  conference  of  Swedish  teachers  recently  it 
was  emphasized  that  instruction  in  domestic  science 
in  the  schools  must  deal  principally  with  the  sub- 
stantial things,  instead  of  the  "caramel  and  tart" 
kind. 

A  chair  in  social  hygiene  has  been  established  in  the 
University  at  Munich, Germany. 


Speak  little  and  well. — From  the  French. 


THE    KINDERGARTEN-PRIJ'ARY  MAGAZINE 


■37 


The  Kindergarten  in  the  United  States. 

(Continued  from  page  127) 
the  Hon.  William  T.  Harris,  superintendent  of  the 
schools  of.St.  Louis,  with  the  co-operation  of  Miss  Blow 
succeeded  in  getting' experiments  nude  with  a  view  to 
ascertaining  how  far  it  would  be  possible  to  incorporate 
the  system  as  an  introductory  movement  in  elementary 
education.  Miss  Blow's  enthusiasm  for  the  cause  led 
her  to  give  St.  Louis  her  gratuitous  services  as  conduc- 
tor. 

A  public  experimental  kindergarten  was  opened  in 
1837.  Dr.  Harris  resigned  his  position  as  superintendent 
inl880,  but  had  the  satisfaction  of  seeing  his  experiment- 
al work  at  St.  Louis  assume  large  proportions.  There 
were  then  enrolled  in  the  kindergarten  schools  of  that 
city  7,828  children,  and  the  system  had  become  so  firmly 
established  that  it  has  resisted  all  attacks  and  adverse 
arguments. 

Educators  realize  how  much  depended  upon  the  suc- 
cess of  the  experiment  in  St.  Louis.  Had  it  failed,  it  is 
more  than  probable  that  the  kindergarten  movement 
would  never  hav^e  taken  a  place  in  the  public  schools  of 
the  United  States.  It  was  indeed  fortunate  that  the  ex- 
periment had  been  made  by  one  whose  executive  ability 
and  profound  sociological  knowledge  so  eminently  fitted 
him  to  direct  this  important  work  to  a  successful  issue. 
Dr.  Harris  not  only  proved  that  the  system  did  not  re- 
quire expensive  additional  equipment,  but  showed  con- 
clusively that  the  children  trained  in  kindergarten  made 
better  grades  in  the  elementary  schools  than  those  who 
had  not  received  the  kindergarten  training. 

The  first  free  kindergarten  of  a  private  nature  was 
made  possible  by  the  generosity  of  Mr.  S.  H.  Hill  of 
Florence,  Mass.,  and  when  assured  of  i!s  success  he  sup- 
plemented his  gift  with  a  sum  sufficient  to  continue 
and  to  extend  the  work. 

In  1878  in  Boston,  Mrs.  Quincy  A.  Shaw  becaame  in- 
terested, and  began  her  philanthropic  work  of  support- 
ing free  kindergartens  for  poor  children.  She  continued 
her  generous  work  for  14  years,  and  at  one  time  was  sup- 
porting 30  such  institutions. 

In  San  Francisco,  the  Golden  Gate  Association  trained 
more  than  40,000  children,  received  and  distributed  en- 
dowments amounting  to  nearly  a  million  dollars,  and 
has  published  a  great  deal  of  valuable  literature  on  the 
subject. 

Chicago,  Pittsburg,  Brooklyn,  Cincinnati,  Louisville 
and  other  large  cities  have  supported  kindergarten  asso- 
ciations with  most  beneficial  results.  In  every  case,  how- 
ever, the  enterprises  of  a  public  character  have  been 
more  productive  than  those  of  a  private  philanthropy 
it  would  have  remained  a  privilege  of  the  wealthy  few. 

Following  closely  upon  the  establishment  of  public 
kindergartens,  training  schools  for  teachers  were  organ- 
ized, in  recognition  of  the  fact  that  she  should  practi- 
cally master  all  of  the  Froebel  philosophy. 

It  is  held  by  many  that  the  true  Froebellian  education- 
al movement  consists  in  the  application  of  his  ideas 
and  fundamental  principles  to  the  whole  cycle  of  edu- 
cation, and  while  this  has  never  been  wholly  accomp- 
ished,  very  many  of  the  important  changes  that  have 
been  made  in  the  higher  grades  of  school  work  were 
actuated  by  the  principles  which  Froebel  introduced. 


It  has  been  said  that  the  sociological  movement  in 
education  displayed  two  sides,  one  practical,  of  which 
Herbart,  Froebel  and  Pestalozzi  were  the  exponents; 
the  second,  abstract  of  theoretical,  of  wdiich  the  philoso- 
phy of  Kant,  Schelling,  Hegel  and  Fichte  were  the  sup- 
porters. 

Froebel's  kindergarten  is  the  only  system  that  in- 
cludes the  psychological,  the  scientific  and  the  sociolog- 
ical. It  is  sociological  in  that  he  would  have  the  school 
harmonize  with  the  home  and  with  the  society;  it  is 
scientific,  for  he  made  strong  use  of  mature  study;  its 
practical  side  is  borne  out  by  his  recognition  of  hand- 
work, which  he  considered  of  distinctive  value  educa- 
tionally, and  it  was  to  this  end  that  he  made  the  great- 
est use  of  it.— Excerpt  from  address. 


WANTED— OLD  TEXT-BOOKS. 

The  government  wants  gifts  of  old  or  rare  text-books 
— at  least,  the  government  Bureau  of  Education  does. 
Government  bureaus  are  so  in  the  habit  of  giving  away 
documents  instead  of  receiving  them  that  a  request  like 
this  warrants  attention. 

The  point  is  that  the  United  States  Bureau  of  Edu- 
cation is  endeavoring  to  get  together  the  finest  possible 
collection  of  text-books  in  English,  French,  German, 
Spanish,  Italian,  Scandinavian,  Dutch,  and  Greek  lan- 
guages published  within  the  last  two  centuries,  and 
hopes  that  possibly  some  of  the  many  educators  and  in- 
vestigators' who  have  been  recipients  of  the  govern- 
ment's bounty  by  receiving  valuable  documents  in  the 
past  may  return  the  compliment  now  with  an  occasional 
text-book  of  by-gone  days.  An  antiquated  speller  or  a 
musty  Xenophon  may  be  just  the  book  needed  to  fill  an 
important  gap  in  text-book  history.  The  Library  of 
Congress  is  aiding  the  task,  and  the  Bureau  would  ap- 
preciate gifts  from  individuals  as  well.  "When  this  li- 
brary is  complete,"  says  Commissioner  Claxton,  "it 
should  become  the  Mecca  of  all  students  of  this  phase 
of  education." 


OMAHA,  NEB. 

There  was  an  enrollment  of  5,700  at  the  State 
Teachers'  meeting — almost  up  to  the  Michigan  rec- 
ord. Addresses  were  delivered  by  U.  S.  Commis- 
sioner of  Education  P.  P.  Claxton;  Dr.  Frank  H. 
McMurry,'  Teachers  College,  Columbia  University, 
New  York;  Eugene  Davenport,  Dean  and  Director 
of  the  College  of  Agriculture,  University  of  Illi- 
nois; Charles  H.  judd.  Dean  of  School  of  Educa- 
tion, University  of  Chicago;  James  W.  Crabtree, 
Fresident  Xormal  School  at  River  Falls,  Wiscon- 
sin; Dr.  Wm.  H.  Kilpatrick  of  the  Department  of 
Education,  Columbia  University,  Hon.  William  J. 
Bryan,  and  others. 

ANTIAGO,  WIS. 

The  kindergartners  employed  in  this  city  are: 
Xeva  Stewart,  Anna  Kelly,  lone  Babcock,  Georgia 
Latta,  Hulda  Hahn,  and  Margaret  Young. 


MADISON,  IND. 

The  public  kindergartners  of  Madison,  •  Ind.,  are: 
Jessie  Wood  and  Allie  Martin.  Elinor  Wyatt  con- 
ducts a  private  kindergarten  here. 


i38 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


The  Benefits  of  the  Kindergarten   as   a   Social 
Center 

Jessie  Davis,  Chicago,  III. 

The  following  experiment  was  once  tried  in  the  second 
grade  of  a  private  school.  The  children  were  each  given 
a  notebook  in  which  the  teacher  told  them  to  draw  a  pic- 
ture of  an  Indian  wigwam.  On  the  opposite  page  they 
were  to  write  down  how  many  people  they  thought 
would  be  needed  to  make  the  wigwam .  At  first  they 
thought  two  or  three,  but  later  decided  that  one  Indian 
could  make  the  wigwam  if  he  took  enough  time.  Then, 
on  the  next  page,  they  each  drew  a  picture  of  an  Eski- 
mo's igloo.  They  again  discussed  how  many  people 
would  be  needed  to  make  the  igloo,  and  again  decided 
that  one  Eskimo  could  do  the  work  if  he  took  the  time. 

On  the  next  page  the  children  then  drew  a  picture  of 
the  kind  of  house  they  lived  in.  Then  they  began  to 
write  on  the  opposite  page  how  many  people  it  would 
take  to  build  the  house  we  live  in.  As  there  were  sev- 
eral houses  going  up  in  the  neighborhood  the  children 
easily  found  the  number  of  workmen  engaged  in  the 
various  processes  of  building.  They  began  by  writing 
on  the  list  so  many  graders,  so  many  masons,  so  many 
carpenters,  until  they  had  lists  of  over  a  dozen  differ- 
ent kinds  of  workmen  employed  in  building  the  house, 
with  numbers  varying  from  two  or  three  to  over  twenty. 
They  then  added  up  their  lists.  On  the  following  page 
they  began  writing  the  list  of  how  many  people  it 
would  take  to  prepare  the  materials  with  which  the 
workmen  built  the  house.  This  brought  large  guess 
numbers  as,  so  many  men  in  the  iron  mine,  another 
large  number  employed  in  cutting  down  the  trees,  ano- 
ther large  number  in  the  saw  mill,  others  making  glass 
and  so  on,  until  the  list  grew  up  into  the  thousands. 
Then  came  the  transportation,  so  many  men  working 
on  the  railroads,  so  many  driving  horses,  so  many  men 
on  the  ships.  And  then  came  the  list  of  the  people  who 
make  the  things  to  furnish  our  houses.  They  brought 
into  the  list  the  people  in  other  countries,  until  fin- 
ally one  child  said,  "Well,  it  looks  as  if  it  took  all  the 
people  in  the  world  to  get  our  houses  ready  for  us  to 
live  in,"  So,  as  the  rest  agreed,  they  all  wrote  down 
the  following  statement:  "It  takes  all  the  people  in  the 
world  to  get  our  honses  ready  for  us."  Then  teacher 
and  children  talked  about  the  difference  between  savage 
and  civilized  people,  and  the  children  themselves  ex- 
pressed the  difference  in  these  words  which  all  wrote 
in  their  books:  "Civilized  people  help  one  another 
more."  Surely  this  is  the  real  meaning  of  civilization, 
that  the  people  have  learned  to  help  one  another  more. 
*  *  -;<- 

With  the  advancement  of  civilization  there  has  come 
about  a  corresponding  need  for  education.  Thru  edu- 
cation that  which  the  race  has  gained  is  handed  on  to 
the  children,  who  thus  profit  by  the  experience  of  their 
ancestors.  The  deepest  experience  which  has  been 
gained  is  the  experience  of  the  advantages  of  co-opera- 
tion. 

The  school  should  therefore  prepare  the  child  to  live 
with  others,  to  enter  into  the  life  about  him.  Indeed, 
the  strongest  desire  of  the  child  is  for  just  this  social 


life.  When  he  first  starts  to  school  he  anticipates  with 
far  greater  Interest  the  playmates  he  will  meet  than  the 
books  he  will  use.  The  most  educative  influence  is  not 
the  first  reader  but  the  other  children. 

Now  it  is  this  social  training  which  forms  the  most 
important  part  of  the  kindergarten.  The  child  entering 
kindergarten  is  brought  into  a  little  community  in  which 
he  is  given  the  opportunity  to  mingle  with  others,  to 
develop  his  social  nature.  If  we  examine  the  various 
instrumentalities  which  have  been  planned  for  use  in 
the  kiudergarten,  we  will  find  that  they  all  tend  towards 
social  development.  All  help  the  child  to  play  his  way 
into  the  life  about  him 

In  the  songs  and  stories  the  kindergarten  employs  a 
time-honored  means  for  developing  social  participation. 
Music,  particularly  singing,  has  always  been  one  of  the 
best  means  for  bringing  people  into  sympathetic  rela- 
tions with  oneanother.  Stories  tell  us  about  others. 
Stories  of  heroes  inspire  the  child,  as  they  always  have 
inspired  his  ancestors  with  ideals  of  helpfulness  and 
self-sacrifices.  Even  the  gifts  and  occupations  have  their 
greatest  use,  not  in  the  knowledge  of  form  and  materials 
they  give,  but  in  the  opportunity  they  offer  the  child 
for  participating  in  the  work  of  the  world.  He  is  really 
playing  at  making  the  things  which  some  day  he  may 
actually  make  out  of  larger  and  more  permanent  mate- 
rials. But  it  is  in  the  games  that  the  kindergarten  uses 
the  most  complete  form  of  social  life.  No  one  can  play 
a  game  alone.  Games  are  the  child's  social  world.  There 
is  in  the  game  a  law  which  all  must  obey;  one  must 
"play  fair."  There  is  no  greater  training  to  fairness 
than  the  games.  This  is  the  very  basis  of  social  life. 
Without  this  "playing  fair"  society,  nations  could  not 
exist. 

Thus  the  aim  of  all  the  instrumentalities  of  the  kin- 
dergarten is  the  devolopment  of  the  social  nature  of 
the  child. 

The  need  of  the  school  system  for  the  kindergarten 
is  just  this  need  of  the  child  for  social  development. 
The  great  problem  of  the  primary  teacher  is,  not  the 
teaching  of  reading  and  writing,  but  the  adjustment  of 
the  child  to  the  social  order  of  the  school  room.  Her 
difficulties  are  social  rather  than  mental.  The  child  is 
more  interested  in  the  other  children  than  in  his  books, 
and  yet  if  this  is  his  firste  xperience  of  any  kind  of 
school  life,  he  does  not  know  how  to  get  along  with  his 
playmates.  The  primary  teacher  has  not  the  best  means 
at  hand  to  give  her  pupils  this  training,  but  the  kinder- 
garten has,  for  it  is  a  play-school,  and  that  does  not 
mean  an  idle  school  but  a  very  busy  school;  for  "play 
is  the  serious  business  of  childhood." 
i!  But  most  profoundly  does  the  kindergarten  begin 
training  the  child  to  become  a  member  of  the  commu- 
nity. Every  kindergarten  is  adittle  community  in  which 
the  children  are  living  in  play  the  ideal  elements  in  the 
life  of  the  larger    community  which  surrounds  them. 

The  uplifting  of  the  community  must  begin  with  the 
training   of   the   individual  who  is  to  do  the  uplifting. 

And  the  foundation  of  ^this  training  must  be  laid  in 
childhood,  If  in  the  little  child  there  grows  the  feeling 
of  sympathy  with  the  home,  some  day  he  will  do  his 
share  toward  uplifting  the  home.     If  he  is  in  sympathy 


with  the  law  bscause  he  obeys  it,  some  day  he  will  help 
in  making  right  laws.  If  some  day  he  is  to  be  a  citizen, 
not  merely  of  his  own  country  but  of  the  world,  if  he  is 
to  help  bring  about  right  relationships  between  nations, 
then  the  seeds  of  sympathy  and  love  for  humanity  must 
be  planted  in  the  heart  of  the  child. 

However  widely  kindergartners  may  differ  on  points 
of  use  of  materials,  on  forms  and  size?  of  gifts,  or  forms 
of  games,  they  are  at  one  on  this  fundamental  point  of 
the  importance  of  social  development.  It  is  the  one  aim 
underlying  the  whole  kindergarten  system,  which  has 
as  its  ideal  end  the  development  of  a  strong  character,  a 
complete  personality. 


MICHIGAN  CITY,  IND. 

Kindergarten  work  in  this  city  is  in  charge  of  the 
following:  Myrtle  Farnham.  supervisor:  Cecyle 
Ray,  Kathryn  Koch,  Dorothy  Armstrong,  Mary 
Holden,  Lucile  Robinson,  Florence  Cowan,  and 
Laura  Wolff,  kindergartners. 


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. 


NOTES. 

Miss  Mary  C.  McCulloch  has  been  re-elected  president 
of  the  St.  Louis  Froebel  society. 

Mr.  Percival  Chubb  addressed  the  St.  Louis  Froebel 
Society  on   '  The  Child  as  a  Literary  Personage." 

The  Pittsburgh  and  Allegheny  Free  Kindergartners 
have  been  enjoying  a  series  of  lectures  by  Susan  E.  Blow. 

The  National  Kindergarten  Association  has  selected 
Elizabeth  Harrison,  of  Chicago,  as  a  delegate  to  investi- 
gate the  Montessori  System  at  Rome. 

Miss  Edith  Adams  of  Ypsilanti  has  assisted  in  organi- 
zing Parents'  Meetings  in  Iona,  Mt.  Clemens,  and  Ply- 
mouth, Mich.  She  spoke  at  the  State  Superintendents' 
Round  Tabic  in  Detroit,  Dec.  7,  on  the  "Montessori  Sys- 
tem and  its  Relation  to  the  Kindergarten." 

Mr.  Joseph  Lee  spoke  before  the  Boston  Froebel  Club, 
November  19,  on  "Play." 


CONTENT. 

Enough   is   great   riches. 

Enough  is  as  good  as  a  sackful. 

A  contented  mind  is   a  continual  feast. 

No  tent   so  good  to  live   in  as  content. 

Content   is   the    true   philosopher's   stone. 

Contentment    does    not   mean    stagnation. 


When  one  has  not  what  one  likes,  one  must  like 
what  one  has. — French. 


40 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


BOOK  NOTES 

Tlie  Seven  Champions  of  Christendom.  By  Agnes  R.  Matth- 
ews. Cloth,  161  paoes,  illustrated.  Price  45  cents.  Pub- 
lished by  Ginn  &  Co.,   Boston. 

The  seven  champions  are  those  semi  legendary  historical 
personages  known  as  the  patron  saints  respective'y  of  Eng- 
land, St.  George;  France.  St.  Denis;  Spain,  St.  James;  Italy, 
St.  Anthoney;  Scotland,  St.  Andrew;  Ireland,  St.  Patrick; 
^ind  Wales,  St.  David.  The  tales  are  curious  mingling  of 
pagan  and  Christian  fairylore  and  romance,  with  a  slight 
thread  of  historical  fact  to  bind  together  the  wonderful  events 
related.  Giants  and  dragons,  oppressed  maidens,  magical 
weapons,  terrible  enchantments,  figure  here  as  in  other  fairy 
tales,  and  will  interest  young  children  from  the  story  stand- 
point, while  older  boys  and  girls  will  be  interested  by  the 
introduction  which  concisely  yet  competently  explains  the  his- 
torical significance  of  chivalry,  the  education  of  youth  of  that 
period,  the  meaning  of  the  heraldric  terms,  etc.,  and  thus 
enables  the  child  to  read  the  following  pages  with  some 
appreciation  of  the  high  ideals,  of  that  romantich  age  and  the 
meaning  of  noblesse  oblige.  We  are  told  that  this  version  of 
these  knightly  adventures  is  founded  upon  an  old  English  ro- 
raa  ce  that  appeared  in  Shakespeare's  time.  There  are  oc- 
casional referances  that  seem  to  indicate  the  survival  of  the 
sun-myth  in  these  ancient  stories  which  show  plainly  also  the 
influences  of  the  crusades  upon  the  mind  of  mediaeval   Europe. 

Partners  For  Fair,  by  Alice  Calhoun  Haines.  Cloth.  232 
illustrated.  Price  $1.25  net.  Published    by  Henry   Holt  & 

Co.  N.  Y. 

This  delightful  story  will  interest  those  who  love  boys, 
and  those  who  love  dogs,  and  will  consequently  give  a  double 
pleasure  to  those  who  are  fond  of  both  boys  and  dogs.  Peter 
Prayle  and  his  dog  Peter  Piper,  are  partners  through  many 
exciting  experiences.  These  include  a  fire  in  the  poorhouse 
where  we  first  meet  the  two  Peters;  a  short  but  fascinating 
period  with  an  ideal  travelling  circus,  in  which  a  friendly  ele- 
phant and  two  tiny  bantams  play  special  roles,  a  day  and 
night  alone  in  the  desert,  after  being  thrown  from  a  train, 
and  other  wonderful  adventures.  Peter  is  a  fine,  manly  boy 
whom  any  child  will  be  benfietted  to  know,  and  his  many 
painful  adventures  have  the  desirable  happy  ending. 
The  author  eveidently  loves  nature  and  her  brief  descriptions 
are  charming  word-painting. 


Work  and  Play  for  Little  Girls.  By  Hedwig  Levi. 
Cloth.  115  pages  Published  by  Duffield  &  Co.,  New 
York, 

In  our  December  number  we  reviewed  a  book  by 
Miss  Levi,  which  gives  instructions  in  German  for  the 
making  of  Christmas-tree  decorations.  We  are  pleased 
to  say  that  this  small  book  has  now  been  translated  in- 
to English  and  in  the  same  volume  are  two  parts,  one 
describing  how  to  make  a  variety  of  gifts  for  parents, 
brothers  or  sisters,  or  friends,  and  a  most  enchanting 
chapter  telling  how  to  make  match-box  doll's  house 
furniture.  The  doll's  house  provided  with  the  objects 
herein  described  would  be  quite  completely  furnished, 
as  there  are  more  than  fifty  articles  to  be  made.  These 
include'tables  of  various  kinds,  broom-closet,  flower- 
stand,' book-shelf,  book-case,  couch,  screen,  glass  cabi. 
net,   towel-rack,  desk,   waste-paper  basket,  hall-clock, 


pier-glass,  laundry-basket,  etc.,  etc,  There  are  a  num- 
ber of  illustrations  for  each  section  of  the  book,  A 
friend  who  has  seen  in  London,  the  articles  made  of 
match  boxes  is  most  enthusiastic  in  his  praise.  Among 
the  Christmas-tree  decorations  we  would  mention  es- 
pecially the  making  of  little  waxen  figures  from  the 
melted  ends  of  candles  The  children  receiving  this 
little  book,  which  is  written  in  a  happy,  familiar  style, 
that  is  very  pleasing,  will  have  suggestions  for  many 
hours  of  happy  employment.  The  translator  has  made 
one  mistake  in  translating  "Bast"  as  "moss."  The 
German  word  Bast  (the  inner  fibre  of  the  linden-tree) 
is  not  much  used  in  America;  its  place  is  now  supplied 
by  raffia. 


The  Magic  Book,  Adventures  of  Jack  and  Betty.  By  Clara 
Andrews  Williams.  Illuminated  Cloth,  64  large  pages. 
Published  by  the  Frederick  A.  Stokes  Co.,  New  York. 

The  story,  running  on  left  hand  pages,  tells  how  Jack 
and  Betty  got  into  strange  new  places  by  going  through 
doors  and  apertures  of  various  kinds.  The  right  hand 
pages  consist  of  colored  pictures,  each  one  including  the 
door  or  aperture  in  question.  By  cutting  out  this  section 
of  the  picture  apart  of  the  next  one  maybe  seen,  corres- 
ponding to  the  first  glimpse  the  story-children  got  of 
the  new  surroundings.  The  book  proves  fascinating  to 
children. 


The  Moving  Picture  Glue  Book.  By  A.  Z.  Baker.  Illumi- 
nated Boards.  16  large  pages.  Price  $1.00,  postpaid. 
Published  by  The  Frederick  A.  Stokes  Co., New  York. 

A  new  mechanical  idea  makes  this  book  amusing  for 
children.  The  pictures  represent  the  following:  An 
elephant  standing  on  his  hind  legs,  a  mule  kicking,  a; 
man  catching  a  ball,  a  flying  machine,  a  boy  scout  wig- 
wagging, etc.  Humorous  verses  accompany  the  pictures. 
The  book  will  cause  much  amusement,  and  will  in  addi- 
tion represent  in  part  the  child's  own  handiwork. 


The  Christmas  number  of  the  Ladies  Home  Journal 
has  much  Christmas  material  of  value  to  teachers. 
There  is  a  Christmas  song,  and  a  department  especially 
for  the  child  in  church  and  school.  Miss  Georgene 
Faulkner  has  an  article  on  "The  Christchild  in  Picture 
and  Song."  There  is  a  beautiful  Christmas  poem  by 
Henry  Van  Dyke,  and  the  decorative  illustrations  by 
Dugald  S.  Walker  are  very  quaint  and  convey  the  spirit 
of  ye  old  tyme  Yuletide  in  a  manner  quite  his  own. 
These  are  in  black  and  white;  Mr.  Walker  has,  how- 
ever, a  special  gift  in  materializing  fairies,  and  the 
mythical  inhabitants  of  sea  and  air,  and  those  of  us 
who  have  seen  in  his  studio  his  pictures  of  these  imagi- 
native spirits  in  color  are  more  than  charmed  with 
them. 


The  woman's  law  class  at  New  York  University 
is  probably  unique  in  that  it  is  not  intended  to  pre- 
pare women  for  the  practice  of  law,  but  to  give 
them  sufficient  legal  knowledge  to  conduct  the  ad- 
ministration of  trust  estates  and  other  forms  of 
business. 


Twenty-one   States   in    the    Union   have   abolished 
the  common  drinking  cup  in  schools. 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


Hi 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


LINCOLN   GAME. 

The  children  all  carry  flags.  They  stand  in  two  lines 
opposite  each  other.  They  all  go  forward  and  back 
singing : 


The  two  at  opposite  ends  of  the  lines,  now  cross  flags 
and  march  between  the  lines  saying: 
February  is  here, 
We'll  cross  our  flags  for  Lincoln  dear. 

They  march  round  the  lines  and  return  to  their  places. 

The  song  is  repeated. 

The  two  children  standing  next  the  end,  now  cross 
flags,  recite  as  before,  and  skip  between  the  lines  and 
back  to  their  places. 

The  game  may  continue  until  every  couple  has  skipped 
between  the  lines  and  back  to  their  places.  The  children 
then  may  form  a  circle,  march  round  the  circle  singing, 
and  to  their  seats. 

Later,  to  vary  the  game,  after  the  verse  is  sung,  a 
child  from  one  line  may  choose  any  child  from  the  op- 
posite line  to  cross  flags  and  skip  with  him  between  the 
lines.  This  may  continue  until  all  the  children  have 
skipped  through  between  the  lines  and  the  game  end  as 
before. 

This  game  may  be  played  on  Washington's  Birthday 
by  substituting  the  name  "Washington"  for  "Lincoln 
dear." 

It  should  be  played  in  a  lively  manner. 

THE  ESKIMO. 

In  the  land  of  ice  and  snow 

Lives  the  Jolly  Eskimo.  j 


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Oh,  Lincoln  Dear. 


Oh,  Lincoln  dear,  oh,  Lincoln  dear, 

We  wave  our  flags  so  gay. 
Oh,  Lincoln  dear,  oh,  Lincoln  dear, 

We're  soldier  boys  at  play. 
Then  wave  the  flag  and  beat  the  drum, 
The  merry  soldier  boys  have  come, 
Then  wave  the  flag  and  beat  the  drum, 
The  merry  soldier  boys  have  come. 


His  house  is  round,  the  door  is  found  (hands  together) 
So  very  low,  close  to  the  ground.     (Point  down.) 
His  sled  is  waiting,  so  let  us  go 
With  Jolly  Little  Eskimo  ! 

Clap  the  hands,  rise  and  go  (clap  and  rise) 
With  Jolly  Little  Eskimo. 

Mother  comes  and  says  "No,  no"  (shake  heads) 
We  can't  wear  fur  from  top  to  toe!    (Point  to  head  and 
foot.) 


142 


THE   KiNDERGARTEN-PRlMARY  MAGAZINE 


Oh,  see  the  Little  Eskimo, 

He  builds  a  funny  sled,  you  know  (hold  hands  out  wide), 

His  dogs  will  go  across  the  snow  (extend  arms  quickly), 

Tho'  chilly  winds  of  winter  blow. 

Oh  mother,  dear,  we  would  like  to  go 

And  travel  with  the  Eskimo ! 

Clap  the  hands,  rise  and  go  (clap  and  rise) 
With  Jolly  Little  Eskimo ! 

Mother  comes  and  says  "No,  no.,    (shake  heads), 
We  can  wear  fur  from  top  to  toe.     (Point  to  head  and 
foot.) 
(In    connection    with    this    take    up    a    study    of    the 
Eskimo.) 


THE  SNOWFLAKES  (A  FINGER  PLAY). 

All :     This  is  the  way  the  snowflakes  fall, 

Down  they  come  dancing,  one  and  all. 
(Raise  and  lower  arms  slowly.) 

1.  Over  the  grasses  the  Snow  Queen  passes, 

Sleep,  little  flowers,  sleep. 
(All  nod  heads.) 

2.  I'll  make  the  hill  white,  we'll  coast  to-night, 

The  moon  her  watch  will  keep. 
(All  hold  hands   together,  fingers  touching  to 
make  the  moon.) 

3.  We'll  whirl  about,  we'll  laugh  and  shout, 

Away  in  the  air  we  go. 
(All  whirl  round.) 

4.  Come  make  a  snowman  as  soon  as  you  can, 

While  down  fall  the  flakes  of  snow! 
(Motion  of  rolling  snow-ball.) 

All :     Falling  down,  falling  down, 
Pretty  flakes  so  white, 
Falling  down,  falling  down, 
In  the  silent  night. 
(All  raise  and  lower  arms.) 


A  HAPPY  NEW  YEAR! 

Listen !  listen !  do  you  hear, 
Bells  ring  in  the  glad  New  Year? 
We  will  rise  to  greet  him  so  (all  rise), 
The  glad  New  Year  has  come  you  know. 
Happy  New  Year,  we  greet  you  brightly, 
Happy  New  Year,  we  bow  politely.    (Bow.) 

Softly,  softly,  see  the  snow, 

Falling   down   on   the   earth  below.     (Raise   and   lower 

arms.) 
In  the  merry  sleigh  we'll  ride, 
Tucked  in  safely  side  by  side.    (Wave  right  arm  to  left 

and  right.) 
With   clean   hands   and   smiling    face    (hold   up   hands, 

touch  face), 
Happy  New  Year,  come  take  your  place.    (All  sit.) 

He  gives  twice  who  gives  in  a  trice. — Latin. 

Character  is  what  we  are  in  the  dark. 


Malice  drinketh  its  own  poison. 


From  the  U.  S.  Commissioner  of  Education 

.  I  desire  to  call  attention  to  the  fact  that  the  Bureau  of 
Education  has  one  of  the  largest  and  most  complete 
libraries  of  education  in  the  world  and  that  this  library 
is  maintained  not  alone  for  the  use  of  the  employes  of 
the  Bureau,  but  for  all  teachers,  school  officers,  and  stu- 
dents of  education  in  all  parts  of  the  country  who  care 
to  use  it.  There  is  no  printed  catalogue  of  the  library, 
but  almost  any  book  or  report  pertaining  to  education 
which  any  teacher,  school  officer,  or  student  may  want 
may  be  found  on  its  shelves,  which  now  contain  about 
seventy  thousand  bound  volumes  and  eighty  thousand  or 
more  reports,  pamphlets,  and  periodicals.  The  number 
is  being  increased  at  the  rate  of  six  or  eight  thousand 
volumes  a  year.  Some  of  the  books  are  constantly  used 
by  the  employes  of  the  Bureau  and  may  not  be  sent  out. 
Most  of  them  may  be  had  for  short  periods  in  either  of 
the  following"  ways : 

1.  Through  a  public,  private,  or  institutional  library 
at  the  borrower's  home  town,  the  library  assuming  the 
responsibility  for  the  loan; 

2.  Directly  from  the  librarian  of  the  Bureau  of  Edu- 
cation under  the  guarantee  of  a  responsible  school 
official  or  a  deposit  sufficient  to  cover  the  cost  of  the 
book  if  it  should  not  be  returned. 

Books  are  forwarded  to  borrowers  by  mail  under 
government  frank  and  may  be  returned  in  the  same 
way.  Ordinarily  they  may  be  retained  for  two  weeks, 
subject  to  renewal.  All  requests  for  books  should  be 
sent  direct  to  the  Librarian,  Bureau  of  Education,  De- 
partment of  the  Interior,  Washington,  D.  C. 
Yours  sincerely, 

P.  P.  Claxton, 

Commissioner. 

EDUCATION  IN  ARKANSAS. 

That  industrial  training,  often  supposed  to  be  a  recent 
innovation  in  American  education,  was  introduced  into 
Indian  schools  in  Arkansas  eighty  or  ninety  years  ago, 
is  shown  by  Stephen  B.  Weeks  in  a  bulletin,  "History  of 
Public  School  Education  in  Arkansas,"  just  issued  by 
the  United  States  Bureau  of  Education.  The  boys  in 
these  early  schools  were  taught  the  elements  of  agricul- 
ture, the  girls  needlework  and  domestic  science,  and  all 
were  instructed  in  habits  of  industry,  neatness,  and  or- 
der. At  least  one  school  was  almost  self-supporting. 
As  early  as  1840,  Governor  Yell  sent  a  message  to  the 
assembly  containing  recommendations  for  agricultural 
and  mechanical  training  that  mark  him  as  a  pioneer  in 
this  significant  phase  of  modern  education. 

SCHOOLS  AS  EMPLOYMENT  BUREAUS. 

Schoolhouses  as  employment  offices  is  the  most  recent 
proposal  in  the  movement  for  the  wider  use  of  the 
school  plant,  according  to  information  received  at  the 
United  States  Bureau  of  Education.  The  use  of  schools 
as  "social  centers"  has  become  familiar  through  the  or- 
ganized movement  of  the  last  year  or  two,  and  more  re- 
cently the  use  of  the  school  buildings  as  polling  booths 
and  forums  for  political  discussion  has  become  known 
through  the  example  of  New  York  and  Chicago.  Now 
comes  Professor  John  R.  Commons,  a  member  of  the 
Wisconsin  Industrial  Commission,  with  a  proposal  to 
use  the  schoolhouse  as  a  labor  exchange. 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


143 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 

Consisting  Chiefly  of  Original  Verses  for  Little  Chil- 
dren by  Laura  Rountree  Smith 


LITTLE  BROTHER  JANUARY. 

Little  Brother  January, 

We  are  glad  you've  come  to  town. 
Little  Brother  January 

Wears  a  pretty  snow-white  gown ! 

CHIC-A-DEE. 

Chic-a-dee,  dee,  chic-a-dee,  dee, 

The  winter  has  come  with  snow,  you  see, 

Chic-a-dee,  dee,  chic-a-dee,  dee, 

Please  throw  out  a  few  little  crumbs  for  me ! 


A  HAPPY  NEW  YEAR. 

Welcome  every  month  and  day, 
Welcome  work  and  welcome  play. 
Be  thankful  then,  as  children  should, 
And  make  the  days  both  glad  and  good. 
Try  to  be  brave  and  kind  and  true, 
For  each  child  has  some  work  to  do. 
Always  mind  your  parents  dear, 
And  you  will  have  a  Happy  New  Year ! 


LITTLE  NEW  YEAR. 
Child : 

Little  New  Year  came  in  last  night, 
When  all  the  bells  were  ringing. 

He  danced  in  like  a  snowflake  light, 
So  many  gifts  he  is  bringing! 

What  shall  we  give  to  you,  New  Year, 
While  all  the  bells  ring  sweet  and  clear? 

New  Year: 

When  bright  stars  shine  in  the  sky  above, 
Little  child,  little  child,  oh  give  me  love ! 


THE  SNOWMAN. 

Let  us  make  a  Snowman 

From  a  ball  of  snow; 
We  will  roll  it  round  and  round  (motion  of  rolling), 
Bigger  it  will  grow. 
Roll  again  the  ball,  for  so  (motion  of  rolling) 
The  jolly  Snowman  soon  will  grow ! 

Let  us  give  the  Snowman 

Funny  eyes  and  nose  (point  to  eyes  and  nose) 
And  a  crooked  mouth  (point  to  mouth) 
That  he  can  never  close ! 
If  he  should  talk  to  you  and  me  (point  to  self  and 

neighbor) 
How  very  funny  it  would  be! 

LITTLE  TIME  PLAY. 

1.  Sixty  seconds  make  a  minute, 
Who  can  do  the  most  good  in  it? 

2.  Sixty  seconds  make  an  hour, 
Do  the  best  work  in  your  power. 


3.  Seven  days  make  up  a  week, 
Love,  and  truth,  and  honor  seek. 

4.  Some  months  have  thirty  days,  'tis  true, 
Some  months  bring  thirty-one  to  you. 

All:     Twelve  months  all  join  to  make  a  year, 

There  is  time  for  laughter  and  good  cheer. 
(Teach  the  names  of  the  days  and  months  in  connec- 
tion with  this  play.) 

THE  CARPENTERS. 

(A  Recitation  for  Boys,  suiting  action  to  the  words.) 
Rap,  a-tap,  rap,  a-tap, 

Carpenters  are  we, 
Rap,  a-tap,  rap,  a-tap, 

Busy  as  you  see, 
We  will  shingle  house  and  stable 
Just  as  soon  as  we  are  able ! 

Rap,  a-tap,  rap,  a-tap, 

Don't  forget  the  doors, 
Rap,  a-tap,  rap,  a-tap, 

Build  the  roof  and  floors. 
With  saw  and  chisel,  hammer  and  plane 
We  will  go  and  build  a  house  again. 
(Encourage  the  boys   to  learn   names   of   carpenter's 
tools.) 

THE  WIND. 

Whither  came  you,  oh,  gentle  wind, 

Blowing  with  all  your  might ; 
Come  you  from  lands  of  ice  and  snow, 

Hastening  here  in  the  night  ? 

Why  art  so  merry,  gentle  wind, 

Singing  with  blustering  gale  ; 
Come  you  from  ocean,  meadow  or  lake, 

Mountain  or  hill  or  dale? 

Will  you  not  tarry,  gentle  wind, 
Sighing  with  whispered  tone; 
Where  are  you  going,  whither  and  why, 
Leaving  me  here  all  alone? 

Frances  Thorpe, 
Conn.   Froebel  Normal,  Junior  Class, 
Bridgeport,  Conn. 


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. 

The   tongue  talks 
At    the    head's    cost. 


They  are  never  alone  that  are  accompanied  with 
noble  thoughts. — Sidney. 


The  tongue  of  the  righteous  is  as  choice  silver. 


144 


ME  IClNbEfcGARTEN-PklMARY   MAGA21Nfi 


A  YEAR  IN  THE  KINDERGARTEN 

Harriette  McCarthy 

Kindergarten  Director,  Oklahoma  City  Public  Schools 

[NOTE— Owing  to  the  delay  necessary  to  reach  our  for- 
eign subscribers,  we  have  adopted  the  plan  of  printing  the 
program  for  two  or  three  weeks  of  the  following  month. 
Some  of  our  American  subscribers  prefer  the  program  to 
begin  with  the  current  month,  and  in  order  to  accommo- 
date both,  we  republish  in  this  issue  that  portion  of  the 
January  program  winch  appeared  last  month.] 

JANUARY 

FIRST  WEEK 

Songs — 

Oh,    I    am    the    Little    New   Year    (Walker   and 

Jenks.) 
The  Old  Year  and  the  New  (Walker  and  Jenks.) 
Birthday  Song. 

MONDAY. 

Circle — The  New  Year.  Its  days,  weeks  and  months. 
The  name  of  the  new  year.  The  names  of  the 
days    of    the    week.      How    many.      Story,    The 

Great  Bear  and  the  Little  Bear. 

Rhythm — Skating. 

Gift— Third  gift.     Build  forms  of  life. 

Game — The   Clock  Game. 

Occupation — Free  hand  cutting  to  represent  the 
days  of  the  week.  Mon.,  tub;  Tues.,  iron;  Wed., 
mop;  Thurs.,  needle;  Fri.,  broom;  Sat.,  dish  and 
spoon;   Sun.,  church. 

TUESDAY. 

Circle — The   names   of  the   months.     Time   division 

in  the  day. 
Rhythm— Let  your  feet  go  tramp,  tramp,  tramp. 
Gift — With   rings   lay   forms   of  beauty. 
Game — Cobbler,   Cobbler,   Mend  my   Shoe. 
Occupation — Clay  modeling. 

WEDNESDAY. 

Circle — The  new  year  facts  reviewed.     Review  Bear 

Story. 
Rhythm — Review  those  used. 
Gift — Fourth  gift.     Build  forms  of  life. 
Game — Sense  game.     Cuckoo,  Cuckoo. 
Occupation — Freehand    drawing    of    things    brought 

to  the  Kindergarten. 

THURSDAY. 

Circle — Repetition   of  year's   work.     Story,    Golden- 
hair  and  the  Three  Bears. 
Rhythm— Marching  by  twos  and  fours. 
Gift— Third  gift. 
Game — Farmer  in  the  Dell. 
Occupation — Cut  three  bears. 

FRIDAY. 

Circle — Review  week's  work. 

Rhythm — Those   used. 

Gift — Lay  rings  to  make  cat  on  fence. 

Game — Free  choice. 

Occupation — Folding. 

SECOND  WEEK 

Songs — 

The  Snow  (Walker  and  Jenks.) 

The  Snow  Man  (Songs  of  the  Child  World.) 

Coasting  (Songs  of  the  Child  World.) 

MONDAY. 

Circle — Holland  week.    The  land  of  mills  and  dikes. 
All  about  the  dikes.    Story,  A  Leak  in  the  Dike. 
Rhythm— Skip  tag. 


Gift — Build  windmill  with  third  gift. 

Game — Have  children  guess  what  balls  and  children 

are   missing. 
Occupation — Clay  modeling. 

TUESDAY. 

Circle — Wind    sports,    skating.      More    about    the 

Dutch. 
Rhythm — Imitate  skating. 
Gift — Third  and   fourth   combined.     Build   forms   of 

life. 
Game — Free  choice. 
Occupation — Cut  windmill. 

WEDNESDAY. 

Circle — Dress  of  Dutch.     Love  of  flowers  and  pets 

(Plan   Book,  p.   699.) 
Rhythm — I  See  You. 
Gift — Fourth   gift.     Build   dikes. 
Game — I  Spy. 
Occupation — Make  crayola  tulips. 

THURSDAY. 

Circle — The  Grelchen  Xmas  story  retold. 
Rhythm — Marching. 
Gift— Third    gift. 
Game — Pass  the  Ring. 

Occupation — Cut  out  and  color  the  Little  Dutch 
Girls. 

FRIDAY. 

Circle — Review  Holland. 

Rhythm — Those  used. 

Gift — Sticks.     Make  square  with  two  and  four  inch 

sticks.  Invent. 
Game — Free  choice. 
Occupation — Folding. 

THIRD  WEEK 

Songs — 

Lady  Moon  (Walker  and  Jenks.) 

Baby's   Lullaby    (Walker  and  Jenks.) 

Pussy's  Dinner   (Finger  play,  Emily  Poulsson.) 

MONDAY. 

Circle — Japan,  the  country  of  sunshine  and  flowers. 
All  about  the  queer  little  people  that  live  across 
the  sea.     Their  love  for  the  chrysanthemum. 

Rhythm — Teach  Japanese  bow. 

Gift— First  gift. 

Game — Looby,  Loo. 

Occupation — Making  Japanese  lanterns. 

TUESDAY. 

Circle — More  about  the  Japanese.     Their  costumes. 

Story,  The  Wood-cutter's  Sake  (Japanese  Fairy 

Tales.) 
Rhythm — Let  Your  Feet  Go  Tramp,  Tramp,  Tramp. 
Gift — Second. 
Game— Bouncing  Ball. 
Occupation — Clay  modeling  of  flower  pot. 

WEDNESDAY. 

Circle — More  of  Japanese.     Their  love  of  rice  and 

their  manner  of  eating  it. 
Rhythm — Marching.     Bowing  as  Japanese. 
Gift— Third  gift. 
Game— In   My   Hand   a   Ball   I    Hold    (Walker  and 

Jenks.) 
Occupation — Make  Japanese  fans. 

THURSDAY. 

Circle — Story,  The  Wonderful  Teakettle  (Japanese 
Fairy  Tales.) 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


145 


Rhythm — Cross-Skip. 
Gift — Third  and  fourth   combined. 
Game — Going   to  Jerusalem. 
Occupation — Making  crayola  lanterns. 

FRIDAY. 

Circle — Review  stories  and  life  in  Japan. 

Rhythm — Review. 

Gift — Peg  boards.     Stick  pegs  in  to  outline  square. 

Game — Free   choice. 

Occupation — Folding. 

FOURTH  WEEK. 

Songs — 

Little  Boy  Blue.    (Walker  and  Jenks.) 
,  Ba,  Ba,  Black  Sheep. 
Humpty  Dumpty. 
There  Was  a  Crooked  Man. 

MONDAY. 

Circle — Mother   Goose  week.     Let   children   repeat   the 

Mother  Goose  Rhymes  they  know. 
Rhythm — Dramatize  some  Mother  Goose  Rhyme. 
Gift — Third.     Forms  of  beauty,  border  patterns. 
Game — Jack  be  Nimble. 
Occupation — Make  crooked  man  with  round  tablets  and 

sticks. 

TUESDAY. 

Circle — More  rhymes.     Story.     The  House  That  Jack 

Built. 
Rhythm — Marching. 
Gift — Fourth.    Forms  of  life. 
Game — Dramatize  The  Three  Little  Pigs. 
Occupation — Make  Humpty  Dumpty. 

WEDNESDAY. 

Circle — More    Mother    Goose    Rhymes.      Story.      The 

Sleeping  Beauty. 
Rhythm — Cross  skip. 

Gifts— Third  and'  fourth.     Forms  of  life. 
Game — Little  Boy  Blue. 
Occupation — Clay  modeling. 

THURSDAY. 

Circle — Story.     Cinderella.     Review.     The  House  That 

Jack  Built.    More  Mother  Goose  Rhymes. 
Rhvthm — Keeping  time  to  music. 
Gift— Peg  board. 

Game — Round  and  Round  the  Village. 
Occupation — Draw  second  gift  in  crayola. 

FRIDAY. 

Circle — General  review.     Rhymes  and  stories. 

Rhythm — Review. 

Gift — Sticks.    Lay  bucket  and  bench. 

Game — Free  choice. 

Occupation — Fold  house  and  paste  in  book. 

Songs — 

The  Little  Eskimo.     (George.) 

In  the  Land  of  the  Eskimo.     (Lawerence,  Part  I.) 

We're  From  Lapland. 

FIFTH  WEEK. 

MONDAY. 

Circle— Eskimo  life.     The  people  that  live  in  the  north 

country,  where  it  is  always  winter.    Their  homes. 
Rhythm — Marching  as  wheel. 
Gift— First. 
Game — Gig-a-gig. 
Occupation — Model   iggloo. 

TUESDAY. 

Circle— Clothing  of  Eskimo.    How  secured.    The  hunt- 
ing of  the  father,  for  walrus,  whale,  bear,  etc. 


Rhythm — Skipping. 

Gift — First  and  second  combined. 

Game — Let  Your  Feet  go  Tramp,  Tramp,  Tramp. 

Occupation — Cut  Eskimos  and  their  homes  from  paper. 

WEDNESDAY. 

Circle — The  mother  Eskimo  making  their  clothing  and 
care  of  the  dogs.  An  imaginary  trip  to"  Eskimo 
Land. 

Rhy  th  m — Skip-tag. 

Gift— Third  gift.    Make  border  pattern. 

Game — The  Eskimo.     (Plays  and  Games.    Parsons.) 

Occupation — Cut  dogs  from  black  paper. 

THURSDAY. 

Circle — Other  things  of  interest  concerning  Eskimos. 

Rhythm — Running  tag. 

Gift — Third  and  fourth.     Free  play. 

Game — Flying  Birds. 

Occupation — Sew  Eskimo  house. 

FRIDAY. 

Circle — Review  all  about  Eskimos. 
Rhythm — Hop-tag. 
Gift — Second  gift. 
Game — Free  choice. 
Occupation — Folding  boat. 
Songs — 

Thumkins  Says  I'll  Dance.     (Walker  and  Jenks.) 
The  Pigeon  Song.     (Walker  and  Jenks.) 

FEBRUARY 

FIRST  WEEK. 

MONDAY. 

Circle — Speak  of  which  month  this  is.  Its  length.  Ask 
children  if  days  are  growing  longer  or  shorter. 
Story.    Betsy  Ross  and  the  First  Flag. 

Rhythm — Marching. 

Gift — Build  forms  of  life  with  fourth  gift. 

Games — Soldier  Boy,  Soldier  Boy.  (Hofer's  Old 
and  New  Singing  Games.) 

Occupation — Make  flag. 

TUESDAY. 

Circle — All   about  the   Southland.     The   climate  there. 

Introduce  the  little  black  child. 
Rhythm — Side-skip. 

Gift — Forms  of  life  with  third  and  fourth. 
Game — Going  to  Jerusalem. 
Occupation — Cut  elephant. 

WEDNESDAY. 

Circle — Tell  of  animals  that  live  in  the  Southland.   How 

the  black  people  brought  to  this  country  as  slaves. 
Rhythm — Cross-skip. 
Gift— First  gift. 
Game — Rig-a-Jig-Jig. 
Occupation — Crayola  outlined  bananas. 

THURSDAY. 

Circle — Tell  of  Lincoln,  who  freed  the  free  black 
slaves.    Tell  of  his  early  boyhood  life. 

Rhythm — Marching  by  twos  and  fours. 

Gift — Seventh  gift  sticks.     Build  Lincoln's  log  cabin. 

Game — The  King  of  France.  (Hofer's  Old  and  New 
Singing  Games.) 

Occupation — Fold  soldier's  cap. 

FRIDAY. 

Circle — Later  life  of  Lincoln.    His  birthday  reviewed. 

Rhythm — Those  used. 

Game — Free  choice. 

Gift— Sticks. 

Occupation — Fold  soldier  tent. 


146 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


Song- 
Little    Dove,  "You    Are    Welcome.      (Walker    and 

Jenks.) 
The  Pigeon.     (Walker  and  Jenks.) 
The  Carrier  Dove.     (Hailman.) 

SECOND  WEEK 

MONDAY. 

Circle — Talk  about  St.  Valentine's  Day.  Tell  of  kind- 
ness of  St.  Valentine,  and  how  we  remember  the 
day. 

Rhythm — See-Saw. 

Gift — Second. 

Game — Sense  games  of  smell  and  taste. 

Occupation — Make  envelope  for  valentine. 


TUESDAY. 

Circle — More  about  St.  Valentine. 

(Plan  Book,  p.  64.) 
Rhythm — Marching. 
Gift — Second  and  third. 
Game — The  Postman. 
Occupation — Making  valentines. 

WEDNESDAY. 


Story.     The  Dove. 


Circle — Story.  Philip's  Valentine.  (In  the  Child 
World.) 

Rhythm — Side-skip. 

Gift— Third. 

Game — Free  choice. 

Occupation — Have  valentine  box,  and  give  out  valen- 
tines. 

THURSDAY. 

Circle — Review  all  about   St.   Valentine.     Story.     Con- 
stant Dove.    (In  the  Child's   World.) 
Rhythm — Marching  and  See-Saw. 

Gift — Third  and  fourth.     Illustrate  Philip's  Valentine. 

Game — Those  played. 

Occupation — Cut  out  postman. 

FRIDAY. 

Circle — All  about  St.  Valentine. 

Rhythm — Marching. 

Gift— Third  gift. 

Game — Rig-a-Jig-Jig. 

Occupation — Making  flags. 

Songs — 

America. 

Washington.    (New  Kg.  Songs.     Halsey.) 

Noble   Washington.      (Smith  and  Weaver.) 

THIRD   WEEK 

MONDAY. 

Circle — Who  George  Washington  was.  He  was  a  good 
child,  brave  man.  When  is  his  birthday?  What  do 
we  do  to  honor  his  name? 

Rhythm — Soldier  Boy. 

Gift — Third  and  fourth. 

Game— Rig-a-Jig-Jig. 

Occupation — Draw  flags. 

TUESDAY. 

Circle — Why  do  we   celebrate  Washington's   Birthday? 

What  kind  of  a  boy  was  Washington.     Tell  story 

of  The  Cherry  Tree. 

Rhythm — See-Saw. 
Gift— Third  and  fourth. 

Game — Marching.    Leader  wearing  continental  hat. 
Occupation — Cut  and  color  hatchets. 


WEDNESDAY. 

Circle — Tell  story  of  happy  farm  life  of  George  as  a 
little  boy.  What  a  plantation  is  like.  George's  out- 
door life. 

Rhythm — Marching.     Soldier  Boy. 

Gift— Build  a  fort  with  fifth  gift. 

Game — In-door  hop-scotch. 

Occupation — Make  red,  white  and  blue  badges. 


Holiday. 


THURSDAY. 


FRIDAY. 


Circle — Review  all  about  Washington. 

Rhythm — Soldier  Boy. 

Gift — Second  and  third. 

Game — Free  choice. 

Occupation — Folding  tents  and  soldier  caps. 


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INSTITUTE  FOR  ATYPICAL  CHILDREN 
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Gulliver's  Travels  in  Lilliput,      Hawthorne's  Wonder  Tales.        King  Arthur  and  His 
Little  Snow  White  and  other  Grimm's  Fairy  Tales.  .  Knights. 

Attractively  bound  in  Decorated  Covers,  12c.  each.     Postage  2c. 
For  supplementary  reading  in  the  grades,  and  for  home  use,  these  stories  cannot  be  surpassed. 

THE  PALMER  COMPANY,  Publishers 

120  BOYL5TON  STREET.  BOSTON.  MASS. 


WILL  CARLETON'S 


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Contains  each  month  the  latest  Poems,  Sketches, 
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FEBRUARY,  1913 


INDEX  TO  CONTENTS 

How  to  Apply  Kindergarten  Principles 
and  Methods  in  Village  and  Rural 
Schools— Ball  Games,  -  Dr.  Jenny  B.  Merrill, 

Paper  Folding  and  Cutting.  Suggestions  for  February, 

Directions  for  making  Bunny  Booklet,    Marguerite B.  Sutton, 

Drawing  Suggestions  for  February,      '  - 

What   is  the  Best  Next   Thing  Profes- 
sionally? -  -         A.  E.  Winship, 

The  Committee  of  the  Whole,         -  Bertha  Johnston, 

Car  Don'ts  for  Children,  - 

Jack-in-the-Box  and  other  Paper  Cutting  Suggestions, 


The  Uninhabited  Castle, 

The  January  Thaw    and    How  it    al 

Happened, 
Why  the  Dove  Carried  the  Valentine, 
A  Year  in  the  Kindergarten, 
What  Rural  Schools  are  Doing, 
The  Child  and  the  Flag, 
Little  Pieces  for  Little  People, 
New  Kindergarten  Games  and  Plays, 
Hints  and  Suggestions  for  Rural 

Teachers,  -  -        - 

Department  of  Superintendence, 
The  Bunny  Rabbit, 
Ironing  Dav, 
The  Pendulum, 

Kindergarten  Teachers  of  Pittsbtirgh, 
Book  Notes, 


Susan  Plessner  Pollock, 
I 

Mary  Ellason  Cotting, 
Laura  Fen  wick  Ogborn, 
Harriette  McCarthy, 


Laura  Rountree  Smith, 
Laura  Rounttee  Smith, 


Grace  Dow, 


Volume  XXV,  N®.  6. 


$1.00  per  Year,  15  cents  per  Copy 


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, 
ry  interesting  catalogue  of  some  very  interesting  books.    Write  today. 


THE  OPEN  COURT  PUB.  CO.,     Wabash  Avenue,  Chicago,  Illinois. 


S0M|J0H00|JRnAmS 

Readings  and  Recitations 20  cts. 

Riffle  Creek  Papers  and  Little 

Sermons  for  Teachers 65  cts. 

Patrick's  Pedagogics 135  cts. 

Patrick's  Pedagogical  Pebbles  25  cts. 
Grains  of  Wheat  without  the 

Chaff 20cts- 

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. 

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EDUCATIONAL  SPECIALTIES.  JXg- 

Game,  15c;  History  Game,  15c :  2750  Les- 
son Plans,  50c  ;  Educational  Puzzle,  10c ; 
Year's  Subscription  to  N.  J.  School 
News,  40c.  W.  C.  JUOORE.  PUB.,  New 
Egypt.  N.  J. 


THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Better  than  Most  and  as  Good  as  Any  Pedagogical  Magazine 

Stands  for  the  highest  ideals  id  the  school  and  home,  and  meets  the  demands  ol  the  teacher,  ti 
well  as  others  eDgaged  in  educational  work. 

What  some  well-known  Educators  say  about  this  Journal : 

From  California: 

"I  appreciate  very  much  the  coming  ol  the  Virginia  Journal  of  Education  to  our  magaitne  table.  It  is  one  of 
the  best,  most  lively,  interesting  and  enterprising  publications  ol  the  kind  that  I  have  had  an  opportunity  to  ex- 
amine. Certainly  it  must  exercise  a  great  iufiuence  for  good  among  the  schools  of  Virginia.  I  am  particularly 
pleased  at  your  efforts  to  improve  school  conditions,  the  grounds,  the  buildings  and  the  interiors  of  your 
country  schools.  We  have  been  trying  to  work  in  that  direction,  too,  in  this  State.  I  hope  you  may  long  live 
lo  publish  your  journal  and  I  most  heartily  congratulate  you  and  the  people  ol  Virginia  for  the  lively  and  credi* 
tabic  periodical  thai  you  are  able  to  give  them' . 

From  Oregon: 

"I  have  received  as  much  inspiration  and  benefit  from  reading  the  Virginia  Journal  of  Education  as  1  have 
from  reading  any  one  of  the  numerous  ones  that  come  to  roy  dealt". 

From  Kentncky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest,  and  feel  that  it  is  one  of  the  best  educa- 
tional journals  in  the  country". 


i  received  at  this  office" 


"We  regard  the  Virginia  Journal  of  Educational  as  among  the  most  valuable 
From  Missouri; 

"I  have  been  receiving  the  Virginia  Journal  of  Education  for  some  time  and  have  greatly  enjoyed  reading  it. 
It  is  an  excellent  paper  and  should  be  read  by  every  teacher  in  the   State.     It  is  worth  far  more  than   your  sub- 

From  the  Philippine  Islands: 

"The  variety  of  articles  which  appear  in  your  paper  each  month,  o 
grounds  and  other  topics,  are  ol  general  interest.  The  Journal 
good  work". 

It  is  the  official  organ  of  the  Virginia  State  Board  of  Education,  and  is  an  excellent  medium 
for  advertising. 

Snbscription  Price,  $1.00       THE  VIRGINIA  JOURNAL  OF  EDUCATION,  Richmond,  Va. 


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RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


GERTRUDE  DOUSE, 

54  Scott  St.,  Chicago. 


'  Diplomas  granted  for  Regular  Kindergarten  Course"  (two  years),  W 
\  and  Post  Graduate  Course  (one  year).  Special  Certificates  for  S 
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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. 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  allgrades 
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  Harf  CHAINING  SCHOOL 

ITIlJJ  SIGH  3  For    Kindergartners 

3600  Walnut  Street.  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
Trainers'  Courses.    Five  practice  Kin- 
dergartens.   Opens  October  1st.  1912. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 
The  Pines,  Rutledge,  Pa. 


OHIO,   TOLEDO,   2313   Ashland    Ave. 

THE      MISSES     LAW'S 


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    Tears'   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,  Superintended 
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. 


Northwestern    and   Chicago    1'nlversitles 
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. 


Summer  Trailing  Classei  at  Mt.  Chatauqua— Mountain  Lake  Park- 
Qarrett  Co..  Maryl&na. 


THE  BAR RIETTE  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. 


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A  postal'card  will  bring  you  particulars 
by  addressing: 

W.  R. EUBANK  REALTY  Co. 

202-1  Merrick  Lodge  Bldg., 
Lexington,  Ky. 


HOME  OCCUPATIONS 
rOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

"Mother  finds  some  happy  work 
for  idle  hands  to  do,"  is  the  idea 
that  has  been  excellently  carried 
out  in  this  most  excellent  little 
volume. 

16mo.  Cloth.    50c,  postpaid. 

GEORGE  W.JACOBS  HO., 

Publishers.         PHILADELPHIA 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheelock's  Kindergarten 
Training  School 

Regular  course  of  two  years.  Special 
course  of  one  year  for  post  graduates. 
Students'  Home  at  Marenholz.  For  cir- 
culars address, 

LUCY  WHEELOCK 

Miss  Annie  Coolidge  Rust's  21st  Year 

Froebel  School  of  Kindergarten 


COPLEY  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
strong.  Special  worn  under  best  educators. 
Graduates  are  holding  valuable  positions. 
Circulars. 


iaierg  arten  ormal  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 


HATTIE  TWICHELL, 
«PRIXOFIEM>_ LONGMEADOW.   MASS. 


Kindergarten    Normal    Department 

Ethical  Culture  School 

For   Information    address 

FRANKLIN  C    LEWS,  Superintendent. 

Central  Park   West  and  U3d  ett. 

NEW    YORK, 


Atlanta  Kindergarten 

Normal  School 


Two    Years'    Course    of    Study. 
Chartered    1897. 
For    particulars    address 

W1LLETTE   A.    ALLEN,    Principal, 
GStt  Peachtree   Street,  ATLANTA,  GA 


Connecticut  froebel  Normal 

Kindergarten  Primary  Training  School 

Academic,  kindergarten,  primarvand 

playground  courses,   Jloardingand  day 

school.      Extensive    facilities    for  thor- 


MARY  C.  MILLS,  Principal. 

181  West  avenue,  Bridgeport,  Conn. 


■CHICAGO 


KINDERGARTEN 

COLLEGE 

SUMMER  TERM 

June  18  Aug.  9 

KINDERGARTEN  COURSE 

All  Kindergarten  subjects.  Credits 
applied  on  Freshman  and  Junior  years 
if  desired, 

PRIMARY    COURSE 

Primary  Methods 

Handwork 

Art  for  Primary  Grades. 

Credits  applied  on  regular  Primary 
course  if  desired. 

Send  for  folder  giving  full  informa- 
tion. 

5-1200   MICHIGAN   BLVD. 

CHICAGO,    ILL. 


PRATT  INSTITUTE 

SchoolofKindergartenTraining 

Brooklyn  N.  Y. 

Kindergarten  Normal  Course,  two 
years.  Special  Classes  for  Kindergart- 
ners  and  Mothers.  Froebel  Educational 
Theories ;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work, 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,  Music  and  Art,  Model  Kinder- 
garten for  Children;  Classes  for  Older 
Children  in  Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1912-13  opens  Sept.  30. 


KINDERGARTEN  DEPARTMENT 

PITTSBURGH  TRAINING  SCHOOL  TOR 
TEACHERS 

formerly 
PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  N.  PARKER,  Director. 

Regular  course,  two  years.  Post  Grad- 
uate course,  one  year.  Twenty-first 
year  began  September  3,  1912.    Address 

Mrs.  Wm.  McCracken 

Colfax  Bldg.  William  Pitt  Blvd.  Pittsburgh,  Pa. 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 

MISS    ELLA    C.    ELDER 
86  Delaware  Avenue,       .       Buffalo,  N.  Y. 


Summer  School 


New  York  Universit>  .    Univer«lty  Heights 

New  York  City. 

July  1  to  Aug.  11,  1913. 

Dr.  James  E.  Lough,  Director 

KINDERGARTEN    DEPARTMENT 


Courses  given  for  Kindergarten  Train- 
ing 8chool  and  University  credit. 
For  information  address, 

Miss  H.  VI.  Mills,  Principal  of  Department. 

New  York  University,  Washington  Square. 

New  York  City. 


MISS  LAURA  FISHER 


SUCCEEDED  BY 


MISS  HARRIET  NIEL 

PRINCIPAL 

Training  School  for  Kindergartners— 
Normal  Course  two   years.      Graduate 

and  special  courses. 
319  Marlborough  street,     Boston,  Mass. 


PITTSBURGH  AND  ALLEGHENY 


K1NPER6ARTEN  COLLEGE 

Regular  course,  two  years.    Special  ad- 
vantages for  Post-Graduate  work. 
Fourteenth  Year 
For  catalogue  address, 

MRS.  WILLIAM  McCRACKEN,  Secretary, 
3439  Fifth  Avenu«  Pittsburgh,  Pa. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,     DIPLOMA     AND 
NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

thepord    Building,       -       23    Fountain    St. 

ORANO    RAPIOS.   MICH. 


•CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 
3050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 

Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA   FARRIS,  Principal 


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. 


Twentieth  annual  meeting  of  the  I.  K.  U.  at 
Washington  April  29  to  May  2. 


the  widest  welcome  will  not  be  extended  to  every 
member  at  every  meeting? 


Holland  affords  a  good  example  of  public- 
school  progress  in  the  important  matter  of  atten- 
dance. In  1900  about  3  in  every  hundred  children 
did  not  receive  instruction;  in  1904  the  number 
had  gone  down  to  2  in  every  thousand;  in  1908  it 
was  1  to  a  thousand;  and  more  recently  the  inspect- 
or at  Nijmegen  was  able  to  announce  that  there 
were  no  children  of  13  or  14  years  who  could  not 
read  and  write. 


The  South  African  Union  has  just  awarded 
five  goverment  scholarships  in  agriculture  for  stu- 
dy abroad.  The  holders  of  these  scholarship  will 
receive  $750  per  year  during  the  three  or  four  years 
for  which  provision  is  made.  The  successful  ap- 
plicants were  obliged  to  pledge  themselves  to  enter 
the  service  of  the  South  African  Union  after 
completing  their  studies,  and  to  remain  in  the 
service  for  at  least  three  years  at  a  salary  not  less 
than  $1,500  per  annum.  Only  sons  of  parents 
permanently  domiciled  in  South  Africa  were  eli- 
gible for  the  scholarships. 


The  "closed  sessions"  at  the  I.  K.  U.  meetings, 
time  honored  though  they  may  be,  savor  not  of 
things  modern.  While  the  seclusion  and  secret- 
iveness  may  in  truth  be  more  fanciful  than  real, 
yet  why  should  the  program  lead  any  kinder- 
gartner  or  member  of  the  Union  to  understand 
that  there  are  sessions  from  which  she  will  be 
barred,  and  that  things  are  to  be  done  in  secret, 
hidden  from  all  except  the  favored  few.  Star 
chamber  sessions  are  not  popular  with  the  people, 
who  have  in  many  instances  demanded  their  aban- 
donment. Is  it  not  possible  that  we  shall  gain 
by  clearing  the  program  of  every  suggestion  that 


It  has  been  charged,  with  just  how  much  un- 
truthfulness we  are  unable  to  state,  that  real 
hearty  co-operation  between  the  kindergartner 
and  the  public  school  has  often  been  hindered  by 
the  "wiser  than  thou"attitude  of  kindergartners. 
Such  an  attitude  suggests  rebuilding  on  broader 
lines  as  essential  to  the  kindergartner's  highest 
development  as  an  efficient  educator.  If  over- 
confidence  results  from  a  clear  conception  of  great 
educational  truths  let  them  remember  that  in  the 
application  of  these  principles  to  the  development 
of  little  children,  there  will  always  be  need  for 
every  aid  that  can  be  brought  to  their  assistance, 
and  that  much  can  be  learned  through  hearty  co- 
operation by  all  co-workers. 


Years  ago  when  the  writer  was  endeavoring  to 
teach  an  ungraded  school,  a  problem  presented 
itself  in  the  shape  of  an  over  bright  child,  five 
years  of  age,  whose  parents  insisted  that  she  was 
competent  to  read  in  the  fifth  reader.  A  trial  de- 
monstrated the  fact  that  she  could  pronounce 
with  some  degree  of  correctness  a  majority  of  the 
words  in  her  reading  lesson,  but  she  really  could 
not  read  at  all— simply  called  the  words  by  name 
in  the  rotation  in  which  they  appeared  in  the  book. 
She  could  also  define  many  words,  but  the  defi- 
nition really  meant  nothing  whatever  to  her,  ex- 
cept the  substitution  of  one  word  for  another,  the 
real  meaning  of  whichshe  did  not  understand,  as 
many  of  the  words  related  to  things  entirely  out- 
side of  her  experience.  As  has  been  frequently 
suggested,  it  seems  quite  probable  that  the  read- 
ing acquired  under  the  Montessori  Method  at 
such  an  early  age  may  really  prove  of  little  value. 


T48 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


How    to    Apply    Kindergarten    Principles    and 

Methods  in  Village  and  Rural  Schools. 

ARTICLE  VI. 

Dr.  Jenny  B.  Merrill 

BALL   GAMES. 

{Froebel's  First  Gift — Continued.) 

The  First  Gift  of  the  Kindergarten  may  be) 
taken  as  a  point  of  departure  for  many  interest- 
ing ball  games.  Indeed,  Froebel  based  many  of 
his  movement  plays  upon  the  child's  interest  in 
some  common,  every-day  movement  in  the  en- 
vironment, as  the  throwing  of  a  ball,  the  ticking 
of  a  clock,  the  rolling  of  a  wheel,  or  the  ham- 
mering of  a  carpenter,  or  the  turning  of  the 
windmill. 

Begin  with  what  is  near,"  he  says.  This  com- 
monly accepted  educational  principle  is  one  of 
our  faithful  guides,  and  with  it  we  may  hope  to 
secure  a  firm  foundation.  As  I  have  said,  it  is 
applicable  to  games  as  well  as  to  subjects  of 
study. 

The  clock  has  attracted  the  little  one  from  in- 
fancy and  becomes  of  great  interest  to  him  when 
he  enters  school.  Is  it  time  to  start?  Is  it  time 
for  recess?  Is  it  time  to  go  home?  Are  now 
all  important  questions. 

He  wants  to  learn  to  tell  time.  He  notes  the 
steady  swing  of  the  pendulum  and  can  imitate 
it  with  his  ball,  hence  is  developed  the  game, 

1.  Tick  Tock.  One  child  at  a  time,  later  all 
the  children  swing  a  ball  suspended  by  its  string. 
If  there  is  but  one  gift,  six  children  may  play  at 
a  time,  choosing  to  whom  each  will  hand  a  ball 
in  the  repeat,  until  all  have  swung  a  ball  in  imi- 
tation of  the  pendulum.  The  string  may  be  held 
at  the  end  or  half  length  if  the  quicker  movement 
of  a  short  pendulum  has  been  observed.  Rhyth- 
mic motion  is  good  for  the  child's  nervous  system; 
A  rhyme  may  accompany  the  swinging  motion 
of  the  balls — 

Tick,  tock, 
Goes  the  clock; 
Tick,  tick,  tock. 

For  other  clock  songs,  consult  Froebel's  Mother 
Play ;  also  other  Kindergarten  song  books.  One 
which  has  become  a  great  favorite  is  found  in 
Neidlinger's  "Small  Songs  for  Small  Singers," 
commencing, 

"The  big,  tall  clock  in  the  hall." 

Madame  Kraus  gives  a  very  suggestive  couplet 
in  her  "Kindergarten  Guide"  : 

"And  whatever  the  ball  can  do, 
I  can  try,  and  so  may  you." 

Hence,  this  game  of  "Tick  Tock"  is  to  be  re- 


peated as  an  exercise  for  the  arm  and  the  leg, 
hrst  the  right  and  then  the  left.  Then  the  finger 
may  be  used,  and,  by  contrast,  the  teacher  may 
catch  up  a  little  child  and  swing  his  whole  body. 
This  will  cause  a  laugh,  and  a  laugh  is  a  good 
thing.  Finger  exercises  are  many  in  the  Kinder- 
garten world,  for  we  wish  to  strengthen  little 
hands  for  the  writing  exercises  of  the  higher 
grades  and  for  all  useful  purposes  of  holding 
and  working. 

%.  A  Bell  Game.  The  balls  may  be  held  over- 
head as  if  in  a  church  tower,  and  swung  to  imi- 
tate the  ringing. 
"  in  "bongs  of  a  Little  Child's  Day,"  Miss 
Poulsson  gives  us  a  new  song  of  the  bell  that  may 
accompany  this  game : 

"Ding,  ding,  ding, 

From  the  high  tower 
Hear  the  bells  chime, 

Telling  the  hour; 
Fast  flies  the  time, 
Ding,,  ding,  ding,  ding." 

3.  A  Wheel  Game.  By  twirling,  a  difficult 
motion  for  a  young  child,  the  circular  motion  of 
die  wheel  will  be  recognized.  The  wheel  turns 
rapidly,  then  slower,  slower,  fast,  faster,  very 
fast.  Skill  is  developed  in  this  rotary  motion, 
as  it  is  an  effort  to  hold  on  to  the  string  to  keep 
the  ball  from  flying  off.  A  social  laugh  follows 
if  it  is  lost. 

4.  A  Second  Wheel  Game.  As  a  later  devel- 
opment from  this  circular  motion,  let  the  chil- 
dren join  hands  in  several  small  rings  and  walk 
round  and  round,  first  slowly,  then  rapidly. 
Again,  all  make  one  big  wheel.  It  will  be  harder 
to  keep  the  circle. 

5.  A  Wind-mill  Game.  By  swinging  one  arm 
round  and  round,  always  from  front  to  back, 
then  the  other  arm,  then  both  arms,  we  may  play 
each  child  is  a  wind-mill. 

"See  the  Wind-mill"  is  an  old  favorite.  A  re- 
cent twirling  game,  called 

6.  Whirlabout,  may  also  be  developed. 

Like  a  leaf  or  feather 

In  the  windy,  windy  weather, 

We  will  whirl  about 

And  twirl  about, 
Then  all  sink  down  together. 

— From  Songs  of  a  Little  Child's  Day. 

Note. — This  is  a  good  autumnal  game  in  con- 
nection with  the  falling  leaves  and  seeds  of  plants. 

7.  The  Nest.  The  two  hands  form  a  nest, 
and  a  child  is  appointed  to  drop  a  ball  in  each 
little  nest.     The  ball  is  to  be  rolled  round  and 


THE   KINDERGARTEN-PRIMARY    MAGAZINE 


49 


round  like  an  egg;  then  to  be  jolted  to  make  it 
hop  like  a  bird.  Skill  in  securing  the  two  mo- 
tions is  acquired,  while  a  little  nature  thought 
adds  interest.  "The  little  bird  must  not  fall  out 
of  the  nest"  is  an  added  incentive  to  skill.  After 
the  balls  are  collected  the  two  thumbs  may  be 
turned  down  into  the  nest  and  the  hopping  mo- 
tion repeated  to  strengthen  them. 

8.  Color  Games  with  the  Balls. 

a.  Throw  all  the  balls  into  the  center  of  the 
ring,  enjoying  the  color  effect  with  the  children. 
Play  it  is  a  garden.  Gather  flowers.  The  teach- 
er names  a  color;  the  child  finds  a  ball  to  corre- 
spond; tells  a  flower  of  that  color,  or  vice  versa. 
Later,  children  play  without  help  of  teacher. 

b.  A  child  is  chosen  to  place  the  six  balls  in 
a  row  at  one  end  of  the  room  or  table,  a  foot  or 
less  apart.  Six  children  are  chosen,  each  to  take 
a  ball.  They  are  told  to  find  the  ball  of  the  same 
color  on  the  line  and  to  stand  opposite  to  it.  In 
turn,  one  at  a  time,  or  possibly  later,  all  try  at 
once  to  hit  the  ball  of  corresponding  color.  The 
children  who  are  not  playing  clap  hands  if  any 
ball  is  struck.  Let  this  game  continue  until  every 
child  has  a  chance.  Such  a  game  the  children 
can  play  alone  if  they  are  not  noisy.  It  is  desir- 
able to  have  the  children  play  games  alone,  not 
only  because  other  grades  may  demand  attention 
but  also  to  develop  leaders  and  to  give  more 
practice.  Children  do  not  tire  of  a  game,  I  no- 
tice, as  quickly  as  an  adult  leader.  We  are  in- 
clined to  pass  too  quickly  from  one  game  to 
another. 

9.  Hiding  Games  are  possible  with  balls,  (a) 
Place  the  six  balls  in  a  group  or  ring  on  the 
floor  or  table.  Select  a  child  to  point  to  each 
ball,  name  its  color,  then  to  turn  his  face  to  the 
wall.  Another  child  comes  forward  and  takes 
away  one  ball.  The  first  child  is  called  and  names 
the  one  gone.  After  practice,  two  may  be  re- 
moved at  a  time.  If  the  child  cannot  name  the 
color,  the  one  who  holds  the  ball  brings  it  for- 
ward, and  the  sudden  reappearance  helps  the  lit- 
tle one  who  did  not  succeed  to  remember  next 
time.  Those  who  succeed  are  to  be  applauded, 
and  are  to  have  the  pleasure  of  choosing  a  play- 
mate to  succeed  them  in  hiding.  All  these  little 
details  please  children  and  also  have  an  influence 
on  moral  development. 

(b)  Another  hiding  game  is  to  be  accompa- 
nied with  music.  The  children,  seated  in  a  ring 
on  the  floor  or  on  their  chairs,  pass  a  ball  from 
one  to  another  while  the  one  chosen  is  hiding  his 
eyes.     The  song  used  is : 

"Little  ball,  pass  along 
Gaily  on  your  way, 


While  we  sing  a  merry  song, 

You  must  never  stay  ; 
Till  at  last  the  song  is  done, 

Then  we'll  try  to  find 
In  what  pair  of  little  hands 

You've  been  left  behind." 

— Songs  and  Games  for  Little  Ones." 
(Walker  &  Jenks.) 
The  last  child  holding  the  ball  now  hides  it. 
The  one  hiding  returns  and  walks  slowly  around 
the  ring,  guided  by  the  piano  to  the  ball.  The 
teacher  plays  loud  for  far  away,  and  softly  for 
near. 

10.  A  Counting  Game.  There  may  be  rhyth- 
mic tossing  or  bouncing,  accompanied  by  the  fa- 
miliar rhyme : 

"My  ball,  I  want  to 

catch, 

bounce  you, 
was 

Once,  twice,  three  times, 
four  times,  five  times,  six  times." 
(Same  book.) 

11.  Take  Aim — Throw,  (a)  A  ball  game  for 
training  in  accuracy  in  aiming  is  played  by  plac- 
ing a  box  or  basket  in  the  center  of  the  ring.  The 
children  all  clap  if  a  ball  reaches  its  mark. 

(b)  Sometimes,  instead  of  using  a  basket,  a 
circle  is  drawn  on  the  floor  and  the  children  try 
to  roll  the  ball  into  it.  This  requires  more  judg- 
ment and  care.  Several  concentric  circles  may 
be  drawn  on  the  floor  as  a  variation.  The  child 
who  gets  a  ball  into  the  inner  circle  is  leader  in 
the  next  game. 

(c)  A  target  may  be  drawn  or  made  of  dif- 
ferent colored  papers  and  fastened  upon  the  door 
or  wall.    The  worsted  balls  may  be  aimed  at  it. 

(d)  A  large  hoop  may  be  secured  and  the 
balls  thrown  through  it.  Last  year  we  saved  a 
Christmas  wreath  to  use  in  this  way. 

12.  Hat  Ball,  (a)  A  child  in  the  center  or 
the  teacher  at  first  rolls  a  ball  to  a  child  who  is 
to  play  it  is  hot  ball  and  quickly  strike  it  away. 
This  is  kept  up  rapidly  from  child  to  child.  It 
develops  quick  sight,  rapid  movement,  ready 
touch  and  prompt  thought. 

(b)  Another  variety  of  this  game  is  played 
with  a  foot-ball.  Several  children  are  sent  into 
the  ring.  A  large  ball  is  thrown  in  and  the  game 
is  to  jump  out  of  its  way.  The  children  in  the 
circle  kick  the  ball  if  it  comes  near  them,  and  so 
•  keep  up  the  fun.  This  is  a  very  lively  game  and 
creates  a  fine  spirit.  A  foot-ball,  a  basket-ball 
or  a  large  rubber  or  home-made  paper  ball  may 
be  used. 


150 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


13.  Competitive  Games.  It  will  be  observed, 
as  a  rule  that  thus  far  there  has  been  no  regular 
competitive  game,  taking  sides.  With  very  young 
children,  competition  is  unnecessary.  The  game 
itself  is  all  they  can  attend  to.  The  excitement 
of  play  is  sufficient,  but  competition  will  grad- 
ually force  its  way  into  play.  The  target  games 
are  in  a  sense  a  beginning  of  competition. 

Six  small  circles  may  be  drawn  on  the  floor 
with  chalk  on  one  side  of  the  room,  and  a  ball 
placed  in  each.  The  class  may  divide  into  two 
lines,  each  side  choosing  a  leader.  Two  larger 
circles  are  drawn  on  the  floor  on  the  opposite  side 
of  the  room.  The  game  is  for  each  leader  to  run 
with  a  ball  caught  up  from  a  small  circle  and 
place  it  in  one  of  the  larger  circles ;  then  a  second 
and  a  third  ball  is  to  be  carried.  The  leader  who 
gets  the  three  balls  in  the  large  circle  first  wins 
for  his  side,  and  they  applaud  him.  The  game 
may  be  extended  by  replacing  the  six  balls  from 
the  large  circles  back  into  the  little  ones. 

14.  Pass  Ball.  This  is  another  competitive 
game,  though  it  may  begin  as  a  non-competitive 
game  with  the  very  young  children.  It  trains 
them  to  be  adroit  in  receiving,  holding  and  pass- 
ing to  another  person  any  object  without  letting 
it  fall.  It  requires  quick  sight,  quick  touch,  quick 
muscular  reaction. 

In  its  simplest  form,  the  children,  simply  sitting 
in  a  circle  or  standing,  pass  the  ball  from  one 
child  to  another. 

As  an  advance,  they  may  pass  the  ball  with 
hands  above  the  head,  or  even  behind  them.  One 
ball  may  be  passed  at  a  time ;  then  two,  three  or 
even  more  may  keep  them  on  the  alert,  turning 
first  one  way  to  receive,  then  the  other  to 
pass  on. 

15.  In  higher  grades  a  competitive  game  has 
been  developed.  Two  or  three  lines  of  children 
form  with  an  equal  number  in  each  line.  Each 
line  has  its  captain.  All  face  front,  standing  one 
behind  the  other.  At  the  word  "Start,"  each 
leader  passes  a  large  ball  overhead  to  the  one 
behind  him.  All  hands  are  instantly  overhead 
to  receive  the  coming  ball.  When  it  reaches  the 
end  of  the  line,  the  last  player  runs  to  the  front 
and  becomes  captain,  repeating  the  movements. 
This  is  done  on  each  line  until  the  original  leader 
reaches  his  place  in  front.  The  line  whose  leader 
secures  his  place  first  wins  the  game.  This  game 
may  be  played  with  bean-bags  as  well  as  with 
balls.     It  is  very  exhilerating. 

15.  Free  Play  with  balls  should  be  encouraged 
at  recess.  Many  children  do  not  have  balls  at 
home.  Much  practice  is  needed  to  become  ex- 
pert in  throwing,  tossing,  bounding  and  catching. 


Provide  in  the  playground  a  hanging  ball, 
rather  heavy,  which  even  the  young  children  can 
swing  back  and  forth,  alone  or  with  a  partner. 

Provide  a  ball  suspended  from  a  pole,  to  be 
swung  round  and  round.  Looking  up  is  good 
exercise  for  the  neck  and  back  so  that  the  sus- 
pended ball  should  not  hang  too  low  but  should 
require  reaching  to  touch  it.  This  will  also  pre- 
vent striking  the  face. 

We  have  taken  Froebel's  First  Gift  as  a  point 
of  departure  for  ball  playing.  I  recommend  for 
the  reference  library  "Games  for  the  Playground, 
Home,  School  and  Gymnasium,"  by  Bancroft. 

This  is  a  very  comprehensive  and  well  classi- 
fied selection  of  games  and  contains  a  fine  chapter 
on  ball  games.  On  page  38  will  be  found  a  valu- 
able analysis  of  (1)  Individual  Bounding  and 
Tossing  Games;  (2)  Bounding  and  Tossing 
Games  with  Partners;  (3)  Bounding  Against  a 
Wall. 


We  beheld  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  childi- 
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." 


Paper  Folding  and  Cutting 
February 


THE   KINDERGARTEN. PRIMARY  MAGAZINE 
Suggestions  for 


50a 


S^S^ 'Gun 


ieor\ 
house. 


Pos>br<wr\s      P 
bag 


DIRECTIONS  FOR  MAKING  BUNNY 
BOOKLET. 

Mabguebite  B.  Sutton 

Materials:  Stiff  cardboard,  note-paper,  water- 
colors,  pen  and  ink,  pencil,  eraser,  shears,  tissue 
paper,  etc. 

To  make  the  outside  covers,  trace  off  the  pattern 
of  Fig.  Ill  upon  stiff  cardboard  by  means  of  tissue 
paper.  The  front  cover  may  be  tinted  with  water- 
colors   after   the    bunny    features    have    been    lightly 


traced  in.  The  inside  sheets  are  made  of  note- 
paper,  lightly  ruled  with  pen  and  ink  for  the  words. 
The  back  cover  need  not  be  decorated  unless  de- 
sired, and  the  whole  booklet  is  fastened  together 
with  narrow  ribbon.  These  may  not  only  be  used 
for  spelling  pads,  but  also  are  cute  for  invitations 
to  the  Easter  exercises. 


CAMBRIDGE,  OHIO. 

Public  School  Kindergartners: 

Miss  Lucy  Wells. 

Miss  Nann  Stitt. 

Miss  Mattie  McCartney. 

Miss  Edna  Longsworth. 

Miss  Hatties  Steele.  ...Ji-A- 


Fig.  JL     Inside   skee'T 

[Over] 


i5oa 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


Drawing  Suggestions  for  February 


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Logs  oy>  a.  5^oa»C- 


First  American  Flag 


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Independence  rtell 

Also  the  following: 
Lincoln's  log  cabin. 
Foi  t. 

Postman  at  work. 
Betsey  Ross  making  first  flag. 


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THE    KINDERGARTEN- PRIMARY  MAGAZINE 


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II 

CURRENT  EDUCATIONAL  THOUGHT 

FROM  SUCCESSFUL  AMERICAN  EDUCATORS 

WHAT    IS    THE    BEST    NEXT    THING    PRO- 
FESSIONALLY? 


A.  E.  Winship 
Editor   Journal   of    Education. 

It  would  be  easy  to  name  many  good  next  things 
professionally,  to  name  the  best  next  things  in  de- 
vices, in  methods,  in  discipline,  in  equipment,  in 
administration  and  in  philosophy;  that  is,  the  best 
from  one  man's  point  of  view.  None  of  these  is 
the  most  vital.  They  may  be  important,  but  they 
are  not  dominant. 

Isn't  it  time  that  the  National  Education  Associ- 
ation grapples  the  b:ggest  issues  with  those  that 
are  at  the  same  time  the  most  extensive  and  in- 
tensive? 

No  one  ever  hits  a  target  who  does  not  aim 
above  it,  and  the  farther  away  it  is  the  higher  above 
it  one  must  aim. 

Why  should  not  this  meeting  of  the  National 
Education  Association  in  its  closing  moments  here 
highly  resolve  that  education  shall  become  the 
leading  American  profession? 

New  times  demand  new  men  and  new  measures. 
The  new  times  are  surely  here.  The  profession 
that  meets  the  demand  of  these  times  will  be  the 
leading  American  profession.  Education  can  meet 
these  demands  better  than  law,  medicine  or  the 
ministry.     It  is  more  likely  to  meet  them. 

Law,  once  the  most  eminent  of  the  professions, 
will  not  meet  the  demand  of  the  new  times  with 
a  mission  and  message  for  the  ennoblement  of  hu- 
manity unless  it  ceases  to  win  its  greatest  triumphs 
in  finding  legal  trap  doors  through  which  the  guilty 
can  escape  justice. 

Medicine  is  not  likely  to  meet  the  new  demand 
until  it  ceases  to  think  it  more  professional  to  kill 
a  patient  regularly  than  to  have  him  restored  to 
health  irregularly.  Health,  not  regularity,  must  be 
the  professional  aim. 

The  coast  is  clear.  Education  can  be  the  lead- 
ing profession  of  the  century.  Education  is  the 
only  profession  that  can  devote  itself  exclusively 
to  the  making  of  manly  men  and  womanly  women. 

Education  is  the  only  profession  that  can  lead 
the  present  generation  to  virtue,  integrity  and  no- 
bility through  the  influence  of  childhood.  In  the 
long  ago  it  was  said,  "A  Little  Child  Shall  Lead" 
us  into  the  millennium,  and  education  can  compass 
that  highest  of  achievements. 

Education  was  the  first  profession;  why  may  it 
not   be   the  greatest.     It   is   the   only   learned   pro- 


fession whose  leaders  in  scholarship  have  been 
called  professors;  and  the  one  man  who  met  all 
the  needs  of  the  times,  the  greatest  of  all  men, 
was  the  great  teacher,  the  founder  of  the  profes- 
sion  of  education. 

But  if  education  is  to  be  the  leading  American 
profession,  the  profession  of  the  country,  there 
must  be  from  the  bottom  to  the  top  a  complete 
transformation.  If  the  teacher  is  to  lead  the 
preacher;  the  physician  and  the  lawyer  in  the  pro- 
fessional  race,  there   must   be  a  transfiguration. 

In  these  respects,  from  the  lowest  to  the  highest, 
there  must  be  a  new  birth.  We  must  think  in 
larger  units  than  they,  we  must  be  more  dominant 
and  less  domineering,  we  must  rise  above  self-con- 
sciousness and  class  consciousness  and  be  more 
subconsciously  dominant  than  they. 

We  shall  be  measured  by  the  size  of  the  units 
with  which  we  measure.  A  pencil  may  be  meas- 
ured in  inches,  a  door  in  feet,  a  room  in  yards,  a 
field  in  rods,  but  distances  must  be  measured  in 
miles  or  furlongs.  He  who  would  give  the  dimen- 
sions of  a  field  in  inches  needs  no  other  judgment 
as  to  his  size. 

The  teacher  must  cease  to  measure  a  boy  by  any 
one  act,  even  for  the  moment,  by  the  mechanics 
of  spelling,  by  the  casts  of  the  text. 

Some  of  us  can  remember  when  it  was  an  edu- 
cational crime  not  to  do  well  everything  assigned 
in  school,  and  more  of  a  crime  to  do  anything, 
however  well,  that  was  not  assigned  in  school.  A 
million  boys  have  been  thrashed  for  not  knowing 
things  not  worth  knowing,  and  another  million  for 
doing  something  well  worth  doing.  All  this  must 
go,  must  go  completely,  and  we  must  measure 
things,  in  school  and  out,  by  units  large  enough  . 
to  see  the  whole  boy  and  his  whole  life.  We  must 
see  him  as  he  is,   and  as   he   is  to  be. 

If  education  is  to  be  the  profession  of  the  coun- 
try, it  must  be  dominant  and  not  domineering. 
This  will  indeed  be  a  great  transformation,  a  trans- 
figuration. 

The  law  of  dominance,  as  discovered  by  Mendell 
fifty  years  ago  and  re-discovered  and  magnified  by 
De  Vries  fifteen  years  ago,  is  as  true  in  the  intel- 
lectual and  moral  world  as  in  the  physical. 

If  from  two  well-established  families  of  guinea 
pigs,  one  rough-coated  and  one  smooth,  you  mate 
one  from  each,  the  four  offspring  will  be  rough- 
coated.  That  is  dominant.  But  if  you  mate  two 
of  these  rough-coated  offspring,  three  will  be 
rough-coated  and  one  smooth.  The  recessive  qual- 
ity in   the   second   generation  is   one-fourth   domi- 


152 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


nant,   but   thereafter   it   will   appear   so    rarely   that. 
it  will  soon  disappear  entirely. 

No  one,  not  even  the  parent  as  a  rule,  has  such 
an  opportunity  to  dominate  a  child's  life  as  the 
teacher.  The  great  mission  of  the  school  is  to 
dominate  the  child's  thought,  motive  and  spirit. 

Unfortunately  the  tendency  has  been  to  domineer 
rather  than  dominate.  The  ideal  of  obedience,  of 
regulating  the  knowledge  and  the  thinking  of  every 
child  by  the  teacher's  predilection  and  the  profes- 
sional traditions,  has  led  too  often  to  a  domineer- 
ing spirit. 

Dominance  is  good;  domineering  is  bad.  Domi- 
nance is  a  divine  attribute;  domineering  is  the  char- 
acteristic of  his  Santanic  majesty. 

A  few  years  ago  a  serving  woman  in  West  Ches- 
ter, Pennsylvania,  died,  and  at  her  funeral  were 
five  eminent  men — brothers — one  from  the  Harvard 
faculty,  one  from  a  theological  seminary  faculty, 
one  from  an  eminent  pulpit,  one  from  fame  in 
medicine,  one  with  the  wealth  of  a  banker.  One 
of  them  conducted  the  service,  two  others  took 
part  therein.  It  was  probably  the  most  distin- 
guished funeral  service  ever  held  in  that  city.  They 
said  that  a  faithful  family  servant  had  dominated 
their  boyish  life  so  wholesomely  that  they  could 
but  turn  aside  from  their  honors  and  opportunities 
of  life  to  pay  this  tribute  to  a  worthy  humble 
woman. 

Think  of  the  opportunities  that  come  to  a  half- 
million  teachers  every  year! 

Education  must  dominate  if  it  is  to  be  a  noble 
profession,  and  it  is  an  entirely  easy  matter  if  prop- 
erly approached. 

Finally  our  units  of  thought  and  our  dominance 
must  rise  above  self-consciousness  and  class  con- 
sciousness, and  must  react  upon  the  sub-concious- 
ness  of  individuals  and  communities,  of  industry 
and  commerce,  of  civic  and  religious  life.  This 
will  be  exceedingly  difficult  of  achievement. 

In  the  schools  the  relation  of  the  teacher  to  the 
pupils  on  the  one  hand,  and  to  supervisors,  school 
boards  and  the  public  on  the  other,  make  self-con- 
sciousness almost  inevitable. 

What  all  teachers  need,  what  must  be  if  educa- 
tion is  to  come  to  the  head  instead  of  staying  at 
the  foot  of  the  professions,  is  a  uniform  and  uni- 
versal effort  to  dominate  the  sub-consciousness  of 
everybody. 

There  is  a  sub-conscious  purpose  to  provide  good 
school  buildings  in  cities.  It  is  no  longer  neces- 
sary to  campaign  for  new  school  buildings.  There 
is  coming  to  be  a  sub-conscious  right  attitude  to- 
ward salaries,  tenure  and  pensions  in  progressive 
cities. 

Let  the  good  work  go  i  >bly  forward  among  our- 
selves and  with  the  publ  until  all  teachers  think 
in  large  units,  until  edu  ition  dominates  the  sub- 
conscious life  of  pupils  i  d  the  public,  then  educa- 
tion will  be  the  greatest  profession. 

from  Address-N.  E,  A, 


THE  NOBEL  PEACE  PRIZE 

During  the  year  just  passed  nothing-  of  sufficient 
merit  has  been  done  in  the  crusade  for  World  Peace  to 
justify  the  award  of  the  Nobel  Peace  Prize  by  the  com- 
mission, according  to  the  decision  of  the  Commission  it- 
self. There  has  been  considerable  speculation  in  regard 
to  wh"m  the  fortunate  recipient  of  the  prize  may  be  in 
1913,  and  no  little  attention  has  been  directed  toward 
Miss  Lucile  Gulliver,  whose  book  "The  Friendship  of 
Nations,"  recently  published  by  Ginn  &  Company, 
has  appeared  within  the  last  twelve  morths.  No  less 
authority  than  Professor  Dallas  Lore  Shary,  of  the  Eng- 
lish department  at  Boston  University,  declares  that  Miss 
Gulliver's  contribution  places  her  in  the  front  rank  for 
the  Peace  Prize  award. 

The  leading  advocates  of  World  Peace  have  all  con- 
tended that  a  most  important  function  of  any  educational 
peace  campaign  must  be  the  instruction  of  school  child- 
ren. It  is  along  these  lines  that  Miss  Gulliver,  through 
her  book,  has  directed  her  work,  and  it  is  of  no  little 
interest  to  know  of  the  possibility  that  such  a  coveted 
award  as  the  JNobel  Prize  may  be  placed  in  the  hands  of 
a  young  woman  who  has  endeavored  to  contribute  her 
hare  toward  the  work  for  universal  peace  by  making  a 
ittle  book  for  the  young  people  in  the  schools. 

Miss  Gulliver  modestly  disclaims  any  right  to  be  con- 
sidered in  connection  with  the  winning  of  the  Nobel 
Prize.  She  says:  "I  am  heart  and  soul  in  the  Peace 
Movement,  however,  and  I  intend  to  devote  my  time 
and  efforts  to  it. 

"My  book  was  ^written  for  young  people  because  I 
feel  that  the  hope  of  any  new  movement  lies  with  the 
rising  generation.  If  we  can  instill  the  peace  idea  into 
the  minds  of  all  the  children,  we  will  have  a  vast  work- 
ing force  for  the  movement  when  these  children  grow 
up." 

Miss  Gulliver  is  the  daughter  of  Mrs.  Emma  S.  Gul- 
liver, Principal  of  the  Dilloway  District  of  the  Boston 
Public  Schools,  and  has  spent  most  of  her  life  in  the 
Massachusetts  capital.  Not  long  ago  she  took  an  A.  B. 
degree  at  Boston  University.  Before  writing  "The  Friend- 
ship of  Nations' '  she  confesses  to  having  been  responsible 
for  another  book  called  "On  the  Nonsense  Road."  After 
this,  just  to  counteract  the  effect,  she  says,  she  returned 
to  Boston  University  and  took  an  A.  M.  degree. 

The  many  friends  of  the  Peace  Movement  and  the  host 
of  teachers  who  have  for  years  been  contributing  their 
share  to  the  uplift  of  the  world  through  the  instruction 
of  children,  will  earnestly  hope  that  this  young  American 
woman  may  receive  the  large  award  and  the  considerable 
honors  that  are  attached  to  the  Nobel  Peace  Prize. 


MUSKEGON,  MICH. 

Public  School  Kindergartners: 
Alice  L,  Wheeler,  101  Houston  Ave. 
Lelia  C.  Parker,  52  Harrison  St. 
Clara  E.  Kuizenga,  191  Spring  St. 
Amy  G.  Brower,  22  Spring  St. 
Irene  V.  Mason,  209  Ottawa  St. 
Minnie   Kregel,  5  W.  Irwin  St. 
Margaret  L.  Turner,  230  Sanford  St. 
Caroline  Sibley,  244  Webster  Ave. 
Caroline  L.  Pew,  379  Jefferson  St. 
Florence  H.  Rood,  59  Fifth  St. 
Edna  Wolkerson,  39  Yuba  St. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


153 


— 

THE  COMMITTEE  of  THE  WHOLE 

CONDUCTS®  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, 
P^ts;  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- 

1 

.'•■•■■. 

■i 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  have  seen  references  in  the  papers  recently  to 
what  is  spoken  of  as  "The  Athenian  Oath."  Can 
you  tell  me  just  what  this  was?  Is  it  anything 
that  could  be  used  in  our  primary  schools? 

GRADE  TEACHER. 

In  schools  where  attempts  at  self-government  of 
pupils  is  practiced  a  statement  of  this  oath  and  an 
account  of  just  when  it  was  administered  might 
prove  both  interesting  to  the  children  and  of  value 
in  reinforcing  the  teacher  in  her  efforts  to  instil  a 
love  for  the  city  and  a  desire  to  make  it  more 
beautiful,  more  sanitary  and  more  law-abiding.  We 
give  below  a  version  of  this  sacred  oath.  We 
would  not  suggest  that  little  children  take  any  such 
oath  but  if,  on  the  fourth  of  March,  or  some  other 
such  patriotic  anniversary,  a  teacher  should  read 
in  serious  tone  this  solemn  promise  and  explain  its 
meaning,  the  impression  made  would  be  well  worth 
the  effort. 

"We  will  never  bring  disgrace  to  this,  our  city, 
by  any  act  of  dishonesty  or  cowardice,  nor  ever 
desert  our  suffering  comrades  in  the  ranks;  we  will 
fight  for  the  ideal  and  sacred  things  of  the  city, 
both  alone  and  with  many;  we  will  revere  and  obey 
the  city's  laws  and  do  our  best  to  incite  a  like  re- 
spect and  reverence  in  those  above  us  who  are 
prone  to  set  them  at  naught." 

In  this  connection  we  give  also  the  extract  from 
Ruskin's  Pledge  of  the  Guild  of  St.  George,  which 
reminds   us   of  the  spirit  of  true  obedience. 

"We  will  obey  all  the  laws  of  our  country  faith- 
fully, so  far  as  they  are  consistent  with  what  we 
believe  to  be  the  divine  laws;  and  when  they  are 
not  so,  or  seem  in  any  wise  to  need  change,  we 
will  oppose  them,  not  with  violence,  but  deliber- 
ately and  loyally." 

To  the  Editor  of  the  Committee  of  the  Whole: 

One  of  the  children  at  my  table  is  a  restless,  ir- 
responsible little  chap,  inattentive  and  inclined  to 
be  troublesome.  When  the  Gifts  are  placed  in  po- 
sition and  the  boxes  removed,  he  invariably  starts 


at  once  to  finger  and  disarrange  the  cubes  without 
listening  to  instructions.  How  can  I  help  him  to 
habits  of  attent'on  and  orderliness,  such  as  the 
other  children   exhibit?  WORRIED. 

Before  proceeding  with  any  gift  work,  the  next 
time  you  are  at  the  table,  try  to  gather  yourself  to- 
gether and  to  hold  yourself  in  perfect  quiet  and 
peace  of  mind  and  so  to  hold  in  equal  quiet  each 
little  unit.  When  all  are  quiet,  begin  slowly  and 
distinctly,  to  give  your  directions,  being  sure  that 
the  little  recalcitrant  hears  well  and  understands 
exactly  what  you  mean.  If  he  starts  to  interrupt 
by  voice  or  action,  stop  at  once  what  you  are  say- 
ing and  without  reproving  or  calling  attention  to 
him,  wait  again  for  silence.  Then  begin  again  to 
direct.  If  he  starts  again  to  handle  the  gifts  be- 
fore directed  to  do,  or  in  a  way  contrary  to  in- 
structions, do  not  reprove,  but  quietly  and  con- 
trolledly  take  the  gift  from  him,  place  it  in  center 
of  table  or  on  floor  near  you  and  proceed  to  give 
directions  to  the  other  children.  Do  not  humor 
his  possible  self-love  by  calling  the  attention  of  the 
other  children  to  him. 

When  the  exerc'se  is  well  under  way  you  may 
ask  him  if  he  is  ready  now  to  help  by  following 
directions.  Return  the  blocks  and  let  him  try 
again.  But  upon  the  slightest  indication  of  forget- 
fulness  or  deliberate  disobedience,  remove  them 
aga'n  in  the  same  quiet,  silent  way.  In  time  he 
will  learn  that  there  is  more  pleasure  and  fun  in 
helping  than  in  hindering.  This  plan  has  been 
tried  and  found  successful,  but  it  may  not  be  the 
remedy  for  your  particular  trouble.  In  whatevei 
you  do,  respect  the  individuality  of  the  child.  We 
do  not  wish  slavish  obedience. 


In  our  January  number  we  gave  some  sugges- 
tions regarding  the  preparation  of  clay,  in  response 
to  an  inquiry  from  a  practicing  kgner.  We  g've 
a  few  additional  ideas  this  month  which  may  be 
of  special  help  to  grade  teachers  who  have  had  no 
training  in   the  use  of  clay. 

In  the  first  place,  the  hands  of  the  children  must 


■54 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


be  made  clean  before  they  are  permitted  to  manip- 
ulate the  clay.  So  much  do  the  children  enjoy 
using  the  clay  that  it  has  been  discovered  that  the 
appointment  ahead  of  a  particular  day  and  hour 
when  it  is  to  be  brought  forth,  will  put  a  stop  to 
truancy.  It  is  said  that  ordinary  clay  cannot  be 
used;  artists'  clay  is  relatively  clean  but  not  so 
satisfactory  as  Plasticine,  which  is  probably  the 
best  material.  If  this  is  used,  it  is  always  ready 
for  use  and  retains  its  plasticity.  It  comes  in  vari- 
ous colors  which  adds  to  its  attractiveness.  If  the 
dry  artists'  clay  is  to  be  used,  it  should  be  prepared 
as  follows:  Tie  it  up  in  a  cloth,  or  place  in  a 
cloth  bag.  Soak  in  water  for  an  hour  and  a  half, 
then  without  removing  the  cloth  knead  thoroughly 
until  the  mass  seems  plastic  and  free  from  lumps. 
Open  cloth  from  time  to  time  while  kneading  and 
examine  the  clay.  If  too  dry  return  to  the  water, 
and  if  too  wet,  allow  to  dry  off.  When  properly 
kneaded,  it  will  have  a  springy  feeling,  and  when 
rubbed  smooth  will  glisten  as  if  oily.  If  too  wet, 
it  will  be  sticky.  If  too  dry,  it  will  feel  hard  to  the 
touch.  With  a  little  practice  the  teacher  can  tell 
when  it  is  just  right.  When  once  put  in  proper 
condition  it  can  ordinarily  be  so  kept  by  being 
wrapped  in  a  wet  cloth  several  layers  in  thick- 
ness, and  placed  in  a  covered  jar  or  pail,  but  should 
be  examined  several  hours  before  each  exercise  to 
allow  time  for  the  clay  to  dry  off  if  it  should  be 
found  too  wet. 

If  clay  flour  is  used  water  must  be  added  to  pro- 
duce the   desired   consistency. 

■  After  each  exercise  any  remnants  or  broken  ob- 
jects from  previous  exercises  should  be  thoroughly 
wet  and  placed  in  the  cloth  with  the  other  clay,  to 
be  subsequently  kneaded,  in  order  that  nothing  may 
be  wasted. 

Before  putting  away  it  is  often  desirable  to  give 
the  clay  a  sun  bath.  Break  it,  after  use,  into  small 
fragments  and  expose  these  to  sunlight,  which  is  a 
great  germ  destroyer  and  disinfectant.  Of  course, 
no  child  known  to  have  a  contagious  disease  or 
whose  skin  is  badly  broken,  should  handle  the  clay 
that  is  ever  used  by  another  child.  In  some  schools 
enough  clay  is  provided  so  that  it  need  never  be 
used  more  than  once. 

The  instinct  with  most  children  when  given  clay 
to  handle  for  the  first  time  is  to  roll  it  into  what 
they  call  "worms"  or  to  put  it  into  lumps  and 
pound  it.  Let  them  make  a  series  of  "worms"  and 
then  show  them  how  these  can  be  made  into  snakes, 
rings,  chains,  bracelets,  etc.  This  is  not  the  place 
to  go  into  any  detailed  description  of  the  many 
things  to  be  made  that  will  suggest  themselves  to 
the  teacher.  Fruits,  vegetables,  etc,  placques  with 
crosses  and  other  designs  in  relief,  all  lend  them- 
selves to  this  work  in   des'gn. 

In  some  kgs.  when  clay  is  used,  oilcloth  is  placed 
upon  the  tables  first.  This,  when  not  in  use,  is  kept 
rolled  upon  a  pole,  a  bre omhandle,  etc.  Or,  each 
child  may  be  provided  a  small  square  of  smooth 
wood  upon  which  to  mold  the  clay. 


To  the  Editor  of  the  Committee  of  the  Whole: 
This  question  has  recently  been  propounded:  will 

you    k:ndly    give    what   you    consider    a    reasonable 

answer: 

"Is  a  heart  belief  in   the   essential  principles — not 

the    dogma — of    the    Christian    religion    an    essential 

qualification   for  the  best  kindergarten  work?" 

J.   H.  S. 

Before  an  enlightening  debate  can  take  place,  or 
a  quest:on  be  answered,  it  is  important  that  the  de- 
bators  understand  exactly  what  each  means  by  the 
words  used.  Just  what  are  essential  principles  of 
the  Christian  religion?  To  love  God  with  all  our 
heart,  mind  and  soul,  and  our  neighbor  as  ourself? 
Would  that  reply  satisfy  our  querist  as  a  basis  for 
further  discussion?  We  could  all  subscribe  to  that, 
surely. 

There  are  in  the  United  States  more  than  fifty 
different  Christian  sects — each  thinking  they  have 
been  given  the  essence  of  the  Truth. 

Those  who  are  familiar  with  the  life  of  Froebel 
know  that  he  was  at  heart,  in  spirit  and  in  his  self- 
sacrificing  life,  a  most  reverent  Christian,  and  yet 
in  his  kindergarten  plans  he  placed  no  particular 
stress  upon  Christian  belief  as  such.  His  definition 
of  education,   in  a  nutshell,  he  gives  us  as   follows: 

"Education  consists  in  leading  man,  as  a  think- 
ing, intelligent  being  growing  into  self-conscious- 
ness, to  a  pure  and  unsullied,  conscious  and  free 
representation  of  the  inner  law  of  Divine  Unity, 
and  in  teaching  him  ways  and  means  thereto." 

Froebel  recognized  in  each  child  the  germ  of  the 
Divine,  and  the  true  kindergartner  sees  nothing  of 
caste  or  color,  or  race  or  religion,  in  the  little  ones 
in  her  care.  Her  desire  is  to  develop  the  good  and 
inhibit  and  destroy  the  evil;  so  helping  bring  the 
kingdom  of  heaven  upon  earth. 

In  this  connection  it  is  interesting  to  recall  that 
many  years  ago  in  Hamburg,  Germany,  some  of 
the  leading  Christian  and  Jewish'women  were  trou- 
bled by  the  spirit  of  race  and  religious  antagonism 
then  manifesting  itself,  and  decided  to  form  a  com- 
mon union  in  order  to  grow  to  know  each  other 
better  and  dissipate  this  uncivilized  feeling.  To  aid 
in  this  object  it  was  decided  to  start  with  the  chil- 
dren and  it  was  thus  that  the  first  kindergarten 
was  established  in  Hamburg.  The  movement  was  a 
part  of  he  general  liberalizing  spirit  of  1848. 

We  surely  would  not  cut  out  from  kindergarten 
ranks  the  many  consecrated  Jewish  kindergartners 
who  could  not  honestly  subscribe  to  the  doctrines 
of   Christianity  and  yet  make  admirable  teachers. 

We  would  remind  our  youthful  kindergartners, 
however,  that  in  claiming  for  each  one  the  germ 
of  the  Divine,  we  do  not  mean  to  say  that  the  child 
is  necessarily  an  angel  of  perfection.  The  animal 
and  the  human  are  decidedly  in  evidence  all  through 
childhood  and  later;  hers  to  nourish  the  good  in 
each  and  help  him  to  down  the  evil. 

If  the  kindergartner's  faith  in  the  possibilities  of 
the  child  depends  upon  her  faith  in  orthodox  Chris- 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


155 


tianity  then  this  faith  is  of  course  essential  to  good 
work.  Assuming  that  she  has  this  faith,  she  must 
also  have  good  training  in  Froebelian  theory  and 
practice. 


To  the  Editor  of  the  Committee  of  the  Whole: 

There  are  such  excellent  daily  plans  for  the  kin- 
dergarten   in    the    Kindergarten    Primary   Magazine. 

Do  you  know  of  plans  worked  out  in  a  similar 
way  for  the  Primary  Grade?  If  so,  will  you  be 
kind  enough  to  give  address  where  they  can  be 
gotten?  R.  T.  A. 

Our  correspondent  will  probably  find  her  needs 
supplied  by  a  very  complete  set  of  suggestions 
found  in  the  "Month  to  Month"  series,  now  pub- 
lished in  a  set  of  three  volumes  by  the  A.  S.  Barnes 
Company,  New  York  City.  They  represent  what 
has  been  accomplished  in  Nature  Study  during  the 
first  and  second  school  years.  Flowers  fruit,  in- 
sects and  seeds,  stars,  the  winds,  etc.,  are  studied 
with  relation  to  society  and  to  the  State.  The 
books  are  abundantly  illustrated.  There  are  pic- 
tures from  the  masters;  stories  and  myths;  songs 
and  many  poems  each  month  to  appeal  to  the 
child's  esthetic  sense.  There  are  suggest:ons  for 
busy  work  of  various  kinds,  such  as  drawing  on  the 
blackboard,  paper  cutting,  folding,  weaving,  the 
making  of  toys  from  nature  materials.  There  are 
drawings  for  blackboard  calendars,  and  exercises 
for  the  different  special  school  celebrations,  such 
as  Arbor   Day  and  the  national   hol'days. 

The  sensible  teacher  will  not,  of  course,  try  to 
use  all  the  material  under  a  given  topic,  for  any 
one  occasion.  But  both  teachers  and  parents  will 
find  the  volumes  valuable  as  storehouses  of  sug- 
gestion, arranged  so  that  one  subject  develops  nat- 
urally from  that  preceding  it. 

The  authors  are  Sara  H.  Willis  and  Florence  V. 
Farmer. 

We  will  be  pleased  to  have  others  of  our  readers 
tell  of  programs  that  they  have  found  helpful.  Those 
who  have  found  any  assistance  in  these  columns 
are  requested  to  help  others  by  asking  questions 
and  giving  replies. 

The  prices  of  these  volumes  in  which  Nature  Study 
is  correlated  with  reading,  literature,  language,  art, 
drawing-lessons,  etc.,  are  as  followe: 

Any  one  or  more  monthly  volumes  inpaper,  each  35c. 
Set  of  ten  monthly  volumes  in  paper,  $2.50;  Spring  vol- 
ume (cloth)  §1.50;  Autumn  volume  (cloth)  $1,25;  Win- 
ter volume  (cloth)  |1.25;  Set  of  three  (cloth)  $4.00. 

We  must  once  more  ask  our  querists  to  always 
sign  their  full  names  and  addresses  when  asking 
questions.  These  will  not  be  printed  in  full  if  not 
desired.  Initials  or  nom  de  plumes  may  be  used 
as  signatures  in  the  text.  But  the  editor  holds 
herself  justified  at  any  time  to  withhold  a  reply  if 
full  name  is  withheld. 


Car  Don'ts  For  Children. 

The  American  Museum  of  Safety  is  going  to  try  to 
teach  the  children  of  this  city  to  exercise  more  care 
when  they  are  in  the  streets,  so  that  there  will  be  fewer  ac- 
cidents. President  Arthur  Williams  of  the  museum  says 
that  during  May  twenty-nine  children  were  killed  in  the 
streets,  to  say  nothing  of  the  large  number  removed  to  the 
hospitals  who  were  injured.  The  museum  is  at  39 
West  Thirty-ninth  Street,  New  York. 

When  the  children  get  to  the  museum  they  will  see 
little  trolley  cars  and  dolls  to  teach  them  certain  dangers, 
and  how  to  get  on  and  off  a  car.  The  children  will  also 
get  a  little  text  book  of  "Don'ts"  that  contains  these 
cautions: 

Don't  hang  on  behind  the  car. 

Don't  stand  on  the  car  steps. 

Don't  touch  a  wire,  it  may  be  a  live  one. 

Don't  put  your  head  or  arms  out  of  the  car  windows. 

Don't  run  across  a  car  track  in  front  of  an  approach- 
ing car,  automobile,  or  wagon. 

Don't  cross  immediately  behind  a  passing  car;  there 
may  be  another  car  or  wagon  approaching  closely  in  the 
opposite  direction. 

Don't  jump  on  or  off  a  moving  car. 

Don't  get  off  facing  rear  of  car. 

Don't  cross  street  without  looking  both  ways  for  pass- 
ing automobiles  and  wagons. 

Don't  fail,  when  leaving  car,  to  look  both  ways  for 
other  vehicles. 

Don't  play  in  the  street  where  car  tracks  are. 

Don't  cross  a  street  except  at  a  crosswalk. 

Don't  take  a  chance. 

The  museum  folk  are  hoping  to  get  the  Interborough 
to  carry  the  children  to  and  from  the  museum  free  of 
charge. 


Jack-In-The-Box 

Construct  a  cube  from  a  square  of  stiff  cardboard  5x5 
inches.  Fasten  sides  securely,  leaving  one  square  free 
for  cover  of  box. 

Make  a  "Jacob's  Ladder"  from  two  pieces  of  glazed 
paper  1x24  inches.  Paste  one  end  of  the  ladder  to  the 
bottom  ofthe  box— paste  aSanta  Glaus  head  on  the  other 
end  of  the  ladder  and  press  down  into  the  cube. 

Fasten  a  string  around  the  box  and  tie  cover  down. 

Release  this  string  to  open  the  box  and  Jack  will  jump 
out. 

"Snow-Ball"  Invitations.  Snow-ball  invitations  to 
exercises  or  entertainments  are  simple  yet  very  dainty. 

Use  two-and-one-half-inch  circles  of  white  drawing 
paper,  brushing  them  over  on  one  side  with  a  solution 
of  gum  arabic,  and  sprinkle  with  artificial  snow. 

Make  little  booklets  by  tying  the  sparkling  circles  in 
twos  with  tiny  knots  of  white  satin  baby  ribbon. 

Fasten  the  small  folded  notes  inside  with  dots  of  paste. 

Gum  arabic  is  used  instead  of  mucilage  because,  being 
colorless,  it  holds  the  diamond  dust  invisibly  and  is  easy 
for  the  smallest  fingers  to  manage  neatlv. 

'  C.  G.  D. 

Toy  Train.  Fold  four-inch  black  folding  papers  on 
the  diameter,  forming  what  is  known  in  the  .kindergarten 
as  the  book. 

With  the  folded  edge  as  the  top,  cut  in  for  the  smoke- 
stack and  whistle. 

The  wheels  and  cowcatcher  are  black  parquetry  cirles 
and  triangles. 

Paste  white  oblongs  on  for  the  windows.  Connect  the 
cars  with  the  pieces  cut  from  the  ends. 

A  bit  of  white  cotton  may  be  used  for  smoke. 

— From  School  Arts  Magazine. 


'56 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


KINDERGARTEN    STORIES 

THE  UNINHABITED   CASTLE. 
By  Susan  Plessner  Pollock. 

The  master  of  the  castle  was  on  a  journey.  "How 
must  Castle  Lerum  look  without  the  Master  Pessu- 
mehr?"  said  the  children  in  the  little  house  in  the 
wood;  he  was  really  gone!  Just  after  the  Christ- 
mas holidays  John,  dressed  in  the  castle  uniform, 
had  harnessed  the  coach  horses  to  the  great  glass 
coach  and  driven  his  master  to  the  nearest  railroad 
station,  from  where  the  shrieking  and  whistling 
locomotive  had  hurried  him  away.  All  this  was 
told  to  the  children  by  Godmother  Kranz,  who,  in 
the  week  between  Christmas  and  New  Year,  had 
visited  in  the  little  house  in  the  wood.  Dora,  too, 
went  daily  thro'  the  grounds,  past  the  castle,  when 
she  and  Nero,  drew  the  sled,  took  the  milk  to 
town.  Dora  had  told  that  all  the  window  shutters 
in  the  castle  were  closed,  she  had  said  that  as 
she  went  by,  the  castle  looked  as  if  it  was  asleep, 
and  Nero  had  nodded  with  his  head  and  softly 
growled;  that  was  his  way  of  saying  "Yes,  it  is 
so."  On  New  Year's  morning  father  and  mother 
walked  to  town  to  church;  grandma  got  onto  the 
sled,  to  which  Dora  harnessed  Nero,  and  as  the' 
road  was  frozen  hard  and  smooth,  he  drew  grand- 
ma; just  look  at  the  good  dog  how  he  wags  his 
tail  with  pleasure,  it  was  no  small  honor,  instead 
of   the   milk   cans   to   draw   grandma. 

During  church  service,  the  children  remained 
with  a  deaf  neighbor  of  the  Godmother  Kranz,  for 
they  could  not  yet  understand  the  preaching,  so 
they  were  allowed  to  go  to  Frau  Inspector,  who 
had  promised  to  guide  them  thro'  the  castle.  Do 
any  of  you  little  people  know  what  curiosity  is? 
Yes?  Then  you  can  just  imagine  in  what  a  hurry 
Herman  and  Gertrude  sprang  thro'  the  castle  court. 
They  nearly  forgot  to  say  "good-day"  to  John,  who 
met  them,  and  when  Sultan  from  his  dog  kennel 
barked  loudly  at  them,  they  tumbled  so  suddenly 
against  each  other  for  fright  and  surprise  that  they 
almost  knocked  each  other  down.  Breathlessly 
they  presented  themselves  before  Frau  Inspector, 
who  said  to  them,  "Now  clrldren,  rest  yourselves"; 
but  that  was  unnecessary,  for  how  can  anyone  be 
tired,  when  one  is  curious?  The  inspector's  wife 
put  on  a  warm  jacket,  took  the  key  out  of  her  sec- 
retary, and  now  they  all  started.  The  key  rattled 
in  the  lock,  the  big  outside  door  creaked  and  there 
they  stood  in  the  hall.  Ah!  what  was  to  be  seen 
here?      Nothing!     It  was  perfectly   dark. 

The  inspector's  wife  opened  one  shutter  a  little. 
Now  one  could  see  enough  to  reach  the  salon  door 
without  bumping  against  anythng.  The  salon  door 
opened  and  closed  again  behind  the  children. 
Everything  was  dark;  the  ceiling  gave  a  great 
crack!  bump!  Grandfather's  big  chair  rolled  into 
the  middle  of  the  room  over  the  waxed  floor.  Her- 
man had  run  against  it.  "Stand  perfectly  still, 
children,"   said  the   inspector's  wife,  "until  I   let   in 


the  daylight,"  and  the  children  stood  as  still  as 
marble  columns.  Now  came  a  ray  of  sunlight 
thro'  the  opened  shutter  crack.  It  seemed  like  a 
little  bridge  of  light,  which  stretched  itself  thro' 
the  whole  length  of  the  salon  and  on  it  danced 
countless  dust  motes  and  feather  bits.  It  was  like 
the  insect  dance  in  the  summer:  one  could  recog- 
nize the  objects  around  one,  but  they  looked  won- 
derful; the  high-backed  velvet  settees  (fauteilles), 
like  those  in  the  red  room  and  the  blue  room  of 
the  President's  White  House  in  Washington,  D.  C, 
were  all  covered  over  with  grey  linen  and  their 
gilded  legs  were  bandaged  up,  as  if  they  belonged 
to  invalids.  The  great  chandeliers  wore  cloths 
wound  about  them,  as  if  they  had  the  headache;  in 
front  of  the  immense  mirrors  and  the  paintings 
with  gold  frames,  hung  curtains.  Pretty,  could  no 
one  call  this  masquerade  of  furniture,  and  at  the 
same  time  it  cracked  here,  it  snapped  there,  the 
wind  howled  in  the  chimney — hark!  what  was  that? 
"The  books  sneezed,"  said  Gertrude;  yes,  she  had 
heard  it  qu'te  plainly,  the  sneeze  came  out  of  the 
bookcase,  but  no  one  had  ever  heard  that  books 
could  catch  cold!  even  if  it  was,  to  be  sure,  cold 
enough.  But  Airs.  Inspector  laughed  over  Ger- 
trude's remark  and  pointed  out  to  the  children  the 
gardener's  boy  who  had  just  passed  by  the  win- 
dow and  had  perhaps  had  a  pinch  of  snuff  from 
his  father's  snuff-box.  Every  room  in  the  castle 
looked  alike  in  its  lonely  silence — all  the  furniture 
covered  with  dust  protectors  and  hangings  before 
all  the  pictures,  that  was  somewhat  monotonous. 
At  last,  however,  Mrs.  Inspector  opened  one  more 
door  and  the  children  entered  a  large  room  into 
which  they  had  never  before  been  admitted.  But 
what  was  in  this  room  behind  the  library  It  must 
be  something  especial,  for  Mrs.  Inspector,  who  had, 
everywhere  else,  only  opened  the  shutters  in  cracks, 
here  threw  them  all  wide  open — Herman  and  Ger- 
trude should  see  everything  in  this  room,  and  with 
what  aston'shment  they  gazed  about  them.  They 
thought  they  must  be  in  a  toy-store,  and  where 
do  you  suppose  they  were?  They  stood  in  the 
playroom  of  Master  Pessumehr  when  he  was  a 
little  boy,  in  his  own  old  playroom,  but  Master 
Pessumehr  was  a  grown  up  man — well,  why  not? 
Herman  and  Gertrude  would  also  be  grown  up 
some  day;  but  once  upon  a  time  Master  Pessumehr 
had  also  been  a  little  child  like  Herman  and  Ger- 
trude. The  Lerum  castle  had  so  many  rooms  that 
it  had  not  been  necessary  to  use  the  old  playroom 
and  so  all  the  toys  could  be  taken  care  of  there. 

In  one  corner  stood  a  beaut'ful  tin  coach  and  a 
freight  wagon,  a  rocking  horse  and  many  boxes, 
but  what  to  them  was  the  most  astonishing  was  a 
low  table  that  stood  in  the  middle  of  the  room, 
on  which  stood  built,  a  regular  town,  many  streets, 
beautiful  houses,  and  a  castle.  In  the  streets,  tiny 
playmen  and  women  were  out  for  a  walk  (they 
were  no  larger  than  Gertrude's  little  finger).  "That 
is  Lerum,"  called  out  the  children.  "Oh!  that  is 
Master  Pessumehr,"  shouted  Herman,  as  he  point- 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


*57 


ed  to  one  of  the  tiny  men,  standing  before  the  cas- 
tle. The  whole  town  was  covered  with  a  fine  grey 
powder;  it  was  not  snow  (it  looked  like  ashes),  nor 
was  it  dust,  for  the  whole  table  had  been  care- 
fully covered  up  and  Mrs.  Inspector  had  taken  the 
cover  off;  it  was  moth  powder;  it  was  here  to  pro- 
tect the  table  from  the  little  moths,  which  are 
always  ready,  where  things  are  unused,  to  lay  siege 
and  bring  them  to  earth  again.  The  little  toy  peo- 
ple in  Lerum  town,  who  all  seemed  well  dressed, 
would  soon  have  looked  like  beggars,  if  the  moth 
hordes  had  overtaken  them,  but  Master  Pessumehr 
looked  almost  like  a  chimney  sweep  and  had  a  very 
troubled  face;  his  black  nose  surely  worried  him. 
Mrs.  Inspector  took  him  up  in  her  hand  and  blew 
a  strong  breath;  there  flew  a  cloud  of  moth  powder 
from  off  the  little  figure;  then  he  looked  quite 
friendly  and  Gertrude  declared  he  had  nodded  his 
head;  still  the  little  man  looked  quite  pale,  per- 
haps he  was  cold!  for  there  was  no  wood  there 
with  which  to  make  a  fire.  "We  will  gather  some 
for  him,  in  our  forest,"  said  Herman.  That  was  a 
good  thought,  but  the  wood  was  not  just  now  here. 
Gertrude  took  the  little  figure  in  her  hand  and 
breathed  on  it;  the  inspector's  wife,  however,  took 
some  cotton  wadding  from  one  of  the  plaything 
boxes  and  made  a  little  mantle  of  it  for  him;  from 
her  pocket  she  took  several  pepper  kernels  and  trod 
on  them,  then  she  scattered  them  over  the  mantle, 
saying,  "There,  that  is  as  good  as  moth  powder." 
After  Lerum  town  had  been  looked  at  long  enough 
that  corner  of  the  room  where  the  boxes  were  must 
be  visited  and  observed,  especially  the  boxes  in 
which  the  tin  soldiers  slept;  but  what  was  that? 
Suddenly  it  seemed  to  be  very  lively  in  Lerum 
town;  what  destruction!  Were  there  earthquakes 
here?  Toy  houses  and  trees  fell  over  each  other; 
Master  Pessumehr  lay  on  his  nose.  An  earth- 
quake it  was  not,  but  something  much  larger  than 
Master  Pessumehr,  which  he  perhaps  might  have 
thought  was  an  elephant,  ran  thro'  the  play  streets 
of  Lerum  town  and  did  the  mischief.  That  small 
monster  was  as  grey  as  an  elephant,  had  also  four 
legs,  two  eyes,  two  ears  and  a  mouth,  but  no  ele- 
phant's trunk.  Husck!  there  Master  Pessumehr's 
little  elephant  ran  over  Gertrude's  foot  and  disap- 
peared, so  that  she  screamed  loudly.  "Oh  dear 
me,"  said  Mrs.  Inspector,  "That  is  a  visitor  we  do 
not  care  for!  It  will  nibble  on  Master  Pessumehr's 
nose  and  who  knows  what  all,  do  for  mischief! 
We  put  moth  powder  everywhere  to  keep  the  en- 
emy from  Lerum.  but  against  this  little  jumper 
from  the  fields,  that  will  do  no  good;  this  is  no 
moth,  we  must  catch  him!"  The  inspector's  wife 
went  back  into  her' house  and  brought  a  little  wire 
cage,  that  on  top  had  an  opening  on  the  roof  and 
on  the  side  was  a  little  door.  Inside  she  laid  a 
small  piece  of  fat  meat  and  a  bit  of  tallow  candle 
and  placed  the  cage  in  the  middle  of  the  Lerum 
castle  court  place.  That  was  well  done,  for  this 
kind    of   little    elephants    are    very    fond    of    eating 


tallow  candle.  There  stood  the  little  prison  and 
smelled   fine. 

The  little  toy  people  might  have  thought  a  soap 
refinery  had  been  set  down  in  their  midst;  how  they 
did  all  stare  at  that  strange  looking  building,  that 
was  almost  as  large  as  the  castle  of  the  tiny  Master 
Pessumehr;  he  could  have  given  a  party  in  it. 
"Sh!"  "Hsh!"  "There  rustles  the  little  country 
trickster  among  some  paper  bits;  may  he  just  get 
caught,  the  rogue!  think  of  it!  what  behavior  that 
is, — to  tumble  houses  over  and  without  a  word  to 
knock  Master  Pessumehr  down;  such  actions  can- 
not be  allowed  by  the  police;  to  keep  the  peace  is 
the  first  duty  of  all  good  citizens  and  here  comes 
a  furry  stranger  and  turns  everything  upside  down; 
that  will  never  do!  He  probably  does  not  know  that 
strangers  must  have  a  passport  when  they  come 
to  foreign  kingdoms;  the  little  rascal  surely  had  no 
passport,  for  where  could  he  have  carried  it.  One 
saw  no  pocket  in  his  fur  coat,  nor  had  he  a  travel- 
ing bag  with  him,  but  come,  children,  we  will  seat 
ourselves  in  the  corner  that  Mr.  Mischief  Maker 
may  not  be  disturbed,  in  case  he  should  go  into 
the   trap." 

It  was  only  a  little  while  and  toy  Master  Pes- 
sumehr called  out,  he  did  not  exactly  speak,  but  he 
fell  down  again  on  his  nose  and  that  was  a  sign 
that  the  breaker  of  the  peace  was  again  there. 
Right!  there  he  sat  in  the  cage:  foolish  little  fellow, 
it  would  have  been  better  had  you  remained  in  your 
own  home.  "Ah!  you  precious  little  mousie,"  cried 
Gertrude,  "I  will  keep  you  and  take  care  of  you 
like  a  little  canary  bird."  Herman  was  also  de- 
lighted over  the  little  prisoner  and  the  children  left 
the  playroom  rejoicing,  to  go  and  show  their  father 
and  mother  and  grandma  their  small  grey  treasure. 

THE   JANUARY   THAW,   AND   HOW   IT   ALL 
HAPPENED. 

By   Mary  Ellason  Cotting, 
566   Main  St.,  Waltham,   Mass. 

Jack  Frost  and  Nipsey  Tingle  were  right  close 
together  early  one  morning  skirmishing  all  over 
everywhere:  finally  Nipsey  Tingle  said,  "We  must 
take  a  little  rest  so  as  to  be  ready  to  attend  to 
sending  another  big  coverlet  down  from  the  snow- 
making  place  to  help  the  seeds  and  bulbs  and  roots 
to  be  just  right  for  growing  when  Mother  Nature 
sets  the  frog-peepers  to  sending  spring  messages 
to  everything  and   everybody. 

No  wonder  Jack  Frost  and  Nipsey  Tingle  were 
tired,  for  they  had  worked  very  hard  to  cover  a 
great  many  ponds  with  shining  ice  and  painted  the 
most  beautiful  pictures  on  the  windows  of  so 
many,  many  houses  and  made  so  many  ice-needles, 
and  nipped  a  great  number  of  children  on  the  noses 
and  pinched  their  cheeks  till  they  were  red  as 
June    roses. 

So  Jack  snapped  a  piece  of  thin  ice  till  it  cracked, 
and  Nipsey  Tingle  blustered  and  blew  and  they 
started  off  together. 

The   Who-oo-oo    creature   ruffled   his   feathers   all 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


out  till  he  was  bigger  than  he  needed  to  be,  and 
he  blinked  his  eyes  and  thought  he'd  peep  out  his 
window  in  the  oak-tree  trunk;  but  what  good  would 
that  do,  for  he  couldn't  see  in  the  daytime  anyway 
— and — besides  no  one  ever  saw  Jack  Frost,  or  Nip- 
sey  Tingle  alone,  or  together — for  as  soon  as  any- 
one tries  to  find  them  they're  gone;  and  if  they  are 
followed,  why,  they  just  swoop  upon  you  and  be- 
fore you  know  it  they'll  surround  you  and  you'll 
feel  so  tingly  and  freezy  you'll  have  to  scamper 
into  the  house  to  get  warm.  Then  they'll  laugh 
and  go   on   their  blustering   way   om  e   more. 

The  wise  old  owl  said,  "Su-oo-oo-oore,  they're 
slying  away  and  I'm  guessing  that  Nipsey  Tingle's 
cousin  Softly  Blow  is  stealing  this  way.  O,  I  do 
hope  she  is  coming,  for  then  the  snow  will  melt, 
and  the  ice  will  crack  and  break  and  go  drifting 
on  the  water  and  all  the  little  things  under  the 
ground  will  have  such  a  splendid  drinking  time 
that  they'll  feel  just  like  springing  up  pretty  soon 
when  Softest  Breezes  gently  call  to  Gentle  Show- 
ers to  open  the  door  for  Springtime  to  really  come 
to  us." 

Then  Wise  Owl  dropped  his  big,  round  face 
down  against  his  soft  feathers  and  dozed  and  dozed. 
For  you  know  Jack  Frost  and  Nipsey  Tingle  had 
not  gone  very  far  away — they'd  not  really  started 
yet  for  Coldest  Land. 

After  a  while  Wise  Owl  heard  a  queer  rustling 
and  up  went  his  round  face  again,  and  he  listened 
a  moment  before  he  said,  "O,  that  noise  is  in  the 
big  branch  over  my  home — the  squirrel  family  must 
have  heard  what  Jack  Frost  and  Nipsey  Tingle 
were  going  to  do.  Very  likely  the  mother  squirrel 
is  thinking  of  taking  a  run  out  on  the  oak-tree 
branches  or  along  the  stone-wall.  Well,  I  shall 
"be  glad  indeed  to  see  the  snow  melt  off,  so  she 
can  run  about  without  chilling  her  toes,  and  I  can 
go  out  to  catch  a  little  field-mouse.  I  don't  love 
the  snow   one   little  bit!" 

Then  he  went  to  sleep  once  more,  and  so  did  the 
squirrel  family  too — there  wasn't  even  the  softest 
kind  of  a  squeak  that  came  from  its  home  after 
that. 

All  day  long  Softly  Blow  was  watching  his  chance 
and  when  the  little  moon  crept  up  in  the  sky  he 
came  softly  creeping,  creeping  all  over  the  ponds 
and  brooks,  and  snow-covered  fields,  and  yards  and 
streets. 

When  next  morning  got  here  and  the  sun  shone 
forth  the  ice  was  growing  thinner  and  thinner;  the 
snow-men  had  lost  their  hats  and  heads,  and  pretty 
soon  their  arms  and  legs  would  vanish,  and  so 
would    all    the    snow-drifts   and    banks    too. 

O,  I  tell  you.  Nipsey  Tingle's  cousin  was  having 
the  very  best  kind  of  a  time  sending  little  water- 
drips  drip,  drip,  drip  down  into  the  earth.  You 
know,  it  takes  a  good  deal  of  time  to  turn  so  much 
snow  into  water-drips  so  Softly  Blow  was  obliged 
to  stay  around  ever  so  many  days.  He  sent  a  mes- 
sage   up — way,    way    up — into    the    air    asking    the 


clouds  to  send  down  some  rain-drops — millions 
upon   millions   of  them. 

Well,  while  the  clouds  were  helping,  Nipsey  Tin- 
gle, who  likes  to  make  surprises  better  than  any- 
thing in  this  world,  whirled  back  again  and  froze 
those  rain  drops  into  tiny,  tiny  ice  balls,  and  how 
they  did  batter-patter  on  the  roofs  and  sidewalks 
and   against  the    trees. 

When  Nipsey  Tingle  had  finished  his  fun-game 
he  let  Softly  Blow  have  his  rain-drops  once  more, 
and  such  a  busy  time  as  he  had! 

In  a  week  the  ground  was  all  bare  and  the  squir- 
rels could  run  on  the  walls  without  getting  their 
paws   wet. 

Jack  Bunny  and  Crafty  Fox  went  out  to  run;  all 
the  roots  and  resting  things  under  ground,  the 
maple  keys  and  acorns  cuddled  under  the  leaves 
that  blew  over  them  when  West  Wind  was  strip- 
ping all  the  branches,  felt  almost  like  rising  right 
up. 

But  Mother  Nature  whispered  to  them  to  keep 
snug  in  their  places — for  this  was  only  the  January 
Thaw,  and  down  they  snuggled  to  wait  a  little 
longer. 

It  is  very  well  they  obeyed  Mother  Nature,  for 
Softly  Blow  stole  away  one  night  and  Nipsey  Tin- 
gle and  Jack  Frost  whisked  back  again,  and  got 
their  heads  so  very  close  together  that  there  was 
a  great  blowing  and  freezing;  the  great  big  snow- 
flakes  came  down  and  covered  the  earth  again  with 
a  thick  coverlet  and  the  ice  on  the  ponds  was  thick 
enough   for  skat:ng. 

Sound  asleep  all  Mother  Nature's  tfeasures  must 
stay  until  Softly  Blow.  Softest  Breezes  and  Gentle 
Showers  bring  the  real  spring-time,  and  the  breezy, 
freezy  Nipsey  and  Jack  go  to  make  a  long  visit  to 
Coldest   Land. 


Why  The  Dove  Carried  The  Valentine 

Laura  Fenwick  Ogbqrn 

It  was  Saint  Valentine's  Day.  Little  Lorraine  had 
been  very  sick  but  she  was  better  now  and  the  nurse 
said  she  might  sit  up  and  watch  the  children  go  by  to 
school.  Nurse  had  promised  her  that  after  a  few  more 
days  she  migat  go  to  kindergarten  again. 

While  Lorraine  sat  watching  the  children  she  wondered 
if  any  one  would  send  her  a  valentine.  She  did  not 
know  who  it  would  be  but  she  hoped  that  some  little 
f  dry  or  some  little  cupid  would  bring  her  one.  It  would 
make  her  very  happy,  she  thought,  for  the  day  was  so 
cold  that  Lorraine  must  not  go  out  of  doors  to  play  and 
she  was  feeling  lonely  for  she  had  no  brother  or  sister 
to  play  with  her. 

Now  while  Lorraine  sat  by  the  window  thinkingabout 
a  valentine,  all  the  little  fairies  in  fairy  land,andall  the 
little  cupids  in  cupid  land,  and  all  the  little  birdies  in  bird 
land  were  having  a  gay  time. 

By  and  by  one  of  the  cupids  said  to  one  of  the  fa?ries, 

"Lorraine  has  been  very  sick;  would  it  not  be  nice  to 
send  her  a  valentine?" 

"Oh,  yes,"  said  the  fairy,  "but  who  shall  take  it:  it  is 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


159 


such  a  long,  long  way  to  the  north  land  and  it  is  very 
cold." 

All  the  little  cupids  flapped  their  wings,  and  all  the 
little  fairies  waved  their  wands  and  said: 

"Let  us  get  a  bird  to  carry  a  valentine  to  Lorraine." 

Then  away  they  all  went  into  bird  land  which  was  near 
by,  to  find  a  birdie  to  carry  the  message  of  love  to  the 
little  girl  in  the  far  away  north  land. 

All  the  little  cupids  and  all  the  little  fairies  began  to 
wonder  what  bird  they  should  ask  to  carry  the  valentine. 

"Shall  we  ask  the  robin?"  said  the  cupids. 

"Oh,  no,"  answered  the  fairies,  "It  is  such  a  long,  cold 
journey  and  it  is  not  time  yet  for  the  robins  to  return 
to  the  north  land.  The  robin  could  not  go.  We  must 
find  another  bird  to  go." 

"Well,"  said  the  cupids,  "shall  we  ask  Jennie  Wren 
to  go  for  us?" 

"Oh,  no, "answered  the  fairies,  "it  is  such  a  long  cold 
journey  and  it  is  not  time  yet  for  the  wren  to  return  to 
the  north  land.  These  little  birds  would  freeze  and  die. 
We  must  find  another  bird  to  go  for  us." 

"Oh,"  said  the  cupids,  "could  we  not  ask  the  oriole 
or  the  meadow  lark  to  carry  our  message?  They  sing 
so  sweetly-." 

"Oh,  no,"  answered  the  fairies,  "it  is  such  a  long  cold 
journey  and  it  is  not  time  yet  for  the  orio'e  and  the  mea. 
dow  lark  to  return  to  the  northland.  They  woulf  never 
find  Lorraine  for  they  could  not  g  >  through  the  storms 
of  the  north  land.     We  must  find  another  bird." 

"Then,"  said  all  the  cupids,  "let  us  ask  the  dove  to 
go  and  take  our  message." 

"Oh.  yes,"  answered  the  fairies,  "the  dove  can  carry 
the  valentine,  for  the  dove  is  such  a  big  stroDg  bird. 
We  will  ask  the  dove  to  go  for  us." 

So  the  cupids  and  the  fairies  went  to  the  dove  to  ask 
him  10  carry  their  love  to  Lorraine  away  off  in  the  north 
land.  And  all  the  little  cupids  flapped  their  wings,  and 
all  the  little  fairies  waved  their  wands  and  sang: 

"Go,  pretty  birdie, 

Go,  pretty  dove, 
Go,  pretty  messenger, 

Cany  our  love." 

"Oh,"  said  the  dove,  "it  is  a  very  long  journey  to  the 
north  land  and  I  shall  get  so  tired." 

"Oh,  no,"  answered  the  little  fairies,  "you  will  not  get 
tired — you  aie  such  a  big,  strong  bird.  You  can  cany 
the  valentine  for  us." 

And  all  the  little  cupids  flapped  their  wings,  and  all 
the  little  fairies  waved  their  wands  and  sang: 

"Go,  pretty  birdie, 

Go,  pretty  djve. 
Go,  pretty  messanger, 

Garry  our  love." 

"Oh,"  said  the  dove, "it  is  such  a  long  journey  to  the 
north  land  and  I  will  get  very  cold." 

"Oh  no,"  answered  the  little  fairies,  "you  have  nice 
warm  feathers;  you  will  not  get  cold.  You  can  ca.  ry 
the  valentine  for  us." 

And  all  the  little  cupids  flapped  their  wings,  and  all 
the  little  fairies  waved  their  wands  and  sang: 


"Go,  pretty  birdie, 
Go,  pretty  dove, 
Go,  pretty  messenger, 
Carry  our  love." 
"Oh,"  said  the  dove,  "it  is  such  a  long  journey  to  the 
north  land  and  I  shall  get  so  hungry  before  I  get  back." 
"Oh,"  said  the  little  fairies,  "you  will  not  get  hungry 
for  Lorraine  will  feed  you  when  she  sees  you." 

And  all  the  little  cupids  flapped  their  wings,   and  all 
the  little  fairies  waved  their  wands  and  sang: 
Go,  pretty  birdie, 
Go,  pretty  dove, 
Go,  pretty  messenger, 
Carry  our  love." 
"But,"  said  the  dove,  "what  shall  my  pay  be  if  I  carry 
the  valentine  to  the  far  away  north  land?" 

"Oh,"  said  the  fairies  and  thecupids,  "we  do  not  pay 

f  jr  carrying  valentines.     When  you  make  little  children 

happy  then  you  will  be  happy  and  that  will  be  your  pay." 

"Well,"  said  the  dove,  "then  I  think  I'll  go  and  find 

Lorraine." 

So  the  cupids  tied  the  valentine  to  the  dove  and  the 
dove  spread  its  great  beautiful  wings  and  flew  up,  up, 
high  and  higher,  away  towards  the  land  of  ice  and  snow 
while  all  the  little  cupids  flapped  their  wings,  and  all  the 
little  fairies  waved  their  wands  and  sang: 
"Go,  pretty  birdie, 
Go,  pretty  dove, 
Go,  pretty  messenger, 
Carry  our  love." 
Now  it  was  a  long  cold  hard  journey  to  the  north  land 
and  the  dove  had  not  gone  many  miles  when  a  storm 
came  upon  him  and  he  had  to  stop  in  a  tall  oak  tree  to 
rest  a  while.     But  by  and  by  he  said: 
"Now  I  must  gj  on  and  find  Lorraine." 
So  again  he  spread  his  great  beautiful  wings  and  flew 
away,  away  on  and  on  until  at    last  tired  and  hungry  he 
reaehe  1  the  north  land,  there  to  find  Lorraine  sitting  by 
her  window  still  wondering  if  anybody  would  send  her  a 
valentine.     The  dove  s-topped  right  at  the  very  window 
where  Lorraine  sat,  eating  her  lunch,  and  she  opened  her 
window  to  let  the  dove  rest  on   the  window  sill.     Little 
Lorraine  took  the  valentine  and  thanked  the  pretty  dove. 
Then  she  gave  him  some  nice  crumbs  from  her  lunch. 
When  the  dove  was  no  longer  tired  or  hungry  Lorraine 
lifted  him  up  0:1  her  hand  and  said: 

"Now  go  back  home  do  bird  land,  pretty  dove." 
And  away  he  Hew  back  to  fairy  land,  back  to  bird  land, 
back  tocupidlandand  as  he  flew  he  sang  this  little  song: 
"Coo-coo-coo-coo-coo."  Whichmeant,  "lam  so  happy 
because  I  made  little  Lorraine  happy." 


LITTLE  LAP. 


Hi!  little  Lap!  Ho  little  Lap! 
May  1  have  a  ride  on  your  sled? 
The   little   Lap   says   never  a  word, 
His    reindeers   prance   on   ahead. 

Hi!   little   Lap!   Ho  little   Lap! 
Will  you   take   dinner   with  me 
The   little   Lap   says   "Thank  you,  no, 
I   have  plenty  of  whale-oil,   see!" 
(.What   do    Eskimo    children   and   Laplanders    eat?) 


i6o 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


A  YEAR   IN  THE  KINDERGARTEN 


Harriette  McCarthy 


Kindergarten  Director,  OKI: 


City  Public  Schools 


[NOTE.— Owing  to  the  delay  necessary  to  reach  our  for- 
eign subscribers,  we  have  adopted  the  plan  of  printing  the 
program  for  two  or  three  weeks  of  the  following  month. 
Some  of  our  American  subscribers  prefer  the  program  to 
begin  with  the  current  month,  and  in  order  to  accommo- 
date both,  we  republish  in  this  issue  that  porl  ion  of  the 
February  program  which  appeared  last  month.] 

FEBRUARY 

FIRST  WEEK. 

Songs— 

Thumkins  Says  I'll  Dance.     (Walker  and  Jenks.) 
The  Pigeon  Song.     (Walker  and  Jenks.) 

MONDAY. 

Circle — Speak  of  which  month  this  is.  Its  length.  Ask 
children  if  days  are  growing  longer  or  shorter. 
Story.     Betsy  Ross  and  the  First  Flag. 

Rhythm — Marching. 

Gift — Build  forms  of  life  with  fourth  gift. 

Games — Soldier  Boy,  Soldier  Boy.  (Hofer's  Old 
and  New  Singing  Games.) 

Occupation — Make  flag. 

TUESDAY. 

Circle — All   about   the    Southland.     The   climate   there. 

Introduce  the  little  black  child. 
Rhythm — Side-skip. 

Gift — Forms  of  life  with  third  and  fourth. 
Game — Going  to  Jerusalem. 
Occupation — Cut  elephant. 

WEDNESDAY. 

Circle — Tell  of  animals  that  live  in  the  Southland.   How 

the  black  people  brought  to  this  country  as  slaves. 
Rhvthm — Cross-skip. 
Gift— First  gift. 
Game— Rig-a-Jig-Jig. 
Occupation — Crayola  outlined  bananas. 

THURSDAY. 

Circle — Tell  of  Lincoln,  who  freed  the  free  black 
slaves.    Tell  of  his  early  boyhood  life. 

Rhythm — Marching  by  twos  and  fours. 

Gift — Seventh  gift  sticks.     Build  Lincoln's  log  cabin. 

Game — The  King  of  France.  (Hofer's  Old  and  New 
Singing  Games.) 

Occupation — Fold  soldier's  cap. 

FRIDAY. 

Circle — Later  life  of  Lincoln.     His  birthday  reviewed. 

Rhythm — Those  used. 

Game — Free  choice. 

Gift— Sticks. 

Occupation — Fold  soldier  tent. 

Song- 
Little    Dove,    You    Are    Welcome.      (Walker    and 

Jenks.) 
The  Pigeon.     (Walker  and  Jenks.) 
The  Carrier  Dove.     (Hailman.) 

SECOND  WEEK 

MONDAY. 

Circle— Talk  about  St.  Valentine's  Day.  Tell  of  kind- 
ness of  St.  Valentine,  and  how  we  remember  the 
day. 

Rhythm — See-Saw. 

Gift — Second. 

Game — Sense  games  of  smell  and  taste. 

Occupation — Make  envelope  for  valentine. 


TUESDAY. 

Circle — More  about  St.  Valentine.     Story.     The  Dove. 

(Plan  Book,  p.  64.) 
Rhythm — Marching. 
Gift — Second  and  third. 
Game — The  Postman. 
Occupation — Making  valentines. 

WEDNESDAY. 

Circle— Story.  Philip's  Valentine.  (In  the  Child 
World.) 

Rhythm — Side-skip. 

Gift— Third. 

Game — Free  choice. 

Occupation — Have  valentine  box,  and  give  out  valen- 
tines. 

THURSDAY. 

Circle — Review  all   about  St.    Valentine.     Story.     Con- 
stant Dove.    (In  the  Child's   World.) 
Rhythm — Marching  and  See-Saw. 

Gift — Third  and  fourth.     Illustrate  Philip's  Valentine. 

Game — Those  played. 

Occupation — Cut  out  postman. 

FRIDAY. 

Circle— All  about  St.  Valentine. 

Rhvthm — Marching. 

Gift— Third  gift. 

Game— Rig-a-Jig-Jig. 

Occupation — Making  flags. 

Songs- 
America. 

Washington.    (New  Kg.  Songs.     Halsey.) 
Noble  Washington.      (Smith  and  Weaver.) 

THIRD   WEEK 

MONDAY. 

Circle — Who  George  Washington  was.  He  was  a  good 
child,  brave  man.  When  is  his  birthday?  What  do 
we  do  to  honor  his  name? 

Rhythm — Soldier  Boy. 

Gift — Third  and  fourth. 

Game — Rig-a-Jig-Jig. 

Occupation — Draw  flags. 

TUESDAY. 

Circle — Why  do  we  celebrate  Washington's   Birthday? 

What  kind  of  a  boy  was  Washington.     Tell  story 

of  The  Cherry  Tree. 

Rhythm — See-Saw. 
Gift — Third  and  fourth. 

Game — Marching.     Leader  wearing  continental  hat. 
Occupation — Cut  and  color  hatchets. 

WEDNESDAY. 

Circle — Tell  story  of  happy  farm  life  of  George  as  a 
little  boy.  What  a  plantation  is  like.  George's  out- 
door life. 

Rhythm — Marching.     Soldier  Boy. 

Gift— Build  a  fort  with  fifth  gift. 

Game— In-door  hop-scotch. 

Occupation — Make  red,  white  and  blue  badges. 


Holiday. 


THURSDAY. 


FRIDAY. 


Circle — Review  all  about  Washington. 

Rhythm — Soldier  Boy. 

Gift — Second  and  third. 

Game— Free  choice. 

Occupation — Folding  tents  and  soldier  caps. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


161 


FOURTH  WEEK. 

Song: 

The    Knights. 

The  Red,  White  and  Blue. 

MONDAY. 

Circle — Story  of  the   Knights. 

Rhythm — Front  skip. 

Gift— Third   and    fourth. 

Game— How  Do  You  Do,  My   Partner. 

Occupation — Cut    castles. 

TUESDAY. 

Circle — Knights  and  good  child.  As  in  Mother  Play. 

Rhythm — Side    skip. 

Gift— Second   Gift. 

Game — Little   Duck. 

Occupation — Cut  helmets  and  swords  of  cardboard. 

WEDNESDAY. 

Circle — Knights    and    the    ill    natured    child.      Story. 

How  Arthur  Became  a  Knight. 
Rhythm — Jump-ing    Jack. 
Gift — Fifth.     Build   castle   and   castle   wall. 
Game — Merry   Go  Round. 
Occupation — Make    chain    flag. 

THURSDAY. 

Circle — Retell  story,  How  Arthur  Became  a  Knight. 
Rhythm — High    Stepping    Horses. 
Gift — Build    fort    with   third. 
Game — The    Family. 

Occupation — Make  parquetry  border  w'th  circles 
and  squares. 

FRIDAY. 

Circle — Review   all   about   Knights. 

Rhythm — Marching   by    l's   and   2's. 

Gift — Second   and  third. 

Game — Owl. 

Occupation — Painting  from  object    a  ball. 

MARCH 

FIRST  WEEK 

Songs: 

In   the   Branches  of  a   Tree    (Wa'ker  &  Jenks.) 
Pussy   Willow    (Walker    &   Jenks) 
See    Million    of    Bright    Raindrops    (Walker    & 
Jenks.) 

MONDAY. 

Circle — The    trees   of   the    forest.      Kinds    and   what 

used   for. 
Rhythm — Swinging. 
Gift— Third   gift. 
Game — Little   Ducks. 
Occupation — Cut    trees. 

TUESDAY. 

Circle — The  woodman  and  the  logging  camp.  Story. 

The   Story  of  an   Acorn. 
Rhythm — Bouncing   ball. 
Gift — Third  and  fourth. 
Game — Owl. 
Occupation — Construct    paper    houses. 

WEDNESDAY. 

Circle — Name  all  articles  :n  the  room  made  of 
wood.  Speak  of  wood  used  as  fuel.  Story, 
The  Discontented   Fir  Tree. 

Rhythm — Flying  birds. 

Gift— Fifth    gift.      Invent. 

Game — How  Do   You  Do,   My  Partner. 


THURSDAY. 

Circle — Speak   of  carpenter.     The   kind  of  wood   he 

uses    in    building    houses. 
Rhythm — Marching. 
Gift— Third  gift. 
Game — Little   Ducks. 
Occupation — Make   crayola   trees. 

FRIDAY. 

Circle — Review   all   about   wood. 

Rhythm — Review. 

Gift — Peg  board.     Place  pegs  in  triangular  forms. 

Game — Free   choice. 

Occupation — Paper    folding.      Double    boat. 

SECOND  WEVK 

Songs: 

Careful    Gardener    (Walker    &  Jenks.) 
Careful   Gardner   (Walker  &  Jenks.) 
Morning  Hymn   (Walker  &  Jenks.  ) 
All   the  Little  Sparrows   (Walker  &  Jenks.) 

MONDAY. 

Circle— Talk  about  coal.     What  it  is.     Where  found. 
Rhythm — Front   and    side   skip. 
Gift — Second  and  third. 
Game — Rig-a-Jig-Jig. 

Occupation — Cut  lire-places  of  black  silhouette  pa- 
per. 

TUESDAY. 

Circle — Talk    about    coal    mines.      Show    picture    of 

man  in  mine.     Ask  uses  of  coal. 
Rhythm — Flying  Birds. 
Gift — Second    and    third. 
Game — Lads  and  Lassies. 
Occupation — Paint    from    object.      Oranges. 

WEDNESDAY. 

Circle — Ask  name  of  men  who  get  mineral  out  of 
the  earth.  Name  other  things  that  are  mined. 
Story,   Little   Black  Sambo. 

Rhythm — Jump'ng   Jack. 

Gift — Fourth,    Border   pattern. 

Game — Little    Ducks. 

Occupation — Cut   silhouette    of   coal   man. 


THURSDAY, 
ith  g 


oal    and    iron. 


Circle — Tell    where    bla 

Rhythm — Marching. 

Gift— Sticks. 

Game — Lads  and  Lassies. 

Occupation^Make    crayola   horse-shoes. 

FRIDAY. 

Circle — Review  all  about  coal  and  coal  miners. 
Rhythm — Review. 
Gift — Third   and  fourth. 
Game — Review. 

Occupation — Parquetry    design    of    circles    and    half 
circles. 

THIRD  WEEK 

Songs: 

All    the    Birds    Have    Come    Again    (Walker    & 

Jenks.) 
The   Blue    Bird    (Walker   &  Jenks.) 
The  Alder  by  the  River   (Walker  &  Jenks.) 

MONDAY. 

Circle — The  coming  of  spring.    Free  discussion. 
Rhythm — Side  skip. 
Gift — Second   and    third. 
Game — Looby   Loo. 


162 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


Occupation — Fold  kites. 

TUESDAY. 

Circle — More    about   the    coming   of   spring. 
Story — The   Morning   Glory  Seed.    (Boston   Collec- 
tion of  Kg.  Stories.) 
Rhythm — Flying   birds. 
Gift — Third  and  fourth. 
Game — Swinging. 
Occupation — Cut  and  mount  blackbirds. 

WEDNESDAY, 

Circle — More  about  spring.  Name  all  the  seasons 
of  the  year.     Discuss  weather  in  spring. 

Rhythm — High   Stepping  Horses. 

Gift — Sixth  gift.  Divide  and  replace.  First  in  three 
equal  parts   then  in   six. 

Game — How  Do  You  Do,  My  Partner. 

Occupation — Crayola. 

THURSDAY. 

Circle — All  you  can  tell  of  spring. 

Story— A  Surprise.    (In  the  Child  World.) 

Rhythm — Jumping  Jack. 

Gift — Third  and  fourth. 

Game — Now  With  Your  Hands  Go  Clap,  Clap,  Clap. 

Occupation — Weave   a  mat. 

FRIDAY. 

Circle — Review  all  about  spring. 
Rhythm — Review. 
Gift — Second  compared  with  third. 
Game — Free  choice. 
Occupation— Fold   a   bat. 


What  the  Rural  Schools  are  doing. 

There  are  signs  that  the  rural  schools  are  at  last  com- 
ing into  their  own.  Long  the  neglected  factor  in  Amer- 
ican education,  they  are  now  in  progress  of  a  regenera- 
tion that  is  as  thoroughgoing  as  it  is  necessary. 

It  is  not  merely  that  educators  have  turned  their  at- 
tention to  the  problem;  it  is  not  .merely  that  much  is 
currently  written  on  the  subject  (one-fourth  of  the  bul- 
letins published  in  1912  by  the  United  States  Bureau  of 
Education  deal  directly  with  rural  education) ;  it  is  ra- 
ther that  theory  has  given  place  to  practice;  that  the 
work  of  rural  education  is  actually  under  way. 

Teachers  of  experience  armed  with  the  essential  facts 
of  rural  life,  acquainted  with  the  needs  of.the  commu- 
nities they  serve,  sincere  in  their  faith  in  the  country  as 
the  place  to  live  in  and  build  up  citizenship,  are  doing 
for  the  rural  districts  what  the  pioneer  teachers  of  for- 
mer generations  did  for  the  city  and  the  town. 

These  rural  teachers  are  actually  accomplishing  the 
work  that  has  so  long  been  merely  talked  about.  Old 
one-room  ram-shackle  schoolhouses  are  torn  down  to 
make  way  for  attractive  little  buildings,  not  necessarily 
larger  than  the  old,  but  built  on  sound  principles  of 
beauty  and  utility;  or,  frequently,  the  place  of  the  dis- 
carded building  has  been  taken  by  the  more  imposing 
structure  of  the  consolidated  school,  symbol  of  educa- 
tional efficiency. 

Even  the  literature  on  rural  education  shows  the  ef- 
fects of  the  practical  application  of  what  were  formerly 
only  theories.  Current  bulletins  of  the  Bureau  of  Edu- 
cation describe  the  training  of  rural  school-teachers, 
not  as  something  that  might  be  done,  but  as  something 
that  has  been  done  and  is  done   every   day.     It  is   no 


longer  the  problem  of  knowing  what  ought  to  be  done, 
but  of  doing  it — the  problem  of  disseminating  the  knowl- 
edge that  is  already  available. 

The  realization  of  the  significance  of  rural  education 
marks  a  turning  point  in  American  history.  For  the 
better  part  of  a  century  American  education  developed 
one-sidedly — as  a  city  and  town  matter.  To  live  in  the 
country  was  to  be  isolated  from  the  better  things  of  civ- 
ilization —including  education.  That  the  population 
of  the  United  States  was  and  is  predominantly  rural  did 
not  seem  to  enter  the  question.  There  was  a  feeling  that 
the  country  could  take  care  of  itself;  that  the  "little  red 
school  house"  could  accomplish  everything  with  noth- 
ing; that  there  was  an  inexhaustible  supply  of  school- 
teachers willing  to  handle  an  assortment  of  youngsters 
of  varying  ages  and  abilities,  do  janitor  chores  and  per- 
form the  numerous  other  duties  of  the  old-time  school- 
master, all  for  a  few  dollars  per  week,  with  utter  disre- 
gard of  the  increased  cost  of  living. 

The  awakening  from  this  state  of  blissful  indifference 
toward  country  life  and  country  education  did  not  come 
until  the  drift  from  country  to  city  had  become  one  of 
the  startling  phenomena  of  the  age.  Then  economists 
exhorted  boys  to  "stay  on  the  farm";  but  the  exhorta- 
tion came  too  late.  What  boy  was  going  to  stay  on  the 
farm  when  opportunity  seemed  to  be  everywhere  else? 

There  were  no  adequate  educational  facilities  for  him 
in  the  country;  nothing  to  guide  him  in  his  desire  to  get 
along  in  the  world.  So  he  went  to  join  the  city  throng 
and  help  diminish  the  producing  power  of  the  funda- 
mental class  in  society — the  agriculturists. 

Rural  education  can  not  immediately  and  entirely  re- 
verse this  process,  but  it  is  the  first  essential  step,  Bet- 
ter rural  schools  will  not  only  tend  to  equalize  the  ad- 
vantages of  city  and  country  in  educational  opportunity; 
they  will  meet  the  greatest  economic  need  of  our  time 
by  increasing  the  efficiency  of  the  coming  generation  as 
producers  on  the  land. 

THE  CHILD  AND  THE  FLAG. 

Lauea  Rountree  Smith 
(Recitation  for  two  children,  one  holds  flag.) 
1st: 

Tell  me  oh  flag,  that  we  wave  to-day, 

Where  did  you  get  your  colors  gay? 
2nd: 

I  got   my   red   and  white   and   blue, 

From  the  starry  sky  as  I  came  through. 
1st: 

Where  did  you  get  your  red  so  bright? 
2nd: 

From  the  rosy  sunset  one  summer  night! 
1st: 

Where  did  you  get  your  stars  of  white? 
2nd: 

From  a  fleecy   cloud   in   the   sky  so   bright! 
1st: 

Where,  oh  where  did  you  get  your  blue? 


2nd: 


From  the*  beautiful  sky  as  I  passed  through! 

Oh  beautiful  flag  red,  white  and  blue, 
Wherever  I  go  I  will  bow  to  you. 
(Bows   low.) 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


163 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


RECITATION— HONOR. 

(By    four    boys    carrying    banners    on    which    the 
word  "honor"   is  printed.) 
1st: 

Oh  Washington  we  proudly  say, 

For  you   the  bonnie  banners   sway. 
2nd: 

And  Lincoln  we  will  honor  you, 

With  bonnie  flags  red,  white  and  blue. 
3rd: 

We'll  honor  men  who  brought  us  fame, 

With  pride  we  speak  Columbus'  name. 
4th: 

We'll  honor  our  parents  here  to-day, 

Who  taught  us  to  work,  to  love,  to  obey. 
All    (waving  banners) : 

All  honor  to  our  heroes, 

To  brave,   good  men   who   died, 

All  honor  to  our  heroes, 

They  were  our  country's  pride;- 

All  honor  to  the  bonnie  flag, 

We    love    each    shining    fold, 

We'll  honor  now  the   stars  and   stripes, 

As   heroes  did   of  old. 
(A  child  comes  in  front  with  a  flag,  and  the  four 
little  boys  salute  it,  and  march  off  waving  banners.) 


THE   BONNIE   FLAG. 

(Recitation  for  six  boys  and  girls  carrying  flags.) 


All: 


Wave  the  bonnie  banners  gay, 
Wave  them  for  Washington's  Birthday! 
(All  wave.) 

Hold    the    bonnie   flags    above, 
Oh  Washington,  your  name  we  love. 
(Hold  flags  over  heads.) 

Hold  the  flags  half-mast  to-day, 


For  our  L:ncoln  has  passed  away. 
(All   hold    flags   drooping.) 

3rd: 

Fold  the  flags,  who  could  help  be  true, 
When  he  furls  the  red,  and  white,  and  blue? 
(All    furl   them.) 

4th: 

Unfurl   and   wave   the   flag   with   pride, 
For   all  the   brave,  good  men   who  died. 
(Unfurl   and   wave.) 

5th: 

From  every  school-house  let  it   sway, 

Our  flag  on  Washington's  Birthday. 

(All  hold  flags  out,  wave  with  both  hands.) 

6  th: 

Hold   them    high   as    soldiers    do, 

Then  cross  the  flags,  red,  white  and  blue. 

(Hold    out    in    right    hand,    cross    with    next    child.) 

3rd: 

Wave   the   flags,   salute  them   too, 
Goodbye,  goodbye,  goodbye   to  you! 
(Wave   and   pass   out.) 


A  VALENTINE    GAME. 

The    children   stand   in   a    circle. 

The  Mother  stands  inside  the  circle. 

Any  child  in  the  circle  says,  "May  I  go  send  a 
valentine?" 

The  Mother  says,  "Be  careful  now,  your  name 
don't  sign." 

She  nods   her   head. 

This  first  child  chooses  a  second  child  and  the 
two  dance  round  the  outside  of  the  circle,  singing, 
tune   "Little   Brown   Jug:" 

Oh   we   will  send  a  Valentine, 
And  write  upon  it  just  a  line, 
We  will   send   it   far  away, 
You'll  get  a  Valentine  to-day! 

All  in  the  circle  go  to  the  center  of  circle  and 
back,  clap  hands  and  sing  to  chorus  of  the  above 
tune: 

Ha!  ha!  ha!  don't  you  see, 

The  Valentine  was  meant  for  me, 

Ha!  ha!  ha!   don't  you  see, 

The  Valentine  was  meant  for  me! 

The  first  child  now  taps  any  child  on  the  shoul- 
der, and  she  and  the  second  child  return  to  their 
places  in  the  circle.  The  chosen  one  asks  as  be- 
fore, "May  I  go  send  a  Valentine?"  and  the  game 
proceeds  as  before. 

To  vary  the  game,  the  Mother  at  any  time  may 
shake  her  head  and  say,  in  reply  to 

"May  I  go  send  a  Valentine?" 

"Come  and  accept  this  heart  of  mine!" 

The  child  when  thus  spoken  to,  changes  places 
with  the  Mother,  and  the  game  proceeds  by  any 
child   in   the    circle   asking  to   send   a  valentine. 

The  game  may  continue  any  length  of  time. 


i64 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


FEBRUARY  PLAY. 

(The  children  wear  or  carry  cards  bearing  their 
names.) 

February:      I    am    little    February,    oh    dear,    I    am 
so    tired!      I    have    so    much    to    do    1    must    hurry, 
hurry! 
Valentine's   Day: 

Here  I  am  with  heart  so  true, 
I  bear  this  message,  "1  love  you." 
February:     Oh  dear,  I  am  so  busy  how  can  I  ever 
celebrate   all   the   birthdays? 

Lincoln's  Birthday:  Here  I  am  I  am  Lincoln's 
Birthday,  bring  out   the  flags  for  me! 

Washington's  Birthday:  Here  I  am,  Washing- 
ton's Birthday.  I  hope  you  have  your  Flag  Songs 
ready! 

Longfellow's  Birthday:  I  am  Longfellow's  Birth- 
day, the  children  always  loved  my  poems,  who  can 
speak  one  now? 

(Recite  if  possible  "The  Children's  Hour,"  Long- 
fellow.) 

February:  That  indeed  was  a  pretty  poem,  but  I 
still  do  not  see  how  I  can  celebrate  you  all! 

Valentine   Day:     I   have   an   idea,   let   all  the  chil- 
dren in   the  land   help  you.     It   is  quite  wonderful 
what    children   can    do! 
That  is  a  good  idea,  I  will  call  the  children. 
(February  goes  out,  re-enters  with   children.) 
February: 

Bring  out  the  flags,  bring  out  the  flags, 
And   beat   the   drums   to-day, 
Bring  out  the  flags  and  wave  them  all, 
On   Washington's   Birthday! 
The   children   now   form   a  circle    round   the    days 
and  sing,  tune  "Yankee  Doodle:" 

Oh   February  Days  are  here, 
The  flags  we  all  are  bringing, 
And  of  our  honored  Presidents 
To-day  we  all  are   singing. 
Chorus: 

Wave  the  bonnie  flags  to-day, 
Hear  our  voices  ringing, 
Of  the  bonnie  stars  and  stripes, 
Merrily  we're   singing. 
All  pause. 
1st: 

Bring  out  the  flags  red,  white  and  blue, 
For  Washington  and  Lincoln  too! 
2nd: 

A  wreath  of  evergreen   I  send, 
To    Longfellow,    the    children's    friend. 
3rd: 

I  bring  a  heart,  for  it  is  true, 
Dear  February  I  love  you! 
(They  hand  the  flags,  wreath,  and  heart,  to  Feb- 
ruary. 

February: 

Dear   children   cheer  the  world  with   song, 
Your  gifts   I  will   remember  long, 
To  the  colors  then   be   true, 
Wave  on,  wave  on,  red,  white  and  blue! 
(All  sing  chorus  of  song,  and  march  off.) 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 

Consisting  Chiefly  of  Original  Verses  for  Little  Chil- 
dren by  Laura  Rountree  Smith 


ORIGINAL   RHYMES   AND   PLAYS   FOR 
FEBRUARY. 

By   Laura  Rountree   Smith. 

(Book    Rights    Reserved.) 
February  now  reminds  us 
Of  wise  men  and  great, 
For  Washington  and  Lincoln 
We  all  will  celebrate. 


THE  SOLDIER  BOY. 


(L'ttle  boys  carry  drums  and  wear  cocked  paper 
hats.  They  recite  singly  or  in  concert,  beating 
drums  as  they  enter.) 

A   rat,   a   tat,   tat,  a   rat,   a  tat,  tat, 

Make  way  for  the  soldier  boy, 

A   rat,   a   tat,   tat,  a   rat,   a  tat,  tat, 

Oh  life  is  so  full   of  joy, 

As  we  go  marching  up  the  street, 

A  rat,  a  tat,  tat,  our  drums  we  beat, 

We  mind  not  cold,  we  mind  not  heat, 

A  rat,  a  tat,  tat,  tat,  tat! 

A   rat,   a   tat,   tat,  a   rat,   a   tat,  tat, 
On    Washington's    Birthday, 
A   rat,   a   tat,   tat,  a  rat,   a  tat,  tat, 
Drums   beat  and   banners    sway, 
As  marching  up  the  street  we  come, 
You'll  hear  the  beating  of  the  drum, 
Hurrah!   for   General  Washington! 
A  rat,  a  tat,  tat,  tat,  tat! 


PATRIOTIC  MAIDS. 


(Three  little  girls  in  sunbonnets,   red,  white  and 
blue,  recite.) 
1st: 

The  red  means  "Be  Brave,"  I  heard  you  say, 
To  honor  the  flag  I  wear  this  to-day. 

(She   touches   her    red   sunbonnet.) 
2nd: 

The  white  means  "Be  Pure,"  so  my  bonnet  too, 
Makes  you  think  of  white  stars  in  a  field  of  blue. 

(She   touches    her  white   bonnet.) 
3rd: 

I  have  heard  it  said  that  the  blue  means  "Be  True," 
So  to-day  I  wear  a  small  bonnet  of  blue! 
All: 

Patriotic   Maids  are  we 
And  we  bow  politely,   (bow) 
We  wear  the  colors  as  you  see, 
Of  our  banner  waving  brightly!  | 


■65 


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. 


Our  Flag. 

This  is  an  appropriate  time  to  make  a  study  of  the  Hag. 
and  it  may  he  used  as  a  lesson  in  drawing  and  painting. 

Tell  the  children  the  story  of  Betsy  Ross  and  the  first 
flag,  also  have  the  smaller  children  count  the  stars  and 
stripes,  and  give  them  the  reason  for  the  number  of  each 
found. 

All  children  are  interested  to  know  the  meaning  of  the 
colors  used: — Red  signifies  bravery,  urges  us  to  he  of 
help  to  others.  White  is  purity,  — being  clean  through 
every  bit  of  our  minds  and  hearts,  so  that  we  never  even 


think  wrong  things.     Blue  means  truth,  — never  to  tell 
a  lie  about  anything,  however  hard  it  may  be  to  be  true. 

Salute  to  the  Flag.  — We  give  our  heads,  our  hearts, 
and  our  hands  to  our  country.  One  country,  one  lan- 
guage, one  flag. 

After  the  flag  salute  the  singing  of  "America"  would 
be  appropriate. 

The  Flag. 
Cheer,  cheer  we  the  flag  of  the  nation! 

On  liberty's  breezes  unfurled; 
The  glory  of  manhood's  creation 

The  pilot  of  peace  to  the  world. 

Raise  the  flag  that  our  fathers  undaunted 

Proclaimed,  when  the  nation  was  new, 
Should  float  for  the  freedom  they  planted, 

And  be  to  the  right  ever  true. 

—Selected 


Patriotism — theme  for  the  month. 

There  is  no  month  during  the  school  year  better  than 
February  to  emphasize  patriotic  thought,  owing  to  the 
fact  that  the  birthdays  of  our  two  greatest  national  he- 
roes occur  at  this  time. 

No  better  method  can  be  employed  to  inspire  children 


with  high  ideals  than  by  placing  before  them  ideal  char, 
acters. 

Interesting  events  in  the  lives  of  Washington  and  Lin- 
coln furnish  topics  for  morning  exercises.  Do  not  dwell 
much  upon  the  war  in  connection  with  their  lives,  but 
rather  upon  their  bravery  and  courage  in  upholding  tight 
and  justice. 

Tell  the  stories  of  Washington  and  the  hatchet,  and 
Washington  and  his  mother's  favorite  colt.  Dwell  upon 
his  sense  of  truthfulness.  Also  tell  why  Lincoln  was 
called  "Honest  Abe." 

The  Good  St.  Valentine  should  receive  attention,  and 
give  the  reasons  for  sending  valentines  on  the  fourteenth 
of  February. 

Have  the  pupils  commit  at  least  one  of  Longfellow's 
poems,  as  his  birthday  occurs  February  27. 


Manners 

It  is  an  easy  matter  to  be  courteous  and  kind  to  our 
friends  and  associates,  but  true  politeness  is  best  shown 
in  our  treatment  of  those  less  fortunate  than  ourselves. 

"I  cannot  afford  to  have  my  servants  excel  me  in 
politeness,"  was  the  reply  given  by  Washington  when 
criticised  for  lifting  his  hat  to  a  negro  servant. 

"Good  morning"  is  the  golden  link 
Which  starts  the  day  so  bright  we  think. 

"I  thank  you,  sir,  and  if  you  please," 
Make  many  burdens  lift  with  ease. 

"I  beg  your  pardon  or  excuse," 
For  little  blunders  if  you  choose. 

And  when  the  day  of  work  we  close, 
"Good-night"  will  bring  a  sweet  repose. 

For  wrong  we've  done  forgiveness  find 
In  faith  and  trust  and  love  divine. 


166 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


Devices  for  Teaching  Number 
All  the  children  form  a  circle  around  the  teacher. 
The  teacher  asks  questions  like  the  following: —  8  and  1 
are  how  many?  2  and  2  make  how  many  ?  9  is  how  many 
more  than  8?  etc.,  at  the  same  time  the  question  is  given 
the  ball  is  thrown  to  the  one  who  is  to  answer.  If  he 
fails  to  answer  correct^  he  takes  his  place  in  the  center 
of  the  circle. 

If  the  child  within  the  circle  can  answer  more  quickly 
than  the  child  to  whom  the  next  question  is  given  the 
two  change  places.  Thisisagood  way  to  review  all  combi- 
nations of  numbers  taught  during  the  week  or  mrnth. 


Busy  Work  Suggestions.  • 

Paper  cutting  —Valentines,  soldier  cap,  hatchet,  tree, 
envelope,  shield,  sword,  stars,   soldier's  tent,  chair. 

Drawing  — Draw  and  paint  the  flag,  cherries,   hearts, 
gua,  Ore-place. 

Modeling  —  Make  tubes  of  brown  straw  board  or  paper 
and  paste  together  making  a  log  cabin. 
Also  model   hatchet,  gun,  powder  horn,  cherries,    the 
fire  shovel  on  which  Lincoln  wrote  and  ciphered. 
Make  use  of  sewing  cards  suitable  for  the  month. 

Suggestive  Program. 
Patriotic  Quotations. 


"A  Thinking  Game." —  A  pupil  stands  before  the 
class  and  says  I  am  thinking  of  two  numbers  which 
make  ten.     What  are  they  ? 

Pupils  take  turns  guessing,  giving  various  correct 
combinations.  The  child  changes  with  the  one  giving 
what  he  had  in  mind. 

"Questions  and  Answers."  —  Make  out  two  sets  of 
large  number  cards  on  card  or  Bristol  board,  one  set  con  - 
taining  such  as  4  and*3,  6  and  5,  5  less  3,  etc.,  the  other 
set  containing  only  the  answers  to  those  given,  7,  11,  3> 
etc. 

Have  a  pupil  come  forward  and  hold  up  his  card,  and 
the  one  having  the  correct  answer  takes  his  place  in  line 
by  his  side,  the  second  question  comes  forward  in  the 
same  manner,  followed  by  the  answer;  so  continue  till 
all  are  in  line.  Have  them  hold  their  cards  in  front 
while  they  close  with  a  short  familiar  song. 

February- 
Lives  of  great  men  all  remind  us 

We  can  make  our  lives  sublime, 
Arid  departing,  leave  behind  us 
Footprints  on  the  sands  of  time. 

—Longfellow, 


Sayings  of  AVashington  and  Lincoln. 

Betsy  Ross  and  the  First  Flag. 

Salute  to  the  Flag. 

Song —  "Columbia,  the  Gem  of  the  Ocean.' 

Boyhood  of  Lincoln. 

Boyhood  of  Washington. 

George  and  the  Hatchet.  —  Baldwin's  Second  Reader. 

Playing  Soldier.—  Graded  Literature  1 

Lincoln—  New  Era  First  Reader. 

American  History  Stories. — Mara  Pratt. 

Song —  Star  Spangled  Banner. 

Flag  Drill. 

Song —  America. 

Appropriate  Pictures. 

George  Washington. 

Abraham  Lincoln. 

HeDry  W.  Longfellow. 

Washington's  Home,—  "Mt.  Vernon." 

Tomb  at  Mount  Vernon. 

Washington  Monument,— Washington,  D.  C. 

Liberty  Bell. 

Independence  Hall. 

FaneuiljHall. 

Bunker  Hill  Monument. 

Washington  Crossing  the  Delaware, 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


167 


DEPARTMENT   OF   SUPERINTENDENCE. 
Philadelphia,  Feb.  24,  March  1. 
Program — Kindergarten  Section. 

International  Kindergarten  Union.  N.  E.  A.  Com- 
mittee of  the  International  Kindergarten  Union. 
Lucy  Wheelock,  Principal,  Kindergarten  Training 
School,  Boston,  Mass,  chairman.  Patty,  S.  Hill, 
Stella  L.  Wood,  Julia  S.  Bothwell,  Nina  C.  Vande- 
walker,  Alice  O' Grady,  Mary  B.  Page. 

Tuesday,  Feb.  25—3:00  P.  M. 

Topic:  Comparison  of  Froebelian  and  Montessori 
Methods  and  Principles.  Speakers:  William  Kil- 
patrick,  Myron  T.  Scudder,  Lightner  Witmer,  Anna 

E.  Logan,  Earl   Barnes,  P.  P.  Claxton. 

General  Sessions 
First  Meeting  Wednesday  morning,  Feb.  26 
The  following  is  a  synopsis  of  the  proceedings  of  the 
Annual  Meeting  of  the  Department  of  Superintend- 
ence and  other  educational  associations  at  Philadelphia 
beginning  February  24.  The  regular  meeting  of  the 
Department  of  Superintendence  will  convene  Wed- 
nesday morning,  February  26. 

After  the  usual  opening  ceremonies,  C.  A.  Prosser, 
secretary  of  the  National  Society  for  the  Promotion  of 
Industrial  Education,  will  discuss  the  topic,  "Team  work 
between  Schoolmasters  and  Laymen;"  C.  P.  Cary,  state 
superintendent  of  public  instruction  for  Wisconsin,  will 
discuss  the  topic,  "Team  Play  between  City  Superinten- 
dents and  City;"  and  Superintendent  P.  W,  Horn  of 
Houston,  Tex.,  will  discuss  the  topic,  "Team  Play  with- 
in the  System."  In  the  afternoon,  the  general  topics  will 
be  "Uniformity  of  Standards  in  School  Administration," 
the  leaders  of  the  discussion  being  T.  E.  Finegan,  third 
assistant  commissioner  of  education  for  New  York,  and 

F.  M  McMurry,  Teachers  College,  Columbia  University, 
New  York,  N.  Y.  Wednesday  evening,  C.  II.  Judd,  direc- 
tor of  School  of  Education,  University  of  Chicago,  will 
present  a  paper  on  "Developing  the  Co-operation  and 
the  Initiative  of  Teachers."  Joseph  Lee,  member  of  the 
school  committee  of  Boston,  will  speak  on  "Rhythm  in 
Education."  Nathan  C.  Sehaeffer,  state  superintendent 
of  public  instruction  for  Pennsylvania,  will  discuss  the 
topic,  "The  Limitations  of  Examinations.''  PhilanderP. 
Claxton,  commissioner  of  education,  Washington,  D.  C, 
will  speak  on  "Attainable  Ideals." 

Thursday  morning,  the  general  topic  will  be  "Some 
Experiments  in  School  Systems  and  their  Outcome." 
The  discussion  will  be  participated  in  by  C.  S.  Meek, 
superintendent  of  schools,  Boise,  Idaho;  L.  R.  Alderman 
state  superintendent  of  public  instruction,  Salem, Oregon , 
R.J.  Condon,  superintendent  of  schools,  Providence,  R. 
I.;  and  J.  H.  Francis,  superintendent  of  schools,  Los 
Angeles,  Calif.  The  business  meeting  of  the  department 
will  be  held  at  11:15  Thursday  afternoon  will  be  given 
overto  round  -  tables— one  forthesuperintendents  of  lar- 
ger cities  which  will  be  in  charge  of  Associate  City  super- 
intendent Andrew  W.  Edson,  New  York,  N.  Y.,  one  for 
superintendents  of  smaller  cities,  in  eharge  of  Superin- 
tendent E.  U.  Graff,  Omaha,  Neb.,  and  one  for  state 
and  county  superintendents  in  charge  of  State  Superin- 
tendent Francis  G.Blair, of  Springfield,  111.  It  is  expected 


that  a  speaker  of  national  reputation  will  be  secured  for 
Thursday  evening. 

Friday  morning  will  be  devoted  to  a  discussion  of  the 
topic  "The  Teacher  and  the  Cost  of  Living,"  the  leader 
being  Professor  R.  C.  Brooks,  secretary  of  the  Committee 
on  Teachers'  Salaries,  Tenure,  and  Pensions.  Friday 
afternoon  the  general  topic  will  be  "Improving  School 
Systems  by  Scientific  Management,"  the  speakers  being 
Paul  H.  Hanus,  professor  of  education,  Harvard  Univer- 
sity, Cambridge,  Mass. ,  F.  E.  Spaulding,  Superintendent 
of  Newton  School,  Newtonville,  Mass.,  W.  C.  Bagley, 
p-rofessor  of  education,  University  of  Illinois,  Urbana, 
111.,  and  A.  D.  Young,  of  the  University  of  Pennsylvania. 

The  Council  will  hold  its  meeting,  one  on  Monday 
evening,  and  three  on  Tuesday. 

The  Normal  School  Department  will  hold  its  meetings 
Thursday  afternoon  and  Friday  evening. 


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! 


IRONING  DAY. 
Second    Gift. 

Come,    now,    my   little    flat    iron, 

I   have  work  for  you  to  do; 
The   clothes   must  all  be   ironed 

Before  the   day  is   through. 

So  forward,  backward  you  must  go 

As   busy  as   a   bee; 
How    much    we    have    to    do    today 

You   very    well    can    see. 

Flat    Iron's    Reply. 

I'm  willing  to  iron  the  clothes  so  smooth 

Because   they   are   so   clean; 
I   never  like  to   iron   them,  tho', 

When    on    them    spots    are    seen. 
So   forward,   backward,   I   will   go 

As  long  as  you'll  help  me  too, 
For  I  cannot  do  the  work  alone, 

But  must  ask  some  help  of  you. 


THE  PENDULUM. 

First  Gift  Action   Game. 

The   pendulum's   swinging 

My  hand  makes  it  swing; 

Tick-tock. 
By  day  and  by  night  is  the  clock  keeping  time. 

Tick-tock! 
The  clock  has  a  face  and  two  hands  just  like  me, 
So  I  am  a  clock  and  keep  time  you  see. 

Tick-tock,  tick-tock,  tick-tock. 


1 68 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


NEW  YORK. 

The  New  York  Public  School  Kindergarten  Associa- 
tion announces  the  following  lectures  to  take  place  at  4 
o'clock  on  the  dates  given  at  Normal  college: 

Feb.  19 — Co-operation  Between  Public  Libraries  and 
Kindergarten  Work — Miss  Anna  Tyler,  New  York  Pub- 
lic Library. 

March  26 — How  and  Where  to  Secure  Nature  Mater- 
ial—Mrs. Alice  It.  Northrup. 

April  16— Election  of  Officers — Reception  to  new 
Executive  Committee. 

May  28 — Mothers'  Meeting —  Miss  Fannibelle  Curtis, 
Director  of  Kindergartens  of  New  York  Public  School 
will  address  the  meeting. 


"The  Playground  Problem  in  New  York,"  written  by 
Mabel  E.  Macomber,  President  of  the  City  Playground 
League  of  New  York,  and  read  by  Rev.  Dr.  Bacchus, 
D.  D.,  Rector  of  the  Church  of  the  Incarnation,  Brook- 
lyn, N.  Y.,  before  the  Convention  of  the  City  Federation 
of  Women's  Clubs,  N.  Y.,  Oct.  25,  1912. 

The  City  Playground  League  in  its  campaign  of  edu- 
cation has  found  an  almost  universal  belief  in  play- 
grounds, yet  an  almost  universal  ignorance  of  play- 
ground supervision.  Playground  need  is  understood — 
but  not  playground  needs.  While  extension  of  the  sys- 
tem, until  each  child  in  the  city  shall  have  access  to  a 
playground,  must  be  a  difficult  task  in  congested  New 
York,  yet  this  would  be  simplicity  itself  comparatively, 
were  the  question  settled  as  to  just  which  methods  of 
supervision  should  be  used,  or  by  whom  the  system  or 
systems  would  be  best  controlled.  Some  would  place  all 
playgrounds  under  the  Department  of  Education;  draw- 
ing an  apparently  logical  deduction  from  the  fact  that 
this  is  educational  work  of  the  highest  importance. 

In  some  cities  this  has  seemed  the  best  plan.  But  the 
Department  of  Education  has  already  almost  more  than 
it  can  handle  in  its  vast  system  of  class  instruction.  Its 
formal  teaching  includes  even  dancing  among  the  rec- 
reative lessons.  What  the  child  can  learn  in  a  class, 
the  school  is  prepared  to  give  him.  Yet  the  child  mast 
have  real  play  to  supplement  his  school  education.  The 
cry  is  "Keep  the  children  off  the  streets."  Yet  the  boy 
must  have  a  substitute  for  the  thrill  he  gets  by  his  hair- 
breadth escapes  while  playing  tag  in  a  crowded  thor- 
oughfare. The  daring  of  primitive  man,  the  initiative, 
the  social  instinct  must  be  developed;  and  in  the  city 
we  must  not  let  these  impulses  lead  the  children  to  the 
lot,  the  alley  or  the  dark  stairs.  We  must  provide  them 
with  attractive  playgrounds  that  shall  take  the  place  of 
the  old-fashioned  back  yard,  with  the  mother  at  the 
window.  Yet  the  city  playground  with  its  heterogeneous 
influx  of  children  must  be  mothered  and  fathered  by 
those  trained  for  the  work,  with  infinite  resource,  pa- 
tience, and  strength  of  body  and  character,  or  the  fam- 
ily will  develop  criminals  through  rough  and  unfair 
play. 

We  are  fronting  the  problem  of  a  new  education. 
Other  cities  are  working  it  out — but  many  questions  are 


still  unanswered.  Chicago  has  splendidly  equipped  play- 
grounds, athletic  fields,  wading  pools,  and  field  houses. 
New  York  with  its  congestion  must  study  its  own 
needs,  and  especially  from  the  point  of  view  of  child 
character. 

The  finest  equipment  is  worse  than  wasted  if  placed 
at  the  disposal  of  children,  unsupervised  by  experts  in 
child  character.  Extension  of  playgrounds  is  occupying 
the  attention  of  many  societies,  and  the  greater  question 
of  administration  neglected.  It  would  be  as  useless  to 
add  to  our  system  as  it  now  stands,  as  to  increase  a 
system  of  laboratories  not  in  the  hands  of  scientists — 
or  to  add  more  libraries  if  those  in  existence  were 
poorly  equipped,  poorly  managed,  and  poorly  attended. 
Our  Public  Library  system  is  another  educational  sys- 
tem in  our  city  reaching  the  child  individually  just  as 
the  playground  does  where  well  supervised.  A  com- 
parison between  a  public  playground  and  a  public  library 
would  be  well  worth  the  study  of  our  public  spirited 
citizens.  There  is  no  reason  why  a  playground  should 
not  be  kept  as  clean,  as  well  equipped,  and  manned  as  a 
library.  A  card  index  of  incidents  showing  child  char- 
acter would  serve  a  more  useful  purpose  than  the  card 
index  of  books  borrowed. 

Madame  Montessori  has  shown  how  well  chosen  play- 
things may  be  given  for  self-education.  The  play- 
ground where  large  and  small  may  play  together  is  a 
miniature  world  where  all  kinds  of  characters  may  learn 
to  understand  each  other,  bearing  with  one  another's 
faults,  so  that  later  in  the  large  world,  the  horrible  mis- 
takes and  sometimes  even  crimes  due  to  misunderstand- 
ings of  character  may  be  avoided. 

But  to  achieve  this  end,  playground  supervision  must 
be  made  an  established  branch  of  pedagogy.  Until  this 
is  done  and  normal  training  required  of  all  playground 
directors  covering  the  theories  of  Froebel  and  Montes- 
sori and  other  educators,  with  supplementary  instruc- 
tion in  correlated  subjects,  -as  well  as  practical  training 
on  a  model  ground,  a  course  at  least  as  comprehensive 
as  that  for  trained  nurses  and  teachers,  the  immense 
raising  of  the  standard  of  efficiency  in  playgrounds 
sums  spent  in  the  name  of  playgrounds  will  not  result 
as  they  should  in  a  tremendous  increase  in  the  sturdiness 
of  our  citizens  in  body,  mind,  and  character.  Raising 
the  standard  of  playground  efficiency  means  raising  the 
standard  of  citizenship.  Therefore  the  City  Playground 
League  of  New  York,  one  of  the  affiliated  clubs  of  the 
Federation,  offers  this  resolution : 

Whereas,  It  is  universally  agreed  that  every  city 
child  should  have  access  to  a  well  supervised  playground, 
and 

Whereas,  The  playground  system  should  be  developed 
as  a  special  branch  of  education  which  development 
means  a  large  and  complex  problem  in  the  great  city  of 
New  York,  therefore  be  it 

Resolved,  That  the  City  Federation  of  Women's  Clubs 
add  to  their  standing  committees  a  committee  on  play- 
grounds; this  committee  to  have  for  its  object,  1st,  the 
supervision  in  all  the  boroughs  of  New  York  City,  and 
2nd,  the  extension  of  the  playground  system. 

Note.— This  resolution  was  adopted. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


169 


KINDERGARTEN  TEACHERS,   PITTSBURGH. 

Allison,  Lena,  Director,  323   Evaline  St. 
Anderson,   Janet,   Assistant,    147   Hall   Ave.,    Wash- 
ington, Pa. 
Anderson,    Lottie    B.,    Director,    123     Grant    Ave., 

Bellevue,  Pa. 
Bailey,  Frances  M.,  Assistant,  1132  Fayette  St.,  N.  S. 
Barr,    Viola    B.,    Director,    221    Hilands    Ave.,    Ben 

Avon,  Pa. 
Bastian,    Amy    E.,    Substitute,    1008    Western    Ave., 

N.  S. 
Behen,    Mary   A.,    Director,    Saybrook   Apts.,    Craft 

Ave. 
Belnap,   Lena,  Director,  5437  Penn  Ave. 
Blair,  Nancy,   Assistant,  374  Atlantic   Ave. 
Boal,  N.  Marjorie,  Assistant,  8th  Ave.  and  12th  St., 

New  Brighton,  Pa. 
Bothin,    Bessie,   Assistant,    2nd   and    Kennedy    Sts., 

Duquesne,  Pa. 
Bower,  Harriet,  Assistant,  409   Oakland  Ave. 
Bowman,  M.   Genevra,  Assistant,  Estella  and  Mich- 
igan Sts.,  Mt.  Oliver,  Sta. 
Brickner,    Florence,    Assistant,    1320    Termon    Ave., 

N.  S. 
Bruggeman,  Clara,  Assistant,  4302  Butler  St. 
Burroughs,   Inez   I.,   Director,  Athalia   Daly   Home, 

Gross  St. 
Calhoun,  Ida,  Assistant,  1344  Sheridan  Place. 
Cavitt,  Asenath  E.,   Director,   5600   Baum   St. 
Christie,    Helen,   Director,   266   E.   Beau   St.,  Wash- 
ington,  Pa. 
Clark,  Helen  D.,  Substitute,  5407  Friendship  Ave. 
Clark,  Sadie,  4740  Sylvan  Ave. 
Cooke,  Dorothy,  Assistant,  6100  Jackson  St. 
Crawford,    Margaret   E.,  Assistant,   16   St.   Nicholas 

Bldg. 
Davis,     Grace     H.,     Director,     638     Maple     Lane, 

Sewickley. 
Davison,  Clara  C,  Director,  1317  Elm  St.,  Wilkins- 

burg. 
Dean,  Mildred,  Director,  402   Chautauqua  St.,  N.  S. 
Dubar,     Jessie,     Substitute,     Athalia     Daly     Home, 

Gross  St. 
DuBois,  Jessie,  Director,  740  N.  Beatty  St. 
Dunbar,  Florence,  Assistant,  724  Kelly  St.,  Winkins- 

burg. 
Duncan.  Elizabeth  G.,  Assistant,  707  13th  St.,  Mun- 

hall,  Pa. 
Dunlap,  C.  Mae,  Assistant,  724  Kelly  St.,  Winkins- 

burg. 
Earman,  Virginia,  Substitute,  124  Ulysses  St. 
Eck,  Mary,  Assistant,  219   Collins  Ave. 
Ecke,    Cornelia    K.,    Director,    94    Freemont    Ave., 

Bellevue,  Pa. 
Ecke,     Margaret,     Assistant,     94     Freemont     Ave., 

Bellevue,  Pa. 
Euwer,  Florence  C,  Director,  Parnassus,  Pa. 
Everson,    Grace    R.,    Director,    200    N.    Homewood 

Ave. 
Everson,  Marian,   Director,  438   Fairmount  Ave. 
Filson,  Margaret,  Assistant,  413  Center  St.,  Wilkins- 

burg,  Pa. 
Floyd,  Gertrude,  Assistant,  815  St.  James  St. 
Forrest,    Anne    M.,    Assistant,    518    Tarleton    Ave., 

N.  S. 
Fox,   Prudence   M.,  Assistant,  Athalia  Daly  Home, 

Gross  St. 


Fishkorn,  Irene  A.,  Assistant,  Ridge  Ave.,  Ben 
Avon,  Pa. 

Gillespie,  Eleanor  D.,  Assistant,  5226  Westminster 
Place. 

Gillespie,  Helen,  Assistant,  714  Summerlea  St. 

Gilliland,  Frances  M.,  Director,  923  California  Ave., 
Avalon,  Pa. 

Gilliland,  E.  Laura,  Director,  1511  Third  Ave., 
New  Brighton,  Pa. 

Grace,  Isabel,  Assistant,  184  Allison  Ave.,  Wash- 
ington, Pa. 

Haines,  Anna  M.,  Assistant,  114  S.  Negley  Ave. 

Hale,    Laura,   Director,   5130   Westminster   Place. 

Hamill,   Evelynn,    Director,  323   Evaline   St. 

Hamill,  Jean,  Assistant,  323   Evaline  St. 

Hamilton,  Anna,  Assistant,  714  Summerlea  St. 

Hammett,  Elizabeth  S.,  Assistant,  919  Heberton 
Ave. 

Hamington,  Amy  F.,  Director,  Monterey  Terrace, 
N.  S. 

Hastie,  Helen  H.,  Director,  4901  Friendship  and 
Millvale.  * 

Haupt,   Edith,  Assistant,  7149  Westmoreland. 

Hay,  Elizabeth  G,  Assistant,  937  Beech  Ave,,  N.   S. 

Hays,   Mavia,   Assistant,  151   N.   Craig  St. 

Hefrernan,  Elizabeth  P.,  Director,  5220  Atherton 
Ave. 

Hemphill,  Edna,  Director,  573  Dawson  Ave.,  Belle- 
vue,  Pa. 

Houlette,  Gladys,  Assistant,  Athalia  Daly  Home, 
Gross  St. 

Hughes,  Marian  L.,  Director,  815  Florence  Ave., 
Avalon,  Pa. 

Humphrey,  Constance,  Assistant,  4636   Center  Ave. 

Janion,  Dorothy,  Assistant,  1144  S.  Negley  Ave. 

Johnson,  Hermine,  Director,  4719  Wallingford  St. 

Johnston,  Clara,  Assistant,  113  Laurel  Ave.,  Ben 
Avon,  Pa. 

Johnston,  Emma,  Director,  Oakmont,  Pa. 

Kallock,  Mrs.  Charlotte,  Assistant,  352  Spahr  St. 

Kann,   Ruth  M.,  Substitute,  156  Dithridge  St. 

Kerr,  Alice,  Director,  138  Hawkins  St.,  Edgewood 
Park,    Swissvale    P.    O.,   Pa. 

Keyt,  Jessie,  Director,  233  Amber  St. 

King,  Mrs.  Grace  B.,  Director,  640  Hillsboro  St. 

Kirkpatrick,  Lida,  Assistant,  527  Winebiddle  Ave. 

Klaholz,  Anne,  Assistant,  1334  Decatur  St.,  N.  S. 

Kornhauser,   Blanche,  Assistant,   815   Hastings  St. 

Kottman,  Flora,  Assistant,  503  Duquesne  Ave., 
Edgewood,  Pa. 

Kropff,  Olga  M.,  6716  Thomas  Blvd. 

Kunkle,  Sarah,  Assistant,  Athalia  Daly  Home, 
Gross  St. 

Lapp,  Harriet,  Director,  108  Mifflin  Ave.,  Wilkins- 
burg,  Pa. 

Leggate,  Isabella  R.,  McClintock  Ave.,  N.   S. 

Leitch,  Isabella,  Director,  265  Maple  Ave.,  Edge- 
wood,  Pa. 

Lentz,  Anna  B.,  Director,  4042  Perrysville  Ave., 
N.  S. 

Lingenfelser,  Henrietta  G.,  Assistant,  1140  S.  Neg- 
ley Ave. 

Loesch,  Mrs.   Mary,   Director,  4701   Ellsworth  Ave. 

Looney,  Elizabeth  P.,  Assistant,  1106  King  Ave. 

Luty,  Estelle  B.,  Director,  243  Chestnut  St.,  Ava- 
lon, Pa. 


i7o 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


Lyons,  Anna  M.,  Director,  5552  Black  St. 

Lytle,  Alice  Lee,  Director,  5821  Nicholson  St. 

Maclay,  Jean  R.,  Assistant,  414  Montview  Place, 
Wilkinsburg,  Pa. 

Mason,  Endora  B.,  Director,  R.  F.  D.  No.  1,  Ver- 
ona, Pa. 

Matthews,  Edna  M.,  Assistant,  81  Parkview  Ave. 

McConnel,  Jessie,  Director,  330  Third  St.,  Beaver, 
Pa. 

McElroy,  Margaret  K.,   Director,  801  N.  Lang  Ave. 

McFarland,  Elizabeth  M.,  Director,  16  Dinsmore 
Ave.,   Crafton,   Pa. 

McGarvey,  Mrs.  Elizabeth,  Director,  389  Vermont 
Ave.,  Rochester,  Pa. 

Mcllrath,  Hazel  A.,  Director,  5272  Butler  St. 

McKee,  Charline,  Assistant,  714  Summerlea  St., 
Summerlea  Apts. 

McKee,  Jessie,   Director,  0712  Thomas   Blvd. 

McKenzie,  Mrs.  Ida,  Director,  1916  Buena  Visia 
St.,  N.  S. 

McMillen,  Elizabeth,  Assistant,  20  N.  Euclid  Ave., 
Bellevue,  Pa. 

McSweeney^  Kathleen,  Director,  Box  442,  Pitts- 
burgh, Pa.  (Hays,  Pa.) 

Menhenhall,  Annabelle  S.;  Director,  307  Fiske  Ave., 
Avalon,  Pa. 

Miles,  Gertrude  E.,  Director,  204  Wallace  Bldg., 
Highland  and  Center. 

Miller,  Bessie  B.,  Director,  53  Observatory  Ave., 
N.  S. 

Milligan,  Grace,  Assistant,  Athalia  Daly  Home, 
Gross  St. 

Moore,  Blanche  A.,  Director,  5447  Stanton  Ave. 

Moore,  Elizabeth  S.,  Director,  113  Biddle  Ave.,  Wil- 
kinsburg, Pa. 

Moore,  Myrna  L.,  Assistant,  257  Summit  Ave., 
Bellevue,  Pa. 

Mortland,  Lillian  S.,  Assistant,  205  Lafayette  Ave., 
N.  S. 

Munro,  Edna,  Director,  Athalia  Daly  Home,  Gross 
St. 

Murray,  Helen  N.,  Director,  5554  Avondale  Place. 

Mussler,  Charlotte,  Assistant,  1127  Beaver  Ave., 
N.  S. 

Neville,  Sylvia,  Assistant,  Athalia  Daly  Home, 
Gross  St. 

Newell,  Frances,  Assistant,  109  Biddle  Ave.,  Wil- 
kinsburg,  Pa. 

Nicholson,  Mary  K.,  Assistant,  Hawkins  Sta.,  Brad- 
dock,  Pa. 

Orr,  Anna  S.,   Director,   352  Spahr  St. 

Palmer,   Ethel  P.,   Director,  1510  Fallowfield  Ave. 

Parmely,  Mary  D.,  Director,  7113  Brighton  Road, 
Ben  Avon,  Pa. 

Patterson,  Eliza  F,,  Director,  Wayne  Sq.,  Beaver, 
Pa. 

Patterson,  Helen,  Director,  Wayne  Sq.,  Beaver,  Pa. 

Patton,   Jane,   Director,    6311   Darlington    Road. 

Phillips,  Edna  G.,  Assistant,  67  Amanda  Ave.,  Mt. 
Oliver  Sta. 

Pittock,  Beatrice,  Assistant,  R.  F.  D.  No.  1,  Coraop- 
olis,  Pa. 

Ralston,  Jeanette,  Director,  1502  Federal  St.,  N.  S. 

Rankin,  Elizabeth,  Director,  554  Neville  St.,  Neville 
Apts. 

Reahard,  M.  Frances,  Director,  5628  Margaretta  St. 

Redman,  Leila  B.,  Director,  118  18th  St.,  S.  S. 


Reed,  Hazel  G.,  Substitute,  1114  Chislett  St. 

Reed,  Joanna,  Substitute,  421  Hampton  Ave.,  Wil- 
kinsburg,  Pa. 

Rhoades,  Jeanette  M.,  Assistant,  212  Wilmot  St., 
Duquesne,  Pa. 

Rice,   Effie  J.,   Director,   225   Craig  St. 

Riley,  Helen   M.,  Assistant,  318  McKee  Place. 

Robinson,  Grace  E.,  Director,  405  Franklin  St., 
Wilkinsburg. 

Rosenbauer,  Florence  E.,  Director,  203  Merrimac 
St. 

Russell,  Mabel  G.,  Assistant,  Athalia  Daly  Home, 
Gross  St. 

Saint,  Dorothy  L.,  Assistant,  1407  S.  Canal  St., 
Sharpsburg,    Pa. 

Schmitt,  Jean  M.,  Assistant,  7202  Perrysville  Ave., 
Ben  Avon,   Pa. 

Schrecongost,  Amy,  Assistant,  406  Whitney  Ave., 
Wilkinsburg,  Pa. 

Schreiner,  Agnes,  Assistant,  Mt.  Lebanon,  Pa., 
R.  F.  D.  No.  2. 

Schuchman,  Elsie,  Assistant,  555  Ninth  Ave.,  Mun- 
hall,  Pa. 

Scott,  Agnes,  Director,  1310  Elm  St.,  Wilkinsburg, 
Pa. 

Shaw,  Jean  M.,  Assistant,  601  N.  St.  Clair  St. 

Sherwood,  Rose  V.,  Director,  1159  Davis  and  Wal- 
ker, N.  S. 

Smith,  Gertrude,  Director,  17  Maple  Ave.,  Edge- 
worth,  Pa. 

Snyder,  Irene,  Assistant,  1322  Main  St.,  Sharpsburg, 
Pa. 

Spaulding,  Mabel,  Assistant,  122  North  Ave.,  Mill- 
vale,  Pa. 

Sproul,   Helen,  Assistant,  7317  Monticello   St. 

Stahl,  Minneola,  Director,  839  Chislett  St. 

Steele,  Helen  C,  5704  Baum  St. 

Stevenson,  Elizabeth  S.,  Director,  Library  Place, 
Oakmont,   Pa. 

Stewart,   Eleanor  W.,  Director,  6708  Thomas  Blvd. 

Stockton,  Edith  R.,  Director,  6360  Amelia  St. 

Stofeil,  Mrs.  Lillian,  Director,  301  First  Ave.,  Tar- 
entum,  Pa. 

Story,   Marion,  Assistant,   7045   Hamilton   Ave. 

Stubler,  Mary,  Assistant,   1434  N.  Euclid  Ave. 

Thumm,   Emma  D.,   Director,  311  Stratford  Ave. 

Tomb,  Mary  Ellen,  Director,  312  Locust  St.,  Edge- 
wood,  Pa. 

Van  Kirk,  Mary  A.,  Assistant,  1232  Locust  St.,  N.  S. 

Varner,  Nellie  F.,  Director,  616  Wood  St.,  Wilkins- 
burg, Pa. 

Vogel,  Eva  W.,  Assistant,  5121  Center  Ave. 

Walker,  Helen  H.,  Assistant,  Virginia  Ave.,  Ben 
Avon,   Pa. 

Walker,  Jane  E.,  Director,  306  Morsonia  Ave.,  N.  S. 

Walker,   Maud  J„  Director,  4632  Center  Ave. 

Watson,  Blanche  E.,  Director,  5708  Forbes  St.,  Hol- 
lywood Apts. 

Waugh,  Edna,  Assistant,  110  Crafton  Ave.,  Crafton, 
Pa. 

Weatherby,  Mrs.  Edith,  Assistant,  1000  Western 
Ave.,  N.  S. 

Weaver,  Ellen  G.,  Assistant,  410  Franklin  Ave., 
Wilkinsburg,   Pa. 

Weidman,  May,  Director,  5438  Claubourne  St. 

Welty,  Helen  B.,  Assistant,  4742  Sylvan  Ave. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


Wiley,  Ethel,  Assistant,  Athaiia  Daly  Home,  Gross 

St. 
Willetts,    Kathryn,    Assistant,    1237    Victoria    Ave., 

New  Kensington,   Pa. 
Williamson,    Mary    R.,    Assistant,    129    W.    3rd    St., 

Greensburg,   Pa. 
Woodburn,    Martha,   Assistant,    822    Florence    Ave. 

Avalon,  Pa. 
Wooley,  Louise  A.,  Assistant,  Athaiia  Daly  Home, 

Gross  St. 

SUBURBAN   KINDERGARTNERS. 

Miss  Emma  Charles,  Munhall  Public  School,  707 
13th  Ave.,  Munhall,  Pa. 

Miss  Frances  Cluley,  Edgewood  Public  School,  320 
Ophelia   St.,    Pittsburgh. 

Miss  Lenora  Cox,  Western  Penna.  Institute  for  the 
Blind,   Belleiield  Ave.,    Pittsburgh. 

Miss  'Wilhelmina    Deylin.   Sewickley,    Pa. 

Miss  Katharine  Graham,  4000  Franklin  Road,  N.  S., 
Pittsburgh. 

Miss  Marguerite  I.  Jordan,  454  College  Ave,,  Bea- 
ver,  Pa. 

Miss  Florence  McCullagh,  5624  Margaretta  St., 
Pittsburgh. 

Miss  Louise  Orr,  Box  576,  Woodlawn,  Pa. 

M'ss  Edna  Seager,  310  Hutchinson  Ave.,  Edgewood, 
Pa. 

Miss  Adella  Schreiner,  R.  F.  D.  No.  2,  Lebanon,  Pa. 

Miss  Mary  Shaw,  430  Second  St.,   Braddock    Pa. 

Miss    lone    Stewart,   Sewickley,    Pa. 

Miss  Mary  L.  Weisbrod,  215  S.  Rebecca  St.,  Pitts- 
burgh, 


Publ' 

Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 
Miss 


BELOIT,    WIS. 

;  School  Kindergartners: 

Sarah   Smith,  410  Bluff  St. 

Ella  Lemmerhirt,  710  Euclid  Ave. 

Mayme  Bierman,  316  Locust  St. 

Charlotte  Ledell,  930  Oak  St. 

Mildred  Burch,  830  Harrson  Ave. 

Ava  Burlingame,  613  Prairie  Ave. 

Marguerite  Macumber,  751  Church  St. 

Irene  Bull,  820  Roosevelt  Ave. 

Gertrude   Morgan,  726  Church   St. 

Nanette  Merrill,  731  Prairie  Ave. 

Agnes  Foster,  Milwaukee  Rd.  and  Bushnell. 

Florence  Eddy,  Rockton,  111. 


NEW  BRUNSWICK,  N.  J. 


Publ:c  School  Kindergartners: 
Angelina  Wray,  98  Suydam   St. 
Jessie  Morrison,  10  Bartlett  St. 
Ethel  Sims,  Stelton,  N.  J. 
Elizabeth  Updike,  117  Bayard  St. 


ALBION,   MICH. 


Public  School  Kindergartners: 

Mab  E.  Elms,  108  W.  Walnut  St. 

Marie    Gilpin   Douglass,  1006   Michigan   Ave. 

Frances  J.  Drew,  308  E.  Erie. 

Erie  Huckle,  709  Perry  St. 

Merryl  B.  Sewell,  612  N.  Clinton  St. 


BOOK  NOTES. 

A  CHILD'S  GUIDE  TO  LIVING  THINGS.  By 
Edwin  Tenney  Brewster.  Cloth,  300  pages.  Pub- 
lished by  Doubleday,  Page  &  Co.,  Garden  City, 
N.   Y.     Price   $1.20   net. 

Few  books  more  interesting  have  recently  come 
our  way,  altho  our  years  outnumber  those  of  child- 
hood. Many  facts  here  told  may  not  be  new  to  the 
grown-up,  but  the  presentation  of  them  is  both  new 
and  decidedly  stimulating.  To  the  child  a  world 
of  interesting  inquiry  is  opened  up.  Chapter  one 
tells  "How  the  chicken  gets  inside  the  egg,"  with 
nine  illustrat'ons  showing  stages  of  development 
of  the  tiny  chick.  The  next  chapter  informs  about 
other  kinds  of  eggs  and  we  are  told  that  the  "jelly 
of  frogs  eggs  is  not  'white'  because  it  is  not  meant 
for  the  little  frogs  to  eat,  but  to  keep  other  crea- 
tures from  eating  him."  Other  chapters  tell  in 
familiar  conversationalist  style  about  the  growth 
of  eggs  and  cells.  "Why  we  grow  at  all"  is  the  name 
of  another  chapter.  We  are  told  why  we  like  to 
do  certain  hereditary  things,  and  about  certain  stu- 
pidities of  animals.  "Where  some  animals  do  their 
thinking"  and  "Why  our  blood  is  salt."  "Why  most 
of  us  are  right-handed  is  described  and  we  are  told 
about  the  five  senses  and  the  other  five.  A  very 
great  deal  of  information  is  given  in  these  pages 
and  in  a  way  to  make  the  child  appreciate  the  won- 
ders of  Nature,  especially  as  manifested  in  h's  own 
body;  and  indirectly  he  will  learn  many  things 
about  the  proper  care  of  his  body.  The  parent  will 
find  the  book  helpful  when  the  child  arrives  at  the 
point  of  asking  "Where  did  I  come  from?"  Many 
pictures,  in  the  text  and  full  page,  illustrate  the 
valuable  and  curious  information  found  in  these 
Jascinating  pages. 

EDUCATION  AS  GROWTH;  OR  THE  CUL- 
TURE OF  CHARACTER.  By  L.  H.  Jones, 
President  of  Michigan  State  Normal  College, 
Ypsilanti.  Cloth,  275  pages.  Price  $1.25  net. 
Ginn   &  Co.,  Boston. 

How  to  inspire  the  young  with  a  desire  for  happy 
and  useful  living  That  is  the  great  question  which 
today'  faces  every  conscientious  parent  and  teacher, 
and  this  book,  written  by  a  man  who  has  had  forty 
years  practical  experience  in  doing  just  this  thing, 
cannot  fa'l  to  be  helpful  to  other  teachers  and  par- 
ents. After  a  general  opening  chapter  upon  the 
Point  of  View,  the  author  elucidates  his  subject 
under  the  four  comprehensive  heads,  Self-Activity, 
Self-Revelation,  Self-Direction,  and  Self-Realiza- 
tion.  Chapter  one  presents  selfactivity  as  the  char- 
acterist'c  human  endowment  out  of  which  all  prog- 
ress is  possible.  In  Chapter  two  the  child  is  shown 
in  the  process  of  mastering  the  world  of  knowledge, 
external  and  internal,  finding  in  this  way  the  rev- 
elation of  his  own  possibilities.  Chapter  three  por- 
trays the  child  again  co-ordinating  his  knowledge 
into  ideals  of  life  and  conduct,  and  thus  becoming 
a  self-directive  member  of  society.  The  last  divis- 
ion of  the  work  treats  of  the  progress  of  a  person 
in  self-culture  under  the  inspiration  of  his  environ- 
ment in  the  school  and  home  and  the  call  of  his  de- 


72 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


veloping  human  nature.  There  is  so  much  of  sane 
and  wholesome  wisdom  in  the  book;  so  much  un- 
derstanding of  the  educational  and  vocational  prob- 
lems of  our  national  life,  and  such  a  helpful,  liber- 
alizing spirit  prevails  throughout  its  pages  that  one 
can  but  believe  that  it  will  give  inspiration  and  hope 
to  innumerable  reading-classes  and  normal  groups 
as  well  as  to  individual  parents  and  teachers  of 
every  grade.  Teachers  who  find  themselves  en- 
slaved by  the  fixed  routine  of  the  school  system 
will   find  emancipation   here. 

The  Dairy  of  a  Free  Kindergarten.  By  Lileen  Hardy. 
Itroduction  by  Kate  Douglas  Wig-gin.  Cloth.  175 
pps.  Price  $1,00,  net.  Published  by  Hougton  Mif- 
flin Co.,  New  York,  Boston,  and  Chicago. 

Kate  Douglas  Wiggin  says  of  this  book:  "Here  is  a 
modest,  unpretentious  record  of  the  daily  life  of  one 
Kindergartner,  who  is  doing  her  little  best  to  make  the 
world  a  better  place  in  which  to  live.  You  can  hear  the 
mother  heart  beating  in  every  simple  paragraph,  and 
see  the  spirit  of  the  teacher  and  the  gladness  of  the 
pupils  on  every  touching  page.  This  'mothering'  is 
sorely  needed  by  little  creatures  who  grow  up  in  homes 
where  stern  necessity  provides  a  too  chilling  atmos- 
phere for  the  young  plant.  Do  not  think  the  attitude 
of  the  child  gardner  sentimental,  but  believe  it  to  be 
true  that  out  of  the  heart  come  the  issues  of  life." 

DRAWING  MADE  EASY.  By  E.  G.  Lutz.  Paper,  18 
pps.  Published  by  the  author,  New  York.  Price,  25c. 
Contains  a  considerable  number  of  simple  drawings, 

with  the  process  of  producing  them  clearly  illustrated. 
Instructor  Literature  Series.     Published  by  the  F. 

A.   Owen  Co.,  Danville,  N.  Y.    Price  5c.  each.     These 

booklets    usually    contain    32  pages,   with  illustrated 


cover;  and  the  series  includes  many  of  the  classics  as 
well  as  many  subjects  of  special  interest  to  the  little 
children.     We  advise  kindergartners  and  primary  tea- 
chers to  send  for  a  list  of  these  books. 
A  Little  Boqk  Of  Bird  Songs.     By  Louise  Murphy.  Il- 
luminated boards,  40  pages,  Price  $1.00 net.  Published 
by  Longmans,  Green  &  Co.,  London  and  New  York. 
Sixteen  childrens'   songs  about  birds,  with  music. 
Several  beautifully  illustrated  pages. 


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. 


Boston  Teachers'  News-Letter 


Official  Org-an   of  the  Boston 
Teachers'  Club. 

Published  monthly  by  the  Teachers 
for  the  Teachers. 

Send  for  a  copy  and  learn  what  the  Teachers  are  do 
ing  and  saying. 

10c.  per  copy.      50c.  per  year- 

G.  E.  LINGHAM 

499  COLUMBIA  ROAD 
BOSTON,  MASS. 


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  recitation — 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 


Valuable  Helps  for  Teachers 

School  Room  Exercises,  a  book  filled 
with  hundreds  of  primary  plans,  pre- 
paid, only  ...  .  50c. 
With  New  Jersey  School  News,  one 

year,  only  -  -  -  60c. 

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both  one  year  for  -  -  $1.30 

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News,  one  year  -  -  50c. 

Address 

The  School  News,  New  Egypt,  N.  J. 


Afti  k  II  a  forty-page  booklet 
I  fi  Hn  and  0ur  Workshop,  an 
I  Lflll  i]iustrated  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'  Ag-enoy, 

Columbia,  South  Carolina. 


BOWLDEN  BELLS 

FOR  SCHOOLS 

From  $8.00  to  $25.00 

FOR  CHURCHES 

From  $25.00  to  $185.00 

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catalogue. 

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FOUNDRY  CO. 

Northvllle  Mich 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

'"PHIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of  our  subscribers.     It  includes  only  those  who  claim  to  be  able 

to  secure  positions  for  Kindergartners  or  Primary  Teachers.     We  advise  those  in  need  of  positions  to  write  one  or  more 

of  these  agencies  for  particulars.    Even  though  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school    . 


The  TEACHERS' EXCHANGE  of  Boston 

Recommends  Teachers,  Tutois  and 

Schools.    No.  120  Boylston  street. 


THE  REED  TAECHERS'  AGENCY 

Can  place  Kindergarten  and  Primary 
Teachers  in  New  York,  New  Jersey  and 
Pennsylvania  at  good  salaries. 

H.  E.  REED,  Manager,  Syracuse,  N.  Y. 

611  University  Block. 


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. 


ALBANY  TEACHERS'  AGENCY 

Provides  public   and   private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

81  Chapel  Street,  ALBANY.  N  Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS'  AGENCY 

Which   proves  conclusively  its 

standing.  Try  them.  Address, 

Steinway  Hall,  Chicago;    Lincoln,  Neb. 

Spokane,  Wash. 


NORTHWESTERN  TEACHERS'  AGENCY 


310-311  PKOVIDENCE  BUIXDING 
DULUTH.  MINN. 


RELIABLE  TEACHERS'  AGENCY 

Trained  Primary   and  Kindergarten 
Teachers  needed.   Good  positions.  Per- 
manent membership.    Write  to-day. 
G12-613  Majestic  Building, 

Oklahoma  City,  Okla. 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.   We  can  place  both. 

The  Teachers3  Exchange 

P.  O.  Box  283,  Nashville.  Tenn 

QUR  OPPORTUNITIES  for  placing 
Kindergarten  and  Primary  Teachers 
exceed  our  supply.     No  charge  until  you 
accept  position. 

Lewis  Teachers3  Agency 

41  Lyman  Block,  Muskegon,  Mich. 


INTERSTATf  Teachers'  Agency  CENTRAL  TEACHERS'  AGENCY 


501-503  Livingston  Building.  Rochester. 
N.  Y.    Gives  special  attention  to  plac- 
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ers in  all  parts  of  the  United  States. 
T.  K.  ARMSTRONG,  Proprietor. 


COLUMBUS,  OHIO. 
A  good  medinm  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Writeto-day.  E.  C.  ROGERS.  Mflr. 


SOUTHERN  TEACHERS'  AGENCY  ^SSSStgSF 


COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territorvfor  teachers.  Ask 
for  booklet,  A  PLAN. 
W.  H.JONES.  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  SEES 

We  wantKindergarten.  Primary  .Rural 
and  otherteachers  for  regularor  special 
v\ork.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year.  | 

P.  Wendell  Murray,  Manager. 


The  J.D.EngleTcachersT  Agency 

MINNEAPOLIS,  MINN. 
A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primary  positions.   Send 
for  circular 


(Inc.)  DBS  MOINES,  IOWA. 

Wants  to  hear   from   kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.     Write  fully.     Will 

answer  frankly. 

AN  AGENCY  is  valuable  in 
P\W  MV3tlNV  I  proportion  to 
its  influence  If  it  merely  hears  of  va- 
cancies and  tells  TUAT  is  some- 
you  about  them  •  nrt  ■  thing, 
but  if  it  is  asked  to  recommend  a  teach- 

fktfifl  RECOMMENDS 

is  more.    Ours  recommends. 

The  School  Bulletin  Agency 

C.  W,  BARDEEN,  Syracuse,  N.  Y. 


•ear.  Some  Kindergartners.  No  charge 
mtil  teacher  is  located  by  us.  Send  for 
;gistration  blank.    A.  H.Campbell, 
American  Teachers'  Agency 
Myrick  Building,  Springfield,  Mass. 


DEWBERRY 

SCHOOL 
AGENCY 

1892-1913 


CPECIALLY  trained  Kindergarten  and  Primary 
^  teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,   R.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA. 


API  AN  Whereby  the  Teacher 
'  !—  "  '  "  is  1  >rought  in  touch 
with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primary  and  Kindergarten  teachers. 
Get  it. 

Southern  Teachers'  Agency 

Columbia,  S.  C. 


TEACHERS  WANTING  POSITIONS 

In  Colorado,  New  Mexico,  Arizona,  Californ  a,  Nevada,  Utah,  Washington,  Ida- 
ho, Montana,  Wyoming,  North  Dakota,  South  Dakota,  Nebraska,  Kansas,  Okla- 
homa or  Texas  should  write  us  at  once.  Our  calls  come  direct  from  school  boards 
and  Superintendents.  We  place  most  of  our  teachers  outright.  THE  ROCKY 
MOUNTAIN  TEACHERS' AGENCY,  328  Empire  Building,  Denver,  Colo. 
WILLIAM  RUFFER,  A.  B.,  Manager. 


The  South  and  West 

Offer   good  opportunities  for  Primary 
and  Kindergarten  teachers.    For  infor- 
mation write  CLAUDE  J.  BELL, 
Bell  Teachers'  Ag-ency, 

Nashville,  Tenn. 


BANKTON  TEACHERS' AGENCY 

M.  DALTQN,  Manager, 
Lexington,  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 


International  Teachers' 


-AGENCY- 


Operates  in  the  "  Fair  Salary  Belt,"  em- 
bracing territory  from  Michigan  to  the 
Pacific  Coast.      Increasing  demand  for 
competent  Kindergarten  and  primary 
teachers  at  highest  salaries  paid. 
JAMES  H.  BATTEN,  Manager 
Box  613,  Grand  Forks,  North  Dakota. 


HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann. 

Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C.  and  is  intended  solely  for  the 
"different"  child,  the  difficult  child,  the  handicapped  normal  child — whether  boy  or  girl.. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  overbright  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal   child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training,  nature  study 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Association  main- 
taining it  lays  emphasis  upon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  overstimu'.ated 
interest  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
and  is  situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,   address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


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MARCH,  1913 


INDEX  TO 

CONTENTS 

An  Easter  Suggestion, 

Alice  N.  Parker, 

174 

Program  Suggestions  for  March, 

Bertha  Johnston, 

176 

How  to  Apply  the  Second  Gift  of 
the  Kindergarten  Series, 

Dr.  Jenny  B.  Merrill, 

182 

Counting  Game, 



183 

A  Devotional  Exercise, 

. 

183 

Master  Red  and  Mistress  Yellow- 
Snooze, 

Mary  Ellason  Cotting, 

184 

A  Little  Knight, 

Lvnn  Davis, 

185 

On  a  Summer  Day, 

Mary  Ellason  Cotting, 

187 

New  Kindergarten  Games  and  Pla}-: 

;,  Laura  Rountree  Smith, 

189 

Little  Pieces  for  Little  People, 

Laura  Rountree  Smith, 

190 

The  Committee  of  the  Whole, 

Be  rt  h  a  J  oh  n  s  ton , 

191 

Hints  and  Suggestions  for   Rural 
Teachers, 

Grace  Dow, 

193 

A  Year  in  the  Kindergarten 

Harrietle  McCarthy, 

195 

Suggestions  for  Drawing,  Paper  Cutting,  Folding  and  Pasting 
for  March, 

198 

How  March  Came  and  Went, 

. 

197 

Book  Notes, 

- 

198 

Volume  XXV,  No.  7. 


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Springfield  Kindergarten 

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Ethical  Culture  School 

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FRANKLIN  C.  LEWIS,  Superintendent. 

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Atlanta  Kindergarten 

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KINDERGARTEN    DEPARTMENT 


Courses  given  for  Kindergarten  Train- 
ing School  and  University  credit. 
For  information  address, 

Miss  H.  VI.  Mills,  Principal  of  Department. 

New  York  University,  Washington  Square. 

New  York  City. 


MISS  LAURA  FISHER 


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terials; Games  and  Gymnasium  Work. 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,  Music  and  Art,  Model  Kinder- 
garte'n  for  Children  ;  Classes  for  Older 
Children  in  Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1912-13  opens  Sept.  30. 


MISS  HARRIET  NIEL 

PRINCIPAL 

Training   School  for  Kindergartners— 
Normal  Course   two   years.      Graduate 

and  special  courses. 
319  Marlborough  street,     Boston,  Mass. 


PITTSBURGH  AND  ALLEGHENY 


KINDERGARTEN  COLLEGE 

Regular  course,  two  years.    Special  ad- 
vantages for  Post-Graduate  work. 
Fourteenth  Year 
For  catalogue  address, 

MRS.  WILLIAM  McORAOKEN,  Secretary, 

3*39  Fifth  Avenue  Pittsburgh,  P«. 


KINDERGARTEN  DEPARTMENT 

PITTSBURGH  TRAINING  SCHOOL  FOR 
TEACHERS 

formerly 
PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  H.  PARKER,  Director. 

Regular  course,  two  years.  Post  Grad- 
uate course,  one  year.  Twenty-first 
year  began  September  3,  1912.    Address 

Mrs.  Wm.  McCracken 
Colfai  Bldg.  William  Pitt  Blvd.  Pittsburgh,  Pa. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOE 

CERTIFICATE.     DIPLOMA     AND 

NORM*  I     CWTRSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

Jhepard    Building:,       -       M    Fountain    St. 

GRAM)   RAPIDS.   MICH. 


■CLEVELAND- 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 


MISS    ELLA    C. 
86  Delaware  Avenue, 


ELDER 

Buffalo,  N.  Y. 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Klnderg-arten  College 
3050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 

Course  of  study  underdirection  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA    FARRIS.   Principal 


THE  KINDERGARTEN  PRIMARY    MAGAZINE 


179 


CD 


£P 


cock  can  be  outlined  as  shown  below.    Also 
a  vane  in  shape  of  fish. 


Outline 
shapes — as   arrows 
etc. 


PEAS  WORK. 

weather-vanes    o  f   d 


cock, 


fferent 
stiff   little    man, 


Build  a  skeleton  signal  tower  growing" 
smaller  toward  the  top  and  place  at  extreme 
top  of  small  paper  flag,  thus.  Build  ladder 
for  use  with  Sixth  Gift. 


t 


OCCUPATIONS— PAPER. 

Cut  out  various  garments,  stockings, 
underclothing,  sheets,  napkins,  to  hang 
upon  a  line  stretched  across  from  one  pole 
to  another.  (Poles  may  be  made  of  Second 
Gift  Beads  placed  one  upon  another  with 


a  stick  running  through  to  hold  them  to- 
gether). 

Cut  small  picture  of  kite,  sail-boat, 
weather-vane,  flag,  etc.,  to  paste  in  book. 
Weather  signal  pennants  may  be  cut  of 
colored  paper  or  of  white  paper  which  the 
children  may  themselves  color  with  paints 
or  chalk. 

Cut  and  fold  pinwheel.  If  at  any  time  it 
should  be  impossible  to  obtain  a  stick  to 
which  to  attach  a  pinwheel  a  substitute 
may  be  made  by  rolling  a  piece  of  paper 
tightly  into  an  old-fashioned  lamplighter 
and  attaching  wheel  to  this.  This  pin- 
wheel may  also  be  attached  to  windmill. 
(See  above.) 

Parachute — Cut  a  square  of  light-weight 
paper  measuring  about  seven  inches  each 
way.  Take  four  pieces  of  string  eleven 
inches  long  and  in  the  end  of  each  make  a 
large  knot.  Run  the  string  through  each 
corner  of  the  paper,  the  knot  preventing  it 
from  going  entirely  through.  In  the  other 
end  of  each  string  make  another  knot.  Run 
a  pin  through  these  last  knots,  thus  joining 
them  and  then  attach  the  pin  to  a  small 
cork.  This  makes  a  light  parachute  which 
will  hold  its  own  in  a  breeze. 

Kite — A  simple  kite  may  be  made  by 
little  children  of  newspaper  or  manilla 
paper.  Give  each  child  a  square  and  direct 
as  follows:  Fold  from  lower  edge  to  just 
meet  the  upper  edge;  crease  and  open. 
Fold  upper  edge  down  to  just  meet  central 
crease;  open.  Fold  right  edge  to  just  meet 
left  edge ;  open.  Let  the  children  see  if 
they  can  tell  where  to  crease  now  in  order 
to  give  kite-form  lines  along  which  to  cut. 
Then  let  them  cut  out  the  kite. 

Older  children  may  fold  and  paste  such  a 
form  upon  a  framework  made  of  slats 
crossed.  A  model  may  be  found  in  any 
little  toystore. 

CARDBOARD. 

Cut  a  large  fish,  arrow,  etc.,  of  card- 
board to  be  used  as  a  weather-vane.  Run 
a  slender  stick  up  and  down  through  the 
center  and  nail  stick  to  a  post  or  barrel- 
head or  some  object  placed  where  the  wind 
can  blow  upon  it.  Let  the  children  tell  each 
day  from  which  way  the  wind  blows. 

Make  a  windmill  as  follows:  Take  a 
piece  of  cardboard  measuring  7x9  inches. 
Score  from  a-e,  b-f,  c-g,  d-j,  making  thus 
four    scores    seven    inches    long.      Cut   the 


■  8o 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


top  down  i]A  inches  on  each  score  giving 
four  flaps.  This  scoring  and  cutting  gives 
four  sides  of  a  windmill  each  two  inches 
wide  with  an  inch  flap  to  paste  over  when 
bent  into  form.  The  four  top  flaps  will 
make  a  flat  roof,  and  the  score-lines  may  he 
cut  half  an  inch  up  from  the  base  to  make  a 

h  £  b  e 


\     TT1 

I 

I 


for  Wind  mi' 


standard.      To    this    structure    may    he    at- 
tached a  small  pin-wheel. 

Older  children  may  make  a  peaked  roof 
by  scoring  oblique  lines  as  shown  in 
illustration  and  bending  triangular  flaps 
which  may  be  pasted  together.  A  tiny  vane 
may  be  attached  to  apex  of  roof. 

OUTSIDE  MATERIAL. 

With  soap  and  water  and  penny  pipes  let 
the  children  make  bubbles  and  blow  them 
about  the  room  or  observe  how  the  cur- 
rents of  air  affect  them.  Play  in  similar 
way  with  balloons. 

Let  the  children  wash  out  the  paste 
cloths  and  hang  up  in  wind  to  dry.  Cut 
pennants  of  cotton,  color  in  Diamond  dyes, 
blue,  red  and  yellow  and  use  for  signaling. 

DRAWING. 

The  children  will  be  aide  to  draw  inter- 
esting pictures  of  boys  running  with  their 
kites  flying  aloft;  ships  in  full  sail;  wind- 
mills, weather-vanes,  etc.  Also  the  clothes 
on  the  line  dancing  in  the  breeze.  These 
pictures  may  be  colored  with  chalk  or 
paint. 

THE  UNSEEN  MUSICIAN. 

The  wind  among  other  things  is  an  in- 
visible musician.  Have  you  ever  listened 
to  him  when  he  is  using  the  telegraph  wires 
as  harp  strings?  What  beautiful  music  he 
plays!  Then,  too,  he  sings  lullabies  in  the 
tree-tops  to  the  birds;  how  he  roars  around 
the  corner  of  the  house!  How  he  whistles 
through  the  knot-holes,  or  the  speaking- 
tube  in  the  house!  We  make  use  of  him 
with  our  wind  instruments.  What  arc 
some  of  them?  Yes,  the  trumpet,  the  oboe, 
the     flute,     the     clarionet,     the     wonderful 


organ  with  all  of  its  many  pipes.  How 
much  joy  and  help  the  wind  gives  us  when 
we  learn  how  to '  work  in  harmonv  with 
him! 

The  kindergartner  may  read  Walt  Whit- 
man's poem,  '"Proud  Music  of  t lie  Storm," 
page  310. 

In  Parables  From  Nature,  by  Mrs.  Catty, 
will  be  found  a  good  weather-vane  story. 
The  Odyssey  tells  the  story  of  Odysseus 
and  the  bag  of  winds;  and  in  Aesop  is  the 
fable  of  the  Wind  and  the  Sun. 

Among  the  Wind  songs  are  Stevenson's 
"I  Saw  You  Toss  the  Kites  on  High;"  this, 
with  several  other  wind  songs  will  be  found 
in  the  Blow  edition  of  the  "Mother  Play." 
Also,  in  the  Jenks  and  Walker  book  is  a 
little  song  which  speaks  of  "the  wind  as  a 
musician  with  anything  for  keys,"  etc. 

THE  WIND.* 

BERTHA   JOHNSTON. 

Around  our  vast  world  blows  the  wind   fresh  and 

free, 
We  hear  and  we  feel  him  but  never  can  see — 
But — see  how  the  arrow  he  turns  'round   to  show 
If  sunshine  is  coming,  fog,  rainstorm  or  snow. 

The  ambitious  kite  now  is  soaring  en  high — 
He  tugs  at  the  string,  longing  birdlike,  to  fly — 
The   light   wind   uplifts  him   and   bears   him   so   far 
He  feels  he  may  soon  reach  the  bright  evening  star. 

The  family  garments,  both  coarse  ones  and  fine 
Droop  heavy  and  wet  on  the  taut  laundry  line — 
Till    merry    Wind   cries   out    "Just    dance    now   my 

dears! 
With    Sunshine's    kind    help    I    will    dry    all    your 

tears." 

The  children  are  merry,  the  wind's  blowing  free, 
So  sailing  we'll  go  on  the  billowy  sea. 
What  joy  'tis  to  rise,  rise,   then  clip   in  the  wave 
So  far  we  can  see  into  Neptune's  green  cave. 

The   miller   is   anxious — his  great   fans   stand   sti'.l 
Till   Wind   comes  up   briskly,   with   lusty  good-will. 
He  pushes  the  fans  till  they  circle  so  fast 
They  turn  to  a  great  giant  circle  at  last. 

A  fine  moving  picture  show  oft  may  be  seen 
When   Wind   floats  the  cloud- films  across  the  blue 

screen. 
Bears,  camels,  grand  mountains,  fair  castles  delight 
All  children  who  like  fairy  pictures  so  bright. 

The  Wind  as  musician  with  trombone's  deep  boom 
Announces  the  Storm-King's  approach  through  the 

gloom ; 
He   whistles   in   knot-holes;    in    tree-tops  oft   sings; 
Plays  te'egraph.  wires  like  sweetest  harp-strings. 


*This  may  be  turned  into  a  recitation  with 
shadow-pictures  thrown  on  a  sheet  to  illustrate 
each  stanza.  The  cloud  effect  may  be  secured  by 
cutting  from  large  sheets  a  pattern  enlarged  from 
the  one  given  here. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


181 


WASHINGTON   VIEWS 


id  plays  and  he  works  with 


Oh!   the  wind  sings 

ns  too, 
As  fast  as  we  learn  all  the  things  he  can  do. 
We  see  his  great  works  but  himself  ne'er  can  see 
Around  our  vast  world  so  fresh-blowing  and  free. 


G    STREET    LOOKING    EAST    FROM    ELEVENTH    STREET 


tern  for  Cloud  Effect  in  Wind  Recitation. 

—Republished  in  part 


THE  I.  K.  U.  MEETING   AT    WASHINGTON. 


The  program  for  the  Twentieth  Annual  Meeting-  of  the 
International  Kindergarten  Union  at  Washington,  April 
29  to  May  2,  appears  on  page  197.  Among  thejittract- 
ive  features  will  be  the  following: 

A  conference  of  Directors  and  Assistants  exclusively. 

Three  separate  Round  Tables  on  Stories,  Games,  and 
Gifts. 

A  series  of  talks  by  well  known  kindergartners,  includ- 
ing Susan  E.  Blow,  Patty  S.  Hill,  and  Miss  Stewart, 
founder  of  the  I.  K.  U. 

The  Montessori  Methods  and  Principles  are  to  be  con- 
sidered at  a  meeting,  and  Dr.  Myron  T.  Scudder,  of  the 
Scudder  School,  New  York,  will  show  a  series  of  pictures 
of  the  Montessori  Schools  in  Rome.  Dr.  Lightner  Wit- 
mer,  of  the  University  of  Pennsylvania,  and  Dr.  Wm. 
Heard  Kilpatrick,  of  Teachers  College,  Columbia  Univer- 
sity, will  speak  at  this  meeting. 

A  reception  to  visiting  kindergartners,  and  a  play  fes- 
tival, by  the  children  of  the  public  kindergartens  of 
Washington,  on  the  National  Museum  lawn  will  be  spe- 
cial features. 


I'ER     PLANT,      POTOMAC 


Miss  Elizabeth  Harrison,  chairman  of  the  joint  com- 
mittee composed  of  representatives  of  the  National 
Congress  of  Mothers  and  the  I.  K.  U.  has  sent  the  fol- 
lowing inquiry  to  organizations  and  individuals: 

"The  Joint  Committee  is  desirous  of  obtaining  all  pos- 
sible information  as  to  what  the  kindergartners  of  Amer- 
ica are  doing  in  the  line  of  classes,  Clubs,  or  associations 
for  the  enlightenment  of  mothers  concerning  kinder- 
garten principles.  Will  you  help  us  by  sending  such 
data  as  may  be  furnished  by  your  community?  The 
report  is  to  be  presented  before  the  National  Congress 
of  Mothers  which  meet  in  Boston,  May  15,  1913." 


"    '•'    '  " , 


gjj-j  TO  RECOGNIZE  WORDS. 

:       Tell   the    story   of   the   little   boy  who   was  lost  in 

-gjsli  the    woods    and    came    to    a    wide    brook,    but    there 

3p§p"      was   no   bridge   across   it.     He   noticed   some    stones 

here   and  there  and  tried   to  walk  across   the  brook 

H  on   the   stones.     Illustrate  the  brook  and  the  stones 

E  on    the    board,    writing    one    of    the    new    words    on 

each  stone.     Who  can  get  across  the  brook  without 

falling  off — missing  a  word. 


182 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


HOW  TO  APPLY  KINDERGARTEN  PRINCIPLES 

AND  METHODS  IN  VILLAGE  AND 

RURAL  SCHOOLS. 

Article  VII. 

The    Second    Gift    of    the    Kindergarten    Series:      The 

Sphere,  the  Cube  and  the  Cylinder. 

By  Dr.  Jenny  B.  Merrill 


SECOND     CI 


In  this  second  gift  the  child  finds  his  old  playmate, 
the  ball,  in  a  new  dress,  as  it  were.  Froebel  always 
aims  at  continuance  and  relation  of  a  new  gift  to  its 
predecessor.  In  this  case  the  wooden  sphere,  less  bril- 
liant in  color,  hard,  smooth  and  noisy,  is  the  connecting 
link.  Miss  Millicent  Shinn,  in  her  "Biography  of  a 
Baby,"  claims  that  the  hard  wooden  ball  is  more  fitting 
and  more  hygienic  than  the  worsted  balls  for  babies,  and 
would  omit  the  first  gift.  "Many  men,  many  minds."  It 
is  certainly  worth  considering. 

Not  only  the  principle  of  continuity,  but  that  of  con- 
trast and  the  connection  of  opposites  is  illustrated  in 
this  gift.  The  cube  is  presented  as  being  the  opposite 
of  the  sphere. 

The  sphere  is  the  symbol  of  motion,  the  cube  of  rest. 
The  cube  stands  firm.  It  must  be  pushed  even  to  slide 
and  then  quickly  comes  to  rest  unless  upon  an  inclined 
surface.  The  cube  has  corners  and  edges  and  sides, 
while  the  sphere  has  none— it  is  round  all  over.  The 
roller  or  cylinder  is  the  connecting  link  between  these 
two  extremes.  It  rolls  and  slides.  It  stands  well  on 
either  end.  It  has  edges,  but  no  corners.  The  adult 
mind  naturally  analyzes  and  is  interested  in  stating  all 
these  new  distinctions  and  contrasts.  Not  so  with  the 
child.  He  proceeds  to  play  at  once,  to  do  something 
with  the  new  blocks.  In  short,  he  experiments,  and 
should  be  left  alone  for  a  time  simply  to  see  what  is 
in  his  box,  that  is  if  he  receives  it  as  a  whole  gift  in 
kindergarten  or  school.  In  babyhood,  one  form  is  given 
at  first. 

There  is  really  no  first  thing  to  do.  Let  each  child 
do  what  he  will.  Stand  aside  and  observe.  The  chil- 
dren will  soon  sense  the  differences  and  resemblance, 
but  it  will  be  a  long  time  before  they  should  be  led  to 
state  them.  They  will  learn  the  distinctive  features  of 
each  form  in  using  it.     The  use  or  function  of  a  thing. 


what  it  can  do.  or  what  you  can  do  with  it  makes  the 
first  appeal  to  the  child.  Yet  nomenclature  is  important. 
Language  must  progress.  The  forms,  therefore,  should 
be  named,  incidentally,  corners  and  edges  mentioned  as 
occasion  arises,  but  need  not  be  corrected  for  a  long 
time.  Even  in  the  nursery  use  of  this  plaything.  Froebel 
lays  stress  upon  language,  introducing  many  playful 
couplets  or  rhymes.  He  says  "The  stock  of  words*  [to 
be  introduced]  embraces  objects,  actions  and  qualities  " 
This  gift  gives  "a  point  of  support"  for  the  development 
of  speech  in  the  child.  He  suggests  the  words  up,  down, 
here,  there,  where,  as  well  as  the  more  obvious  nouns, 
verbs  and  adjectives. 

I  dwell  upon  this  point  as  the  grade  teacher  does  not 
always  realize  how  much  the  kindergarten  desires  to  do 
for  language,  and  because  the  kindergartner  sometimes 
forgets  or  neglects  this  side  of  her  work.  It  is  a  good 
rule,  which  I  may  as  well  state  here,  for  the  kinder- 
gartner to  ask  one  or  two  questions  individually  of  each 
child  as  she  passes  to  observe  his  hand  work,  of  what- 
ever kind  it  may  be. 

Language  is  spiritual.  Tone  and  voice  are  human. 
They  reach  the  spirit.  Speak  simply,  looking  into  the 
child's  eye  and  expecting,  and  if  necessary  inviting  him, 
to  look  at  you  when  he  replies. 

While  on  this  topic,  although  it  may  seem  a  digres- 
sion, let  me  suggest  as  I  did  in  regard  to  the  first  gift 
that  older  children,  who  have  played  with  it  and  who 
are  reading,  writing  and  learning  to  spell,  be  asked  to 
write  lists  of  words  suggested  by  these  fundamental 
forms,  as  a  review  : — 


edges 

standing 

round 

sphere 

spinning 

curved 

cube 

swinging 

straight 

cylinder 

twirling 

sharp 

corners 

hanging 

six 

faces 

'wooden 

eight 

surface 

hard 

twelve 

rolling 

smooth 

flat 

sliding 

We  have  referred  to  the  nursery  plays  with  this  gift, 
They  extend  from  the  beginning  of  the  second  to  the 
end  of  the  third  year.  They  will  be  found  in  Froebel's 
own  writings,  Pedagogics  of  the  Kindergarten,  in  the 
Kraus  Guide,  in  Paradise  of  Childhood,  and  in  Harri- 
son's Building  Gifts. 

Spinning  and  twirling  are  developed  more  fully  in 
the  second  gift  than  in  the  first.  Eyelets  are  inserted 
in  these  three  forms  for  attaching  strings.  Children 
can  be  taught  to  twist  the  strings  tight.  They  love  to 
watch  the  suspended  form  take  different  shapes  as  the 
cord  untwists.  It  is  a  puzzle,  a  mystery  to  see  the  old 
form  disappear  and  re-appear. 

The  surprises  are  many  that  may  come  to  the  children 
and  even  to  adults.  Pleasant  ahs !  and  ohs  !  may  be  ex- 
pected and  permitted  for  a  certain  amount  of  emotional 
expression  is  good  for  us  all.  We  learn  to  inhibit  grad- 
ually and  there  is  danger  in  suppressing  interest  in 
school.  Besides  the  strings,  there  are  wooden  axles 
provided  that  are  to  be  inserted  in  different  ways  sug- 
gested by  the  holes  which  the  children  readily  discover. 
If  anyone  knows  children,  it  is  not  necessary  for  me  to 
say  they  need  no   suggestion  in   regard  to  putting  the 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


183 


slender  sticks  into  the  holes,  but  they  will  need  a  little 
guidance  in  spatting  them  round  and  round  to  make 
them  go  faster  and  faster  until  the  novel  forms  appear. 

See  the  corners  of  the  cube  chase  each  other  around 
and  round!  Where  are  they  now?  Gone?  Where  are 
they  hiding?  Ah!  Here  they  come  back!  The  cube 
tried  to  turn  into  a  cylinder — well — well—.  Such  simple, 
natural  conversations  will  arouse  interest  in  corners, 
edges  and  lead  finally  to  counting  them. 

When  it  is  decided  advisable  to  count  them,  let  me 
suggest  counting  in  groups,  as  four  corners  at  the  top, 
four  corners  at  the  bottom  of  the  cube,  "two  fours." 
Later  combine  into  "two  fours  are  eight." 

Counting  edges,  we  find  four  edges  around  the  top, 
four  edges  around  the  bottom,  and  four  standing  up ! 
How  many  fours?  Three  fours.  Later,  combining,  we 
have  three  fours  are  twelve.  Let  mathematics  grow 
very  gradually.  Do  not  force  this  subject.  Note  any 
child  who  is  mathematically  inclined  and  help  him  along. 
He  in  turn  will  help  interest  his  mates. 

If  you  can  afford  but  one  second  gift,  each  child  in 
turn  can  play  with  it,  or  possibly  two  or  three  in  a  small 
group,  as  social  interest  will  arouse  intellectual  life.  Oc- 
casionally let  a  child  sit  apart  alone  and  enjoy  it  quietly. 
The  child  will  learn  to  know  these  three  fundamental 
forms  which  are  the  basic  forms  of  animal,  plant  and 
mineral  life  by  simply  playing  with  them. 

BUILDING. 

Quite  a  series  of  building  exercises  have  been  evolved 
in  some  kindergartens  with  this  gift,  although  at  first 
sight  it  does  not  lend  itself  to  building  except  to  make 
the  one  little  monument  which  is  so  often  referred  to, 
but  which  Froebel  himself  calls  the  child's  dolly!  The 
building  is  possible  by  permitting  the  children  to  use  the 
box,  the  lid,  the  upright  posts  and  the  axles.  Some 
child  is  quite  sure  to  experiment,  if  only  he  is  left  alone! 
(a  la  Montessori). 

He  may  at  first  simply  slide  his  cube  up  and  down  the 
lid,  having  placed  it  as  an  inclined  plane  without  know- 
ing it  as  such.  He  may  make  a  see-saw  with  lid  and 
cylinder.  Perhaps,  if  playing  in  a  group,  two  children 
may  think  of  using  two  cylinders  under  the  whole  box, 
and  presto !  they  have  a  wagon  which  actually  rolls 
along  a  little  way ;  then  they  can  back  it.  Encourage 
such  play  and  it  will  grow.  Check  it  and  there  is  an 
end  to  inventiveness.  Those  who  depend  so  much  in 
the  kindergarten  upon  dictation  and  formal  exercises, 
who  think  all  the  children  must  be  making  one  and  the 
same  thing  in  unison,  have  surely  lost  sight  of  the  crea- 
tive side  of  activity  which  Froebel  emphasizes  again  and 
again. 

As  mere  hints,  I  will  briefly  describe  a  few  of  the  re- 
sults of  this  second  gift  building  v/hich  I  have  seen  in 
different  kindergartens  from  time  to  time : 

1.  One  of  the  most  interesting  objects  to  build  is  a 
ship,  for  there  are  the  masts !  I  recall  a  visit  to  Miss 
Harriet  Kahn's  kindergarten  ten  years  ago,  at  the  time 
of  one  of  our  great  naval  parades.  When  I  entered  the 
room,  the  children  had  just  complete  their  ships  and  I 
saw  a  veritable  fleet !  The  blocks  were  the  sailors ! 
This  kindergarten  was  near  the  East  River  and  boats 


and  bridges  were  a  never-failing  delight  to  the  children. 

2.  Washing  day.  The  cube  is  the  tub.  The  sphere,  the 
soap ;  the  cylinder,  the  basket.  Lines  are  put  up  across 
the  posts  in  the  box.  Paper  clothes  cut  and  hung  to  dry. 
Clothes  pins  can  be  made  by  simply  cutting  a  slit  in  a 
short  stiff  strip  of  card,  or  pins  may  be  used.  Let  the 
children  find  a  simpler  way.  There  is  one!  This  is  a 
great  favorite.  Ironing  day  follows — the  lid  becoming 
the  ironing  board.    Which  form  will  be  the  iron? 

3.  The  grocery.  The  lid  is  the  counter.  The  cylinder, 
a  barrel ;  the  cube,  the  money-box ;  the  ball,  an  apple,  or 
whatever  fancy  wishes.  The  children  play  store  with 
each  other. 

4.  A  ship  is  built.  It  comes  to  dock.  The  lid  becomes 
the  inclined  plane  to  help  unload  the  cargo.  Down 
slide  the  cubes,  etc.,  etc. 

5.  Now  the  wagon  appears — cylinders  for  wheels.  The 
other  blocks  may  be  seats  or  men.  The  goods  are  to  be 
delivered.    Off  goes  the  wagon. 

6.  A  camping  place.  The  sphere  suspended  over  the 
box  is  the  kettle  boiling  out  of  doors.  Possibly  red 
sticks  or  paper  may  be  placed  beneath.  (A  few,  but  not 
too  many,  such  additions  help  the  child  to  picture  reali- 
ties if  he  lacks  experience.  Too  many  such  devices 
hamper  the  fancy.)  The  cylinder  may  be  the  stump  of 
a  tree  nearby.    The  cube,  a  house. 

7.  Maple-sugar  camp.  Similar  to  the  above,  but  fol- 
lowing a  story  of  making  maple  sugar. 

Games  and  occupations  that  may  be  connected  with 
this  gift  will  be  considered  next  month.  Meanwhile  ex- 
periment. Perhaps  you  or  the  children  will  find  them 
yourselves.     Why  not? 


COUNTING    GAME. 

For  a  class  of  ten,  place  ten  third  and  fourth 
Gift  blocks  on  the  floor  in  a  line  about  one  foot 
apart.  Indicate  the  head  of  the  line  by  a  figure  1 
on  the  block.  Give  the  pupils  number  cards  rang- 
ing from  one  to  ten.  No.  1  is  to  be  captain  of 
the  marching  line  and  take  his  place  with  the  block 
number  No.  1.  As  each  pupii's  number  is  called  he 
is  to  determine  his  position  in  the  line  by  counting. 
If  he  fails  the  card'  is  given  to  another  pupil.  Then 
continue  until  all  the  places  are  filled,  each  pupil 
counting  audibly  when  trying  to  locate  his  position. 
When  the  line  is  full,  pupils  march  to  instrumental 
music    or   singing. — Bub.   S. 


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  others 
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  silver  or 
gold, 


1 84 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


NEW  KINDERGARTEN  STORIES 

MASTER  RED   AND   MISTRESS   YELLOW 
SNOOZE. 

By  Mary  Ellason  Cotting. 

Snooze,  the  house-cat,  was  on  the  way  to  the  meadow 
to  hunt  for  moles.  As  she  passed  the  cave  she  thought 
she  would  step  in  and  see  if  there  were  any  small  mice 
or  bats  there  for  her  to  catch. 

The  cave  was  dark,  but  Snooze  could  see  quite  well. 
She  went  in  and  out  among  the  rocks  without  any  trou- 
ble. Presently  she  saw  in  a  corner  something  that 
looked  like  a  pile  of  yellow  leaves.  "This,"  she  said, 
"will  make  a  good  place  in  which  to  snuggle  down." 

She  walked  toward  the  leaves  and  smelled — FOX! 
Turning  quickly  she  walked  away,  and  as  she  looked 
back  from  the  entrance  she  saw  that  Master  Fox  was 
wide  awake — his  nose  just  quivering  a  little  as  he  tried 
to  find  out  if  he  were  in  danger. 

"Huh!  What's  old  Snooze  after  in  here?  I'd  like  to 
know.  She  needn't  come  spying ;  she  has  killed  as  many 
chickens  this  summer  as  I  have."  Then  he  grinned  slyly 
as  he  thought  of  the  fat  pullets  he  could  still  have,  for 
hadn't  he  found  the  old  drain  that  ran  from  the  tumble- 
down wash-house  into  the  yard  close  to  the  slide-door 
in  the  hen-house? 

He  could  easily  crawl  through  the  tunnel,  push  up  the 
slide  and,  though  the  hole  was  a  small  one  for  a  fat  fox 
to  squeeze  through,  he  could  manage  to  get  into  the 
hen-house  when  his  mind  was  once  made  up  to  catch  a 
fat  pullet. 

Though  Master  Fox  had  been  out  nearly  all  night,  he 
thought  he  would  go  and  lie  in  the  bushes  near  the 
place  where  the  brook  spread  into  a  wide,  still  pool  in 
which  the  ducks  liked  to  swim  on  warm,  sunny  days. 

How  often  he  had  enjoyed  watching  those  ducks, 
planning  which  one  he  would  catch  by  and  by !  Not 
when  they  were  at  the  brook.  Oh,  no !  He  was  too 
wise  to  do  that;  for  didn't  the  weasel  try  that  one  day 
when  he  was  nearly  starved,  and  didn't  Timothy  set  a 
nasty  trap  and  catch  him  a  few  days  later? 

Master  Fox  was  young,  but  he  was  wise.  He  would 
just  think  about  his  duck  by  daylight  and  catch  her  by 
moonlight!  As  the  ducks  seemed  to  have  no  news  to 
tell  about  the  doings  of  the  farm-yard,  Master  Fox 
thought  he'd  make  a  run  across  the  fields  and  visit 
Tawny  Fox,  who  had  lost  a  toe  the  day  before  in  a 
blind  trap. 

No  sooner  had  Master  Red  Fox  jumped  upon  a  stone- 
wall than  he  spied  Mistress  Snooze.  He  said  to  him- 
self, "I  think  I  will  speak  to  her,  for  it  is  better  to  be 
polite  to  my  neighbors  even  though  I  may  not  be  fond 
of  them." 

So  he  ran  pretty  close  to  her,  and  softly  barked, 
which  was  his  way  of  saying,  "Did  you  want  anything 
of  me  this  morning?  I  did  not  see  that  it  was  you  until 
you  were  leaving  the  cave." 

Now  Snooze  didn't  like  the  fox,  and  didn't  wish  to 
be  seen  in  his  company,  but  she  thought  she  must  be 
pleasant,  for  he  was  so  very  much  larger  and  stronger 


than  she  was.  So  she  said,  "Oil!  no;  I  was  just  looking 
about.     Is  the  cave  your  home?" 

"I  have  several  homes;  but  I  often  sleep  in  the  cave — 
it  is  so  warm  and  dry.  Then,  you  know,  the  door-stone 
is  a  ledge.  In  fact,  there's  nothing  but  ledge  to  that 
cave,  so  it's  a  pretty  safe  place  to  get  into  sometimes." 

"What  has  the  ledge  to  do  with  that?  Why,  I  don't 
like  stones.    I  can't  climb  upon  them  at  all." 

"Oh !  you  know,  Mistress  Snooze,  the  dogs  can't  smell 
me  well  when  I've  run  over  the  ledge.  If  I  whisk  into 
the  cave  I  can  get  out  at  the  back  of  it,  and  have  a  long 
run  before  they  can  catch  the  scent  of  me  again." 

"Oh,  ho!  It's  a  pity  the  hen-house  wasn't  on  a  ledge, 
too." 

"Well,  now,  Mistress  Snooze,  I  didn't  know  you  could 
be  so  good  at  making  a  joke.  .1  suppose  there's  no  news 
from  the  farm-yard?" 

"I  don't  know  what  you  call  news ;  but  the  barn-men 
are  greatly  troubled  because  so  many  of  the  fowls  wan- 
der off." 

"I  want  to  know !  Shouldn't  wonder  if  we  could  tell 
the  barn-men  where  they  have  gone,  hey?" 

"Very  likely  you  could;  but  how  can  a  cat  know  what 
happens  when  she  is  shut  up  in  a  pantry  to  catch  mice 
that  never  come  out  of  the  wall?" 

"That's  a  pity,  Mistress  Snooze.  Now,  why  don't  you 
just  stay  out  in  the  meadow  till  dark,  and  then  sleep  in 
the  barn?    There  must  be  mice  there  and  pigeons,  too." 

"That's  not  a  bad  idea.  Thank  you  for  it.  I  will  try 
it  as  soon  as  the  barn-men  take  away  those  blind-traps 
that  they  put  in  the  hen-house  yard  yesterday." 

"I  must  be  going  now.  I've  some  business  to  do  a 
long  way  from  here.  I  hope  I  shall  meet  you  again 
when  I  get  back.    Good-day,  Mistress  Snooze." 

Away  he  ran  with  a  swift,  steady  trot,  thinking  all 
the  time,  "I'm  so  glad  I  spoke  to  her.  Now  I'll  keep 
away  from  that  hen-yard  for  a  while  and  visit  down  at 
the  'Corners'  as  long  as  this  bright,  dry  weather  lasts. 
There  are  too  many  dogs  down  there  for  me  to  be  safe 
when  it  is  damp  weather." 

Master  Red  Fox  raced  away  to  see  Tawny,  who,  poor 
fellow,  though  he  was  having  a  great  deal  of  trouble 
with  his  foot,  told  Red  what  blind-traps  were  like. 

For  several  nights,  Master  Red  Fox  was  very  busy 
making  trouble  among  the  hens  at  the  "Corners."  He 
came  so  near  being  shot  by  Farmer  Jones'  hired  man 
that  he  decided  to  go  back  to  the  cave. 

Very  lucky  for  him  that  he  did,  for  the  weather 
turned  foggy,  and  that  kind  of  dampness  that  a  fox 
doesn't  like  settled  down  upon  the  country. 

Now  the  hunters  were  out  with  their  hounds  and 
Master  Red  Fox  had  to  keep  to  cover,  and  only  steal 
out  of  the  cave  at  night  to  hunt  for  food. 

He  had  a  hard  time  even  then,  for  he  had  to  swim 
the  brook  ever  so  many  times,  and  run  on  stone-walls 
to  break  the  scent  so  the  hounds  wouldn't  track  him 
when  morning  came. 

He  was  so  afraid  of  blind  traps  that  at  last  he  had  to 
keep  to  the  woods  with  the  hope  of  starting  a  partridge, 
or  crossing  the  path  of  a  rabbit,  which,  you  know,  loves 
to  play  out  at  night. 

One  morning  he  was  so  hungry  he  trotted  out  in  spite 


THE  KINDERGARTEN-PRIMACY    MAGAZINE 


i»5 


of  fear,  swam  across  the  brook  and  hurried  to  a  place 
behind  the  barn  where  he  had  often  seen  Mistress 
Snooze  watching  a  rat-hole.  "If  she's  out,"  he  said  to 
himself,  "maybe  she  will  tell  me  the  news  of  the  hen- 
yard." 

When  Red  reached  the  barn  everything  was  quite  still, 
and  no  wonder,  for  it  was  Sunday.  It  was  so<  very 
quiet  that  Red  walked  through  the  barn-yard,  and  soon 
discovered  Snooze  on  the  back-door  steps. 

She  saw  him  and  put  up  her  back ;  for,  you  know,  she 
didn't  like  to  be  seen  in  the  company  of  a  fox. 

Master  Red  didn't  mind  a  bit,  but  went  right  up  and 
looked  at  her.  She  spit  and  snarled  at  him,  so  he  turned 
away.  A  fox  will  not  quarrel,  you  know,  unless  you 
trouble  him  very  greatly. 

As  Mistress  Snooze  really  wouldn't  speak  to  him,  he- 
trotted  behind  the  corn-house,  crawled  into  the  drain 
and  soon  was  in  the  hen-yard.  He  had  just  pushed  his 
head  into  the  house  when  an  old,  old  hen  began  to 
cackle,  and  started  the  other  hens  into  making  a  great 
noise. 

"I  must  hurry  out  of  this,"  he  thought  as  he  snatched 
a  fine  pullet.  He  was  in  so  great  a  hurry,  he  ran  across 
the  hen-yard  instead  of  through  the  drain-tunnel;  and — 
snap !     As  he  went  under  the  fence  lie  was  caught. 

For  a  moment  he  was  frightened ;  then  taking  a  good 
grip  upon  the  pullet's  neck  he  pulled  himself  from  un- 
der the  fence-wire,  and  to  his  delight  found  that  only 
his  tail  was  caught. 

Away  he  went  across  the  fields,  holding  fast  to  the 
pullet;  the  trap  scraped,  scraped,  scraped  along  the 
ground  behind  him.  "Would  it  never  come  off?"  he 
thought  to  himself. 

The  way  to  the  cave  seemed  very  long,  for,  of  course, 
he  couldn't  run  along  walls  with  a  trap  dangling  from 
his  tail.  It  hurt  badly  by  the  time  he  had  reached  the 
big  pile  of  stones  just  below  the  ridge  before  his  cave 
door-way.  How  in  the  world  he  was  going  to  make  the 
leap  from  those  stones  to  the  ledge  he  did  not  know, 
but  try  he  surely  must. 

Holding  tightly  to  his  dinner,  he  made  a  dash  for  the 
stones,  and  as  he  touched  the  top  of  the  pile  the  trap 
struck,  and — he  was  a  free  fox  once  more.  How  he 
bounded  into  the  cave,  and  how  he  enjoyed  eating  that 
pullet  anyone  can  guess. 

One  day,  soon  after,  he  met  Mistress  Snooze  worry- 
ing a  small  chipmunk.  He  barked  sharply  at  her,  and 
she  was  so  scared  she  let  the  chippie  get  away. 

Ever  after  this  Snooze  tried  to  be  friends  with  him, 
but  Master  Red  found  out  the  news  of  the  farm-yard 
for  himself.  He  said  to  Tawny,  "Hereafter,  I  shall  just 
take  my  risks  by  myself  and  there  will  be  no  one  to 
blame  but  myself  if  I  get  into  trouble." 


A  LITTLE  KNIGHT. 

By  Lynn  Davis. 

Louie  wanted  a  drink  of  water. 

"Yes — go  quietly,"  his  teacher,  Miss  Norton,  told  him. 

So  out  through  the  cloak  room,  into  the  large,  quiet 
hall,  flanked  by  the  rooms  of  the  "big  chil'run,"  to  the 
water  fountain  Louie  tipped — tipped  as  best  he  could  in 
the  shoes  several  sizes  too  large,  as  his  always  were. 


They  were  bought  large  so  they  would  never  have  to  be 
thrown  away  because  of  being  too  small;  but  they 
were  always  gone  before  the  tiny  feet  in  them  had  even 
a  suspicion  of  boundary. 

When  Louie  returned,  he  did  not  come  as  usual,  and 
lean  for  a  moment  against  Miss  Norton  before  taking 
his  seat  at  the  little  table,  but  with  a  sideways  gliding- 
motion  and  furtive  glances  at  her,  went  around  the  far 
end  of  the  table  and  slid  into  his  seat.  His  arms,  in- 
stead of  swinging  at  his  sides,  were  pressed  tightly 
across  his  body  in  front,  and  out  from  the  V  of  his 
sailor  suit  stuck  the  tell-tale  end  of  a  paint-brush.  Miss 
Norton  saw  it,  and  recognized  it  as  the  end  of -a  school 
paint-brush,  and  Louie  knew  that'she  saw  it.  His  heart 
gave  a  little  leap,  his  big  black  eyes  a  little  quiver,  but 
his  mind — the  friend  that  never  failed  him — came 
boldly    to    the   defense. 

"I  haven't  got  nuthin',"  he  volunteered. 
For  a  moment  there  was  silence.    All  the  bright  won- 
dering eyes  of  his  bright,  wondering  schoolmates  were 
centered   on    the   seat   of   judgment — on   the   Power   up 
there    in   that   big   chair.      How   did    she   always    know 
things,  and  why  did  she  always  make  one  tell  her  the 
things    she    already    knew?      After    a    few    moments' 
thought,   her   course   of   justice   was   clear   to   her;    the 
bright  eyes  watching  saw  a  decided  flash  and  determi- 
nation in  the  thoughtful  eyes  of  the  teacher,  and  grew 
large  as  they  heard  her  say  calmly  and  cheerfully : 
"Louie,  come  here  a  minute." 
A  slow  shake  of  his  head  was  the  only  answer. 
"Louie,"  she  repeated,  "come  here  a  minute." 
"I  don't  want  to  come  up  there,"  he  said  slowly  and 
disdainfully,  as  he  always  said  everything. 
"Louie,  I  want  you  a  minute;  come  here." 
Again  no  answer,  and  now  he  did  not  even  look  in 
her   direction,   but   was   apparently    much   interested    in 
the  other  class  across  the  room.    Miss  Norton  knew  him 
well  enough  to  know  that  nothing  in  the  way  of  pleas 
or    commands    could    budge   him   when    he   looked    like 
that,  so  she  stooped  to  deceit. 

"Mary,  come  here,"  she  said.  Of  course  Mary  would 
come;  she  had  no  paint-brush  in  her  blouse  or  on  her 
conscience.  She  beamed  at  a  whisper  from  the  teacher. 
Eager  cries  of  "Tell  me,"  now  came  from  all— save 
Louie.  So  two  more  were  called,  and  went  back  beam- 
ing.    Then: 

"Louie,  you  come." 

"I  don't  want  to  hear  it."  he  told  her  coolly  and  in- 
differently, still  looking  across  the  room. 

In  his  four  and  a  half  years  of  intercourse  with  the 
tough  little  street  urchins  in  his  neighborhood,  Louie 
had  learned  the  wily  ways  of  mankind.  "Always  sus- 
pect" seemed  to  be  his  motto,  to  which  he  clung. 

As  Miss  Norton  rose  and  started  toward  him,  he 
pressed  his  arms  more  tightly  across  his  body,  and 
resisted  to  the  full  extent  of  his  power  when  she  took 
him  by  one  hand  and  led  him  to  a  quiet  corner  away 
from  the  other  children.  Putting  her  hand  in  his 
blouse  she  drew  out  the  worn-out  paint-brush,  that  she 
had  thrown  that  morning  into  the  waste-basket  in  the 
cloak  room. 


1 86 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


"Louie,"  she  said  softly  and  seriously,  "where  did 
you  get  this?" 

"I  bought  it,"  said  Louie,  looking  her  straight  in  the 
eye. 

She  saw  what  was  before  her.  She  must  cross-ques- 
tion him,  as  she  often  had  done  before.  Sometimes 
his  wits  would  fail  him  after  a  dozen  or  more  ques- 
tions, and  he  would  confess.  But  she  never  let  him  go 
till  he  told  her  the  truth. 

"Where  did  you  buy  it,  Louie?" 

"I  bought  it  over  to  Mr.  Kemy's,"  he  answered 
promptly. 

"How  much  did  you  pay  for  it?" 

"I  paid  a  nickle." 

"Why  did  you  buy  an  old  one?" 

A  moment's  hesitation — 

"  'Cause.    You  know." 

"No,  I  don't  know,  Louie.  I  always  buy  new  things. 
Why  did  you  buy  an  old  brush?" 

"'Cause  he  didn't  have  no  new  ones,  so  I  got  an  old 
one,  that's  why." 

"Well  why  did  you  buy  it  wet?" 

"I  didn't  buy  it  wet ;  I  wet  it  at  my  house  this  morn- 
ing." 

She  was  outwitted  by  his  quickness  and  cleverness, 
qualities  seldom  found  in  a  child  of  his  age,  except  in 
others  of  his  kind — street  Arabs. 

Doubtful  how  to  proceed,  she  sat  for  a  moment 
thinking. 

"Louie,  where  did  you  get  that  brush  when  you  went 
to  get  your  drink  of  water?" 

"It  was  in  the  waste-basket,"  he  said.  Then  reading 
the  look  of  triumph  in  her  eyes,  he  saw  his  mistake, 
so  added  quickly :  "I  put  it  there  when  I  came  this 
morning." 

"Louie,  look  at  me !  Look  me  right  in  the  eyes ! 
Who  put  that  brush  in  the  basket?" 

"I  did,"  he  stuck  to  it. 

"Louie,  do  you  think  that  a  knight  would  say  a  thing 
if  it  wasn't  true?"  Now  she  was  trying  to  reach  him 
on  the  plea  that  had  never  failed — the  knights.  Since 
the  knight  stories,  the  George  Washington  story,  Louie 
had  been  amazingly  good  and  truthful.  He  not  only 
held  the  knights  up  to  the  other  children,  but  had  never 
failed  to  respond  to  the  suggestion  that  "a  knight 
would  not  do  that;"  that  "a  knight  would  not  love  a 
little  boy  who  did  that."  So  the  cross-questions  failing, 
and  really  forcing  lies  from  an  already  too  untruthful 
tongue,  Miss  Norton  reverted  to  the  hope  of  the  ideal. 

"Do  you  think,"  she  asked,  "that  a  knight  would  say 
he  did  a  thing  if  he  didn't?  And  do  you  think  that  he 
would  love  a  little  boy  who  said  he  did  things  that  he 
didn't?  If  the  knights  should  come  riding  into  this 
kindergarten  now  and  say:  'Have  you  any  good  chil- 
dren here  who  would  like  to  go  riding  with  us  today  on 
our  beautiful  big  horses?'  do  you  think,  Louie,  that  I 
could  let  you  go?  I  would  have  to  say:  'Yes,  indeed, 
here  are  lots  of  good  children,  only  don't  take  that  little 
boy  over  in  the  corner.'  And  then  those  knights  would 
say :  'Oh,  no,  we  only  take  little  children  that  are  being 
good  and  true.'  And  they  would  have  to  ride  away 
without  you  to  their  beautiful  castle." 


Silence  for  a  minute — then  disdainfully: 

"I  don't  care  nothin'  'bout  them  ole  knights." 

"You  don't,  Louie,  those  fine,  brave  knights."  The 
sure  plea  had  failed ;  what  should  she  say  or  do ! 

"No,  I  don't,"  said  Louie.  "Nor  them  old  horses 
neither.  I  can  go  to  see  a  castle  without  them.  I 
know  where  its  one — prettier'n  their  old  castle,  too." 

The  piano  played  for  work  to  begin  again.  Louie 
had  missed  his  recess,  but  was  undaunted.  During  the 
songs  Louie  seemed  to  forget  about  the  paint- 
brush. As  usual,  he  came  several  times  to  Miss  Nor- 
ton, leaned  against  her,  rubbing  his  little  head  and 
cheeks  on  her  arms.  His  affectionate  nature  made  her 
love  him,  and  she  was  determined  to  help  him  to 
bravery  and  truth.  As  the  other  children  put  on  their 
hats  and  coats  she  said : 

"Louie,  don't  put  on  your  things,  I  want  to  see  you  a 
minute." 

With  his  face  wreathed  in  smiles  he  sat  in  his  little 
chair  on  top  of  coat  and  hat.  He  had  forgotten;  and 
Miss  Norton  felt  mean  as  she  saw  his  face  and  knew 
that  he  expected  anything  but  a  continuation  of  the 
morning's  painful  interview.  She  glanced  at  the  clock. 
She  had  an  engagement  in  fifteen  minutes,  and  remem- 
bered other  times  when  Louie  had  stuck  it  out  for  an 
hour  or  more.  She  understood  why  he  defied  her  for 
so  long.  His  mother,  busy  with  many  other  "little 
Louies,"  with  her  work,  with  the  shop,  had  no  time  to 
patiently  extract  a  guarded  word  from  a  stubborn 
child.  If  she  tried  ever,  which  is  doubtful,  she  would 
be  called  away  by  a  customer,  or  Lina  falling  in  the- 
wash-tub,  or  some  other  emergency  equally  as  stringent. 
So  Louie  had  learned  that  by  holding  out  in  his  fibs, 
he  escaped  punishment,  for  his  busy  mother  would  for- 
get his  little  lies  in  the  press  of  other,  and  to  her,  more 
important  things.  Miss  Norton  determinedly  pushed 
her  engagement  from  her  mind,  and  picked  up  Louie 
on  to  her  lap.  For  a  moment  she  looked  at  him.  She 
had  failed  in  every  effort — what  should  she  say  now? 
His  little  face  was  bright  with  curiosity  and  expecta- 
tion. He  put  his  hand  on  her  cheek  as  if  to  awaken 
her  from  her  reverie  and  said  impatiently : 

"Miss  Norton,  wha'cher  want?" 

"Louie,"  she  said  slowly,  "when  you  came  to  school 
this  morning,  did  you  have  a  paint-brush?"  Louie's 
eyes  fell. 

"I  ain't  comin'  to  this  old  school  no  more,"  he  averred, 
moving  his  head  slowly  up  and  down. 

Just  then  the  room  door  opened  and  in  jerked  the 
janitor  laden  with  buckets,  brushes,  brooms  and  cloths. 

"I  got  to  scrub  this  floor  today,"  he  informed  Miss 
Norton  in  a  loud  voice.  "One  of  these  children  brought 
some  grease  in  on  their  shoes.  Was  it  you,  Louie?  I 
bet  it  was  you.  You're  a  bad  boy,  I  know  it  was 
you." 

Louie's  head  hung,  and  he  pressed  it  against  Miss 
Norton's  shoulder. 

"Ain't  you  a  bad  boy?"     The  janitor  bellowed  again. 

"No,  Mr.  Jones,"  Miss  Norton  answered.  "Louie's  a 
good  boy.  Sometimes  he  forgets  and  does  something 
naughty,  but  he's  a  good  boy.  He  tries  to  be  a  knight, 
and  he  is  almost  a  knight — except  when  he " 


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THE  KINDERGARTEN 


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MAGAZINE 


Published  on  the  first  of  each  Month,  except  July  and  Aug- 
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Annum  postpaid  in  U.  S.,  Hawaiian  Islands,  Phillipines,  Guam, 
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EDUCATIONAL  NOTES. 

See  page  197  for  advance  program  of  the  20th 
annual  meeting  of  the  International  Kindergarten 
Union  at  Washington,  D.  C,  April  29  to  May  2. 


State-aided 
maintained  ii 
inanities. 


industrial     schools     are     now 
nineteen   Massachusetts  corn- 


There  were  1,445  farmers  in  attendance 
upon  the  "short  course"  at  the  Oregon  Agri- 
cultural College  this  year,  compared  with  56 
when  the  work  was  inaugurated  six  years 
ago. 


There  are  635  colleges  and  universities  listed 
by  the  United  States  Bureau  of  Education  in 
the  current  Educational  Directory.  Ohio  and 
Pennsylvania  each  have  42  institutions  of  col- 
lege rank,  and  New  York  and  Illinois  33.  Mis- 
souri has  28,  Iowa  and  Tennessee  27,  Virginia 
25,  North  Carolina  22,  Indiana  and  Kentucky 
21,  Georgia  19,  Kansas  19,  and  Massachusetts 
18. 

A  moving-picture  film  entitled  "Tooth 
Ache"  is  one  of  the  agencies  employed  by  the 
National  Mouth  Hygiene  Association  to  dem- 
onstrate the  importance  of  instruction  in  the 
care  of  the  teeth.  Dr.  W.  G.  Ebersole,  of 
Cleveland,  Ohio,  who  is  secretary  of  the  or- 
ganization, says:  "I  believe  that  if  each  child 
be  taught  to  keep  thoroughly  clean  and 
healthy  the  gateway  to  his  system,  the  mouth, 
we  shall  have  a  healthier,  more  self-respecting, 
and  all-around  better  class  of  citizens  for  the 
next  generation."  It  is  believed  that  "Tooth 
Ache"  will  help  develop  public  interest  in  oral 
hygiene. 


VOL.  XXI,  No.  7 

A  commission  of  teachers  from  Uruguay  is 
studying  educational  institutions  in  the  United 
States  and  Canada. 


The  Astronomic  Society  of  Mexico  will  pre- 
sent a  medal  and  diploma  to  every  astronomer 
who  discovers  a  comet. 


Virginia,  Arkansas,  and  North  Carolina  now 
have  "health  almanacs"  that  are  issued  by  the 
State  Board  of  Health  to  popularize  informa- 
tion on  hygiene  and  sanitation. 


Only  men  with  practical  experience  in  in- 
dustry are  allowed  to  enter  the  newly  organ- 
ized department  for  the  training  of  teachers 
of  manual  arts  in  the  Fitchburg,  Mass.,  Nor- 
mal School.  It  is  planned  to  provide  teachers 
of  manual  arts  for  the  upper  grades  of  the 
elementary  schools  and  the  high  schools. 

Hookworm  disease  costs  Arkansas  more 
than  one-fourth  of  its  annual  cotton  crop,  ac- 
cording to  the  Hon.  George  B.  Cook,  superin- 
tendent of  public  instruction.  Physicians  and 
teachers  are  co-operating  vigorously  with  the 
State  Board  of  "Health  in  their  campaign  for 
rural  sanitation  in  that  State. 


Three  Missouri  counties  show  their  faith  in 
human  nature  by  asking  the  parent  to  mark 
on  the  official  report  card  the  child's  "stand- 
ing" in  manual  or  industrial  work  done  at 
home ;  sweeping,  dusting,  dishwashing,  bak- 
ing, "setting"  the  fireless  cooker,  feeding 
stock,  milking,  "dragging  the  road,"  etc.  The 
whole  purpose  is  to  vitalize  the  interest  of 
both  parent  and  child  by  showing  the  intimate 
connection  between  education  and  the  daily 
life  of  the  individual. 


174 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


AN  EASTER  EXPERIENCE. 
By  Alice  N.  Parker 

The  children  in  the  kindergarten  had  been 
planting  seeds  in  various  ways,  in  earth,  in 
glass  jars,  on  sponges;  they  had  scattered 
them  on  a  thin  sheet  of  cotton  wadding  laid 
on  the  surface  of  a  glass  of  water.  Sweet- 
potatoes  and  carrots  were  put  root-ends  down 
in  glass  jars  of  water.  They  had  also  planted 
a  stone.  They  had  talked  of  the  leaves  which 
fell  from  the  trees  in  the  autumn,  of  the  flow- 
ers which  faded  and  died,  of  the  caterpillars 
which  went  to  sleep  in  cocoons  of  their  own 
spinning,  of  the  birds  which  went  south,  of 
the  seeds  which  had  been  scattered  about  and 
had  lain  quiet  for  so  long  under  the  dead 
leaves  and  finally  the  snow.  They  spoke  of 
the  long  winter  when  all  nature  lay  quiet  and 
still.  But  now,  a  wonderful  change  was  com- 
ing. The  kindergarten  rcom  was  full  of  pussy- 
willows and  swelling  and  opening  buds  of  va- 
rious kinds.  The  children  were  watching  the 
seeds  with  great  interest,  and  excitement 
waxed  great  as  shoots  and  roots  appeared, 
and  disappointment  and  wonder  grew  as,  in 
spite  of  careful  tending  and  watering,  the 
stone  refused  to  sprout.  "There  ain't  nothing 
in  it  to  make  anything  happen,"  announced 
one  youngster  with  an  air  of  finality  which 
convinced  the  other  children. 

The  kindergartner  seized  this  opportunity 
to  ask  what  could  be  in  the  seeds  to  make 
"things  happen,"  what  made  the  pussy-willows 
sprout,  what  was  in  the  bulbs  which  they  had 
put  in  the  earth  in  the  fall  to  cause  those  green 
shoots  to  appear?  The  children  said  they 
were  "alive."  Yes!  It  was  life  which  made 
all  these  things  happen.  ''What  makes  children 
grow?"  Life.  "Who  gives  us  this  life,"  asked 
the  kindergartner.  "God  gives  it  to  us."  Then 
very  simply  the  kindergartner  told  of  the  day 
soon  to  come — Easter  day — when  everybody 
goes  to  church  to  thank  God  for  this  beauti- 
ful, wonderful,  awakening  life  and  to  ask  Him 
to  help  them  to  make  it  more  beautiful.  A  pic- 
ture of  a  church  was  shown  with  its  great 
wide  door  into  which  were  pouring  streams  of 
people,  "fathers  and  mothers  and  children, 
too."  The  bell-ringer  was  pealing  the  chimes, 
the  bells  were  saying  "Come,  come,  people 
come."  Inside  one  could  see  the  preacher  in 
his  pulpit,  the  great  organ,  the  congregation 
with  their  heads  bowed  in  prayer.  "Would 
you  like  to  go  to  a  church?"  asked  the  kinder- 
gartner.   Of  course,  they  wanted  to,  and  asked 


eagerly  about  it  until  the  appointed  day  should 
arrive.  That  week  they  watched  the  living, 
growing  things  with  keener  interest,  and  that 
week  also  a  beautiful  moth  came  out  from  its 
cocoon  which  had  been  hanging  lifeless  in  the 
kindergarten  room  all  winter. 

Very  much  the  same  experiences  had  been 
taking  place  in  all  the  kindergartens  of  the 
city.  It  occurred  to  the  supervisor  that  here 
was  an  opportunity  to  put  in  operation,  on  a 
small  scale,  the  ideal  of  church  unity.  In  the 
81  kindergartens  were  children  of  all  races  and 
creeds.  Why  could  they  not  all  unite  for  once 
in  the  worship  of  the  common  Father  of  us 
all  ?  The  kindergartners  who  were  not  too 
far  away,  entered  into  the  plan  with  enthusi- 
asm. The  most  beautiful  church  in  the  city 
was  selected  (it  happened  to  be  Episcopal),  an 
English  gothic  structure,  inspiring  in  its  sim- 
plicity and  really  beautiful  in  its  details.  Its 
tali  spire  could  be  seen  for  a  long  distance 
and  its  chimes  rang  cut  enchantingly  every 
Sunday  morning.  The  rector,  organist  and 
chimes-ringer  were  interviewed  and  ail  agreed 
to  lend  their  aid  and  entered  fully  into  the 
work. 

At  a  quarter  before  ten  on  a  morning  in  the 
week  preceding  the  Easter  holidays  the  chimes 
began  to  ring.     They  played  : 

"Come,  come  people,  come, 
This  is  the  message  to  me,  to  you ; 
Come,  come  people,  come, 
Fathers  and  mothers,  and  children,  too. 

Come,  come  people,  come. 
See,  the  church  doors  are  open  wide ; 
Come,  come,  all  may  come, 
Plenty  of  room  for  you  all  inside." 

and  the  long  streams  of  children  approaching 
from  four  directions  took  up  the  refrain  and 
sang  the  words  as  they  came  through  the 
streets. 

Very  quietly  and  reverently  they  filed  into 
the  church,  while  the  organ  pealed  forth  beau- 
tiful music. 

Finally  all  were  seated  and  the  church, 
which  seats  1,200  grown  people,  was  full  from 
end  to  end.  Approximately  1,400  children 
were  there,  Jews.  Roman  Catholics  and  Prot- 
estants of  all  kinds.  Many  nationalities  were 
there,  but  all  were  to  speak  in  a  common  lan- 
guage and  to  be  united  in  one  thought  and 
feeling.  A  simple  Easter  song  was  sung, 
which  all  had  learned  for  the  occasion,  then 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


w 


the  rector  in  his  robes  mounted  the  pulpit  and 
spoke  a  few  very  simple  words:  "When  I 
look  at  all  these  boys  and  girls  I  think  that 
sometime  they  will  all  be  men  and  women  and 
they  must  be  good  men  and  women.  There 
are  many  churches,  the  great  Roman  Catholic 
church,  the  great  Protestant  churches  and  the 
great  Jewish  church,  but  all  go  to  church  for 
the  same  thing,  to  praise  God  and  to  ask  Him 
to  make  them  better.  When  all  these  little 
boys  and  girls  grow  up  they  must  love  and 
honor  the  churches  in  which  their  fathers  and 
mothers  brought  them  up."  This  was  the  sub- 
stance of  his  few  well-chosen  words,  which  the 
children  listened  to  with  unusual  attention. 
The  organist  began  playing  the  national  hymn, 
and  in  a  moment  the  children  were  on  their 
feet  singing  with  all  their  hearts.  When  that 
was  ended  they  knelt  for  a  moment  for  the 
benediction — 

"The  Lord  bless  us  and  keep  us ; 
The   Lord  make   His  face  to  shine   upon  us 

and  be  gracious  unto  us ; 
The  Lord  life  up  His  countenance  upon  us 
and  give  us  peace.    Amen." 

That  was  all,  but  it  had  been  full  of  feeling. 
The  organ  music  pealed  forth  again,  while  the 
children  walked  about  the  church  looking  at 
carved  figures  of  saints  and  apostles,  at  the 
figures  and  scenes  on  the  beautiful  windows, 
through  which  "rainbow  light"  was  streaming, 
and  at  the  organ,  which  was  an  object  of  spe- 
cial interest.  During  the  entire  time  not  one 
child  spoke  above  a  whisper,  and  by  some 
wonderful  system  each  kindergarten  was  kept 
separate  and  there  was  no  confusion  of  chil- 
dren. They  then  dispersed  to  their  several 
homes  or  kindergartens. 

The  next  day  they  drew  pictures  of 
churches,  chimes,  big  doors  wide  open  with 
people  going  in,  organs,  colored  windows,  the 
preacher,  etc.  The  reaction  in  words  began  to 
come  also :  "My,  but  it  made  me  happy  to  see 
all  those  children  coming!"  said  one  boy. 
"Weren't  the  doors  big?"  "Didn't  it  hold  a  lot 
of  people?"  "The  preacher  said  we  would  all 
grow  up  to  be  men  and  women  and  we  must 
be  good."  "The  church  was  so  full  there 
wasn't  room  for  the  fathers  and  mothers. 
There  have  to  be  other  churches.  There  ought 
to  be  a  big  enough  church  to  hold  them  all." 
"It  was  too  big,  I  can't  tell  it,"  said  one  little 
girl  in  awed  tones. 

A  short  time  after  one  kindergartner  took 


her  children  to  a  conservatory  to  a  flower 
show.  As  they  returned  they  passed  a  church. 
"Let's  go  in  and  say  'Thank  you'  to  God,"  said 
the  children.  They  entered,  knelt  and  were 
silent  for  a  few  moments,  their  hearts  filled 
with  thankfulness. 


An  interesting  plan  is  reported  from  Oconto 
County,  Wisconsin.  The  superintendent  in 
that  county  offers  20  per  cent  credit  in  geog- 
raphy on  the  eighth-grade  examinations  for  a 
scale  map  showing  the  location  of  factories, 
churches,  schools,  and  farms  ;  10  per  cent  in 
hygiene  for  keeping  the  teeth  clean;  30  per 
cent  in  agriculture  for  selecting,  drying,  and 
testing  the  seed  corn  for  the  farm,  and  for 
keeping  a  Babcock  test  record  of  at  least  four 
cows  for  one  month  ;  and  some  credit  in  lan- 
guage for  letters  written  at  home.  Sac  Coun- 
ty, Iowa,  allows  credit  for  regular  home  du- 
ties, such  as  feeding  the  chickens,  sweeping 
the  floor,  splitting  kindlings,  etc. 


Plans  for  giving  credit  in  some  way  for 
work  produced  as  a  result  of  the  educative 
process  but  not  actually  done  in  school,  are 
reported  from  many  localities.  The  Massa- 
chusetts home-project  work  in  agriculture  is 
one  of  the  most  successful  attempts  to  corre- 
late school  and  home.  By  this  plan  the  pupil 
is  required  to  do  home  farm  work  as  part  of 
the  school  program,  and  a  portion  of  this 
work  is  done  during  school  hours.  The  Ore- 
gon plan  of  school  credit  for  home  duties, 
where  the  idea  is  extended  to  include  the  wid- 
est possible  range  of  home  activities,  has  been 
tried  with  success  in  many  schools. 


Nearly  2,000  titles  in  many  languages  make 
up  the  "Bibliography  of  the  Teaching  of 
Mathematics,"  by  David  Eugene  Smith,  of 
Teachers'  College,  Columbia  University,  and 
Charles  Goldziher,  of  Budapest,  Hungary. 
The  bibliography  has  just  been  published  for 
free  distribution  by  the  United  States  Bureau 
of  Education. 


That  instruction  in  domestic  science  be 
made  compulsory  for  all  girls'  schools  is 
urged  in  a  petition  signed  by  a  large  num- 
ber of  women  in  Berlin,  Germany. 


The  New  York  School  Lunch  Committee 
serves  about  2,000  children  a  day  with  penny 
lunches  in  seven  public  schools  in  New  York 
City. 


7b 


THE  KINDERGARTENPRIMARY  MAGAZINE 


PROGRAM    SUGGESTIONS    FOR 
MARCH. 

BERTHA  JOHNSTON. 

The  winds  are  so  much  in  evidence  in 
March,  and  Froebel's  "Mother  Play"  upon 
the  Weather- Vane  is  so  full  of  suggestion 
that  the  Wind  becomes  the  natural  as  well 
as  the  fascinating  point  of  departure  for 
this  month.  Referring  to  the  Mother  Play 
we  see  that  two  important  suggestions  are 
to  be  derived  from  it.  First,  that  important 
part  played  by  "imitation"  in  the  develop- 
ment of  the  child  and  second,  that  "a  single 
mighty  power  like  the  wind  can  do  many 
things  great  and  small.  You  see  the  things 
it  does,  though  you  can  not  see  the  wind 
itself."  This  point  of  mysterious  invis- 
bility  can  be  well  paralleled  at  the  present 
time  by  reference  to  the  important  part 
played  by  invisible  electricity  waves  made 
use  of  by  wireless  telegraphy. 

The  picture  in  the  Mother  Play  illustrates 
many  of  the  useful  activities  of  the  wind: 
the  turning  of  the  weather-vane,  the  drying 
of  the  clothes,  the  waving  of  flag,  turning 
of  wind-mill  and  the  toy  windmill,  etc.  Its 
immense  value  as  a  means  of  transportation 
with  sailing  vessels  is  not,  however,  shown 
here,  although  known  to  most  children 
either  by  having  seen  sailboats  or  pictures 
of  the  same.  After  a  number  of  days  spent 
in  talking  about  the  wind  and  illustrating 
its  various  uses  with  the  gifts  and  occupa- 
tions the  teacher  will  be  able  to  make  the 
child  appreciate  to  some  degree  the  mys- 
tery and  power  of  the  invisible  wind,  that 
man's  intelligence  has  learned  to  control 
during  the  many  long,  long  ages,  although 
there  are  times  when  even  man  is  unable 
to  control  it  and  is  a  puppet  before  its 
tremendous  currents.  But  man  is  still  in- 
vestigating and  within  recent  years  has 
even  learned  how  to  make  use  of  the  air 
currents  for  his  airships. 

GAME  OF  RESCUE  AT  SEA. 

As  said  above  little  children  are  essential- 
ly imitative — they  continually  imitate  in 
their  plays  the  doings  of  their  elders. 
Therefore  it  is,  as  Froebel  has  continually 
pointed  out,  very  important  that  the  things 
they  see  should  be  ennobling.  Children 
of  the  congested  city  districts  unfortunate- 
ly see  much  that  is  harmful — they  imitate 
in  their  plays  the  arrest  of  the  lawbreaker, 
the  funeral  of  the  next  door  neighbor,  the 


crap  playing  of  the  big  boys.  It  is  there- 
fore quite  legitimate  when  all  are  talking 
of  the  wonderful  heroism  displayed  in  a 
shipwreck  that  the  children  should  imitate 
it  in  their  plays.  We  suggest  one  such  in- 
cident for  the  children  to  play,  although 
additional  suggestions  given  by  each  other 
and  the  teacher  are  desirable. 

Draw  upon  the  floor  in  chalk  the  outline 
of  a  row-boat,  placing  it  near  a  ship  made 
of  kindergarten  chairs.  Upon  the  other 
side  of  the  boat  make  another  ship  of 
chairs,  the  chairs  being  in  each  case  so 
placed  that  the  seats  form  the  outside  of 
ship.  Now  let  the  "Captain"  tell  the  chil- 
dren in  one  boat  that  all  must  be  rowed 
over  to  the  other  ship  but  that  if  all  are 
patient  and  go  in  turn  all  will  be  saved. 
Then  let  the  little  girls  step  up  on  the  seat 
of  the  selected  chair  and,  aided  by  kind 
sailor-boys,  jump  into  the  chalk  boat.  Let 
the  previously-chosen  ship's  crew  play  at 
rowing  as  fast  as  possible,  the  passengers 
all  sitting  very  quietly  till  the  other  ship  is 
reached.  Then  they  are  helped  quickly  up 
and  the  passengers  of  the  other  ship  play 
give  them  clothing  and  food,  while  the 
rowers  go  quickly  back  for  another  load. 
This  little  play  will  give  practice  in  patience 
and  self-control  in  waiting  one's  turn  and 
will  strengthen  the  feeling  in  the  boys  that 
the  girls  must  be  shown  consideration 
always.  One  boy  in  each  ship  may  repre- 
sent the  wireless  operators  tapping  away 
their  messages.  Of  course,  other  points 
may  be  introduced  by  the  teacher  familiar 
with  the  splendid  story.  Some  children 
may  represent  the  stokers  at  their  disagree- 
able task  of  first  shoveling  in  coal,  at  the 
hot  furnaces,  and  then,  suddenly,  at  word  of 
command,  hastily  raking  them  over  to  put 
them  out,  although  water  is  pouring  in 
fast. 

THE  WIND. 

Circle-Talk.  The  children  will  know  of 
the  value  of  the  wind  in  kite-flying.  Tell 
of  the  old  saying  "straws  show  which  way 
the  wind  blows"  and  ask  what  the  literal 
meaning  is;  then  the  figurative  meaning. 
On  a  windy  day  place  some  straws  or  other 
light  material  where  the  wind  will  catch  it 
and  see  if  the  direction  of  the  wind  can  be 
determined.  Does  it  make  any  difference 
to  our  comfort  and  pleasure  whether  the 
wind  blows  from  one  direction  or  another? 
Yes,  indeed,  if  from  one  direction  it  brings 


fME   KINDERGARTEN-PRIMARY  MAGAZINE 


t7; 


fain  and  cold,  from  another  balmy  airs. 
The  farmer  often  can  tell  what  sort  of 
weather  will  come  by  watching  the  weather- 
vane  and  he  knows  just  what  to  do  on  the 
farm.  He  can  tell  the  direction  of  wind  also 
by  watching  the  clouds,  as  they  float 
lightly  in  the  sky,  or  are  piled  upon  like 
snowbanks. 


P 


as  a  little  pulley  and  the  ball  raised  each 
day. 

The  following  are  the  signals  used  by  the 
United  States  government  and  which  it 
sends  to  various  Weather  Bureau  stations, 
to  railways  and  postmasters,  etc.  It  uses 
either  flags  or  whistles. 

No.    4     (the    temperature    flag)     placed 


P 


3,  clear 


Black,  teiiijicniti.il' 


White  and  bla 


By  watching  the  direction  of  the  wind  we 
may  often  know  whether  it  will  be  neces- 
sary to  carry  an  umbrella  or  whether  the 
day  will  be  a  pleasant  one. 

Older  children  may  be  told  of  the 
Weather    Signal     Bureau     at     Washington 


P 


which  is  under  the  supervision  of  the  De- 
partment of  War.  Here,  every  day,  are  re- 
ceived telegrams  from  all  over  the  country 
telling  of  the  direction,  force,  velocity,  etc., 
of  the  winds  in  all  localities  and  by  compil- 
ing and  comparing  these,  together  with 
other  data,  the  Bureau  predicts  what  the 
weather  will  be  for  each  locality  although 
sometimes  mistakes  are  made  as  the  science 
is  comparatively  new.  Perhaps  some  of 
our  school  children  when  grown,  may  be 
able  to  investigate  and  discover  new  facts 
which  will  help  the  government  to  be  even 
more  accurate.  The  Bureau  telegraphs  its 
predictions  to  different  stations  which  by 
signals  tell  to  different  offices  wdiat  the  pre- 
diction is.  Often  these  signals  are  colored 
flags  which,  placed  in  a  certain  position 
have  different  meanings.  Perhaps  we  can 
arrange  a  little  system  of  our  own  to  tell 
each  other  the  direction  of  the  wind.  We 
can  arrange  to  use  four  colored  balls  and 
have  each  one  represent  a  different  wind. 
Then,  each  day,  one  or  two  children  pre- 
viously appointed  will  note  the  direction  of 
the  wind,  by  looking  at  weather-vane  or 
placing  flag  where  it  will  be  blown  by  the 
merry  wind  and  then  suspending  the  proper 
one  where  it  can  be  seen  by  all.  A  ball  may 
be  attached  to  a  long  cord  and  this  made 
to  revolve  over  a  spool  fastened  to  the  wall 


above  i,  2,  and  3  means  that  the  tempera- 
ture will  become  warmer;  placed  below  it 
means  colder.  If  not  displayed  it  means 
that  the  temperature  is  stationary. 

The  warning  of  an  approaching  storm  is 
thus  given: 


H  H 


means  storm  of  increased  violence 


The  pennant^"    (red)    signifies    easter- 
ly (N.   E.  toS.) 

The  pennant    i^  (white)  signifies  west- 
erly (S.  W.  to  N.) 

The  flag  [■]  (red  with  black  center)  sig- 
nifies storm  of  marked  violence. 

The  pennant  above  the  flags  means  wind 
blows  from  N.  0. 

The  pennant  below  the  flags  means  wind 
blows  from  the  S.  0. 

If  given  by  whistles  the  signals  are: 
One   long   blast   means   "fair;"   two   long 
blasts  mean  rain  or  snow;  three  long  blasts 
mean  "local  rain  or  snow." 

One  short  blast  means  lower  tempera- 
ture expected;  two  short  blasts  mean 
higher  temperature;  three  short  blasts 
mean  a  cold  wave. 

To  attract  attention  to  the  signals  a 
warning  blast  of  from  15  to  20  seconds  is 
first  given:  then  the  other  whistles.  A  long 
blast  is  of  4-6  seconds  duration;  a  short 
blast  of  1-3  seconds. 

Tell  of  the  beautiful  weather-vane  more 
than  thirty  feet  high  made  by  the  great 
artist  St.  Gaudens  for  the  World's  Fair, 
representing    Diana,    the    moon    Goddess, 


i78 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


with  quiver  and  arrows.  A  smaller  one,  just 
like  it  now  tells  the  wind  direction  from  the 
tower  of  Madison  Square  Garden,  New 
York. 

GAMES. 

Have  ready  a  sheet  of  cloth  and  a 
feather.  Name  four  children  respectively 
by  the  names  of  the  principal  winds.  Place 
them  on  opposite  sides  of  the  sheet.  Let 
one  try  to  blow  the  feather  clear  across  the 
sheet;  then  another,,  etc.  Then  let  two 
blow  at  the  same  time  and  observe  what 
happens  when  "contrary"  winds  are  blow- 
ing. Which  kind  of  a  wind  would  voyagers 
prefer  to  meet  at  sea?  Have  the  children 
draw  deep  breaths  and  see  in  how  many 
strong  well-controlled  puffs  they  can  send 
the  feather  off  the  sheet.  Rightly  managed 
this  may  prove  a  good  lung  exercise.  Then, 
anytime  upon  the  circle  such  an  exercise 
can  be  practised  without  a  feather  or  with 
an  imaginary  one. 

Buy  one  or  more  toy  balloons  and  let  the 
children  blow  them  across  the  room,  or  take 
out  of  doors  and  discover  the  direction  of 
the  wind  by  means  of  their  flight. 

Let  two  children  stand  in  center  of  circle 
and  form  a  wind-mill.  This  they  do  by  each 
stretching  out  his  arms  to  their  full  extent 
in  one  continued  line  and  then  standing  to- 
gether in  such  a  way  that  their  arms  cross 
at  right  angles  to  form  the  sails  of  the  mill. 
Raise  the  arms  up  and  down  as  if  turned  by 
the  wind.  Other  children  impersonate  the 
miller  and  the  farmers  bringing  their  grain 
to  be  ground.  Let  the  miller  hesitate  as  to 
just  when  he  can  deliver  the  grain  because 
he  is  not  sure  when  the  wind  will  blow  and 
set  his  simple  machinery  to  running.  The 
wind  has  not  been  blowing  in  some  time. 
Then  let  all  look  anxiously  at  the  mill 
whose  sails  slowly  begin  to  revolve.  See 
games  described  in  Blow  translation  of 
"Pedagogics  of  the  Kindergarten,"  pages 
257,  258  and  275. 

Let  the  children  on  the  circle  each  play 
that  his  hand  is  a  weather-vane  as  in 
Mother  Play  and  bend  it  back  and  forth. 
This  simple  play  is  supposed  to  be  first 
used  with  a  very  young  child  but  the  wrist 
movement  makes  a  very  good  exercise. 
And  we  must  not  forget  that  with  all  of 
Froebel's  Mother  Plays  the  physical  was 
considered  as  well  as  the  spiritual. 


FIRST  GIFT. 

Use  the  balls  as  weather  signals  as  sug- 
gested above. 

SECOND  GIFT. 

Turn  the  box  into  a  sail-boat  fastening  a 
paper  sail  to  one  of  the  sticks.  The  forms 
may  represent  freight  of  different  kinds. 
Let  the  Captain  look  at  the  weather  signal 
to  see  if  the  winds  are  "fair"  or  threaten- 
ing. Let  the  ship  also  represent  a  fishing 
boat  and  speak  of  the  clangers  the  fisher- 
men sometimes  encounter  when  sudden 
winds  come  up,  but  a  skillful  sailor  may 
often  save  himself  by  quick  intelligent 
action. 

Turn  the  contents  of  the  box  into  a 
weather  bureau  station  with  signal  tower 
and  paper  flag  waving  at  the  top.  Have 
one  child  attach  one  colored  flag  and  then 
the  next  one  observe  the  signal  and  put 
out  a  corresponding  color  and  so  on  around 
the  table;  let  each  one  await  his  turn  as  if 
miles  apart.  Paper  flags  may  be  cut  out 
beforehand  in  occupation  period. 

BUILDING  GIFTS. 

Build  into  mills  to  which  paper  sails  may 
be  attached.  We  give  an  illustration  of  a 
mill  and  wings  made  with  the  Fourth  Gift, 


1 

1 

1 

w 


Sails  of  Mill  Plan  of  Completed  Mill 

although  the  wings  are  usually  placed  on 
the  side  of  the  mill. 

Build  the  Fifth  Gift  into  a  Signal  Tower. 
See  illustation.  Make  a  ladder  of  peas  and 
sticks  by  which  the  man  may  mount  to  the 
dizzy  top. 

TABLETS. 

Make  a  representation  of  the  mill,  a  sail- 
boat, kite,  etc.,  in  the  flat  or  surface  form. 
Tell  the  children  they  may  make  a  picture 
of  how  such  things  look  towards  evening 
against  the  sky  when  the  shadows  make  all 
look  as  if  of  one  flat  surface. 

STICKS. 

Outline  flag,  kite,  sailboat  and  other 
objects  influenced  by  the  wind.    A  weather 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


195 


A  YEAR   IN  THE  KINDERGARTEN 

Harriette  McCarthy 

Kindergarten  Director,  Oklahoma  City  Public  Schools 

[NOTE.— Owing  to  the  delay  necessary  to  reach  our  for 
eign  subscribers,  we  have  adopted  the  plan  of  printing  the 
program  for  two  or  three  weeks  of  the  following  month. 
Some  of  our  American  subscribers  prefer  the  program  to 
begin  with  the  current  month,  and  in  order  to  accommo- 
date both,  we  republish  in  this  issue  that  portion  of  the 
February  program  which  appeared  last  month.] 

MARCH 

FIRST  jWEEK 

Songs: 

In  the  Branches  of  a  Tree   (Walker  &  Jenks.) 
Pussy  Willow    (Walker   &  Jenks.) 
See    Million    of    Bright    Raindrops    (Walker    & 
Jenks.) 

MONDAY. 

Circle — The   trees   of   the   forest.      Kinds   and   what 

used   for. 
Rhythm — Swinging. 

Gift— Third  gift.  !      I 

Game — Little   Ducks. 
Occupation — Cut   trees. 

TUESDAY. 

Circle — The  woodman  and  the  logging  camp.  Story. 

The  Story  of  an  Acorn. 
Rhythm — Bouncing   ball. 
Gift— Third  and  fourth. 
Game — Owl. 
Occupation — Construct   paper   houses. 

WEDNESDAY. 

Circle — Name  all  articles  in  the  room  made  of 
wood.  Speak  of  wood  used  as  fuel.  Story, 
The  Discontented   Fir  Tree. 

Rhythm — Flying  birds. 

Gift— Fifth   gift.      Invent. 

Game— How  Do   You  Do,   My  Partner. 

THURSDAY. 

Circle — Speak  of  carpenter.     The  kind  of  wood  he 

uses   in    building    houses. 
Rhythm — Marching. 
Gift— Third  gift. 
Game — Little  Ducks. 
Occupation — Make  crayola  trees. 

FRIDAY. 

Circle — Review  all  about  wood. 

Rhythm — Review. 

Gift — Peg  board.     Place  pegs  in  triangular  forms. 

Game — Free  choice. 

Occupation — Paper    folding.      Double    boat. 

SECOND  WEEK 

Songs: 

Careful   Gardener   (Walker   &  Jenks.) 
Careful  Gardner  (Walker  &  Jenks.) 
Morning  Hymn  (Walker  &  Jenks.  ) 
All  the  Little  Sparrows  (Walker  &  Jenks,) 

MONDAY. 

Circle — Talk  about  coal.    What  it  is.     Where  found. 
Rhythm — Front  and   side   skip. 
Gift — Second  and  third. 
Game — Rig-a-Jig-Jig. 

Occupation — Cut  fire-places  of  black  silhouette  pa- 
per. 

TUESDAY. 

Circle — Talk  about  coal  mines.  Show  picture  of 
man  in  mine.    Ask  uses  of  coal. 


Rhythm — Flying  Birds. 

Gift — Second    and    third. 

Game — Lads  and  Lassies. 

Occupation — Paint    from    object.      Oranges. 

WEDNESDAY. 

Circle — Ask  name  of  men  who  get  mineral  out  of 
the  earth.  Name  other  things  that  are  mined. 
Story,  Little  Black  Sambo. 

Rhythm— Jumping  Jack. 

Gift — Fourth,   Border  pattern. 

Game — Little    Ducks. 

Occupation — Cut  silhouette   of  coal  man. 

THURSDAY. 

Circle — Tell    where   blacksmith   gets    coal    and    iron. 

Rhythm — Marching. 

Gift— Sticks. 

Game — Lads  and  Lassies. 

Occupation — Make   crayola  horse-shoes. 

FRIDAY. 

Circle — Review  all  about  coal  and  coal  miners. 

Rhythm — Review. 
Gift — Third   and  fourth. 
Game — Review. 

Occupation — Parquetry  design  of  circles  and  half 
circles. 

THIRD  WEEK 

Songs: 

All    the    Birds    Have    Come    Again    (Walker   & 

Jenks.) 
The  Blue  Bird   (Walker  &  Jenks.) 
The  Alder  by  the  River   (Walker  &  Jenks.) 

MONDAY. 

Circle — The  coming  of  spring.    Free  discussion. 
Rhythm — Side  skip. 
Gift — Second  and   third. 
Game — Looby   Loo. 

Occupation — Fold  kites. 

TUESDAY. 

Circle — More    about   the    coming   of   spring. 
Story — The   Morning   Glory  Seed.    (Boston   Collec- 
tion of  Kg.   Stories.) 
Rhythm — Flying  birds. 
Gift — Third  and  fourth. 
Game — Swinging. 
Occupation — Cut  and  mount  blackbirds. 

WEDNESDAY, 

Circle — More  about  spring.  Name  all  the  seasons 
of  the  year.     Discuss  weather  in  spring. 

Rhythm — High   Stepping  Horses. 

Gift — Sixth  gift.  Divide  and  replace.  First  in  three 
equal  parts   then  in   six. 

Game — How  Do  You  Do,  My  Partner. 

Occupation — Crayola. 

THURSDAY. 

Circle — All  you  can  tell  of  spring. 

Story — A  Surprise.    (In  the  Child  World.) 

Rhythm — Jumping  Jack. 

Gift — Third  and  fourth. 

Game— Now  With  Your  Hands  Go  Clap,  Clap,  Clap. 

Occupation — Weave  a  mat. 

FRIDAY. 

Circle — Review  all  about  spring. 
Rhythm — Review, 


196 


THE   KINDERGARTEN-PRIMARY  MAGAZIN^ 


Gift — Second  compared  with  third. 
Game — Free  choice. 
Occupation — Fold   a   bat. 


MARCH— FOURTH  WEEK. 

Songs — Song  of  the  Rain  (Walker  and  Jenks). 

Shower  and  Flower  (Walker  and  Jenks). 
Forget  Me  Not  (Walker  and  Jenks). 

Monday — Circle:  The  coming  of  the  spring.  Is  it 
warmer  or  colder  than  St.  Valentine's  Day?  If  it 
is  windy  enlarge  on  this  fact. 

Rhythm — Cross  skip.    Bouncing  ball. 

Gift — Second  gift. 

Game — Little  ducks.     Brownies. 

Occupation— Make  pin  wheels. 

Tuesday — Circle :       Story.       Mother     Nature's     House 
Cleaning.    Tell  different  things  the  wind  does. 
Rhythm — Side  skip.     Flying  birds. 
Gift — First  and  second. 
Game — How  Do  You  Do,  My  Partner. 
Occupation — Cut  birds  of  paper  and  slip  in  wings. 

Wednesday — Circle:     Tell  of  Dutch  windmill.     Tell  of 
Dutch  people. 
Rhythm — High  stepping  horses.     Tumping  jack. 
Gift— Third  gift. 
Game — Rig-a-Jig-Jig.     Owls. 
Occupation — Make  clay  dykes 

Thursday — Circle :  More  about  the  Dutch  people.    The 
customs,  habits  of  life.  etc. 
Rhythm — Flying  birds.     Front  skip.     Side  skip. 
Gift — Third  and  fourth. 
Game— Looby  Loo.    Lads  and  Lassies. 
Occupation — Paint  tulip. 

Friday — Circle:     Review  week's  circle  work. 
Rhythm — Review. 

Gift — Sticks.    Lay  fences  and  boxes. 
Game — Free  choice. 
Occupation — Folding  sail  boat. 

APRIL— FIRST  WEEK. 

Songs — At  Easter  Time  (Walker  and  Jenks). 
Easter  Song  (Gaynor  No.  1). 
Easter  Hymn  (Walker  and  Jenks). 

Monday — Circle:   Speak  of  the  return  of  spring.    Speak 
of  Easter. 
Rhythm — Side  skip.    Bouncing  ball. 
Gift — Third  and  fourth.     Make  border  patterns. 
Game — How   Do  You   Do,   My   Partner.     Lads  and 

Lassies. 
Occupation — Cut  and  color  lilies. 

Tuesday — Circle:     Tell  of  awakening  new  life.     Story. 
The  Easter  Story. 
Rhythm — Side  skip.    Jumping  jack. 
Gift— Fifth  gift. 
Game — Looby  Loo.    Brownies. 
Occupation — Cut  and  color  rabbits. 

Wednesday — Circle:  Talk  of  seeds  beginning  to  grow. 
Speak  of  the  return  of  spring  and  Easter. 

Rhythm — Bouncing  ball.    Cross  skip. 

Gift — Sixth.  Build  a  temple.  Notice  different  archi- 
tecture of  different  countries. 

Game — Owl.     Ducks.    Rig-a-Jig-Jig. 

Occupation — Cut  and  color  eggs  and  chickens. 

Thursday — Circle :  Review  Easter  story.  Tell  about 
spring.     Story.     Miss  Lily  Bulb. 

(Kindergarten  Magazine,  April,  1889.) 
Rhythm — Bouncing  ball.    Jumping  jack. 
Gift— Third  and  fourth. 
Game— Rig-a-Jig-Jig.    Looby  Loo. 
Occupation— Easter  party.  .    , 


Friday — Circle:     Review  morning  talks. 
Rhythm — Review. 
Gift— Sticks. 
Game — Free  choice. 
Occupation — unfinished  work. 

APRIL— SECOND  WEEK. 

Songs — What  Little  Things  Say  (Walker  and  Jenks). 
The  Birds'  Song  (Walker  and  Jenks). 
Mr.  Frog  (Neidlinger). 

Monday — Circle :     Review  Easter  happenings.     Talk  of 
the  return  of  spring. 
Rhythm — Bouncing  ball.    High  stepping  horses. 
Gift — Fifth  gift.     Build  house  from  dictation. 
Game — Brownies.    Looby  Loo. 
Occupation — Cut  birds. 

Tuesday — Circle:     Talk  of  the  return  of  birds  with  the 

return  of  spring. 

Story.     The   Swallow's    Nest.      (Boston   Coll.   of 

Kg.  Stories.) 
Rhythm — Side  and  front  skip. 
Gift — Sixth  gift.    Build  the  tower  Froebel  saw  from 

his  window. 
Game — How   Do  You  Do,   My  Partner.     Lads   and 

Lassies. 
Occupation — Model  bird's  nest. 

Wednesday — Circle :     Tell  story.     The  Sleeping   Prin- 
cess.   Apply  to  the  coming  of  spring. 
Rhythm — Side  and  cross  skip. 
Gift — Second.    Build  Froebel's  Monument. 
Game — Owl.     Little  Ducks. 
Occupation — Make  crayola  bird's  eggs. 

Thursday — Circle:    Return  of  spring  and  what  we  will 
look  for  on  our  walk. 
Rhythm — Bouncing  ball.    Side  skip. 
Gift — Third  and  fourth. 
Game — Swinging  game.    Little  Ducks. 
Occupation — Take  a  walk. 

Friday— Circle :    Review  topic  of  the  week. 

Rhythm — Review. 

Gift — Sticks.    Outline  picture  of  a  house. 

Game — Free  choice.  ; 

Occupation — Unfinished  work.  [ 

APRIL— THIRD  WEEK. 

Songs— Pretty  Little  Blue  Bird  (Neidlinger). 

Mr.  Duck  and  Mr.  Turkey  (Neidlinger). 
The  Sparrows   (Walker  and  Jenks). 

Monday — Circle  :    The  birds  that  have  come.  Name  and 
describe  some. 
Rhythm — Bouncing  ball.    High  stepping  horses. 
Gift — Second  gift. 
Game — Looby  Loo.     Brownies. 
Occupation — Make  colored  chains. 

Tuesday — Circle:    More  about  birds,  their  clothes,  their 

homes,  etc. 

Story.    The  Shoe  in  the  Tree. 

(Morning  Talks  and  Stories.) 

(Sarah  Wiltse.) 
Rhythm— Front  skip.    Side  skip. 
Gift — Third.    Build  pigeon  house. 
Game— Little  Ducks.    Owl. 
Occupation — Weaving. 

Wednesday — Circle :    More  about  birds,  their  food,  how 
they  migrate.    Where  they  spend  the  winter. 
Rhythm — Side  skip.    Cross  skip. 
Gift — Fourth  gift.     Forms  of  life. 
Game — Looby  Loo.    How  Do  You  Do,  My  Partner. 
Occupation — Make  crayola  bird's  nest. 
Thursday — Circle  :    Bird's  homes,  their  babies  and  what 
they  eat. 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


197 


Advance  Program  of  the  Twentieth  Annual 

Meeting  of  the  International  Union  at 

Washington,  April  29  to  May  2. 

Headquarters:  Hotel  Raleigh,  12th  st.  and  Penii.ave. 

THE  INTERNATIONAL  KINDERGARTEN  UNION 

The  Union  conies  to  Washing-ton  by  invitation  of  the 
Commissioners  of  the  District  of  Columbia,  the  Cham- 
ber of  Commerce,  the  Board  of  Education,  the  Super- 
intendent of  Public  Schools  and  the  District  of  Colum- 
bia Kindergarten  Association. 

LOCAL  COMMITTEES 

Headquarters— Miss  Helen  Gordon,  Chairman. 

Accommodations— Miss  Juliet  Searle,  Chairman. 

Places  of  Meeting— Miss  Mary  Crook,  Chairman. 

Hospitality — Mrs.  Richard  Fay  Jackson,  Chairman. 

Badges  and  Decorations — Miss  Mary  McFarland,  Chair- 
man. 

Transportation— Miss  Catherine  R.  Watkins,  Chairman. 

Music — Miss  Florence  Keene,  Chairman. 

Exhibit — Miss  Jane  McKree,  Chairman. 

Credentials  and  Election— Miss  Marie  Pearce,  Chair- 
man. 

Press — Miss  Girace  Janney,  Chairman. 

Advisory  and  Finance — Dr.  Wm.  M.  Davidson,  Super- 
intendent of  Schools;  Miss  Catherine  R.  Watkins; 
Miss  Helen  Gordon. 

PROGRAM 

TWENTIETH      ANNUAL     MEETING     OF     THE    INTERNATIONAL 

KINDERGARTEN    UNION,    WASHINGTON,    D.    C. 

APRIL  29   TO    MAY   2,    1913 

PLACES  OF  MEETING 

Hotel  Raleigh — Board  Meetings. 

New  National  Museum— Morning  and  Afternoon  Ses- 
sions. 

D.  A.  R.  Memorial  Continental  Hall,  17th  and  D  Streets 
— Evening  Sessions. 

J.  Ormond  Wilson  Normal  School,  Harvard  and  11th 
Streets — Round  Table  Conferences. 

Grounds  of  National  Museum — Game  Festival. 

Monday  and  Tuesday   mornings  the  Kindergartens 

will  be  open  to  visitors.    Guides   will  be  furnished  at 

headquarters,  Hotel  Raleigh,  after  8:30  A.  M. 

MONDAY,   APRIL  26—2:30  P.  M. 
Board  Meeting. 

TUESDAY,  APRIL  29-2  P.  M. 

CONFERENCE    OF   TRAINING   TEACHERS    AND    SUPERVISORS. 

Closed  meeting.  (Admission  by  card  to  Training 
Teachers  and  Supervisors  only)  Miss  Minnie  M.  Glid- 
den,  Chairman. 

Subject — "Standardization  of  Kindergarten  Training 
Schools." 

Miss  Alice  E.  Fitts,  Brooklyn,  twenty  minutes. 

Discussion— Miss  Anna  Williams,  Philadelphia,  ten 
minutes. 

Informal  discussion— Thirty  minutes. 

Miss  Nina  Yandewalker,  Milwaukee,  twenty  minutes. 

Discussion — Mrs.  Mary  B.  Page,  Chicago,  ten  minutes. 

Informal  discussion— Thirty  minutes. 
CONFERENCE  OF  DIRECTORS  AND  ASSISTANTS 

(Not  open  to  Training  Teachers  and  Supervisors)  — 
Miss  Alice  Temple,  Chairman. 

GENERAL  TOPICS 

1.  Problems  relating  to  methods  in  the  use  of  the 
materials  of  the  Kindergarten. 

2.  Division  of  work  and  responsibility  between  direc- 
tor and  assistants. 

There  will  be  several  speakers  limited  to  ten  minutes 
each,  followed  by  general  discussion. 


TUESDAY,  APRIL— 29-8  P.  M. 

First  open  meeting  of  the  International  Kindergarten 
Union. 

Invocation. 

Addresses  of  Welcome. 

Response. 

Address — "The  Problem  of  Moral  Education"— Dr. 
Thomas  M.  Balliet,  University  of  New  York. 

WEDNESDAY,  APRIL— :0— 10  A.  M. 

Annual  Game  Festival  of  all  White  Kindergartens  in 
the  District  of  Columbia.     Music  by  Marine  Band. 
WEDNESDAY,  APRIL— 30-2  P.   M. 

Report  of  Recording  Secretary,  Miss  Netta  Faris.  Re- 
port of  Corresponding  Secretary  and  Treasurer,  Miss  Lu- 
ella  A.  Palmer;  report  of  the  Auditor,  Miss  Catherine 
R.  Watkins;  report  of  committee  on  foreign  correspon- 
dence, Mrs.  Susan  T.  Harriman,  chairman;  report  of 
committee  on  foreign  relations,  Miss  Anna  Laws,  chair- 
man; report  of  committee  on  investigation,  Miss  Nina 
Yandewalker,  chairman;  report  of  committee  on  prop- 
agation, Miss  Myra  Winchester,  chairman;  report  of 
committee  on  literature,  Miss  Annie  E.  Moore,  chair- 
man; report  of  committee  on  affiliation  with  JSIational 
Congress  of  Mothers,  Miss  Elizabeth  Harrison,  chair- 
man; report  of  Friedrich  Froebel  Museum  committee, 
Miss  Alice  E.  Fitts,  chairman;  report  of  committee  on 
nominations,  Miss  Hortense  M.  Orcott,  chairman. 

Appointment  of  committee  on  time  and  place  and  of 
committee  on  resolutions. 

Reports  of  delegates. 

Pictures  of  the  Montessori  Schools— Dr.  Myron  T. 
Scudder,  New  York. 

In  case  rain  necessitates  the  postponement  of  the 
Game  Festival,  the  order  of  the  sessions  will  be 
changed. 

WEDNESDAY,  APRIL  30-8  P.  M. 

Subject — "Montessori  Principles  and  Methods." 

Dr.  Lightner  Witmer,  University  of  Pennsylvania. 

Dr.  Wm.  Heard  Kilpatrick,  Teachers'  College,  Col- 
umbia University. 

Open  discussion. 

THURSDAY,  MAY  1—9  A.  M. 

Business  Meeting. 

Short  Addresses — Mrs.  Arthur  A.  Birney,  Secretary 
National  Congress  of  Mothers,  and  others. 

Luncheon  for  Delegates,  Officers  and  Associate  Mem- 
bers given  by  the  District  of  Columbia  Kindergarten 
Association. 

THURSDAY,  MAY  1—2  P.  M. 

ROUND  TABLES 

Gifts — Miss  Mary  C.  Shute,  Boston,  presiding. 

Discussion— Miss  Caroline  D.  Aborn,  Boston;  Miss 
Luella  A.  Palmer,  New  York. 

Stories— Miss  Hortense  Orcutt,  Savannah,  presiding. 

Discussion— Miss  Annie  E.  Moore,  New  York;  Miss 
Lucia  H.  Sanderson,  Cleveland. 

Games — Miss  Jeanette  Ezekiels,  Des  Moines,  presid- 
ing. 

Disscussion — Miss  Harriet  Niel,  Boston;  other  leader 
to  be  announced. 

After  the  adjourment  of  the  Round  Tables  two  groups 
of  Games  and  Rhythms  will  be  conducted  by  Miss  Ella 
Cass  of  New  York  and  Miss  Caroline  Crawford  of  Mid- 
dlebury,  Vermont. 

THURSDAY  EVENING 

Reception. 

FRIDAY  MORNING,  MAY  2 

Sighth  Seeing— Guides  furnished  at  headquarters. 
FRIDAY,  MAY  2—2  P.  M. 

Addresses. 

"Froeble's  Message  to  Women" — Miss  Susan  E.  Blow, 
Cazenovia,  New  York. 

"Some  Obstacles  in  the  Pathway  of  the  Kindergarten 
of  the  Future"— Miss  Patty  S.  Hill,  New  York. 
(Continued  on  page  200) 


198 


THE  KINDERGARTEN-PRIMARY   MAGAZINE 


Suggestions  for  Drawing,  Paper  Cutting,  folding      K      CKicHfen 
and  Pasting  for  March.  J^ \       fcQOp 


DCO 


Hen. 
Rooster. 
Chickens. 
Chicken  coops. 
Barnyard  fence. 
Teddy  bear. 
Etc.,  etc., 


HOW   MARCH  CAME  AND  WENT. 

By   Laura   Rountree   Smith. 
March  came  in  a  lion  bold, 
Oooo,  Oooo,  Oooo  (cover  head  with  hands), 
And  his  breath  was  icy  cold, 
Oooo,  Oooo,  Oooo  (as  before), 
And  the  March  wind  sang  a  song, 
"I  am  a  lion  bold  and  strong, 
But  I'll  be  going  out  'ere  long," 
Oooo,  Oooo,  Oooo    (as  before). 

March  went  out  a  lamb  so  white, 
Bah,  bah,  bah    (bleat  like  a  lamb). 
He  stole  away  one  chilly  night, 
Flowers  will  spring  up  in  her  train," 
Bah,  bah,  bah    (as  before), 
And  the  March  wind  sang  again, 
"Here  comes  April  in  with  rain, 
Bah,  bah,  bah   (as  before). 

TO    PREVENT    TARDINESS. 

Make  the  first  ten  minutes  in  the  morning  the  most 
interesting  part  of  the  day.  Promise  them  a  story;  tell 
it  if  possible,  if  not  read  it.  Select  short  pointed 
stories,  and  read  only  part  one  morning,  then  all  will 
be  anxious  to  hear  the  ending.  Ask  pupils  to  bring 
postal  cards  illustrating  different  cities  or  countries, 
and  have  pupils  tell  something  about  these.  Little 
people  will  tell  you  about  scenery  and  places  of  inter- 
est near  their  own  homes, 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


199 


BOOK  NOTES 

"Home  Occupations  for  Boys  and  Girls"  contains, 
simple,  concise  directions  for  making  a  variety  of  toys 
games  and  presents  from  many  materials  found  in  ev- 
ery home,  most  of  which  find  their  way  to  the  scrap- 
basket.  Among  the  things  thus  utilized  are  vegetables, 
cereal-boxes,  corks,  leaves,  seeds,  feathers,  soap,  etc. 
There  is  a  chapter  on  the  celebration  of  festivals,  and 
others  on  the  Kindergarten  Gifts  and  occupations. 
Another  suggests  household  duties  and  responsibilities 
suitable  for  children.  A  list  of  books  for  children  is 
given.  The  volume  contains  ideas  helpful  to  mothers 
of  children  from  three  years  old  up.  How  to  make  and 
furnish  doll  houses  is  also  described. 

Word  Mastery,  a  Course  in  Phonics  for  the  First  Three 
Grade's,  prepared  by  Florence  Akin.  Cloth,  124  pages. 
Price,  25c  net.  Postpaid.  Published  by  Houghton, 
Mifflin  Company,  Boston,  New  York,  and  Chicago. 

A  book  for  pupils,  furnishing  an  economical  and 
highly  successful  method  of  teaching  phonics,  for  use 
in  connection  with  any  series  of  readers. 

The  Beacon  Primer.  By  James  H.  Fassett,  Superin- 
tendent of  Schools,  Nashua,  N.  H.  Price,  35c.  Pub- 
lished by  Ginn  &  Co.,  Boston. 

This  primer  embodies  a  comprehensive  phonetic  meth- 
od of  teaching  reading.  While  the  primer  may  be  used 
by  itself,  the  author  has  planned  a  phonetic  chart,  a 
reading  chart,  and  a  set  of  letter  cards  to  assist  the 
teacher  in  carrying  out  more  fully  and  more  easily  the 
phonetic  method.  The  pupil  is  led  unconsciously  to 
master  the  fundamental  phonetic  facts  upon  which  the 
English  language  is  based,  and  thus  even  the  average 
child   is  enabled,  during  his   first  school  year,  to    read 


with  ease  a  half  dozen  or  more  of  the  books  usually 

read  in  the  second  grade. 

Cyrs'  New  Primer.    By  Miss  Cyrs.    Published  by  Ginn 

&  Co.,  Boston. 

"Cyrs'  New  Primer"  is  intended  to  afford  every 
chance  for  the  child  to  express  himself.  Most  attractive 
are  the  "play  lessons,"  where  the  body  is  brought  into 
action  by  the  dramatics  furnished  by  the  nursery 
rhymes.  Simple,  short  refrains  give  here  and  there  a 
musical  touch  to  the  lessons.  The  pictures  of  children 
and  bees  and  flowers  are  fascinating.  Everything  has 
been  done  by  author  and  publisher  to  make  this  book  so 
delightful  that  it  shall  contribute  real  happiness  to 
school  life. 

Boston  Teachers'  News-Letter 


Official  Org-an   of  the  Boston 
Teachers'   Club. 


Published  monthly  by  the  Teachers 
for  the  Teachers. 

Send  for  a  copy  and  learn  what  the  Teachers  are  do 
ing  and  saying. 

10c.  per  copy.      50c.  per  year- 

G.  E.  LSNGHAM 

499  COLUMBIA  ROAD 
BOSTON,  MASS. 


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  recitation — 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 


ValuabJe  Helps  for  Teachers 

School  Room  Exercises,  a  book  filled 
with  hundreds  of  primary  plans,  pre- 
paid, only  -  50c 
With  New  Jersey  School  News,  one 

year,  only  -  -  -  60c. 

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A  Til  h  W  a  forty-page  booklet 
P I  km  and  Our  Workshop,  an 
I  LRSM  illustrated  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,   SVIgr. 
Southern  Teachers'  Ag-ency, 

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200 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


THE  I.  K.  U.  ANNUAL  MEETING 

(Continued  from  page  197) 
"  The  Problem  of  the  Kindergarten  in  Large  Cities" 
—  Miss  Fanniebelle  Curtis,  New  York. 

"The  International  Kindergarten  Union"— Miss  Sarah 
A.  Stewart,  founder  of  the  International  Kindergarten 
Union. 

FRIDAY,  MAY  2—8  P.  M. 

Group  of  children's  songs — Miss  Alys  Pentley,  Wash- 
ington. 

Addresses. 

"The  Federal  Children's  Bureau"- — Miss  Julia  C. 
Lathrop,  Chief  of  the  Bureau,  Washington. 


"The  Child — Social  Asset  or  Liability— Dr.  Scott  Near- 
ing,  University  of  Pennsylvania. 

SATURDAY  MAY  3—10  A.  M. 

Excursiou  to  Mt.  Vernon. 

Luncheon  will  be  furnished  on  board  steamer  to  all 
the  guests  of  the  International  Kindergarten  Union  by 
•the  Kindergartners  of  Baltimore. 

Reduced  hotel  rates.  All  arrangements  must  be  made 
with  hotels  direct,  but  for  boarding  house  accommoda- 
tions write  J.  M.  Searle,  1101  12th  Street,  N.  W., 
Washington,  1).  C.  State  rate  preferred,  with  or 
without  meals,  which  will  range  from  75c.  per  day 
up. 


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. 


SOME  GOOD  BOOHS  fOR  IEACHEAS 

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 

MILWAUKEE,-  WISCONSIN 


EDUCATIONAL  SPECIALTIES.  SpS~ 

Game,  15c ;  History  Game,  15c :  a?50  Les- 
son Plans,  50c;  Educational  Puzzle,  10c ; 
Year's  Subscription  to  N.  J.  School 
News,  40c.  \V.  C.  MOORE,  PUB.,  New 
Egypt,  N.  J. 


THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Better  than  Most  and  as  Good  as  Any  Pedagogical  Magazine 

Stands  for  the  highest  ideals  in  the  school  and  home,  and  meets  the  demands  of  the  teacher,  U 
well  as  others  engaged  in  educational  work. 

What  some  well-known  Educators  say  about  this  Journal : 

From  California: 

"I  appreciate  very  much  the  coming-  of  the  Virginia  Journal  of  Education  to  our  magazine  table.  It  is  one  of 
the  I  ■  ;,  m  .,;  lively,  interesting  and  enterprising  publications  oi  the  kind  that  I  have  had  an  opportunity  to  c*« 
amine.  Certainly  it  must  exercise  a  great  iufluence  for  good  among  the  schools  of  Virginia.  I  am  particularly 
pleased    at  your   efforts   to  improve    school   conditions,    the    grounds,  the    buildings  and  the  interiors  of  your 

to  publish  your  journal  and  I  most  heartily  congratulate  you  and  the  people  of  Virginia  for  the  lively  and  credi. 
table  periodical  that  you  are  able  to  give  them'  . 
From  Oregon: 

'  ed  m  much  inspiration  an 

i  that  come  to  my  dealt 
From  Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest,  and  feel  that  it  is  one  of  the  best  edflcft* 

From  JVew  Jersey: 

"We  regard  the  Virginia  Joaraal  of  Educational  as  among  the  most  valuable  pub 
From  Missouri: 

"I  have  been  receiving  the  Virginia  Journal  of  Education  for  some  time  and  1 
It  is  an  excellent  paper  and  should  be  read  by  every  teacher  in  the   Sute.     It  i 

From  the  Philippine  Islands: 

"The  variety  of  articles  which  appear  in  your  paper  each  month,  on  school  libraries,  the  decoration  of  school 
grounds  and   other  topics,  are  of   general  interest.    The  Journal   is   well  gotten  up  and  appears  to  be  doing 

It  is  the  official  organ  of  the  Virginia  State  Board  of  Education,  and  is  an   excellent  medium 
for  advertising. 

Subscription  Price,  $1.00       THE  VIRGINIA  JOURNAL  OF  EDUCATION,  Richmond,  Va, 


i  received  at  this  office" 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 


'THIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of 


It  includes  only  those  who  claim  to  be  able 


to  secure  positions  for  Kindergartners  or  Primary  Teachers.     We  advise  those  in  need  of  positions  to  write  one  or  more 
of  these  agencies  for  particulars.    Even  thoug'i  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school 


The  TEACHERS' EXCHANGE  of  Boston 

Recommends  Teachers,  Tutois  and 
Schools.    No.  120  Boylston  street. 


THE  REED  TAECHERS'  AGENCY 

Can  place  Kindergarten  and  Primary 
Teachers  in  New  York,  New  Jersey  and 
Pennsylvania  at  good  salaries. 

H.  E.  REED.  Manager,  Syracuse,  N.  Y. 
611  University  Block. 


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. 


ALBANY  TEACHERS' AGENCY 

Provides  public   and   private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

SI  Chapel  Street,  ALBANY.  N  Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS'  AGENCY 

Which   proves  conclusively  its 

standinsr.  Try  them.  Address, 

Steinway  Hall,  Chicago;    Lincoln,  Neb. 

Spokane,  Wash. 


NORTHWESTERN  TEACHERS'  AGENCY 


i-3ll  pkovidence  Building 
DULUTH.  MINN. 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.   We  can  place  both. 

The  Teachers'  Exchange 

P.  O.  Box  283,  Nashville.  Tenn 


nCIUDBC  TCtrUCnC    irChiri/    0UR  OPPORTUNITIES  for  placing 

REEIABEE TEACHERS  AGENCY;„„K-S;™ip;ssL"fhy™ 

accept  position. 

Lewis  Teachers*  Agency 

41  Lyman  Block,  Muskegon.  Mich. 


Trained  Primary   and  Kindergarten 
Teachers  needed.   Good  positions.  Per- 
manent membership.     Write  to-day. 
612-613  Majestic  Building, 

Oklahoma  City,  Okla. 


INTERSTATE  Teachers'  Agency  CENTRAL  TEACHERS'  AGENCY 


501-50.3  Livingston  Building.  Rochester, 
N.  Y.    Gives  special  attention  to  plac- 
ing Kindergarten  and  Primary  Teach- 
ers in  all  parts  of  the  United  Stales. 
T.  H.  ARMSTRONG,  Proprietor. 


COLUMBUS,  OHIO. 

A  good  medinm  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Write  to-day.  E.  C.  ROGERS.  Mgr. 


j..  1.1.  nivi-ij  iivviiui   j-  i<'|^ih.wi.        I  -■    ■ 

SOUTHERN  TEACHERS' AGENCY  ^feHL-!***8 


COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territorv  for  teachers.  Ask 
for  booklet,  A  PLAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


(Inc.)  DES  MOINES.  IOWA. 

Wants  to  hear   from  kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.     Write  fully.     Will 

answer  frankly. 

AN  AGENCY  ££S£-fc 

its  influence  If  it  merely  hears  of  va- 
cancies and  tells  THAT  ia  some- 
yon  about  them      I   n/-%  I      thing, 

but  if  it  is  asked  to  recommend  ateacl 


WESTERN  TEACHERS'  AGENCY  Sl-ftI,1.8  JSdSfiS  recommends 


We  wantKindergarten,  Primary, Rural 
and  otherteachers  for  regularor  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  3'ear. 

P.  Wendell  Murray,  Manag-er, 


The  J.D.Engle Teachers' Agency 

MINNEAPOLIS,   MINN. 
A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primary  positions.  Send 

f  nr  ri  mi  1  ar 


for  circu 


DEWBERRY 
SCHOOL 
AGENCY 

1892-1913 


CPECIALLY  trained  Kindergarten  and  Primary 
^  teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,   R.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA. 


TEACHERS   WANTING  POSITIONS 

In  Colorado,  New  Mexico,  Arizona,  Californ'a,  Nevada,  Utah,  Washington,  Ida- 
ho, Montana,  Wyoming,  North  Dakota,  South  Dakota,  Nebraska,  Kansas,  Okla- 
homa or  Texas  should  write  us  at  once.  Our  calls  come  direct  from  school  boards 
and  Superintendents.  We  place  most  of  our  teachers  outright.  THE  ROCKY 
MOUNTAIN  TEACHERS' AGENCY,  328  Empire  Building,  Denver,  Colo. 
WILLIAM  RUFFER,  A.  B.,  Manager. 


re.    Ours  recommends. 
The  School  Bulletin  Agency 

C.  W.  BARDEEN,  Syracuse,  N.  Y. 


iry 
Teachers  each 
ear.  Some  Kindergartners.  No  charge 
ntil  teacher  is  located  by  us.  Send  for 
gistration  blank.  A.  H.  Campbell, 
American  Teachers'  Agency 
Myrick  Building,  Springfield,  Mass. 


with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primary  and  Kindergarten  teachers. 
Get  it. 

Southern  Teachers'  Agency 

Columbia,  S.  C. 


The  South  and  West 

Offer   good  opportunities  for  Primary 
and  Kindergarten  teachers.    For  infor- 
mation write  CLAUDE  J.  BELL, 
Bell  Teachers'  Agency, 

Nashville,  Tenn. 


BANKTON  TEACHERS'ASM 

CY 

M.  DALTON,  Manager, 

Lexington,  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 

Internationa!  Teachers' 


-AGENCY- 


Operates  in  the  "  Fair  Salary  Belt,"  em- 
:  bracing  territory  from  Michigan  to  the 
i  Pacific  Coast,  increasing  demand  for 
competent  Kindergarten  and  primary 
j  teachers  at  highest  salaries  paid. 
JAMES  H.  BATTEN,  Manager 
Box  613,  Grand  Forks,  North  Dakota. 


HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann. 

Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C.  and  is  intended  solely  for  the 
"different"  child,  the  difficult  child,  the  handicapped  normal  child — whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  overbright  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal   child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training,  nature  study 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Association  main- 
taining it  lays  emphasis  upon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  overstimulated 
interest  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
and  is  situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,   address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


187 


Suddenly  Louie's  arms  were  flung  around  her  neck, 
his  dirty  little  face  nestled  close  against  her  collar,  and 
a  wee  small  voice  said : 

"I  won't  do  it  any  mere." 

Her  arms  were  around  him,  and  for  a  moment  they 
sat  thus,  when  he  lifted  his  little  face,  all  happy  with 
smiles  and  kissed  her  chin.  She  looked  down  into  his 
eyes.     Then — 

"Louie,  where  did  you  get  that  brush?" 

"In  the  waste-basket,"  burying  his  face  on  her  chest. 

"Who  put  it  there,  Louie?"  She  was  scared  as  she 
asked  each  question.     Would  he  tell  the  truth? 

"You  did,"  whispered  the  little  lips. 

She  had  won. 

"And  whenever  you  see  anything  else  in  the  basket, 
what  are  you  going  to  do  ?" 

"Take  it,"  he  answered.  She  gasped.  She  had  ex- 
pected him  to  say  "leave  it  there." 

"And  bring  it  to  you,"  he  finished. 

After  he  had  put  on  his  coat  he  stood  quietly  for  a 
moment  looking  at  the  miniature  castle  built  of  blocks. 
Then  suddenly  turning  to  Miss  Norton,  he  said : 

"I  don't  say  bad  words,  do  I,  Miss  Norton?" 

"No,  Louie,  I  hope  you  don't." 

"Knights  don't  either,  do  they?" 

"No,  indeed  they  don't." 

"My  brother  says  I  say  bad  words,  but  I  don't."  A 
pause,  then:  "Miss  Norton,  ain't  I  a  knight?" 

"Yes,  Louie,  you're  a  fine  little  knight." 

He  ran  to  her,  threw  his  arms  around  her  knees  and 
then  with  his  eyes  on  her  face  backed  away,  calling 
back  as  he  reached  the  door : 

"I'm  comin'  tomorrow." 

The  old  paint-brush  did  not  go  back  into  the  waste- 
basket.  It  went  into  the  shirt-waist  of  Miss  Norton  as 
she  whispered  "Poor  little  Louie,  I  wish  I  could  take 
you. 


ON   A   SUMMER   DAY. 

By  Mary  Ellason  Cotting. 

"O !  dear,  here  come  Peggy  and  Prue.  Now  I  must 
put  my  dolls  out  of  sight.  O,  dear!  I  wanted  so  much 
to  trim  Lady  Jane's  hat." 

"But,  don't  you  see,  Momsey,  Peggy  always  breaks  my 
things,  and  Prue  sucks  the  little  dolls'  heads  and  that 
spoils  their  dress-necks." 

"What!  Two  dears  chasing  each  other,  Betty,"  asked 
her  mother,  as  she  came  into  the  room. 

"Never  mind,  girlikins,  get  your  hats  and  go  up  to  the 
pine-tree  play-house.  Try  to  make  your  little  friends 
happy,  for  they  have  no  dear  mamma,  you  know.  By 
and  by  I'll  play  party  with  you." 

Nothing  gave  the  children  as  much  pleasure  as  hav- 
ing Betty's  mamma  play  with  them,  so  Betty  hurried 
out  to  greet  the  little  girls  with  the  news  they  liked  best 
to  hear.  Betty  had  many  out-of-door  play-houses,  but 
the  pine-tree  one  was  the  favorite. 

The  branches  of  five  great  trees  were  woven  into  a 
roof  that  kept  a  floor  of  fine,  brown  needles  quite  dry; 
a  large  stone  thrust  up  a  flat  top  for  a  table;  an  old 
stump  fringed  with  ferns  made  a_  chair.    Some  hollows 


filled  with  leaves  and  pine-needles  formed  resting-places 
on  the  ground;  and  most  delightful  of  all  was  a  couch, 
made  by  the  roots  of  a  big  oak  that  grew  just  outside 
the  pine-tree  circle. 

There  were  stumps  for  closets  and  pantry,  so  you 
must  know  it  was  very  good  fun  keeping  house  under 
the  pine-tree  roof. 

Nearby  was  a  pile  of  stones  that  was  used  for  a  fire- 
place, and  its  blackened  sides  told  a  tale  of  many  good 
things  that  had  been  cooked  there. 

From  a  hole  in  the  oak-tree  the  children  took  a  family 
of  corn-cob  dolls,  and  a  box  filled  with  furniture  made 
of  twigs  and  birch-bark.  When  Prue  had  settled  down 
to  play  with  these,  Betty  and  Peggy  gathered  dry  brush 
and  cones  and  laid  them  in  the  fire-place  all  ready  to  be 
lighted  if  "Mamma  Bess"  should  wish  to  make  tea  when 
she  came  to  play  with  them. 

Then  Peggy  brought  water  while  Betty  mixed  some 
sand  and  black  earth,  for  some  bread  and  cookies  were 
to  be  made.  By  the  time  the  bread  and  cookies  were 
set  in  the  sun  to  bake.  Prue  was  beginning  to  be  tired  of 
the  dolls,  so  they  all  went  to  find  long  grass-blossom 
stalks  on  which  to  string  the  delicious  black  thimble- 
berries  that  were  bursting  with  ripeness  down  by  the 
rabbit-pen. 

Just  as  the  children  had  finished  their  berry-chains, 
"Mamma  Bess"  came  down  the  side-hill  path  with  her 
small  camping-out  hamper  on  her  arm. 

"O,  are  we  going  to  Tangle  Isle?  Won't  we  have 
fun,"  cried  Peggy. 

"That's  what  we  are  going  to  have,  Peggy  dear;  and 
a  fine  lunch  Ann  has  given  us,  too,"  "Mamma  Bess" 
answered. 

As  they  went  along  they  stopped  to  look  into  the 
wood-pigeon's  home  in  a  hole  in  an  old  apple-tree  trunk; 
waited  to  see  Socks  give  her  kittens  a  lesson  in  lapping 
milk;  called  the  pony  to  the  bars  for  a  lump  of  sugar; 
held  some  clover  for  the  deer  to  nibble  at  through  the 
wire-netting;  and  while  they  ate  Peggy  counted  the 
prongs  on  their  antlers. 

In  fact,  the  children  wanted  to  stop  so  often,  "Mamma 
Bess"  had,  at  last,  to.  say,  "Now  for  a  race  to  the  float. 
One,  two,  three ;  off  you  go !" 

The  boat  was  soon  unfastened  and  cutting  through 
the  water  in  a  straight  line  to  the  island.  Almost  before 
the  children  could  believe  it  they  had  landed  and  were 
helping  to  unpack  the  hamper. 

Peggy  and  Betty  laid  the  table  in  the  summer-house, 
while  "Mamma  Bess"  lighted  the  alcohol  lamp,  for  there 
were  to  be  warm  broth  and  the  hot  chocolate  of  which 
the  little  visitors  were  so  fond. 

Pretty  soon  everyone  was  enjoying  the  good  things 
Ann  had  made,  and  Prue  thought  she  never  had  eaten 
so  nice  a  luncheon.  Perhaps  it  was  because  she  had 
never  been  to  Tangle  Isle  before. 

"When  we've  cleared  up,  will  you  tell  us  a  story, 
Mamma?"  coaxed  Betty. 

"How  would  you  like  to  go  across  the  island?  We 
haven't  been  to  the  old  wharf  for  a  long  time,"  answered 
"Mamma  Bess." 

"O !  yes,  that  will  be  better  than  a  story,"  Betty  said, 
as  she  whisked  about  shaking  the  napkins  and  packing 


?HE    KINDERGARTEN- PRIMARY  MAGAZINE 


up  the  dishes.  Just  as  they  were  locking  the  hamper, 
"Mamma  Bess"  called  to  the  children  to  crouch  among 
the  bushes,  and  keep  very  still  while  they  all  watched  a 
big  something  sailing  through  the  air  high  over  the  lake. 
Nearer  and  nearer  it  came  till  the  children  could  see  a 
big  heron,  with  its  long  legs  tucked  up  against  its  body. 
Very  soon  it  lighted  upon  a  dead  branch  that  hung  over 
the  water.  It  was  so  near,  the  children  could  see  how 
soft  its  blue-gray  and  russet  body-f eathers. looked ;  and 
as  it  spread  its  big  wings  Betty  said,  "Its  wing-feathers 
have  quills  almost  as  big  as  a  hen's  tail-feathers." 

"It's  as  big  as  a  wild  turkey,"  said  Peggy,  as  it  flew 
down  to  the  water  a  little  way  from  the  shore.  In  a 
moment  it  caught  a  small  fish  in  its  beak  and  flew  back 
to  the  dead  bough  where  it  sat  and  ate  the  fish  with  as 
much  relish  as  the  children  had  eaten  their  luncheon. 

"He's  coming,  he's  coming !"  said  Peggy  nestling  a 
little  closer  to  "Mamma  Bess."  Sure  enough,  down  he 
flew  and  walked  about  in  the  mud  beneath  the  bushes. 

Very  soon  he  stretched  his  long  neck  and  drew  in  a 
young  frog  that  ought  to  have  known  enough  to  keep 
out  of  sight.  Back  to  the  tree  he  flew,  and,  after  mak- 
ing his  ruffled  feathers  smoother,  made  a  queer  noise 
and  went  away. 

"His  good-bye  sounds  lonesome,"  Betty  said  as  they 
all  crawled  out  of  the  bushes  and  started  off. 

At  the  old  sassafras-tree,  they  broke  off  young  leaves 
to  nibble.  They  called  them  mitten-cookies,  for  the 
young  leaves  are  shaped  very  like  a  mitten. 

As  Betty  twirled  an  old,  strong  leaf,  she  thought  she 
saw  a  worm  on  the  under  side,  and  turned  it  over. 

"What  a  treasure,"  said  "Mamma  Bess."  "We  can 
take  it  home,  and  if  we  are  careful  of  it  a  butterfly  will 
come  forth." 

As  she  spoke  the  tiny  house  on  the  leaf  quivered. 
Such  a  wonderful  house  with  walls  just  the  same  gray- 
green  color  as  the  lower  side  of  the  leaf,  and  fastened 
firmly  at  both  ends  to  the  strong  rib  that  ran  right 
across  the  middle  of  the  leaf. 

"Once,"  said  "Mamma  Bess,"  "a  caterpillar  ate  and 
ate  the  soft  part  of  some  of  the  sassafras  leaves  till  he 
could  eat  no  more,  then  he  fastened  himself  to  the 
strong  midrib  of  this  leaf,  and  waited  for  his  skin  to 
change  into  a  tough  covering  that  would  not  wet 
through,  or  open  till  it  was  time  for  a  velvety,  brown, 
swallow-tailed  butterfly  to  come  to  life." 

It  was  growing  late  now,  so  "Mamma  Bess"  said, 
"We'll  hurry  to  the  old  wharf,  for  it's  time  to  go  home." 

When  they  came  in  sight  of  the  wharf  they  saw  the 
sail-boat  with  the  row-boat  tied  to  the  stern.  Cousin 
Roger  helped  them  aboard,  and  they  sailed  home  across 
the  lake,  watching  the  water  grow  rosy  from  the  light 
of  the  setting  sun. 


How  a  small  one  teacher  school  in  the  country  may 
have  all  the  conveniences  popularly  supposed  to  be  the 
exclusive  privilege  of  the  city  is  demonstrated,  in  the 
model  rural  school  at  Kirksville,  Mo.,  according  to 
H.  W.  Foght,  specialist  in  rural  education  for  the 
United  States  Bureau  of  Education.  Indoor  toilets  and 
shower  baths,  drinking  fountains,  and"a  modern  heat- 
ing plant,  are  shown    to   be  possible  in   the  country 


school,  however  remote  from  the  city.  Furthermore 
the  cost  is  said  to  be  within  the  means  of  a  compara- 
tively small  community. 

The  Kirksville  school  is  conspicuous  for  its  utilization 
of  every  available  inch  of  space.  It  is  only  a  one-story 
building,  slightly  wider  than  the  typical  Missouri  coun- 
try school,  but  the  attic  and  basement  are  both  put  to 
valuable  use.  The  attic  is  employed  for  manual  train- 
ing and  domestic  science,  and  there  is  an  excellent 
herbarium  Tne  basement  contains  the  heating  plant, 
a  combination  of  hot  water  and  hot  air,  described  as 
very  economical  in  use;  the  fuel  room;  a  bulb  room  for 
the  outdoor  garden;  and  a  dark  room  for  developing 
photographs. 

The  machinery  of  the  school  plant  consists  of  an  or- 
dinary pneumatic  pressure  tank,  operated  by  a  gasoline 
engine.  A  septic-tank  sewer  system  is  maintained  at 
small  expense. 

The  main  floor  of  the  building,  besides  containing 
the  class-room  proper,  has  a  small  community  library, 
separate  from  the  school  library,  emphasizing  the  pur- 
pose of  the  rural  school  as  a  community  center. 

The  classroom  itself  occupies  most  of  the  floor.  The 
desks  and  seats  in  it  are  both  adjustable  and  movable, 
with  individual  platforms;  and  when  all  are  removed  to 
one  side,  as  many  as  200  people  can  be  accommodated, 
thus  making  it  possible  to  use  the  room  for  community 
gatherings.  The  stereopticon  in  the  wall  of  the  class- 
room emphasizes  still  further  the  fact  that  this  school 
is  built  for  general  community  use  as  well  as  for  ordi- 
nary school  purposes. 


Three  hundred  and  thirty-eight  schools  in  101  cities 
of  the  United  States  were  used  as  social  centers  during 
the  past  season,  according  to  a  report  compiled  by  Clar- 
ence Arthur  Perry  for  the  Sage  Foundation.  Officials 
of  the  United  States  Bureau  of  Education, who  have  ex- 
amined the  report,  declare  that  it  is  bound  to  stimu- 
late interest  in  this  rapidly  developing  phase  of  the 
movement  for  wider  use  of  the  school  plant.  Mr.  Per- 
ry finds  that  in  44  of  the  101  cities  socials  centers  were 
directed  by  paid  workers.  New  Yoak  had  48  such  cen- 
ters and  Chicago  16,  while  Philadelphia,  Boston,  Col- 
umbus, Detroit,  Jersey  City,  Louisville,  Rochester,  and 
Trenton  are  also  among  the  cities  included  in  this  list. 
There  is  wide  variation  in  the  length  of  the  season, 
from  five  or  six  weeks  in  some  localities  to  the  full 
school  term  in  others.  In  fact,  little  uniformity  pre- 
vails as  to  what  constitutes  a  social  center.  Mr.Per- 
ry  presents  in  the  report  a  tentative  definition  of  a  soc- 
ial center  as  follows:  "  A  community  may  be  said  go 
have  a  school  house  social  center  if  one  of  its  school 
buildings  is  thrown  open  to  the  public  on  one  or  more 
fixed  nights  a  week  for  at  least  12  weeks  a  year,  for  ac- 
tivities of  a  social,  recreational,  or  civic  character,  reg- 
ularly directed  by  one  or  more  trained  leaders." 


Nothing   great   was    ever   achieved    without    enthus- 
iasm.— Emerson. 


He    who    has    learned    to    obey    will    know    how    to 
command. — Solon. 


THE    KtNDERGARTEN-PRlM^  TiY  MAGAZINE 


189 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  ROUNTREE  LAURA  SMITH 


Fifth 


FINGER    PLAY    FOR    MARCH. 

This  is  the  way  the  windmills  turn    (wave  both  arms 

round), 
Round  and  round,  round  and  round, 
They  make  a  very  pleasant  sound, 
Turning  round  and  round. 

This  is  the  way  the  kites  will  fly  (hands  clenched,  raise 

arms,  lower  slowly), 
Up  so  high,  up  so  high, 
We  all  can  hold  them  if  we  try, 
Sailing  up  so  high. 

This  is  the  way  the  ships  will  sail   (extend  arms  right 

and  left), 
Across  the  sea,  across  the  sea, 
Then  blow  old  March  wind  a  loud  gale, 
Blowing  o'er  the  sea. 

This    is    the    way    the    March    winds    blow    (hands    to 

mouth) 
Ooo,  Ooo,  Ooo, 

Go   to   bed,   nod   your   head   so    (nod), 
The  wind  is  blowing  Ooo. 


First. 


HOLLAND  CHILDREN. 

To  Holland  I  would  like  to  go, 

Then  many  things  I  soon  should  know. 


Third. 


The  Holland  children  like  to  play, 
And  sail  upon  the  Zuyder  Zee ! 

I  wonder  now  if  they  could  choose, 
Would  they  wear  funny  wooden  shoes 


Fourth. 


I  wonder  if  it  is  the  rule 

For  children  all  to  skate  to  school? 


I  wonder  how  they  like  the  sound 
Of   many  windmills   turning  round: 

The  only  way  to  find  out,  they  say, 
Is  to  take  a  sail  on  the  Zuyder  Zee ! 


HOLAND    MAIDS. 

(To  be  given  by  a  child  holding  a  plate  with  Holland 
figures  upon  it  ) 

Oh,  little  maids  of  Holland  town, 

Far  across  the  seas, 
Why  do  you  wear  those  wooden  shoes? 
Come,  answer  if  you  please! 

The  little  maids  in  Holland  town, 

Seem  quite  resigned  to  fate ; 
They  do  not  answer  me  because 

They  are  painted  on  a  plate ! 


MOTION   PLAY— THE  WINDS. 

(To  Teach  Directions.) 
1. 
Up   from   the   south   came  a   gentle   breeze, 

(point    south') 

It  rocked  the   bird's  nests  in   the  trees, 

(wave   both  arms) 
It  said.  "The  summer  is  almost  over, 
Fly  away  birds,  it  is  late  October."  (wave  arms) 

2. 
Oh,   ho,   oh.  ho,   hear  the  west  winds   blow, 

(point    west) 
The   daisy-buds   are   nodding   so,  (nod  heads) 

It  said,   "We'll  shake   the   gay   leaves   down, 

(raise  and  lower  arms) 
Leaves  of  red  and  yellow  and  brown." 

3. 
Up  from  the  east  came  the  wind  again     (point  east) 
Down  fell  the  gentle  drops  of  rain  (tap  desks) 

It    said.  "We   will   water  the    thirsty   flowers, 
For  earth  is  refreshed  by  gentle  showers." 

4. 
The  north  wind  came  with  rollicking  song, 
it   shook  the   apple-tree,  sturdy   and   strong, 

(shake   with    right   hand) 
It  said,  "It  is  winter,  ha!  ha!  ho!  ho! 
Then  down  fell   the   feathery  flakes  of  snow! 

(Raise  and  lower  arms,  gently  shaking  fingers) 


I  wonder  if  Holland  children  tease 

For  bread  and  milk  and  nice  fresh  cheese? 


MERRY    MARCH    WIND. 

Merry,  merry  March  wind, 
Blowing  o'er  the  hills, 

Merry,  merry  March  wind 
Stirs  the  daffodils. 


xgo 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


LITTLE  PIECES   FOR 
LITTLE  PEOPLE 

CONDUCTED  BY 

LAURA  ROUNTREE  SMITH 
WISHING. 

If  I  were  a  fairy. 

Wishing  all  the  day, 
I  would  have  a  pair  of  wings, 

And  I'd  fly  away, 
I  would  drink  the  dewdrops 

From  the  flowers  sweet, 
And  I'd  call  the  bright  leaves 

A  carpet  for  my  feet ! 


APRIL    FOOL. 

The  merry,  merry  March  wind, 
Called  "Oh  Crocus,  dear, 

Come  and  raise  your  pretty  head, 
For  spring  is  almost  here !" 

Then  dear  little  Crocus 
Came  up  through  the  snow, 

She  called  to  merry  March  wind, 
"  'Tis  early  yet  to  grow." 


KNIFE,    FORK    AND    SPOON. 

My  knife  and  fork  lie  by  my  plate, 
And  very  funny  to  relate, 
Sometimes   I   use   them   both  together, 
And  other  times  I  wonder  whether 
I  can  use  either  one,  for  soon 
There  comes  in  jelly  with  a  spoon! 

I  use  a  knife  to  butter  bread, 
But  with  a  fork  I  eat  instead. 
I  use  a  spoon  for  soup  and  tea, 
But  'tis  the  knife  that  puzzles  me. 
Oh,  knife  and  fork  and  silver  spoon, 
I  hope  I  will  learn  your  uses  soon ! 


SPRING    SONGS. 

Oh,  I  can  sing  some  pretty  songs, 

Without   a  book  today, 
For  when  the  sun  is  shining  so 

I  sing  and  sing  away, 
I  sing  about  the  apple  tree, 

And  a  nest  with  birdies  three ! 

On  other  days  I  like  to  sing 
When  rain-drops  patter  down ; 

I  sing  while  big  umbrellas  pass, 
All  round  about  the  town, 

Sir  Robin  says  that  in  the  spring, 
There  are  so  many  songs  to  sing ! 

Pussy  willow,  pussy  willow, 

In  your  furry  cap, 
Pussy  willow,  pussy  willow, 

Wake  up   from  your   nap, 
Don't  you  hear  the  March  winds  blow? 
Don't  you  know  'tis  time  to  grow? 


A  School  for  the  Discontented 

There  is  a  school  for  discontented  school  children  in 
Kansas  City,  Missouri,  according  to  information  re- 
ceived at  the  United  States  Bureau  of  Education.  The 
"Lathrop  Industrial  School"  has  been  organize!  for  the 
purpose  of  educating  children  over  14  years  of  age  who 
have  reached  the  fifth  grade  and  find  the  work  of  the 
regular  school  distasteful. 

The  sohool  proceeds  on  the  theory  that  in  many  capes 
the  distaste  of  these  children  for  school  is  due  to  the 
fact  that  the  ordinary  studies  are  not  adapted  to  thier 
particular  needs.  Such  pupils  frequently  appear  back- 
ward or  lazy,  when  in  reality  all  they  need  is  a  different 
form  of  educational  activity.  Accordingly,  Lathrop 
school  gires  them  what  is  known  as  "prevocational" 
t;  aiding.  Courses  in  bench  woodworking,  shopdrawing, 
patternmaking,  printing,  carpentry,  and  shopelectricity 
are  provided  for  the  boys;  cooking,  sewing,  millinery, 
and  embroidery  for  the  girls.  Classes  in  plumbing, 
bricklaying,  and  concrete  work  will  be  formed  as  soon 
as  the  demand  warrants. 

The  academic  branches  are  also  taught  in  vhis  contin- 
uation school,  but  they  are  taught  in  close  relation  to 
the  industrial  subjects.  Arithmetic  concerns  the  prob- 
lems of  the  shop.  English  consists  of  practical  instruc. 
tion  in  necessary  business  forms;  no  attempt  is  made 
to  teach  technical  grammar.  Geography  and  history 
are  taught  from  the  commercial  standpoint;  and  local 
government  is  an  important  subject. 

The  course  is  three  years.  During  the  first  two  years 
the  teacher  directs  tne  choice  of  the  pupils;  but  for  the 
last  year  each  boy  is  allowed  to  select  his  work  in  the 
trade  he  wishes  to  learn.  Time  is  about  equally  divided 
between  industrial  and  academic  branches. 

Educators  are  interested  in  the  Lathrop  Industrial 
School,  not  because  they  believe  in  vocational  training 
to  the  exclusion  of  the  fundamental  subjects'  but  be- 
cause schools  of  this  kind  are  designed  to  fill  the  needs 
of  a  large  class  of  boys  and  girls  to  whom  sufficient  at- 
tention has  not  hitherto  been  paid;  the  children  whose 
ates  and  aptitudes  differ  from  those  presupposed  by 
the  usual  school  curriculum.  Work  such  as  that  done 
in  the  Lathrop  school  promises  to  make  valuable  citi- 
zens out  of  children  who  might  otherwise  never  find 
themselves. 


Teaching  English  to  Japanese  workmen  is  one  of  the 
tasks  of  the  educational  bureau  of  the  Union  Paeific 
Railroad  Company,  according  to  information  received 
at  the  United  States  Bureau  of  Education.  More  than 
800  Jabanese  section  foremen  and  trackmen  are  em- 
ployed dy  the  railroad,  and  for  the  benefit  of  these  men 
instruction  books  are  issued  in  Japanese  and  English. 
It  is  believed  that  by  handling  problems  of  railroading 
in  both  languages  the  Japanese  workers  will  not  only 
gain  the  necessary  technical  information  but  also  in- 
crase  thier  knowledge  of  English.  The  educational  bu- 
reau of  the  railroad  also  virtually  conducts  a  complete 
correspondence  school  for  employees.  Thr  instruction 
is  offered  to  any  worker  whose  desire  to  better  himself 
is  strong  enough  to  make  him  willing  to  study.  The 
lessons  are  carefully  corrected  and  graded  by  officials 
of  the  railroad  and  returned  to  the  men, 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


JQI 


THE  COMMITTEE qpTHE  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, 
Pits;  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- 


to  the  Editor  of  the  Committee  of  the  Whole: 

Having  evolved  a  successful  way  out  of  a  difficulty 
that  confronts  every  one  who  has  to  handle  many  chil- 
dren, especially  in  the  winter  season,  we  wish  to  share 
our  plan  with  others  of  your  sisterhood.  We  send  to 
the  mothers  of  our  children  the  following  request: 


take 


D.ar  Mother: 

Wi'l   you  please  cooperate   with  us  in   helping  the  childr 
the  best  of  care  of  their  things? 

First — By  making  pockets  in  their  waists,  coats,  or  dresses,  for 
their  handkerchiefs. 

Second — By  sewing  hangers  on  their  coats. 
Third — By  sewing  their  gloves  or  mittens  to  a  braid  or  tape. 
Fourth — By  writing  their  names  in   their   rubbers  with  ink  and 
having  them  large  enough   so  that  the   children   can   put  them   on 
wdthout  assistance. 

Sincerely  yours, 

MAY  OWENS  KINSEY, 
RENA  J.  HARTUNG. 


Kindergarten,  West 

For    three    ye: 


Pull 


Schc 


Chicago. 

the  notice  was  sent  home — either 
written  by  eighth  grade  pupils  or  run  off  on  the  dupli- 
cator. But  it  was  decided  this  year  that  it  would  be 
more  effective  if  put  into  print,  and  accordingly  we  had 
them  printed  at  the  local  printing  office.  By  following 
this  up  from  day  to  day  the  majority  became  properly 
equipped — thus  making  the  children  more  self-reliant 
and  so  materially  aiding  the  grade  teacher. 

We  have  a  principal  who  believes  the  kindergarten  is 
the  greatest  social  and  organized  factor  in  helping  to 
unite  the  entire  school.  The  good  habits  formed  in  the 
kindergarten  last  through  their  lives. 

The  above  is  a  practical  suggestion,  the  fruit  of  ex- 
perience and  thought.  Surely  much  time,  fuction  and 
nerve  force  will  be  saved  both  for  teachers  and  chil- 
dren by  such  cooperation  on  the  part  of  the  parents. 

Will  not  other  correspondents  send  us  similar  helpful 
ideas  ? — Editor. 


To  the  Editor  of  the  Committee  of  the  Whole: 

1.  Can  kindergartners  who  have  the  real  welfare  of 
the  children  at  heart,  even  more  than  the  reputation  of 
the  kindergarten,  be  justified  in  discouraging  semi-kin- 
dergarten work  in  localities  where  the  regular  kinder- 
garten cannot,  for  the  time,  be  installed?     To  demand 


that  only  the  very  best  kindergartens  are  to  be  estab- 
lished will  shut  out  the  great  majority  of  all  the  chil- 
dren in  America  from  the  benefit  of  the  kindergarten. 
Is  this  wise? 

II.  From  my  limited  knowledge  of  the  Montessori 
method  it  seems  to  me  that  the  features  most  likely  to 
appeal  to  busy  mothers,  with  but  little  time  to  devote  to 
the  children,  is  the  acquisition  of  sufficient  skill  in  lac- 
ing and  buttoning,  etc.,  to  enable  the  children  to  dress 
themselves.  Where  the  expense  of  the  Montessori  pat- 
ented material  is  a  barrier,  why  not  let  the  children 
learn  to  button  shoes,  aprons,  and  dresses,  etc.,  likewise 
to  lace  shoes,  etc.? 

A  PERPLEXED  TEACHER. 

We  have  given  these  two  queries  in  the  reverse  order 
in  which  they  were  received,  as  we  think  it  best  to  reply 
to  them  in  that  order. 

I.  Both  teacher  and  mother  usually  have  at  hand 
simple  remedies  for  emergencies,  such  as  a  sudden  ill- 
ness on  the  part  of  the  child,  a  cut  finger  or  bad  bruise- 
yet  neither  one  would  think  on  that  account,  of  laying 
claim  to  a  doctor's  or  surgeon's  certificate.  And  so  with 
the  kindergarten  theory  and  materials.  We  see  no  rea- 
son why  grade  teachers  should  not  make  use  of  the 
kindergarten  materials  to  the  best  of  their  ability  and 
knowledge,  but — and  we  cannot  emphasize  this  too  much 
— they  should  always  make  it  plain  to  visitors  and  par- 
ents that  they  make  no  pretensions  to  being  trained  kin- 
dergartners. They  should  not  call  their  school  a  kin- 
dergarten unless  they  are  graduate  kindergartners.  The 
kindergarten  has  secured  a  permanent  place  in  some 
school  systems  only  because  it  has  proved  its  merits  by 
keeping  true  to  high  standards.  If  these  standards  are 
allowed  to  become  lower  by  letting  every  untrained 
teacher  who  knows  nothing  of  Froebel's  pedagogical 
theories  and  modern  child-psychology  try  her  inexperi- 
enced hand  upon  the  minds  and  souls  of  the  children, 
it  would  not  be  long'  before  the  kindergarten  would 
l6se  its  foothold.  People  would  judge  of  it  by  the  fail- 
ures of  the  untrained  to  produce  the  results  claimed  for 
the  true  kindergarten  education. 

Let  the  teacher  of  little  children  read  Froebelian  liter- 
ature, and  use  such  of  the  Gifts  and  Occupations  as  she 
may   find  useful,   but — we   repeat — since   the    future   of 


192 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


the  kindergarten  may  be  involved,  she  must  not  endan- 
ger it  by  laying  claim  to  an  understanding  which  she 
may  not  possess  Even  more  important  than  the  knowl- 
edge of  the  material  is  the  knowledge  of  child  nature 
and  aspintof  consecration  and  inspiration  derived  from 
a  comprehension  of  Froebel's  philosophy.  Let  her 
familiarize  herself  with  this,  learn  "to  live  with  the 
children,"  and  she  need  not  call  herself  a  kindefgartner, 
but  her  good  work  will  speak  for  her.  Above  all,  let 
her  never  cease  to  study  the  children  at  first  hand  and 
prove  for  herself  the  truth  or  untruth  of  the  theories 
she  reads  about  and  note  for  herself  such  new  facts 
about  child  nature  as  she  may  observe.  Let  her  use  all 
the  kindergarten  material,  however,  that  she  finds 
useful. 

2.  We  feel  that  both  grade  teachers  and  kindergart- 
ners  could  do  themselves  no  better  service  this  year 
than  to  read  thoughtfully  Dr.  Montessori's  remarkable 
and  important  book  (Frederick  A.  Stokes  Co.).  Even 
those  who  cannot  afford  to  purchase  the  patented  ma- 
terial would  benefit  much  by  the  many  pedagogical  sug- 
gestions, the  point  of  -view,  and  the  spirit  that  animates 
the  volume.  They  then  might  introduce,  after  studying 
the  needs  of  their  children,  certain  exercises  in  button- 
ing, lacing,  etc.,  and  others  that  would  train  the  children 
to  dress  and  undress  themselves  and  to  assist  each  other. 
In  kindergarten,  many  a  pampered  child,  who  has  always 
been  used  to  the  attentions  of  a  maid,  has  counted  that 
a  great  day  on  which  he  first  put  on  his  own  rubbers  or 
succeeded  for  the  first  time  in  buttoning  his  own  leg- 
gings. But  here,  as  in  the  case  of  the  kindergarten,  the 
teacher  must  refrain  from  calling  her  own  inadequate 
experiments  and  efforts  by  the  name  of  that  system 
which  represents  forty  or  more  years  of  careful  study 
on  the  part  of  Seguin  and  Itard,  plus  ten  years  of  pains- 
taking study,  observation,  and  thought  on  the  part  of 
Dr.  Montessori.  Every  thoughtful  observer  who  has  the 
gift  of  insight  and  sympathy  can  add  to  pedagogical  sci- 
ence, but  must  always  be  careful  not  to  claim  to  be  a 
disciple  of  a  teacher  whose  doctrine  she  does  not  thor- 
oughly understand.  Nor  does  one  day's  visit  in  a  Mon- 
tessori school  empower  one  to  stand  forth  as  a  critic  of 
the  system  that  took  years  to  construct. 

Practically,  we  would  say,  if  the  teacher  can  find  or 
make  the  time,  she  might  well  give  the  children  oppor- 
tunity to  button  and  unbutton  their  own  shoes,  and  so 
help  them  learn  to  do  the  necessary  exercises  that  must 
be  done  in  dressing  at  home  and  that  would  relieve  the 
hurried  mother.  Children  might  be  allowed  to  sew  a 
series  of  buttons  on  a  strip  of  cloth  and  then  button 
these  upon  a  strip  in  which  a  series  of  holes  had  been 
cut.  Strips  of  hooks  and  eyes  can  be  bought  at  the  no- 
tion counter  of  department  stores.  Just  how  a  busy 
grade  teacher  can  wedge  these  exercises  in,  is  a  per- 
plexing question.  Let  us  hear  from  the  teachers  them- 
selves. 

The  bead-stringing,  weaving  and  other  kindergarten 
exercises  should  develop  the  child's  powers  of  self-help 
in  dressing.  The  attendants  in  day-nurseries  might  in- 
vent means  of  teaching  the  older  of  the  little  ones  how 
to  thus  help  themselves  and  so  surprise  their  mothers. 
Let  us  study  the  children  first  and  then  use  our  intelli- 


gence in  inventing  means  to  respond  to  their  needs,  if 
we  cannot  buy  the  patented  material,  or  find  similar  ma- 
terial in  their  places. 


To  the  Editor  of  the  Committee  of  the  Whole: 

I  have  a  little  girl  almost  four  and  a  boy  almost  two. 
The  little  girl  is  happy  only  when  her  little  hands  are 
busy  and  sometimes  I  feel  that  my  resources  are  almost 
exhausted. 

Before  marriage  I  taught  in  high  school  and  know 
very  little  of  kindergarten  work,  but  I  am  trying  to 
learn  from  books  and  magazines  that  come  my  way,  so 
that  I  may  train  my  children  in  the  true  way. 

I  take  the  Kindergarten  Primary  Magazine  and  re- 
ceive much  inspiration  as  well  as  practical  help  from  it. 

I  note  your  book,  "Home  Occupations  for  Boys  and 
Girls."  Will  you  please  tell  me  on  enclosed  postal  for 
what  ages  it  is  intended?  If  it  has  much  that  I  could 
use  for  my  four-year-old  and  the  character  of  material 
suggested — regular  kindergarten  material  or  things 
found  about  the  home. 

My  little  girl  is  doing  work  with  some  kindergarten 
materials  for  our  Christmas  tree.  She  made  chains 
from  holly  paper  and  at  present  she  is  very  busy  with 
sewing-cards. 

Her  chain-making  (she  sewed  the  rings  rather  than 
pasted  them)  led  to  sewing  carpet-rags,  and  now  she 
has  four  balls  toward  a  rug  to  be  woven  by  a  neighbor. 

I  see  in  the  January  Kindergarten  Magazine  a  notice 
from  Commissioner  Claxton  in  regard  to  the  Bureau  of 
Education's  Library.  He  states  that  anyone  may  borrow 
books.  Can  you  tell  me  something  of  the  kind  of  books 
that  are  for  loan ;  e.  g.,  there  are  certain  books  used  in 
the  kindergarten  that  I  so  much  want  to  read  as,  Sara 
Cone  Bryant's  "Best  Stories  to  Tell  Children ;"  Walker 
and  Jenks'  Song  Book;  "Work  and  Play  for  Little 
Girls,"  etc.  Such  books  as  these  do  they  have  and  loan? 
Thanking  you  for  any  information  you  kindly  give, 
Most  sincerely, 

C.  G.  H.   (Mrs.) 


Indiana,  Jan.  1. 


The  United  States  will  be  the  meeting  place[of  the 
Fourth  International  Congress  On  School  Hygiene. 
The  preceding  congresses  have  all  been  held  abroad, 
the  first  at  Nuremberg  in  1904,  the  second  at  London, 
1907,  and  the  third  at  Paris,  1910.  The  1913  Congress 
will  be  held  at  Buffalo,  N.Y.  ,  August  25  -  3  0.  It  is 
the  object' of  the  congress  to  bring]together  men[and 
women  interested  in  the  health  of  school  children  and 
to  assemble  a  scientific  exhibit  representative  of  the 
most  notable  achievements  in  school  hygiene.  It  is 
believed  that  the  present  wide-spread  public  interest  in 
health  education  [will  make  the  exhibit  a  particularly 
attractive  feature  [of  „the[congress.  Twenty-five  nations 
have  membership  on  the  permanent  international  com- 
mittee of  the  congress  and  it  is  expected  that  all  will 
have  delegates  at  Buffalo.  The  Secretary  of  State  has 
officially  invited  foreign  governments  to[  ^participate. 
Invitations  have  also  been  issued  to  the  various  State 
and  municpal  authorities[and  to  educational. [scientific, 
medical,  and  hygienic   institutions  and  organizations. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


193 


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  1  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  (o  month  in  these  columns. 


The  bluff  March  wind  set  out  from  home 

Before  the  peep  of  day, 
And  nobody  seemed  to  be  glad  he  had  come, 

And  nobody  asked  him  to  stay. 

—Selected. 

LEADING   THOUGHTS    FOR   THE    MONTH- 
SPRING  AND   EASTER. 
EASTER. 

The  date  of  Easter  Sunday  in  any  year  is  deter- 
mined by  the  moon.  The  first  full  moon  which  occurs 
after  the  twenty-first  of  March  is  called  the  "paschal 
moon,"  and  the  first  Sunday  following  this  full  moon 
is  Easter  Sunday. 

Many  people  as  well  as  children  will  be  interested  in 
knowing  that  March  23d,  the  date  of  Easter  this  year, 
is  very  unusual,  as  it  has  not  occurred  so  early  since 
1856,  and  will  not  occur  at  this  time  again  till  2008.  In 
fact,  it  could  never  be  more  than  one  day  earlier. 

Easter  means  rising.  The  germ  of  life  that  has  been 
lying  dormant  in  plant  life  and  lower  forms  of  animal 
life  now  awaken  and  assert  their  life  power.  Encourage 
the  children  to  bring  in  bees,  flies,  earth-worms,  lily 
bulbs,  buds,  and  the  chrysalis  from  which  comes  the 
beautiful  butterfly.  Lead  them  through  these  to  think 
of  the  resurrection  or  brighter  life  after  apparent  death. 


THE  LILY. 

The  sweetest  thing  in  my  garden, 
On  bush,  or  vine,  or  tree, 

Is  the  shining,  snow-white  lily 
That  God  has  sent  to  me. 

There's  none  more  fair  and  spotless, 
In  all  the  world,  I  know ; 

It  is  fairer  than  the  moonlight, 
And  whiter  than  the  snow. 

I  love  you,  beautiful  lily, 

Made  of  the  sun  and  the  dew; 

I  wish  that  my  heart  could  always 
Be  spotless  and  pure,  like  you. 


-Selected. 


EASTER  SCRIPTURAL  QUOTATIONS. 
For  since  by  man  came  death,  by  man  came  also  the 
.resurrection  of  the  dead.     But  if  there  be  no  resurrec- 
tion of  the  dead,  then  is  Christ  not  risen. 

For  as  in  Adam  all  die,  even  so  in  Christ  shall  all  be 
made  alive. 

And  if  Christ  be  not  risen,  then  is  our  preaching  vain, 
and  your  faith  is  vain  also. 

O,   death,  where  is   thy  sting? 
O,  grave,  where  is  thy  victory? 

SPRING. 
"Gentle  Spring !  in  sunshine  clad, 

Well  dost  thou  thy  power  display : 
For  winter  maketh  the  light  heart  sad, 

And  thou,  thou  maketh  the  sad  heart  gay." 

PICTURE  STUDY  

SPRING— JEAN  CAROT  

THE  LAST  SUPPER— LEONARDO  DA  VINCI 

To  interest  children  in  art  we  should  study  the  mas- 
terpieces at  the  most  appropriate  time,  and  at  no  time  of 
year  can  these  paintings  be  made  more  interesting  or 
instructive  than  at  this  season. 

Always  precede  the  picture  study  with  some  events 
from  the  life  of  the  artists,  and  such  as  will  be  suited  to 
the  age  of  the  pupils.  The  following  are  suggestions 
for  younger  children  : 

Jean  Carot. — The  French  artist,  Carot,  was  born  in 
Paris.  1796.  When  he  was  ten  years  of  age  his  father 
sent  him  to  a  boarding  school  at  Rouen,  where  he  re- 
mained for  seven  years.  He  spent  his  holidays  with  an 
old  friend  of  his  father's  who  lived  at  Rouen — a  grave 
and  solitary  man,  who  would  take  the  boy  for  long 
walks  in  the  dusk  of  evenings  under  the  spreading  trees 
of  the  open  country,  or  along  the  banks  of  the  river. 
Later,  after  he  returned  to  Paris,  he  used  to  spend  his 
summers  at  Villa  d'Avray,  where  his  father  had  bought 
a  country  home.  This  house  was  near  a  pond,  and  often 
the  youth  would  remain  the  greater  part  of  the  night 
at  the  open  window  of  his  room,  absorbed  in  watching 
the  sky,  the  water,  and  the  trees. 

The  images  that  were  early  engraved  on  the  child's 
mind  made  a  deep  and  lasting  impression.  Carot  always 
felt  that  these  early  influences  had  given  a  bent  to  his 
whole  artistic  career. 

He  spent  several  years  as  a  clerk,  but  found  his  real 
work  when  he  began  landscape  painting,  and  in  this  he 
stands  among 'the  leading  artists  of  the  world. 

He  loved  to  paint  the  early  spring,  when  the  outmost 
twigs  upon  the  branches  put  forth  little  tender  green 
which  quiver  in  every  breath  of  air.     He  loved  best 


194 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


those  serene  hours  just  before  the  rising  of  the  sun, 
and  those  which  follow  its  going  down. 

"Spring." — Study  of  the  picture. 

What  season  of  the  year  is  it? 

Why  do  you  think  so? 

What  time  of  the  day?     (Early  morning). 

What  tells  you  that?     (Misty  appearance.) 

Are  there  people  in  the  picture? 

What  are  they  doing? 

What  can  you  say  of  the  water? 

Are  there  few  or  many  leaves  on  the  trees? 

Why  do  you  like  the  picture? 

Leonardo  da  Vinci. — An  Italian  artist  who  excelled 
in  portrait  painting.  The  Last  Supper  was  one  of  his 
masterpieces.  It  is  painted  upon  the  walls  of  a  mon- 
astery at  Milan,  and  the  figures  are  nearly  life-size.  He 
spent  ten  years  upon  this  painting,  and  his  hardest  task 
was  to  find  a  suitable  face  for  Judas,  the  betrayer  of 
Christ. 

"The  Last  Supper." — Study  of  the  Picture. 

How  many  in  the  picture? 

How  are  they  arranged  at  the  table? 

At  what  time  during  the  meal?  (One  of  you  will  be- 
tray me.) 

Which  is  Christ? 

How  do  you  know  Judas?  (By  the  overturned  salt- 
cellar.) 

Give  the  Bible  study  of  this. 

BUSY  WORK. 

Plan  with  the  children  to  make  Easter  cards  or  book- 
lets. Copy  some  appropriate  Easter  sentiments.  Deco- 
rate with  rabbits,  eggs,  chickens  partly  out  of  the  shell, 
or  Easter  lily.    Tie  with  white  ribbon. 

Cut  and  make  of  bristol-board  baskets,  and  fill  with 
painted  eggs,  or  eggs  and  chickens.  A  little  chicken 
coming  from  the  shell  can  be  made  of  a  piece  of  cotton- 
batting  tied  to  form  the  head  and  body,  using  a  tooth- 
pick for  the  bill  and  marking  the  eyes  with  ink.  Put 
into  a  half  egg-shell.     (Illustrate.) 

With  tablets,  sticks,  and  rings,  represent  butterflies 
and  flowers.     (Illustrate.) 

Cut  pussy-willows  of  white  paper  and  mount  on  black 
paper.     Cut  eggs,  kites,  windmills,  chicken-coop,  etc. 

PHONIC  WORD  GAME. 

Place  a  list  of  words  on  the  board  containing  a  few 
of  the  easy  vowel  sounds  such  as  ran,  man,  pet,  set,  hid, 
did,  etc.  Give  the  children  small  cards  on  which  these 
are  written,  and  have  them  put  in  columns  together 
those  containing  the  same  sound.  Give  them  letters  and 
ask  them  to  make  as  many  words  as  possible  having 
the  sound  of  a  as  in  man,  e  as  in  pet. 

PROVERBS. 
Better  live  well  than  long. 
Everybody's  business  is  nobody's  business. 
A  good  garden  may  have  some  weeds. 
A  lazy  sheep  thinks  its  wool  heavy. 
Fortune  helps  them  that  help  themselves. 
He  that  has  but  four  and  spends  five  has  no  need  of 
a  purse. 
He  that  plants  trees  loves  others  besides  himself. 


He  that  knows  not  how  to  hold  his  tongue  knows  not 
how  to  talk. 

SIGNS   OF  SPRING. 
What  are  the  signs  of  springtime? 

Blossoms  all  ablow, 
Birds  in  branches  lilting  rhyme 

To  the  brooks  below, 
Bobolinks  in  meadow  lands, 

Sunshine  everywhere, 
Swallows  circling  round  in  bands 
In  the  upper  air. 

What  are  the  signs  of  springtime? 

Breezy   joyousness, 
Songsters  from  some  warmer  clime 

In  their  gala  dress, 
Fragrant  odors  all  around, 

Breezes  soft  and  low, 
Feet  that  dance  across  the  ground, 

If  we  will  or  no. 


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. 


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. 


Truth  needs   no   color,  beauty  no   pencil. — Shake- 
speare. 

*  *     * 

The   basis   of   high   thinking  is   perfect   honesty- 
Strong. 

*  *     * 

Self-mastery    is    the    essence    of    heroism. — Emer- 
son, 

*  *     * 

He  who  reigns  within  himself  is  more  than  a  king. 
— Milton. 


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INDEX  TO  CONTENTS 


A  Dream,  ...  -     pr.  jjr.  jv.  Hai  /man, 

General  Review  of  the  Month  of  May,  Maude  Louise  Shaffer, 


Get 


Jenny  B.  Merrill, 
Jenny  B.  Merrill, 

■ffe  F.  James, 


The  Second  Gift— Games, 
A  few  Suggestions  on  Garden  Work, 
Wrong  Punishments, 
The  Basic  Philosophy  of  Froebel, 
The  Kindergarten  and  its  Relation  to 
Retardation, 

The  Committee  of  the  Whole, 
New  Kindergarten  Games  and  Plays, 
Little  Pieces  for  Little  People, 
Good  Advice, 
A  True  Experience, 
Resolutions  by  the  Department  of  Superintendence, 
Resolutions  by  the  National  Council  of  Education, 
A  Year  in  the  Kindergarten,  -         Harriette  McCarthy, 

Hints  and  Suggestions  for  Rural  Teach- 
ers -  Grace  Doiv, 
Report  of  the  New  York  Public  School  Kindergarten  Association, 


Mary  Davison  'Bradford, 
Bertha  Johnston, 
Laura  JXountree  Smith, 
Laura  %puntree  Smith, 
Susan  Plessner  Pollock, 
Helen  A.  Savage, 


202 
204 
206 
207 
207 
208 

209 
212 
214 
216 
216 
217 
218 
219 
219 

222 
224 


Volume  XXV,  No.  8. 


$1.00  per  Year,  15  cents  per  Copy 


HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann. 


[aintained  by  the 


NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C.  and  is  intended  solely  for  the 
"different"  child,  the  difficult  child,  the  handicapped  normal  child-whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  oversight  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal   child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training  nature  study- 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 


:ion  main- 


HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Associate 
it  lays  emphasis  upon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  overst 
:  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
lundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,   address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheeiock's  Kindergarten 
Training  School  KASfffiS 

Regular  course  of  two  years.  Special 
course  of  one  year  for  post  graduates. 
Students'  Home  at  Marenholz.  For  cir- 
culars address, 

LUCY  WHEELOCK 


Miss  Atmie  Coolidge  Rust's  21st  Year 

froebel  School  of  Kindergarten 

"Mnrmnl  f!lp<a<sp<«     BOSTON,  MASS. 

i\  ormai  oiaases  PjEBck  building 

COPLEV  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
strong.  Special  won;  under  best  educators. 
Graduates  are  holding  valuable  positions. 
Circulars. 


Kindergarten  Normal  Department 

of   the   Kate   Baldwin 

Free  Kindergarten  Association 
Savannah,   Georgia. 

For   Information,    address 

HORTENSB    M.     ORCUTT,     Principal    of 

"-he   Training   School    and   Supervisor   of 

Kindergartens,     326    Bull    Street, 

Savannah,    Georgia. 


Springfield   Kindergarten 

Normal  Training  School 


HATTIE  TWICHELL, 

*J»RTVr,F(K«  D—  1  KVOMKAIIOW,    MASS. 


Kindergarten    Normal    Department 

Ethical  Culture  School 


FRANKLIN  C.  LEW'S,  Superintendent, 

tt-utrai   Parli    W  e*t  auii  tiiStl  SI. 

NEW    YORK. 


Atlanta  Kindergarten 

Normal  School 

Two    Years'    Course    of    Slud.v. 
Chartered    1897. 
For    particulars    address 

WILLETTE   A.    ALLEN,   Principal, 
S39   Peachtree   Street,  ATLANTA.   GA 


BOWLDEN  BELLS 

FOR  SCHOOLS 

From  $8.00  to  $-25.00 

FOR  CHURCHES 

From  $i5.00to  $135.0C 

Write  for  free 

catalogue. 

flMERIGfiN   EELL  & 

FOUNDRY  CO. 
;Northville  Mich 


■NATIONAL- 


KINDERGARTEN 

COLLEGE 

SUMMER  TERM 


June  17 


Aug:.  8 


KINDERGARTEN  COURSE 

All  Kindergarten  subjects.  Montes- 
sori  Methods.  Credits  applied  on  Fresh- 
man and  Junior  years  if  desired, 

PRSMARY    COURSE 

Montessori  Methods. 
Primary  Methods 
Handwork 

Credits  applied  on   regular  Primary 
course  if  desired. 
Send  for  folder  giving  full  informa- 

R  egistration  for  Fall  Term,  Sept.  ltf. 

5-120O   MICHIGAN    BLVD. 

CHICAGO,    ILL. 


PRATT  INSTITUTE 

SchooSof  fCindergarteoTraining 

Brooklyn,  N.  Y. 

Kindergarten  Normal  C  ours  e,  t  wo 
years.  Special  Classes  for  Kindergart- 
ners  and  Mothers.  Froebel  Educational 
Theories;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work, 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and.  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,  Music  and  Art,  Model  Kinder- 
garten for  Children  ;  Classes  for  Older 
Children  in  Folk  (James,  Dances  and 
Stories. 

AUCE  E.  F1TTS3  Director 

Year  of  1912-13  opens  Sept.  30. 


KINDERGARTEN  DEPARTMENT 

PITTSBURGH  TRAINING  SCHOOL  FOR 
TEACHERS 

formerly 
PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  N.  PARKER,  Director. 

Regular  course,  two  years.  Post  Grad- 
uate course,  one  year.  Twenty-first 
year  began  September  3,  1912.    Address 

Mrs.  Wm.  McCracken 

Colfax  Bldg.  William  Pitt  Blvd.  Pittsburgh,  Pa. 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 


Summer  School 


New  York  University.     University  Heights 

New  York  City. 

TJuly  1  to  Aug.  11,  1913. 

Dr.  James  E.  Lough,  Director 

KINDERGARTEN    DEPARTMENT 


Courses  given  for  Kindergarten  Train- 
ing School  and  University  credit. 
For  information  address, 
Miss  H.  VI.  Mills,  Principal  of  Department. 
New  York  University,  Washington  Square. 
New  York  City. 


MISS  LAURA  FISHER 


M  IVI.EDED  BY 


MISS  HARRIET  NIEL 

PRINCIPAL 

Training  School  for  Kindergartners— 
Normal  Course  two  years.     Graduate 

and  special  courses. 
319  Marlborough  street,     Boston,  Mass. 


PITTSBURGH  AND  ALLEGHENY 


KINDERGARTEN  COLLEGE 

Regular  course,  two  years.    Special  ad- 
vantages for  Post-Graduate  work. 
Fourteenth  Year 
For  catalogue  address, 

MRS.  WILLIAM  McCRACKEN,  Secretary, 
3439  Fifth  Avenue  Pittsburgh,  Pa. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,     DIPLOMA    AND 

NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

Jhepard    Building,       -       23    Fountain    St. 

GRAM)    RAPIDS,   MICH. 


-CLEVELAND. 


MISS    ELLA    C. 
Delaware  Avenue 


ELDER 
Buffalo,  N. 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  College 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 

Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA   FARRIS,   Principal 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


GERTRUDE  HOUSE, 

54  Scott  St.,  CHICAGO. 


i  * 

•J     Diplomas  granted  for  Regular  Kindergarten  Course^  (two  years),     # 

0     and   Post    Graduate  Course  (one  year).     Special   Certificates  for     ^ 

a  Home-maling  Course,  non-professional  (one  year).  A 

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. 


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  Aiabama  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.   Opens  October  1st.  1012. 
For  particulars  address 

MISS  CAROLINE  M  .C.  HART 
The  Pines.  Rutledge,  Pa. 


OHIO,   TOLEDO,    2313    Ashland    Ave. 

THE      MISSES      LAW'S 


Medical  supervision.     Personal  attenti 
Thirty-five    practice    schools. 
Certificate  and  Diploma  Courses 

MAEV    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.   .1 


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  lor   Graduate   Students.      A  course 
in  Home  Making.    Includes  opportunity  to 
become    tamiliar    with    the    Social    Settle- 
ment   movement  at  Chicago  Commons.  Fine 
equipment.   For  circulars    and    information 
write    to 
MRS.    BERTHA    HOFER-HEGNER, 

West  Chicago,  111. 


MNDfRGARTEN  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 
North  western   and   Chicago    Universities. 
For    particulars    address    Eva    B.    Whit- 
more,   Suj>t.,  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. 


HE  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— 1913 

1518  Colombia  Road  N.  W.,  WASHINGTON    D.  C. 

The  citizenship  of  the  future  depends  on  the  children  of  today. 
Susan   Pleesner    Pollock,   Principal 

Teachers'  Training  Course — Two  Years. 
»Ufl|»«r  Trfl&ing  Clas»e§  at  Mt.  Chatauqua — Mountain  kake  Park-™ 
L. .._.  uwreu  Co,,  H&ryiMift. 


THE  HARRIETTS  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 


Connecticut  froebel  Normal 

Kindergarten  Primary  Training  School 
Academic,  kindergarten,  primary  and 
playground  courses,   Bonrdingand.  day 
school.      Extensive  facilities    for  thor- 
ough and  quick  work.  14th  year.   Book- 
lets.   State  certificates.  Address. 
MARY  C.  MILLS,  Principal. 
181  West  avenue,  Bridgeport,  Conn. 


OWN  A  FARM 


Save  while  you  earn.    Invest  your  sav- 
ings in 

NUECES  VALLEY 
GARDEN 

Lands  in  Sunny  South  Texas 

10  acres  will  make  you  independent.  Pay 
by  the  month  or  in  easy  installments. 
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A  postal'card  will  bring  vou  particulars 
by  addressing: 

W.  R. EUBANK  REALTY  Co. 

202-3  Merrick  Lodge  Bldg,, 
Lexington,  Ky. 


HOME  OCCUPATIONS 
f OR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

"Mother  finds  some  happy  work 
for  idle  hands  to  do,"  is  the  idea 
that  has  been  excellently  carried 
out  in  this  most  excellent  little 
volume. 

16mo.  Cloth.    50c,  postpaid. 

GEORGE  W.JACOBS  HO., 

Publishers.  PHILADELPHIA 


THE  KINDERGARTEN 


-PRIMARY- 


AGAZINE 


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,  Philippines,  Guam, 
Porto  Rico,  Samoa,  Shanghai,  Canal  Zone,  Cuba,  Mexico.  For 
Canada  add  20c.  awd  all  other  countries  30c,  for  Postage. 

J.  H.  SHULTS.  Manager. 


APRIL,  1913 


VOL.  XXV,  NO.  8. 


We  are  pleased  to  publish  another  excellent 
article  this  month  by  Dr.  Hailmann,  which 
will  be  read  with  interest. 


The  Montessori  Method  assupplemetary  to  the 
kindergarten  is  one  thing;  as  a  supplanter  of  the 
kindergarten  it  is  quite  another. 


Fourteen  hundred  boys  and  girls  enrolled 
in  the  public  Industrial  Art  School  of  Phila- 
delphia study  drawing,  designing,  modeling, 
and  carving  for  two  hours  every  day. 


Over  90  per  cent  of  the  high  schools  in  the 
United  States  have  libraries,  according  to 
figures  compeled  by  E.  D.  Grcenman  ol  the 
United  States  Bureau  of  Education. 


Compulsorv  school  bathing  is  enforced  in 
the  German  cities  of  Gotha  and  Heilbronn.  In 
Gotha  children  who  can  not  afford  bathing 
suits  are  supplied  with  them  by  the  school. 


"The  greatest  waste  in  education  is  not 
bad  teaching,"  said  a  speaker  at  the  recent 
meeting  of  school  superintendents,  "but 
teaching  things  the  twentieth  century  does 
not  need." 


High  School  enrollment  in  South  Carolina 
has  risen  from  4,812  to  8,902  in  the  past  6 
years,  and  the  amount  paid  for  salaries  of 
high-school  teachers  has  more  than  doubled  in 
the  same  period. 


Remember  the  I.  K.  U.  Meeting  at  Wash- 
ington, April  29-May  2nd.  An  opportunity 
to  visit  this  city  of  great  historical  interest, 


and  at  the  same  time  attend  the  meeting  o 
the  International  Kindergarten  Union. 


The  "school  republic"  or  "school  city"  has 
been  introduced  into  the  Alaskan  native 
schools  by  order  of  the  United  States  Com- 
missioner of  Education,  for  the  purpose  of 
preparing  the  natives  for  citizenship. 


This  Magazine  is  published  for  the  welfare 
of  children  and  is  ready  to  uphold  any  move- 
ment looking  toward  inprovement  in  their 
education  and  culture  regardless  of  whether 
it  is  connected  with  the  kindergarten  or  not. 


The  series  of  articles  by  Dr.  Jenny  B.  Mer- 
rill now  running  in  this  Magazine  are  won- 
derfully helpful  to  those  in  charge  of  little 
children  in  small  cities,  villages  and  rural  dis- 
tricts. The  series  will  continue  for  another 
year. 

The  Montessori  Method  has  been  on  trial 
to  some  extent  in  America  for  several  months 
and  we  invite  kindergartners  everywhere 
who  have  had  experience  with  this  method  to 
state  briefly  their  impressions  as  to  the  value 
of  the  method,  for  publication  in  the  Kinder- 
gartpn-Primary  Magazine. 


Cincinnati  has  tried  compulsory  vocational 
training  and  is  well  satisfied  with  the  result. 
The  boys  and  girls  did  not  like  it  at  first,  ap- 
parently because  of  the  compulsory  feature, 
but  now  seem  to  take  to  take  it  with  enthu- 
siasm. The  school  authorities  have  had  the 
hearty  cooperation  of  the  manufacturers  in 
the  work. 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


A  DREAM. 


By  W.  N.  Hailmann. 

A  few  replies  to  the  questions  proposed  by 
me  in  a  recent  number  of  the  magazine  have 
reached  me.  All  agree  in  essence — some  of 
them  timorously  enough — that  their  chief 
need  is  more  freedom  and  fewer  children.  All 
complain  that  the  ''system"  weighs  heavily 
upon  them ;  that  spontaneity  and  free  self- 
expression  on  the  children's  part  are  greatly 
hampered  by  conditions  the  kindergartners 
cannot  control ;  that  free  play  and  social  group 
work  are  practically  impossible  "on  account," 
says  one,  "of  excess  of  numbers  and  lack  of 
room" ;  that  garden  work  and  open-air  exer- 
cise are  out  of  question  as  interfering  with 
the  rest  of  the  school.  One  of  them,  indeed, 
confesses  that  "under  the  supervisor's  specific 
directions  T  am  compelled  to  do  much  cram- 
ming at  the  expense  of  real  development." 

These  statements  corroborate  my  own  ob- 
servations of  the  work  of  a  number  of  kinder- 
gartens. Indeed,  they  probably  apply  in  all 
cases  where  kindergartens  are  housed  in  the 
same  building  with  a  large  elementary  school. 
In  these  kindergartens,  as  in  all  the  other 
grades  of  the  school,  public  parsimony,  so 
zealously  represented  by  the  average  board- 
member,  compels  a  high  minimum  attendance 
in  the  kindergarten  as  well  as  in  other  grades. 
Thus,  in  a  city  that  prides  itself  on  her  school 
organization,  the  minimum  attendance  that 
justifies  the  maintenance  of  a  kindergarten  is 
fifty — half  in  the  morning  and  half  in  the 
afternoon — and  a  minimum  attendance  of  sev- 
enty is  required  in  order  to  secure  the  ap- 
pointment of  an  assistant. 

This  compels  mass  instruction  with  its 
many  attendant  evils,  centering  in  fatal  dis- 
regard of  individual  needs  and  of  true  social 
development.  Spontaneity  is  at  a  discount. 
Originality  is  in  the  way.  Mutual  helpfulness 
becomes  a  disturbance.  Uniformity,  the 
badge  of  the  inorganic,  becomes  desirable. 
The  children  must  do  as  nearly  as  possible 
the  same  thing  at  the  same  time,  and  in  the 
same  way  as  a  safeguard  against  confusion. 
Songs  are  learned  by  heart  like  the  multiplica- 
tion table;  games  are  drilled  like  calisthenic 
exercises.  The  kindergartner  becomes  a 
teacher  in  the  sense  of  long  ago,  learns  to 
depend  upon  artificial  devices  for  securing 
immediate  results,  and  abandons  the  ways  of 
patient   guidance   of   spontaneous    self-unfold- 


mcnt ;  the  set  program,  the  circle  on  the  floor 
and  the  rest  become  indispensable  aids  in 
forcing  or  luring  the  child  into  a  semblance 
of  merely  formal  intelligence  as  devoid  of  con- 
tent as  empty  nuts. 

That  these  and  similar  shortcomings  are 
emphasized  and,  in  many  instances,  even 
caused  by  the  housing  of  the  kindergarten  in 
a  large  school  building  with  the  elementary 
school' grades,  is  obvious.  By  this  the  kinder- 
garten is  still  further  cramped  and  subdued 
in  its  life.  In  many  matters  of  time  arrange- 
ment it  must  accord  with  the  school.  Free 
play  is  seriously  restricted.  Outbursts  of  joy 
or  eagerness  are  tabood.  Garden  work  and  out- 
door play  are  disturbing.  In  short,  so-called 
school  discipline  lurks  everywhere  with  its 
dismal  "don'ts,"  so  that  little  ones  often  are 
glad  when  dismissal  comes,  as  glad  as  the 
pupils  of  some  older  grades. 

In  the  light  of  modern  genetic  psychology 
and  child-study,  as  well  as  of  the  prophetic 
principles  on  which  Froebel  conceived  his 
kindergarten,  there  is  a  remedy  for  these  un- 
toward conditions,  and  to  indicate  this  is  the 
purpose  of  this  article.  Both,  modern  genetic 
psychology  and  Froebel,  agree  that  normally 
the  development  of  the  child  is  a  process  of 
self-unfoldment,  that  the  child's  mind  is  an 
organism  which  develops  under  the  operation 
of  innate  laws,  and  that  these  cannot  be  op- 
posed or  disobeyed  without  loss  or  injury  in 
the  outcome.  Both  emphasize,  therefore,  with 
equal  insistence  the  necessity  of  constant  re- 
gard for  self-activity,  spontaneity  and  free 
play  as  the  creative  principles  in  the  unfold- 
ing life  of  the  child.  In  free  play,  and  in  this 
alone  and  more  especially  in  earlier  years,  the 
child  reveals  himself,  his  deepest  interests  and 
needs.  Again  and  on  similar  ground,  both 
agree  that  more  especially  in  the  earlier  stages 
outdoor  life  in  close  communion  with  nature 
and  with  the  things  of  life  is  indispensable 
for  physical  as  well  as  for  every  phase  of 
mental  health.  Finally,  both  agree  that  chil- 
dren should  be  allowed  and  encouraged  to 
become  at  each  stage  of  self-unfoldment  what 
that  stage  calls  for,  and  should  not  be  artifi- 
cially forced  or  lured  into  premature  interests. 

With  regard  to  the  period  of  childhood  for 
which  Froebel's  kindergarten  was  designed, 
recent  child-study  has  revealed  facts  that 
throw  a  flood  of  light  upon  our  problem.  We 
know  now  that  the  stage  of  childhood  during 
which  kindergarten  ideals  should  dominate 
our  educational  activity  extends   fully  to  the 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


203 


age  of  eight  years.  "It  is  a  time — I  am  quot- 
ing- at  random — "for  imaginative  activity. 
There  is  slow  increase  in  height  and  weight; 
yet  at  three  years  the  brain  has  gained  two- 
thirds  its  adult  weight,  at  seven  almost  the 
full  brain  weight  has  been  reached.  The 
physical  activity  is  excessive,  but  not  strong 
nor  well  co-ordinated.  The  large  fundamen- 
tal muscles  are  most  called  into  play,  al- 
though from  six  to  eight  there  is  rapid  in- 
crease in  muscular  control.  Mental  action  is 
rapid,  but  uncontrolled ;  the  mind  very  recep- 
tive;  attention  active,  but  capricious;  memory 
acute ;  thought  active,  but  disconnected  and 
fanciful ;  play  highly  fanciful  and  inventive. 
The  mind  is  suggestible  and  imitative,  willing 
to  try  the  hand  at  anything.  The  moral  and 
esthetic  life  is  crude,  the  brain  lacking  in  co- 
ordination." 

Obviously  the  children  at  this  stage  are  ill 
fitted  for  the  drill  and  discipline  to  which  the 
traditional  primary  school  still  is  prone  to 
subject  them,  usually  under  the  depressing 
and  degenerative  uniformities  and  artificial- 
ities of  mass  teaching.  They  need  varied  op- 
portunity and  stimulus  to  gather  material  for 
thought  and  action  in  direct  experience  and 
experiment,  in  the  observation  of  the  things 
of  environment  and  in  the  realization  of  their 
powers  of  adjustment  to  necessity  or  purpose. 
They  need  opportunity  and  stimulus  to  exer- 
cise eye  and  hand,  the  senses  and  motor  life, 
for  the  purposes  of  self-enrichment  and  self- 
expression  in  deed  and  word.  They  need 
these  things  not  only  with  reference  to  indi- 
vidual effort,  but  also  with  reference  to  more 
or  less  freely  organized  group  activities  in 
generous  co-ordination,  in  intelligent  leader- 
ship and  loyal  following. 

They  need  little,  if  any,  drill  in  the  conven- 
tionalities of  reading  and  writing  and  arith- 
metic, but  much  practice  in  speaking  and  in- 
terpreting speech,  much  self-expression  in 
drawing  and  color  work,  frequent  use  of  num- 
ber relations  in  measuring  and  arranging,  in 
planning  and  making.  They  need  little,  if 
any,  drudgery  in  connection  with  artificial 
tasks,  but  much  eager  and  earnest  play-work 
with  sand  and  clay,  heavy  paper  and  card- 
board, wood  and  other  suitable  material.  They 
need  much  outdoor  occupation  in  garden  and 
playground,  in  sand-pile  and  gravel-pit;  fre- 
quent excursions  in  field  and  park,  much  con- 
tact with  accessible  phases  of  agricultural 
and  industrial  life. 

Clearly,    neither    the    organization    nor    the 


equipment  and  environment  of  the  current 
elementary  school  is  adapted  to  such  work. 
Nor  could  the  elementary  school,  in  view  of 
the  requirements  of  the  later  stage  of  child- 
hood between  the  ages  of  eight  and  twelve, 
permit  without  serious  loss  such  "unsystem- 
atic" work  with  its  outbursts  of  eagerness  and 
joy,  on  the  part  of  groups  and  classes  of 
younger  children  engaged  in  finding  them- 
selves, their  powers  and  limitations,  individ- 
ually and  socially,  with  reference  to  their  en- 
vironment. 

Under  such  incompatibility  there  is  no  rem- 
edy but  divorce.  The  elementary  school  must 
be  relieved  of  the  kindergarten  and  of  the 
children  between  the  ages  of  six  and  eight 
who  in  reality  have  similar  needs,  and  these 
must  be  afforded  conditions  and  an  environ- 
ment adapted  to  their  needs;  a  spacious  one- 
story  building  with  ample  equipment  for  the 
required  indoor  play-work ;  connected  with 
this  the  needed  playgrounds  and  gardens,  and 
a  sufficient  number  of  teachers — older  sisters 
and,  I  am  tempted  to  add,  older  brothers — 
cheery  and  young  enough  in  their  hearts  to 
"live  with  the  children"  sympathetically,  re- 
sourcefully, effectively. 

Fuller  details,  depending  largely  on  local 
conditions,  can  find  no  place  here.  In  a  sub- 
sequent article,  however,  I  hope  to  indicate 
some  of  these  in  an  account  of  actual  experi- 
ments looking  in  these  directions.  Nor  is  this 
the  place  to  meet  the  varied  objections  that 
may  be  raised  against  "so  wild  a  scheme." 
Only  one  of  these  can  receive  passing  atten- 
tion at  this  juncture,  the  question  of  cost. 

This  question  will  assume  a  more  hopeful 
aspect  when  we  look  upon  cost  not  as  mere 
expense,  but  as  investment.  We,  then,  learn 
to  fix  our  attention  primarily  upon  the  out- 
come, upon  the  returns  that  come  to  us  from 
the  work  under  consideration.  Cost  in  effort, 
direct  or  indirect,  ceases  to  be  a  sacrifice  and 
becomes  a  wise,  because  indispensable,  meas- 
ure for  success,  and  parsimony  which  clogs 
all  other  effort  entails  more  or  less  disastrous 
failure  and,  in  the  end,  proves  wasteful. 

There  is  ample  illustration  of  this  in  the 
field  of  educational  activity.  Thus,  on  the 
one  hand,  we  find  more  liberal  investment  re- 
warded by  greater  value  in  outcome  in  re- 
cent extensions  of  the  work  of  state  univer- 
sities, of  secondary  and  intermediate  schools, 
of  industrial  improvement  and  trade  schools, 
of  sanitation,  playgrounds  and  school-gardens. 
On  the  other  hand,  public  parsimony  is  reap- 


204 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


ing  bitter  fruit  from  scanty  provision  for  the 
preparation  and  remuneration  of  teachers, 
more  particularly  in  elementary  schools,  in 
the  evils  of  retardation  and  of  premature 
school  mortality,  in  the  inadequacy  of  organ- 
ization and  program,  in  the  shortcomings  of 
class  instruction  and  the  rest,  all  of  which 
represent  more  or  less  disastrous  waste  in 
the  school  investment. 

However,  the  changes  involved  in  my 
dream  do  not  call  for  a  forbidding  investment. 
Insofar  as  the  mere  separation  of  the  kinder- 
garten and  of  the  lower  primary  grades  from 
the  elementary  schools  is  concerned,  it  offers 
no  more  difficulty  than  the  establishment  of 
separate  high  schools  in  former  days,  or  the 
organization  of  the  seventh  and  eighth  grades 
of  the  elementary  school  and  the  lowest  high 
school  class  into  an  Intermediate  School,  or 
"Junior  High  School"  and  their  separation 
from  the  units  of  the  system  to  which  they 
had  belonged.  Similarly,  additional  equip- 
ment and  teaching  force  will  not  call  for  rel- 
atively heavier  additional  burden  than  was 
the  case  in  the  changes  just  noted.  The  chief 
factors  in  increased  investment  probably  will 
be  found  in  the  establishment  and  manage- 
ment of  playgrounds  and  school  gardens  and 
in  facilities  for  excursions. 

Much  of  this  will  be  offset,  even  from  a 
material  point  of  view,  by  increased  accom- 
modation for  higher  elementary  grades  in  the 
buildings  from  which  the  kindergartens  and 
lower  primary  grades  have  been  withdrawn, 
and  by  certain  economies  in  the  equipment  of 
elementary  schools  to  be  built  later  on.  More- 
over, in  view  of  the  fact  that  in  education,  as 
much  at  least  as  in  any  other  work,  "the  be- 
ginning is  one-half  of  the  whole,"  the  addi- 
tional returns  from  the  investment  in  every 
phase  of  the  work  in  all  subsequent  depart- 
ments will  more  than  justify  the  increase  in 
investment. 

The  realization  of  the  "dream"  rests,  per- 
haps, largely  with  the  mothers.  As  these,  in 
former  years,  by  concerted  action  brought 
about  the  establishment  of  kindergartens  in 
connection  with  public  schools,  so  they  can 
now  in  similar  fashion  expedite  the  establish- 
ment of  this  much  needed  reform  so  materi- 
ally that  its  accomplishment  may  justly  be 
credited  to  them  and  to  their  enlightened  de- 
votion to  the  cause  of  education. 


GENERAL  REVIEW  OF  THE  MONTH 
OF  MAY. 


Perseverance. 

Success  in   most  things  depends  on  knowing  how 
long   it    takes    to    succeed. — Monsequin. 


Maude  Louise  Shaffer. 

Kindergarten  P.  S.  39,  Bronx. 

The  month  of  May  has  been  a  very  happy 
one  with  us.  Beside  the  joy  of  the  spring- 
time we  have  had  a  garden  all  our  own,  and 
a  May  party  such  as  one  plans,  but  does  not 
often  experience. 

The  garden  consists  of  ten  large  dry  goods 
boxes  filled  with  earth  which  was  brought  by 
the  boys  of  the  sixth  grade  from  a  nearby 
farm.  The  dirt  was  prepared  and  the  seeds 
were  planted  by  the  children  of  the  two  kin- 
dergartens. We  now  have  a  fairly  good  show- 
ing of  vegetables:  potatoes,  peas,  radishes, 
lettuce,  onions  and  beans,  beside  a  box  of 
nasturtiums,  and  one  of  sunflowers. 

Every  pleasant  day  we  go  out  to  see  what 
can  be  done  to  help  the  growth  of  our  green 
things. 

The  joy  over  every  little  plant  that  "comes 
to  the  light"  is  wonderful. 

While  we  were  planting  our  garden  several 
of  my  children  came  to  me  with  the  report 
that  they  were  making  gardens  at  home,  and 
they  wished  they  had  some  seeds  to  plant.  I 
gave  each  one  a  very  few  seeds,  and  since 
that  time  I  have  listened  to  many  interesting 
stories  of  the  awakening  and  growing  seeds. 

Out  of  our  work  in  the  garden  has  grow  i 
a  better  understanding  of  the  farmer  and  his 
work.  We  have  talked  about  the  life  on  the 
farm  in  the  spring  time,  and  have  contrasted 
it  with  the  work  in  the  fall ;  we  have  made 
use  of  the  same  tools.  The  children  have 
bought  hoes  and  spades  and  rakes  and  wheel- 
barrows, and  have  brought  them  to  kinder- 
garten. 

We  were  particularly  fortunate  at  the  time 
we  were  studying  the  farmer.  For  days  we 
were  able  to  watch  from  our  windows  the 
ploughing  of  a  lot  which  is  undergoing  the 
process  of  excavation. 

Our  surroundings  are  almost  ideal.  We 
have  watched  from  the  windows  the  budding 
and  leafing  of  the  trees,  a  blossoming  pear 
tree,  and  the  growth  of  the  grass.  In  the 
lots  back  of  the  school  we  have  picked  spring 
beauties,  dandelions  and  buttercups,  and  we 
have  welcomed  the  birds  too,  and  have 
watched  them  build  their  nests. 

The  spirit  of  the  May  time  found  its  climax 
in  our  May  party. 

About     sixty    children,    including    younger 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


2o^ 


brothers  and  sisters,  and  twenty  mothers 
joined  in  the  merry-making. 

The  children  were  decorated  with  garlands 
of  paper  flowers  which  they  had  made,  many 
carried  flags,  six  boys  comprised  a  drum 
corps,  while  three  more  blew  horns  most  lust- 
ily. 

Our  procession,  headed  by  the  Maypole,  the 
King  and  Queen  and  the  musicians,  was  a 
very  imposing  one.  We  went  by  way  of  the 
subway  to  Bronx  Park,  placed  our  Maypole 
on  the  hill  overlooking  the  Bronx  river,  had 
oui  Maypole  dance  and  May  songs,  and  ate 
our  luncheon.  When  all  the  papers  and  boxes 
had  been  cleared  away  we  visited  the  zoo. 

The  day  was  perfect  in  every  way,  and  will 
long  be  remembered. 

Since  that  day  we  have  spent  much  time 
talking  about  our  May  party.  We  have  stud- 
ied the  wild  animals  we  saw;  have  tried  to 
place  them  in  their  native  environment. 

The  story  of  "Little  Black  Sambo"  has 
been  a  source  of  great  enjoyment. 

"Little  Black  Sambo"  has  been  pictured  in 
clay,  and  in  crayons,  and  we  have  even  dram- 
atized the  story.  No  other  game  is  half  so 
much  fun ;  not  even  the  dramatization  of  "The 
Lion  and  the  Mouse"  can  equal  it. 

Our  occupations  and  gift  lessons,  songs 
and  games,  have  helped  to  make  more  real 
and  vital  our  talks  and  experiences,  and,  as  a 
whole,  the  month  of  May  has  been  full  to 
overflowing  with  happy  and  profitable  work. 

PROGRAM    FOR   JUNE. 

1.  Home  Relations — 

a.  Summer  plans,  and  former  summer  ex- 
periences, 
a.  Life  in  the  country- 

1.  Farm  and  farm  animals. 

2.  Nature— 

a.  General  aspect  of  nature  at  this  season. 

a.  Flowers  and  trees. 

b.  Insects. 

c.  Frogs,  snails,  etc. 

d.  Grass. 

3.  Social  Relations — 

a.  Games  played  on  the  street. 


Private  benefactions  for  theological  schools 
amounted  to  $1,680,000  during  the  past  year. 


Plans  have  been  started  by  the  Deutscher 
Verein  at  Columbia  University  for  the  organi- 
zation of  a  union  of  German  student  societies 
in  American  universities. 


Austria's  eight  universities  had  26,332  stu- 
dents last  year,  of  whom  2,130  were  women. 
The  seven  technical  schools  had  9,920  in  at- 
tendance. 


Vocational  work  in  high  schools  is  now  fully 
recognized  with  other  subjects  for  admission 
to  the  University  of  Kansas.  Three  of  the 
required  fifteen  units  may  be  in  manual  train- 
ing, domestic  science,  stenography,  bookkeep- 
ing, agriculture,  or  commercial  law.  The  Uni- 
versity of  Michigan  also  accepts  vocational 
subjects. 


The  Massachusetts  Board  of  Education  has 
a  deputy  commissioner  for  vocational  educa- 
tion. His  duties  include  supervision  of  State 
expenditures  in  aid  of  vocational  schools;  def- 
initions of  standards  of  instruction;  approval 
of  courses,  teachers,  etc. ;  and,  in  general,  the 
enlightenment  of  public  opinion  on  this  form 
of  education. 


A  bill  providing  for  vocational  continuation 
schools  has  been  introduced  in  the  Washing- 
ton legislature.  It  provides  for  compulsory 
continuation  schooling  for  six  hours  weekly, 
three  years  for  boys  and  two  years  for  girls, 
after  the  age  of  fifteen.  The  plan  is  somewhat 
similar  to  the  Cooley  proposal  in  Illinois,  but 
differs  in  empowering  the  local  school  board 
to  appoint  the  board  to  have  charge  of  voca- 
tional training.  In  this  and  other  respects  it 
resembles  the  Wisconsin  law  enacted  in  1911. 


There  are  101  teachers  of  agriculture  in  the 
normal  schools  of  the  United  States,  accord- 
ing to  figures  compiled  by  the  United  States 
Bureau  of  Education.  Eighteen  of  them  teach 
agriculture  alone  ;  72  teach  agriculture  in  com- 
bination with  one j3r  more  sciences;  nine  teach 
two  other  subjects;  and  one  three  other  sub- 
jects. One  normal  school-teacher  handles  ag- 
riculture in  combination  with  the  following: 
"Pedagogy,  didactics,  history  of  education, 
civics,  child  study,  and  school  management." 


A  Right  attitude  toward  the  child  by  the  tea- 
cher is  essential  to  the  best  work  educationally  and 
to  the  kindergorten  more  than  to  any  other  edu- 
cationalfacter  are  we  in  America  indebted  for  the 
wouder-ful  progress  that  has  been  made  along 
these  lines  during  the  last  few  years. 


206 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


HOW  TO  APPLY  KINDERGARTEN  PRINCIPLES 

AND  METHODS  IN  VILLAGE  AND 

RURAL  SCHOOLS. 

Article  VII. 

The  Second  Gift. (Continued.) 

GAMES. 
By  Dr.  Jenny  B.  Merrill 

A  few  of  the  games  suggested  in  connection  with  the 
first  gift  may  be  repeated  with  the  hard,  wooden  sphere 
of  the  second  gift.  The  children  will  recognize  them- 
selves that  only  the  rolling  motion  is  possible  with  such 
a  hard  ball. 

A  few  new  games  may  be  added : — ■ 

1.  Take  Aim.  Place  the  cylinder  upon  the  cube,  tak- 
ing aim  with  the  sphere.  Gradually  increase  the  dis- 
tance.    Children  learn  to  judge  force  required. 

Aim  to  hit  the  cube  so  that  the  cylinder  will  fall  off. 
This  requires  increasing  strength  as  well  as  judgment 
in  aiming.  When  the  cylinder  falls,  all  clap  as  signify- 
ing interest  in  the  success  of  a  mate.  The  children  love 
this  clapping.  It  is  not  merely  emotional.  It  has  a 
moral  value  to  rejoice  in  the  success  of  others.  Train 
the  children  to  wait  for  the  signal. 
Take  aim  !  Roll- 
Appoint  a  child  to  replace  the  cylinder  when  it  falls. 
The  game  proceeds  as  before. 

2.  Rolling  to  the  center.  Two  children  hold  spheres 
on  opposite  sides  of  the  ring.  They  aim  to  make  them 
strike  each  other  at  the  center  of  the  ring.  This  brings 
a  hearty  laugh  as  they  rebound  or  pass  each  other. 

3.  Nest  of  eggs.  Many  children  have  spheres.  A 
small  circle  is  drawn  on  the  floor.  Each  child  aims  to 
make  his  sphere  roll  into  the  nest.  A  child  counts  how 
many  are  in. 

4.  Sense  Gaines,  (a)  The  children  stand  with  hands 
behind  them.  The  teacher  or  an  older  child  passes 
quickly  around  on  the  outer  side  of  the  ring  placing  a 
form  in  each  child's  hands.  Different  children  are  called 
upon  to  decide  which  form  was  given  them.  After  nam-, 
ing,  they  show  it.  Instead  of  calling  children  by  name, 
work  more  quickly  in  large  classes  by  starting  one 
child,  and  directing  each  to  be  ready  in  turn  to  name 
his  form,  then  show  it.  Those  who  make  mistakes, 
place  their  blocks  on  the  floor  in  the  center.  Those  who 
are  right  pass  around  on  the  outside,  and  give  their 
forms,  concealed,  to  those  who  have  made  mistakes, 
thus  allowing  them  another  chance  and  the  practice  they 
need. 

(b)  Touch  game.  Forms  hidden  in  a  bag.  Children 
called  to  put  hand  in,  touch  one  and  decide  what  it  is 
before  showing  it.  They  may  later  be  asked  to  touch 
with  one  finger  and  see  if  they  can  tell.  (It  is  really 
through  the  muscular  sense  rather  than  touch  that  they 
are  able  to  decide.) 

For  variety,  toys  mav  be  olaced  in  the  bag  also  and 
smaller  objects,  including  Hailmann  beads,  which  "re- 
peat the  same  forms  in  miniature. 

Note. — In  taking  aim,  children  are  very  apt  at  first  to 
roll  without  really  trying  to  take  aim.  They  throw  at 
random.    By  calling  attention  to  the  preparatory  act  of 


aiming,  we  train  them  to  inhibit,  to  hold  back  until  the 
eye  has  gauged  the  distance. 

5.  Beating  time.  The  children  each  have  two  of  the 
wooden  forms.  They  strike  them  together  rhythmicall/, 
thus  practicing  different  time  measures:  1,  2,  1,  2,  or 
1,  2,  3,  1,  2,  3,  or  1,  2,  1,  2,  3. 

They  may  march  while  beating  time.  This  exercise 
utilizes  the  noisy  property  of  this  gift,  which  always 
delights  the  child. 

If  there  is  no  piano,  this  helps  in  marching  exerciles 
and  saves  the  voice  in  singing. 

Older  children  like  to  beat  the  time  of  a  whole  soig, 
and  have  others  guess  what  song  it  is. 

OCCUPATIONS. 

Certain  occupations  may  be  connected  with  the  secqnd 
gift,  which  I  will  enumerate: 

1.  Impress  the  forms  on  moist  sand.    Too  much  anal- 
ysis  of   mathematical    forms    is   undesirable.      Pressing: 
out   the    forms   unconsciously    familiarizes   the    children 
with   the   square   and  the  circle.     These   forms  may  be 
repeated  in  rows.     Hollow   cubes,   cylinders  and  hemi- 
spheres are  sometimes  provided  to  be  filled  with  moist      \ 
sand.    The  children  become  quite  skillful  in  slipping  the       \ 
sand  out  so  that  it  will  retain  its  shape  for  a  time.     If 
such  forms  are  not  provided,  use  tin  boxes. 

Other  forms,  as  of  shells,  fish,  etc.,  are  obtainable  in 
toy  stores  for  such  work. 

In  early  work,  the  corner  and  the  edge  is  sometimes 
pressed  on  the  hand.  In  these  ways  children  become 
interested  in  parts  in  a  playful  way,  and  learn  also  to 
be  careful  not  to  hurt  themselves  with  the  sharp  parts. 

2.  Paper  impressions.  Consider  the  cube  to  be  a  table. 
Make  a  red  paper  cover  for  it,  pressing  a  larger  square 
until  it  forms  a  table-cover.  Take  the  cloth  off  and 
notice  the  creases.    What  made  them? 

Play  the  cylinder  is  a  round  table.  Press  a  square  or 
circle  larger  than  its  ends  in  a  similar  way. 

3.  Hollow  forms.  Prepare  paper  strips  to  roll  around 
the  cylinder  and  the  cube.  Slip  them  off  and  look 
through  them.  Let  the  slips  be  considerably  longer  so 
as  to  pass  around  the  form  twice.  Then  they  can  be 
held  in  shape.  The  children  may  want  to  cover  the 
sphere.    Let  them  experiment. 

4.  Tracing  outlines.  Hold  the  cylinder  or  cube  firmly 
with  one  hand  on  a  sheet  of  drawing  paper.  Trace 
around  the  part  that  touches  the  paper,  using  different 
colored  crayons  from  time  to  time.  Let  the  child,  after 
lifting  up  the  form,  observe  the  outlines  left  on  the 
paper.  It  is  a  novel  experience  to  them.  They  have 
made  a  picture  of  one  side.  It  is  a  step  towards  the 
abstract. 

5.  Filling  in.  These  outlines  may  be  filled  in  with 
colors  chosen  by  the  children.  They  may  trace  the  cube 
and  cylinder  in  alternation,  and  make  colored  borders  or 
other  designs. 

6.  Cutting  out.  The  square  and  circle  may  be  cut  out 
after  being  traced  or  impressed. 

7.  Clay  modeling.  These  forms  may  be  modeled  in 
clay  and  also  impressed  upon  clay  plaques. 

Common  objects  similar  to  them  should  also  be 
modeled. 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


207 


OBJECTS  CHILDREN  MAY  MODEL. 


The  Sphere— 

Cylinder- 

Beads 

Beads 

Drum 

Cube- 

Eggs 

Muff 

Box 

Fruits 

Candle 

Trunk 

Vegetables 

Banana 

Bench 

Sugar  bowl 

Coil  of 

rope 

Beads 

Cakes 

Animals 

Bricks 

Nuts 

Pitcher 

Vases 

House 

In  modeling  it  is  not  necessary  to  base  the  work  upon 
the  forms  of  the  second  gift,  although  it  is  common  for 
many  kindergartners  to  do  so.  As  we  can  classify  all 
objects  under  these  heads  approximately  it  is  convenient 
for  adults  to  do  so,  but  children  should  model  without 
reference  to  mathematical  forms  and  principally  dishes, 
vases  and  fruits.  The  beads  may  be  graduated  in  size 
and  marked  with  stripes  and  dots  that  make  very  pretty 
effects  for  necklaces.  (See  Article  III  of  this  series.) 
The  beads  of  different  shapes  may  be  alternated  in 
stringing  if  so  desired. 

Very  pretty  baskets  may  be  made  of  long,  slender 
cylindrical  coils 

Note. — Many  now  use  plaskiene  instead  of  clay.  It 
is  more  expensive  and  must  be  used  over  and  over. 
Each  child  should  have  his  own  lump.  I  prefer  clay  for 
young  children,  as  it  is  cheaper,  easier  to  work  and  the 
things  made  can  be  retained.  Older  children  may  not 
care  to  keep  what  they  make.  The  little  ones  do  care 
It  destroys  the  educational  effect  in  part  to  cast  aside  at 
once  what  has  been  modeled.  Children  do  not  model  for 
practice,  but  because  they  love  to  have  the  little  dishes 
and  other  things  they  make. 


A   FEW   SUGGESTIONS    ON    GARDEN   WORK 

By  I>r.  Jekny  B.  Mkkrii.i, 

Garden    Work.-  -Out    of    doors     if     possible.     F 


nt 


flower   seeds.     Even   a  box 
yard    has    aroused    much 


Vegetable  seed's  as  w< 
in  the  corner  of  a 
interest. 

The  little  garden  should  be  visited  by  the  whole 
kindergarten  daily,  and  a  few  children  chosen  to  do 
the  necessary  work  in  turn  if  the  garden  does  not 
offer  work    for  all. 

The  children  should  name  the  plants  daily  in  a  simple, 
natural  way.  not  as  drill. 

Potted  plants  are  more  easily  taken  care  of  indoors 
than  long  window  boxes.  Some  stand  the  pots  in 
window  boxes  to  give  a  connected  effect.  The  pots 
should   be   massed,   not   scattered   around    the   room. 

If  possible,  let  each  child  have  his  own  flower  pot, 
or  even  an  egg  shell  in  which  he  has  planted  a  seed 
to  take  care  of  him.  Let  as  many  as  can  take  the 
plant   home   on   Fridays. 

If  disaster  follows,  make  little  of  it.  and  plant  again. 
A  child  learns  by  doing.  After  an  accident  he  will  lie 
more  careful.  Do  not  deprive  a  child  of  experience 
because  an  accident  may  occur.  It  is  not  the  result  so 
much  as  the  effort  that  is  valuable  at  this  stage. 

Frequently  make  a  play  garden  on  the  floor  during 
the  morning  circle.  Keeping  the  plants  in  pots  permits 
this  to  be  done.     It  brings  the  plants  near  the  children 


and  they  enjoy  it.  Occasionally  place  a  few  of  the 
plants   on   the  tables   during   occupation  hour. 

Walks.— In  favorable  localities  short,  daily  walks 
may  be  substituted  for  the  game  period.  On  these 
walks  note  the  tree  nearest  to  the  school,  name  it. 
Note    the   clouds,    the   birds,   the   shadows. 

If  walks  are  not  allowed,  then  play  in  the  open 
courts    on    pleasant    days. 

On  April  1,  Froebel's  birthday,  several  nearby  kin- 
dergartners sometimes  arrange  to  meet  in  the  nearest 
park.  As  Froebel  made  out-of-door  life  a  controlling- 
practice  in  his  method,  there  can  be  no  more  appro- 
priate way  of  honoring  his   memory. 


WRONG   PUNISHMENTS. 

The  object  of  all  child  culture,  family  government, 
and  education  should  be  to  direct  and  develop  the 
natural  attributes  of  the  child  so  that  it  may  unfold 
into  a  strong,  beautiful,  harmonious  character.  The 
ideal  should  include  a  strong,  healthy  body,  vigorous 
energies,  normal  appetites,  pure  affections,  lofty  ambi- 
tions, refined  tastes,  a  keen  intellect,  a  decided  will,  a 
kind,  forgiving  spirit,  and  a  deep  sense  of  reverence. 

Not  every  child  can  be  developed  to  so  high  an  ideal, 
but  since  all  are  capable  of  constant  improvement — 
some  fast,  some  slow — we  should  employ  the  best 
methods  available  to  accomplish  this  for  the  child,  and 
discipline  in  its  highest   sense  is  the  chief   requisite 

"Order  is  Heaven's  first  law."  The  foundation  of 
a  school,  as  of  a  home  or  society,  is  law  and  order. 
The  teacher  must  possess  the  power  of  enforcing  the 
regulations  which  are  essential  to  the  existence  of  the 
school  as  a  small  social  organization.  School  govern- 
ment, however,  does  not  depend  wholly  upon  the 
teacher, — there,     are      two      important      factors, — home 


mnnumtv   of 


training   and    the   public   opinion    of   the 
which   the  school   is   a  part. 

School  discipline,  like  instruction,  will  take  form 
from  the  temperament  and  character  of  the  teacher. 
A  reputation  for  impartial  judgment  is  the  essential 
requisite  of  the  teacher  who  governs  well.  Suit  the 
punishment  to  the  temperament  of  the  child.  Do  not 
name  definite  punishments  for  non-compliance  to  rules. 
"Consent  cordially  and  gracefully,  but  let  your  re- 
fusals be  firm   and  absolute.*' 

A  strong-willed  child  who  has  the  instinct  of  free- 
dom largely  developed  within  him.  can  more  frequently 
be  brought  into  the  right  way  of  doing  by  having  a 
choice  between  two  things  given  him.  A  certain 
amount  of  obedience  is  exacted  in  that  he  must  choose 
one  or  the  other  of  the  alternatives.  Have  tact  enough 
to  divert  the  child's  attention  from  its  own  obstinacy, 
and  in  a  few  moments  you  will  lead  it  gently  around 
to    submission. 

Punishments  must  seem  to  be  the  natural  conse- 
quence of  wrong  acts.  If  possible  let  the  instinct  of 
justice  which  is  within  each  child,  feel  that  the  com- 
mand has  been  given  because  the  thing  to  be  done  is 
necessary  and  right.  The  problem  always  before  us 
is. — by  what  process  of  training  can  the  outward  must 
he  changed  to  the  inward  out/lit,  and  thus  develop  the 
child    into   a    free   self-determining  being? 


208 


THE    KINDERGARTEN-PRIM/  **Y  MAGAZINE 


THE  BASIC  PHILOSOPHY  OF  FROEBEL. 


By  George  F.  James 


Kindergarten  teachers  are  peculiarly  fortunate  in 
being  drawn  for  the  most  part  to  the  work  which  the}' 
are  doing  in  the  school  system  by  a  definite  preference 
and  inclination  toward  the  training  of  children  in  their 
early  years.  They  have  the  advantage  also  of  a  gen- 
eral education  extending  very  far  beyond  the  experi- 
ence of  the  pupils  under  their  charge  and  a  profes- 
sional discipline  directed  specifically  toward  efficiency 
in  their  chosen  field.  Within  this  field,  more  than  at 
any  other  stage  of  public  instruction,  the  theory  of 
education  has  been  developed  and  methods  of  its  ad- 
ministration established.  Vital  problems  within  the 
field,  however,  are  still  pressing  for  solution  and  these 
demands  will  be  met  satisfactorily  only  in  proportion 
as  kindergarten  teachers  get  back  of  the  device,  the 
method,  and  the  theory  to  the  fundamental  philosophy 
of  Froebel.  The  theory  of  kindergarten  teaching  has 
been  developed  on  the  basis  of  interest,  self-activity, 
motor  training,  play  instinct,  imitation,  and  particu- 
larly on  the  admirable  principle  of  pioneers  in  this 
field,  that  the  educational  process  is  more  important 
than  the  product,  the  mode  of  thinking  more  signifi- 
cant than  the  thought,  the  manner  of  doing  more  vital 
than  the  thing  accomplished.  Back  of  the  theory  is 
the  basic  philosophy  of  Froebel  to  which  every  kinder- 
garten teacher  should  have  recourse  as  a  never-failing 
spring  of  inspiration  and  guidance. 

Froebel  stands  forth  as  one  of  the  stupendous  figures 
in  educational  history  and  every  phase  of  his  thinking 
calls  for  thoughtful  consideration.  His  basic  phil- 
osophy has  been  to  some  extent  overlooked  or  depre- 
cated by  his  followers.  Some  have  been  inclined  to 
apologize  for  his  symbolism  and  to  condone  his  phil- 
osophic suggestions  as  irrelevant  and  negligible  altho 
pardonable  in  the  light  of  his  practical,  helpful  labors 
for  the  school.  This  attitude  does  him  much  less  than 
justice,  for  even  in  the  vague  and  scattered  revelations 
of  his  deeper  thinking  we  get  the  true  explanation  of 
his  vitalizing  force.  Too  often  the  starting-point  in 
the  thinking  of  educational  theorists  is  disregarded, 
altho  this  determines  to  a  considerable  extent  the  scope 
and  degree  of  their  influence.  We  know  Froebel  as 
an  effective  organizer  of  principles  in  early  education. 
Back  of  the  theorist,  however,  stands  the  philosopher, 
and  although  we  have  been  inclined  to  neglect  his  basic 
thought  because  he  presents  it  somewhat  obscurely, 
nevertheless  the  message  of  this  great  reformer  was 
conceived  in  the  depths  of  his  philosophic  reflection 
and  only  by  immersing  ourselves  in  that  can  we  catch 
the    full    import   of   his   gospel. 

The  pedagogic  effectiveness  of  Froebel  lies  in  his 
philosophy,  which  was  in  turn  thruout  tinged  by  his 
religious  thinking,  and  this  again  was  strongly 
mystical,  as  is  natural,  since  the  root  of  all  religion 
is  mysticism.  Many  earnest  students  of  Froebel  have 
turned  away  from  this  phase  of  his  teachings  because 
the   mystical    stands    in    the   popular    consciousness    for 


the  obscure,  the  unreal,  the  fantastic,  all  equally  re- 
pugnant to  a  scientific  attitude  and  training.  Never- 
theless most  men  and  women  are  mystic  in  some 
phase  of  their  thinking  and  will  come  thru  to  a  con- 
sistent theory  of  life,  not  by  neglecting,  but  by  anal- 
yzing this  element  of  their  experience.  In  the  mysti- 
cism of  Froebel  lies  much  of  his  power,  and  a  careful 
study  of  his  basic  beliefs  will  serve  to  vivify  the  work 
of  all  those  who  are  laboring  in  his  name. 

The  essence  of  mysticism  lies  in  a  spiritual  concep- 
tion of  the  universe  and  a  religious  attitude  toward 
all  experience,  which  describes  exactly  Froebel's  posi- 
tion. Influenced  by  the  current  philosophic  thought  of 
Germany,  he  developed  a  pure  idealism  which  con- 
ceived the  universe  as  an  organic  unity  infused  by 
self-conscious  universal  life  and  defined  the  soul  as 
an  individualization  of  this  universal  life  or  reason 
which  comes  gradually  to  a  realization  intimate,  direct, 
complete,  of  the  encircling  universe  and  the  spirit 
which  informs  both  it  and  him.  The  Education  of 
Man  from  the  opening  paragraph  shows  how  com- 
pletely Froebel's  philosophy  is  expressed  in  this  mystic 
attitude,  and  in  his  life  and  writings  appears  e\ery 
kind  of  mystic  experience  which  William  James  has 
summarized   in  his    Varieties  of  Religious  Expe~riev.ce. 

The  metaphysical  type  of  mysticism  which  affirms 
the  absolute  unity  of  all  creation  sees  with  Froebel, 
back  of  the  world  of  nature  and  the  world  of  hu- 
manity, interpenetrating  both,  the  workings  of  a  spir- 
itual force.  In  this  spiritual  force  each  of  these 
worlds  verily  lives  and  moves  and  has  its  being  and 
thru  it  each  becomes  organically  related  to  the  other 
in  a  single  universe.  The  world  is  real  to  Froebel, 
MacVannel  excellently  put  it,  because  of  the  contin- 
uous self-determination  of  a  spiritual  principle  involv- 
ing the  process  by  which  the  world  is  maintained  is 
an  organic  whole.  The  universe  to  him  is  the  means 
of  evolution  from  the  infinite  and  every  self  is  a  part 
of  the  universal  life,  each  child  the  struggling  ex- 
pression of  an  inner  divine  law. 

The  religious  variety  of  mysticism  finds  its  essence 
in  the  striving  of  the  individual  toward  union  with 
the  divine,  and  Monroe  has  pointed  out  that  this 
underlies  one  type  of  education  which  in  various 
schools  has  marked  the  effort  to  come  into  actual  and 
immediate  communion  with  the  divine.  To  Froebel  as 
to  all  of  the  mystic  brotherhood,  "God  ceases  to  be 
an  object  and  becomes  an  experience."  Everyone  is 
by  virtue  of  the  divine  effluence  within  and  is  capable 
of  attaining  to  its  source;  the  object  of  education  is 
to  realize  this  destiny.  The  development  of  the  indi- 
vidual into  unity  with  the  absolute  comes  thru  the 
working  of  evolutionary  forces  common  to  the  natural 
and  to  the  spiritual  world  alike.  In  a  real  sense 
Froebel  was  a  pioneer  in  the  theory  of  evolutionary 
development  in  western  thought.  A  statement  of  this 
principle  appears  centuries  earlier  in  oriental  phil- 
osophy but  it  did  not  spread  at  that  time  to  Europe, 
and  therefore  Froebel  deserves  credit  for  his  quick 
absorption  of  this  idea  from  the  scientific  and  the 
metaphysical  reflection  of  his  age  and  for  the  logic  with 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


209 


which  lie  based  on  evolution  the  theory  of  conscious 
human  growth.  The  influence  of  this  conception  in 
educational  history  lias  been  more  potent  because  of 
his  conviction  that  nature  and  man  alike  are  coming 
to  a  higher  differentiation,  not  thru  mechanical  causa- 
tion, but  thru  the  intimate  workings  of  the  self-con- 
scious  .spirit. 

A  third  type  of  mystic  consciousness  is  marked  by 
a  wonderful  intensity  in  ethical  experience  and  reflec- 
tion. So  fully  is  Froebel  a  mystic  in  this  sense  that 
many  pages  from  his  volumes  could  be  interpolated 
into  the  writings  of  St.  Catherine  of  Siena.  St.  Fran- 
cis, or  Thomas  a  Kempis  and  find  in  them  a  proper 
context.  In  Froebel  also  appears  the  aestheitc  variety 
of  mysticism  marked  by  a  peculiar  intuition  as  to 
beauty.  The  poet  and  the  painter  in  their  moments 
of  exaltation  seem  to  catch  the  beatific  vision  most 
mystically  because  beauty  is  the  unfailing  attribute  of 
creation  and  lives  in  its  purer  forms  on  higher  planes 
where  the  consciousness  of  each  begins  to  merge  into 
the  one  consciousness.  As  man  knows  the  divine  in- 
tuitively because  his  nature  is  one  with  the  infinite, 
and  as  be  sees  the  unit}'  of  all  things  because  he  is 
•part  of  the  universal  spirit  and  in  transcending  ex- 
perience feels  the  cosmic  throb,  so  Froebel  caught  the 
intuition  of  the  beautiful  and  made  it  one  primary 
object  of  endeavor.  The  typical  optimism  of  the 
mystic  results  in  Froebel  from  his  conception  of  the 
significance  of  the  universal  purpose,  his  realization 
of  the  indwelling  life  of  the  infinite,  his  prophetic 
vision  of  the  final  completion  of  the  evolutionary  pro- 
cess, all  of  these  combining  to  establish  a  never- 
wavering  faith  and  an  absolute  poise  and  happiness. 
This  most  distinctive  trait  Froebel  manifested  alike 
in  bis   teachings  and  in   his  life. 

If  the  chance  had  come  to  Froebel  to  work  out  his 
plan  thru  the  later  as  thru  the  earlier  stages  of  indi- 
vidual growth,  he  might  not  have  come  far  short  of 
the  world-old  method  of  self-training  which  the  west- 
ern mystics  of  the  Christian  church  conceived  much 
as  did  the  ancient  teachers  of  the  East  and  which 
Hugo  St.  Yicnr  sets  forth  in  his  admirable  treatise. 
However,  this  development  of  his  thought  did  not  fall 
within  Froebel's  opportunity  and  we  can  only  infer 
from  the  characteristics  already  noted  how  far  the 
mystic  element  might  have  been  developed  in  a  fuller 
exposition  of  bis  philosophy.  Perhaps  enough  has 
been  said  to  suggest  how  richly  the  kindergarten 
teacher  may  be  rewarded  by  a  study  of  what  has  been 
so   far  a  neglected  part  of   Froebel's  thinking. 


Lima.  Peru,  will  be  the  meeting  place  of  two  im- 
portant gatherings  this  summer — the  sixth  Pan-Amer- 
ican Congress  and  the  fifth  Latin- American  Medical 
Congress. 


Three  faculty  representatives  of  the  L'niversity  of 
La  Plata.  Argentina,  have  been  investigating  educa- 
tional methods  in  the  LTiited  States.  They  are  con- 
cerned chiefly  with  history,  biology,  and  the  rural 
school  problem. 


THE    KINDERGARTEN    AND    ITS    RELATION 
TO   RETARDATION. 


l'.v   Mary  Davison  Bkadfoud 
Superintendent  of  Schools,  Kenosha,  Wis. 

According  to  the  law  of  my  state,  Wisconsin,  a 
child  there  may  begin  his  education  at  public  expense 
at  the  age  of  four  years.  He  is  required  to  go  to 
school  from  the  seventh  to  the  fourteenth  year,  un- 
less he  has  completed  the  elementary  course  before 
he  is  fourteen.  At  fourteen  he  may  withdraw  to  work 
at  certain  sorts  of  employment,  on  condition  that  he 
has  completed  the  fifth  grade;  but  if  he  does  so,  he 
must  attend  for  five  hours  a  week,  until  he  is  sixteen, 
a  special   industrial  school  provided   for  such  children. 

Further  details  of  this  law  are  not  needed  here: 
enough  has  been  given  to  show  that  Wisconsin  is 
endeavoring  to  help  the  50  per  cent  of  her  children 
who  there,  as  in  other  states,  end  their  regular  school- 
ing  with   the   fifth   grade. 

It  is  the  consideration  of  this  50  per  cent  that 
causes  two  problems  to  assume  dominating  importance: 

First,  how  to  make  those  first  five  grades  the  most 
profitable  possible  for  all  boys  and  girls,  especially 
for  those  who.  entering  late,  will  as  soon  as  the  fifth 
grade  is  completed,  be  snatched  away  from  school, 
provided  they  have  attained  their  fourteenth  birthday, 
or  it  can  be  made  to  appear  that  they  have  reached  it. 

Second,  how  to  bring  a  larger  proportion  of  children 
beyond  the  fifth  grade  and  into  the  seventh  and  eighth 
grades  before  their  fourteenth  birthday  is  reached 
and  thus  help  to  lay  a  broader  and  a  better  founda- 
tion   for  intelligent  citizenship. 

1  cannot  deal  with  the  first  problem  here,  but  will 
say  in  passing  that  I  believe  it  will  be  largely  solved 
when  the  courses  in  those  lower  grades  and  the  teach- 
er- who  administer  them  have  been  more  thoroly 
kindergartenized ;  that  is,  when  there  is  more  general 
recognition  of  the  educational  value  of  play  and  of 
the  dominance  of  the  constructive  instinct  in  human 
nature;  when  the  great  psychological  truth  is  better 
appreciated  that  thru  these  early  years  eyes  and 
finger-tips  are  the  nourishing  points  of  intellect,  and 
when  the  idea  of  motivation  of  all  school  activities 
has   taken   better  hold  of  school  practices. 

It  is  with  the  second  problem  that  this  paper  deals; 
namely,  that  of  helping  and  insuring  the  progress  of 
children  in  school,  so  that  their  fourteenth  birthday 
will  find  a  larger  proportion  of  them  in  sixth,  seventh, 
and  eighth  grades.  In  the  solution  of  this  problem 
also  I  believe  the  kindergarten  to  be  an  important 
factor. 

Tn  December,  1910,  it  became  necessary  for  me  to 
defend  the  kindergartens  of  the  system  of  schools  of 
which  I  have  charge,  from  a  movement  attempted  by 
the  mayor  and  some  of  the  aldermen.  The  need  of  a 
new  school  building  in  a  rapidly  growing  city  was 
felt.  The  school  board  was  urging  an  appropriation 
for  the  purpose.  His  Honor  visited  some  of  the 
schools  and  reported  as  an  argument  against  the 
movement  that  the  schools  were  taking  in  babies  that 
should  be  at  home  with  their  mothers,  and  that  I  was 


2IO 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


hiring  nurses  at  seventy  dollars  a  month  to  take  care 
of  them.  His  proposition  was  to  turn  out  the  kinder- 
garten children  and  thus  make  room  for  the  others 
and  obviate  the  need   of   a  new   building. 

The  thing  wasn't  done,  of  course,  for  effective 
means  of  defense  were  within  reach  and  were  imme- 
diately used ;  namely,  an  appeal  to  the  voting  fathers 
of  the  four  hundred  little  children  who  would  be 
affected  by  the  mayor's  proposed  action ;  and,  most 
important  of  all,  a  daily  paper  willing  to  publish  my 
appeal.  (By  the  way,  I  have  found  that  when  an 
educational  cause  gets  mixed  up  with  politics,  the 
phrase  "voting  fathers"  is  a  shot  that  does  great 
execution.) 

My  public  contention  on  this  occasion  was,  as  it 
had  repeatedly  been  at  other  times  when  urging  com- 
munities to  establish  kindergartens,  that  since,  by  the 
law  of  Wisconsin,  a  parent  may  demand  education  at 
public  expense  for  his  four-  and  hve-year-old  chil- 
dren; that  since  a  child  cannot  profitably  be  started 
in  what  is  commonly  regarded  as  regular  school  work 
before  the  age  of  six  years,  and  that  to  attempt  this 
work  before  that  age  is  a  waste  of  time,  if  not  a 
positive  detriment  later;  therefore,  it  is  necessary 
that  these  young  children  be  provided  with  a  sort  of 
education  adapted  to  their  age  and  their  needs.  This 
sort   of   education   the   kindergarten   affords. 

My  further  contention  was  (and  I  would  not  quote 
it  here,  except  that  it  applies  quite  generally)  that  in 
a  city  like  Kenosha  where  11.8  per  cent  of  the  public- 
school  children  are  born  across  the  ocean,  and  where 
52  per  cent  of  them  come  from  homes  where  one  or 
both  parents  are  foreign-born,  and  in  a  large  number 
of  which  homes  a  foreign  language  is  spoken,  the 
kindergarten  serves  another  very  important  purpose. 
It  puts  children  at  an  early  age  in  command  of  the 
English  language,  so  that  when  they  are  old  enough 
to  be  taught  to  read  they  can  go  right  ahead  with  it. 
Before  a  child  can  be  taught  to  read  English  he  must 
be  taught  to  understand  and  to  speak  English. 

Thus  I  explained  to  these  "voting  fathers"  why  I 
wanted  kindergartens  for  all  little  children  and  why 
I  was  especially  covetous  of  every  little  Italian,  Bo- 
hemian, Russian,  Polish,  Lithuanian,  and  Croatian 
child  of  four  and  five  years;  and  how.  by  gathering 
these  for  a  half-day  for  two  years  under  the  care  of 
trained  teachers,  they  would  at  six  years  of  age  un- 
derstand English  and  be  ready  to  begin  to  read ;  how 
they  would  have  quickened  powers  of  perception, 
would  be  able  to  make  with  the  hands,  and  express 
with  the  tongue;  would  be  trained  to  self-control  and 
respect  for  the  rights  of  others,  and  be  given  such  a 
start  that  their  fourteenth  birthday  would  find  them 
well  up  in  the  grades. 

This  was  my  plea  and  my  reasons  for  it.  Had 
some  hard-headed  taxpayer  called  for  evidence  that 
six  years  was  the  best  age  for  beginning  first  grade, 
or  proof  that  the  kindergarten  start  was  an  acceler- 
ator of  school  progress  and  a  saver  of  retardation,  I 
could  not  then  have  produced   the  proof. 

Since  that  time,  however,  there  has  come  to  us,  as 
all     kindergartners     doubtless     know,     the     convincing 


result  of  the  wide  study  made  by  Leonard  P.  Ayres 
of  the  Education  Division  of  the  Russell  Sage  Foun- 
dation, one  important  phase  of  which  was  the  investi- 
gation of  the  relation  between  entering  age  and  sub- 
sequent progress  among  school  children.  It  is,  as  you 
know,  a  study  of  the  membership  of  the  eighth  grades 
of  29  cities  and  involves  13.867  children.  The  con- 
clusion he  reaches,  after  a  most  careful  weighing  of 
his  data,  is  that  six  years  is  the  best  age  for  a  child 
to  begin  his  grade  work. 

With  that  question  settled  for  me  by  a  scientifically- 
handled  investigation,  I  undertook  to  find  out  by  a 
study  of  my  own  small  school  system  whether  the 
kindergarten  really  did  for  us  the  other  things 
claimed ;  whether  those  who  come  to  the  first  grade 
at  six  years  with  kindergarten  training  make  more 
rapid  progress  than  those  who  enter  without  it.  This 
study  makes  no  pretentions  to  perfection,  but  it  serves 
to  furnish  satisfactory  proof  of  my  assertions,  and 
was  honored  by  your  chairman  with  being  thought 
worthy    of   presentation   here. 

Questions  were  sent  out  to  all  first-,  second-,  third-. 
fourth-,  and  fifth-grade  teachers.  Those  of  higher 
grades  than  the  fifth  were  not  brought  into  this  study 
because  of  the  fact  that  in  Kenosha  the  kindergartens 
have  not  been  in  operation  sufficiently  long'  or  so 
generally  thruout  the  city  as  to  have  representatives 
in  the  higher  grades  in  sufficient  numbers  for  com- 
parison. 

The  teachers  were  asked  to  classify  their  pupils- as 
slow,  average,  and  bright,  according  to  general  ability 
and  progress,  and  then  to  classify  under  these  heads 
the  number  of  their  pupils  who  started  with  kinder- 
garten  training,   and   the   number   without   it. 

Second,  they  were  asked  to  give  the  average  age 
on  June  30  in  years  and  months  of  the  children  of 
these  two  classes  in  each  of  the  three  groups,  slow, 
average,  and  bright. 

Third,  to  give  the  average  number  of  years  in 
school,  since  entering  the  first  grade,  of  those  with 
and  without  kindergarten  training  in  each  of  the  three 
groups. 

The  total  number  of  children  involved  in  this  study 
is  1  663,  of  which  '.125  did  and  738  did  not  start  with 
the  kindergarten.  A  cording  to  the  judgment  of  the 
43  teachers  entering  into  this  investigation  and  report- 
ing on  their  respective  classes,  26  per  cent  of  the  chil- 
dren are  slow,  16  per  cent  are  average,  and  28  per 
cent  are  bright. 

Since,  as  I  have  already  stated,  the  kindergartens 
have  not  been  suffi  iently  general  or  sufficiently  long 
established  in  our  city  to  catch  all  these  children  as 
beginners,  and  since  children  of  grade  age  from  other 
places  are  constantly  entering  school,  it  was  expected 
that  each  of  the  three  groups  in  each  grade  would 
have  its  portion  of  those  with  and  those  without  the 
kindergarten  training.  In  the  slow  and  average  groups 
these  children  are  found  to  number  respectively  51 
per  cent  and   46  per  cent  of  all. 

In  the  bright  group  or  those  making  most  rapid 
progress,  kindergarten  children  are  60  per  cent,  and 
those  without  40  per  cent. 


THE  KINDERGARTEN  PRIMARY    MAGAZINE 


This  fact,  that  children  with  kindergarten  training 
form  a  larger  portion  of  the  rapid  group  than  of  the 
average  and  slow,  seems  to  indicate  that  they  were 
better  equipped  for  the  race,  and  so  outdistanced  in 
larger  numbers  their   fellows. 

Next,  taking  up  the  statistics  in  regard  to  ages  of 
the  children  in  each  of  these  three  groups,  a  careful 
figuring  of  results  shows  that  in  each  of  the  groups, 
slow,  average,  and  bright,  in  all  of  the  five  school 
grades  the  kindergarten  children  are  younger  than  the 
others.  The  difference  in  average  age  varies  from 
grade  to  grade,  the  total  average  difference  for  all 
grades  being  8.4  months.  This  means  that  all  the 
children  with  kindergarten  training  wherever  found 
in  the  first  five  grades  have  an  average  age  which  is 
8.4  months  below  that  of  all  the  children  without  such 
training. 

Another  question  related  to  average  number  of  years 
since  beginning  the  first  grade.  In  view  of  the  im- 
portance which  recent  school  investigations  are  at- 
taching to  retardation,  this  part  of  my  study  has  not 
the  degree  of  reliability  that  is  desirable.  The  card 
system  necessary  for  correctness  in  such  investiga- 
tions, which  system  provides  a  convenient  record  of 
the  school  histories  of  all  school  children,  has  not 
been  in  operation  long  enough  to  furnish  the  authentic 
data  needed,  consequently,  in  some  instances,  the 
teachers  were  obliged  to  rely  upon  the  memory  of  the 
child  or  the  statement  of  the  parent.  For  the  greater 
number,  however,  especially  in  the  three  lower  grades, 
the  averages  reported  by  teachers  are  essentially  true. 

Assuming  that  the  normal  rate  of  progress  is  one 
grade  a  year,  that  at  the  end  of  June,  1913,  eadi  child 
completing  the  first  grade  should  have  been  in  school 
a  year,  and  each  child  completing  the  second  grade 
should  have  been  in  school  two  years,  and  so  on  up 
the  line,  the  average  error,  or  amount  of  time  over 
this  standard,  for  the  children  in  each  grade  was 
computed,  the  two  classes,  those  with  and  those  with- 
out kindergarten  training,  being  kept  separate  as  be- 
fore. From  this,  an  average  for  all  grades  was  com- 
puted. 

This  average  retardation  was  found  to  be  forty-two 
hundredths  (.42)  of  a  year  for  all  children  with 
kindergarten  training  and  fifty-nine  hundredths  (.59) 
of  a  year  for  all  children  without  such  a  start.  From 
this  it  was  readily  reckoned  that  the  925  children  of 
the  former  class  were  ahead  of  where  they  would  have 
been  without  kindergarten  training  by  a  total  of  151 
years  and  that  the  738  children  without  the  training- 
lost  a  total  of  121  years  by  being  thus  deprived. 

When  this  saving  and  loss  in  years  is  expressed  in 
money  cost  it  takes  on  more  concrete  significance, 
especially  with  school  boards.  Here  is  a  situation,  as 
Mr.   Ayres   says,    where   "time"   is   money. 

The  average  cost  per  year  of  children  in  the  Keno- 
sha schools  is  about  $23.  From  this  unit  cost  it  is 
found  that  by  providing  children  kindergarten  training 
the  city  has  saved  $3,489  on  925  such  children  involved 
in  this  count;  and  that  it  has  lost,  through  the  greater 
retardation  of  the  738  children  who  had  missed  such 
training,  a  total  of  $2,783. 


There  are  two  sorts  of  arguments  in  favor  of  kin- 
dergartens which  superintendents  and  teachers  can  use 
with    school   boards 

First:  That  it  is  the  right  of  every  little  child  to 
have  the  best  possible  edu:ational  start,  and  hence  the 
duty  of  school  officials  to  see  that  kindergarten  privi- 
leges are  afforded  to  all,  Second:  That  it  is  the 
right  of  taxpayers  that  there  be  wise  and  economic 
expenditure  of  school  money,  and  that,  therefore,  all 
means  for  diminishing  retardation,  and  consequently 
for  lessening  the  cost  of  education,  should  be  em- 
ployed, one  of  these  means  being  the  kindergarten.  A 
school  board  absolutely  indifferent  to  the  former  of 
these  arguments  may  feel  some  power  of  appeal  in 
the  latter,  especially  when  the  figures  and  dollar  sign 
are  produced. 

My  inquiry  also  contained  these  directions:  Compare 
children  with  and  those  without  kindergarten  training 
in  these  respects  : 

1.  Ability    and    willingness    to    sing. 

2.  Ability   to   draw,   construct,   and  write. 

3.  Freedom    in    language    expression. 

4.  Self-control   and   ease   to    discipline. 

The  limits  of  this  paper  will  not  permit  me  to  give 
results  except  the  general  statement  that  the  majority 
of  judgments  favored  the  pupils  with  kindergarten 
training. 

As  a  fitting  close,  I  use  an  idea  derived  from  Mr. 
Caffin's  new  book  on  The  Relation  of  Art  to  Life, 
which  I  have  re  -ently  been  privileged  to  read  in  manu- 
script. The  author  takes  the  varying  abilities  of  an 
individual  like  Michael  Angelo,  Franklin,  Lincoln,  or 
some  lesser  person,  and  shows  how  each  of  his  powers 
may  be  likened  to  a  circle  concentric  with  others  about 
the  individual  self,  some  with  longer,  some  with 
shorter  radii.  He  then  shows  the  analogy  of  this  to 
the  collective  genius  of  mankind.  Each  human  constitu- 
ent of  society  has  its  individual  capacity,  cuts  its  own 
circle  upon  its  own  radius  about  a  common  center. 
Mr.  Caffin  says: 

The  scheme  presents  an  infinity  of  concentric  circles, 
embracing  efforts  and  ideals  of  all  imaginable  varieties 
of  scope,  each  of  which  is  measured  by  the  radiating 
individual  capacity;  while  all  the  diverse  energies  of 
the  individual  men  and  women  have  their  center  in  a 
common    inventive   and   constructive   instinct. 

This  truth,  which  Mr.  Caffin  has  enabled  us  better 
to  image,  the  kindergarten  recognizes,  and  until  courses 
of  study  above  the  kindergarten  and  the  teachers  who 
administer  them  come  to  a  fuller  realization  of  it, 
there  will  be  retardation — and  retardation  worse  than 
that  which  means  failure  to  complete  a  prescribed  course 
— retardation  in  the  more  important  sense  of  failure 
in  children  to  reach  their  greatest  possibilities — re- 
tardation which  means  the  dwarfing  of  the  radius  of 
individual    efficiencv. 


Indiana  boys  failed  in  school  more  frequently  than 
girls,  according  to  a  recent  investigation  of  14  Indi- 
ana cities  by  Superintendent  Arthur  Deamer,  of  La- 
porte.  The  percentage  of  failures  was  14.6  for  the 
boys  and  10.4  for  the  girls. 


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- 
lem§  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- 


We  arc  more  than  pleased  to  be  able  to  place  be- 
fore our  Committee  of  the  Whole  (which  is  com- 
posed of  kindergartners,  grade  teachers,  parents,  and 
all  who  are  interested  in  the  welfare  of  children,  who 
care  to  join  our  circle)  the  following  account  of  a 
new  departure  in  co-operation  between  home  and 
school.  The  writer  is  the  able  wife  of  the  leader  of 
the   Brooklyn  Society   for  Ethical  Culture  : 

"Miss  Brown,  of  Public  School  01,  Brooklyn,  sit- 
uated in  a  wretchedly  poor  Italian  neighborhood,  was 
in  despair.  The  school  physician  kept  recommending 
every  week  that  dozens  of  children  needed  to  have 
their  eyes  attended  to — they  needed  medicine  or 
glasses  or  other  things.  Who  could  take  these 
youngsters  to  the  Clinic?  She  and  her  teachers 
couldn't,  because  the  children  had  to  leave  at  one 
p.  m..  and  the  trip  took  all  the  afternoon.  The 
parents  couldn't,  because  they  didn't  understand  the 
language;  they  couldn't  find  the  way;  and  even  if 
they  did  know,  how  could  they  leave  the  babies  and 
the  household   for  so  long  a  time? 

"There    were   no    paid    helpers    to    do    Mich    work. 

"Then  Miss  Brown  sent  out  an  urgent  appeal,  which 
happily  was  caught  by  a  group  of  women  in  the 
Brooklyn  Society  for  Ethical  Culture,  who,  with  an 
amazingly  small  expenditure  of  time  and  energy,  re- 
lieved Miss  Brown  of  a  responsibility  which  was 
causing  her  hours  of  anxiety.  And  this  is  how  they 
did   it : 

"Each  woman  interested,  volunteered  her  services 
for  two  successive  afternoons  in  the  season  ;  and  that 
was   all   the   time   required    from   any   one. 

"They  went  in  pairs  always  one  who  had  gone  on 
the  previous  week,  and  one  who  had  never  gone,  thus 
making  it  possible  to  have  someone  along  always  who 
"knew    the    ropes.' 

"They  arrived  at  the  school  at  one  o'clock,  received 
their  instructions  from  Miss  Brown,  and  took  from 
five  to  eight  ragged,  ill-clothed  little  ones  on  a  long 
and  complicated  Brooklyn  trolley  trip  to  the  Eye  and 
Ear  Dispensary.  There,  (such  is  the  Open  Sesame 
of  a  decent  exterior  coupled  with  intelligence  and 
initiative)    they    received    for    their    little    charges    the 


most  courteous,  rapid  and  competent  treatment,  and 
carried  out  the  doctor's  instructions  with  intelligence 
and  sympathy.  Miss  Brown  no  longer  needed  to  fear 
a  hitch,  nor  did  the  children  need  to  fear  their  dis- 
pensary  trip. 

"The  women  love  the  work;  they  feel  -its  need;  and 
they  get  a  keener  and  more  sympathetic  insight  into 
many  vital  problems.  Does  not  the  tiny  experiment 
suggest  ways  in  which  many  of  our  more  fortunate 
mothers  ma\  help  uphold  the-  hands  of  those  devoted 
Social    Workers — the    Public    School    Principals? 

"Brooklyn.  N.  Y.  Julie  Wurzburger  Newman." 

To  the  Editor  of  the  Committee  of  the  Whole: 

A  kindergartner  would  be  delighted  to  know  some 
cheap  pictures  to  adorn  a  kindergarten  room,  as  the 
interesting  and  beautiful  ones  are  generally  very  ex- 
pensive in  France. 

I  would  very  much  like  to  know  the  title  of  a  book 
about  health  preservation  in  the  school  and  kinder- 
garten. 

With  thanks,  I   remain, 


Franc 


Very  gratefully, 

Mrs.  S.  Coeson. 


The  Perry  Picture  Company,  Maiden.  Mass.,  pub- 
lishes half  tone  copies  of  many  of  the  masters, 
ancient  and  modern,  for  one  or  more  cents  each,  de- 
pending upon  the  size.  These  are  used  by  individual 
children  in  occupation-work  or  for  wall  decoration. 
The  Brown  Picture  Co.  of  Boston  publishes  similar 
pictures  of  a  larger  size,  for  live  cents  and  up.  Still 
more  expensive  and  more  suitable  for  wall  decoration 
are  the  publications  of  the  Prang  Company  of  Bos- 
ton, Mass.  Many  of  these  are  beautiful  reproduc- 
tions in  the  original  colors.  There  are  also  fine 
schoolroom  pictures  published  by  an  English  and  by 
a  Scandinavian  firm  whose  name  we  cannot  give  at 
this  moment  of  going  to  press,  but  we  will  supply  it 
in  the  next  number.  Just  how  much  a  possible  duty 
might  add  to  the  price  of  such  reproductions  it  is 
impossible  for  us  to  say.  We  would  recommend  that 
our  correspondent  write  to  the  above-named  firms  for 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


213 


catalogues.  The  Mother  Play  pictures  are  published 
in  enlarged  edition  by  Appleton  &  Co.  and  by  Miss 
Jarvis.     The   former  are  IS  cents   each. 

In  regard  to  the  second  question,  we  would  sug- 
gest that  "The  Care  of  the  Child  in  Health"  and 
"The  Development  of  the  Child,"  both  by  Nathan 
Oppenheim,  are  useful.  Also,  "The  Child :  His  Na- 
ture and  Nurture,"  by  Riddell.  We  will  give  more 
names  and  more  detailed  information  in  the  May- 
number. 

A  correspondent  having  asked  information  regard- 
ing the  lending  of  books  by  the  National  Library,  we 
publish  the  following  statement  received  directly  from 
headquarters  : 

LIBRARY  OF  THE  BUREAU  OF  EDUCATION. 
The  United  States  Bureau  of  Education  at  Wash- 
ington, D.  C,  possesses  a  special  pedagogical  library 
of  more  than  100,000  volumes,  which,  while  primarily 
a  working  collection  for  the  Bureau  staff,  is  also  de- 
signed to  serve,  so  far  as  possible,  as  a  central  refer- 
ence and  circulating  library  for  educators  throughout 
the  country.  It  is  desired  that  teachers,  school 
officials  and  student-  of  education  should  be  informed 
of  the  resources  of  the  library,  and  know  that  to  them 
the  privilege  is  freely  offered  of  using  these  resources 
as    an    aid    in    their    work. 

In  certain  classes  of  educational  literature,  the 
library  is  clearly  the  most  completely  equipped  in  the 
country.  Such  classes  are  its  files  of  official  school 
reports,  laws,  etc.,  State  and  city;  of  catalogues  and 
reports  of  universities,  colleges,  and  schools;  of  tran- 
sactions of  educational  associations;  and  its  hound 
sets  of  educational  periodicals,  all  of  which  are  con- 
stantly augmented  and  kept  up  to  date.  Both  Amer- 
ican and  foreign  publications  are  included  in  these 
classes,  which  form  a  collection  of  valuable  source 
material  for  investigators  in  educational  administra- 
tion, practice,  and  history.  The  library  also  contains 
a  large  collection  of  school  and  college  textbooks  of 
early  and  recent  date,  in  all  the  principal  sub- 
jects, which  is  undergoing  amplification  and  arrange- 
ment so  as  to  illustrate  the  history  of  textbook  pub- 
lication and  to  furnish  examples  of  the  best  modern 
productions  in  this   field. 

On  subjects  in  educational  history  and  administra- 
tion, theory  of  education,  and  principles  and  practice 
of  teaching,  the  library  contains  a  very  full  repre- 
sentation of  both  early  and  recent  works,  and  special 
effort  is  made  to  secure  all  current  publications, 
domestic  and  foreign,  which  deserve  a  place  in  a 
complete  pedagogical  library.  There  is  also  a  large 
collection  of  pamphlets,  many  of  them  unusual  and 
otherwise  of  value.  The  library  has  a  dictionary  cat- 
alogue of  printed  cards,  copy  for  which  is  largely 
prepared  by  its  own  cataloguers,  in  co-operation  with 
the  Library  of  Congress,  whose  system  of  classifica- 
tion is  used   for  the  books  on  the  shelves. 

The  library  offers  to  readers  the  use  of  its  material 
according  to  two  methods:   (1)   by  direct  consultation 


at    the    Bureau    in    Washington,     and    (2)     by     inter- 
library   and   personal   loans. 

(1)  Suitable  reading-room  accommodations  are 
available  at  the  library,  and  visitors  are  cordially  in- 
vited to  make  it  their  headquarters  for  the  prosecu- 
tion of  research  and  study,  for  which  every  possible 
facility  and  assistance  will  be  furnished.  Investi- 
gators  are   allowed    direct   access   to   the   shelves. 

(2)  To  non-residents  unable  to  visit  the  library, 
books  which  can  be  spared  without  detriment  to  the 
office  work  will  be  loaned  free  of  charge  under  the 
inter-library  loan  system,  by  which  a  library  in  the 
borrower's  home  town  assumes  responsibility  for  the 
loan,  hi  certain  cases,  boobs  may  be  loaned  to  teach- 
as  under  the  guarantee  of  a  responsible  school 
official,  or  of  a  personal  deposit.  Non-resident  teach- 
ers, schoolmen,  and  students  of  education  are  invited 
to  scud  requests  for  the  loan  of  books  desired,  which 
will  be  filled,  if  possible.  Books  arc  regularly  for- 
warded by  mail,  under  frank,  and  may  ordinarily  be 
retained  for  twd  weeks,   subject   to   renewal. 

The  library  also  supplies  bibliographical  information 
on  educational  subjects,  and  on  request  furnishes  lists 
of  references  to  literature  on  any  such  topic.  It  has 
<;n  file  reference  lists  on  more  than  800  standard  sub- 
jects, and  constantly  makes  new  special  compilations, 
as  occasion  arises,  besides  preparing  for  publication 
monthly  and  annual  bibliographies  of  education.  As 
an  aid  in  this  work,  a  card  index  to  important  edu- 
cational material  in  current  periodicals,  society  pub- 
lications,   and    official    reports    is    maintained. 

No  catalogue  of  books  available  for  loan  can  be 
supplied. 

To  the  Editor  of  the  Committee  of  the  Whole: 

As  I  am  a  subscriber  to  the  Kindergarten  Primary 
Magazine,  I  should  like  to  ask  the  following  ques- 
tions : 

1.  What  are  the  requirements  and  positions  open  to 
teachers   in   the  vacation   schools? 

2.  What  is  the  average  salary  of  a  kindergarten 
teacher  and  first  grade  teacher,  especially  in  Massa- 
chusetts ? 

E.  Chari.ena  Herbert. 

Woodsvillc,   N.   H. 

We  will  reply  to  these  timely  questions  in  our  May 
number.  Requirements  and  salaries  are  different  in 
different   places. 


Nearly  $1,000,000  is  now  on  deposit  in  school  sav- 
ings banks  in  1,140  schools  throughout  the  United 
States. 


The  Montessori  method  is  to  be  tried  by  the  normal 
schools  of  Ontario,  Canada,  following  investigations 
of  Montessori   schools   in  the  United   States. 


A  first-year  course  in  vocational  guidance  is  offered 
in  the  high  school  at  Highland  Park,  111.  The  pur- 
pose of  the  course  is  to  aid  students  in  selecting  the 
subjects  of  the  next  three  years  with  special  refer- 
ence to  their  life  work. 


214 


THE    KINDERGARTEN -PRIMARY   MAGAZINE 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  ROUNTREF  LAURA  SMITH 


A   PROGRAM   FOR   MOTHERS   DAY. 

Do  not  have  a  set  program  for  this  clay,  but  use 
material  already  learned,  songs,  verses  anrl  stories.  A 
tew   selections   are   here  given   also. 

The  children  help  make  the  invitations,  on  which 
are    written  : 

Tomorrow   afternoon   at    (two) 
We    want    our    mothers    all, 
To  come  and  visit  us  at  school. 
We   hope   that   you   will   call. 
We'll  entertain  with  song  and  play, 
And   we  will  call  it   Mother's   Day! 

(1)     Song.    Tune— "Lightly   Row." 

Mother  dear,   mother  dear. 
We  are  glad  to  greet  you   here. 
Tn  the  spring,  in  the  spring, 
We   delight   to   sing. 
We  are  happy  now  in  school, 
And  we  try  to  keep  each  rule. 
And    we   all   gladly    say, 
"It   is    Mother's   Day." 
(:.' )     Recitation.    Our  Mother  Dear. 

(To  he  given  by  three  hoys  who  present  their  moth- 
ers with  a  bouquet  of  flowers  when   they   finish.) 
1st.       Who  loves  us  when  things  all  go  wrong 
Who  sings  to  us  an  evening  song 
Who  says  we're  growing  brave  and  strong? 
All. — Our   mother   dear! 

2nd.     Who  loves  us  when  we've  muddy  feet? 
Who  tries  to  keep  us  nice  and  neat? 
Who  gives  us  often  kisses   sweet? 
All. — Our   mother   dear. 
3rd.     Who   teaches   us  to  he   polite? 

Who  reads  us  story  hooks  at  night? 
Who  says  we'll  soon  he  grown  up,  quite? 
All. — Our  mother  dear  ! 

And   so  to-day  our  flowers  we  bring, 
For  mother  dear  our  songs  we  sing, 


Who'll   often    hear   our    voices    ring? 
(  fur   mother   dear  ! 
(:;)      Recitation—The   Little   Mothers. 
(To  be  given  by  little  girls  with  dolls.) 
All — We   are  little   mothers  as  you  know. 

We've  brought  our  babies  out  to  show. 
We  make  a  bow  and  courtesy  low. 
Lor  it   is  Mother's  Day  ! 

1st— (All   hold   dolls   out.) 

!    love   my   baby    doll   so    fair. 
But   often    find   her  quite  a  care. 

2nd.— (All   hold    dolls   on   shoulder.) 

But    to    have    patience    we    must    try. 
For    little   babies    often    cry. 

3rd.— (All    kis.    dolls.) 

W'e  love  our  babies  as  you   see. 

We  give  them  kisses  one,  two,  three! 

4th.— "(All  hold  doll  in  left  hand,  pat  with  the  right.) 
Sometimes,    we   have   to   say   "No,   no." 
And    pat    them    very    gently — so. 

5th.—  (All  hold  dolls  down  touching  floor.)  . 
W'e  dress  them  up  in  clothes  so  neat, 
And  take  them  walking  down  the  street. 

,    6th. —  (All   wave  to  and   fro  in   arms.) 

Then  when  the  stars  shine  in  the  sky, 
We'll  softly   sing  a  lullaby. 

Sing — "Rock-a-Bye  Baby  L'pon  the  Tree  Top,"  etc. 

(4)  Recitation.     The  Rag  Doll.     (Child  carries  a  rag 

doll.') 
She   is   only  an   old   rag   doll,   'tis   true, 
With   small  bead  eyes  so  round  and  blue. 
She  is   not   wise,   she  often   cries, 
But    1    love   her   best   of   all. 

My  grandma  made  her  long  ago. 
She  sewed  her  with  stitches  to  and   fro, 
She  made  her  this  dress,  but  still  you  can't  guess 
Why    I   love  her  the  best  of   all ! 

I  take  my   rag  doll  up  at  night, 
And   tuck  her  in  my  bed  so  white, 
1  love  her  so  because  you   know. 
She's   the   very   first   doll    T   had! 

(5)  Mother's  Helpers.    To  be  given  by  boys  and  girls. 
All,        We're   Mother's    Helpers,   every  day, 

W'e   try  to   work  as   well   as  play! 

Boys.     We'll  carry  water  and  bring  in  wood. 
And  help  our  mothers  as   we  should. 

Girls.     We'll  wash  the  dishes  and  sweep  the  floor. 
And  shake  the  rug  outside  the  door. 

Boys.     We'll   raise  our  caps   upon   the   street, 

When  our  mothers  we  chance  to  meet! 

Girls.  We'll  learn  to  bake  and  learn  to  sew, 
For  we  can  help  our  mothers  so. 

All.        Hurrah,  for   our  mothers,  they're  welcome  here, 
We'll  help  them  throughout  the  busy  year ! 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


21 5 


6)'     Closing   Song.     (Anything  bright   and   pretty.) 

(The    children's    work    may    be    displayed    and    very 
imple  refreshments  served.) 


Nest    Building. 
Robin    Red    Breast   built  a  nest.    (  I  ) 
In   the  apple  tree   (2  ) 
And   he   wove   in   grasses   strong    (3) 
Singing  merrily. 
To   and    fro.   to   and    fro,    (3) 
Thus   it   is   the   nest   will   grow. 

Robin    Red    Breast   has   a   secret. 
In   the   nest   so   new    (1  ) 
Sits  a  pretty  mother  robin. 
On   her   three   eggs   blue.    (4) 
Listen,    listen,   now,    my    dear,    (5) 
Robin    sing   that    spring    is    here! 

Robin    Red    Breast    sang   one    day, 
"Come,   oh   come   and   see. 
In   my   nest   so   small   and   round    (1) 
1   have  birdies  three."    (6) 
On  some  pleasant   summer  day. 
They'll  spread  their  wings  and  fly  aw 
Motions. 

Hands    together,    fingers   touching. 

Point   to   right. 

Right  arm  crosses   left. 

Hold  thumb  and  first  finger  touching 
hand  three  times. 

(5)  Hold    right   hand  back   of   ear. 

(6)  Hold  up  three  fingers  of   right  hand 

(7)  Wave   arms   up   and   down. 


(1) 
(2) 
(3) 
(4) 


ay!    (7) 


hold   up 


Who  Likes  Rain? 

Who    likes    the    rain? 

Said  the  duck,   "Quack,  quack, 

1    like    the    rain    upon   my   back!" 

Who   likes   the   rain? 

"I    do,"    said    the    frog, 

"It  makes  good  mud  in  my  little  bog!" 

Who  likes  the  rain? 

"I   do,"   said  the  flower, 

"I  grow  and  grow  in  the  pleasant  shower  !" 

Who   likes   the   rain? 

"1   do,"   said  the  mouse, 

"For  I've  a  hole  quite  safe  in  the  house !" 

Who  likes  the  rain  ? 
"I  do,"  we  all  shout, 
"It   is   fun  to   get   our  umbrellas   out !" 

(Four  very  little  children  may  recite  the  first  'four 
verses  and  many  children  standing  back  of  them  with 
umbrellas  may  open  the  umbrellas  and  march  forward, 
and  recite  the  fifth  verse  in  concert.)  All  sing,  tune, 
"Twinkle.    Little    Star." 

Patter,   patter,    hear    the    rain, 
Splashing  on  the  window  pane, 


You  can  hear  us  laugh  and  shout, 
We  must  get  umbrellas  nut! 

(This    little    recitation    should   create   a    sent 

.vor    of    rain.) 


GAME    OF    EASTER    RABBIT. 

The  children  stand  in  a  circle.  Each  child  holds 
an  Easter  Egg.  The  children  choose  a  Rabbit,  who 
stands  outside  tl.e  circle.  A  basket  is  placed  inside 
the  circle.  The  children  skip  round  in  the  circle 
singing : 

"A    Rabbit    lives    in    our    town, 
In    our   town,    in   our   town; 
A   Rabbit   lives   in   our   town, 
Who  likes  bright  Easter   Eggs!" 

The  Rabbit,  who  has  been  running  round  the  circle, 
now  stops  before  any  child,  holds  out  his  hand,  and 
the  child  gives  the   Rabbit   his   Easter   Egg. 

The  Rabbit  runs  inside  the  circle,  drops  the  egg  in 
the   basket,   and   he   and   the  child   change   places. 

There  is  a  new  Rabbit  each  time  running  round 
the  circle,  and  the  same  verse  is  sung,  and  the  game 
proceeds   until   all  the  eggs  are   in  the   basket. 

The  last  Rabbit  goes  inside  the  circle,  takes  up  the 
basket   of  eggs   and   skips   off;   or   he   may   say: 
"Here  are   Easter  Eggs  of  red  and  blue, 
With  the  pretty  Eggs  what  shall  we  do?" 
The  children  may  suggest  several  places  where  they 
may  lie  sent.     At  last  one  will  say  : 

"How   about   Mother    Hubbard? 
Quite  empty  is  her  cupboard!" 

Rabbit  then  savs  : 


Tlu 


The 
le   Ra 


"We'll  take  the  Easter  Eggs  today, 
To  Mother  Hubbard,  old  and  gray  !" 

children   then   choose   partners    and    ski 
)bit  and  to  their  seats. 


Come   Rake,   Come    Hoe. 

Come  rake,  come  hoe, 
To  the  garden  go, 

Seeds  we'll  plant  to-day, 
Come  rake,  come  hoe, 
Crow  little  seeds,  grow, 

Into   flowers  'bright  and   gay, 
Come  rake,  come  hoe,  at  early  morn, 
We'll  help  the  farmer  plant  his  corn  ! 

Come  rake,  come  hoe, 
To  the  shed  we  go, 

We're  young  gardeners  as  you  see, 
Come  rake,  come  hoe. 
The   sun    is    low, 

We  are  tired  as  tired  can  be. 
Come   rake,   come  hoe,   to   bed   we   go 
To-morrow  again  the  seed  we'll  sow  ! 

(To    be    recited   by    little    boys    wearing    straw 
blue  overalls,  and  carrying  rake  and  hoe.) 


2l6 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 


In   the   Garden. 

Out  in  the  garden  there's  something  that  sings, 
It  may  be  a  fairy  with  butterfly  wings, 
He   sings   as  he   swings,   high   up   in   the   trees, 
All  good  little  girls  will  learn  to  say  "Please." 
He   dances  away,  on   a  green  leafy   spray, 
And  he  teaches  me  new  songs  to  sing  every  clay  ! 
The  fairy  is  hiding  and  sometimes  he'll  tease, 
Come,  live  in  my  garden  kind  sir,  if  you  please! 


Thirsty  Flowers. 

(A    Finger   Play.) 


Patter   rain,  patter  rain,    (drum   on   desks) 

Patter  on  the  window  pane   (point  to  windows) 

Each  flower  holds  a  cup  you  see  (hold  wrists  together, 

little    finger   and   thumb   touching) 
Oh,   come   dear   rain   with   a   drink    for   me! 
The    little    raindrops    softly   call, 
"Here   is   water   enough    for   all," 
Each  flower  then  nods  its  sleepy  head    (nod  heads) 
And  says  "Good  night,  'tis  time   for  bed  !" 


The    Rain. 

(A  Finger  Play.) 
Hear  the  rain  with  its  tap,  tap,  tap,    (Tap  on  desk.) 
Calling  flowers   to  grow, 
Sweet   daisy  and   anemone. 
Spring  has   come  you   know, 
Shake  your   little   sleepy   heads,    (Shake   heads.) 
Spring  up  in  the  garden  beds!     (All  stand  up.) 

Hear  the  rain  with  its  tap,  tap,   (Tap  on  desk.) 

Get   your   umbrellas   out.     (Hold    right    hand   up.) 

Hear   the   merry    April    rain. 

The  raindrops  laugh  and  shout, 

So  to   school   we  march   along.     (Rise  and   march  ) 

Tap,   tap,  tap,   hear  the  raindrops'   song ! 


APRIL  GAMES  AND  VERSES. 

I'.v  Laura  Rountree  Smith, 

Lady   April. 

Lady    April's    come    to    town, 

And   she   wears  a  light  green  gown. 

Daisies    all    spring   up   to   meet   her, 

Robin  sings  sweet  songs  to  greet  her, 

Patter,    patter,    patter    rain, 

Lady   April's   come  again. 

Lady   April's   breath    is   sweet. 

Flowers   blossom    at   her    feet, 

She  has  moods  of  tears  and  laughter, 

Merry   May   will    follow   after, 

The  rainbow  comes  'mid   sun   and  rain. 

Lady    April's    come    again. 


GOOD  ADVICE. 
By  Susan  Plessner  Pollock 

"I  will  give  Mousie,  my  doll  Lizzie's  pillow,  that 
shall  be  her  bed,"  said  Gertrude.  "And  she  shall  play 
with  the  black  and  the  white  Nicks,"  said  Herman. 
"How  glad  they  will  be  to  have  a  new  play  fellow, 
and  Hector  and  Nero  and  Kitty,  how  they  Will  won- 
der!"  "Ah!  but  remember,  that  cats  like  mice  to 
cat,"  said  their  father.  That  made  it  a  hard  problem, 
what   to   do  with   Miss   Mousie! 

"Good  advice  is  dear,"  laughingly  said  Godmother 
Kranz.  "If  one  only  knew  what  it  cost,"  said  Ger- 
trude, half  crying,  "I  would  gladly  give  ten  cents  out 
of  my  savings  bank."  The  store-keeper  in  Lerum  had 
sugar  and  coffee,  herring  and  many  other  things  to 
sell,  but  good  advice  to  sell  he  did  not  have.  The 
children  stood  quite  at  a  loss  before  their  little  pris- 
oner, whom  Gertrude  would  gladly  have  taken  in  her 
hand  to  pet,  but  that  was  forbidden  by  Godmother 
Kranz. 

"That  animal  would  quickly  disappear  then,"  she 
said.  "That  failed  indeed,  that  I  should  have  mice 
brought  into  my  house,  I  am  thankful  that  the 
neighbor's    big   black    cat    has    driven    them    all    away." 

Where  good  advice  should  come  from  in  this  case 
the  children  were  puzzled  to  know,  but  it  must  come 
from  somewhere.  Herman  crossed  his  hands  behind 
his  back  and  walked  up  and  down  the  room,  as  he 
had  seen  his  father  do  when  he  was  thinking  out 
some  hard  problem.  Gertrude  sat  down  on  a  foot- 
stool and  rested  her  chin  in  her  hands,  while  she 
stared  at  the  floor.  "It  is  just  as  if  the  world  were 
nailed  up  in  boards,"  said  Herman.  "One  finds  no 
opening !"  Godmother  Kranz  laughed  loudly  at  this. 
Children  do  not  like  to  be  laughed  at,  so  Herman 
grew  very  red  and  said,  "Dora  always  says  so  when 
she  does  not  know  what  to  do  about  things."  Who 
found  advice  at  last?  The  dear  grandmother.  "I 
must  come  to  the  help  of  my  darlings,"  she  said. 
"Listen,  my  little  ones,  to  what  I  propose."  In  an 
instant  both  children  stood  by  the  grandmother  to 
listen  to  what  she  had  to  say.  "A  mouse  does  not 
belong  in  a  cage,  we  must  set  it  free ;  but  because 
they  nibble  everything  good  to  eat,  nobody  wants 
them  in  the  house;  we  must  therefore  take  it  far 
away  in  the  field  to  set  it  free;  there  Miss  Mouse 
may  ask  the  field  mice  if  they  have  a  room  for  rent. 
Hut  now  it  is  winter;  it  would  never  do  to  take  a 
mouse  who  is  used  to  living  in  a  heated  house  out 
there,  the  cold  wind  would  turn  her  nose  into  an 
icicle;  we  will  keep  her  with  us.  As  a  matter  of  fact 
she  may  live  in  my  room;  Miss  Puss  does  not  often 
come   there," 

The  children  rejoiced.  "Mousie'  shall  stay  with 
us,"  said  Gertrude,  and  danced  with  the  mouse-trap 
all   about   the    room. 

"Now,  give  grandmother  a  kiss,"  she  said,  and  held 
out  both  her  hands  to  her  grandchildren.  They  both 
threw  their  arms  around  her  neck,  and  Herman  said, 
"The  good  advice  was  not  so  dear  after  all."  The 
little   prisoner   was    taken    home   by    the   two    children, 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


21: 


high  up  the  mountain  to  the  little  house  in  the  forest, 
where  they  lived,  and  the  first  night  she  had  to  sleep 
in  the  mouse-trap,  but  the  next  morning  after  break- 
fast, a  wonderful  home  was  prepared  for  her,  so 
beautiful   one  can   only   imagine   it   in   a   Fairy   story. 

About  this  you  shall  hear  in  the  next  chapter  that 
comes  across  the  ocean  from  Germany,  translated  by 
Frieda. 


A  TRUE  EXPERIENCE 

By  Helen  A.  Savage 

One  morning  in  early  soring  a  little  girl  about  five 
came  to  our  kindergarten.  Her  little  companion  who 
brought  her  said  she  was  very  anxious  to  attend  every 
day   with  her  playmate. 

The  newcomer  was  a  sweet  child  and  appeared  in- 
telligent, but  somehow  there  was  an  undefinable  air 
of  sadness  about  her.  Her  large  brown  eyes  seemed 
like  great  wells  of  mystery  and  their  expression  was 
remarkable  in  one  so  young.  She  kept  close  to  her 
little  friend,  and  was  so  happy  when  the  children 
came  and  sat  on  the  floor  around  my  chair  for  our 
morning  talk  and   story. 

We  happened  this  week  to  be  discussing  the  ways 
our  earth  was  lighted,  and  this  particular  morning 
we  were  thinking  of  the  natural  means  of  lighting. 
One  little  fellow  named  the  sun,  another  the  moon, 
and  after  a  few  seconds'  thought,  I  asked  our  little 
Margaret  if  she  could  think  of  something  else  in  the 
heavens  which  God  gave  us  for  light  when  our  earth 
was  dark  and  it  was  night.  "The  stars,"  she  answered 
as  quick  as  a  flash,  and  I  rejoiced  inwardly  at  the 
prospect  of  the  future  days  of  happiness  to  come  with 
this  bright   little   soul  added  to  our   circle. 

I  thought  right  here  was  a  good  opportunity  to  im- 
press their  little  minds  with  the  value  of  the  stars 
with  an  illustration.  I  told  the  eager  little  listeners, 
as  simply  as  possible,  Dickens'  "Child's  Dream  of  a 
Star."  The  little  faces  shone  with  delight  at  each 
call  of  the  little  "star"  sister,  and  my  story  came  to 
the  happy  close,  when  I  heard  the  most  pitiful  sobbing 
coming  from  the  direction  of  our  new  friend.  I 
called  the  child  to  me  and  took  her  on  my  lap,  hoping 
to  learn  the  cause  of  her  tears,  for  they  were  not 
the  customary  home-sick  kind  we  kindergartners  are 
used  to.  It  was  something  more  than  lonesomeness 
for  her  mother  which  brought  these  heart-breaking 
sobs.  I  held  her  in  my  arms  for  a  few  moments  and 
once  again  attempted  to  get  some  sign  from  the  little 
sufferer.  I  asked  her  if  she  liked  to  come  to  kinder- 
garten with  her  friend  Mary  and  play  in  the  sand- 
box. She  turned  her  little  face  up  to  mine,  and  I 
shall  never  forget  the  pain  of  those  eyes.  Like  a 
knife  they  cut  into  my  heart,  and  with  the  most  beauti- 
ful love  ever  portrayed  in  a  child's  voice,  she  cried, 
"Yes ;  but  David,  my  David ;  I  want  him !"  My  dig- 
nity was  overshadowed  by  a  misty  cloud.  I  gathered 
her  in  my  arms  and  carried  her  over  to  the  couch 
where  she  clung  to  me,  and  at  length  the  sobs  became 
less  audible.  The  little  lids  nodded,  and  finally  closed. 
She  was  utterly  exhausted  and,  asleep. 


I  kept  the  children  as  quiet  as  possible  and  plied 
little  Mary  with  questions  as  to  the  cause  of  the 
child's  grief.  It  seems  her  little  brother,  six  years 
old,  for  whom  she  had  a  passionate  love,  had  died 
the  week  before,  as  the  result  of  an  injury  received, 
having  been  hit  by  an  automobile.  The  loss  of  this 
dear  playmate  greatly  affected  the  little  girl,  and  her 
mother  had  thought  that  sending  her  to  kindergarten 
would   make   her   happy   again. 

1  shall  never  forget  this  little  incident.  It  goes  to 
prove  how  sensitive  a  child  is  and  how  keenly  the 
little  ones  can  suffer  for  love  of  a  lost  one.  This 
is  one  of  the  many  beautiful  instances  of  child  love 
which  come  to  the  kindergartner  in  dealing  with  the 
most  beautiful  buds  from  God's  precious  garden. 


Aguinaldo,  erstwhile  rebel  leader,  engaged  in  farm- 
ing and  in  the  manufacture  of  a  special  brand  of 
hemp  braid  for  hats,  is  the  enticing  picture  of  Philip- 
pine industrial  conditions  drawn  by  J.  C.  Muerman, 
formerly  division  school  superintendent  of  Cebu,  P.  I., 
now  a  rural-school  specialist  in  the  United  States 
Bureau  of  Education.  Aguinaldo's  peaceful  pursuit  is 
typical  of  the  change  that  has  taken  place  in  the 
Philippines  during  the  past  few  years. 

Mr.  Muerman  describes  entertainingly  the  remark- 
able educational  advance  in  the  islands  since  the  day 
the  first  American  teachers  disembarked  from  the 
U.  S.  Transport  Thomas  a  dozen  years  ago.  Un- 
hampered by  academic  tradition,  and  face  to  face 
with  problems  of  education  that  were  as  big  as  civili- 
zation itself,  these  educators  and  those  who  followed 
them  have  gradually  developed  a  system  of  Filipino 
schools  under  Filipino  teachers  that  is  rapidly  trans- 
forming  the   social   and   industrial    life   of   the   islands. 

Compulsory  industrial  training,  fitted  for  the  needs 
of  everyday  Filipino  life,  is  the  most  distinctive  fea- 
ture of  the  island  schools.  The  Americans  have  care- 
fully studied  the  possibilities  of  the  valuable  raw 
materials  abundantly  at  hand  in  the  islands,  and  are- 
able  to  show  the  Filipinos  how  to  make  the  most  of 
them.  Every  Filipino  school  boy  is  required  to  do  a 
certain  amount  of  work  with  native  woods  and 
fibers ;  everyone  must  learn  to  till  the  soil  by  actually 
doing  it  in  the  school  garden  and  in  a  plat  of  his 
own ;  and  every  Filipino  school  girl  is  taught  certain 
essentials  of  sewing  and  other  home-making  arts.  All 
the  children  in  the  schools  are  obliged  to  pass  through 
this  period  of  elementary  training  in  the  everyday 
tasks  of  life. 

Most  significant  in  the  scheme  of  industrial  educa- 
tion is  the  recent  establishment  of  the  Philippine 
School  of  Household  Industries.  Two  hundred 
women  from  different  parts  of  the  islands  were 
brought  together  at  Manila,  shown  how  to  adapt  their 
native  skill  in  embroidery  and  lace-making  to  the  de- 
mands of  foreign  markets,  and  then  sent  back  to  their 
homes  to  form  centers  of  industrial  progress  in  their 
own  communities.  The  Government  has  established 
a  sales  agency  to  dispose  of  the  commodities  thus 
produced,  and  so  far  the  demand  has  greatly  exceeded 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


the  supply.  One  Filipino  woman  who  was  trained,  in 
the  new  school  has  SCO  women  working  under  her  and 
is  receiving  from  firms  in  the  United  States  orders 
for  thousands  of  embroidered  shirt  waists  and  hand- 
kerchiefs. The  beautiful  PINA  cloth,  made  from 
pineapple,  is  one  product  to  which  special  attention 
is  paid.  Before  the  Americans  came  this  cloth  sold 
for  from  10  to  50  cents  a  yard;  the  demand  for  it  is 
now  such  that  it  brings   from  $1.50  to  $3  a  yard. 

"The  hardest  thing  American  teachers  in  the  Phil- 
ippines have  to  contend  with,"  says  Mr.  Muerman, 
"is  the  American  spirit  of  hustle  and  bustle.  The 
American  is  in  too  much  haste.  He  wants  to  get 
everything  done  at  once.  He  tries  to  overturn  in  a 
few  weeks  the  traditions  of  centuries.  And  yet,  com- 
ing into  a  country  where  the  ideal  tends  to  be  that 
of  MANANA — never  do  today  what  you  can  by  any 
possibility  put  off  till  tomorrow — he  has  realty  made 
astonishing  headway  in  transforming  the  Philippines 
into  a  country  of.  TODAY,  where  things  move  with 
something  like  American  hurry.  The  old  folks  shake 
their  heads  and  sigh  for  the  good  old  times,  but  the 
young  people,  boys  and  girls  alike,  are  glad  to  take 
advantage  of  the  more  efficient  methods.  They  play 
American  games  and  accept  the  educational  oppor- 
tunities offered  them  with  equal  adaptability,  and  it  is 
through  them  that  the  new  Filipino  civilization  is 
making  its  way  irresistibly. 

"Aguinaldo  with  his  hemp  weaving  and  agricul- 
ture may  be  a  less  heroic  figure  than  the  wily  general 
who  for  so  long  eluded  the  American  armFs,  just  as 
clean  streets  and  city  high  schools  somehow  make 
less  noise  in  the  concert  of  the  powers  than  the  roar 
of  guns  in  Manila  Bay  ;  but  when  the  real  history  of 
humanity  is  written,  it  can  scarcely  leave  untold  the 
story  of  the  unselfish  efforts  of  America  to  carry  the 
light  of  education  to  the  Philippines." 


RESOLUTIONS. 


Department  of  Superintendence,  National  Education 
Association,  February  27,   1913. 

We,  your  Committee  on  Resolutions,  beg  to  submit 
(he  following:    ' 

Resolved.  1.  That  the  Department  of  Superinten- 
dence of  the  National  Education  Association  recog- 
nizes the  vital  importance  of  raising  the  efficiency  of 
the  rural  schools  and  strongly  urges  their  supervision 
by  expert,  non-political  county  or  district  superinten- 
dents appointed  by  non-political  boards  or  commis- 
sions. 

That  we  favor  the  continued  agitation,  discussion, 
development  and  extension  of  industrial,  agricultural, 
and  vocational  training,  and  guidance  for  both  boys 
and  girls  in  the  schools  of  this  country,  and  believe 
such  work  should  have  the  encouragement  and  finan- 
cial support  of  national,  state  and  local  governments. 

?..  That  we  endorse  differentiation  in  courses  of 
study  in   the  last  two  years  of  grammar  school  work. 

4.  That  we  hold  the  logical  and  same  education  for 
the  American  girl  of  the  twentieth  centurv  to  be  fullv 


as  important  as  is  that  for  the  twentieth  century  boy. 
and  believe  that  the  making  of  courses  of  study  to 
meet  her  special  needs  is  of  sufficient  importance  to 
enlist  the  best  thought  and  effort  of  the  most  earnest 
and   effi.ient   school   men   and   women  of   our   day. 

5.  That  we  advocate  the  wider  use  of  the  school 
plant  for  educational,  social,  and  civic  purposes  up  to 
the  point  of  diminishing  returns. 

0.  That  we  believe  there  is  urgent  need  for  fuller 
development  and  better  support  of  night  and  vacation 
schools. 

7.  That  we  urge  our  national  Congress  to  give  the 
fullest  possible  recognition  of,  and  financial  support 
to,  the  Bureau  of  Education,  now  doing  such  excellent 
work    under    the    supervision  of  Commissioner    Claxton. 

8.  That  we  recommend  expert  surveys  and  investi- 
gations of  school  systems  as  helpful  and  valuable, 
when  made  by  broad-minded,  constructive  committees, 
inspired  by  right  educational  motives,  working  under 
prcperly  constituted  authority  and  wholly  free  from 
commercialism. 

'.).  We  commend  the  action  of  the  Department  of 
Superintendence  in  appointing  a  Committee  on  the 
Economy  of  Time,  and  recommend  the  continuance  of 
such  committee  with  adequate  financial  support  to 
prose. ute  its  work. 

10.  That  while  we  believe  uniformity  in  clerical, 
administrative,  ami  business  phases  of  school  work 
would  increase  efficiency,  we  advocate  such  liberality 
and  diversity  in  strictly  educational  phases  as  to  en- 
courage initiative  upon  the  part  of  superintendents, 
1  rincipals  and  teachers  in  studying  their  particular 
problems  and  in  providing  for  the  complex  and  varied 
needs  of  individual  pupils  and  communities. 

11.  That  the  educational  interests  of  this  country 
are  under  deep  obligation  to  President  Dyer  and  his 
co-workers  for  the  broad,  comprehensive,  truly  educa- 
tional and  inspirational  program  of  this,  one  of  the 
best    meetings    in    the   history   of   this   organization. 

1:?.  That  we  express  our  sincerest  thanks  for  the 
genuine  courtesy  and  hospitality  extended  to  the  school 
people  of  the  nation  by  Superintendent  Brumbaugh, 
(he  committees,   and   other   citizens  of   Philadelphia. 

13.  That,  recognizing  the  tremendous  power  of  the 
press  in  molding  public  opinion,  we  regard  with  deep- 
est appreciation  the  publicity  given  by  the  newspapers 
of  Philadelphia  to  the  affairs  of  this  meeting. 

(Signed)     J.  H.  Francis,  of  California.. 
J.  W.  Carr,  of  New  Jersey. 
W.   S.   Sutton,  of  Texas. 
J.   H.   Phtlups,  of  Alabama. 
W.  McK.  Vance,  of  Ohio. 

President  W.   D.  Hook  of  Committee  : 

Resolved,  That  the  Department  of  Superintendence 
appoint  a  committee  on  the  United  States  Bureau  of 
Education,  and  that  this  committee  co-operate  with 
the  Commissioner  of  Education  in  his  efforts  to  secure 
adequate  support  for  the  Bureau  and  an  enlargement 
of  its   activities. 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


RESOLUTIONS. 

National    Council     of    Education     of     the     National 
Education  Association. 

Superintendent  William  M.  Davidson,  of  Washing- 
ton, D.  C,  presented  the   following  motion: 

That  a  committee  of  seven  members  of  the  National 
Council  of  Education  be  appointed  by  the  president  of 
the  Council,  to  whom  shall  be  referred  the  address 
of  Professor  Henry  Suzzallo  on  the  "Reorganization 
of  American  Educational  Forces."  and  that  the  said 
committee  shall  report  back  to  the  Council  at  some 
future  meeting  its  conclusions  and  suggestions  on  the 
desirability  of  attempting  to  perfect  some  such  plan 
as  that  outlined  in  the  address. 
President   W.   D.    Hook  of   Committee: 

Resolved.  That  the  Council  recommends  to  the  \a 
lional  Education  Association  the  appointment  of  a 
committee  to  devise  ways  and  means  by  which  the 
subject  of  sex  education  shall  be  fitted  into  the  cur- 
riculum of  the  normal  sJiools,  in  order  to  equip 
teachers  for  a  wise  later  treatment  of  the  problem  in 
the  grades. 

Superintendent  \V.  A.  Brandenburg,  Oklahoma  City, 
Okla.,  moved  that  the  report  of  the  Committee  on 
Standards  and  Tests  of  Efficiency  of  Schools  and 
School  Systems  be  approved,  and  that  a  committee 
be  appointed  in  accordance  with   the   recommendations. 

The    Chair    announced    the    following    committee    on 
Professor   Suzzallo's   address: 
.     C.    R.    Judd,    Chicago   University. 

David  Snedden,  Commissioner  of  Education  for 
Massa  husetts. 

P.    E.    Bolton,    University    of    Washington.    Seattle. 

C.   S.   Meek,   Boise  City,  Idaho. 

Katherine    D.    Blake,    New    York.    X.   Y. 

Augustus  S.  Downing,  Assistant  Commissioner  of 
Education.  New  York. 

John  R.  Kirk,  President,  Normal  School"  Kirks- 
ville,    Mo. 

The  Committee  on  Standards  and*  Tests  was  an- 
nounced by  the  Chair  as  follows: 

Ceorge  D.  Strayer,  Columbia  University,  New  York. 

E.    C.    Elliott,  University  of  Wisconsin,  Madison,  Wis. 

W.  II.  Maxwell,  Superintendent  of  Schools,  New 
York. 

E.  L.  Thorndike,  Columbia  University,  New  York. 

1.  IP  YanSickle,  Superintendent  of  Schools,  Spring- 
field, Mass. 

P.    P.   Cubberlv,   Stanford   University.   California. 

C.    H.    Judd,    University   of   Chicago,   Chicago.    111. 

Ella  Plagg  Young,  Superintendent  of  Schools,  Chi- 
cago,   111. 

Paul   Hanus.   Harvard   University,   Cambridge,   Mass. 

C.  N.  Kendall,  Commissioner  of  Education,  New 
Jersey,   Trenton    N.   J. 

Katherine  D.  Blake.  Principal  of  Schools.  New  York. 

F.  E.  Spaulding,  Superintendent  of  Schools,  New- 
ton. Mas<=. 

Ben  Blewett.  Superintendent  of  Schools,  St.  Pouis,  Mo. 

Adelaide  S.  Baylor,  State  Department  of  Education. 
Indianapolis,   Ind. 

John  Phillips,  Superintendent  of  Schools,  Birming- 
ham. Ala. 


A  YEAR   IN  THE  KINDERGARTEN 

Harriette  McCarthy 

Kindergarten  Director,  Oklahoma  City  Public  Schools 

[NOTE —Owing  to  the  delay  necessary  to  reach  our  for 
eign  subscribers,  we  have  adopted  the  plan  of  printing  the 
program  for  two  or  three  weeks  of  the  following  month. 
Some  of  our  American  subscribers  prefer  the  program  to 
Begin 'with  the  current  month,  and  in  order  to  accommo- 
date both,  we  republish  in  this  issue  that  portion  of  the 
April  program  which  appeared  last  mouth.] 

APRIL— FIRST  WEEK. 

Songs — At  Easter  Time  (Walker  and  Jenks). 
Easter  Song  (Gaynor  No.  1). 
Easter  Hymn  (Walker  and  Jenks). 

Monday — Circle :    Speak  of  the  return  of  spring.    Speak 
of  Easter. 
Rhythm — Side  skip.    Bouncing  ball. 
Gift— Third  and  fourth.     Make  border  patterns. 
Game— How   Do   You    Do,   My    Partner.      Lads   ami 

Lassies. 
Occupation — Cut  and  color  lilies. 

Tuesday — Circle:     Tell  of  awakening  new  life.     Story. 
The  Easter  Story. 
Rhythm — Side  skip.     Jumping  jack. 
Gift— Fifth  gift. 
Game — Looby  Loo.     Brownies. 
Occupation — Cut  and  color  rabbits. 

Wednesday — Circle:  Talk  of  seeds  beginning  to  grow. 
Speak  of  the  return  of  spring  and  Easter. 

Rhythm — Bouncing  hall.    Cross  skip. 

Gift — Sixth.  Build  a  temple.  Notice  different  archi- 
tecture of  different  countries. 

Game — Owl.     Ducks.     Rig-a-Jig-Jig. 

Occupation — Cut  and  color  eggs  and  chickens. 

Thursday — Circle:  Review  Easter  story.  Tell  about 
spring      Story.     Miss  Lily  Bulb. 

(Kindergarten   Magazine,  April.  1889.) 
Rhvthm — Bouncing  ball.     Tumping  jack. 
Gift— Third  and  fourth. 
Game — Rig-a-Jig-Jig.     Looby  Loo. 
Occupation — Faster  party. 

Friday — Circle:     Review  morning  talks. 
Rhythm — Review. 
Gift—  Sticks. 
Game — Free  choice. 
Occupation— unfinished  work. 

APRIL— SECOND  WEEK. 

Songs— What  Little  Things  Say  (Walker  and  Jenks). 
The  Birds'  Song  (Walker  and  Jenks). 
Mr,  Frog  (Neidlinger ). 

Monday — Circle:     Review  Easter  happenings.     Talk  of 
the  return  of  spring. 
Rhythm — Bouncing  ball.     High  stepping  horses. 
Gift — Fifth  gift.     Build  house  from  dictation. 
Game — Brownies.    Looby  Loo. 
Occupation — Cut  birds. 

Tuesday — Circle:     Talk  of  the  return  of  birds  with  the 

return  of  spring. 

Story      The   Swallow's    Nest.      (Boston    Coll.   of 

Kg.  Stories.) 
Rhythm — Side  and  front  skip. 
Gift — Sixth  gift.    Build  the  tower  Froebel  saw  from 

his  window. 
Game — How   Do   You   Do,   My   Partner.     Lads    and 

Lassies. 
Occupation — Model  bird's  nest. 

Wednesday — Circle:     Tell   story.     The   Sleeping   Prin- 
cess.   Apply  to  the  coming  of  spring. 
Rhythm — Side  and  cross  skip. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


Gift — Second.    Build  Froebel's  Monument. 
Game — Owl.     Little  Ducks. 
Occupation — Make  crayola  bird's  eggs. 

Thursday — Circle:    Return  of  spring  and  what  we  will 
look  for  on  our  walk. 
Rhythm — Bouncing  ball.     Side  skip. 
Gift — Third  and  fourth. 
Game — Swinging  game.     Little  Ducks. 
Occupation — Take  a  walk. 

Friday — Circle:    Review  topic  of  the  week. 
Rhythm — Review. 

Gift — Sticks      Outline  picture  of  a  house. 
Game — FYee  choice. 
Occupation — Unfinished  work. 

APRIL— THIRD  WEEK. 

Songs — Pretty  Little  Blue  Bird  (Neidhnger ). 

Mr.  Duck  and  Mr.  Turkey  (Neidlinger). 
The  Sparrows   (Walker  and  Jenks). 

Monday — Circle:     The  birds  that  have  come.    Name  and 
describe  some. 
Rhythm — Bouncing  ball.    High  stepping  horses. 
Gift — Second  gift. 
Game — Looby  Loo.     Brownies. 
Occupation — Make  colored  chains. 

Tuesday — Circle:    More  about  birds,  their  clothes,  their 

homes,  etc. 

Story.    The  Shoe  in  the  Tree. 

(  Morning  Talks  and  Stories. ) 

(Sarah  Wiltse.) 
Rhythm — Front  skip.     Side  skip. 
Gift — Third.    Build  pigeon  house. 
Game — Little  Ducks.     Owl, 
Occupation — Weaving. 

Wednesday — Circle:    More  about  birds,  their  food,  how 
they  migrate      Where  they  spend  the  winter. 
Rhythm — Side  skip.    Cross  skip. 
Gift — Fourth  gift.     Forms  of  life. 
Game — Looby  Loo.    How  Do  You  Do,  My  Partner. 
Occupation — Make  crayola  bird's  nest. 

Thursday — Circle  :    Bird's  homes,  their  babies  and  what 
they  eat. 

FOURTH  WEEK. 


Little   White   Lily.     (Walker   and   Jenks.) 

In    the    Pleasant    Sunny    Meadow.      (Walker    and 

Jenks.) 
The  Morning  Bright.     (Walker   and   Jenks.) 
Little  Gardener.    (Walker  and  Jenks.) 

MONDAY. 

Circle— Have    children    bring    flowers    to    school,    tell 

where  they    found    them. 
Rhythm — Bouncing  ball.     Side   skip. 
Gift — Fifth   gift.     Build    forms   of   beauty. 
Game — How  Do  You  Do,  My  Partner.    Looby  Loo. 
Occupation — Draw  and  color  tulips. 

TUESDAY. 

Circle — Have  children  bring  seeds.  Name  kinds  of 
seeds.  Tell  how  gardens  are  made.  How  seeds 
are  put   into   the  ground,   etc. 

Rhythm — Front  skip. 

Gift — Sixth  gift.  Forms  of  life  get  suggestions  from 
children. 

Game— Little   Ducks.      Owls. 

Occupation — Make  open-faced   daisies   with   crayola. 

WEDNESDAY. 

Circle — What  do  the  flowers,  birds,  insects,  grass  and 
trees   do   when    spring  comes? 


Story — Golden   Hair  and  the  Three  Bears. 

Rhythm — Marching.    High    Stepping  Horses. 

Gift — First    and    second. 

Game — Now  with  Your  Hands  Go  Clap,  Clap,  Clap. 

Occupation — Fold  baskets  to  use  on  walk. 

THURSDAY. 

Circle — Tell  how  the  bees  gather  honey  from  the  flow- 
ers.   Care  of  plants.    How  they  breathe,  drink,  etc. 

Rhythm — Imitate  the  bee  gathering  honey  from  the 
flowers. 

Gift— Third    and    fourth. 

Game — In-door    Hop    Scotch. 

Occupation — Take  a  walk. 


FRIDAY. 


lorning 

used. 


Circle — Review 
Rhythm— Thos 
Gift— Sticks. 
Game — Free   choice. 
Occupation — Make   els 


baskets. 


FIFTH  WEEK 

Songs : 

Patter.  Patter.    (Gaynor  No.  1.) 

A  Spring  Song.    ( Plan  Book  P.  769. ) 

MONDAY.  _ 

Circle — Spring    flowers.       What    is    the    use     of    rain? 

Show  action  of  water  on  dry  beans. 
Story — The     Course    of    the     Raindrop     to    the    Great 

Ocean. 
Rhythm — Side    skip    ami    front    skip. 
Gift— Third   gift.      Build   forms   of   life. 
Game — Looby    Loo.     Ducks. 
Occupation — Draw  open  umbrellas   with   black  crayola. 

TUESDAY. 

Circle — In  what  other  form  does  water  come  from 
the  sky  besides  rain.  Do  these  help  seeds  to 
grow?      Tell   of   hail,    snow,    sleet,   dew,    frost. 

Rhythm — Bouncing  ball. 

Gift — Fourth.  Build  sequence  in  life.  Suggestion, 
How   the  corn   grew. 

Game — How  Do  You  Do,  My   Partner.    Rig-a-Jig-Jig. 

Occupation— Make    May    basket. 

WEDNESDAY. 

Circle — Talk  of=  steam,  how  it  is  formed.  Action  of 
sunshine  on  rain.  Enlarge  on  action  of  heat  and 
cold   on   water. 

Story— The  Ugly  Duckling.  (Boston  Coll.  of  Kinder- 
garten   Stories.) 

Rhythm — Marching. 

Gift— Third  gift. 

Game — Little  Ducks. 

Occupation — Fill    May   baskets. 

THURSDAY. 

Circle — Children  give  plants  a  drink  of  water.  Ex- 
plain how  plants  drink.  Necessity  of  water  to 
plants   and   animals.    Enlarge  on   each. 

Rhythm — Flying  birds. 

Gift — Second   gift. 

Game— Owl.    Little  Ducks. 

Occupation — Take  walk. 

FRIDAY. 

Circle — Review  topic  of  the  week. 
Rhvthm — Review  those   used. 
Gift — Peg  boards. 
Game — Free  choice. 
Occupation — Sew  birds  on  cards. 


THE    KINDERGARTEN-PRIMARY   MAGAZINE 


MAY 

KIKST  WEEK 


Si  «g 


0   the  Lovely,   Lovely   May.    (Walker   and  Jenks.) 
Sweet    Pea   Ladies.    (Gaynor    No.   2.) 
Awake   Says   the   Sunshine. 

MONDAY. 

Circle— Talk  about  the  rainbow.  What  made  it?  Do 
you  ever  see  the  rainbow  colors  anywhere  except 
in    the   sky?      Where? 

Rhythm — Bouncing  ball.     Side  skip. 

Gift— Fifth   gift. 

(Same — Looby   Loo.    Little  Ducks. 

Occupation — Chains   rainbow   colors. 


TUESDAY. 

Ci 

rcle— Teac 

i    rhyme.     A 

Rainbow 

in 

R 

G 
G 

0 

etc.     How    many    colors 
and   how   are  they  plac 

lvthm — Cross    skip. 

ft— Sixth.     Build    forms 

line — Now    With     Your 
Tramp. 

-cupation — Use   peg   boar 

:d? 

if  life. 
Feet     Gt 

Is.    Free 

1 
pl 

WEDX 

iSDAY. 

Circle— Teach  rhyme.  At  the  Head  Stands  Red.  Tell 
the  children  that  there  are  only  three  true  colors, 
that  all  the  other  colors  are  made  by  combining 
these.  What  colors  can  you  see  in  the  prism 
rainbow? 

Rhythm — Front    and    cross    skip. 

Gift — Second   and   third. 

Game — Owls.    Brownies. 

Occupation — Paint    rainbows. 

THURSDAY. 

Circle— Story  of  Noah  and  the  Dove.  Bring  in  how 
God  gave  his  promise  never  to  destroy  the  earth 
by  water. 

Rhythm — Marching. 

Gift — First    and    Second. 

Came — Little   Ducks.    Looby   Loo. 

Occupation — Make  outdoor  garden. 

FRIDAY. 

Circle — Review   circles. 

Rhythm — Those   used. 

Gift — Rings. ''Lay   forms  of  beauty. 

Came — Free   choice. 

Occupation — Make   outdoor  garden. 

SECOND  WEEK 


Buzzing  Away.     ( Plan   Book  p.   993. ) 
Planting  Song.    (Plan   book  p.   784.) 
Away  Among  the   Blossoms.     (Mrs.    Hubbard.) 
The  Song  of  the  Bee.    (Walker  and  Jenks.) 

MONDAY. 

Circle— Tell    bow   the   bee   visits   tl 

is  that   attracts  the  bee,  that   1 

to   look   for  the  honev. 
Rhythm— In    My   Little    Garden    1! 

and   New   Singing  Games.) 
Gift — Fifth.     Border    pattern. 
Game — Swinging  game. 
Occupation — Make  outdoor  gardens. 

TUESDAY. 

Circle — Have  children  decide  what  they  want  to  plant 


Mowers.     What   it 
may  know   where 


(Hoffma 


in   their   garden,   and   bring   seeds    for   it. 
Rhythm — Jumping   Jack. 
Gift— Sixth. 
Game — Owls. 
Occupation — Plant   garden. 

WEDNESDAY. 

Circle — How  the  bees  help  us.    Their  great  industry. 
Storv — Amy    Stewart.     (Boston   Coll.   of   Kindergarten 

Stories") 
Rhythm — Flying,   from  blossom  to  blossom,  like  a  bee 

with  buzzing  sound. 
Game — Little  Ducks. 
Occupation — Make  clay  clover  leaves. 

THURSDAY. 

Circle — How  the  bees  defend  themselves.  What  kind 
of  houses  do  they  live  in?  Tell  of  queen,  workers 
and   drones. 

Rhythm — Cross    skip. 

Gift— Third. 

Came — I    am    a    Little    Busy    Bee.     (Song   Echoes.) 

Occupation — Make   clay    bee   hive.    (Half    sphere.) 

FRIDAY. 

Circle— Review   all   about   bees. 

Story— Not  a    Busy   Bee.    (Boston   Coll.  of   Kindergar- 
ten   Stories.) 
Rhythm — Side   skip. 
Gift— Fourth  gift. 
Game — Free  choice. 
Occupation — Paint   daisies. 

THIRD  WEEK 

Sonus : 

The   Caterpillar.    (Smith's   Book   Part   II.) 
The   Caterpillar   and    the   Moth.    (Patty    Hill.) 
Butterfly.     (Brown    and   Emerson.) 

MONDAY. 
Circle — Speak    of    the    ant.     Its    industry,   perseverance 

and  intelligence. 
Rhythm — Skipping   with   partners. 
Gift — First.    General   review. 
Game — Happy    Monday    Morning. 
Occupation — Sewing    forms   of   life. 

TUESDAY. 
Circle— Talk    about    caterpillar.     (Plan    Book   p.    L092  ) 

What  happened  to  a  tired  little  worm? 
Rhythm — Marching  in    figure   eight. 
Gift— Sixth. 
Game — Rig-a- Jig-Jig. 
Occupation — Take   a   walk. 

WEDNESDAY. 
Circle— Talk    about    butterflies.      (Plan    Book    p.    1092.) 

The    Butterfly. 
Rhythm — Bouncing  ball. 
Gift—  S«  eel    rings. 

Came— The   Butterfly.     (Susan    Blow.) 
Occupation — Tend    garden. 

THURSDAY. 
Circle — Tell    how    the    caterpillar    changes    from    eater- 
pillar   to  cocoon,   and   cocoon   to  butterfly. 
Storv— Butterflies'  Birthday.     (Kellev's  Short  Stories.) 
Rhythm— I    See    You. 
Gift— Fifth. 

Game— The   Caterpillar.     (Susan    Blow.) 
Occupation — Tend   Garden. 

FRIDAY. 
Circle — Review    ants,    caterpillars    and   butterflies.     Re- 
peat  story. 
Rhvthm — The    Merry-go-round. 
Gift — Sticks    and    rings. 
Game — Free    choice. 
Occupation — Unfinished   work. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


HINTSWSUGGESTIONS  FOR  RURAL  TEACHERS 


CONDUCTED  BY  GRACE  DOW 


DEAR  RURAL  TEACHER, 
rural  schools  and  my  subsequent  normal  training  ana  city  school  work  may  assist  me  in  making  it  prac 
helpful  to  you  in  your  work  with  the  little  children.     I  understand  the  tremendous  tax  upon  the  time  of  any  rura 


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 


teacher  who  is  trying  to  do  yood  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. 
Mv  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. 


APRIL,    1913. 
"First  comes  Crocus,  brave  little   fellow. 
Dressed   in  purple,   white   and  yellow;. 
Then   tall   Tulip,   bright   and   gay 
Shakes  out  his  dress  and  nods  'Good  Day.' 
Who  do  you  think  is   the  next  to  unfold? 
Stately    Daffodil,   yellow    as   gold! 
Tlu n.    sweet   and   fair,   with    a   timid   grace. 
Little   white    Snowdrop    lifts   up   her    face: 
Now    waking   up   when   the   sunbeams   call, 
See  purple   Violet,   sweet  and   small." 

—Selected. 


awaken  i 
beautiful 
ening   of 


BIRD  DAY. 
3  no  better  time  than  the  early  spring  to 
the  minds  of  the  children  a  love  for  the 
With  the  return  of  spring  comes  the  awak- 
all  things  in  nature.  The  grass  starts  up 
afresh,  buds  are  opening,  flowers  are  blossoming,  birds 
returning,  frogs  singing  in  the  ponds,  rabbits  ventur- 
ing forth  from  their  winter  burrows,  and  everything 
is   now   alive. 

Of  all  the  special  days  none  can  lie  made  more  in- 
teresting to  the  boys  and  girls  than  Bird  Day.  No 
day  has  been  generally  appointed  for  this,  but  the 
teacher  can  find  no  time  when  bird  stud)-  can  be  ma_de 
more   practicable   than   at   this   season. 

Children  are  always  glad  to  watch  the  birds,  and 
need  only  careful  direction  to  do  it  intelligently.  In 
the  country  schools  the  most  effe:tive  work  can  be 
done,  as  eggs  may  be  obtained,  old  nests  secured  and 
other  material  necessary  to  an  intelligent  study.  The 
object  of  the  observance  of  the  day  is  not  only  t<> 
give  them  more  accurate  knowledge,  but  through  this 
(o  create  among  people  a  sentiment  which  shall  result 
in   laws   for   the  protection   of  birds. 

The  room  should  be  decorated  with  flags,  leafy 
brandies  in  which  are  placed  stuffed  birds  and  birds' 
nests.  Children  may  also  bring  their  pet  birds.  Bird 
pictures  and  bird  cards  may  be  purchased  at  a  small 
expense  of  from  cine  to  two  cents  each,  whi;h  may 
be  used  for  decorating  as  well  as  for  study.  Have 
the  pupils  draw  and  paint  the  most  familiar  ones.  By 
the  use  of  copving  paper  outlines  may  be  made  for 
the  smaller  children,  and  for  busy  work  allow  them 
to  put   in   the  coloring  with   a  brush  or  colored   pencil. 

Several  weeks  should  be  spent  in  preparation.  The 
following  is  a  suggestive  outline  for  study  : 

Body. — Covering,  shape,  size,  and  use  of  tail,  wings, 
head  and   bill. 

Toes. — Number  and   arrangement. 

Hahits.— Flight,   food.  song. 

Eggs. — Size,  color,  relation  of  color  to  the  location 
of  nest, 


Sounds  of  Birds. 

Some   birds   sing,   as   robbin,   canary,   blue-bird.     The 
hen    clucks    and     the     little    chick     peeps.       The     duck 
quacks.     The  rooster  crows.     The  turkey  gobbles.    The 
owl    hoots.     The   parrot   talks   and   laughs.     The   crow 
caws.     The  humming  bird  hums.  This  is  bird  language, 
and  the  only  means  of  showing  whether  happy  or  sad. 
"The    happy    birds   their    voices    raise 
To  Nature's  God  in  songs  of  praise." 
"Behold    the    fowls    of    the    air    for    they    sow    not, 
neither  do  they   reap  nor  gather  into  barns.     Vet  your 
Heavenly    Father    feedeth    them." 

Bird    Builders. 

The    swallow    is    a    mason, 

And  underneath  the  eaves 
He  builds  a  nest,  and  plasters  it 

With  mud  and  hay  and  leaves. 

Of  all   the  weavers  that   I   know. 

The   oriole   is    the   best ; 
High  on  the  branches  of  the  tree 

She   hangs   her   cozy    nest. 

The  woodpecker  is  hard  at  work — 

A  carpenter  is   he — 
And  you  may  hear  him  hammering 

His   nest  high   up   a   tree. 

Some   little  birds   are   miners ; 

Some   build   upon   the   ground ; 
And  busy  little  tailors,  too. 

Among  the  birds  are   found. 

—Selected. 

"Me  liveth  best  who  loveth  best. 
All  things,  both  great  and  small, 

For  the  dear  God  who  loveth  us, 
He    made    and   loveth    all." 

Busy   Work. 

Make   bird   booklets. 

Use  April  sewing  cards, — the  kite,  chicken  just  out 
of  the  shell,  the  rabbit,  tulip,  birds. 

Clay  or  plasticine, — model  bulbs  of  various  kinds, 
flower   pots,    nests,    eggs,   birdhouses. 

Scissors,  paper  and  pencil. — Cut  and  make  kites, 
windmills,  chicken-coops,  boxes  for  hens'  nests,  baskets 
for  eggs,  flower  pots,  umbrellas,  trees.  Cut  all  garden 
tools,   as   rake,   shovel,  hoe  and   trowel. 

Peg  board. — Children  are  unusually  active  in  the 
spring,  and  the  peg  board  will  be  a  very  helpful  aid 
in  working  off  this  activity.  Pegs  may  be  arranged 
to  make  kites,  hen-coops  and  many  of  the  above  arti- 
cles suggested. 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


223 


Arbor   Day. 

The  celebration  of  this  clay  may  be  combined  with 
that  of  "Bird  Day"  if  so  desired. 

If  conditions  make  it  possible,  plan  to  have  the  chil- 
dren take  part  in  a  tree  planting  on  this  day. 

"Heaven  and  earth  helps  him  who  plants  a  tree, 
<\nd  his  work  its  own  reward  shall  be." 

— Selected. 

Nebraska  is  known  as  the  "Tree  Planters'  State." 
The  custom  of  setting  aside  one  day  of  the  year  for 
this  purpose  was  started  by  Hon.  J.  Sterling  Morton, 
of  Nebraska,  in  1878.  The  movement  became  popular 
and   is   now  observed   in  nearly   every   state. 

Tell  the  children  about  the  historical  trees,  as 
"Charter  Oak,"  "Washington  Elm,"  and  "Old  Liberty 
Tree."  Instructive  and  interesting  talks  for  morning 
exercises  may  be  given  upon  some  of  the  less  common 
trees  such  as  the  "big  trees"  of  the  West,  the  banyan, 
the  eucalyptus,  the  India  rubber  tree,  cork,  oak,  she- 
oak,  whistling  pine,  fan  palm,  cedar  of  Lebanon,  bao- 
bab,  dragon,   etc. 

Arbor  Day  Quotations. 

"He    who    plants    a    tree 
Plants  a  hope." 

"In    fact    there    is    nothing    that    keeps    its    youth 
So   far  as  I  know  but  a  tree  and  truth." 
"Among   the   beautiful   pictures 
That  hang  on  memory's  wall, 
Is  one  of  a  dim  old  forest, 
That  seemeth  best  of  all." 

— Alice  Cary. 
"Hurrah   for   the  beautiful  trees! 
Hurrah    for   the   forest  grand! 
The  pride  of   His  centuries, 
The  garden  of  God's  own  hand." 

The  School   Garden. 

We  usually  associate  the  school  garden  with  the  city 
schools  for  what  country  boy  would  not  say  if  a 
garden  was  mentioned,  "Why,  I  know  all  about  rais- 
ing and  gathering  vegetables.  I  work  in  my  father's 
garden  every  year."  There  is  much  truth  in  his  state- 
ment, but  he  does  need  the  education  connected  with 
working  the  garden.  Different  kinds  of  soil  should 
be  studied,  kinds  of  fertilizers,  what  is  meant  by 
rotation  of  crops  and  why  done.  Why  some  plants 
require  more  moisture  than  others,  and  many  other 
points  of  interest  may  be  brought  out. 

Smaller  children  will  find  more  to  interest  them  in 
flower  gardens,  but  some  take  pride  in  raising  peas 
and  beans  which  may  be  used  in  the  kindergarten  busy 
work  later. 

Arithmetic  may  be  taught  in  connection  with  this 
work.  Have  each  child  measure  his  plat  of  ground, 
also  find  the  area,  and  cost  at  a  given  price  per  square 
foot;  the  cost  of  a  fence  from  two  to  four  boards 
high,  with  posts  set  three  feet  apart.  How  many  rows 
can  be  planted  one  foot  apart,  and  others  of  similar 
kind. 


Suggestions  for  Paper  Tearing 


For  tearing  a  mat  a  good  size  sheet  of  manilla 
paper  should  be  selected;  fold  through  one  diame- 
ter; tear  through  the  middle  beginning  at  the  fold. 
This  leaves  two  portions  held  together  only  by  a 
border,  which  is  proportionate  to  the  size  of  the 
mat.  Tear  each  half  as  before.  Tear  each  quarter. 
This  will  probably  give  the  desired  width.  Care 
should  be  taken  in  tearing  the  strips  to  be  woven 
into  this  mat  that  they  are  the  same  width  as  the 
strips  in  the  mat.  Colored  strips  are  more  desirable 
than  manilla. 


PuirrvpK 


PAPER  TEARING 


flpple 


224 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


SIMPLE  SUGGESTIONS  FOR  PAPER  FOLDING 
CUTTING,  DRAWING,  ETC. 


Field  With     Furrows  UimberelU  <Jj\ 


iHoching  horse  Chain 

be%As 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


pottevy 


VOCATIONAL  EDUCATION 

The  movement  for  vocational  education  in  this  coun- 
try is  now  in  full  swing.  Six  States  already  have  more 
or  less  complete  systems  of  vocational  training',  and  a 
number  of  others  are|  considering  legislation  to  intro- 
duce into  the  public  schools  work  that  will  fit  boys  and 
girls  more  directly  for  earning  a  living.  In  order  to  aid 
in  the  movement  The  National  Society  for  the  Promo- 
tion of  Industrial  Education  has  issued  a  brief,  explicit 
statement  of  what  it  considers  the  main  principles  that 
should  underlie  the  proposed  legislation,  and  the  United 
States  Bureau  of  Education,  while  not  giving  official  in- 
dorsement to  the  program  as  a  whole,  is  sending  copies 
of  the  pamphlets  to  those  who  apply  for  it. 

What  are  the  essentials  of  a  State  system  of  practica 
education?  The  society's  circular  endeavors  to  answer 
this  question.  In  a  few,  short,  nontechnical  paragraphs 
it  sums  up  cetain  of  the  fundamental  policies  of  voca- 
tional education  as  this  society  sees  it.  It  urges  State 
aid  to  local  communities.  It  recognizes  four  fields  of 
vocational  training  as  the  kind  the  State  ought  to  fur- 
nish its  boys  and  girls:  Industrial  education  for  work- 
ers in  the  trades  and  industries  and  in  the  household; 
agricultural  education  for  the  farmers;  commercial  edu- 
cation for  clerks,  salesmen,  etc.;  and  "household  arts 
education"  for  non-wage-earning  occupations  connected 
with  the  home.  In  other  words,  the  State  ought  to 
make  it  possible  for  children  to  receive  in  the  public 
schools  instruction  that  will  fit  them  directly  for  pro- 
ductive employment  in  any  of  these  useful  occupa- 
tions, instead  of  sending  them  out  with  little  or  no 
training  for  the  real  work  they  are  going  to  do. 

Experience  has  already  been  sufficient  to  indicate  in 
what  kind  of  schools  this  vocational  training  can  be 
given.  The  circular  cites  a  number  of  types  of  schools, 
some  based  on  European  models,  others  on  American 
practice,  among  them  the  following:  The  all-day  voca- 
tional schools,  where  the  pupils  can  spend  at  least  one 
year  in  all-day  attendance;  the  part-time  schools,  where 
boys  and  girls  regularly  employed  may  come  for  a  few 
hours  each  week;  the  evening  schools  in  industry  or 
agriculture,  for  persons  over  16  years  of  age  who  work 
during  the  day;  and  similar  evening  schools  or  classes 
in  household  arts. 

It  is  significant  that  the  six  States  that  have  already 
set  up  systems  of  vocational  training—Massachusetts, 
New  York,  Connecticut,  New  Jersey,  Wisconsin,  and 
Indiana— have  long  hncl  excellent  schools.  The  newer 
education  which  they  are  introducing  is  not  intended  to 
replace  the  old,  but  to  supplement  it;  to  give  training 
for  a  specific  employment  in  addition  to  the  regular 
schooling,  so  that  the  boys  and  girls  may  be  more  effi- 
cient and  willing  workers,  as  well  as  better  educated  in- 
dividuals. 


vi     11  Every    action    in    company    ought    to    be    with    some 

sign  ff  respect  to  those  present. 


Turn  not  your  back  to   others,   especially   in   speak- 


r^  QGOODOOOOp 
^|[QOD_Q[)QaODP 


Give    not    advice    without    being    asked ;    and    when 
desired,  do  it  briefly. 


226 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


REPORT    OF    NEW  YORK    PUBLIC    SCHOOL 
KINDERGARTEN   ASSOCIATION 

The  second  address  of  the  Spring-  Course  of  the  Pub- 
lic School  Kindergarten  Association  was  given  at  the 
Normal  College  by  Miss  Anna  Tyler  of  The  New  York 
Public  Library  on  Wednesday,  February  19th. 

Miss  Tyler  has  made  a  specialty  of  story  telling-  and 
of  children's  books  in  the  New  York  library  and  its  thirty 
eight  branches. 

She  said  that  in  two  ways  the  library  could  be  made 
useful  to  Kindergaitners  and  other  teachers.  First  by 
helping  them  to  know  children's  books,  and  secondly  by 
reporting  the  child's  use  of  books  in  the  library  when 
free  to  choose. 

Any  child  who  can  make  his  or  her  name  in  ink  is 
privileged  to  draw  out  books  but  younger  children  are 
welcomed  to  a  "Picture  Book  Story  Hour."  Efforts 
have  been  made  to  secure  the  best  colored  editions  of 
the  famous  old  stories  that  children  love  and  which  are 
really  classics.  Miss  Tyler  told  a  story  of  a  grandmo- 
ther who  brought  a  young  child  to  the  library  to  see  the 
pictures.  She  said  she  liked  Mother  Goose  but  thought 
it  was  now  out  of  style;  she  was  assured  it  was  not. 

Miss  Tyler  said  that  it  is  really  illuminating  to  watch 
the  little  one's  use  of  books  and  that  it  would  pay  one 
to  go  a  long  distance  to  see  their  delight  in  good  pic- 
ture books. 

At  a  given  hour  the  children  present  are  gathered 
around  a  table,  a  story  is  told  from  one  picture  book, 
and  then  others  are  spread  upon  the  table  for  the  child- 
ren to  look  at  freely.  Their  favorites  have  been  found 
to  run  in  the  following  orders: 

The  Three  Bears. 

The  Three  Little  Pigs. 

The  Golden  Goose. 

Beauty  and  the  Beast. 

Cinder-Ella. 

Little  Red  Riding  Hood. 

Jack  and  the  Bean  Stalk. 

Tom  Thumb. 

Miss  Tylergave  those  present  an  opportunity  to  exam- 
ine a  number  of  the  choice  books  from  the  42nd  street 
library  where  a  special  exhibit  of  children's  books  re- 
cently closed. 

Among  those  shown  were  Calde  Cott's  and  Kate 
Greenaway's,  The  Snow  Baby,  by  Mrs.  Peary,  Nos  En- 
fants,  Anatole  France,  Hanschen's  Skifahrt.  Miss  Tyl- 
ler  said  that  the  collection  of  French  and  German 
books  for  children  is  attracting  many  children  with 
their  French  nurses. 

The  illustrated  German  books  for  children  are  espe- 
cially fine.  Miss  Tyler  advises  sticking  to  the  text  in 
story  telling  to  a  great  extent.  Such  authors  as  Kip- 
ling are  apt  to  lose  if  the  author's  very  words  are  not 
memorized. 

Many  members  of  the  staff  of  librarians  are  memor- 
izing stories  for  children  although  it  is  not  compulsory 
in  their  training.  Over  dramatic  renditions  and  elocu- 
tionary efforts  are  not  permitted. 

A  discussion  followed  in  regard  to  the  choice  of  sto- 
ries for  the  youngest  in  which  Miss  Luella  A.  Palmer, 
assistant  director  of  kindergartens,  and  the  president 


of  the  Association,  Mrs.  Lilian  Claxton  North  and  oth- 
ers took  part. 

Miss  Tyler  read  for  the  audience  a  child's  story  by 
Charles  Dickens  entitled  "The  Wishbone"  for  which, 
with  three  others,  Dickens  received  a  thousand  pounds. 

Mrs.  North  announced  that  the  report  of  the  Story 
Committee  of  the  Association  would  be  ready  for  dis- 
tribution to  members  and  for  sale  to  non-members  at 
the  next  meeting,  March  26th. 

Mrs.  Alice  R.  Northrup,  who  has  done  so  much  to 
collect  Nature  material  for  the  schools,  will  be  the 
speaker  at  the  March  meeting. 

Miss  Fanniebelle  Curtis,  Director  of  Kindergartens, 
will  address  the  Association  in  May,  when  the  special 
theme  will  be  Mother's  Meetings,  Mrs.  North  urged  all 
present  te  extend  the  notice  that  mothers  will  be  wel- 
comed to  this  meeting.  The  Normal  College  chapel 
will  hold  all  who  can  come. 


The  students  of  the  Pestalozzi-Froebel  Kindergarten 
Training  School  of  Chicago  have  enjoyed  during  the 
fall  and  winter  terms  two  valuable  courses  by  Univer- 
sity of  Chicago  professors.'  Prof.  Richard  R.  Moulton's 
subject  was  "Masterpieces  of  Literature,"  and  Prof. 
Walter  Sargent's  "Art  in  the  Kindergarten." 


Mississippi  has  built  27  county  agricultural  high 
schools  in  the  past  two  years  at  an  average  cost  of 
•530,000  per  school.  These  schools  furnish  board  and 
dormitory  facilities  for  §5.00  per  month,  and  the  boys 
and  girls  are  paid  a  certain  amount  per  hour  for  the 
work  they  do,  so  that  in  most  cases  the  expense  to 
the  pupil  is  reduced  to  about  §3.00  per  month, 


More  than  a  million  people  took  advantage  of  the 
"educational  trains"  sent  through  the  rural  districts 
last  year  by  the  State  agricultural  colleges  of  31  States, 
according  to  figures  compiled  by  F.  B.  Jenks,  of  the 
United  States  Bureau  of  Education.  In  this  way  the 
colleges  have  brought  knowledge  of  improved  methods 
of  farming  home  to  many  who  would  probably  never 
have  been  reached  in  any  other  way.  The  educational 
train  usually  consists  of  3  to  10  coaches,  well  supplied 
with  exhibits  and  demonstration  apparatus,  and  in 
charge  of  practical  men  who  can  talk  interestingly  on 
the  farmer's  real  problems.  The  stops  made  by  these 
trains  range  from  two  hours  to  half  a  day.  Four  State 
colleges — those  in  Texas,  California,  Louisiana  and  Ok- 
lahoma—report attendance  at  the  stope  of  these  educa- 
tional trains  of  a  hundred  thousand  or  more  during  the 
season.  The  Oklahoma  institution  takes  the  opportu- 
nity to  attach  to  the  train  a  car  containing  moving-pic- 
ture views  of  college  activities,  thus  cleverly  attracting 
the  attention  of  the  farm  boy  to  the  possibilities  of  an 
education  at  the  State  College. 


.  The  government  of  Uruguay  has  engaged  an  agri- 
cultural expert  from  the  United  States  to  organize  an 
agricultural  school  in  the  Republic. 


Illiteracy  is  practically  banished  in  Prussia.  Out  of 
3  65,841  army  recruits  in  1911,  all  but  24  could  read 
and  write. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


227 


Advance  Program  of  the  Twentieth  Annual 

Meeting  of  the  International  Union  at 

Washington,  April  29  to  May  2. 

Headquarters:  Hotel  Raleigh,  12th  st.  ami  Penn.ave, 

THE  INTERNATIONAL  KINDERGARTEN  UNION 
The  Union  comes  to  "Washington  by  invitation  of  the 
Commissioners  of  the  District  of  Columbia,  the  Cham- 
ber of  Commerce,  the  Board  of  Education,  the  Super- 
intendent of  Public  Schools  and  the  District  of  Colum- 
bia Kindergarten  Association. 

LOCAL  COMMITTEES 

Headquarters— Miss  Helen  Gordon,  Chairman. 

Accommodations — Miss  Juliet  Searle,  Chairman. 

Places  of  Meeting— Miss  Mary  Crook,  Chairman. 

Hospitality — Mrs.  Richard  Fay  Jackson,  Chairman. 

Badges  and  Decorations— Miss  Mary  McFarland,  Chair- 
man. 

Transportation— Miss  Catherine  R.  Watkins,  Chairman. 

Music — Miss  Florence  Keene,  Chairman. 

Exhibit — Miss  Jane  McKree,  Chairman. 

Credentials  and  Election— Miss  Marie  Pearce,  Chair- 
man. 

Press — Miss  Grace  Janney,  Chairman. 

Advisory  and  Finance— Dr.  Wm .  M.  Davidson,  Super- 
intendent of  Schools;  Miss  Catherine  R.  Watkins; 
Miss  Helen  Gordon. 

PROGRAM 

TWENTIETH      ANNUAL      MEETING      OF     THE    INTERNATIONAL 

KINDERGARTEN    UNION,    WASHINGTON,    D.    C, 

APRIL   20   TO    MAY    2,    1913 

PLACES  OF  MEETING 

Hotel  Raleigh — Board  Meetings. 

New  National  Museum— Morning  and  Afternoon  Ses- 
sions. 

D.  A.  R.  Memorial  Continental  Hall,  17th  and  D Streets 
— Evening  Sessions. 

J.  Ormond  Wilson  Normal  School,  Harvard  and  11th 
Streets — Round  Table  Conferences. 

Grounds  of  National  Museum — Game  Festival. 

Monday   and  Tuesday   mornings  the  Kindergartens 

will  be  op'en  to  visitors.    Guides   will  be  furnished  at 

headquarters,  Hotel  Raleigh,  after  8:30  A.  M, 

MONDAY,  APRIL  26—2:30  P.  M. 
Board  Meeting. 

TUESDAY,  APRIL  29-2  P.  M. 

CONFERENCE  OF  TRAINING  TEACHERS  AND  SUPERVISORS. 

Closed  meeting.  (Admission  by  card  to  Training 
Teachers  and  Supervisors  only)  Miss  Minnie  M.  Glid- 
deD,  Chairman. 

Subject — "Standardization  of  Kindergarten  Training 
Schools." 

Miss  Alice  E.  Fitts,  Brooklyn,  twenty  minutes. 

Discussion — Miss  Anna  Williams,  Philadelphia,  ten 
minutes. 

Informal  discussion— Thirty  minutes. 

Miss  Nina  Vandewalker,  Milwaukee,  twenty  minutes. 

Discussion— Mrs.  Mary  B.  Page,  Chicago,  ten  minutes. 

Informal  discussion— Thirty  minutes. 
CONFERENCE  OF  DIRECTORS  AND  ASSISTANTS 

(Not  open  to  Training  Teachers  and  Supervisors)  — 
Miss  Alice  Temple,  Chairman. 

GENERAL   TOPICS 

1.  Problems  relating  to  methods  in  the  use  of  the 
materials  of  the  Kindergarten. 

2.  Division  of  work  and  responsibility  between  direc- 
tor and  assistants. 

There  will  be  several  speakers  limited  to  ten  minutes 
each,  followed  by  general  discussion. 


TUESDAY,  APRIL— 29-8  P.  M. 

First  open  meeting  of  the  International  Kindergarten 
Union. 

Invocation. 

Addresses  of  Welcome. 

Response. 

Address — "The  Problem  of  Moral  Education"— Dr. 
Thomas  M.  Balliet,  University  of  New  York. 

WEDNESDAY,  APRIL— C0-10  A.  M. 
Annual  Game  Festival  of  all  White  Kindergartens  in 
the  District  of  Columbia.     Music  by  Marine  Band. 

WEDNESDAY,  APRIL— 30-2  P.  M. 

Report  of  Recording  Secretary,  Miss  Netta  Faris.  Re- 
port of  Corresponding  Secretary  and  Treasurer,  Miss  Lu- 
ella  A.  Palmer;  report  of  the  Auditor,  Miss  Catherine 
R.  Watkins;  report  of  committee  on  foreign  correspon- 
dence, Mrs.  Susan  T.  Harriman,  chairman;  report  of 
committee  on  foreign  relations,  Miss  Anna  Laws,  chair- 
man; report  of  committee  on  investigation,  Miss  Nina 
Vandewalker,  chairman;  report  of  committee  on  prop- 
agation, Miss  Myra  Winchester,  chairman;  report  of 
committee  on  literature,  Miss  Annie  E.  Moore,  chair- 
man; report  of  committee  on  afhliation  with  National 
Congress  of  Mothers,  Miss  Elizabeth  Harrison,  chair- 
man; report  of  Friedrich  Froebel  Museum  committee, 
Miss  Alice  E.  Fitts,  chairman;  report  of  committee  on 
nominations,  Miss  Hortense  M.  Orcott,  chairman. 

Appointment  of  committee  on  time  and  place  and  of 
committee  on  resolutions. 

Reports  of  delegates. 

Pictures  of  the  Montessori  Schools— Dr.  Myron  T. 
Scudder,  New  York. 

In  case  rain  necessitates  the  postponement  of  the 
Game  Festival,  the  order  of  the  sessions  will  be 
changed. 

WEDNESDAY,  APRIL  30—8  P.  M. 

Subject — "Montessori  Principles  and  Methods." 

Dr.  Lightner  Witmer,  University  of  Pennsylvania. 

Dr.  Wm.  Heard  Kilpatrick,  Teachers'  College,  Col- 
umbia University. 

Open  discussion. 

THURSDAY,  MAY  1—9  A.  M. 

Business  Meeting. 

Short  Addresses — Mrs.  Arthur  A.  Eirney,  Secretary 
National  Congress  of  Mothers,  and  others. 

Luncheon  for  Delegates,  Officers  and  Associate  Mem- 
bers given  by  the  District  of  Columbia  Kindergarten 
Association. 

THURSDAY,  MAY  1—2  P.  M. 

ROUND  TABLES 

Gifts — Miss  Mary  C.  Shute,  Boston,  presiding. 

Discussion— Miss  Caroline  D.  Aborn,  Boston;  Miss 
Luella  A.  Palmer,  New  York. 

Stories-  Miss  Hortense  Orcutt,  Savannah,  presiding. 

Discussion— Miss  Annie  E.  Moore,  New  York;  Miss 
Lucia  II.  Sanderson,  Cleveland. 

Games — Miss  Jeanette  Ezekiels,  Des  Moines,  presid- 
ing. 

Disscussion — Miss  Harriet  Niel,  Boston;  other  leader 
to  be  announced. 

After  the  adjourment  of  the  Round  Tables  two  groups 
of  Games  and  Rhythms  will  be  conducted  by  Miss  Ella 
Cass  of  New  York  and  Miss  Caroline  Crawford  of  Mid- 
dlebury,  Vermont. 

THURSDAY  EVENING 
Reception. 

FRIDAY  MORNING,  MAY  2 
Sighth  Seeing— Guides  furnished  at  headquarters. 

FRIDAY,  MAY  2—2  P.  M. 
Addresses. 

"Froeble's  Message  to  Women" — Miss  Susan  E.  Blow, 
Cazenovia,  New  York. 

"Some  Obstacles  in  the  Pathway  of  the  Kindergarten 
of  the  Future"— Miss  Patty  S.  Hill,  New  York. 


228 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


THE  I.  K.  U.  ANNUAL  MEETING 

"  The  Problem  of  the  Kindergarten  in  Large  Cities" 
—Miss  Fanniebelle  Curtis,  New  York. 

"The  International  Kindergarten  Union" — Miss  Sarah 
A.  Stewart,  founder  of  the  International  Kindergarten 
Union. 

FRIDAY,  MAY  2—8  P.  M. 

Group  of  children's  songs— Miss  Alys  Bentley,  Wash- 
ington. 

Addresses. 

''The  Federal  Children's  Bureau" — Miss  Julia  C. 
Lathrop,  Chief  of  the  Bureau.  Washington. 


"The  Child— Social  Asset  or  Liability— Dr.  Scott  Near- 
ing,  University  of  Pennsylvania. 

SATURDAY  MAY  3—10  A.  M. 

Excursiou  to  Mt.  Vernon. 

Luncheon  will  be  furnished  on  board  steamer  to  all 
the  guests  of  the  International  Kindergarten  Union  by 
the  Kindergartners  of  Baltimore. 

Reduced  hotel  rates.  AH  arrangements  ninst  be  made 
with  hotels  direct,  but  for  boarding  house  accommoda- 
tions write  J.  M.  Searle,  1101  12th  Street,  N.  W., 
Washington,  1).  C.  State  rate  preferred,  with  or 
without  meals,  which  will  range  from  73c.  per  day 
up. 


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 
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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. 

Problems  without  Figures 10  cts. 

On  orders  amounting  to  $1.50  to 

one  address,  a  reduction  of  ten 
per  cent. 

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MILWAUKEE,-  WISCONSIN 


EDUCATIONAL  SPECIALTIES.  %£j£ 

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THE  VIRGINIA  J0UENAI  OF  EDUCATION 

Better  thsi*  Most  and  as  Good  as  Any  Pedagogical  Magazine 

Stands  for  the  highest  ideals-  in  the  School  aad  home,  and  meets  the  demands  of  the  teacher,  ftS 
well  as  others  engaged  in  educational  work. 

What  some  well-known  Educators  say  about  this  Journal : 

From  California: 

the  1  .-■it,  in -m  livfiv,  interfiling  and  enterprising  publications  oi  the  kind  that  I  have  had  an  opportunity  to  ex- 
am-o*.  Ctfrt-n-ilv  ii  i:"*t  fx^rcise  a  peat  iufluence  for  good  among  the  schools  of  Virginia,  I  am  particularly 
pleased  at  your  efforts  to  improve  school  conditions,  the  grounds,  the  buildings  and  the  interiors  of  your 
country  schools  We  have  been  trying  to  work  in  that  direction,  too,  in  this  State.  I  hope  you  may  long  live 
publish  your  journal  and  I  most  heartily  congratulate  you  and  the  people  of  Virginia  for  the  lively  and  c-~ JL 


table  periodical  that  you  are  able  to  g: 
Front  Oregon: 

"I  have   received  as    much   inspiration  r.  kj  bcnci".  from  reading  the  Virginia  J 
from  reading  any  one  of  ihi  numerous  ones  that  come  to  my  desk". 
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1  ,  j,'  rn  <  "Oil.  :  ■   •„;.,)    ,  ■■>  ■  ;■.;■,,•  ii.  ti    b.    rc.:d  by  CV>-    y  teacher  il>  th. 


From  the  Philippine  Islands: 


It  is  the  official  ergon  of  the  Virginia  State  Board  of  Education,  and  is  an   excellent 
.'or  advertising. 

Subscription  Price,  $1.00       THE  VIRGEIA  JOURNAL  OF  EDUCATION,  Richmond,  Va. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


229 


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. 


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  linos  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. 


The    successful    teacher    understands    that    he    must 
ucate   the  .parents   of   the   community   as    well   as   the 


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. 


A    PAIR    OF    STAIRS. 


Teacn  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. 


The  Alumnae  Association  of  the  Philadelphia  Train- 
ing School  for  Kindergartners  (M.  Louise  Van  Kirk, 
principal)  will  hold  its  spring  meeting  on  Saturday, 
April  19th,  at  a  quarter  before  4  o'clock,  at  the 
School  of  Industrial  Art,  N.  W.  corner  Broad  and 
Pine  streets.  The  program  will  consist  of  short  dis- 
cussions of  kindergarten  topics,  singing  by  the  chorus, 
recitation  to  music  by  Miss  Rosamond   Hoyt. 


Be   not   forward,  but   friendly   and   courteous. 


Undertake    not    what    you    cannot    perform,    but    be 
careful    to    keep   your   promise. 


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  recitation — 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 


VaSyabie  Helps  for  Teachers 

School  Room  Exercises,  a  book  filled 
witii  hundreds  of  primary  plans,  pre- 
paid, only  -  -  -  50c. 
With  New  Jersey  School  News,  one 

year,  only  -  -  60c. 

Primary  Plans  and  School  News 

both  one  year  for  -  -  $1.30 

New  Geography  Game  with  School 

News,  one  year  -  -  50c. 

Address 

The  School  News,  New  Egypt,  N.  J. 


ADS  I II  a  forty-page  booklet 
KS  All  and  0ur  Workshop,  an 
I  Ll-lll  inustrated  folder,  will 
give  the  enterprising-  teacher  a  worl  1 
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*   Ag-ency, 

Columbia,  South  Carolina. 


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. 
INorthville  Mich 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

'THIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of  our  subscribers.     It  includes  only  those  who'claim  to  be  able 

to  secure  positions  for  Kindergartners  or  Primary  Teachers.     We  advise  those  in  need  of  positions  to  write  one  or  more 

of  these  agencies  for  particulars.    Even  though  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school 


The  TEACHERS'  EXCHANGE  of  Boston 

Recommends  Teachers,  Tutois  and 

Schools.    No.  120  Boylston  street. 


THE  REED  TEACHERS'  AGENCY 

Can  place  Kindergarten  and  Primary 
Teachers  in  New  York,  New  Jersey  and 
Pennsylvania  at  good  salaries. 

H.  E.  REED,  Manager,  Syracuse.  N.  Y. 
641  University  Block. 


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.  M«r.  MENTOR,  KY. 


ALBANY  TEACHERS'  AGENCY 

Provides  public  and   private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

SI  Chapel  Street,  ALBANY.  N  Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS' AGENCY 

Which   proves  conclusively  its 

standing,  'fry  them.  Address, 

Stein-way  Hall,  Chicago;   Lincoln,  Neb. 

Spokane.  Wash. 


NORTHWESTERN  ItACHERS'  AGENCY 


310-311   I'KDVIDEXt'K  BUIT.D1NG 


DIXUTH,  MINN. 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.   We  can  place  both. 

The  Teachers*  Exchange 

P.  O.  Box  283,  Nashville,  Tenn 


nciunrc  Tcsrueno  irnirif  Our  opportunities  for  placing 

RELIABLE  TEACHERS  AGENCY  i    ^7  *% pn»«yT«d«5 

exceed  our  supply.     No  charge  until  you 
accept  position. 

Lewis  Teachers*  Agency 

41  Lyman  Block,  Muskegon.  Mich 


Trained   Primary   and  Kindergarten 
Teachers  needed.   Good  positions.  Per- 
manent membership.     Write  to-day. 
612-013  Majestic  Building, 

Oklahoma  City,  Okla. 


INTERSTATE  Teachers'  Agency 

501-503  Livingston  Building.  Rochester, 
N.  Y.    Gives  special  attention  to  plac- 
ing Kindergarten  and  Primary  Teach- 
ers in  all  parts  of  the  United  States. 
T.  H.  ARMSTRONG,  Proprietor. 


SOUTHERN  TEACHERS' AGENCY 

COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territory  for  teachers.  Ask 
for  booklet,  A  PLAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  SSsK 

We  wantKindergarten,  Pri ma ry, Rural 
and  otherteachers  for  regularor  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year. 

P.  Wendell  Murray,  Manager. 


The  J.D.Engle  Teachers' Agency 

MINNEAPOLIS,  MINN. 

A  Placing  Agency  for  Teachers.  Estab 

lished  20  years.     Register  for  Western 

Kindergarten  Primary  positions.  Send 

for  circular 


NEWBERRY 

SCHOOL 
AGENCY 

1892-1913 


SPECIALLY  trained  Kindergarten  and  Primary 
teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,   R.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA. 


TEACHERS  WANTING  POSITIONS 

In  Colorado,  New  Mexico,  Arizona,  Californ'a,  Nevada,  Utah,  Washington,  Ida- 
ho, Montana,  Wyoming,  North  Dakota,  South  Dakota,  Nebraska,  Kansas,  Okla- 
homa or  Texas  should  write  us  at  once.  Our  calls  come  direct  from  school  boards 
and  Superintendents.  We  place  most  of  our  teachers  outright.  THE  ROCKY 
MOUNTAIN  TEACHERS3  AGENCY,  328  Empire  Building,  Denver,  Colo. 
WILLIAM  RUFFER,  A.  B.,  Manager. 


BANKTON  TEACHERS' AGENCY 

M.  DALTON,  Manager, 
Lexington,  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Writeto-day.  E.  C.  ROGERS.  M(r. 


Sabins'  Educational  Exchange 

(Inc.)  DES  MOINES,  IOWA. 

Wants  to  hear  from  kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.     Write  fully.     Will 

answer  frankly. 


AN  AGENOY  is  valuable  in 
AM"*  f-\  \-»  CL.  I  -<S  \s  I  proportion  to 
its  influence     If  it  merely  hears  of  va- 


asked  to  recommend  a  teach- 


s  more.    Ours  recommends. 
The  School  Bulletin  Agency 

C.  W,  BARDEEN,  Syracuse,  N.  Y. 


Teachers   each 

year.  Some  Kindergartners.  No  charge 

until  teacher  is  located  by  us.  Send  for 

registration  blank.    A.  H.  Campbell, 

American  Teachers'  Ag-ency 

Myrick  Building.  .Springfield,  Mass. 


API  AM  Whereby  the  Teacher 
•  L_^M>i  is  brought  in  touch 
with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primary  and  Kindergarten  teachers. 
Get  it. 

Southern  Teachers'  Agency 

Columbia,  S.  C. 


The  South  and  West 

Offer   good  opportunities  for  Primary 
and  Kindergarten  teachers.    For  infor- 
mation  write  CLAUDE  J.  BELL, 
Bell  Teachers'  Ag-ency, 

Nashville,  Tenn. 


International  Teachers' 


-AGENCY. 


Operates  in  the  "  Fair  Salary  Belt,"  em- 
bracing territory  from  Michigan  to  the 
Pacific  Coast.      Increasing  demand  for 
competent  Kindergarten  and  primary 
teachers  at  highest  salaries  paid. 
JAMES  H.  BATTEN,  Manager 
Box  G13,!Grand  Forks,  North  Dakota 


KINDERGARTEN  SOPPblES 

Bradley's  School  Paints,  Raphia,  Reed,  and  all  Construction 
Material 

WE  ARE  HEADQUARERS  FOR  ALL  THE  ABOVE.    Send  for  catalogue. 

THOS.  CHARLES  CO.  125  Wabash  Avesae.,  Chicago,  111, 


Some  Great  Subscription   Offers 

In  Combination  -with  the 

Kindergarten-Primary  Magazine 
"A  Study  of  Child  Nature,"  BLSJ-ftgSS 

Aod  the  Kindergarten-Primary  Magazine  one  year,  both  fcr 
while  our  stock  lasts.    W>  have  but  a  fe-vr  copies  on  hand. 

*4I   llts   and    I   Vl*ir«!   "  *>*  Alice -C.  D.  Eiley  and 

UIW   auU    L-yriCfe,      Jessie  L.  Gaynor $1.00,  and 
The  Kindergarten. Primary  Magaaine  one  year  for 

The  XnJBEEGABTEN-PRXMARY  MAGAZINE  with 
Needlecraft,  regular  price  $1.25,  our  price 

The  KINDERGARTEN-PRIMARY  MAGAZINE  with 
I  ^ 'Call's  Magazine,  regular  price  $£.50,  our  price 

•r&e  KINDERGARTEN-PRIMARY  MAGAZINE  with 
Housekeeper,  regular  price  $2.50,  our  price 

Tfc^  KINBERGABTEN-PEIMARY  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 
$4.25,  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  1/adies'  World,  re- 
gular price  $3,25,  our  price 

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price  $3 .  25,  our  prise 

Many  other  combinations.     Give  us  the  names  of  the  Magazines 
you  want.    Address  J.  H.  SHULTS,  Manistee,  Mich. 


$1.50 
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KINDERGARTEN 

MATERIAL 

Of  the  Highest  Grade  at  Lowe9t;Prieesr    i 

Send  for  Priee  List  ^£|     - 

American  Kindergarten  {Supply,  Howe 

S7O-279-280  Rhrer  Street,  Manistee,  Mich, 


W&:mv:£*ff®pmirf:y.s 


Report  Cards.— 1,  4  or  10  months,  | 

per  100,  25c,  postage  5c 
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Class  Recitation  Records 
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.'  i?e.I? a£hers.  Helpers  are  without  question  the  finest 
VtAVi  BOOKS  for  teachers  published.  They  are 
raited  by  some  of  the  ablest  and  most  practical  teach- 
ers in  \he  country.  They  give  programs,  methods, 
songs,  drawing,  and  devices  for  each  month  in  the 
year,  an  dare  beautifully  and  prefusely  illustrated. 
lour  books  In  the  aeries;  named  Autumn,  Winter, 
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number  covers  work  for  the  whole  year  and  Is  larjer 
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>■«— t  —   ,,.   .I,....  II 


Boston  Teachers'  News-Letter 


Official  Organ  of  the  Boston 
Teachers'  Club. 


Published  monthly  by  the  Teachers 
for  the  Teachers. 

Send  for  a  copy  and  learn  what  the  Teachers  are  do- 
ing and  saying. 

10c.  per  copy.      50c.  per  year- 

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499  COLUMBIA  ROAD 

BOSTON,  MASS. 

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American  Primary  Teacher 


Edited  by  A.  E.  WINSHIP 

Published  Monthly  Except  July  and  Au  just 

An  up-to-date,  wide  awake  paper  for  the  grades.Mllustraied 
articles  en  Industrial  Geography.  New  Work; Jn  tbe  Grades, 
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MAKE  YOUR  READING  COUNT 


Read  this  Course 

(Thirty -fifth  C.  L.  S.  C.  Year.) 

Social  Progress  in  Contemporary  Europe. 

FredericAustiu  Ogg.  A.  M.,  Ph.  D.,  Assistant 
Professor  of  History,  Simmons  College,  Bos- 
ton, author  "Saxon  and  Slav,"  etc.  f  1.50 

Mornings  with  Masters  of  Art.  H.  H.  Pow- 
ers, Ph  D.,  President  Bureau  of  University 
Travel,  Boston.    185  illustrations.  200 

The  Spirit  of  French  Letters.  MabellS.  C. 
Smith,  A.  M.,  Asst.  Editor  The  Chautauquas 
Author  "A  Tarheel  Baron"  and  "Studies  in 
Dickens." 


Home  Life  in  Germany.  Mrs.  Alfred  Sidgwick. 
The  Chautauquas  Magazine  (Monthly — Illus- 
trated, C.  L.  S.  C.  membership  included  if  de- 
sired.) Containing: 

European  Rulers:  Their  Modern  Signifi- 
cance. (Arthur  E.  Bestor,  A.  B.,  Director 
Chautauqua  Institution); 

A  Reading  Journey  in  Paris.  (Mabell  S.  C. 
Smith.)  The  monthly  magazine  also  serves  in 
many  interesting  ways  as  a  "don't  read  at  ran- 
dom" teacher  for  the  reading  course. 


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zine $5.00 

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land  of  opportunity,  and  one  of  the  best  in  the  Union 

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Magazine. 


MAY,  1912 


INDEX  TO  CONTENTS 

The  I.  K.U.  at  Washington,            .... 

231 

The  Occupation  of  Drawing  in  the  Kin- 

dergarten and  First  Year  of  School,  Dr.  Jenny  B.  Merrill, 

232 

Goethe's  Educational  Ideal,            -         T>r.  W.  N.  Hailmann, 

235 

The  Deeper  Meaning  of  the  Kindergarten  Elizabeth  Harrison, 

237 

Live  Stock  in  the  Public  School,       -       E.  R.  Downing, 

238 

How  Does  Your  Garden  Grow,        -        T>r.  Jenny  CB.  Merrill, 

239 

Mickershen's  Glass  House,            -            Susan  Plessner  Pollock, 

240 

Miss  Sunbeam,             -             -             -        Mary  Ellerton, 

241 

The  Queen  of  the  Garden,             -             Clara  Belle  Mitchell, 

243 

The  Committee  of  the  Whole,         -         Bertha  Johnston, 

244 

The  Child — Social  Asset  or  Liability,      Dr.  Scott  Nearing, 

246 

Hints  and  Suggestions  for  Rural 

Teachers,              -            -            -        Grace  Dow, 

249 

New  Kindergarten  Games  and  Plays,      Laura  Rountree  Smith, 

250 

The  Problem  of  Moral  Education, 

(An  Abstract)           -            -        -        Thomas  M.  'Bailie t,  Ph.  D. 

252 

A  Year  in  the  Kindergarten,            -          Harriette  McCarthy, 

254 

Book  Notes,            ---...- 

256 

...      i          ' 

Volume  XXV.  No.  .9 


$1.00  per  Year,  5  cents  per  Copy 


HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann 

Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C.  and  is  intended  solely  for  the 
"different"  child,  the  difficult  child,  the  handicapped  normal  child — whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  overbright  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal  child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training,  nature  study 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Association  main- 
taining it  lays  emphasis  upon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  orerstimulated 
interest  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
and  is  situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,  address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


GERTRUDE  HOUSE, 

54  Scott  St.,  CHICAGO. 


I  * 

*  Diplomas  granted  for  Regular  Kindergarten  Course!  (two  years),  ^ 

P  and   Post    Graduate  Course  (one  year).     Special  Certificate*  for  & 

P                   Home-maMing  Course,  non-professional  (one  year).  A 

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,  64  Scott  St. 


leathers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  fur  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. 


Mfcc  Harfc  TRAINING  SCHOOL 

ITlijJ  IRQ!  I  J  For    Kindergariners 

3600  Walnut  Street,  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
Trainers'  Courses.    Five  practice  Kin- 
dergartens.   Opens  October  1st.  11)12. 
For  particulars  address 

MISS  CAROLINE  M  .C.  HART 
The  Pines,  Rutledge,  Pa. 


OHIO,   TOLEDO,   2313   Ashland    Ave. 

THE      MISSES     LAWS 


Medical  supervision.     Personal  attention. 
Thirty-five    practice    schools. 
Certificate  and  Diploma  Courses. 

MARY  E.   LAW,    M.   D.,    Principal. 


Miss  Cora  Webb  Peet 

KINDERGARTEN    NORMAL   TRAINING 
SCHOOL 

Two    Tears'   Course. 
For    circulars,    address 

MISS   CORA  WEBB   PEET, 
16   Washington   St.,       East  Oranere,   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  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,   Sunt.,  6   B.   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— 1913 

1516  Columbia  Road  N.  W.,  WASHINGTON    D.  C. 

The  citizenship  of  the  future  depends  on  the  children  of  today. 
Suaan  Plessner  Pollock,   Principal 

Teachers'  Training  Course — Two  Years. 
Buxaaer  Trailing  Classes  at  Mt.  Chatauqua— Mountain  Lake  Park— 
l-  -  Garrett  Co.,  Maryland. 


THE  HARRIETTS  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 


Connecticut  froebel  Normal 

Kindergarten  Primary  Training  School 
Academic,  kindergarten ,  primary  and 
playground  courses,   Boarding  and  day 
school.      Extensive  facilities    for  thor- 
ough and  quick  work.  14th  year.  Book- 
lets.   State  certificates.  Address. 
MARY  C.  MILLS.  Principal. 
181  West  avenue,  Bridgeport,  Conn. 


OWN  A  FARM 


Save  while  you  earn.    Invest  your  sav- 
ings in 

NUECES  VALLEY 
GARDEN 

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  postallcard  will  bring  you  particulars 
by  addressing: 

W.  R. EUBANK  REALTY  Co. 

202-3  Merrick  Lodge  Bldg., 
Lexington,  Ky. 


HOME  OCCUPATIONS 
FOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

"Mother  finds  some  happy  work 
for  idle  hands  to  do,"  is  the  idea 
that  has  been  excellently  carried 
out  in  this  most  excellent  little 
volume. 
16mo.  Cloth.    50c,  postpaid. 

GEORGE  W.JACOBS  HO., 


Publishers. 


PHILADELPHIA 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheelock's  Kindergarten 
Training  School 


134  NEWBURY  ST 
Boston,  Mass. 


Regular  course  of  two  3'ears.  Special 
course  of  one  year  for  post  graduates. 
Students'  Home  at  Marenholz.  For  cir- 
cula  rs  address, 

LUCY  WHEELOCK 


Miss  Annie  Coolidge  Rust's  21st  Year 

froebe!  School  of  Kindergarten 

"RTrtrmfll  f!la<?«spq  boston,  mass. 
jsormai  Classes  piebcebciiding 

COPLEY  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
strong.  Special  work  under  best  educators. 
Graduates  are  holding  valuable  positions. 
Circulars. 


Kindergarten  Normal  Department 

of   the   Kate   Baldwin 

Free  Kindergarten  Association 
Savannah,   Georgia. 

For   Information,    address 

HORTENSE    M.    ORCUTT,    Principal    of 

"»he  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, 

M»K¥TVOFIFI.I>— T.ONOMTCAnoW.    MASS. 


Atlanta  Kindergarten 

Normal  School 


Two    Tears'   Course   of    Study. 

Chartered   1897. 
For    particulars    address 

WILLETTE  A.    ALLEN,   Principal, 
*Z0  Peaohtree  Street.  ATLANTA,  GA. 


BOWLDEN  BELLS 

FOR  SCHOOLS 

From  $8.00toS25.00 

FOR    CHURCHES 

From  $45.00  to  $125.00 

Write  for  free 

catalogue. 

AMERICAN   BELL  & 

FOUNDRY  CO. 

Northville  Mich 


WANTED  February  and  June,  1910, 
numbers    of    Kindergarten-Primary 

Magazine. 

WANTED  the  following  numbers 
of  the  Kindergarten-Primary  Maga- 
zine: September,  December  inclusive 
1901;  April,  May,  1902;  October,  Nov- 
ember, 1902;  January,  1903,  Septem- 
ber, 1903;  Volume  I;  May,  December, 
1888;  Volume  II,  May,  August. 

Address,  J.  H.  SHULTS  CO.,  Manistee,  Mich, 


— -NATION  AL— 

KINDERGARTEN 

COLLEGE 

SUMMER  TERM 

June  17  Aug.  8 

KINDERGARTEN  COURSE 


All  Kindergarten  subjects.  Montes- 
sori  Methods.  Credits  applied  on  Fresh- 
man and  Junior  years  if  desired, 

PRIMARY    COURSE 

Montessori  Methods. 

Primary  Methods 

Handwork 

Credits  applied  on  regular  Primary 
course  if  desired. 

Send  for  folder  giving  full  informa- 
tion. 

Registration  for  Fall  Term,  Sept.  IB. 

5-120O  MICHIGAN    BLVD. 

CHICAGO,    ILL. 


PRATT  INSTITUTE 

Schoolof  KindergartenTralniog 

Brooklyn,  N.  Y. 

Kindergarten  Normal  C  ours  e,  two 
years.  Special  Classes  for  Kindergart- 
ners  and  Mothers.  Froebel  Educational 
Theories;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work. 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,"  Music  and  Art,  Model  Kinder- 

5 arten  for  Children;  Classes  for  Older 
hildren  in  Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  1913-13  opens  Sept.  30. 


KINDERGARTEN  DEPARTMENT 

PITSBURGH  MINING  SCHOOL  FOR 
TEACHERS 


forr. 


•rl\ 


PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  N.  PARKER,  Director. 

Regular  course,  two  years.  Post  Grad- 
uate course,  one  year.  Twenty-first 
year  began  September  3, 1912.    Address 

Mrs.  Wm.  McCracken 
olfaxBldg.  William  Pitt  Blvd.  Pittsburgh,  Pa. 


Summer  School 


New  York  University.     University  Heights 

New  York  City. 

July  1  to  Aug.  11,  1913. 

Dr.  James  E.  Lough,  Director 

KINDERGARTEN    DEPARTMENT 


Courses  given  for  Kindergarten  Train- 
ing School  and  LTniversity  credit. 
For  information  address, 

Miss  H.  M.  Mills,  Principal  of  Department. 

New  York  University,  Washington  Square. 

New  York  City. 


Ethical  Culture  School 

Central  Park  West  and  63(1  St. 

Kindergarten  and  Primary  Nor- 
mal Training  Department 

Prof.  Patty  S.  Hill,  of  Teachers  College, 

Educational  Advisor  and  Instructor 

in  Kindergarten  Theory. 

Two  years'  Kindergarten  course.    Af- 
ternoon courses  in  Primary    methods 
for  Kindergarten  teachers,  leading  to  a 
Kindergarten-Primary  diploma 

For  particulars  address 

MISS  CATHERINE  J.  TRACY, 

Acting  Principal: 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,    DIPLOMA    AND 

NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

jiiepard   Building,       -       23   Fountain   St. 
GRAND   RAPIDS,  MICH. 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 

MISS    ELLA    C.E    LDER 
86  Delaware  Avenue         -       Buffalo,  N.  Y, 


——-CLEVELAND 

Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kindergarten  College 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 

Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS   NETTAFARRIS,   Prinoipa 


THE  KINDERGARTEN 


-PRIMARY- 


MAGAZINE 


Published  on  the  first  of  each  Month,  except  July  and  Aug- 
ust at  Mansstee,  Mich.,  U.  S.  A.    Subscription  price,  $1.00  per 

A^;'uM.  POSTPAID  IN  U.  S.,  HAWAIIAN   ISLANDS,    PHILIPPINES,  GUAM, 

Porto  Rico,  Samoa.  Shanghai,  Canal  Zone,  Cu?.a,  Mexico.  For 
Canada  add  20c-  and  all  other  countries  SOc,  for  Postage. 

J.  H.  SHULTS.  Manager. 


ffl 


MAY,  1913 

INTERNATIONAL   KINDERGARTEN  UNION 


The  Twentieth  Annual  Meeting  at  Washington  a 
Decided  Success 

The  20th  Annual  Convention  of  the  Inter- 
national Kindergarten  Union  which  closed 
at  Washington  May  2d  will  be  remembered 
by  all  who  attended  as  one  of  the  most  suc- 
cessful in  the  history  of  the  organization. 

The  closed  session  for  Training  Teachers 
and  Supervisors  was  held  Tuesday  evening, 
April  29th,  at  the  New  National  Museum, 
Mary  C.  McCullouch  of  St.  Louis  presiding. 
Subject;  "Standardization  of  Kindergarten 
Training  Schools."  Alice  E.  Fitts  of  Brook- 
lyn, Nina  C  Vanderwalker  of  Milwaukee, 
and  Mary  Boomer  Page  of  Chicago  were  on 
the  program  for  short  speeches. 

The  Conference  for  Directors  and  Assistants 
(a  closed  meeting)  was  held  at  the  J.  Ormond 
Wilson  Normal  School,  Miss  Alice  Temple 
presiding.  Miss  Carol  Oppenheimer  of  Savan- 
nah, Ga.;  Miss  Bertha  Barnis  of  Trenton,  N. 
J.;  Miss  Mary  Ludlow  of  Cleveland,  Miss 
Corinne  Brown  of  Worcester,  Mass.;  Miss 
Edna  Hughes  of  Trenton,  N.  J.;  Miss  Isabelle 
Meloy  of  Washington,  D.  C,  and  Miss  Fran- 
ces Berry  of  Ypsilanti,  Mich.,  took  part. 

The  subject,  "Division  of  Work  and  Respon- 
sibility between  Directors  and  Assistants" 
was  discussed  by  Miss  Joanna  Hannah  of  Mil- 
waukee, Miss  Marie  Pierce  of  Washington,  D. 
C;  Miss  Lillie  Bensinger  of  Louisville,  Ky.; 
Miss  Mary  Gehrkens  of  Chicago,  and  Miss 
Maud  Walker  of  Pittsburg 

A  reception  in  honor  of  Miss  Lucy  Wheel- 
ock   of  Boston  was  held  in  the  afternoon  at 


VOL.  XXV,  NO.  9 

the  home  of  Mrs.  R.  F.  Jackson,  1827  Onta- 
rio Place,  N.  W. 

At  the  first  open  meeting  held  Tuesday 
ev  ening  at  Memorial  Continental  Hall  ad- 
dresses of  welcome  were  given  by  Commission- 
er Cuno  H.  Rudolph  and  Henry  P.  Blair  o 
the  Board  of  Education,  also  by  Dr.  Wm.  M. 
Davidson,  superintendent  of  schools.  Miss 
Mac  Kinney,  president  of  the  Union,  respond- 
ed. The  feature  of  the  evening  was  the  address 
by  Professor  Thomas  M.  Balliet.  We  are 
pleased  to  give  an  abstract  of  this  excellent 
address  elsewhere  in  this  issue. 

It  was  found  necessary  to  postpone  the 
play  festival  scheduled  for  Wednesday  morn- 
ing until  Friday  morning,  owing  to  the  con- 
dition of  the  grounds,  and  some  of  the  re- 
ports of  officers  and  committees  scheduled  for 
Wednesday  afternoon  were  given  in  the 
morning.  They  were  all  most  interesting. 

Miss  Nina  Vanderwalker,  Chairman  of  the 
Committee  on  Investigation,  showed  that 
there  were  1,1.18  cities  in  this  country  having 
a  total  of  8,886  kindergartens,  either  public, 
private,  or  charitable,  with  more  than  306,1- 
28  children.  Miss  Vanderwalker  called  atten- 
tion to  the  fact  that  there  are  about  four  mil- 
lions of  children  of  kindergarten  age  in  the 
United  States,  and  therefore  nothing  like  the 
good  that  can  be  accomplished  has  been  at- 
tained. Her  report  by  states  shows  that  New 
York  leads  all  other  states  with  59,304  child- 
ren in  the  kindergarten,  with  Illinois  next, 
having  29,701  in  the  kindergarten. 
Miss  Susan  T.  Harriman,  chairman  of  the 
committee  of  Foreign  Correspondence  read  a 

(Continued  on  page  255) 


232 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


THE    OCCUPATION    OF    DRAWING    IN 

THE    KINDERGARTEN    AND    FIRST 

YEAR  OF   SCHOOL. 

By  Dr.  Jenny  B.  Merrill 
{The   Principle   of    Continuity) 

We  have  now  reached  the  ninth  article  of  our 
series  and  will  take  a  glance  backward  before 
proceeding. 

Froebel  warns  us  in  the  closing  chapter  of  his 
commentaries  on  Mother  Play,  to  frequently 
"cast  a  retrospective  glance  at  our  procedure." 

He  says,  "He  who  does  not  look  backward  is 
unable  to  move  forward  with  assurance  and 
safety." 

This  excellent  advise  is  in  accord  with  the 
principle  of  continuity  or  connectedness  which 
helps  us  gradually  to  realize  the  relation  and 
unity  of  things. 

Froebel  not  only  gives  this  advice,  but  he  fol- 
lows it  in  two  very  interesting  Mother  Plays. 

The  first  of  these,  "The  Children  on  the 
Tower.'' 

In  case  some  of  our  readers  are  not  familiar 
with  this  simple  review  and  have  no  book  at 
hand,  let  me  quote  from  the  child's  song  in  the 
quaint,  old  version : 

"They  talk  as  if  they  would  never  rest, 

They  tell  of  the  basket,  the  eggs  in  the  nest, 

They  tell  of  the  doves  and  the  pigeon  house — 

How  they  fly  in  and  out  in  gay  carouse. 

They  tell  of  the  little  fishes  gay 

In  the  sparkling  water  floating- away ; 

The  baker  and  little  patty-cakes, 

The  target  the  good  brother  makes. 

Now,  when  they've  reviewed  their  play  all  thru 

They  ask  each  other  what  next  they'll  do." 

Soldiers  like  review  days.  Children  like  them, 
too.  Occasionally  even  in  playing  games,  it  is 
interesting  to  play  all  the  ball  games  we  know, 
or  all  the  bird  games. 

Reviews  may  be  uninteresting  or  perfunctory 
or  they  may  be  full  of  life  and  pleasure.  They 
may  prove  a  veritable  spiritual  knitting  and 
weaving  of  parts  together,  not  merely  a  re- 
hearsal. 

In  the  last  Mother  Play,  "The  Little  Artist," 
Froebel  again  reviews,  in  a  suggestive  drawing 
lesson,  many  of  the  objects  to  be  found  in  the 
Mother  Play  pictures.  It  should  never  be  for- 
gotten that,  from  the  child's  point  of  view, 
"Mother  Play"  is  a  picture,  song  and  story  book. 

All  thru  the  year  your  children  have  been 
drawing,  I  doubt  not.  Have  they  not  tried  to 
picture  the  objects  most  familiar  to  them — as 
chairs,  tables,  wagons,  houses,  people? 


Have  they  been  encouraged  to  tell,  in  illus- 
trative pictures,  the  story  of  their  walks?  The 
cold  of  winter  may  have  interrupted  the  excur- 
sion, but  they  have  drawn  many  snow  pictures, 
which  always  interest  the  children.  Snow  balls, 
snow  men,  snow  hills,  snow  on  the  branches  and 
on  window  sills !  The  older  children  may  have 
ventured  the  Esquimau  scenes  which  their  geog- 
raphy has  revealed,  or  even  snow  crystals. 

You  renewed  your  walks  in  early  spring,  and 
the  children  have  gathered  twigs  and  drawn 
them  again  and  again  to  show  the  unfolding  of 
the  buds  and  other  growth.  Now  they  are  busy 
with  flowers  and  butterflies.  You  have  not  for- 
gotten the  farmer  and  his  tools,  the  barn  and 
the  farm  animals  in  illustrative  drawing. 

But  let  us  return  to  our  review. 

The  topics  which  have  been  presented  in  this 
series  ahve  not  followed  the  usual  order. 

We  have  been  endeavoring  to  help  more  espe- 
cially rural,  primary  teachers  who  have  no  regu- 
lar kindergarten,  and  perhaps  little  material. 
We  have  also  considered  that  a  new  order  might 
interest  kindergartners. 

Nothing  is  so  dangerous  to  growth  as  a  rut  or 
a  fixed  habit. 

We  must  be  able  to  pull  ourselves  out  of  ruts. 
We  must  form  the  habit  of  breaking  up  habits. 

The  best  psychologists  advise  us  so  to  do  least 
we  become  stale. 

Surely  we  live  in  dangerous  places  if  we  really 
live  at  all ! 

The  topics  are  being  presented  in  the  present 
order  partly  because  of  their  relative  importance 
and  partly  because  a  teacher,  not  a  kinder- 
gartner,  could  better  relate  them  to  her  primary 
work. 

We  have  referred  incidentally  to  a  number  of 
gifts  and  occupations  that  will  be  treated  more 
fully  next  year. 

For  example,  while  we  have  reserved  Clay 
Modeling  for  a  future  number,  we  have  advised 
its  use  in  connection  with  the  first  and  second 
gifts ;  as  well  as  in  relation  to  the  seasons  as 
observed  in  the  fruits  and  vegetables. 

Kirkpatrick,  in  his  admirable  book,  "The  In- 
dividual in  the  Making,"  says :  "I  have  tried, 
figuratively  speaking,  to  drive  twenty-four 
horses  abreast,  instead  of  leading  first  one  and 
then  another  over  the  course." 

In  measure,  we  have  tried  to  do  this  during 
the  past  eight  months  while  presenting  the  fol- 
lowing topics : 

1.  Out-of-door  life — zvalks  and  excursions. 
This  topic  was  thought  to  be  the  most  vital 
for  health,  for  gathering  original  experiences,  for 


f  HE   KINDERGARTEN-PRIMARY  MAGAZINE 


233 


cultivating  the  social  life  between  parents,  teach- 
ers and  pupils. 

It  is  a  topic  which  should  control  Nature  study 
and  geography,  and  also  contribute  interest  to 
language  lessons,  composition  and  drawing. 

2.  Building  Blocks. 

Next  we  presented  the  building  blocks  of  the 
kindergarten  as  a  whole,  promising  more  de- 
tailed consideration  next  year. 

This  topic  is  vital  and  fundamental,  because 
it  illustrates  the  construction  side  forcibly. 

Building,  too,  as  an  industry  points  to  the 
house,  the  home,  which  man  has  learned  thru 
the  ages  to  build  with  greater  and  greater  skill. 
It  points  to  man's  wish  in  the  construction  of 
bridges,  towers,  monuments,  vehicles,  furniture. 

Building  blocks  are  familiar  playthings,  hence 
no  teacher  would  question  her  knowledge  of 
their  use  even  without  a  routine  to  follow. 

Free  work  with  blocks  is  desirable  and  leads 
to  creative  construction. 

They  are  also  useful  in  number  work. 

3  and  4.  Stringing  and  Making  Chains. 

It  seemed  necessary  at  this  point  to  bring  for- 
ward some  easy  handwork  that  little  folk  could 
puzzle  over  alone  or  with  help  from  each  other 
while  the  teacher  of  many  grades  was  occupied 
with  the  older  pupils. 

Stringing  beads,  shells  and  seeds,  and  even 
buttons,  is  an  occupation  so  old  and  so  common 
in  the  home  that  the  novice  in  kindergarten  or 
manual  work  need  not  fear  to  attempt  it. 

This  occupation  led  to  many  suggestions  in 
number  work,  as  groups  in  addition  and  multi- 
plication. It  also  suggested  decorations  and 
Christmas  gifts. 

5  and  6.     The  First  Gift. 

It  next  seemed  best  to  prepare  for  the  con- 
sideration of  games,  and  what  could  one  present 
at  first  if  not  the  favorite  ball? 

This  topic,  so  vital  and  interesting,  ran  thru 
two  months.  It  led  up  into  the  reading  and 
spelling  work  of  the  first  year,  and  out  into  the 
playground. 

7  and  8.     The  Second  Gift. 

The  second  gift  naturally  followed,  being  an 
extension  of  the  first,  with  its  wooden  sphere. 

We  suggested  more  games  based  upon  it, 
sense  exercises;  more  building. 

Several  simple  occupation  exercises  with  pa- 
per and  pencil  to  impress  the  forms,  were  men- 
tioned, and  clay  modeling  received  some  atten- 
tion. 

This  general  review  of  the  topic  already  pre- 
sented will  refresh  the  memory  of  our  regular 


readers  and  help  those  who  have  recently  joined 
the  circle. 

There  have  been  losses  as  well  as  gains  in 
this  choice  of  topics,  but  we  must  needs  choose. 

Choosing  is  a  fundamental  life  lesson  which 
the  kindergarten  seeks  to  teach. 

It  is  better  to  choose  than  to  follow  blindly. 

The  ninth  topic  is 

DRAWING 

Drawing  would  have  made  a  good  opening 
topic,  for  there  is  no  more  helpful,  vital  occupa-" 
tion  in  the  kindergarten  or  school  curriculum. 

Drawing  is  or  may  be  considered  as  a  new 
language,  another  means  of  talking,  of  express- 
ing thought. 

Early  drawing  at  least  should  be  mainly  ex- 
pressive and  creative. 

Formal  drawing  of  lines,  angles,  planes,  fig- 
ures, patterns,  etc.,  at  too  early  an  age  prevents 
the  child  from  realizing  the  vital  purpose  of 
drawing,  which  is  to  express  thought. 

But  it  is  not  only  to  express  that  we  draw, 
but  to  clarify  thought.  Froebel  says,  "For  what 
man  tries  to  represent  or  do  he  begins  to  under- 
stand."    This  is  a  basic  kindergarten  principle. 

Impression  also  tends  to  expression  by  the 
very  constitution  of  the  nervous  system. 

Unless  one  has  really  entered  into  the  soul  of 
drawing  with  a  little  child,  it  is  hard  to  realize 
its  fascination. 

Recently  I  had  the  delightful  experience  in 
Central  Park  with  two  little  ones,  a  girl  of  four 
and  a  boy  of  two  and  a  half. 

They  had  brought  chalk  to  draw  with  on  the 
paths. 

This  liberty  is  now  granted  the  children  in 
many  of  our  public  parks.  Their  drawings  were 
large  and  very  crude,  but  I  recognized  the  fa- 
vorite human  form.  I  said,  "It  is  a  lady."  "You 
make  a  lady,"  was  the  response.  I  could  not  re- 
sist. Having  finished,  the  little  fellow  chimed 
in,  "Make  me  one."  I  said,  "I  will  draw  a  man 
for  you."  Both  children  watched.  My  umbrella 
leaned  against  the  park  settee.  "Draw  me  an 
umbrella,"  said  the  girl.  "Shall  I  open  it  or 
close  it?"  "Close  it,"  she  replied.  Finished, 
and  the  boy  was  ready,  "Make  me  one."  The 
sense  of  possession  seemed  to  enter  even  into 
pictures.  This  rather  surprised  me,  for  one 
would  have  thought  both  could  enjoy  the  same. 
He  never  once  said,  "Make  another,"  but  always 
"Make  me  one,"  and  he  always  waited  patiently 
until  the  first  was  completed. 

At  their  request,  I  drew  next  a  bird.  Spar- 
rows were  hopping  near.  Then  squirrels,  horses, 
an  auto,  a  window,  a  cracker,  eye-glasses. 


234 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


The  girl  suggested  every  one  of  these  ob- 
jects, all  from  the  environment  except  one. 

Children  love  to  watch  any  one  draw  even  in 
the  crudest  outlines.  They  like  to  see  the  move- 
ments— to  see  the  picture  form.  It  is  magic  to 
them. 

Children  improve  rapidly  if  they  see  good 
drawing. 

They  copy  the  way  of  doing  it,  not  the  draw- 
ing itself. 
t  There  is  a  great  difference  between  copying 
pictures  and  imitating  the  method  of  an  expert. 

It  is  well  to  draw  crudely  for  children  if  you 
cannot  do  well,  but  a  good  way  to  improve  their 
work  is  to  improve  your  own. 

Children  listen  to  language  and  understand  it 
before  they  attempt  it.  They  listen  to  song 
and  music  before  they  can  sing.  In  similar  fash- 
ion, Froebel  presents  to  us  in  "The  Little  Art- 
ist," the  mother  or  teacher  drawing  the  objects 
of  the  environment  for  the  child.  He  advises 
tracing  on  the  window  pane,  or  in  the  air,  in 
moist  sand,  as  well  as  with  paper  or  slate  and 
pencil. 

"Let  me  now  thy  finger  take, 
And  pretty  pictures  we  will  make. 
Here  are  little  birds  that  fly 
Over  this  ant-hill  so  high ; 
Here  upon  this  little  tree 
Hangs  a  plum  for  thee  and  me. 
On  this  slender  branch  at  rest 
The  bird  has  built  his  little  nest." 

Froebel,  you  observe,  makes  connections  of 
thought  so  that  the  objects  are  not  merely  iso- 
lated objects. 

There  is  also  a  most  life-like  presentation  of 
this  subject  of  early  drawing  with  children  in 
"The  Education  of  Man."     Froebel  says : 

"A  child  has  found  a  pebble ;  in  order  to  de- 
termine by  experiment  its  properties,  he  has 
rubbed  it  on  a  board  near  by  and  has  discerned 
its  property  of  imparting  color.  It  is  a  frag- 
ment of  lime,  clay,  red  stone  or  chalk.  See  how 
he  delights  in  the  newly  discovered  property 
and  how  busily  he  makes  use  of  it !  Soon  the 
whole  surface  of  the  board  is  changed." 

Froebel  also  recognizes  the  child  loves  move- 
ment in  pictures  not  static  forms — "Here  flows 
a  brook,"  "Here  grows  a  branch  on  the  tree",  and 
another!"  "Here  comes  a  bird  flying." 

Indeed,  I  have  seen  children  so  interested  in 
the  life  of  a  picture  that  they  would  begin  to  act 
it  out,  or  act  the  parts  they  could  not  draw. 

We  will  consider  several  stages  or  steps  in 
drawing   lessons  in  the   kindergarten   and  pri- 


mary grades  in  the  next  number.  (For  an  arti- 
cle on  the  subject  consult  "The  Paradise  of 
Childhood,"  Jubilee  Edition.  The  illustrations 
given  here  are  taken  from  it.) 


The  Buffalo,  N.  Y.,  Chamber  of  Commerce  is 
leading  in  a  movement  to  organize  vocational 
training  and  vocational  guidance  in  direct  con- 
nection with  the  industrial,  educational  and  social 
needs  of  the  city.  Under  the  leadership  of  the 
chamber  a  committee  composed  of  business  men, 
school  men,  and  social  workers  is  making  a  pre- 
liminary survey  of  the  city  preparatory  to  map- 
ping out  a  definite  program.  The  work  is  under 
the  immediate  supervision  of  E.  W.  Weaver,  vo- 
cational director  of  the  Brooklyn  Boys'  High 
School. 


Tennessee  spent  nearly  twice  as  much  money 
last  year  for  high-school  purposes  as  the  year  be- 
fore, and  the  actual  number  of  high-chool  build- 
ings increased  one-third.  Other  significant  in- 
creases reported  by  the  State  high-school  inspec- 
tors are :  Enrollment,  46  per  cent  increase  dur- 
ing the  year;  daily  attendance,  47  per  cent  in- 
crease; length  of  average  term,  ten  days  more 
than  the  year  before;  and  teachers,  65  per  cent 
more.  In  the  meantime  the  average  cost  of 
high-school  tuition  has  been  reduced  from  $-1  to 
$3.96  per  month. 


Superintendent  Joyner,  of  North  Carolina,  is 
making  a  strong  plea  for  better  educational  fa- 
cilities for  that  State.  Among  other  things  he 
urges  that  women  be  made  eligible  to  serve  on 
school  boards,  in  order  that  the  schools  may  have 
the  benefit  of  their  peculiar  fitness  for  the  work 
of  education.  He  declares :  "By  nature  and 
temperament,  and  because  of  their  strategic  posi- 
tion in  the  home  and  in  the  training  of  child- 
hood, women  are  vitally  concerned  and  deeply 
interested  in  the  work  of  the  schools." 


The  Phelps-Stokes  lectures  on  the  negro  prob- 
lem given  at  the  University  of  Virginia  this  year, 
include  the  following  subjects:  Race  Relation- 
ships in  the  South;  Black-belt  Negro  Labor  in 
Slavery  and  Freedom — Its  Efficiency  and  Its 
Cost ;  The  Economic  Negro ;  The  Public-Health 
Relation  of  the  Race  Problem  in  the  South.  The 
aim  of  these  lectures  is  "to  arouse  a  scientific  in- 
terest in  the  better  adjustment  of  the  negro  to 
American  civilization." 


Night  schools  of  scientific  agriculture  are  prov- 
ing a  popular  feature  with  the  farmers  of  west- 
ern Michigan. 


THE  KINDERGARTEN  PRIMARY    MAGAZINE 


235 


GOETHE'S  EDUCATIONAL  IDEAL. 

By  W.  N.  Hailmann. 

Among  the  educational  idealists  of  the  latter 
half  of  the  eighteenth  and  the  opening  decades 
of  the  nineteenth  century,  Goethe  probably 
stands  nearest  to  Froebel  in  his  fundamental 
views,  while  in  his  dreams  he  foreshadows  at 
the  same  time  the  notable  achievements  of  Red- 
die  and  Lietz. 

His  educational  ideals  are  set  forth  chiefly  in 
Wilhelm  Meister — and  here  in  deliberate  ap- 
plication in  the  Pedagogic  Province — in  IVahl- 
venvandtschaftcn  and  in  Faust.  There  are  fre- 
quent references,  however,  to  this  topic  in  his 
other  writings.  In  my  quotations,  as  I  select  a 
few  of  the  principal  elements  of  his  thought, 
I  shall  rely  chiefly  on  the  Pedagogic  Provinces, 
but  not  confine  myself  to  it. 

Superficial  reading  may  find  in  the  Pedagogic 
Province  a  fanciful  sketch  inapplicable  to  con- 
ditions of  actual  practical  life.  This  may  be 
conceded  as  to  many  details  of  the  sketch.  Yet 
— like  Plato,  Rabelais,  Rousseau  and  many 
others  before  him — Goethe  was  compelled  by 
the  plainest  requirements  of  rhetorical  economy 
to  create  ideal  conditions  in  order  to  present  his 
ideal  thought  clearly  and  effectively,  leaving 
the  slower  processes  of  adaptation  to  varying 
and  complex  conditions  to  those  who  in  suc- 
ceeding generations  might  appreciate  the  value 
of  the  principles  set  forth  by  him. 

I  must  deny  myself  the  pleasure  of  giving  a 
detailed  account  of  the  Pedagogic  Province,  as- 
suming that  my  readers  are  more  or  less  familiar 
with  these  details.  Suffice  it  to  state  that  it  is 
organized  for  efficient  action  on  the  part  of 
developing  youths  in  an  ideally  regulated  social 
life — economic,  cultural  and  religious.  In  this 
environment  the  young  actually  and  completely 
live.  Everywhere  the  principles  of  self-activity 
and  individuality  are  respected.  There  is  am- 
ple opportunity  for  each  member  to  follow  le- 
gitimate inclination  in  industrial  and  cultural 
pursuits,  trying  himself  successfully,  if  need  be, 
in  several  of  these  until  he  finds  his  place. 

In  every  relation  or  phase  of  life  these  prin- 
ciples are  respected,  stimulated  and  afforded 
ample  scope.  In  the  song-games,  improvising 
in  text  and  in  musical  expression  holds  a  promi- 
nent place ;  the  devotees  of  instrumental  music 
enter  the  orchestra  on  the  occasions  of  the  many 
musical  festivals,  whenever  the  urgency  of  their 
own  genius  inspires  them  with  confidence  in 
their  ability ;  the  plastic  artists  choose  their 
points  of  view,  their  material  and  method  in 
accordance  with   their  own   independently   con- 


ceived ideals ;  the  architects  apply  their  care- 
fully and  systematically  conceived  ideals ;  the 
architects  apply  their  carefully  and  systematic- 
ally developed  skill  to  the  execution  of  plans  of 
their  own ;  the  horse-breeders  choose  the  lan- 
guage which  as  prospective  traders  they  wish 
to  make  their  major  study.  Even  in  the  choice 
of  cut,  material  and  color  of  dress  the  choice 
of  the  pupil  decides,  the  uniform  is  taboo  as  hos- 
tile to  the  free  development  of  individuality, 
and  care  is  taken  to  change  available  cuts,  ma- 
terials and  colors,  whenever  a  tendency  toward 
servile  imitation  or  clannishness  is  discovered. 

"All  round  about  us,"  says  Goethe,  "including 
ourselves  is  element ;  but  deep  within  us  dwells 
the  creative  spirit  which  has  power  to  bring 
forth  what  ought  to  be,  and  which  leaves  us 
no  peace  until  in  some  fashion  we  have  achieved 
it."  As  a  postulate,  he  thoroughly  believes  in 
the  rights  of  childhood  and  youth  : 

"For  its  own  sake  youth  is  here; 

It  were   folly  to  interfere, 

To  mar  its  glee 

And  urge,  'Come  thou,  be  old  with  me.'  " 

Still  elsewhere  he  gives  a  pathetic  account  of 
the  inner  life  of  a  child  whose  natural  instinct 
of  self-development  is  under  the  didactic  itch  of 
its  elders ;  when  interests  in  the  things  of  en- 
vironment are  compelled  to  feed  upon  shadowy 
accounts  of  things  and  events  at  inaccessible 
distances ;  when  the  eager  desire  to  verify 
thought  in  deeds  is  suppressed  by  officious  doing 
for  the  child ;  when  the  divine  longing  to  be  of 
some  account  in  its  world  is  repressed  by  ex- 
travagant praise  of  long  ago  and  far  away: 

"How  he  shall  love  and  act  and  think, 
Pie  finds  already  traced  in  ink, 
And — what    is    worse — in    strutting    print; 
Thus,  as  a  youth,  he  atkes  the  hint : 

Whate'er  his  dreams,  he  can  but  see, 

As  others  were,  so  he  must  be." 

Interesting  to  us,  more  particularly  to  those 
among  us  who  may  remember  the  time  when 
music  was  classed  with  fads  and  frills,  is  the 
value  Goethe  attaches  to  song.  "Song,"  he 
writes,  "is  with  us  the  first  step  of  culture;  all 
else  is  connected  with  it  and  introduced  with 
song,  the  simplest  instruction  as  well  as  the 
simplest  enjoyment,  even  religious  and  ethical 
doctrine.  *  *  *  We  have  chosen  music  as 
the  primary  element  of  our  education ;  from  it 
equally  easy  roads  lead  in  every  direction."  And 
then  he  proceeds  to  show  how,  even  from  the 
merely  technical  skill  of  note-writing,  the  stu- 


236 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


dent  is  led  to  reading,   calligraphy,  arithmetic, 
geometry  and  the  rest. 

The  great  central  feature  of  his  scheme  is 
action,  efficiency  in  doing.  In  every  portion  of 
his  writings  we  meet  his  apothesis  of  the  deed. 
Life  to  him  is  a  continuous  deed,  is  life  only 
in  so  far  as  it  is  deed.  Hence,  education  which 
is  to  guide  life  in  its  development,  is  true  educa- 
tion only  in  so  far  as  it  gives  stimulus  and  op- 
portunity to  do.  "All  within  us,"  he  writes,  "is 
seed,  surging  to  become  a  deed."  The  child  is 
conceived  by  him  as  pleading  with  his  elders : 

My  heart  finds  neither  peace  nor  rest. 
'Give  me  a  chance  to  say  and  do, 
No  greater  gift  I  claim  from  you ; 
My  heart  finds  neither  peace  nor  rest, 
It  longs  for  work;  work  is  its  best." 

To  him  thought  and  action  were  one,  long 
before  modern  psychology  re-enforced  this 
truth  in  its  discoveries.  "To  think  and  to  do,  to 
do  and  to  think,  this  is  the  sum  of  all  wisdom; 
always  acknowledged,  always  practiced,  but 
rarely  understood.  These  two,  like  inspiration 
and  expiration,  must  in  life  ever  alternate.  Like 
question  and  answer,  they  should  always  ac- 
company each  other.  *  *  *  To  test  our  do- 
ing in  thought  and  our  thinking  in  the  deed, 
cannot  fail  to  lead  us  to  the  truth  and  to  put 
us  on  the  right  way." 

Then,  too,  in  the  celebrated  monolog  of  Faust 
in  which  the  hero  of  the  drama  is  engaged  in 
the  translation  of  the  gospel  of  St.  John  and 
discusses  with  himself  the  translation  of  logos 
in  the  first  verse,  we  hear  Goethe  musing : 

"In  the  beginning  was  the  word,  I  read; 
Here  I  am  balked — who  helps  me  to  proceed? 
I  cannot  rate  the  word  so  high, 
Another  term  it  must  imply. 
If  truthful  light  the  spirit  brought, 
'Tis  written:  'In  the  beginning  was  the  thought — 
Consider  the  first  line  with  care, 
Lest  haste  should  lead  into  a  snare : 
Is  it  the  thought  that  all  creates? 
'In  the  beginning  was  the  force'  it  states. 
Yet  even  as  these  words  I  write 
A  voice  warns,  'Be  sure  that  thou  art  right.' 
At  last  the  spirit  helps,  at  last  the  truth  I  read, 
And   without   fear   I   write:  "In  the  beginning 
was  the  deed." 

Only  with  the  deed  there  comes  to  him  inex- 
tinguishable, everlasting  being.  In  the  deed 
alone,  whatever  it  may  hold  of  force  or  thought 
or  word  truly  is.    To  him  "it  is  not  enough  to 


know,  we  must  apply;  not  enough  to  will,  we 
must  do." 

It  is  noteworthy,  however,  that  this  deed  in 
Goethe's  mind  is  ever  associated,  as  it  is  in  the 
mind  of  Froebel,  with  the  attitude  of  good  will. 
For,  he  writes,  "  Let  thy  goal  by  love  decreed, 
make  thy  life  a  noble  deed." 

All  worthy  life  rests  upon  this  doing  sanctified 
by  good  will  which  he  places  into  the  apparently 
trivial  category  of  utility.  Everywhere  in  the 
enchanted  realm  of  well-doing  into  which  Wil- 
helm  and  his  son  were  betrayed  by  the  mis- 
chievous Fritz,  they  find  inscribed  the  maxim, 
"From  the  useful,  through  the  true,  to  the  beau- 
tiful." The  refrain  of  the  roistering  students' 
song,  'Ubi  bene,  ibi  patria,'  Goethe  would  change 
so  as  to  read,  'My  home  is  where  I  am  useful,' 
rather  than  'where  I  have  a  good  time.' 

This  clearly  demands  a  social  organization  in 
which  each  member  of  the  group  specializes  in 
some  useful  occupation.  Each  member  must 
have  fitted  himself  to  do  a  best  in  some  neces- 
sary social  service.  In  the  passages  of  Wilhelm 
Meister  devoted  to  the  League  some  details  of 
such  an  organization  are  set  forth.  Only  he  can 
enter  who  has  proved  himself  worthy  by  pro- 
ficiency in  some  such  service;  but  once  admitted 
he  becomes  the  full  equal  of  all  its  members.  No 
matter  how  menial  his  service,  he  is  recognized 
as  an  essential  organ  in  the  social  unit.  His 
efficiency  in  a  function  needed  for  the  comfort 
and  welfare  of  the  whole  lifts  him  upon  the  same 
plane  with  all  others.  The  barber,  the  carrier  of 
burdens,  the  copyist  stand  shoulder  to  shoulder 
with  the  engineer,  the  architect,  the  surgeon,  the 
artist,  in  equal  mutual  appreciation  and  rever- 
ence with  reference  to  the  common  ideal;  and 
whatever  of  truth  and  beauty  this  ideal  may 
hold  is  equally  accessible  and  inspiring  to  all. 

The  organization  of  the  Pedagogic  Province 
proceeds  on  the  same  lines.  The  young  live 
themselves  into  a  life  of  such  self-guided  social 
unity  in  a  carefully  guarded  and  ideally  empha- 
sized social  environment  which,  at  every  point, 
invites  the  joyous  self-devotion  implied  therein. 
Moreover,  as  already  indicated,  there  is  for  each 
member  of  the  institution  ample  opportunity  to 
follow  his  inclination  and  to  try  himself  in  agri- 
cultural, nomadic,  mining  and  other  industrial 
pursuits,  in  scientific  research,  in  architecture, 
painting,  sculpture,  music,  in  the  study  of  lan- 
guages, etc. ;  and  all  of  these  in  vital  interrela- 
tion. "Well-born  children,  Goethe  writes,  "bring 
to  us  many  things.  Nature  has  given  to  each  of 
them  what  he  needs  for  life.  To  develop  these 
things  is  our  duty." 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


■37 


"But,"  he  continues,  "there  is  one  thing  no  one 
is  born  with,  and. yet  it  is  of  fundamental  im- 
portance for  the  all-sided  humanity  of  man:  it 
is  reverence."  And  then  he  proceeds  with  de- 
lightful inconsistency  to  lift  into  consciousness 
the  germs  of  reverence  which  he  plainly  assumes 
in  the  hearts  of  the  young,  through  an  ingenious 
system  of  physical  expressions  of  reverence  in 
their  bodily  attitudes  on  occasions  that  call  for 
reverence,  at  the  same  time  throwing  about  these 
ceremonies  an  atmosphere  of  mystery  highly  con- 
ducive to  the  stimulation  of  the  emotion  they  ex- 
press. 

It  appears  then  that  every  valid  principle  of 
the  education  of  our  new  democracy  is  clearly 
set  forth  in  the  marvelous  dream  of  this  colossal 
Greek  aristocrat  of  Germany.  Self-activity,  ini- 
tiative or  original  effort,  individuality,  social 
intro-ordination,  motor  and  esthetic  training  and 
the  rest,  even  the  culture-epoch  theory  of  the 
Herbartians  and  their  insistence  upon  character- 
development — all  are  there.  And  all  in  a  fine 
fusion  of  rational  conservatism  with  rational 
progressiveness.  Goethe's  new  makes  no  war 
upon  the  old ;  on  the  contrary,  it  reverences,  pre- 
serves, vitalizes  the  old,  adds  to  the  regenerated 
intellectualism  and  aestheticism  of  the  Greeks, 
the  scientific  fervor,  the  thirst  for  efficiency,  the 
universal  good-will  of  modern  ideals. 

In  his  educational  reform  there  is  not  a  ripple 
of  destructiveness  or  ultra-radical  self-conceit. 
It  recognizes  in  the  dawn  of  humanity,  as  does 
our  own  Froebel,  the  dawn  of  its  divine  destiny, 
follows  it  reverently  through  all  the  successive 
phases  of  tumultuous  evolution,  retains  and 
quickens  all  that  lies  upward,  secures  in  fullest 
and  steadily  progressive  measure  the  marvelous 
gift  of  freedom,  good-will  and  joy 


THE  DEEPER  MEANING  OF  THE  KINDER- 
GARTEN. 


Ei. 


seth   Harrison. 


Harold  W.  Foght,  of  the  United  States  Bureau 
of  Education,  is  now  in  Denmark  studying  rural 
schools  with  a  view  to  adapting  as  much  as  pos- 
sible of  Danish  experience  to  the  American  coun- 
try-school problem.  He  is  accompanied  on  the 
trip  by  William  H.  Smith,  rural-school  super- 
visor of  Mississippi,  and  L.  L.  Friend,  supervisor 
of  high  schools  of  West  Virginia. 


Ohio  University  announces  a  "quartet  of  new 
forces"  in  the  State  Normal  College.  The  rural 
school  and  the  Department  of  Agriculture  are 
two  of  these  forces  upon  which  special  emphasis 
is  laid,  since  they  represent  a  definite  step  in  rem- 
edying the  urgent  problem  of  rural-school  facili- 
ties. 


In  the  security  which  the  kindergarten  has  obtained 
by  being  accepted  as  a  part  of  our  great  public-school 
system  lies  the  danger  of  our  losing  sight  of  the  cen- 
tral idea  of  the  kindergarten.  It  is  more  than  a  sub- 
primary  grade.  It  is  more  than  an  infant  manual 
training  or  art  department.  It  is  more  even  than  a 
miniature  social  community  where  each  one  finds  his 
rights  and  respects  the  rights  of  others.  The  fact  that 
it  prepares  the  child  for  the  primary  grades  as  can  no 
individual  home  training  has  been  testified  to  by  too 
many  grade  teachers  to  need  further  argument.  So 
too  the  fact  that  it  begins  the  training  of  little  hands 
in  the  shaping  and  molding  of  the  materials  of  the 
world  by  whi.h  the  child  is  surrounded  and  thus  awak- 
ens his  interest  in  the  processes  of  industry  is  true, 
and  it  is  also  true  that  a  love  of  beauty  is  awakened 
in  his  breast  by  the  flowers  and  pictures,  the  music 
and  song,  the  stories  and  childish  dramas  of  the 
kindergarten.  But  it  has  a  deeper,  far  more  import- 
ant mission.  It  is  the  new  view  of  humanity,  the  call 
of  the  soul  for  better  recognition  of  its  rights,  that 
lias  made  the  kindergarten  the  leaven  which  is  working 
in  the  most  conservative  schools,  broadening  and  en- 
larging their  curriculum  with  the  living  interests  of 
play,  of  gardening,  of  workshops,  of  excursions,  of 
pageants,   and  the  like   activities   of   real  child  life. 

We  have  lived  too  long  a  separate  and  exclusive 
class.  "With  the  full  realization  of  the  increased  spir- 
itual life  which  the  true  kindergarten  brings,  we  ought 
to  embrace  every  opportunity  that  is  offered  us  to 
enter  into  new  and  different  fields  of  work,  and  thus 
prove  that  it  is  a  living,  universal  principle  of  deep 
significance  which  must  lie  recognized  in  all  of  our 
work,  not  a  method,   nor   a  set  of  devices. 

The  great  National  Congress  of  Mothers  has  asked 
us  to  come  to  their  help  in  raising  the  standards  of 
motherhood.  Are  we  ready  and  willing  to  do  it?  If 
so.  every  kindergartner  will  have  a  mothers'  club  and 
will  induce  it  to  become  a  part  of  her  state  organiza- 
tion, the  Parents  and  Teachers  Association.  We  have 
an  influence  over  mothers  that  teachers  in  the  more 
advanced  grades  do  not  have,  owing  to  the  fact  that 
we  come  into  closer  contact  with  the  home,  and  the 
mother  of  the  wee  tot  of  four  keeps  nearer  her  child 
in  his  first  venture  into  the  great  outside  world.  As  a 
rule  kindergartners  have  ten  times  as  many  mothers 
visit  their  school  rooms  as  do  the  grade  tea:hers,  and 
are  more  often  invited  into  the  homes  of  their  pupils. 
It  is  a  great  opportunity   and  a  great  responsibility. 

Again,  an  almost  unlimited  iield  is  opening  before 
us  in  the  organized  social  service  work  which  is  re- 
christianizing  our  land.  Everywhere  we  hear  the  state- 
ment made  that  kindergartners  make  the  best  juvenile 
court  assistants,  inasmuch  as  they  know  how  to  appeal 
to  and  interest  the  reckless,  wayward  boy  or  girl 
whose  home  life  has  not  given  him  or  her  a  fair 
chance.  The  heads  of  social  research  work  testify 
that  the  kmdergarten-trained  woman  can  get  nearer 
the  solution  of  the  problems  of  the  causes  of  poverty 


238 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


and  of  matrimonial  unhappiness  than  can  the  well- 
meaning,  but  too  reserved  worker,  because  she,  the 
kindergartner,  has  the  key  which  will  always  unlock 
the  mother's  heart — namely,  a  sympathetic  interest  in 
the  woman's  child — and  oftentimes  can  make  sugges- 
tions which  will  help  the  poor  distressed  woman  who 
cannot  afford  money  to  spend  on  childish  pleasures  by 
showing  her  how  to  create  home  made  toys  and  to 
plan  home  entertainments  for  her  children  by  the  chil- 
dren themselves. 

Do  we  fully  realize  the  greatness  of  the  great  com- 
mand to  go  forth  and  preach  the  gospel,  the  real  gospel 
of  love  and  helpfulness,  which  has  come  to  us  with 
the  gift  of  insight  that  our  kindergarten  study  has 
brought?  Of  all  gifts  the  gift  of  insight  into  the  true 
meaning  of  life,  it  seems  to  me,  is  the  greatest.  Some- 
times I  fear  we  do  not  appreciate  this,  else  we  would 
not  hear  of  kindergartners  seeking  easy  places  and 
high  salaries.  There  are  kindergartners  of  today  who 
are  selling  their  birthright  to  serve  humanity  in  the 
highest  way  for  a  mess  of  pottage.  It  is  because  they 
have  lost  sight  of  the  great  fundamental  religious  basis 
of  the  kindergarten.  When  rightly  considered  it  re- 
veals a  newer  and  deeper  interpretation  of  religion  in 
that  it  not  only  accepts  the  docrine  that  all  men  are 
children  of  God  but  proceeds  to  work  for  the  un- 
folding of  that  divine  inheritance  by  understanding  and 
protecting  every  childish  effort  at  right  self-expression 
and  encouraging  every  loving  recognition  of  others 
and  the  glad  serving  in  the  little  community — all  God- 
like traits  that  lift  mankind  out  of  the  narrow,  selfish 
life  of  personal  ease. 

While  we  are  here  assembled  has  come  the  mighty 
cry  from  China  to  send  over  more  kindergarten  mis- 
sionaries— to  that  long-benighted  land  now  awakening 
so  marvelously.  Most  of  you  have  .  read  the  little 
leaflet  entitled  An  Appeal  for  the  Kindergarten  in 
China.  In  it  come  these  significant  words  :  "The  kind- 
ergarten movement  appeals  to  the  new  sense  of  power 
and  consciousness  of  ability  in  the  Chinese  women,  and 
gives  them  the  opportunity  they  are  seeking  to  serve 
their  country."  Are  we  ready  to  answer  the  call?  If 
not,  let  each  one  of  us  look  into  her  own  heart  arid 
ask  if  we  are  keeping  there  the  sacredness  and  the 
greatness  of   our   calling. 

— Excerpt  from  discussion  at  N.  E.  A,  Chicago, 


Brooklyn,  N.  Y. 

The  annual  convention  of  the  Kindergarten  Mothers' 
Club  and  Parents'  Association  was  held  at  the  Brook- 
lyn Training  School  for  Teachers,  Park  Place,  corner 
of  Nostrand  Ave.,  April  10th.  Among  those  on  the 
program  were  Dr.  Ira  S.  Wile,  Dr.  Edward  W.  Stitt, 
and    Miss    Fanniebelle    Curtis. 


Milwaukee,  Wis. 


The  following  kindergartners  have  arranged  to  at- 
tend the  I.  K.  U.  meeting  in  Washington :  Mrs.  Emma 
Ahrens,  Miss  Lizzie  Truesdall,  the  Misses  Catherine 
Boyle,  Margarette  Downey,  Margarette  Evans,  Adis 
McHenry,  Adelaide  Ott,  Sarah  Blodgett  and  Etta  An- 
chester. 


LIVE  STOCK  IN  PUBLIC  SCHOOLS. 

E.  R.  Downing,  Assistant  Professor,  the  School  of 
Education,  University  of  Chicago,  Chicago,  III. 

excerpt  from  address. 

A  generation  ago  the  child  was  considered  a  little 
man  or  a  little  woman  who  only  needed  to  grow 
bigger.  Now  we  realize  that  the  child  is  as  different 
from  the  adult  as  the  monkey  is  from  the  child,  that 
the  evolution  to  be  accomplished  by  the  child  before 
he  reaches  adult  condition  is  a  long  and  complicated 
process.  We  no  longer  try  to  foist  on  the  child  our 
adult  interests  if  we  are  wise  pedagogs,  but  endeavor 
to  find  out  what  the  child's  interests  are  and  utilize 
them  in  its  development. 

Children  are,  as  a  rule,  interested  in  animals.  The 
teacher  in  the  grades  may  well  make  use  of  them  and 
it  is  my  purpose  merely  to  suggest  how  she  may  care 
for  them  most  readily.  I  know  from  past  experience 
that  the  average  teacher  thinks  it  a  grave  task  to  as- 
sume the  care  of  an  animal  in  the  school  room.  But 
it  is  a  relatively  easy  proposition,  as  animals  thrive 
with  little  care  and  usually  receive  so  much  that  they 
die  of  overfeeding  or  injudicious  attentions.  If  Rosa 
Bonheur  found  it  worth  while  to  study  the  common- 
place farm  animals,  or  Landseer  found  the  association 
of  his  dogs  worth  while,  or  a  Kipling  or  a  Thompson- 
Seton  considers  the  animal  worth  a  place  in  literature, 
certainly  it  is  not  beneath  the  dignity  of  the  kinder- 
garten teacher  and. her  children  to  study  animals.  The 
child  comes  to  school  from  a  world  of  outdoor  inter- 
ests and  it  is  wise  to  continue  them  in  his  school  en- 
vironment. 

The  aquarium  for  the  goldfish  needs  in  it  some 
aquatic  plants.  These  can  be  bought  with  the  fish 
or  may  be  taken  from  almost  any  pond  in  which  the 
water  is  clean.  One  or  two  small  fish  are  enough  for 
an  aquarium  that  is  ten  or  twelve  inches  in  diameter. 
The  fish  food  bought  of  the  dealer  answers  well. 
Rolled  oats  will  be  taken  with  avidity  occasionally,  but 
not  too  much  food  should  be  given.  Only  so  much 
should  be  put  into  the  aquarium  as  is  promptly  snapped 
up  by  the  fish;  and  feeding  once  a  week  is  quite 
enough.  If  the  plant  life  is  kept  fresh  the  water  of 
the  aquarium  does  not  need  to  be  changed. 

Rabbits  make  admirable  school  room  pets.  A  box 
2x2x3  feet  makes  room  enough  for  a  pair.  It  may 
be  covered  with  poultry  netting,  and  a  smaller  box 
with  a  hole  in  it,  to  be  used  by  the  rabbits  as  a  door, 
should  be  put  into  the  larger  box  so  they  may  crawl 
into  this  nest  whenever  they  please.  Some  sawdust 
sprinkled  in  the  bottom  of  the  box  will  help  to  keep 
it  tidy.  The  food  should  be  of  some  dry  material. 
Grain  with  an  occasional  bunch  of  green  stuff  makes 
the  cage  less  objectionable  than  the  odors  that  arise 
when  a  good  deal  of  succulent  food  is  given. 

Guinea-pigs  are  treated  in  much  the  same  way.  In 
a  similar  cage  one  can  keep  pigeons  or  ringdoves  in 
the  school  room  and  watch  all  stages  of  their  life 
history.  A  smaller  cage  with  finer  netting  will  serve 
well  for  white  rats.  These  can  be  fed  on  stale  bread, 
and  given  plenty  of  old  newspaper  in  which  to  burrow 
and  make  their  nests. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


239 


"HOW   DOES  YOUR   GARDEN    GROW?" 

(Answered  by  20  Kindergartners  who  hope  to  en- 
courage beginners.) 
By  Dr.  Jenny  B.  Merrill 

1.  Our  garden  is  indoors  this  year.  We  have  in 
small  quantities  radishes,  parsley,  nasturtiums,  poppies 
and   snap-dragon. 

2.  We  had  a  box  with  beans  and  peas  and  oats 
planted  in  our  room.  Out  of  doors  we  each  had  a 
garden  plot  with  beans,  lettuce,  radishes,  cucumbers 
and   sunflowers. 

3.  Our  chief  interest  has  been  in  the  garden.  Every 
child  has  planted  and  all  watched  eagerly  for  the  first 
sight  of  green.  Each  child  took  home  a  flower-pot 
in  which   he  had   planted  radish   seeds. 

4.  We  have  been  fortunate  in  haying  a  garden-bed 
at  the  Tiffany  Mansions.  We  sowed  nasturtiums, 
sweet  peas,   candy-tuft,  sunflowers   and  sweet  elyssum. 

5.  We  were  not  able  to  arrange  for  an  out-of-door 
garden  b*ut  we  have  planted  in  window  boxes  and 
flower-pots,  candy-tuft,  nasturtium  and  balsam.  The 
children  have  taken  entire  charge.  Many  of  our  lit- 
tle ones  have  gardens  at  home.  I  urge  this  at  moth- 
ers' meetings.  Some  have  already  proudly  brought 
flowers  from  their  own  gardens  for  our  kindergarten 
vases. 

6.  Our  school  as  a  whole  is  to  have  a  garden,  a 
portion  of  which  will  belong  to  the  kindergarten.  For 
this  reason  we  have  been  delayed  in  our  planting,  but 
know  we  will  enjoy  co-operating  with  the  older  children. 

7.  The  president  of  our  Mothers'  Club  gave  pack- 
ages of  seeds  in  order  to  encourage  planting  at  home. 
It  has  resulted  in  a  number  of  home  gardens. 

8.  We  have  our  gardens  growing  nicely.  Our  rad- 
ishes are  nearly  large  enough  to  eat. 

9.  Gardening  has  taken  a  great  deal  of  our  time  and 
has  held  our  interest  daily.  Radishes,  lettuce,  nas- 
turtium,  morning-glories   are   up. 

10.  We  have  no  window  boxes  and  no  outside  gar- 
den, but  the  children  brought  earth  in  paper  bags, 
which  we  put  in  flower  pots.  We  planted  radishes, 
lima  heans  and  nasturtium.  Every  child  planted  at 
least  one  seed.  We  have  watched  a  horse-chestnut  tree 
from   the   window. 

11.  The  children  have  for  an  out-of-door  garden, 
a  very  large  box,  about  ten  by  twelve  feet,  which  our 
janitor  made  for  us.  (Enlist  all  the  helpers  for  the 
kindergarten !) 

12.  We  are  very  much  pleased  with  the  success  of 
our  garden.  The  plot  looks  very  pretty.  Our  stalk  of 
corn  is  growing  well.  The  beans,  with  which  the  chil- 
dren are  delighted,  are  nearly  ready  to  pick.  It  is  so 
pleasant  to  have  had  the  change  from  flower  to  fruit 
right  before  us. 

13.  We  are  hoping  our  vegetables  will  mature  so 
that  the  full  unity  of  growth  will  be  realized  in  our 
garden,    seed,  flower,    fruit,   seed. 

14.  Each  child  has  had  a  radish  to  eat  from  his 
own  garden  plot !  A  week  later  every  child  took  one 
home  to  mother. 

15.  The  children  can  walk  around  the  garden  and 


distinguish  the  plants,  naming  them  readily  now.  They 
have  carried  home  their  first  crop,  radishes.  We  have 
a  vacant  lot  near  us  in  which  we  have  found  clover, 
daisies,  buttercups,  pretty  grasses  and  even  blackberry 
vines  so  that  we  are  gaining  by  many  real  experiences. 

16.  The  children  have  enjoyed  so  much  the  use  of 
the  watering-can.     This  daily  duty  is  never  forgotten ! 

17.  On  Arbor  Day  we  planted  seeds  in  a  large  tub 
in  the  school  yard  as  part  of  the  outdoor  exercises 
with  the  main  school.  We  planted  first  a  circle ,  of 
morning-glories  in  the  center,  then  a  circle  of  nastur- 
tiums, and   outside  a  third  circle   of   radishes. 

18.  We  have  had  three  crops  of  hay.  We  made  our 
own   wagons  and  filled   them. 

19.  We  have  been  playing  the  "Garden  Bea"  and 
speaking  of  the  things  which  help  the  seeds  to  grow. 
We  have  planted  flax,  beans  and  oats  on  sponges  and 
the  children  could  see  the  roots.  Also  an  onion  was' 
grown  in  a  jar  of  water.  Each  child  is  going  to  plant 
a   seed   and  care   for  it  himself. 

20.  The  children  are  so  delighted  with  their  gar- 
dens. This  year's  ones  have  been  the  most  successful 
so  far  in  my  experience.  Each  child  has  had  good 
results  from  his  own  garden.  We  have  had  lettuce, 
radishes,  nasturtiums,  sweet  William,  besides  carrots 
and  beets,  which  are  getting  quite  big.  Next  year's 
work  I  hope  will  prove  better  still. 


COLOR  AND  COUNTING  GAME. 

Place  a  hundred  or  more  half-inch  kindergarten 
beads  (spheres)  in  an  open  box  or  basket,  to  be 
passed  by  a  monitor  to  each  pupil  who  can  take  as 
many  marbles  (spheres)  as  he  can  count  correctly; 
but  the  pupil  must  first  name  the  color  he  prefers 
and  if  he  errs  in  selecting  the  color  mentioned  by 
him,  he  must  wait  till  all  have  had  a  trial  when  he 
will  be  given  another  opportunity  to  select  his 
marbles.  Pupils  are  then  allowed  free  play  with 
the  beads  as   seat  work. 


USE  OF  GILT  STARS. 

There  are  few  things  that  can  be  used  to  better 
advantage  in  the  school  room  than  those  little  Gilt 
Stars  sold  by  kindergarten  and  school  supply  houses. 
Write  names  of  pupils  on  cardboard  and  place  a 
gilt  star  at  the  end  of  the  week  after  the  names  of 
all  who  have  not  been  absent  or  tardy.  In  looking 
over  the  pupils  papers  paste  a  star  on  the  best  ones. 


BIRTHDAYS. 

It  requires  some  watchfulness  to  remember  the 
birthdays  of  the  pupils  and  to  celebrate  each  one 
with  appropriate  exercises.  Where  the  birthday 
of  a  pupil  does  not  occur  on  a  school  day,  send  a 
souvenir  post  card.  When  a  child  returns  to  school 
after  an  illness  do  not  overlook  a  special  greeting 
for  him. 


All  who  joy  would  win 

Must  share  it; 

Happiness  was  born  a  twin. — Byron. 


"In  helping   others   you   grow   strong, 
For  kind  deeds  done  are  only  lent." 


24<d 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


MICKERSHEN'S    GLASS    HOUSE. 
By  Susan^Plesbneb  Pollock 

Mousie  in  the  trap,  was  taken  by  Gertrude  and  Her- 
man to  the  little  house  in  the  wood  where  they  lived, 
and  that  night  he  had  to  stay  in  the  trap,  in 
Grandmother's  room,  for  his  new  home  was  not  yet 
ready  for  him.  The  next  morning,  however,  after 
breakfast,  a  wonderful  dwelling  was  prepared  for  him. 
Some  time  ago  Grandmother  had  had  two  gold-fishes 
which  used  to  swim  around  in  a  big  glass  ball.  The 
ball  was  still  there.  It  was  brought  out  of  the  closet 
where  it  had  been  put  for  safe  keeping,  and  gotten 
ready  for  Mickershen.  The  floor  was  covered  with 
fine  moss,  then  Gertrude  brought  a  shining  little  tin 
tea-set  plate,  on  which  they  sprinkled  bread  crumbs 
and  a  bit  of  cake,  and  set   it  on  the  moss. 

Herman  looked  among  the  playthings  for  an  acorn 
cup,  then  grandmother  bored  a  tiny  hole  on  each  side 
through  which  she  drew  a  thread  and  fastened  it 
above,  so  that  the  small  bowl  hung  there  like  a  little 
bucket,  or  pail,  close  over  the  moss ;  now  everything 
was  all  ready  for  Mickershen  to  move  into  his  new 
splendid  house,  the  door  of  the  mouse  trap  was  opened 
while  the  trap  was  held  close  over  the  opening  in  the 
glass  globe.  Mickershen  made  one  spring  and  there 
he  sat  on  the  moss  carpet  exactly  in  front  of  the  little 
milk  bucket  (pail).  Ah!  this  was  an  invitation;  Mick- 
ershen did  not  wait  long  to  be  coaxed,  he  raised  him- 
self on  his  hind  legs,  just  as  doggie  does  when  he 
"begs,"  put  his  two  front  paws  on  the  edge  of  the  tiny 
bucket  and  tasted.  Oh !  that  tasted  good,  now  he 
drank  heartily.  In  his  old  mouse  hole  he  had  not  been 
served  with  milk;  he  took  a  nibble  from  the  cake,  too, 
and  tasted  of  the  bread  crumbs.  Mickershen  made 
himself  quite  at  home;  anything  so  fine  as  this  he  had 
probably  never  seen;  walls  of  crystal,  it  was  quite  dif- 
ferent from  his  dark  mouse  hole;  on  top  there  was 
an  opening,  but  he  could  not  use  this  door  for  he 
could  not  climb  up  the  slippery  glass  walls,  but  he 
could  have  climbed  up  on  the  string  that  held  the 
little  basket,  in  a  minute,  as  if  it  had  been  a  tree  stem, 
for  a  mouse  can  do  splendid  gymnast  tricks;  so  a 
cover  for  the  roof  was  laid  over  the  opening;  it  was 
made  of  pasteboard  with  holes  cut  through,  so  that 
fresh  air  could  come  in  just  as  it  does  through  the 
windows.  Who  was  happier,  the  little  mouse  in  hi^ 
fine  dwelling  where  he  had  such  excellent  care,  or  the 
children  to  whom   the   little   mouse   belonged? 

"When  spring  comes,"  said  grandmother,  "then  we 
will  carry  Mickershen  out  into  the  fields,  for  there  it 
will  agree  with  him  better  than  here  with  us,  for  as 
beautiful  as  his  glass  palace  is,  it  is  after  all,  a  prison, 
but  our  little  guest  shall  not  go  from  us  with  empty 
pockets,  shall  not  go  as  a  beggarman  to  the  field  mice; 
when  we  find  a  nice  mouse  hole  for  him  in  the  field 
we  will  put  a  whole  tallow  candle  in  for  him  to  feast 
on,  will  that  not  be  nice?  How  the  poor  field  mice 
will  wonder  when  they  see  the  white  column  coming 
into  their   dark   hole,  they  will  surely  have  a  party  feast." 

Do  not  allow  pupils  to  believe  that  education  will 
enable  them  to  escape  responsibility  and  labor. — 
Hubbard. 


THE   BURR   PARTY. 

By   Mary   Ellasox    Cottixc. 

When  Nelse  came  from  the  postoffice  one  morning 
he  brought  a  tiny  envelope  witli  his  cousin  Polly's 
address  written  on  one  side,  and  a  burr  blossom  daint- 
ily painted  on  the  flap  of  the  other. 

"O,  Polly,  let's  see!  What  is  it?"  begged  all  the 
cousins   at   once. 

This  is  what  they  read  when  Polly  said  they  might 
peep-read  over  her   shoulder  while  she  was   reading  : 

"Miss  Prudence  Aklen  requests  the  pleasure  of  your 
company  at  a  Burr-party  Thursday  next,  at  2  o'clock." 
"R.  S.  V.  P."  "The  Tines." 

M—  m— m  !  What  kind  of  a  party  is  that,   Polly?" 

Cousin  Polly  though  she  was  the  oldest  of  the  chil- 
dren didn't  know  so  she  thought  they  better  go  and 
ask  Aunt  Julie. 

When  Aunt  Julie  had  read  the  invitation  and  ad- 
mired .the  "pri.kles"  that  had  been  painted  to  look  like 
brownies  dancing  over  the  paper,  she  shook  her  head 
and  said:  "I'm  sure  I  can't  even  guess;  but  it's  sure 
to  be  something  very  pleasant  for  Prudence's  "Soldier 
Aunt"  has  come  home  with  Captain  Paul  for  a  visit. 

"Goody,  goody,"  cried  the  children  jumping  about 
and  clapping  their  hands,  "Won't  we  have  fun !" 

"But  you're  not  all  to  go;  it's  only  a  party  for  the 
big  girls  like  Polly,  my  little  people,"  Aunt  Julie  ex- 
plained. 

"T-h-e-n,  may  we  sit  up  till  Polly  comes  home,  and 
msv  she  tell  us  every  bit  about  it  before  she  goes  to 
sleep?"    begged   a  chorus   of   half-sorry   voices. 

"To  be  sure  you  may.  Now  oft"  you  must  all  go 
while  Polly  writes  her  acceptance,  for  those  letters  in 
the  corner  mean   that    she  must   send  an   answer." 

While  Polly  and  the  cousins  were  longing  for  the 
party-day  to  come,  Aunt  Madge  went  to  the  city  to 
buy  the  things  for  the  good  time.  Uncle  Paul  and  Pru- 
dence were  busy  making  bunches  of  burr  blossoms  and 
leaves  .of  violet  and  green  paper  for  each  little  guest 
was  to  wear  some  "burries"  while  the  party  lasted. 

Then  there  were  burr  dolls  to  be  made  because  each 
little  girl  must  have  something  to  take  home  to  the 
little  children  who  could  not  come. 

Such  droll,  little  dolls  as  they  were!  A  stick  a 
finger  long  for  the  body";  another  a  little  shorter,  tied 
across  this  to  make  the  arms,  and  a  fat  burr  for  the 
head.  There  were  white-headed  pins  for  the  eyes; 
purple  paper,  all  wrinkled  up,  for  a  cap,  and  a  dress 
of  burr-leaf  green  paper  ruffled  and  tied  on  with 
white  ribbon. 

Of  course  the  burr-dolls  needed  a  house  in  which  to 
live,  so  a  piece  of  cardboard  was  folded  to  make  a 
roof  and  fastened  over  the  small  end  of  a  strong 
candy-box.  Another  piece  of  cardboard  was  put  in- 
side to  make  the  upstairs  and  down  stairs,  and  some 
cardboard  steps  connected  the  parts  of  the  house  very 
nicely. 

Over  the  outside  of  the  house  was  stretched  a  strong 
piece  of  cloth,  which  had  been  covered  with  burrs. 
Green  paper  was  spread  upon  the  walls,  and  bits  of 
violet  cloth  made  very  good   rugs. 

Sofas   with   two  burrs   for  pillows,   chairs,   tables,  a 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


241 


piano  and  bookr.ase  all  made  of  burrs  rilled  the  room 
downstairs.  Pictures  that  Prudence  had  cut  from 
some  story  papers  hung  upon  the  walls,  and  a  bit  of 
silver-foil    made    a    very    good    mirror. 

Upstairs  there  were  a  bed,  toilet  stand,  table  and — 
why,  everything,  and  all  made  with  burrs.  When  the 
house  was  furnished  the  burr-family  moved  in.  Then 
Uncle  Paul  fastened  the  house  upon  a  small  table 
covered  with  paper  grass  and  added  a  cardboard  piazza 
and  steps.  Some  paper  trees  growing  in  spools  cov- 
ered with  paper  made  the  yard  shady,  ami  when  some 
burr  chairs  and  a  swing  were  made  the  burr  peorde 
were  very   happy. 

When,  at  last,  Thursday  came  and  Prudence's  little 
friends  had  been  at  "The  Pines"  for  an  hour  they  be- 
gan to  wonder  why  the  party  was  called  a  burr-party. 
It  seemed  like  any  other  party  they  thought.  They 
had  shaken  hands  with  the  grown-up  people;  played 
hide-and-seek  in  the  old  barn,  and  been  driven  to  Bos- 
ton in  the  wheelbarrow  with  the  grindstone  for  a 
horse,  and  halter-ropes   for  reins. 

Uncle  Paul  had  given  them  the  jolliest,  highest 
pushes  the>'  had  ever  had  in  the  swing,  and  now  they 
were  going  to  the  garden   "Soldier  Aunt"    said. 

Such  a  dear,  old  garden  with  rose  bushes  covered 
with  scarlet  haws  !  And  a  snowball  bush  loaded  with 
white  balls  that  made  a  pretty  chain  when  they  were 
strung  with  the  rose-haws. 

"Oh,  my !"  said  one  little  guest  as  they  came  from 
behind  the  big  snowball  bush,  and  it  is  no  wonder 
that  she  spoke  out,  for  on  a  great  stone  that  lay  flat 
in  the  grass  by  the  side  door  was  a  sight  to  be  seen  ! 

The  clay  before  Uncle  Paul  and  Aunt  Madge  had 
made  some  burr  dishes  and  lined  them  with  stiff  paper, 
and  there  on  the  great  stone  they  all  were  set  out. 
Plates,  saucers,  trays  and  baskets  filled  with  golden 
sponge  drops,  ice  cream  and  fruit.  Beside  each  plate 
was  a  bunch  of  the  paper  "hurries,"  which  each  little 
girl  pinned  on  her  shoulder  with  a  silver  burdock  leaf. 
And  best  of  all  ea:h  little  girl  was  to  keep  her  silver 
leaf  for  her  "very  own." 

When  the  good  things  had  been  eaten,  the  children 
were  invited  to  the  cozy  corner  on  the  piazza,  and 
anyone  can  guess  what  a  jolly  time  they  had  over  the 
burr-dolls   and  their  house. 

Pretty  soon  the  stars  began  to  peep  out  and  each 
of  the  children  said  : 

"Star  light,   star  bright, 

Shine,    O,   shine   on  me   tonight."    • 

Then  they  all  "made  a  wish."  After  this  "Soldier 
Aunt"  told  funny  stories  till  the  pony  carriage  was 
driven  to  the  door.  Then  Aunt  Madge  gave  each  little 
guest  a  burr-doll  and  a  burr-ball  tied  together  with 
white  ribbons.  As  she  tucked  the  children  into  the 
carriage  she  said:  "Don't  open  the  burr-balls  till  the 
burr-babies  wake  up  in  the  morning,  and  away  they 
drove,  laughing  and  saying,  "A  burr-party  is  the  best 
kind  that  ever   was !" 

And  what  do  you  think  the  children  found  in  the 
burr-balls  the  next  morning?  Why.  something  sweet; 
brown  on  the  outside  and  white  on-  the  inside — all 
wrapped  in  silver-foil.  Now  anybody  can  surely 
guess !  ' 


"MISS  SUNBEAM." 
Mary  Ellerton. 

Her  name  was  Miss  Sunina  Bemis,  but  they  called 
her  "Miss  Sunbeam"  from  the  very  first,  and  it  being 
such  an  easy  and  delightful  nickname,  and,  withal,  so 
appropriate,  it  clung  to  her  long  after  her  reign  in  the 
Uey  Street  Kindergarten   was  a  thing  of  the  past. 

No  place  needed  the  visit  of  a  stray  sunbeam  more 
than  the  Dey  Street  Kindergarten.  Situated  as  it  was 
in  the  basement  of  a  city  school,  its  three  small  win- 
dows looking  out  on  a  yard  of  uncompromising  brick 
bounded  by  a  high  retaining  wall  which  shut  out  much 
of  the  light  and  all  of  the  sunshine,  the  kindergarten 
was  indeed  a  forlorn  place.  Miss  Sunbeam  herself 
had  to  admit  as  much  when  she  stood  on  the  threshold 
and  surveyed  her  domain-to-be.  The  walls  were  of 
rough  untinted  plaster,  the  dingy  ceiling  was  so  cris- 
crossed  with  cracks  that  it  resembled  a  railroad  map 
of  New  Jersey ;   the  floor  was  unspeakable. 

"Well,"  said  Miss  Sunbeam,  "What  we  most  need 
here  is  light  and  air."  And  crossing  the  room  with  a 
determined  step  she  threw  open  all  the  windows.  "Now 
I  can  think,"  she  said,  and  seating  herself  upon  one 
of  the  high  sills  she  swung  her  feet,  and  hummed  a 
little  tune.  But  as  she  hummed,  her  keen  eye  roved 
about  the  forlorn  apartment,  and  her  quick  brain  was 
making  note  of   every  hopeful   detail. 

"I'm  right  glad  that  I  came  a  week  before  school 
opens,"  she  commented  as  she  slid  down  from  the  sill, 
her  plan  of  campaign  in  nebulous  shape  in  her  mind. 
"There's  a  whole  week  before  those  blessed  babies 
come  tii  school,  and  I  can  do  wonders  in  a  week, — if 
I  can  get  the  necessary  permission  and  some  help." 

As  it  happened  she  got  her  "help"  promised  before 
she  had  a  chance  to  obtain  the  permission  of  the 
"powers."  Crossing  the  dark  hall  on  a  tour  of  in- 
spection she  came  upon  the  janitor  wielding  a  worn- 
out  broom,  and  enveloped  in  a  rather  unnecessary  cloud 
of  dust.  Nothing  daunted,  however,  Miss  Sunbeam 
advanced  with  a  little  friendly  hand  extended. 

"This  is  Mr.  Morrisey,  isn't  it?"  she  inquired,  with 
her  best  "sunshiny"  smile. 

Mr.  Morrisey  took  the  proffered  hand  rather  sheep- 
ishly, and  not  having  experienced  many  sunbeams  in 
his  gray  existence,  he  succumbed  at  once  and  became 
her  devoted  slave. 

With  a  judicious  mixture  of  natural  sunshine  and 
indomitable  grit  Miss  Sunbeam  carried  her  point  with 
the  "powers,"  and  that  very  afternoon  she  returned  to 
the  kindergarten  armed  for  the  fray.  Mounted  on  a 
high  step  ladder  she  began  work  on  the  "railroad 
map,"  filling  in  the  cracks  with  plaster  of  Paris.  It 
was  hard,  slow  work  but  Miss  Sunbeam  kept  at  it 
until  her  brain  fairly  reeled.  When  at  last  the  light 
failed,  she  stood  and  looked  up  at  her  afternoon's  work 
with  almost  a  sigh.  So  many  hours'  work,  and  the 
ceiling  only  half  done !  Tired  and  almost  disheartened 
she  walked  back  to  her  boarding-place.  I'm  afraid  the 
clouds  quite  hid  the  sunshine  for  a  time,  for  there  was 
something    of   a    shower   before   Miss    Sunbeam    slept 


242 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


that  night.  It  is  hard  to  be  a  philosopher  when  one's 
neck   feels  likely  to  break ! 

But  with  renewed  vigor  she  returned  to  her  task 
the  next  morning,  and  there  to  her  surprise  and  de- 
light she  found  that  the  "railroad  map"  was  a  thing 
of  the  past.  The  sun  had  been  shining  behind  the 
clouds  after  all,  for  while  she  slept  her  "slave"  had 
finished  the  job!  It  is  needless  to  say  that  she  thanked 
Mr.  Morrisey  so  heartily  that  he  secretly  wished  that 
the  kindergarten  had  had  three  ceilings  instead  of  one. 

"Now  for  the  walls  !"  she  said  cheerfully.  And  be- 
fore an  hour  had  passed  she  was  busy  mixing  the 
paint,  and  dabbling  away  on  the  lower  parts  of  the 
walls,  while  Mr.  Morrisey,  mounted  on  the  step-ladder 
painted  the  higher  parts.  He  was  to  give  her  one  day's 
work,  the  "powers"  had  conceded  that  much,  and  the 
willing  janitor  worked  so  hard  that  when  the  sun  set 
the  walls  shone  resplendent  with  their  fresh  coat  of 
sunny  gold,  and  the  ceiling  had  received  a  thick  coat 
of   creamy  white. 

The  wood-work  was  oiled  and  rubbed  until  it  shone, 
and  then  Miss  Sunbeam  tackled  the  floor.  She  made 
her  will  in  regard  to  the  matter  pretty  plain  to  the 
janitor,  who  looked  doubtful  but  did  his  best.  His 
best  did  not  suit  Miss  Sunbeam,  who  presently  took 
matters  into  her  own  hands  and,  returning  from  an 
expedition  "down-town,"  with  a  new  scrub-brush,  got 
down  upon  her  knees  and  gave  Morrisey  his  first 
scrubbing  lesson.  Morrisey  stood  meekly  watching 
her,  and  when  the  demonstration  was  finished,  he  set 
to  work  and  scrubbed  that  floor  as  it  had  never  been 
scrubbed  before !  When  it  had  received  two  coats  of 
oil  Miss  Sunbeam  pronounced  it  "not  half  bad,"  and 
looked  about  for  more  worlds  to  conquer. 

The  chairs  looked  rather  battered,  the  tables  were 
decidedly  weak-kneed,  but  with  Morrisey's  help  Miss 
Sunbeam  soon  had  them  looking  as  good  as  new.  There 
were  two  days  left  when  all  this  was  done ;  one  day 
Miss  Sunbeam  spent  on  the  closets  and  supplies,  which 
she  had  found  in  a  chaotic  state,  the  second  day  she 
spent  upon  the  dingy,  unlighted  cloakroom.  When  she 
had  finished  this  last  day's  work  the  little  room  looked 
as  neat  as  a  pin.  Two  candles  in  trim  brass  sconces 
(Miss  Sunbeam's  summer-school  work),  stood  ready 
to  be  lighted  when  necessary ;  a  neat  number  was 
painted  beneath  each  hook,  and  a  card  full  of  wooden 
"clips,"  each  numbered,  hung  on  the  wall,  ready  for 
the  tiny  rubbers. 

On  Monday  morning  Miss  Sunbeam  stood  on  the 
threshold  and  surveyed  her  white  and  gold  room  with 
a  sigh  of  satisfaction.  It  looked  so  bright  and  cheerful 
that  it  seemed  almost  sunshiny.  Huge  bunches  of 
golden-rod  in  each  window  helped  to  make  things  look 
more  cheerful,  and  a  vase  of  yellow  asters  on  Miss 
Sunbeam's  table  fairly  radiated  light.  Miss  Sunbeam 
herself  seemed  a  part  of  the  general  color  scheme, 
for  she  was  dressed  all  in  white,  her  little  gilt  belt, 
her  watch  chain,  and  her  shining  golden  hair  being  her 
only  adornments.  Miss  Sunbeam  looked  "as  fresh  as 
a  daisy,"  but,  to  tell  the  truth,  though  her  soul  was 
jubilant,  her  body  was  stiff  and  sore,  for  she  had 
worked   during   the  preceding  week   harder   than    she 


had  ever  worked  before.  But  when  the  children  came 
and  Miss  Sunbeam  saw  the  surprise  and  delight  in 
their  faces,  she  counted  her  time  well  spent.  Full  of 
unselfish  joy  she  beamed  on  her  "babies,"  and  won 
their  hearts  at  once.  Of  course  they  called  her -"Miss 
Sunbeam!"  Had  she  not  transformed  their  dingy 
room  into  a  veritable  abode  of  light?  Perhaps  the 
children  themselves  did  not  think  the  matter  out  very 
definitely,   but   the   mothers   who   came   with  them  did. 

"It's  just  beautiful,"  said  one  mother.  "Now  if  you 
only  had  a  piano  to  help  with  the  music,  it  would  be 
perfect !" 

"That's  the  very  next  thing  I'm  planning  to  do,"  re- 
plied  Miss   Sunbeam.     "Will   you   help   me?" 

"Willingly !'  was  the  immediate  reply.  "And  I'll 
tell  every  mother  I  know.  We'll  start  a  subscription 
at  once !" 

Before  Christmas  the  piano  stood  in  the  corner  of 
the  kindergarten,  several  good  pictures  adorned  the 
walls,  and  the  window  sills  were  filled  with  neat  boxes 
(painted  white  with  a  band  of  gold),  in  which  grew 
ferns,  begonias,  and  such  foliage  plants  as  will  grow 
best  in  a  sunless  window.  A  bowl  of  paper-white 
narcissus  stood  upon  Miss  Sunbeam's  table,  and  red 
and  green  chains  looped  the  play  corner.  Snow  cov- 
ered the  bricks  outside,  but  all  within  was  light  and 
warmth   and   cheer. 

So  it  was  that  a  real  "Sunbeam"  came  to  stay  in 
the  Dey  Street  Kindergarten,  and  nothing  seemed  able 
to  withstand  her  radiant  influence.  The  "powers"  even 
came  into  line  and  paid  the  bill  for  the  painting  and 
other  improvements ;  even  the  grim  retaining  wall  con- 
tributed its  share,  for  in  a  couple  of  years  it  bore  a 
creeping  vine,  planted  by  Miss  Sunbeam,  which  in  its 
gorgeous  colorings  gave  back  in  full  measure  the  light 
which  the  wall  had  stolen.  Thus  it  was  that  Miss 
Sunbeam  made  blessings  out  of  her  trials,  thus  it  was 
that  she  "made  her  own  sunshine !" 


Chicago,   111. 

At  the  annual  business  meeting  of  the  Chicago  Kin- 
dergarten Alumnae  Association  held  in  March,  the 
following  officers  were  elected  for  the  ensuing  year: 
Miss  Thirza  Riggs,  president;  Mrs.  Henrietta  Roos 
Knight,  vice  president;  Miss  Marion  Bragdon,  record- 
ing secretary ;  Miss  Manila  Fellows,  corresponding 
se:retary;  Miss  Hazel  Thirsk,  treasurer.  A  supper 
followed  the  meeting. 


New  York. 

One  hundred  and  twenty-five  little  girls  of  the  East 
Side  were  presented  with  Easter  hats  by  the  Sunday 
Kindergarten  Association.  Each  child  was  permitted 
to  select  her  own  hat,  which  was  trimmed  by  a  mem- 
ber of   the  kindergarten  association. 


Pittsburgh,  Pa. 

Mrs.  William  McCracken,  Secretary  of  the  Kinder- 
garten Association,  took  the  place  of  Miss  Ella  Ruth 
Boyce,  director  of  Kindergartens,  for  about  two 
months,  owing  to  illness  of  Miss  Boyce,  who  is  now 
in  charge  of  the  work   again, 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


243 


THE  QUEEN   OF  THE  GARDEN. 

Clara  Belle  Mitchell. 
Away  out  in  the  country,  where  there  were  no 
stores,  churches,  or  big  buildings,  and  not  very  many 
houses,  there  lived  a  little  girl  by  the  name  of  Mar- 
garet, a  little  girl  just  about  your  size.  Now  you 
know  in  the  country  there  are  big  fields  where  they 
raise  wheat  and  corn,  and  so  many  things  to  eat;  then 
there  are  big  meadows  where  the  cows  and  horses  eat 
the  grass  and  drink  out  of  the  pretty  stream  of 
water.  There  are  lots  of  birds  in  the  country  and 
nice  large  orchards  where  the  trees  are  just  loaded 
with  fruit — the  kind  you  like  so  much.  Well,  Mar- 
garet liked  all  these  things,  and  her  big  dog,  Rover, 
and  old  cat,  Tabby,  but  she  had  something  else 
which  she  enjoyed  more  than  any  of  these.  I  know 
you  can't  guess  so  I'll  just  tell  you:  It  was  a  beauti- 
ful flower  garden  back  of  the  house,  down  near  the 
old  orchard. 

Now,  one  reason  why  she  liked  it  best  was  because 
she  was  very  fond  of  every  kind  of  flower;  and  then 
this  garden  was  her  very  own,  and  she  planted  seeds 
and  watched  the  little  sprouts  come  up  and  watered 
and  cared  for  them  very  tenderly,  and  when  there 
were  lots  of  flowers  she  would  gather  the  beautiful 
bouquets  to  take  to  some  old  lady  or  little  sick  girl 
or  boy.  One  day  while  Margaret  was  looking  in  her 
garden  she  saw  a  very  odd  looking  green  stalk  grow- 
ing right  up  in  the  center  of  the  garden.  It  did  not 
look  just  like  the  weeds  she  had  been  pulling  out,  so 
she  decided  to  let  it  alone  until  she  told  her  mother 
about  it.  Her  mother  explained  how  sometimes  birds 
carried  seeds  or  the  wind  blows  them,  and  they  fall 
on  some  nice  damp  ground,  and  grow  up  without  any 
little  girl  helping  them,  so  Margaret  decided  to  wait 
and  see  what  kind  of  a  flower  this  strange  looking 
plant  might  have. 

Now,  often  these  beds  of  flowers  would  talk  to 
each  other  about  their  beauty,  and  the  dear  little  gjfl 
who  cared  for  them,  and  how  well  she  kept  the  weeds 
out  of  the  beds.  But  one  day  the  bed  of  daisies 
which  was  quite  near  the  center  saw  that  big  green 
stalk,  and  they  were  so  surprised  to  think  that  Mar- 
garet did  not  see  it;  and  they  told  the  black-eyed 
susans,  and  they  told  the  buttercups,  and  after  a  while 
the  whole  garden  was  talking  about  the  green  stalk, 
for  by  this  time  it  had  grown  to  be  taller  than  some 
of  them,  and  while  it  had  a  few  leaves,  yet  there  was 
not  even  one  bud  on  it,  and  the  flowers  were  very 
much  ashamed  to  think  such  an  ugly  looking  weed 
should   grow   in  their   beautiful   garden. 

Now,  Margaret  watched  it  very  carefully,  and  every 
day  she  saw  that  it  had  grown  more,  and  after  a 
while  it  was  taller  than  any  flower  and  was  so 
straight  and  graceful,  and  what  do  you  think?  There 
was  a  bud — the  queerest  looking  bud  came  right  on  the 
top   of   the   great  green   stalk. 

Margaret  thought  of  Jack  and  the  bean  stalk,  ajid 
wondered  if  it  would  grow  taller  than  any  of  the  trees, 
but  mother  thought  that  now  the  sap  would  go  to 
make  the  flower  beautiful,  and  that  it  would  not  grow 
taller;  and  by  this   time  the  beds  of  flowers   did  not 


know    what   to   think  and   just    wondered    what    would 
happen  next;  this   is  what  did  happen. 

One  morning  before  Margaret  was  up,  that  ugly 
bud  opened  up  its  petals,  and  when  Margaret  came 
out  she  saw  the  most  beautiful  golden  flower.  "Oh, 
mother,"  she  cried,  "It's  beautiful,  and  just  like  the 
sun."  "Yes,"  said  the  mother,  "It's  so  tall  that  I 
guess  the  sun  must  have  kissed  it  as  soon  as  it  opened 
its 'first  petals."  "Then  let  us  call  it  a  sunflower," 
said  Margaret,  and  mother  thought  too  that  was  a 
very  good  name.  Soon  the  other  flowers  began  to 
see  that  after  all  it  was  not  an  ugly  weed,  and  they 
liked  its  beautiful  color  which  was  more  like  the  sun 
than  any  of  the  others.  And  they  thought  its  cushion 
of  seeds  so  round  and  queer  away  up  so  high,  but  the 
sunflower  grew  more  lovely  each  day,  and  Margaret 
called  it  the  Queen  of  the  Garden. 


Buffalo,  N.  Y. 

The  Fourth  International  Congress  on  School  Hy- 
giene will  be  held  here  August  25-30,  1913,  under  the 
patronage  of  Mr.  Woodrow  Wilson,  President  of  the 
United   States. 

There  is  now  being  arranged  a  comprehensive  pro- 
gram of  papers  and  discussions  covering  the  entire 
field  of  school  hygiene.  There  will  be  scientific  ex- 
hibits, representing  the  best  that  is  being  done  in  school 
hygiene,  as  well  as  commercial  exhibits  of  practical 
and  educational  value  to  school  people.  Nor  will  the 
entertainment  of  the  delegates  in  any  way  be  a  minor 
feature.  Plans  are  being  made  for  a  series  of  social 
events,  including  receptions  and  a  grand  ball,  a  pagent 
in  the  park,  and  excursion  trips  to  the  great  industrial 
plants  of  Buffalo,  as  well  as  to  the  wonders  of  Niagara 
Falls,  and  the  Rapids.  Buffalo  itself  has  just  taken 
up  a  collection  of  $40,000  for  the  purpose  of  covering 
the  expense  of  the  Congress. 

Delegates  will  attend  from  all  the  leading  nations, 
from  every  college  and  university  of  note  in  this 
country,  and  from  various  other  educational,  scientific, 
medical  and  hygienic  institutions  and  organizations. 
The  Congress  is  further  open  to  all  persons  interested 
in  school  hygiene.  Membership  may  be  secured  on  the 
payment  of  a  five  dollar  fee.  Applications  should  be 
sent  to  Dr.  Thomas  A.  Storey,  College  of  the  City  of 
New  York,  New  York  City. 

This  is  the  first  meeting  of  the  Congress  in  America. 

Boston,   Mass. 

By  order  of  the  Board  of  Education  all  kindergart- 
ners  employed  in  the  public  schools,  who  made  request 
for  leave  of  absence  for  the  purpose  of  attending  the 
annual  convention  of  the  International  Kindergarten 
Union  in  Washington,  could  do  so  without  loss  of  pay. 


Keene,  N.  H. 

The  Froebel  Club  enjoyed  a  musical  afternoon  at 
their  March  meeting.  The  April  meeting  was  held  at 
Mrs.  Geo.  Stanford's. 


"One   teaches   much   more  by   what  he   is  than   by 
what  he  says." 


244 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


THE  COMMITTEE ofTHE  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, 

I054  Bergen  St.,  Brooklyn,  N.  y. 


INEXPENSIVE   PICTURES  FOR  KINDER- 
GARTEN. 

In  reply  to  Mrs.  Colson's  request  of  last  month  we 
are  pleased  to  be  able  to  give  the  following  list  o.f  in- 
expensive pictures  for  the  kindergarten,  for  which  we 
are  indebted   to   Miss   Elsie   Lockwood  of   Brooklyn  : 

Perry  Picture  Company,  Maiden,  Mass.  One-half 
cent  to  seven  cents.     Colored  pictures,  two  cents. 

George  P.  Brown  &  Co.,  38  Lovett  St.,  Beverly, 
Mass.     One-half  cent   pictures   in  gray  and  colors. 

Cosmos  Picture  Co.,  296  Broadway,  N.  Y.  Brown- 
tinted,    2) ■",    cents ;    7   cents. 

Milton  Bradley  Co.,  11   East  16th   St.,   New  York: 

1.  One-half,   and  one  cent  pictures. 

2.  Ten  Child  World   pictures,  5  cents  each. 

.3.     Colored  Mother  Play  pictures,  Joyce;  10  for  $3.50. 

4.  Mother  Play  pictures,  large,  colored  (4  subjects, 
18  cents  each). 

5.  Mother  Play  pictures,  large,  plain  (12  subjects, 
12  cents  each). 

6.  Mother  Play  pictures,  small,  colored  (32  subjects, 
$1.25  per   100). 

7.  Mother  Play  pictures,  small,  plain  (56  subjects, 
50  cents  per  100). 

8.  Mother  Play   calendar.   12  for   50   cents. 

Frank  Hegger,  288  Fifth  avenue.  .Yew  York,  makes 
a  specialty  of  school  pictures  and  discounts.  He  car- 
ries the  series  of  Colored  banners  frieze,  by  P.  A. 
Baudoin. 

Prang  Educational  Co.,  113  University  Place,  New- 
York  City.    Cheap  reproductions,  75  cents  to  $5.00 

E.  P.  Dutton  &  Co..  31  West  23rd  St..  New  York 
City.  Photographs  mounted.  Soule's  unmounted,  for 
15  cents  up.  They  also  carry  colored  pictures  by  Jes- 
sie Wilcox  Smith,  Maxfield  Parrisb  and  other  artists 
of  Child  Life.  These  are  more  expensive  than  the 
others,  but  well  worth   their  value   in  a  kindergarten. 

Among  the  books  upon  the  preservation  of  the  health 
of  school  children,  asked  for  by  our  correspondent  in 
the  April  number,  we  add  the  following  to  those  sug- 
gested  last  month  : 

"Medical  Inspection  of  Schools,"  by  Gulick  and 
Ayres   (Russell   Sage   Foundation)", 


"Physical  Nature  of  the  Child  and  How  to  Study 
it,"   S.    H.   Rowe   (Macmillan). 

"Health  and  Medical  Inspection  of  School  Chil- 
dren," Cornell    (Davis,   Philadelphia). 

"Laws  of  Health,"  Douglas  (Blackie  &  Son,  Lon- 
don). 

"Medical  Examination  of  Schools  and  Scholars," 
Kelznack    (P.    S.    King,    London). 

"A  Manual  of  School  Hygiene,"  Hope  &  Browne 
(Cambridge    Press,    London). 

"School  tlygiene,"  trans,  from  L.  Kotelmann  by 
J.  A.  Bergstrom  (C.  W.  Bardeen,  Syracuse,  N.  Y.) 
The   latter  contains   a   valuable  bibliography. 


E.  C  H. — In  reply  to  your  queries  of  last  month  re- 
garding school  requirements  and  salaries  we  would 
say:  It  is  impossible  within  a  short  space  to  state  the 
requirements  and  positions  open  to  teachers  in  vaca- 
tion schools  since  they  vary  in  different  localities. 
Those  wishing  positions  will  do  best  by  writing  to  the 
Vacation  School  Depts.  of  the  Boards  of  Education  in 
the  large  cities  for  information,  or  to  different  Settle- 
ments. Data  as  to  N.  Y.  City  schools  may  be  of  as- 
sistance, however,  so  we  give  the  following:  Super- 
visors in  the  Vacation  Schools  receive  $6.00  a  day; 
Principals,  $4.50;  Teachers,  $3.00;  Kindergartners. 
$3.00;  Helpers.  $1.50;  Vacation  School  Playgrounds 
and  Centres— Supervisors,  $6.00;  Principals.  $4.00; 
Teachers,  $2.50;  Ass-ts.,  $175;  Swimming  Teachers, 
$2.00;  Librarians  of  Playgrounds,  $175;  Librarians  of 
Recreation    Centres.  $2.50;    Pianist,   $2.00. 

Requirements  in  Vacation  Schools :  Kindergartners, 
2  years'  training,  or  1  year  training  and  1  year  experi- 
ence; kindergarten  helper,  1  year  experience;  Teach- 
ers— Completion  of  satisfactory  course  in  branch 
taught,  or  in  teaching  such  branch;  or,  holding  license 
as  a  teacher  in  Vacation  Playground,  or  eligibility 
therefor. 

Teacher  in  Vacation  Playgrounds  and  Centres:  (a) 
Complete  junior  year  in  college;  (b)  One  year  course 
in  physical  training  or  kindergarten,  with  one  year 
teaching,  or  one  year  as  assistant  in  playground  or 
vacation     centre;     (c)      Holding     license     as    assistant 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


245 


teacher  with  three  years'  experience  in  city  Vacation 
Playground;  (d)  For  Manual  Training  branches,  hold- 
ing license  as  teacher  in  vacation  school  for  eligibility 
therefor. 

The  average  salary  of  a  kindergartncr  in  Mass. 
varies  in  different  towns.  In  Boston  it  runs  from 
$432  to  $1,800  with  a  medium  of  $648.  In  another  town 
from  $550  to  $750.  The  grade  teachers,  $528  to  $2,340 
in  Boston.  Salaries  advance  usually  with  years  and 
experience. 

Concerning  the  Hygiene  of  the  Teeth:  In  reply  to 
our  correspondent  of  recent  date  who  asked  how  to 
answer  parents  who  inquire  concerning  the  early  atten- 
tion to  children's  teeth,  we  would  refer  her  to  two  ex- 
cellent books  upon  the  subject,  altho  there  are  doubt- 
less many  more:  "Civics  and  Health"  ((jinn  &  Co., 
Boston),  by  W.  H.  Allen,  Sec.  of  the  Bureau  of  Mu- 
nicipal Research  ;  and  "The  Care  of  the  Teeth,"  by 
S.  A.  Hopkins,  M.  D.  D.  D.  S.  (Appleton  &  Co.,  New 
York).  The  first  every  teacher  should  read.  Its  five 
parts  treat,  in  a  number  of  .chapters,  the  following- 
subjects:  I.,  Health  Rights;  II,  Reading  the  Index  to 
Health  Rights;  III.,  Co-operation  in  Meeting  Health 
Obligations;  IV.,  Official  Machinery  for  Enforcing 
Health  Rights;  V.,  Alliance  of  Hygiene,  Patriotism 
and  Religion.  Under  Part  II.  are  discussed  the  hy- 
giene of  the  mouth,  teeth,  eyes,  etc.,  abnormally  bright 
children,  nervousness,  play,  etc.,  and  the  teacher's 
health.  The  style  is  very  interesting"  and  there  are 
many  illustrations.  It  is  a  good  textbook  for  Mothers' 
Clubs,  and  both  volumes  above  mentioned  will  make 
excellent  summer  reading.  From  these  we  cull  the 
following  facts  which  the  kgner.  may  find  useful.  These 
reinforced  points  made  by  Dr.  R.  C.  Osburn  of  Bar- 
nard College,  in  a  lecture  which  he  gave  to  the  stu- 
dents in  the  Harriette  Melissa  Mills  Kindergarten 
Training  School,  and  which  he  illustrated  upon  the 
screen  : 

Good  teeth  mean  health,  beauty,  usefulness.  Bad 
teeth  mean  indigestion,  bad  breath,  lowered  vitality, 
disarranged  nerves,  unattractive  appearance,  expense, 
increased  difficulty  in  getting  a  livelihood.  Care  of  the 
teeth  in  infancy  and  childhood  is  a  preventative  of 
future  ills  and  an  economy  as  to  money.  Teeth  in 
proper  relation  to  each  other,  masticate  the  food  and 
mix  it  with  digestive  saliva.  They  keep  the  mouth  in 
shape.  If  they  come  up  crooked,  or  crowded,  or  with 
too  much  space  between,  the  upper  set  cannot  meet  the 
lower  set  properly  for  grinding  the  food.  The  correct 
placing  of  the  second  set  depends  upon  the  correct  po- 
sitions of  the  first.  If  the  infant  is  allowed  to  suck 
his  thumb  or  keep  a  so-called  comforter  continually 
in  his  mouth,  the  upper  jaw  is  forced  forward  out  of 
position,  the  teeth  fail  to  meet  each  other  and  what  is 
more  serious,  the  child  sleeps  with  open  mouth,  and 
mouth  breathing  is  induced.  This  means  that  if  the 
teeth  become  decayed  the  bad  breath  therefrom  infects 
the  air  breathed,  which  is  carried  through  the  mouth 
to  the  lungs.  This  of  course  does  not  happen  if  the 
child  breathes  through  the  nose,  as  he  should.  If 
teeth    are    not    cleaned,   the   bits    of    food   breed   germ? 


which  act  upon  the  teeth,  causing  decay,  with  its  con- 
sequences of  pain,  bad  breath,  loss  of  tooth,  indiges- 
tion, etc.  It  has  been  found  that  treating  the  teeth 
lias  cured  troubles  of  both  the  ears  and  eyes.  If  for 
any  reason  the  mouth  cannot  perform  its  particular 
part  of  digestion,  too  much  devolves  upon  the  stomach 
and  indigestion  with  its  accompaniment  of  ill  humor, 
etc.,  result.  Crooked  teeth  and  bad  breath  present  bus- 
iness handicaps  which  should  appeal  to  parents  and 
children,  that  other  arguments  may  not  reach.  If  teeth 
are  cared  for  early,  it  saves  increased  expense  later.  A 
great  deal  of  money  has  been  spent  in  straightening 
teeth  that  might  have  come  in  right  had  the  parent 
been  forewarned.  The  teeth  of  the  infant  should  be 
observed  and  early  defects  attended  to.  Children 
should  be  trained  to  chew  vigorously,  and  with  each 
meal  it  is  well  to  provide  some  wholesome  article  re- 
quiring good  mastication.  They  should  be  trained 
also  to  brush  their  teeth  after  eating,  vigorously,  which 
cleanses  the  teeth   ami   strengthens  the  gums. 

From  the  foregoing  statements  it  will  be  seen  that 
those  with  good,  beautiful  teeth  are  to  that  extent  the 
better  fitted  to  be  useful  to  themselves  and  others. 


NEW  YORK. 

The  Normal  College  Kindergarten  Alumnae  held  its 
annual  meeting  on  March  3,  1913,  at  Normal  College. 
(  )ne  hundred  and  fifty  members  were  present,  repre- 
senting  almost  every   year's  training   class. 

Mrs.  Day  and  Miss  Coles  gave  short  talks  and  the 
present   training  class    entertained   us   with   music. 

The  meeting  was  a  most  sociable  one,  and  before 
the  close  of  the  afternoon  the  present  students  served 
the   refreshments   to  us. 

At  the  meeting   the   following  officers  were   elected: 

President.  Mrs.  Ada  C.  Beckwith ;  Treasurer,  Miss 
Miriam  E.   Epping;    Secretary.   Miss   Lilla  Duel!  Hafer. 

It  was  voted  at  the  meeting  to  join  the  International 
Kindergarten   Union.  Lella    D.    Hafer, 

Secretary. 


Pittsburg,  Pa. 

Accommodations  for  1,000  more  kindergarten  pu- 
pils, children  of  four  and  five  years,  were  provided  in 
the  public  school  centers  by  the  action  of  the  Board  of 
Public  Education  in  opening  twenty-nine  more  kinder- 
gartens for  both  morning  and  afternoon  sessions.  Miss 
Ella  Ruth  Boyce,  director  of  kindergartens,  announced 
that  the  first  beneficial  results  of  the  new  order  would 
be  known  when  the  kindergartens  open  April  7. 

There  are  now  ninety  kindergartens  conducted  in 
connection  with  the  public  school  system,  and  forty- 
seven  are  operated  both  morning  and  afternoon.  Here- 
tofore kindergarten  instructors  taught  in  the  morning 
and  deveted  the  afternoons  to  calls  on  parents,  but 
waiting  lists  at  the  several  centers  became  so  large  that 
it   was  decided   to   introduce  the  double  session. 


MAY,  1913. 

I've  a   store  of.  treasures  rare 

Laid  away   with   greatest  care; 

Days   of    sunshine,    song    and    flowers, 

Earth  'made  into  fairy  bowers  ! 

In    the   month   of    May! 


246 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


THE  CHILD— SOCIAL  ASSET  OR  LIABI- 
LITY 

By  Scott  Neaeing,  Ph.  D. 


More  than  eighty  years  have  passed  since  Froebel 
exhorted  his  readers  to  secure,  for  the  ability  of  child- 
ren "skill  and  directness,  to  lift  it  into  full  conscious- 
ness, to  give  it  insight  and  clearness,  and  to  exalt  it  in- 
to a  life  of  creative  freedom."  After  urging  the  neces- 
sity for  a  study  of  nature's  methods,  he  exclaims, — 
"Thus,  0  Parents,  could  your  children,  too,  unfold  in 
beauty  and  develop  in  all-sided  harmony."  "Man,"  he 
writes  in  another  place,  "should  be  looked  upon  * 
*  *  as  steadily  and  progressively  growing,  in  a  state 
of  ever-living  development,  ever  ascending  from  one 
stage  of  culture  to  another  toward  the  infinite  and  eter- 
nal." 

During  those  eighty  years— years  of  black  hate,  of 
slavery,  of  war,  of  revolution,  of  prejudice  and  of  big- 
otry— the  spirit  of  Froebel' s  doctrine  has  been  taking 
possession  of  the  human  race.  The  world  has  moved 
from  the  century  of  the  past  into  the  century  of  the 
future. 

The  child  is  the  future,  and  the  century  of  the  child 
must  perforce  be  the  century  in  which  thought  for  the 
future  predominates.  How  startlingly  has  this  spirit  of 
futurism  gripped  the  heart  of  the  Twentieth  Century 
world! 

The  futurist  in  art;  the  conservationist  in  industry; 
the  progressive  in  politics;  the  idealist  in  philosophy, 
are  not  the  product  of  accident,  It  is  not  a  mere  chance 
which  makes  Mietzsche  exclaim, —  "What?  A  father- 
land? Thither  steereth  our  rudder,  where  our  child- 
ren's land  is.  Out  thither,  stormier  than  the  sea  our 
great  longing  stormeth."  "Unto  my  children  shall  I 
make  amends  for  being  the  child  of  my  fathers;  and  un- 
to all  the  future  shall  I  make  amends  for  this  present." 
"0,  my  brethren,  not  backward  shall  your  nobility 
gaze,  but  forward!"  Nietzsche  voices  the  spirit  of  the 
age  in  which  we  live.  Our  children's  land,  which  we 
seek,  is  the  goal  of  our  progress. 

Ah!  You  know  that!  Already  time  out  of  mind  you 
have  heard  that  saying  repeated, — have  heard  it  af- 
firmed that  the  hope  of  the  present  lies  not  in  the  past, 
but  in  the  future;  that  even  the  Scythe  of  Time  sweeps 
forward  and  not  backward.  Without  question,  the 
twentieth  century  should  be  a  century  of  child  protec- 
tion and  development.  The  ideal  has  been  transcribed 
from  the  tables  of  our  hearts  to  the  statute  books,— 
"God  save  the  children."  How  quickly  do  you  re- 
spond "Amen!"  Yet  think!  Have  you  ever  stopped 
to  wonder  whether  Americau  life  in  the  twentieth  cen- 
tury was  making  of  the  child  life  an  asset  or  a  liability? 
Leaving  for  a  moment  the  path  of  idealistic  theory,  let 
us  journey  together  hand  in  hand  over  the  trails  of 
American  chlidhood.  What  are  the  forces  working  in 
child  life?    How  do  they  warp  or  upbuild? 

You  believe  in  childhood.  Have  you  not  shown  your 
faith  by  your  works?  You  have  consecrated  your  lives 
to  the  least  of  these.  With  your  own  brains  you  are 
devising,  with  your  own  hands  you  are  teaching  lessons 


to  these  very  children.  To  these  children?  Which? 
To  yours?    Alas,  no!  .To  the  children  of  others. 

You  are  young;  you  are  idealistic;  you  are  filled  with 
vigor,  with  life,  with  ambition,  with  enthusiasm.  You 
possess  all  of  the  splendid  qualities  which  make  the 
strong  citizenry  of  a  strong  people,  yet  you  are  devot- 
ing your  lives  to  the  teaching  of  the  children  of  other 
people.  Have  you  ever  paused  to  think  what  that  may 
mean?  Has  it  occurred  to  you  that  of  fig  trees  alone 
can  men  hope  to  gather  figs?  Yet  you  who  possess  the 
best  heredity  in  the  land  are  handing  on  your  precious 
qualities  to  no  descendents. 

Here  is  a  pen-knife.  What  is  the  fundamental  thing 
which  determines  whether  that  is  a  good  knife?  Not 
the  handle,  nor  the  rivets,  nor  the  form,  nor  the  length, 
but  the  character  of  the  steel  in  the  blades.  No  amount 
of  effort  can  make  a  good  penknife  unless  there  is  good 
steel  in  the  blades. 

Perhaps  the  most  dreadful  of  all  mistakes  of  our  civi- 
lization is  the  failure  to  put  the  best  steel  in  the 
blades, —  the  best  heredity  in  the  coming  generation. 
Have  you  ever  given  careful  attention  to  the  subject? 
It  is  one  of  the  most  fascinating  in  all  the  realms  of 
social  science. 

The  most  elaborate  study  ever  completed  in  this  field, 
a  study  of  the  birth  and  death  rates  in  different  parts 
of  London  by  David  Heron,  of  the  Galton  Laboratory 
of  Eugenics,  concludes  with  a  statement  that  the  peo- 
ple in  London  of  low  civic  worth  add  more  to  the  popu- 
lation than  those  oi  high  civic  worth.  So  great  is  the 
difference  in  their  relative  contributions,  that  the  quar- 
ter of  the  population  which  is  of  lowest  social  status, 
has  oue-half  of  the  children  born  each  year  in  London, 
while  the  one-half  of  the  population  of  highest  social 
status  has  but  one-quarter  of  the  children. 

Ah,  you  say,  but  that  is  in  London! 

Yes,  it  is  in  London,  but  every  fact  which  throws  any 
light  upon  the  subject,  indicates  that  approximately 
the  same  thing  is  true  in  the  United  States.  Examine 
the  birth  rates  of  our  college  graduates, —  the  only  large 
body  of  well-to-do  people  from  whom  we  have  good  re- 
cords.    Two  facts  stand  out  prominently. 

First,  the  proportion  of  marriages  and  births  among 
college  graduates  has  been  steadily  decreasing  for  a 
centruy. 

Second,  the  birth  rates  among  the  college  graduates 
who  do  marry  is  less  than  enough  to  maintain  the  popu- 
lation. 

The  first  proposition  is  so  obvious  as  hardly  to  re- 
quire demonstration.  Among  Yale  graduates,  for  whom 
most  complete  records  have  been  kept,  the  marriage 
rate  for  the  classes  between  1701  and  1791  was  eighty- 
eight  per  cent.  For  the  classes  between  1797  and  1S66 
it  was  about  eighty  per  cent.,  while  the  classes  from 
1867  to  1886  show  an  average  of  only  sixty-six  per  cent. 
The  marriage  rate  among  this  group  of  men  has  there- 
fore decreased  from  nine-tenths  to  two-thirds  of  their 
total.  The  same  facts  appear  for  birth  rates.  The  com- 
plete statistics  for  Yale,  and  such  meager  statistics  as 
are  furnished  by  Harvard,  Wesleyan  University,  New 
York  University,  and  Middlebury,  indicate  that,  while 
the  college  man's  family  in  1800  contained  approxi- 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


247 


mately  six  children,  the  college  man's  family  in  1900 
eontained  approximately  two.  This  decrease  in  the 
birth  rate  is,  of  course,  merely  one  instance  of  world- 
wide birth  decrease  which  has  been  going  on  during  the 
last  two  generations. 

Among  the  college  graduates  at  the  present  time,  the 
birth  rate  is  approximately  two  children  per  family. 
This  statement  holds  true  of  such  figures  as  are  avail- 
able for  Yale,  Harvard,  and  the  other  men's  colleges. 
It  is  likewise  true  of  women's  colleges.  For  example, 
among  the  graduates  of  Wellesly  College  between  1879 
and  1900  there  were  eight  hundred  and  forty  marriages, 
with  a  total  of  twelve  hundred  and  eighty-five  children, 
or  abont  one  and  one-half  children  per  marriage.  In 
this  group  of  twenty-two  classes,  only  one  class,  name- 
ly, the  class  of  1886,  shows  more  than  two  children  per 
marriage.  In  that  class  there  were  twenty-nine  mar- 
riages, and  sixty-two  children,  a  rate,  as  you  will  notice, 
of  slightly  more  than  two  children  per  marriage.  All 
of  the  other  classes  fall  below  this  record,  some  of  them 
showing  little  more  than  one  child  per  marriage,  as  in 
the  class  of  1882,  in  which  eighteen  marriages  produced 
nineteen  children.  The  statistics  of  Vassar  College 
show  the  same  tiling.  Among  the  three  hundred  and 
eighty-three  women  who  graduated  in  the  classes  of 
1870to^l879,  inclusive,  two  hundred  and  three,  or  slight- 
ly over  half,  married.  Of  these  two  hundred  and  three 
marriages  were  born  four  hundred  and  twenty-two 
children;  that  is,  a  little  more  than  two  children  per 
family.  Of  the  Vassar  classes  from  I860  to  1889,  how- 
ever, the  two  hundred  and  eight  women  who  married 
had  but  three  hundred  and  forty-eight  children,  which 
is  considerably  less  than  two  children  per  family.  The 
college  population  of  the  United  States,  those  who  are 
presumably  of  the  highest  civic  worth,  are  thus  failing 
to  reproduce  themselves  by  a  considerable  margin.  On- 
ly two-thirds  of  them  marry,  and  of  this  two-thirds 
who  marry,  the  average  family  is  slightly  less  than  two 
children.  Men  do  not  gather  figs  of  thistles,  nor  can 
they  out  of  low  civic  worth  produce  the  highest  type 
of  citizenship.  Can  you  understand  the  spirit  which 
prompted  one  of  our  younger  poets  to  write, — 

"I  see  a  spirit  like  a  child  playing 

In  a  vast  November  wood, 
Who  tires  his  thoughtful  fancy  with  essaying 

By  infant  hardihood 
To  build  a  living  tree,  as  he  conceives 
Out  of  a  pile  of  autu inn-drifted  leaves." 

At  the  same  time  that  the  college  graduate  is  having 
a  family  of  two,  that  part  of  the  population  least  able 
to  support  children  is  having  a  family  two, three,  four, 
or  even  five  times  as  large.  See  how  it  works  out  in 
a  city  like  Philadelphia,  where  rather  accurate  birth 
records  are  kept.  The  first  ward  in  Philadelphia  is  the 
dwelling  place  of  newly  arrived  emigrants.  In  that 
ward  fifty  children  are  born  in  each  yerr  for  every 
thousand  of  the  population.  The  thirty-fourth  ward 
is  a  comfortable  residence  quarter.  There  the  birth 
rate  per  thousand  is  twenty-two.  In  the  nineteenth 
ward,  which  is  inhabited  by  well-to-do  working  people, 
the  birth  rate  is  twenty-two  per  thousand;  and  in  the 
twenty-second  ward,  which  is  a  fashionable  residence 
district,  the  birth  rate  is  seventeen  per  thousand.     The 


death  rates  for  these  respective  wards  are  sixteen,  four- 
teen, seventeen  and  fourteen  per  thousand.  If  from 
the  birth  rates  are  subtracted  the  death  rates,  the  result 
will  be  the  net  addition  made  in  each  ward  per  year  to 
the  population.  The  net  addition  in  the  first  ward  was 
thirty-four;  in  the  thirty-fourth  ward,  eight;  Hn  the 
nineteenth  ward,  four;  and  in  the  twenty-second  ward, 
three.  While  the  people  of  the  twenty-second  ward 
(Germantown)  were  contributing  liberally  to  the  Child- 
ren's Aid  Society,  the  people  of  the  first  ward  (the 
slums)  were  contributing  liberally  to  the  population. 
Which,  think  you,  will  have  the  greatest  influence  on 
the  society  of  tomorrow? 

Shall  the  child  be 'a  social  asset  or  a  liability?  Ask 
rather  what  kind  of  steel  we  are  putting  in  the  blades. 
If  the  steel  is  poorly  tempered  and  ill  forged,  you  may 
heap  school  systems  Olympus  high  without  converting 
your  child  liability  into  a  child  asset. 

There  is  another  factor  in  American  life  which  tends 
in  many  cases  to  make  children  liabilities  rather  than 
assets-, —  that  is  the  wage  question.  It  requires  a  mini- 
mum of  food,,  clothing  and  shelter  to  maintain  life. 
These  things  cost  money.  Several  social  students  have 
recently  estimated  that  the  amount  of  money  which 
they  cost  in  an  American  city  for  a  family  of  three  chil- 
dren and  a  man  and  wife  varies  from  seven  hundred 
and  fifty  dollars  to  nine  hundred  dollars.  An  examina- 
tion of  the  average  rates  paid  in  Americun  industry 
will  show  that  approximately  three-quarters  of  the 
adult  males  working  in  the  industrial  cities  and  towns 
receive  less  than  seven  hundred  and  fifty  dollars  iD 
wages,  and  therefore,  presumably  less  than  enough  to 
support  a  family  of  three  children  in  decency. 

The  bitter  cry  of  the  working  children  has  risen  from 
every  factory  town,  ripping  great  holes  in  the  public 
conscience,  making  action  inevitable.  Has  your  heart 
lamented  over  those  slaves  of  the  factory  siren?  Listen? 
In  the  United  States  there  are  thousands,  and  tens  of 
thousands  of  children  who  are  habitually  hungry.  A 
recent  investigation  in  Chicago  discovered  fifteen  thous- 
and children  of  school  age  who  did  not  receive  suffi- 
cient nourishing  food.  Furthermore,  "many  children 
lack  shoes  and  clothing;  many  have  no  beds  to  sleep  in. 
They  cuddle  together  on  hard  floors.  The  majority  of 
the  indigent  children  live  in  damp,  unclean  or  over- 
crowded homes  that  lack  proper  ventilation  and  sani- 
tation. Here,  in  the  damp,  ill-smelling  basements, 
there  is  only  one  thing  regarded  as  cheaper  than  rent, 
and  that  is  the  life  of  the  child.  We  find  that  a  large 
number  of  children  have  only  bread,  saturated  in  water, 
for  breakfast  day  after  day;  that  the  noon  meal  is  bread 
or  bananas,  and  an  occasional  luxury  of  soup  made 
from  pork  bones;  that  children  often  frequent  South 
Water  street,  begging  for  dead  fowls  in. the  crates,  or 
decayed  fruit;  that  others  have  been  found  searching 
for  food  in  alley  garbage  boxes." 

In  the  entire  state  of  Illinois  there  are  but  eight 
thousand  child  laborers,  ia  the  city  of  Chicago  alone, 
fifteen  thousand  hungry  school  children. 

Nor  is  this  exceptional.  Louise  Stevens  Bryant  con- 
cludes a  recent  atudy  of  under-feeding  with  the  state- 
ment,—  '  'In  New  York  and  other  American  cities,  ten 


'48 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


per  cenf.  of  the  school  population  are  seriously  under- 
fed.     (Page  204.) 

Hungry  children  do  not  make  acute  students;  starva- 
tion is  not  the  royal  road  to  learning.  Rather  does  it 
lead  to  misery,  vice,  inefficiency  and  delinquency. 
Children  who  travel  that  road  end  up  in  the  liability 
clas".  Malnutrition  is  the  air-line  to  the  county-house 
and  the  penitentiary. 

A  third  factor  in  American  life  which  tends  to  make 
of  many  children  a  liability,  is  the  ineffective  school 
system.  Do  you  realize  the  extent  to  which  the  school 
fails  to  held  the  children?  The  United  States  Commis- 
sioner of  Education  reports  in  the  elementary  schools 
of  the  country  eighteen  million  children,  which  is  nine- 
ty-three per  cf>nt.  of  ail  the  school  children  in  the  coun- 
try; in  the  secondary  schools,  five  per  cent,  of  the  chil- 
dren; and  in  the  normal  schools  and  colleges  a  little 
less  than  two  per  cent,  of  the  children.  If  you  will 
take  the  trouble  to  look  over  a  bulletin  (No.  451)  re- 
cently issued  by  the  United  States  Commissioner  of 
Education,  you  will  find  there  a  careful  summary  of 
the  grade  attendance  in  all 'the  principal  American 
cities  and  towns.  In  the  poorer  school  systems,  the 
conditions  are  appalling.  Even  with  such  an  exemp- 
lary system  as  that  of  Indianapolis,  the  attendance  of 
the  fifth  grade  drops  with  a  bang.  Up  to  that  period 
it  holds  fairly  steady  at  three  thousand.  In  the  sixth 
grade  there  are  twenty-three  hundred;  in  the  seventh 
grade,  two  thousand;  in  the  eighth  grade;  fifteen  hund- 
red. The  first  year  of  the  high  school  reports  nine 
hundred  and  sixty;  the  second  year,  seven  hundred 
and  twenty;  the  third  year,  six  hundred  and  twenty; 
and  the  fourth  year,  three  hundred  and  nineteen.  And 
be  it  remembered  the  Indianapolis  school  system  is 
one  of  the  best  in  the  United  States. 

The  schools  are  not  holding  the  children.  Are  they 
converting  those  they  do  keep  into  social  assets?  What 
of  the  physical  stamina  which  is  so  essential  to  normal 
life?  Where  is  the  American  school  system  outside  of 
Gary,  Ind.,  that  is  making  even  a  half-hearted  attempt 
to  develop  children's  bodies?  Girls  will  be  mothers; 
boys,  fathers.  Are  they  learning  anything  that  will 
make  of  them  better  parents?  One  of  the  most  vital  ex- 
periences in  the  life  of  an  adolescent  child  is  the  de- 
velopment of  sex.  What  schools  offer  adequate  training 
in  sex  hygiene?  You  profess  to  train  the  minds  of  Amer- 
ican children,  yet  I  say  to  yon  deliberately  that  seven- 
eights  of  the  boys  who  come  to  us  out  of  your  public 
school  system  cannot  think.  What  are  you  doing  with 
the  five  hundred  millions  which  we,  the  tax-payers, 
give,each  year  to  you  in  the  public  school  system?  Are 
you  converting  your  charges  into  assets  or  liabilities? 
I  do  not  question  for  a  moment  what  you  try  to  do, 
but  what  do  you  really  accomplish? 

These  three  things  sum  up  what  are,  to  my  mind,  the 
three  most  important  elements  in  converting  American 
Children  into  assets  orjiabilities.  By  neglecting  hered- 
ity-the  steel  in  the  blades — a  cruel  injustice  will  be 
done  to  the  future.  The  present  and  future  alike  will 
suffer  from  low  standards  of  living.  On  the  other  hand, 
the  future  rests  upon  the  educational  system,  ^\'ho 
shall  say  what  these  three  mighty  forces,  acting  to, 
gether  for  another  century,  will  bring  forth? 


We  are  living,  breathing,  aspiring,  believing  women 
and  men,  standing  upright,  looking  hopefully,  fearless- 
ly, into  the  future,  in  our  beings  the  spirit  of  the  twen- 
tieth century — our  century.  To  the  warnings,  predic- 
tions and  behests  of  the  past  we  pay  this  much  heed — 
they  were,  they  built,  they  formulated,  they  aspired, 
they  hoped— for  all  of  these  things  we  respect  them. 
Where  the  foundation  was  strong  and  sound  wejjuilt 
upon  it  our  superstructure;  those  of  the  formulas  which 
have  proven  of|  value,  we  accept;  their  prophesies  we 
observe  with  critical  interest;  their  hopes — the  hopes  of 
progressing  humanity — we  honor.  But  we,  too,  are 
human  beings.  We  are.  We  build.  We  formulate. 
We  aspire.  We  hope.  We,  now,  in  the  tense,  vital, 
full-starred  present,  live  our  lives, —  lives  which  they 
in  the  dead  past  cannot  share;  lives  which  those  others, 
yearning  to  us  out  of  the  plastic  future,  will  bless  or 
curse  according  as  we  shape  them. 

Good  is  it  that  thou  sayest,  "I  am  a  child  of  my 
fathers."  Better  is  it  that  thou  sayest,  "I  am  a  man 
among  men."  Best  of  all  it  is  when  ye  shall  join  your 
voices  in  a  mighty  anthem  of  thanksgiving,  crying  un- 
to the  universe,  "We  are  the  progenitors  of  an  unsur- 
passed future." 

The  past  lived  and  died  in  the  past.  Ours  is  the  pres- 
ent. The  present  is  the  time  in  which  we  re-plight  our 
faith  with  the  spirit  of  the  living  Cod  in  us;  in  which 
wre  beget  and  bear  noble  children;  in  which  we  declare 
for  a  new  declaration  of  life  in  which  it  shall  be  said 
that  every  child  born  into  the  world  must  have  an 
equal  chance  to  share  the  good  things  which  the  world 
holds  in  store.  Misery,  vice,  starvation,  low  wages, 
unearned  fortunes,  squandered  luxury,  blackest  inhu- 
manity are  in  the  past.  Let  them  lie  there  and  die 
there.  For  we  in  our  generation  have  here  highly  re- 
solved that  when  the  day  comes  that  our  bones  shall  lie 
laid  to  rest  beside  those  of  our  fathers,  the  world  in 
which  we  lived  and  labored  and  loved  will  be  fuller  than 
it  has  ever  been  before  of  the  joy  of  noble  living. 

The  time  has  come  to  organize  a  human  society,—  a 
society  of  men  and  women  who  are  educated,  efficient, 
cultured;  a  society  in  which  health  and  life  are  con- 
served; a  society  of  which  justice  is  the  corner  stone, 
with  enobled  manhood  and  womanhood,  the  central 
dome,  reaching  high  to  heaven:  a  society  in  which  the 
best  environment  shall  make  of  the  nation's  children 
a  social  asset. 


THE  CHILD  AND  THE  STORM. 

Oh,  Mother,  see  the  wind  has  spun 

A  web  of  clouds  across  the  sun 

With  thundering  hoofs  along  the   sky 

The  wild  storm  horses  trample  by. 

The  clouds  arc  torn,  bright   fires   Hash  thru', 

Oil,  Mother,  hold   me  close  to  you ! 

Oh,   Mother,  look,   the  black  clouds  run 
Like  frightened  dogs  before  the  sun. 
The   west  wind  is  the  angels'  broom, 
Cut  thro'   the  door  of  God's  great  room 
They  sweep  the  thunder  clouds  away — 
So,  Mother,  I   will   run   and  play. 

Elizabeth  Noyes, 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


Mg 


HINTSandSUGGESTIONS  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  ma's'  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  littie  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 
.o  use  this  material,  what  to  select,  what  substitutes, etc. ,  Mill  be  discussed  from  month  to  month  in  thesecolunins. 


MAY    DAY. 

Many  countries  have  settled  upon  the  first  day  of 
May  lor  May  day  festivities,  and  in  schools  where 
this  day  is  celebrated  the  children  look  forward  to 
the   time    with    pleasurable    anticipation. 

We  find  traces  of  the  observances  of  the  clay  from 
the  earliest  times,  and  children  will  enjoy  hearing  how 
the  day  is  observed  in  other  countries.  The  Swedish 
word  for  May  means  "green  leaf."  and  even  among 
the  Indians  the  word  signifies,  "The  moon  of  green 
leaves." 

In  England  the  village  people  observed  the  day  by 
going  to  the  woods  before  sunrise  to  gather  flowers 
and  branches  of  hawthorne,  which  were  used  in  dec- 
orating every  house  in  the  village.  Even  the  English 
nobility  joined  in  the  May  festivities.  The  fairest 
maiden  of  the  village  was  crowned  with  flowers  as 
"Queen  of  the  May."  She  was  placed  in  a  bower  of 
flowers  near  the  Maypole,  where  she  sat  in  state  to  be 
'admired  by  all. 

One  of  the  chief  attractions  of  the  day  was  winding 
the  Maypole  and  the  dance,  and  in  this  there  was  al- 
ways a  friendly  strife  in  claiming  the  highest  pole,  and 
the   most  beautiful   decorations. 

One  of  the  prettiest  of  May  day  customs  which 
still  remains  is  hanging  May  baskets  on  the  doors  of 
our  friends'  homes.  The  children  should  be  encour- 
aged to  continue  the  custom.  Making  the  baskets  will 
lie  profitable  busy  work.  Use  stiff'  card  board,  and 
cover  with  tissue  or  crepe  paper,  then  fill  with  wild 
flowers. 

Spring-time  is   coming!    Search   for  the   flowers 
Scatter  the   brown   leaves,   the  blossoms   are   here ! 
Joy  of  the  spring  hours,  picking  May   flowers! 
To   make   our    friends   glad    for   all   the   long   year. 

PICTURE   STUDY. 

Aurora — Guido    Rem', 
-  Small  pictures   of  this  painting   should    be  placed   in 
the  hands  of  the  children   while  giving  them  the  myth 
of  the  painting. 

The  Greeks  believed  the  sun  to  be  a  chariot  of  fire 
drawn  by  four  beautiful  horses.  Every  morning  this 
chariot  came  out  of  the  sea  in  the  East  bringing  the 
sunrise,  and  at  evening  it  would  return  to  the  western 
sky,  leaving  night  behind  it. 

This  chariot  belonged  to  Zeus,  a  very  powerful  god, 
and  his  son  Apollo  was  the  only  one  allowed  to  drive 
his  chariot,  but  he  could  only  drive  it  from  spring 
until  fall,  and  then  he  must  go  away  to  a  land  where 


it  is  always  cold.  He  always  took  with  him  the  spring, 
the   birds,    and   the   flowers. 

The  Greeks  watched  patiently  for  Apollo's  return. 
He  always  brought  Spring  with  him.  The  Greeks 
called  Spring  Aurora.  In  .the  picture  Apollo  sits  in 
the  chariot,  and  drives  these  four  powerful  horses  with 
one  hand,  just  in  front  of  the  chariot  are  the  Hours, 
while  behind  are  the  three  Graces  dancing  around  the 
chariot.  In  front  of  the  horses  we  see  Spring  flying 
through  the  air,   and  scattering  flowers  before  her. 

Guido  Reni,  the  artist,  was  an  Italian.  When  he 
was  a  little  boy  he  did  not  care  to  play  like  other  boys, 
he  only  wanted  to  paint.  At  the  age  of  nine  he  went 
to  a  school  where  painting  was  taught,  and  at  twenty 
his   instructors  could  teach  him  no  more. 

He  went  to  Rome  where  he  painted  many  beautiful 
pictures   among  which  is  the   "Aurora." 


MEMORIAL  DAY. 

"Of  the  Blue  or  the  Gray,  what  matter  today! 
For  each  some  fond  heart  weeps ; 
So,  children  dear,  make  the  spot  less  drear, 
Wherever  a   soldier   sleeps." 

—Selected. 
General  John  A.  Logan,  who  was  commander-in- 
chief  of  the  Grand  Army  of  the  Republic,  some  time 
after  the  war,  established  Memorial  Day,  on  May  5, 
1868.  Later,  by  a  general  order,  May  30th  was  desig- 
nated as  a  day  to  be  set  apart  for  the  purpose  of  re- 
membering our  soldiers. 

Soldier  games  may  be  played  and  soldier  caps  made 
of  white  paper  and  decorated  with  red,  white,  and  blue 
paper  and  worn  by  the  smaller  children. 

A  suitable  closing  for  the  day  would  be  (he  flag- 
salute:  "I  give  my  head  and  my  heart  to  my  country. 
One  country,  one  language,  one  flag !" 

"There  are  all  the  flowers  I  love  the  best, 
And  I've   brought  them  all  to   lay 
With   loving   hands,   where   soldiers    rast, 
On   Decoration  Day." 


STORY  TELLING. 

Stories  are  the  child's  first  introduction  into  that 
grand  world  of  the  ideal  in  character  and  life,  and  the 
highest  use  of  stories  is  to  enable  a  child  to  form  a 
pure  and  noble  ideal  of  what  man  may  be  and  do.  A 
child  who  is  taught  moral  precepts  without  seeing  these 
truths  expressed  in  life  will  lack  the  courage  and  en- 
ergy to  raise  his  life  to  a  higher  standard. 

There  are  many  myths  and  legends  connected  with 
spring  and  the  early  spring  flowers  with  which  the 
children  should  be   made  familiar. 


250 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


For  Peace  Day,  May  13th. 

(Six  children  enter  with  banners  on  which  are  let- 
ters spelling  the  word  "Peace.") 

All. 

We  all  bear  bonnie  banners  gay, 
On  this  eighteenth  day  of  May. 

1.  Peace  today  for  you  and  me, 
Is  the  best  word,  we  all  agree. 

2.  Everywhere  sad  war  shall  cease, 
To  answer  to  the  cry  of  peace. 

3.  All  the  nations  meet  to  say, 
"We  agree  on  Peace  today." 

4.  Come  from  foreign  lands,  'tis  true 

While  Peace  reigns,  we  will  welcome  you. 

5.  Every  one  a  banner  bring, 
While  today  of  Peace  we  sing. 

(They  stand  right  and  left,  while  a  child  enters  with 
an  American  flag,  and  a  child  enters  with  a  Spanish 
flag.) 

Child  with  American  Flag: 

I  carry  the  dear  red,  white  and  blue, 
'Twas  on  many  a  battlefield,  'tis  true, 

'Tis   the   bonnie  flag    for   me   and   you, 
It  waves  o'er  a  land  at  Peace. 

(Children  with  banners)  : 

We  bow  to  you,   red,   white,  and  blue. 
Child  with  Spanish  Flag : 

I   carry   a  bonnie  banner,  too, 
Columbus  crossed  the  waters  blue, 
To   find  a   far-off  country  new, 
'Tis  the  bonnie  flag  of  Spain. 


(Children  with  banners)  : 

Salute  again,  the  flag  of  Spain. 

(Enter   Indian  with  Peace-Pipe.) 
Indian  : 

'Tis   only   a   Peace-Pipe  that   I   bring, 
But   loud   and  long  the   echoes  ring, 
Of  Peace  today  on  land  and  sea, 
Will  you  accept  this  Pipe  from  me. 
All : 

The   Peace-Pipe   is   an   emblem   too, 
And  so.  today,  we  bow  to  you. 
All  go  out. 

The  May  Queen  Game. 

The  children  skip  round  in  a  circle.  The  boys  all 
carry  wreaths  made  of  paper  roses.  They  all  sing. 
Tune,  "My  Bonnie." 

Oh,  who  will  you  choose  for  your  May  Queen, 

Oh,  who  will  be  May  Queen  today? 
Oh,  who  will  you  choose  for  your  May  Queen? 
Come,  crown  her  with  roses  so  gay! 
They  pause  and  any  boy  runs  in  the  circle  and  names 
a   girl   who   steps    in   also;   he    crowns    her    with    his 
wreath  while  the  children  all  go  toward  the  center  of 
the   circle  singing  the   chorus   to  the   song. 

Chorus. 

Crown  her,  crown  her, 

Crown  her  with  roses  today,  today, 
Crown    her,    crown   her, 

Crown  her  the  Queen  of  the  May ! 

These  two  children  go  back  to  their  places  in  the 
circle,  the  song  is  repeated  any  number  of  times  and 
the  boys   should   all   have  a  chance   to   crown   a   little 

May   Queen. 

This  game  may  very  readily  be  played  out  doors. 

If  it  is  impossible  to  make  many  wreaths,  one  wreath 
may  lie  in  the  center  of  the  circle,  and  do  duty  each 
time  a  May  Queen  is  crowned. 


The  May  Basket. 

A  Finger  Play. 

We  will  make  a  basket  round,  (hands  together  fingers 
touching) 

On  a  bright  May  day, 

Many  pleasant  flowers   we've   found, 

On  a  bright  May  day; 

Pick  buttercups  and  daisies  too,   (picking  motion) 

Anemonies  and  violets  blue  ! 

In   the   little  basket    round, 

Put  the  flowers  away,   (place  one  hand  in  the  other) 

We  will  make  then  by  and  by 

A  very  sweet  bouquet;  (hold  both  hands  together,  ex- 
tend out) 

Leave  it  on  the  first  of  May,  (hold  right  hand  up) 

Ring  the  bell  and  run  away!  (tap  on  desk  and  nod 
heads) 


J?. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 
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Game   of   Old   Soldier. 

The  children  stand  in  two  lines.  They  may  all  carry 
flags.  They  march  forward  and  back  in  the  lines 
singing : 

Oh  here  comes  an  old  soldier, 
With  his  flag  and  with  his  drum, 
We'll  wave  the  starry  banner, 
For  our  soldier  boy  has  come, 
Then  wave  the  bonnie  banner, 
We  all  will  march  along, 
A  welcome,  dear  old  soldier, 
We  will  welcome  you  with  song. 


At   the   close  of   the  song  the   old   soldier  marches 
through  the  lines  saying  as  he  stops  before  any  child : 
"I  am  a  soldier  old  and  gray, 
Oh  will  you  give  me  board  today  ?" 

The  child  may  answer  "Yes"  or  "No"  as  he  likes. 

If  he  answers  "Yes,"  he  changes  places  with  the  old 
soldier  and  the  game  continues  as  before. 

If  he  answers  "No,"  the  soldier  will  go  on  to  an- 
other child  and  make  the  same  request.. 

The  game  may  continue  as  long  as  desired. 

It  may  be  played  in-doors  or  out,  and  will  be  spe- 
cially pretty  to  use  for  Memorial  Day,  Flag  Day  or 
any  other  patriotic  occasion. 


252 


ftm   KINDERGARTENf-P&IMARY  MAGAZINE 


THE  PROBLEM  OF  MORAL  EDUCATION. 

An  Abstract. 

Thomas  M.   Balliet,   Ph.D., 

New  York  University,  New  York. 

The  responsibility  for  the  public  and  private  morals 
of  a  community  or  nation  must  not  be  placed,  as  is 
the  fashion,  entirely  upon  the  public  school.  The 
forces  which  make  for  morality  or  for  immorality  are 
numerous,  and  the  school  is  only  one  of  them.  The 
home,  the  church,  and  society  must  share  the  responsi- 
bility with  the  school. 

Society  is  under  obligation  to  control  and  to  elim- 
inate the  powerful  forces  for  immorality  which  now 
counteract  the  efforts  of  the  other  three  agencies.  To 
be  specific,  society  must  control,  and  ultimately  elim- 
inate, the  drink  evil.  We  allow  one  class  of'  fellow 
citizens  to  poison  the  health  and  morals  of  their  fellow- 
men  and  to  coin  vice  into  cash,  while  another  class  is 
building  churches,  hospitals  and  poor  houses  to  provide 
for  the  resulting  moral  and  physical  wrecks.  Society 
is  under  obligation  to  remove  the  social  evil  which  is 
stalking  on  our  streets  and  poisoning  the  social  atmos- 
phere. It  is  under  obligation  to  •  remedy  social  and 
economic  conditions  which  make  directly  and  indi- 
rectly for  immorality,  and  to  provide  morally  whole- 
some amusement  for  the  young  during  their  leisure 
hours. 

The  greatest  single  influence  in  our  country  today 
which  makes  for  crime  is  the  ineffective  enforcement 
of  the  criminal  law  by  our  courts  and  our  executives. 
Ex-President  Taft  has  repeatedly  said  in  recent  years 
that  the  administration  of  the  criminal  law  in  this 
country  is  a  disgrace  to  our  civilization.  The  majority 
of  our  criminals  escape  arrest,  and  those  who  are  ar- 
rested very  frequently  escape  through  the  technicalities 
of  the  law;  when  convicted  they  receive  light  sentences, 
and  if  they  are  men  of  prominence,  are  soon  paroled 
or  pardoned.  The  fact  that  prison  life  may  not  agree 
altogether  with  a  man's  health  ought  to  be  no  reason 
for  his  not  serving  his  sentence.  Our  courts  and  our 
executives  are  bringing  our  criminal  law  into  disrepute 
and  are  largely  responsible  for  the  rapid  increase  of 
crime  in  this  country.  Some  features  of  our  legal  pro- 
cedure and  some  features  of  our  criminal  law  are 
easily  fifty  years  behind  the  times.  There  was  a  go,od 
reason  a  century  and  more  ago,  as  is  well  known,  why 
a  man  charged  with  crime  should  not  be  compelled  to 
go  on  the  witness  stand  and  incriminate  himself;  there 
is  no  good  reason  today  why  such  a  provision  should 
be  retained  in  our  national  constitution  and  in  our 
criminal  codes.  It  has  been  shamefully  abused  in  shield- 
ing criminals  of  high  and  low  degree. 

Society  is,  furthermore,  under  obligation  to  bring 
about  a  higher  business  and  in  consequence  a  higher 
political  morality,  for  it  is  corrupt  business  which  cor- 
rupts our  politics. 

Until  society  clears  the  atmosphere  in  which  chil- 
dren must  grow  up,  and  purifies  the  business  and  social 
conditions  under  which  they  must  spend  their  after 
lives,  the  school  can  be  held  responsible  for  moral  con- 
ditions only  in  part.     The  popular  assumption  that  the 


solution  of  our  moral  problems  can  be  found  in  the 
public  school  alone  is  a  misleading  and  unwarranted 
one,  and  has  led  to  much  unintelligent  criticism  of  it. 

Equally  unwarranted  is  the  assumption  that  in  so 
far  -as  public  morals  are  an  educational  problem,  its 
solution  is  found  in  set  lessons  in  morals  or  in  the 
introduction  of  religious  instruction  into  the  schools. 
While  these  are  desirable,  the  problem  is  a  much 
broader  and  a  much  more  intricate  one. 

In  view  of  these  lafger  aspects  of  it,  what  are  the 
distinctive  features  of  the  problem  with  which  the 
school  must  deal? 

The  formation  of  habits  of  right  conduct  in  the 
child,  even  long  before  it  is  mature  enough  to  compre- 
hend the  reasons  for  it.  is  universally  recognized  as 
fundamental   and  needs  no  further  discussion. 

The  schi ml  must  aim  to  impress  upon  the  child  high 
moral  ideals.  The  effect  of  an  ideal  upon  character 
is  due  to  the  instinct  of  imitation  which  is  strong  in 
youth  as  well  as  in  childhood.  Such  ideals  are  im- 
pressed most  effectively  by  example,  and  this  makes 
the  personal  character  of  the  teacher  the  greatest  moral 
force  in  the  school.  They  are  impressed  also  by  the 
study  of  biography  in  which  great  lives  are  held  up 
before  the  mind  as  examples  to  admire  and  to  imitate; 
and  they  are  impressed  by  means  of  literature  which 
depicts  to  the  imagination  ideals  of  conduct  and  ideals 
of  character  which  represent  the  highest  aspirations  of 
the   human   spirit. 

The  school  must  aim  at  the  cultivation  of  the 
child's  feelings,  which  are  the  mainsprings  of  conduct. 
The  feelings  are  awakened  not  by  abstract  but  by  con- 
crete truths  which  appeal  to  the  senses  and  the  imag- 
ination. One  does  not  become  indignant  at  the  abstract 
thought  of  injustice  but  at  a  concrete  unjust  act;  suf- 
fering in  the  abstract  does  not  arouse  sympathy,  but 
suffering  in  the  concrete.  Aristotle  said,  over  two 
thousand  years  ago,  that  mere  thought  does  not  move 
the  feelings.  Hence  the  effectiveness  of  literature,  in 
its  appeal  to  the  emotions,  as  compared  with  science. 
Hence  the  effect  of  Homer's  poems  on  the  youth  of 
Greece.  Hence,  also,  the  power  of  the  imagery  of  the 
Old  Testament  and  the  parables  of  the  new.  But  to 
make  literature  appeal  to  the  emotions,  it  must  be 
taught  as  art  and  not  as  a  subject  for  scientific  analy- 
sis. You  cannot  get  at  the  meaning  of  the  Venus  de 
Milo  by  a  chemical  analysis  of  the  marble,  nor  the 
meaning  of  sorrow  by  a  chemical  analysis  of  tears 
and  a  study  of  the  physiological  mechanism  of  the 
sigh.  Literature,  like  music,  must  lie  interpreted  emo- 
tionally and  made  to  appeal  to  the  heart. 

In  the  cultivation  of  the  emotions  we  must  also 
have  regard  to  the  order  of  their  maturing  in  the 
child.  The  egoistic,  or  self-regarding  emotions,  mature 
before  the  altruistic.  Such  egoism  of  the  young  child 
is  normal  and  right,  and  is  quite  different  from  the 
selfishness  of  the  adult.  Without  it  the  child's  per- 
sonality would  not  be  firmly  knit  together  and  would 
fail  to  develop  the  positiveness  and  force  which  make 
life  effective.  Altruism  must  not  be  prematurely  forced 
upon  children;  we  must  not  seek  to  impress  mature 
morality  upon  an  immature  life.    The  period  of  adoles- 


THE    KINDERGARTEN  PRIMARY  MAGAZINE 


253 


cencc  is  the  time  for  the  blossoming  out  of  altruism  in 
all  its  forms,  and  if  the  character  does  not  become  un- 
selfed  during  this  period  the  consequences  are  likely  to 
prove  serious.  It  means  arrest  of  moral  development, 
and  character  may  become  permanently  fixed  on  its 
lower  level. 

The  emotions  in  the  individual  mature  somewhat  in 
the  order  in  which  they  evolved  in  the  animal  series. 
The  feelings  of  pleasure  and  pain  and  the  emotions  of 
fear  and  anger  antedate  by  ages  the  altruistic  feelings, 
and  our  emotional  nature  is  made  up  of  feelings  some 
of  which  are  millions  of  years  older  than  others;  and 
this  determines  the  order  of  their  maturing  in  the  child. 

A  fundamental  element  in  moral  education  is  the 
training  of  the  instincts.  The  human  being  has  more 
instinct  in  point  of  number  than  any  animal;  their 
activity  is  not  so  apparent  because  they  are  under  the 
control  of  reason  and  of  conscience. 

To  speak  of  only  two : 

The  fighting  instinct,  inherited  from  the  lower  ani- 
mals and  from  prehistoric  man,  is  one  of  the  most 
marked  in  children.  Like  all  these  old  racial  instincts, 
it  is  strongest  in  children  and  youth.  The  instinct  of 
property,  of  possession,  is  another  one  of  the  oldest 
human  instincts,  and  is  normally  strong  in  children. 
Fighting  and  stealing  in  childhood  and  youth,  while  not 
exactly  positive  virtues,  are  after  all  not  identical  in 
moral  quality  with  fighting  and  stealing  in  case  of  the 
adult.  Hence  we  do  not  treat  such  children  and  youth 
as  criminals,  but  try  them  in  special  children's  courts 
and  send  them  to  reform  schools  instead  of  to  prison. 

How  shall  these  instincts  be  treated  in  moral  edu- 
cation? Three  modes  of  treatment  are  possible.  We 
may  treat  them  as  original  sin,  to  be  wholly  eradicated. 
That  was  a  Puritan  method.  We  may  let  them  grow 
wild,  as  in  the  case  of  the  negjected  child,  or  we  may 
place  them  under  the  dominance  of  reason,  love  and 
conscience,  and  let  them  remain  as  sources  of  energy 
to  lend  force  to  character.  If  you  let  the  fighting  in- 
stinct grow  wild  you  get  the  brute;  if  you  take  it  out 
of  a  boy,  you  do  not  get  the  saint  but  the  coward;  if 
you  place  it  under  the  dominance  of  the  higher  nature, 
you  get  the  man  of  force  who  will  be  effective  in  right 
conduct.  If  you  let  the  property  instinct  grow  wild, 
you  get  the  thief;  if  you  take  it  out  of  the  boy,  you 
get  the  pauper;  but  if  you  let  it  remain  as  motive 
power  and  place  it  under  the  control  of  reason  and  of 
conscience,  you  get  the  enterprising  man  of  business, 
who  has  the  force  to  demand  his  own  rights  and  the 
conscience  to  respect  the  rights  of  others.  It  is  a 
question,  not  of  eradication,  but  of  transformation  and 
spiritualization  of  these  instincts.  They  must  be  treated 
as  normal  in  children  and  not  as  original  sin ;  they  are 
the  normal  echoes  of  a  distant  psychic  past,  the  voices 
of  remote  grandfathers  speaking  to  us  through  the  in- 
dividual child.  They  are  fundamental  because  of  the 
very  fact  that  they  are  so  old. 

One  of  the  great  problems  in  moral  education  is 
the  development  of  conscience.  This  consists  of  two 
factors  which  must  be  distinguished,  the  intellectual 
and  the  emotional.  As  an  act  of  ordinary  judgment, 
conscience  decides  the  Tightness  or  the  wrongness  of  a 


given  course  of  conduct.  But  this  is  not  the  deepest 
element  nor  the  one  most  difficult  to  develop.  The 
more  essential  and  characteristic  element  is  the  emo- 
tional, the  feeling  of  obligation.  This  is  the  element 
which  is  readily  hardened  by  wrong  conduct  and  is 
absent  in  the  confirmed  criminal.  It  is  the  feeling  of 
obligation  which  impels  to  right  conduct  and  restrains 
wrong  conduct.  The  appeal  must,  therefore,  be  made 
to  the  heart  as  well  as  to  the  reason. 

Direct  moral  instruction  at  the  proper  age  can  be 
made  very  effective,  But  in  such  instruction  we  must 
remember  that  morality  is  a  social  phenomenon  and 
grows  out  of  the  social  relations  of  ethical  beings.  The 
reasons  for  right  conduct  must,  therefore,  not  be 
sought  in  speculative  ethics,  which  in  any  case  is  be- 
yond young  people,  but  in  the  actual,  concrete  ethical 
relations  of  our  collective  social  life. 

One  of  the  axioms  of  modern  psychology  is  that  all 
thought  is  motor,  that  every  idea  which  passes  through 
consciousness  would  issue  in  outward  act  if  it  were 
not  restrained  by  some  inhibiting  idea  or  group  of 
ideas.  Thought  is,  therefore,  not  a  purely  intellectual 
element,  devoid  of  moral  quality,  which  precedes  the 
moral  act,  but  it  is  the  first  step  in  the  act  and  an  in- 
tegral part  of  it.  Hence  character  can  be  slowly  under- 
mined by  habitual  dwelling  upon  wrongdoing  without 
committing  an  overt  wrong  act.  This  has  a  far- 
reaching  educational  significance,  especially  during  the 
adolescent  period,  when  emotions  are  strong  and  largely 
control  thought. 

In  the  moral  education  of  children  we  must  also 
make  allowance  for  the  fact  that  morality  in  the  race 
is  progressive  and  is  only  in  process  of  evolution. 
Modern  life  is  on  a  higher  plain  than  ancient  life  was, 
and  modern  ideals  and  aspirations  are  higher.  Hence 
the  characters  of  ancient  history  are  not  always  as 
well  adapted  for  moral  instruction  as  modern. 

In-  the  evolution  of  morality  in  the  individual  child 
there  is  a  certain  progression  from  another  point  of 
view  which  must  be  regarded.  Morality  began  as  clan 
morality.  Primitive  man  felt  the  moral  law  as  holding 
only  between  members  of  his  own  clan.  To  kill  one  of 
them  was  murder,  but  to  kill  a  member  of  another  clan 
made  him  a  hero;  to  rob  one  of  his  own  clan  was 
theft,  but  to  rob  one  of  another  clan  was  no  crime;  he 
had  to  be  truthful  with  his  own  clan,  but  the  more  he 
deceived  other  clans  the  greater  diplomat  he  was.  With 
the  union  of  clans  into  tribes,  the  validity  of  the 
moral  law  was  widened;  and  with  the  union  of  tribes 
into  confederacies  and  nations,  it  was  still  further  ex- 
tended. In  short,  the  sphere  of  the  moral  law  de- 
veloped with  the  enlargement  of  the  social  group.  The 
race  has  barely  yet  reached  universal  morality  in  actual 
practice,  else  wars  would  be  impossible.  Now  the 
child  must  be  allowed  to  pass  through  somewhat  sim- 
ilar stages.  He  feels  the  validity  of  moral  law  most 
keenly  in  the  family,  next  to  that  in  the  school,  and 
the  immediate  community,  and  only  later  in  the  larger 
spheres  of  life.  The  answer  to  the  question,  'Who  is 
my  neighbor?"  implies  group  morality. 

It  is  impossible  to  develop  universal  morality  in 
young  children ;  the  problem  is  to  deepen  their  sense  of 
right  and  wrong  in  regard  to  the  small  world  in  which 
they  mentally  live  and  in  which  they  are  interested.  A 
sense  of  the  brotherhood  of  man  can  be  fully  and  ef- 
fectively developed  only  in  the  relatively  mature,  not 
in  children. 


254 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


A  YEAR   IN  THE  KINDERGARTEN 

Harriette  McCarthy 

Kindergarten  Director,  Oklahoma  City  Public  Schools 

MAY 

FIRST  WEEK 

Songs : 

0  the  Lovely,  Lovely  May.    (Walker  and  Jenks.) 
Sweet   Pea  Ladies.    (Gaynor  No.  2.) 
Awake  Says  the  Sunshine. 

MONDAY. 

Circle — Talk  about  the  rainbow.  What  made  it?  Do 
you  ever  see  the  rainbow  colors  anywhere  except 
in  the   sky?     Where? 

Rhvthm — Bouncing  ball.    Side  skip. 

Gift— Fifth   gift. 

Game — Looby  Loo.    Little  Ducks. 

Occupation — Chains  rainbow  colors. 

TUESDAY. 

Circle — Teach  rhyme.  A  Rainbow  in  the  Morning, 
etc.  How  many  colors  are  there  in  the  rainbow, 
and  how  are  they  placed  ? 

Rhythm — Cross  skip. 

Gift — Sixth.    Build   forms  of  life. 

Game — Now  With  Your  Feet  Go  Tramp,  Tramp, 
Tramp. 

Occupation — Use   peg   boards.    Free   play. 

WEDNESDAY. 

Circle — Teach  rhyme.  At  the  Head  Stands  Red.  Tell 
the  children  that  there  are  only  three  true  colors, 
that  all  the  other  colors  are  made  by  combining 
these.  What  colors  can  you  see  in  the  prism 
rainbow  ? 

Rhythm — Front   and   cross    skip. 

Gift — Second   and   third. 

Game — Owls.    Brownies. 

Occupation— Paint    rainbows. 

THURSDAY. 
Circle — Story  of   Noah   and   the   Dove.    Bring  in   how 

God  gave  his  promise  never  to   destroy  the  earth 

by  water. 
Rhythm — Marching. 
Gift — First   and    Second. 
Game — Little  Ducks.    Looby  Loo. 
Occupation — Make  outdoor  garden. 

FRIDAY. 
Circle — Review   circles. 
Rhythm — Those   used. 
Gift — Rings.    Lay  forms  of  beauty. 
Game — Free  choice. 
Occupation — Make  outdoor  garden. 

SECOND  WEEK 

Songs : 

Buzzing  Away.     (Plan   Book  p.   993.) 
Planting  Song.    (Plan  book  p.  784.) 
Away  Among  the  Blossoms.     (Mrs.  Hubbard.) 
The  Song  of  the  Bee.    (Walker  and  Jenks.) 

MONDAY. 

Circle — Tell  how  the  bee  visits  the  flowers.  What  it 
is  that  attracts  the  bee,  that  he  may  know  where 
to  look   for  the  honey. 

Rhythm— In  My  Little  Garden  Bed.  (Hoffman's  Old 
and   New   Singing  Games.) 

Gift — Fifth.    Border   pattern. 

Game — Swinging  game. 

Occupation— Make  outdoor  gardens. 

TUESDAY. 
Circle — Have  children  decide  what  they  want  to  plant 


in  their   garden,   and  bring  seeds    for   it. 
Rhvthm — Tumping    Tack. 
Gift— Sixth. 
Game — Owls. 
Occupation— Plant   garden. 

WEDNESDAY. 

Circle — How  the  bees  help  us.    Their  great  industry. 
Story — Amy   Stewart.     (Boston   Coll.   of   Kindergarten 

Stories.) 
Rhythm — Flying,  from  blossom  to  blossom,  like  a  bee 

with  buzzing  sound. 
Game — Little  Ducks. 
Occupation — Make  clay  clover  leaves. 

THURSDAY. 

Circle — How  the  bees  defend  themselves.  What  kind 
of  houses  do  they  live  in?  Tell  of  queen,  workers 
and  drones. 

Rhythm — Cross    skip. 

Gift— Third. 

Game — I   am   a   Little  Busy  Bee.     (Song  Echoes.) 

Occupation — Make   clay   bee   hive.    (Half   sphere.) 

FRIDAY. 

Circle — Review  all  about  bees. 

Story — Not  a  Busy  Bee.    (Boston   Coll.  of   Kindergar- 
ten  Stories.) 
Rhythm — Side   skip. 
Gift — Fourth  gift. 
Game^Free  choice. 
Occupation — Paint  daisies. 

THIRD  WEEK 

Songs : 

The  Caterpillar.    (Smith's  Book   Part  II.) 
The  Caterpillar  and   the   Moth.    (Patty   Hill.) 
Butterfly.     (Brown    and   Emerson.) 
MONDAY. 

Circle — Speak  of  the  ant.  Its  industry,  perseverance 
and  intelligence. 

Rhythm — Skipping  with  partners. 

Gift — First.    General  review. 

Game — Happy    Monday   Morning. 

Occupation — Sewing   forms   of  life. 
TUESDAY. 

Circle— Talk  about  caterpillar.  (Plan  Book  p.  1092.) 
What  happened  to  a  tired  little  worm? 

Rhythm — Marching  in   figure  eight. 

Gift— Sixth. 

Game— Rig-a-Jig-Jig. 

Occupation — Take  a  walk. 

WEDNESDAY. 

Circle— Talk  about  butterflies.  (Plan  Book  p.  1092.) 
The    Butterfly. 

Rhythm — Bouncing  ball. 

Gift — Steel    rings. 

Game — The  Butterfly.     (Susan   Blow.) 

Occupation — Tend  garden. 

THURSDAY. 

Circle — Tell  how  the  caterpillar  changes  from  cater- 
pillar to  cocoon,   and  cocoon   to  butterfly. 

Story — Butterflies'  Birthday.     (Kelley's  Short  Stories.) 

Rhythm — I    See    You. 

Gift— Fifth. 

Game — The  Caterpillar.     (Susan   Blow.) 

Occupation — Tend  Garden. 

FRIDAY. 

Circle — Review  ants,  caterpillars  and  butterflies.  Re- 
peat story. 

Rhythm — The    Merry-go-round. 

Gift — Sticks    and    rings. 

Game — Free   choice. 

Occupation — Unfinished  work. 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


255 


International  Kindergarten  Union 

(Continued  from  page  231) 
letter  from    abroad   criticising  some  features   of  the 
Montessori  Method,  which  was  very  warmly  applauded 
•  by  the  delegates. 

Miss  Elizabeth  Harrison,  chairman  of  the  committee 
on  affiliation  with  mothers,  gave  a  most  interesting  re- 
port, 

The  committee  on  nominations  recommended  the 
following  officers,  who  were  subsequently  elected. 

Mrs.  Mary  B.  Page  of  Chicago  for  president,  to  suc- 
ceed Miss  Mabel  A.  MacKinney;  Miss  Stella  Wood  of 
Minneapolis,  for  first  vice  president,  to  succeed  Miss 
Alice  Temple;  Mrs.  Margaret  J.  Stannard  of  Boston  for 
re-election,  Miss  Catherine  R.  Watkins  of  the  District 
of  Columbia  for  corresponding  secretary  and  treasurer, 
to  succeed  Miss  Luella  A.  Palmer,  and  Miss  Myra  Win- 
chester of  New  York  for  recording  secretary,  to  suc- 
ceed Miss  Netta  Faris 

At  the  Wednesday  evening  meeting  Miss  Fannibelle 
Curtis  of  New  York,  in  her  address  on  the  "Problem  of 
the  Kindergarten  in  Large  Cities,"  urged  that  the  gov- 
ernment should  pay  more  attention  to  the  care  and 
education  of  children.  She  said  that  the  compulsory 
education  laws  should  be  extended  to  include  all  child- 
ren between  the  ages  of  four  and  eight  years  old.  The 
government  now  pays  more  attention  to  the  possibili- 
ties of  wheat  culture  and  to  the  welfare  of  cattle  than 
it  does  of  children,  she  declared. 

Miss  Curtis  opposed  the  plan  now  in  force  in  some 
cities  of  forcing  kindergarten  teachers  to  hold  two  ses- 
sions a  day.  This  is  not  the  rule  in  the  District.  Such 
a  system  is  akin  to  sweatshop  methods,  she  said. 
Speaking  of  the  problem  of  the  kindergarten  in  large 
cities,  she  said  that  in  New  York  there  was  such  a  lack 
of  kindergartens  that  50,000  children  are  forced  to  play 
in  the  streets.  At  least  1,116  additional  kindergartens 
are  needed  in  the  metropolis,  she  declared. 

"Some  Hopes  and  Fears  for  the  Kindergarten  Move- 
ment "  was  the  subject  discussed  by  Miss  Patty  S.  Hill 
of  New  York.  She  said  that  the  kindergartens  must 
pay  more  attention  to  health  questions,  because  of  the 
fresh  air  movement.  The  kindergarten  movement,  how- 
ever, she  said,  is  growing  steadily,  and  with  the  addi- 
tion of  some  needed  reforms,  is  destined  to  play  a 
large  part  in  bettering  the  world. 

Froebel's  message  to  women  was  discussed  by  Miss 
Susan  E.  Blow  of  Cazenovia,  N.  Y  ,  who  hailed  the 
great  German  as  the  founder  of  the  kindergarten  move- 
ment. Kindergarten  associations  and  clubs  in  all  parts 
of  the  United  States  and  foreign  countries  bear  his 
name.  Miss  Blow  said  he  had  revealed  the  true  key  to 
the  teaching  of  young  children. 

At  the  Thursday  morning  meeting  the  proposition  to 
erect  a  §25,000  statue  to  Friedrich  Froebel  |was  present- 
ed, and  ?4,000  secured  in  pledges  within  a  few  minutes. 
This  proposition  was  submitted  at  Des  Moines  by  Hon. 
P.  P.  Claxton,  Commissioner  of  Education,  and  a 
staunch  friend  of  the  kindergarten  movement.  Mr. 
Claxton  hopes  to  have  the  government  erect  in  Wash- 


ington a  building,  for  the  Bureau  of  Education,  and 
around  it  statues  of  famous  educators.  The  matter  of 
raising  funds  was  left  with  the  Executive  Board. 

At  the  suggestion  of  Comnissioner  Claxton,  a  com- 
mittee of  the  Union,  with  Miss  Nina  Vanderwalker  as 
chairman,  was  appointed  to  co-operate  with  him  in 
furthering  the  kindergarten  teaching  and  methods. 

Miss  Annie  E,  Moore,  chairman  of  the  Literature 
Committee,  reported  that  a  movement  is  on  foot  to 
substitute  humorous  pictures  and  illustrations  for  the 
pernicious  comic  supplement  of  the  Sunday  newspaper. 
Reports  were  also  received  from  Miss  Myra  Winches- 
ter, chairman  of  the  committee  on  propogation;  Miss 
Alice  E.  Fitts,  chairman  of  the  Fiiederich  Froebel  Mu- 
seum committee;  Miss  Lucy  Wheelock,  chairman  of 
the  Committee  on  National  Education. 

The  Thursday  evening  meeting  consisted  of  round 
table  conferences,  characterized  by  interesting  discus- 
sions on  games,  stories  and  gifts  to  be  used  in  kinder- 
garten work. 

The  subject  of  games  was  presented  by  Miss  Jeanette 
Ezekiels  of  Des  Moines,  Iowa,  and  Miss  Harriet  Niel  of 
Boston,  and  Miss  Katharine  Martin  of  Chicago  partici- 
pated in  the  discussion.  Miss  Hortense  M.  Orcutt  of 
Savannah,  Miss  Annie  E.  Moore  of  New  York  and  Miss 
Lucia  H.  Sanderson  of  Cleveland  took  part  in  the  dis- 
cussion on  stories,  and  Miss  Caroline  D.  Aborn  of  Bos- 
ton and  Miss  Luella  Palmer  of  New  York  spoke  on 
gifts. 

At  the  conclusion  of  the  round  tables,  groups  of 
games  and  rhythms  were  scheduled  to  be  conducted 
by  Miss  Alys  Bently  of  Washington,  D.  C;  Miss  Ella 
Cass  of  New  York  and  Miss  Caroline  Crawford  of  Mid- 
dlebury,  Vt. 

The  receptions,  festival,  and  sight-seeing  were  great- 
ly enjoyed  by  all  who  participated. 

The  subject  of  the  Montessori  Methods  received  inter- 
ested attention,  but  evidences  were  plentiful  that  the 
kindevgartners  were  by  no  means  satisfied  that  it  pos- 
sessed all  the  value  claimed  by  some  of  its  most  enthu- 
siastic supporters.  One  speaker  was  hissed  when  he 
said  "Let  us  raise  monuments  to  Froebel,  but  let  us 
forget  what  he  wrote." 

Dr.  Myron  T,  Scudder  of  New  York  showed  photo- 
graphs of  Montessori  Schools  in  Rome  and  other  places 
and  of  the  actual  working  of  the  Montessori  Methods. 
He  announced  himself  in  favor  of  the  Methods,  believ- 
ing them  to  be  good  and  true,  and  stated  further  that 
a  study  of  the  principles  intensifies  the  interest  of  kin- 
dergarten teachers  in  their  work.  He  declared  that 
Mme.  Montessori  teaches  that  liberty  is  to  he  limited 
by  the  rights  of  others,  by  politeness,  and  that  within 
these  limits  much  freedom  is  allowed  to  the  children. 
The  method  calms  children,  and  makes  them  steady, 
in  his  opinion,  and  religion  is  not  stifled,  as  has  been 
claimed.  He  declared  that  Mme.  Montessori  has 
brought  a  remarkable  message  to  those  who  look  on 
her  teachings  with  a  fair  and  open  mind. 

Dr.  William  Kilpatrick  of  Teachers'  College,  Colum- 
bia University,  criticized  the  Montessori  methods  and 
principles.  Her  spirit  towards  science  is  good,  he  said, 
but  her  practice  is  bad.    Some  parts  of  her  courses  are 


256 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


approved  by  all  and  are  not  new  to  America,  he  de- 
clared. The  methods  show  that  it  is  possible  to  allow 
children  more  freedom  during-  kindergarten  age. 

"Probably  we  ought  to  break  up  the  extent  to  which 
we  dictate  programs  to  the  children  in  kindergartens," 
he  added.  "We  should  allow  them  more  individual 
choice,  as  is  done  in  the  Montessori  methods." 

He  said  that  the  system  does  not  allow  sufficient 
play  of  the  imagination  of  children,  but  that  it  is  built 
upon  an  outgrown  psychology. 

Dr.  Lightner  Witmer  of  the  University  of  Pennsylva- 
nia declared  that  unless  the  underlying  principle  of  the 
kindergartens  is  changed,  Montessori  schools  will  sup- 
plant them.  Mme.  Montessori  is  correct  in  her  found- 
ation that  teachers  must  first  learn  to  know  their  child- 
ren, he  said.  He  added  that  she  had  achieved  a  result 
which  astonished  the  world. 

The  feature  of  the  Friday  evening  meeting  was  the 
group  of  children's  songs,  of  her  own  composition,  by 
Miss  Alys  Bentley  of  Washington,  which  were  enthusi- 
astically received.  An  address  on  "The  Federal  Chil- 
dren's Bureau",  by  Miss  Julia  C.  Lathrop,  Chief  of  the 
Bureau,  Washington,  was  given, 

Miss  Lathrop  praised  the  democracy  of  the  kinder- 
gartens. Speaking  of  the  work  of  her  bureau,  she  told 
of  its  foundation  and  aims,  and  then  said  that  many 
children  in  this  country  are  dying  unnecessarily.  The 
bureau  is  now  investigating  infant  mortality,  she  said, 
hoping  to  be  able  to  teach  poeple  how  to  save  the  lives 
of  their  young. 

"Our  bureau  is  to  be  a  bureau  of  information."  she 
continued.  "We  want  to  disseminate  knowledge  about 
children  and  about  child  welfare  work  carried  on  in  all 
parts  of  the  world.  Many  parents  need  advice  and  are 
willing  to  take  it,  even  from  old-maid  teachers." 
-  Miss  Lathrop  said  there  are  some  things  parents  can- 
not do  for  their  children  which  the  community  must 
do  for  them.  Cities  must  keep  their  food  and  milk  sup- 
plies clean  and  pure,  she  said,  and  must  provide  play- 
grounds, and  regulate  theaters  and  dance  halls.  In 
this  connection  she  praised  the  milk  supply  of  Washing- 
ton, saying  that'dt  is  possible  to  drink  milk  here  now 
without  questioning  its  purity. 

The  principal  address  of  the  evening  was  by  Dr.  Scott 
Nearing,  of  the  University  of  Pennsylvania,  and  we  are 
pleased  to  give  in  this  issue  an  abstract  of  this  address. 
Other  addresses  will  be  published  in  future  issues  so 
far  as  we  may  be  able  to  do  so. 

Miss  Netta  Faris  of  Cleveland,  Ohio,  told  of  recent 
visit  to  the  Montessori  schools  in  Rome.  There  is  much 
kindergarten  teachers  can  dearn  from  the  Montessori 
methods,  she  said.  She  disapproved  of  the  didactic 
materials  used  in  the  method,  however,  and  said  that 
many  of  the  good  results  claimed  for  the  Montessori 
principles  are  the  outcome  of  the  natural  character  of 
Roman  children. 

An  inspiring  talk  on  Montessori  methods  was  given 
by  Miss  Anne  Goerge. 

It  was  voted  to  hold  the  next  meeting  in  Springfield, 
Mass.  A  trip  to  Mt.  Vernon  Saturday  morniugjnoved 
most  enjoyable. 

A  character's  like  a  kettle,  once  mended  always 
wants  mending. 


BOOK  NOTES 

The  Second  Book  of  Stories  for  the  Story  Teller,  by 
Fanny  E.  Coe.  Cloth.  206  pages.  Price  80c  net. 
Published  by  Houghton  Mifflin  Co.,  Boston  and  Chi- 
cago. 

Contains  thirty-five  stories  selected  and  carefully 
graded  for  use  in  the  second  grade.  Folk-tales,  modern 
fairy  tales,  and  myths — the  fields  from  which  material 
for  The  First  Book  of  Stories  for  the  Story-Teller 
was  drawn — have  a  generous  showing  in  this  Second 
Book;  and  there  is  added  a  new  field  as  a  source  for 
stories.  This  is  a  Real  Life,  in  which  children  of  this 
age  begin  to  take  decided  interest.  A  large  number 
of  the  stories  in  this  little  volume  have  been  chosen 
for  their  moral  value.  They  present  the  virtues  of  per- 
sistence, faithfulness,  truthfulness,  honesty,  generos- 
ity, loyalty  to  one's  word,  tender  care  of  animals,  and 
love  of   friends  and   family. 

The  Princess  and  the  Goblin,  George  Macdonald 
Stories  for  Little  Folks,  simplified  by  Elizabeth 
Lewis.  Cloth.  124  pps.  Price  50c  net.  Published 
by  J.  B.  Lippincott  Company,  Philadelphia. 

A  most  interesting  story,  giving  the  experiences  of 
the  little  Princess,  which  cannot  fail  to  interest  the 
little  children. 

Hum>an  Behavior,  A  First  Book  in  Psychology  for 
Teachers,  by  Stephen  Sheldon  Colvin  and  Wm. 
Chandler  Bagley.  Cloth.  336  pps.  Published  by  the 
MacMillan  Co.,   New  York. 

This  volume  attempts  to  formulate  psychological  prin- 
ciples in  terms  of  conduct  or  behavior.  The  authors 
believe  that  this  "functional"  point  of  view  in  psy- 
chology offers  a  helpful  perspective  upon  the  problems 
of  classroom  teaching,  explaining  many  of  the  phe- 
nomena with  which  every  teacher  must  deal,  and  which 
every  teacher  must  deal,  and  which,  unexplained,  tend 
to  irritate  and  confuse,  and  providing  at  least  a  few 
guiding  principles  that  may  be  directly  applied  to  the 
solution  of  troublesome  problems  in  instruction  and 
management. 

A  Guide  to  the  Montessori  Method,  by  Ellen  Yale  Ste- 
vens. Cloth.  240  pps.  Price  $1.00  net.  Published 
by  the  Frederick  A.  Stokes  Co.,  New  York. 

An  interpretation  of  the  Montessori  Method  for 
American  mothers  and  teachers,  with  practical  direc- 
tions as  to  how  to  apply  it,  and  a  coherent  explana- 
tion of  its  psychological  basis.  It  includes  a  logical 
presentation  of  the  successive  steps  of  the  method,  a 
description  of  the  proper  use  of  the  material,  sugges- 
tions as  to  adaptation  of  the  method  to  American  con- 
ditions, and  focuses  the  attention  on  the  deeper,  spir- 
itual side  of  Dr.  Montessori's  message  to  our  times,  a 
side  of  the  highest  importance,  too  much  overlooked. 
Particeps  Criminis,  by  Ervin  S.  Chapman,  D.D.,  LL.D. 

School  Dances,  by  Melvin  Ballou   Gilbert.     Edited   by 
Susan  Hoffman  Gilman.     Paper.    36  pps.     Published 
by  G.   Schirmer,   New  York.     Price  $1.00  net. 
Contains   eight    dances    for   Grade   1,   five   for  Grade 

2,  and  five  for  Grade  3,  with  complete  description  for 
each  dance. 


(Published  in  Apri 


THE 
KINDERGARTEN 


Susan  Blow,  Patty  S.  Hill, 
Elizabeth  Harrison 

$1.25,  net.        Postpaid. 


Being  Reports  of  the  Committee  of  Nineteen 
of  the  International  Kindergarten  Union  on 
the  Theory  and  Practice  of  the  Kindei'garten. 

"This  invaluable  book  should  be  in  the  possession  of 
every  kinder  gartner.     It  is  not  sufficient  that  it  be   bor- 
rowed from  a  Library;  it  should  be  on  every  study  table, 
that  the  owner   may    read,  mark,  learn,   and   inwardly 
digest, 

MISS    MABEL    A.  MacKINNEY 
President  of  the_Internationa]  Kindergarten  Union. 


HOUGHTON  MUTUN  COMPAN 


THE  COAST  UNETO  MACKINAC 


BUFFALO, 

F^FALLS, 
,0T.HURON, 


^^s^  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 
ween  Toledo,   Detroit,  Mackinac  Island  and  way  ports; 
daily  service  between  Toledo,  Cleveland  and  Put-in-Bay. 

A  Cleveland  to  Mackinac  special  steamer  will  be  operated 
two  trips  weekly  from  June  15th  to  September  10th,  stopping 
only  at  Detroit  every  trip  and  Goderich,  Ont.,  every  Monday 
up-bound,  Saturday  down-bound. — Special  Day  Trips 
Between  Detroit  and  Cleveland,  During  July 
and  August.— Railroad  Tickets  Available- ©a 
Steamers. 

Send  2  cent  stamp  for  Illustrated  Pamphlet  and 

Great  Lakes   Map 
Address:  I.  G.  LEWIS,  G.  P.  A.,  Detroit,  Mich. 
Philip  H.  McMillan,  Pres. 

A.  A.  Schar.tZ,  Vice-Pres.  and  Gen'l  Mgr. 


Detroit  &  Cleveland 
Kav»  Co. 


NEW   YORK 


Headquarters  for  Temperance  Supplies 

Books 

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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  recitation— 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 


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RIDER  AGENTS  WANTED 

I  EACH  TOWN  and  district  to  rideand  exhibit  a  sample  Latest  Model 
'Ranger"  bicycle  furnished  by  us.  Our  Rider  Agents  everywhere  are 
ma  king  money  fast.    Vritefor  tail  pat  l  iriti<tri>«n<ixi>rci<<l,  offer  at  once. 
liO  MONEY  REQUIREDuntil  you  receive  and  approve  your  bicycle. 
We  ship  to  anyone  anywhere  in  the  U.  8.  ?  depositin 

advance,  pr<  /pay  freight,  and  allow  TEN  BAYS'FREETRBALduring 
which  time  you  may  ride  thebicycle  and  put  it  to  any  test  you  wish. 
If  you  are  then  m  it  perfectly  satisfied  or  do  not  wish  to  keep  the  bi- 
cycle ship  it  back  to  us  atourcvi" -iisi -and  j/«ti.  will  >ml  lieotit  oncccnt. 
ESb'TIpIKW  ©ESaPES  We  fmnish  the  highest,  gnnl-  bicycles  it  is 
rffi^ayrBI  rHIUEd  possible  to  make  at  one  small  profit  above 
actual  factory  cost.  You  sa  vv  tdo  (o  :::.':>  middlemen's  pr<  dits  by  buy- 
ing direct,  of  i  is  .Mid  ha  vi  ■  l  lie  manufacturer's  guarantee  behind  your 
bicycle.  DO  NOT  BUY  a  bicycle  or  a  pair  of  tires  from«.?iy<j)ie  at 
aiii  price  until  you  receive  our  catalogues  and  learn  our  unheard  of 
factory  price*  and  rcniiirl.niilc.  special  offers. 

OU  WILL  BE  ASTONISHED  !SSSSSSS?S5S5SS^SSS5t 

.eicondcrfullij  low  prices  we  can  make  you  this  y.  ar.  We  sell  the  highest  grade 

SgUaeyelesfor  less  money  than  any  other  ine»...-\-      We  are  sal  I  steal  with  81.00  prollt 

above  factory  cost.    BICYCLE  DEALERS,  you  can  sell  our  In  cycles  under  your 

own  name  plate  at  double  i  ur  prices,    Ord  ira  filled  the  day  received. 

SECONDHAND  BICYCLES.  Wedo  not  regularly  hae.dk-  --ecu. id  hand  bicycles, 

but  ueulaly  l.avea  numbcron  liamHakeu  infrade  by  our  Chicago  retail  steles.    These  we  clear 

out  promptly  at  prices  ranging  Irom  $3  to  56  or  $10.    Descriptive  bargain  lists  mailed  free. 

fiffiAQTPS  rMffil?  P^!    single  wheels,  imported  roller  chains  and  pedals,  parts,  repairs 

MSlK«  fl  &ii  BaSS«S^fc*J  and  equipment  of.  all  kinds  at  halj  the  reynlar  retail  prices. 

I'AfiJL  Efedgetlsern  Puncture-Prod  %M  M 
If  Self-healing  lira  £££££&  fiL 
^5H5r     Tlie  regular  retail  price  of  these    r^giwHo  i  ■  "'     "J,      i      . 


Tlie  regular  retail  price  t 
tires  is  $10.(l(>  per  Jinir.  Imt  ti 

cce  ire  icill  sell  ,;„,:  ,t  ;,,,,„,, ie  pair  for  $4.bO  ( 

■tthorder  $4, 


NO MORETROOBLE FR0&1  PUNCTURES    ,' 

Nails,  Tacks  or  Glass  will  not  let  the  air  out. 

A.  hundred  thousand  pairs  sold  last  yeer. 
FBFSf£B$BBiTini>3*  Made  in  all  sizes.  It 
Ut&UKBFTION.  is  lively   .,.„,    (,>sy     , 

riding,  very  durable  and  lined  inside,  with   V-   _._~  -.. 

a  special  quality  of  rubber,  which  never  be-    ^egg 

comes  porous  and  which  closes  up  small 

puncture.-,  without  allowing  air  to  escape.    They  weigh 

no  more  iiian  an  ordinary  tire,  the  puncture  resisting 

Qualifies  being  given  |,y  several  layers  of  thin,  sped  til  ly 

prepared  falu-icon  the  tread.   The  regular  price  of  these 

tires  isSlO.uu  per  pair,  but  for  advertising  purposes  we 

are  making-  a  special  factory  price  to  tho  rider  of  only 

J4.80  per  pair.     All  orders  shipped  same  day  letter  is 

received.    We  will  ship  C.  O.  D.  on  approval.    You  do 

not  need  to  pay  acecuntil  you  examine  and  find  them  strict!..  __ 

We  will  allow  a  cash  discount  of  5  per  cent  (thereby  making  the  price  $4.55  per  pair)  if 
you  send  FULL.  CASH  WITH  ORDER  and  enclose  this  advertisement.  You  run  no  risk  in 
sending  us  an  order  as  the  tires  may  be  returned  at  OUR  expense  if  for  any  reason  they  are  not 
satisfactory  ou  examination.  Wu  are  perfectly  reliable  and  money  sent  to  us  is  as  safe  as  in  a  bank.  If  you  order 
a  pair  of  these  tires,  you  will  find  that  they  will  ride  easier,  run  faster,  wear  better,  last  longer  and  look  finer 
than  any  tire  you  have  ever  used  or  seen  at  an  v  price.  \Ye  know  that  you  will  be  so  well  pleased  i  Cut  when  you  want 
a  bicycle  you  will  give  us  your  order.  We  want  you  to  send  us  a  trial  order  at  once,  benee  this  remarkable  tire  offer. 


Notice  the  thick  rubber  tread 
puncture  strips"B" 
1  also  rim  strip  "H" 
prevent  rim  cutting.    This 
outlast   any   other 
SOFT,  ELASTIC  and 
EASY  RIDING. 
as  represented. 


price  quoted  above:  or  write  for  our  big  Tire  and  Sundry  Catalogue  which  describes  and  quotes  all  makes  and 
kinds  of  tires  and  bicycle  equipment  a  nil  sundries-  at  about  hair  the  usual  prices. 

MSfS  NfB'W  WfAiF  b,lt  wrlte  us  a  postal  today.  DO  NOT  THINK  OF  BUYING  a  bicycle  or  a  pair 
■»«»  ■■«*«  »»«»  0  of  tins  from  anyone  until  you  know  the  new  and  wonderful  offers  we  are  making. 
It  costs  only  a  postal  to  leurn  evcrj  tluax.    Write  it  NOW. 

J.  L.  MEAD  CYCLE  COMPANY,  CHICAGO,  ILL. 


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A  HO  hM  a  forty-page  booklet 
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Needs  Teachers  of  the  right  kind.  In 
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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 
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Our  Children 


By  Dr.  PAUL  DARUS 

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THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Better  than  Most  and  as  Good  as  Any  Pedagogical  Magazine 

Stands  for  the  highest  ideals  in  the  school  and  home,  and  meets  the  demands  of  the  teacher,  %t 
well  as  others  engaged  in  educational  work. 

What  some  well-known  Educators  say  abont  this  Jocrnal : 

From  California: 

"I  appreciate  ver>,rDUC^  ^c  coming  ol  the  Virginia  Journal  cf  Education  to  our  magai'.De  tabic.     Tt    is  one    of 
'"'vely,  interesting  and  enterprieiog  publications  of  the  kind  that  I  have  had  an  opportunity  to  ex. 
i  great  iufiuence  for  good  among  the  schools  of  Virginia.      I  am  particularly 
ds,  the    buildings  and  the  interiors  of  your 


Certainly  it  most 

at  your  efforts  ■ 

schools.    We  have  been  trying  to  work  ir.  that  direction,  too,  in  this  State.     1  hope  you  may  long  live 

blish  your  journal  and  I  most  heartily  congratulate  you  and  the  people  of  Virginia  for  the  lively  and  credi. 


lyoi     , 

table  periodical  that  you  are  able  ti 
From  Oregon: 

"I  have  received  xs   much  inspir 

from  reading  any  one  of  the  numerous  ones  ttiat  come 
From  Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Educati 

tional  journals  in  the  country". 
From  New  Jersey: 

"We  regard  theVirginia Joomalof  Educational  asaroo 
From  Missouri: 


[l    • 


and  benefit  from  reading  the  Virginia  Journal  of  Education  aa  I  have 
ics  that  come  to  my  desk". 

tereat,  and  feel  that  it  is  one  of  the  belt  educa* 

t  valuable  publications  received  at  thta  office". 

i  receiving  the  Virginia  Journal  of  Education,  for  some  time  and  have  greatly  enjoyed  reading  it. 
llept  paper  and  should  bi  read  by  every  teacher  in  the   Stale.     It  is  worth  far  more  than   your  sub- 


It 

scnptioa  price" 

From  the  Philippine  Islands: 

"The  variety  of  articles  which  appear  Id  your  paper  each  month,  on  school  libraries,  the  decoration  of  school 
grounds  and  other  topics,  axe  of  general  interest*  The  Journal  is  well  gotten  up  and  appears  to  be  doiflJC 
good  work". 

It  is  the  official  organ  of  the  Virginia  State  Board  of  Education,  and  is  an   excellent   medium 
for  advertising. 

Sabscripticfl  Price,  $1.00       THE  VIRGINIA  JOURNAL  OF  EDUCATION,  Richmond,  Ya« 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

'"THIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of  our  subscribers.  It  includes  only  those  who  claim  to  be  able 
■*•  to  secure  positions  for  Kindergartners  or  Primary  Teachers.  We  advise  those  in  need  of  positions  to  write  one  or  more 
of  these  agencies  for  particulars.    Even  though  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school 


The  TEACIiERS'  EXCHANGE  of  Boston 

Recommends  Teachers,  Tutois  and 

Schools.    No.  120  Boylston  street. 


THE  REED  TEACHERS'  AGENCY 

Can  place  Kindergarten  and  Primary 
Teachers  in  New  York,  New  Jersey  and 
Pennsylvania  at  good  salaries. 

H.  E.  REED,  Manager,  Syracuse,  N.  Y. 
611  University  Block. 


NORTHWESTERN  TEACHERS'  AGENCY 


310-311  providence  Building 


DULUTH.  MINN. 


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 


Trained  Primary   and  Kindergarten 
Teachers  needed.   Good  positions.  Per- 
manent membership.    Write  to-day. 
612-613  Majestic  Building, 

Oklahoma  City,  Okla. 


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. 


ALBANY  TEACHERS' AGENCY 

Provides  public   and  private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

81  Chapel  Street,  ALBANY.  N  Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS'  AGENCY 

Which   proves  conclusively  its 

standing.  Try  them.  Address, 

Steinway  Hall,  Chicago;   Lincoln,  Neb 

Spokane,  Wash. 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.   We  can  place  both. 

The  TeachersJ  Exchange 

P.  O.  Box  283,  Nashville.  Tenn 


..    OUR  OPPORTUNITIES  for  placing 

Y  Is^.^ssif™ 

accept  position. 

Lewis  Teachers3  Agency 

41  Lyman  Block,  Muskegon,  Mich- 


INTERSTATE  Teachers'  Agency 

501-503  Livingston  Building,  Rochester, 
N.  Y.    Gives  special  attention  to  plac- 
ing Kindergarten  and  Primary  Teach- 
ers in  all  parts  of  the  United  States. 
T.  H.  ARMSTRONG,  Proprietor. 


.'is'l'.nii^r-j/f.'^n/ 

COLUMBIA,  S.  C. 


There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territory  for  teachers.  Ask 
tor  booklet,  A  PLAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  8&KX 

WewantKindergarten,  Primary, Rural 
and  otherteachers  for  regular  or  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year. 
P.  Wendell  Murray,  Manager. 


The  JlEtigleleadiers'  Agency 

MINNEAPOLIS,  MINN. 
A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register   for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Write  to-day.  E.  C.  ROGERS,  Mgr. 


Safes'  Educational  Exchange 

(Inc.)  DES  MOINES,  IOWA 

Wants  to  hear  from  kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.     Write  fully.    Will 

answer  frankly. 


AN  AGENCY  ^valuable  in 
Ml'  /-\  V38  L_  S  M  V^  t  proportion  to 
its  influence  If  it  merely  hears  of  va- 
cancies and  tells  TU  AT  is  some- 
you  about  them  •  r""*  '  thing, 
but  if  it  is  asked  to  recommend  a  teach- 

youatmadt  RECOMMENDS 

is  more.    Ours  recommends. 

The  School  Bulletin  Agency 

C.  W,  BARDEEN,  Syracuse.  N.  Y. 


NEWBERRY 
SCHOOL 
AGENCY 

1892-1913 


CPECIALLY  trained  Kindergarten  and  Primary 
^  teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,  R.  A.  CLAYTON/  Manager. 

BIRMINGHAM,  ALA. 


BANKTAN  TEACHERS' AGENCY 

M.  DALTON,  Manager, 
Lexington,  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 


we  place  ssaSfss 

37ear.  Some  Kindergartners.  No  charge 

until  teacher  is  located  by  us.  Send  for 

registration  blank.    A.  H.  Campbell, 

American  Teachers'  Agency 

Myrick  Building,  Springfield,  Mass. 


with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  fortv-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primary  and  Kindergarten  teachers. 
Get  it. 

Soytlicro  Teachers'  Agency 

Columbia,  S.  C. 


western  positions  for  teachers 

We  are  the  agency  for  securing  positions  for  Teachers  in  Colorado,  Oklahoma, 
South  Dakota,  Wyoming,  Oregon,  Washington,  California,  Nebraska,  Nevada, 
Arizona  Montana,  Kansas,  Idaho,  Utah,  North  Dakota,  and  New  Mexico. 
Write  us  to-day,  for  our  Free  Booklet,  showing  how  we  place  most  of  our  teach- 
ers outright.  Our  Booklet,  "How  to  Apply  for  a  School  and  secure  Promotion"  with 
Laws  of  Certification  of  Teachers  of  Western  States,  free  to  members  or  sent 
prepaid  for  Fifty  cents  in  stamps.     Money  refunded  if  not  satisfied. 


The  South  and  West 

Offer   good  opportunities  for  Primary 
and  Kindergarten  teachers.    For  infor- 
mation write  CLAUDE  J.  BELL, 
Bell  Teachers'  Ag-ency, 

Nashville,  Tenn. 

International  Teachers' 


.AGENCY. 


mRpCKYMr7£ACffEASAGE/VCV 

EAff=>il?£  BLiyG>         DJE/VYJEjR,  COLO. 


Operates  in  the  "  Fair  Salary  Belt,"  em- 
bracing territory  from  Michigan  to  the 
Pacific  Coast.      Increasing  demand  for 
competent  Kindergarten  and  primary 
teachers  at  highest  salaries  paid. 
JAMES  H.  BATTEN," Manager 
Box  013,. Grand  Forks,  North  Dakota 


KINDERGARTEN  SUPPLIES 

Bradley's  School  Paints,  Raphia,  Reed,  and  all  Construction 
Material 

WE  ARE  HEADQUARERS  FOR  ALL  THE  ABOVE,    Send  f or  catalogue, 

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Some  Great  Subscription   Offers 

In  Combination  with  the 

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Ton  want.    Address  J.  H.  SHUI/TS,  Manistee,  Mich. 


KINDERGARTEN 

MATERIAL 

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per  100,  25c,  postage  5c 

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JUNH,  1913 


INDEX  TO  CONTENTS 


The  Occupation  of  Drawing  in  the  Kin- 
dergarten and  First  Year  of  School,  Dr.  Jenny  tB.  Merrill, 

Dr.  W.  N.  Hailmann, 


Seeking  Social  Efficiency, 
Standardizing  of  Kindergarten  Train- 


ing, 


Nina  C.  Vanderwalker, 


What  Kindergarten    Material   shall  I 
Order  for  September? 

Report  of  the  Committee  of   Investi- 


Dr.  Jenny  B.  Merrill, 
Nina  C.  Vanderwalker, 


gation, 

The  Montessori  Method  and  the  Kin- 
dergarten,       -  Mary  E.  Law 

The  Montessori  Methods,        -        •  Annie  L.  Page, 
Mickershen's  Trip  to  the  Country,     -  Susan  Plessner  Pollock, 
Lady  Peggy  and  Budget,         -         -  Mary  Ellason  Cotting, 
The  Committee  of  the  Whole,          -  Bertha  Johnston, 
New  Kindergarten  Games  and  Plays,  Laura  Rountree  Smith 
Little  Pieces  for  Little  People,         -  Laura  Rountree  Smith 
Hints  and  Suggestions  for  Rural  Teach- 
ers,              ...                -  Grace  Dow, 

The  Play  Festiva   at  Cedar  Rapids,  Iowa. 


258 
261 

263 

267 

269 

273 
273 
274 
275 
276 
278 
280 

281 

282 


Volume  XXV,  No.  10. 


$1.00  per  Year,  15  cents  per  Copy 


HERBART  HALL 

INSTITUTE  FOR  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann 

Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 


This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C.  and  is  intended  solely  for  the 
"different"  child,  the  difficult  child,  the  handicapped  normal  child—whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are  considered. 

The  object  of  this  Institution  is  to 
Train  the  EXCEPTIONAL  CHILD 

Whether  overbright  or  somewhat  backward,  to  be  able  later  to  compete  with  the  average  normal  child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  includes  physical  training,  nature  study 
manual  and  constructive  work,  etc.  Methods  and  equipment  are  based  upon  the  most  modern  pedagogic 
principles.     Medical  care  is  a  prominent  feature  of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  education.  The  Association  main- 
taining it  lays  emphasis  upon  the  needs  of  the  misunderstood  normal  child  in  contrast  to  the  overstimulated 
interest  in  the  feeble-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises  over  twenty-five  acres  of  land 
and  is  situated  on  Watchung  Mountain,  a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level, 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,  address 

WALDEMAR  H.  GROSZMANN 

PRINCIPAL 

"Watchung  Crest,"  Plainfield,  N.  J. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


a 


SALT  LAKE  CITY'S  PREPARATIONS  FOR 
THE  N.  E.  A.  CONVENTION 


It  is  the  hope  of  citizens  of  Salt  Lake  City  and  Utah 
that  so  complete  and  well-organized  will  be  the  arrange- 
ments for  and  so  successful  will  prove  the  fifty-first  an- 
nual meeting  of  the  National  Education  Association, 


Other  members  of  the  executive  committee  are  A.  C. 
Nelson,  State  Superintendent  of  Public  Instruction;  J. 
T.  Kingsbury,  President  of  the  University  of  Utah; 
Mrs.  A.  J.  Gorham,  President  of  the  State  Federation 
of  Women's  Clubs;  and  F.  W.  Reynolds,  Secretary. 

This  committee  has  the  co-operation  of  other  local 
committees  and  citizens  of  the  state  as  a  whole.  Im- 
portance of  the  N.  E.  A.  convention  is  recognized  not 


:terior  of  the  tabernacle,  yvher.e  general  sessions  of  the  n.  e.  a.  will  be 
held  at  salt  lake  city.  the  fact  that  the  organ  is  66  feet  high 
gives  an  idea  of  the  size  of  this   auditorium.     it 
seats  10,000  persons. 


Salt  Lake  City,  July  5  to  11,  that  long  afterward  mem- 
bers of  the  organization  will  refer  to  it  as  the  "model 
convention." 

Nothing  is  being  left  undone  in  the  way  of  prepara- 
tion for  handling  the  convention  and  providing  a  week 
of  never-lagging  interest  and  pleasure  to  the  thousands 
of  visitors  who  are  expected  to  be  in  Salt  Lake  City  at 
convention  time.  These  preparations  are  under  the 
general  direction  of  the  Utah  Executive  Committee. 
D.  H.  Christensen,  superintendent  of  Salt  Lake  City 
schools,  is  chairman  of  this  committee.  Charles  Tyng, 
a  prominent  Salt  Lake  business  man,  is  vice  chairman. 


only  by  the  people  themselves,  but  by  the  state  govern- 
ment. The  Utah  legislature  appropriated  $7,000  of 
state  funds  for  entertainment  of  the  visitors  and  the 
committees  have  plenty  of  money  from  other  sources 
to  insure  a  proper  handling  of  the  convention. 

Beside  the  general  sessions  and  departmental  meetings 
of  the  convention  itself,  there  will  be  plenty  of  diver- 
sions and  entertainments  during  the  week,  Including 
visits  to  wonder  places  and  beauty  spots  that  are  dupli- 
cated nowhere  else  in  the  world. 

General  sessions  of  the  convention  will  be  held  in  the 
great  Tabernacle,  in  Temple  Square.   This  is  one  of  the 


SOME  OF  THE   BUILDINGS  OF  THE  UNIVERSITY  OF  UTAH  AT  SALT  LAKE   CITY 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


most  remarkable  auditoriums  in  existence  and  is  the 
home  of  the  famous  pipe  organ,  whose  sweet  tones 
have  moved  thousands  upon  thousands  of  persons 
since  the  mammoth  instrument  was  constructed  in  the 
early  days  of  Salt  Lake  C.ty.  Long  and  low,  with  an 
arched  oval  roof,  the  Tabernacle  may  not  appear  from 
the  outside  to  have  a  seating  capacity  of  10,000;  it  has, 
however,  and  such  are  the  perfect  acoustics  of  the  edi- 
fice that  a  whisper  can  lie  distinctly  heard  in  the  far- 
thest recesses  of  the  interior.  Speakers  at  the  conven- 
tion may  use  ordinary  drawingroom  tones  and  still  have 
their  every  word  heard  and  understood. 

The  committee  has  provided  for  the  use  of  halls  and 
theaters  in  the  vicinity  of  the  Tabernacle,  where  the 
departments  of  the  association  can  hold  their  meet- 
ings. Official  headquarters  will  be  in  the  Hotel  Utah, 
directly  across  the  street  from  Temple  Square.     This 


LAFAYETTE  GRAMMAR  SCHOOL  SALT  LAKE  CITY. 

square  is  the  center  from  which  (he  broad,  straight 
streets  of  the  city  radiate,  and  from  it  strangers  may 
easily  find  their  way  about.  Official  N'.  E.  A.  guides 
will  meet  delegates  at  the  railway  stations  and  informa- 
tion bureaus,  the  activities  of  the  reception  committee 
and  the  courtesies  of  the  citizens  generally  will  combine 
to  make  visitors  at  once  at  home. 

The  city  has  many  hotels  and  all  of  them  have 
signed  agreements  with  the  executive  committee  not  to 
increase  rates  for  the  convention.  Boarding  houses  and 
private  homes  that  will  be  open  to  convention  visitors 
will  be  listed  at  the  information  bureaus  and  with  the 
guides  Salt  Lake  City  is  thoroughly  modern  and  up- 
to-date.  Strangers  will  find  that  it  has  everything 
other  American  cities  have,  and  many  advantages  that 
other  cities  have  not. 

Arrangements  have  been  made  for  holding  a  session 
of  the  convention  at  Saltair  beach,  on  Great  Salt  Lake, 
Tuesday,  July  8.  The  meeting  will  be  held  in  the  big 
pavilion,  one  of  the  most  notable  resort  casinos  in  the 
world  and  containing  the  largest  unobstructed  dance 
floor.  Bathing  is,  of  course,  the  big  feature  of  Saltair. 
The  season  will  be  at  its  height  when  the  educators  ar- 
rive. Bathing  will  be  the  program  following  the  session 
Tuesday.  A  dip  in  the  lake  is  most  exhilarating,  due 
to  the  fact  that  the  water  is  really  a  22  per  cent  salt  so- 
lution. This  causes  the  human  body  to  lioatand  bath- 
ers lounge  in  the  water  without  any  effort  whatsoever. 
Saltair  is  only  30  minutes'  ride  from  the  center  of  the 


city  and  train  service  is  frequent,  so  visitors  may  visit 
the  beach  many  times  during  the  week  if  they  wish. 

On  the  other  side  of  the  city  from  this  great  body  of 
salt  water,  high  above  sea-level,  are  the  Wasatch  moun- 
tains, sheer  heights  that  rise  abruptly  out  of  the  val- 
ley without  the  usual  sentinel  foothills.  Canyons  from 
these  uplands  nose  into  the  city  itself.  A  few  minutes' 
walk  in  a  northerly  direction  from  Temple  Square  and 
the  pedestrian  finds  himself  climbing  peakward.  Trol- 
ley trips  and  'hikes"  up  the  mountains  will  be  joyous 
incidental  diversions  of  convention  week. 

The  city  itself  has  much  to  interest  the  sight-seer. 
Temple  Square  and  other  buildings  and  property  of  the 
Mormon  church  attract  tourists.  The  Lion  House, 
Beehive  House  (official  residence  of  the  president  of 
the  church)  and  the  famous  Eagle  Gate  are  only  a  block 
from  Temple  Square.  Throughout  the  city  churches  of 
denominations  other  than  Mormon  rear  their  spires. 
Modern  school  houses,  buildings  of  the  University  of 
Utah,  handsome  homes  in  sharp  contrast  to  adobe  huts 
of  the  first  comers,  modern  skyscrapers,  comfortable 
clubs  and  apartment  houses  and  wide,  clean  streets, 
paved  and  shaded,  are  among  the  interesting  evidences 
of  a  bustling  civilization. 


HAWTHORN  GBAMMAH   SCHOOL,  SALT  LAKE  CITY 

A  number  of  side-trips,  costing  trifling  sums,  are  ar- 
arranged  for  convention  week.  One  will  be  an  excur- 
sion to  Bingham,  where  the  largest  and  most  remark- 
able copper  mine  in  the  world  is  in  operation.  This 
mine  is  a  high  mountain,  the  flank  of  which  has  been 
hacked  away  by  dynamite  and  steam  shovels  and  the 
ore  removed  before  the  eyes  of  all  who  care  to  observe. 
Railroad  tracks,  terracing  the  mountain  clear  to  the 
peak  add  a  novel  effect  to  the  sight.  Another  side- 
trip  is  a  visit  to  Provo  canyon,  where  a  living  glacier 
may  be  seen.  Ogden,  Utah's  second  city,  is  easily  ac- 
cessible to  the  state  capital,  by  steam  railroad  and  elect- 
ric line.  By  payment  of  a  small  sum  in  addition  to 
the  price  of  the  ticket  to  Salt  Lake,  N.  E.  A.  delegates 
may  visit  Yellowstone  Park,  to  which  Salt  Lake  is  a 
popular  gateway. 

Kindergarten  Education  will  be  an  important  depart- 
ment of  the  convention.  Sessions  of  this  section  will 
be  held  Monday  morning  and  Wednesday  afternoon. 
Topics  will  be  "The  Kindergarten  as  an  Integral  Part 
of  the  Public  School  System,"  "Ways  and  Means  of  In- 
creasing the  Effectiveness  of  Kindergarten  Supervi- 
sion," "Increasing  the  Developement  of  the  Whole 
Child  during  the  Period  of  Kindergarten  Education," 
"The  Value  of  Outdoor  Kindergartens,"  "The  Effect  of 


THE  KINDERGARTENPRIMARY  MAGAZINE 


Modern  Methods  in  Education  upon  the  Kindergar- 
ten," and  "Some  Obstacles  in  the  Pathway  of  the  Kin- 
dergarten of  the  future."  The  speakers  who  will  lead 
in  the  presentation  of  these  topics  are  United  States 
Commissioner  of  Education,  P.  P.  Claxton;  Miss  Lu- 
ella    Palmer,  Department  of  Supervision,    New   York 


Kindergartens;  C.  P.  Burt,  San  Francisco;  Miss  Amy- 
Brooks,  Pasadena,  Calif. ;  Miss  Elizabeth  Shaw,  Evan- 
ston,  111.;  and  Miss  Patty  Hill,  Teachers'  College,  Co- 
lumbia University. 

Write  to  D.  W.  Springer,  Secretary  N.  E.  A.,  Ann  Ar- 
bor, Mich.,  for  reduced    railroad  rates,  and  program. 


II  111  I  f|i 

njjiWUiiii'jj 

fiiii.r 

jiviiirijiiii 
"  in  i 


VIEW  NORTHWARD  ON  MAIN  STREET,  SALT  LAKE  CITY 


&.~4-rtflrij;L^ 


NEW  HIGH  SCHOOL  BUILDING 


$1  to  Jan.,  1915,  $2  to  April,  1916.  Sl^i^SI^JSSSS1^^ 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

'J'HIS  list  of  Teachers'  Agencies  is  published  for  the  benefit  of  our  subscribers.     It  includes  only  those  who  claim  to  be  able 

to  secure  positions  for  Kindergartners  or  Primary  Teachers.     We  advise  those  in  need  of  positions  to  write  one  or  more 

of  these  agencies  for  particulars.    Even  though  now  employed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school. 


The  TEACHERS'  EXCHANGE  of  Boston 

Recommends  Teachers,  Tutors  and 
Schools.    No.  120  Boylston  street. 


THE  REED  TEACHERS'  AGENCY 

Can  place  Kindergarten  and  Primary 
Teachers  in  New  York,  New  Jersey  and 
Pennsylvania  at  good  salaries. 

H.  E.  REED,  Manager,  Syracuse,  N.  Y. 

611  University  Block. 


NORTHWESTERN  TEACHERS'  AGENCY 


310-311  PKOVIDENCE  BUILDING 


DUXUTH.  MINN. 


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.  Mar.  MENTOR.,  KY. 


ALBANY  TEACHERS' AGENCY 

Provides  public  and  private  schools 
with  competent  teachers. 

Assists  teachers  and  kindergartners 
in  obtaining  positions. 

81  Chapel  Street,  ALBANY.  N  Y. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS' AGENCY 

Which  proves  conclusively  its 

standing.  Try  them.  Address, 

Steinway  Hall.  Chicago;   Lincoln,  Neb. 

Spokane,  Wash. 


RELIABLE  TEACHERS' AGENCY 

Trained  Primary   and  Kindergarten 
Teacher?  needed.   Good  positions.  Per- 
manent membership.     Write  to-day. 
612-013  Majestic  Building, 

Oklahoma  City.  Okla. 


INTERSTATE  Teachers' Agency 

501-503  Livingston  Building,  Rochester, 
N.  Y.    Gives  special  attention  to  plac- 
ing Kindergarten  and  Primary  Teach- 
ers in  all  parts  of  the  United  States. 
T   H.ARMSTRONG,  Proprietor. 


SOUTHERN  TEACHERS' AGENCY 

COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  and  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territory  for  teachers.  Ask 
for  booklet,  A  PLAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  OS 

We  wantKindergarten,  Primary  .Rural 
and  otherteachers  for  regularof  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year. 
P.  Wendell  Murray,  Manager, 


The  JlEngle Teachers'  Agency 

MINNEAPOLIS,    MNN. 
A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primary  positions.   Send 
for  circular 


NEWEERRY 

SCHOOL 
AGENCY 

1892-1913 


CPECTALLY  trained  Kindergarten  and  Primary 
*-*  teachers  in  demand  in  the  best  schools  through- 
out the  South  and  Southwest.  Teachers  interested 
should  get  in  touch  with  us. 

Address,  R.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA. 


BAIMKTON  TEACHERS' AGENCY 

M.  DALTON,  Manager 
Lexington,  Ky. 

No  enrollment  fee.     Careful  and  discriminating  service. 


WESTERN    POSITIONS    FOR    TEACHERS 

We  are  the  agency  for  securing  positions  for  Teachers  in  Colorado,  Oklahoma, 
South  Dakota,  Wyoming,  Oregon,  Washington,  California,  Nebraska,  Nevada, 
Arizona  Montana,  Kansas,  Idaho,  Utah,  North  Dakota,  and  New  Mexico. 
Write  us  to-day,  for  our  Free  Booklet,  showing  how  we  place  most  of  our  teach- 
ers outright.  Our  Booklet,  "How  to  Apply  for  a  School  and  Secure  Promotion"  with 
Laws  of  Certification  of  Teachers  of  Western  States,  free  to  members  or  sent 
prepaid  for  Fifty  cents  in  stamps.    Mouey  refunded  if  not  satisfied. 


^RpCKyAfr7£A€H£RSAGE/VCY 

E/VTf>ifi*E  BJLDG,  DENVER*  CO*. O.: 


Kindergartners  and  Primary  Teachers 

Are  in  constant  demand  in  the  South  at 
good  salaries.   We  can  place  both. 

The  Teachers3  Exchange 

P.  O.  Box  283,  Nashville,  Tenn. 


QUR  OPPORTUNITIES  for  placing 
Kindergarten  and  Primary  Teachers 
exceed  our  supply.     No  charge  until  you 
accept  position. 

Lewis  Teachers3  Agency 

41  Lyman  Block,  Muskegon,  Mich 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Write  to-day.  E.  C.  ROGERS,  Mtfr. 


Sabins'  Educational  Exchange 

(Inc.)  DES  MOINES,  IOWA 

Wants  to  hear  from  kindergarten    or 

primary  teachers  desiring  places  west 

of  Mississippi  river.    Write  fully.    Will 

answer  frankly. 


/-U^    ««tl>IU  I     proportion  to 
its  influence     If  it  merely  hears  of  va- 


but  if  it  is  asked  to  recommend  ateach- 

^uati?a1  RECOMMENDS 

is  more.    Ours  recommends. 
The  School  Bulletin  Agency 

C.  W,  BARDEEN,  Syracuse,  N.  Y. 


Teachers   each 

year.  Some  Kindergartners.  No  charge 

until  teacher  is  located  by  us.  Send  for 

registration  blank.    A.  H.  Campbell, 

American  Teachers'  Ag-ency 

Myrick  Building,  Springfield,  Mass. 


brought  in  touch 
with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
telling  all  about  the  South  as  a  field  for 
Primary  and  Kindergarten  teachers. 
Get  it. 

Southern  Teachers'  Agency 

Columbia,  S.  C. 


The  South  and  West 

Offer   good  opportunities  for  Primary 
and  Kindergarten  teachers.    For  infor- 
mation write  CLAUDE  J.  BELL, 
Bell  Teachers*  Ag-ency, 

Nashville,  Tenn. 


International  Teachers' 


-AGENCY. 


Operates  in  the  "  Fair  Salary  Belt"  em- 
bracing territory  from  Michigan  to  the 
Pacific  Coast.      Increasing  demand  for 
competent  Kindergarten  and  primary 
teachers  at  highest  salaries  paid, 
JAMES  H.  BATTEN,  Manager 
Box  G13,*_Grand  Forks,  North  Dakota. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


Students' Residence     UCkIKIJUc  uUUbE, 

54  Scott  St.,  Chicago. 


&  $ 

W  Diplomas  granted  for  Regular  Kindergarten  Course"  (two  years),  0 
0  and  Post  Graduate  Course  (one  year).  Special  Certificates  for  » 
0  Home-maMing  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. 


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. 


\  TRAINING  SCHOOL 

a  For    Kindergartners 

3600  Walnut  Street,  Philadelphia 
Junior,    Senior,  Graduate  and  Normal 
Trainers'  Courses.    Five  practice  Kin- 
dergartens.   Opens  October  1st.  1912. 
For  particulars  address 

MISS  CAROLINE  M  .a  HART 
The  Pines.  Rutledge,  Pa. 


OHIO,   TOLEDO.   2313   Ashland    Ave. 

THE      MISSES      LAW'S 


Medical  supervision.     Personal  attention. 
Thirty-five    practice    schools. 
Certificate  and  Diploma  Courses. 
MAB.Y   E.   LAW,    M.   D.,    Principal. 


Miss  Cora  Webb  Pest 

KINDERGARTEN    NORMAL    TRAININ* 
SCHOOL 

Two    Tears'    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  Hotel  Hegner,  Superintendent 
Sirs.  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-IIEGNER, 

West  Chicago.  111. 


KINDERGARTEN  TRAINING  SCHOOL 

Resident    home   for   a    limited    number   of 

students. 

Chicago  Free  Kinderg-arten   Association 

H.    N.    Higinbotham,    Pies. 

Mrs.    P.    D.    Armour,    Vice-Pies. 


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  Ideais.  Post- 
Graduate  Course,  also  Special  Classes  for 
Primary   Teachers. 

LUCY   S.   COLEMAN,   Director. 
MRS.   W.  W.   ARCHER,   Sec.   and  Treas. 


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 


Connecfat  froefeel  Normal 

Kindergarten  Primary  Training  School 

Academic,  kindergarten,  primary  and 
playground  courses,  Boarding  and  day 
school.  Extensive  facilities  for  thor- 
ough and  quick  work.  14th  year.  Book- 
lets.   State  certificates.  Address. 

MARY  C.  MILLS,  Principal. 
181  West  avenue,  Bridgeport,  Conn. 


OWN  A  FARM 


Save  while  you  earn.    Invest  your  sav 
ings  in 

NUECES    VALLEY 
GARDEN 

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. 

203-3  Merrick  Lodge  Bldg., 
Lexington,  Ky. 


1874— Kindergarten  Normal  Institutions— 191  3 

1516  Colombia  Road  N.  W.,  WASHINGTON    D-  C. 

The  citizenship  of  the  future  depends  on  the  children  of  today. 

Susan  Plessner  Pollock,   Principal 

Teachers'  Training  Course — Two  Years. 
summer  Trailing  Classes  at  Ht.  Cba.ta.uqua — Mountain  Lake  Park — 
Garratt  Co.,  Mary.t&aa. 


HOME  OCCUPATIONS 

FGf!  BOYS  AMt4r 

By  BERTHA  JOHNSTON 

"Mother  finds  some  happy  work 
for  idle  hands  to  do,"  is  the  idea 
that  has  been  excellently  carried 
out  in  this  most  excellent  little 
!  volume. 
U6mo.  Cloth.    50c,  postpaid. 

GEORGE  W.  JACOBS  &  CO., 

Publishers.  PHILADELPHIA 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Miss  Wheelock's  Kindergarten 
Training  School 


134  NEWBURY  ST 
Boston,   Mass 


Regular  course  of  two  years.  Special 
course  of  one  year  for  post  graduates. 
Studenta'  Home  at  Marenholz.  For  cir- 
culars  address, 

LUCY  WHEELOCK 


Miss  Annie  Coolidge  Rast's  21st  Year 

Froebel  School  of  Kindergarten 

■N'ormnl  f!ln«s<5f>^    BOSTON,  MASS. 

mormai  masses  PIEBCE  BiiifimNfi 

COPLEI  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
strong.  Special  work  under  best  educators. 
Graduates  are  holding  valuable  positions. 
Circulars. 


Kindergarten  Normal  Department 

of  the   Kate  Baldwin 

Free  Kindergarten  Association 
Savannah,   Georgia. 

For  Information,   address 

HORTBNSH    M.    ORCUTT,     Principal    of 

M»«  Training  School  and  Supervisor  of 

Kindergartens.     326    Bull    Street, 

Savannah,    Georgia. 


Springfield   Kindergarten 

Normal  Training  School 

Two  Years'  C»urse.    Terms,  $100  per  year. 

Apply    to 

HATTIE  TW1CHELL, 

SPRINGFIELD— LONGMJ5ADOW,   MASS. 


Atlanta  Kindergarten 

Normal  School 

Two    Tears'    Course    of    Study. 
Chartered    1897. 
For    particulars    address 

WILLKTTE   A.    ALLEN,    Prin«ipal, 
«»  Peachhree    Street.  ATLANTA.   C,\ 


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, 
INorthvilleMich 


WANTED  February  and  June,  1910, 
numbers  of  Kindergarten-Primary 
Magazine. 

WANTED  the  following  numbers 
of  the  Kindergarten-Primary  Maga- 
zine: September,  December  inclusive 
1901;  April,  May,  1902;  October,  Nov- 
ember, 1902;  January,  1903,  Septem- 
ber, 1903;  Volume  I;  May,  December, 
1888;  Volume  II,  May,  August. 

Address,  J.  H.  SHULTS  CO,,  Manistee,  Mich. 


—NATIONAL- 


COLLEGE 


SUMMER  TERM 


June  17 


Aug.  8 


Summer  School 


New  York  Universit>  .     University  Heights 

New  York  City. 

July  1  to  Aug.  11,  1913. 

Dr.  James  E.  Lough,  Director 

KINDERGARTEN    DEPARTMENT 


KINDERGARTEN  COURSE 

All  Kindergarten  subjects.  Montes- 
sori  Methods.  Credits  applied  on  Fresh- 
man and  Junior  years  if  desired, 

PRIMARY    COURSE 

Montessori  Methods. 

Primary  Methods 

Handwork 

Credits  applied  on  regular  Primary 
course  if  desired. 

Send  for  folder  giving  full  informa- 
tion. 

Registration  for  Fall  Term,  Sept.  lri. 

5-120O   MICHIGAN    BLVD. 

CHICAGO,    ILL. 


Courses  given  for  Kindergarten  Train- 
ing School  and  University  credit. 
For  information  address, 
Miss  H.  V\.  Mills,  Principal  of  Department. 
New  York  University,  Washington  Square. 
New  York  City. 


PRATT  INSTITUTE 

SchooSof  KindergartenTraining 

Brooklyn  N.  Y. 

Kindergarten  Normal  Cou'rs  e,  two 
years.  Special  Classes  fur  Kindergart- 
ners  and  Mothers.  Froehol  Fducational 
Theories;  Plays  with  Kindergarten  Ma- 
terials; Games  and  Gymnasium  Work, 
Outdoor  Sports  and  Swimming;  Child- 
ren's Literature  and  Story  Telling;  Psy- 
chology, History  of  Education,  Nature 
Study,    Music  and  Art,  Model  Kinder- 

garten  for  Children;  Classes  for  Older 
hildren  in  Folk  Games,  Dances  and 
Stories. 

ALICE  E.  FITTS,  Director 

Year  of  191213  opens  Sept.  30. 


KINDERGARTEN  DEPARTMENT 

PITTSBURGH  TRAINING  SCHOOL  FOR 
TEACHERS 

formerly 
PITTSBURGH  AND  ALLEGHENY  KINDER- 
GARTEN COLLEGE. 
ALICE  N.  PARKER,  Director. 

Regular  course,  two  years.  Post  Grad- 
uate course,  one  year.  Twenty-first 
year  began  September  3, 1912.    Address 

Mrs.  Wm.  McCracken 
Colfax  Bldg,  William  Pitt  Blvd.  Pittsburgh,  Pa. 


Kindergarten  Training  School 

Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad- 
dress 

MISS    ELLA    C.    ELDER 
86  Delaware  Avenue         -        Buffalo,  N.  Y. 


Ethical  Culture  School 

Central  Park  West  and  63d  St. 

Kindergarten  and  Primary  Nor- 
mal Training  Department 

Prof.  Patty  S.  Hill,  of  Teachers  College, 

Educational  Advisor  and  Instructor 

in^Kindergarten  Theory. 

Two  years'  Kindergarten  course.    Af- 
ternoon courses  in  Primary    methods 
for  Kindergarten  teachers,  leading  to  a 
Kindergarten-Primary  diploma 

For  particulars  address 

MISS  CATHERINE  J.  TRACY, 

Acting^Principal 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,     DIPLOMA    AND 

NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGIXBY,  Registrar 

jiiepard    Building,       -       23    Fountain    St. 
GRAND   RAPIDS,   MICH. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kindergarten  College 
2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894 

Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  two  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS   NETTA  FARRIS,  Principal 


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  recitation — 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 


IN  EACH  TOWN  anddistricttorideandexlnbitasample  Latest  Model 

"Ranger"  bicycle  furnished  by  us.  <  inr  i;  ides-  Agents  everywhere  are 
making-money  fast.  Write  fur  full  part  irularn  ami  njiei-inl  offer  at  once. 
NO  RflOMEY  REQUIRED  until  you  receive  and  approve; your  bicycle. 
We  ship  to  aniimie  anywhere  in  the  ,t.  S.  r-iHimo  a  <vm  </./'"•-"'  in 
ad  vance,  prepay  .freight,  and  allow  TEN  DAYS'FREE  TRIAL  during 
which  time  you  m  ay  ride  the  bicycle  and  put  it  to  any  test  you  wish. 
If  you  are  then  not,  perfectly  saiistiedordo  not  wish  fo  keep  the  bi- 
cycle ship  it  back  to  us  at  ourexpensr  and  >/<>»  irill  m>1  he  mi  tone  cent. 
f5ftf»TfS^V  ES>§^££  We  furnish  the  highest  grade  bicycles  it  is 
r«4slWi1I  rfillfEd  possible  to  makeatone  small  profit  above 
actual  factory  cost.  You  save  Jin  to  i:.-.,  middlemen's  profits  by  buy- 
ing direct  of  us  and  ln-i\e  t  lie  ma  mt  fac-lurer'sgii  a  i-a  n  tee  behind  your 
bicycle.  DO  WOT  BUY  a  bicycleor  a  pair  of  tires  fromoiii/imc  at 
(7  rqi  price  until  you  receive  our  catalogue-;  and  learn  our  unheard  of 
factory  prices  and  rcmorhaiile  xpecial  offers. 

YQy  WILL  BE  ISTOrilSMEO  ^ITal^TonZ^^Te^tt 

thewnndcrftilly  low  /triers  wo  can  inula-  you  tin;-  year.  We  sell  the  big  lust  grade 
oney  than  any  other  factory.  We  are  satisfied  w  nli  if  I  <m profit 
t.     BXYCLE  DEALERS,  yon  can  «••!]  our  bicvclcsunderyour 


above  factory  cost 

own  name  plate  at  doubt -prices,     orders  ill  led  the  day  received. 

SECONDHAND  BICYCLES.  We  do  red  regularly  handle  second  hand  bicycles. 

•our  Chicago  retail  stores.     These  we  clear 

10.    Peseru-li'.e   bargain    lists  mailed   tree. 

wheels,  imported  roller  chains  and  pedals, part s.  n  net .3 


hale!  U.I.' 


...I?       ji!       >!'  i   .  V    f)   I       :<<::■■:  ,;■>;,■,,,  I'M,;, 


I  Ail  Hedgdhorn  Puis®ta@-Prci©f  $  M 
1  if  Self-healing  Tires^SXSif^f,  IE 


TJie  reQular  retail  price,  of  these 
tires  isrliijiOprrjniir, but  toV 
ell  you  a  sample  pair  for  $4.60  (cti 


NO  MORETROUBLEFROM  PlliOTUiES 

Nails,  Tacks  or  Glass  will  not  let  the  air  cut. 

A  hundred  thousand  pairs  sold  last  yecr. 

BBL&Ol3ggST£ftiM*  Made  in  all  sizes.  It 
BJC&VrtSBB^gBWWc,  ig    j.vely    an(J    eagy 

riding,  very  durable  and  lined  inside  with 
a  special  Quality  of  rubber,  which  never  be- 
comes porous  and  which  closes  up  small 
punctures  without  allowing  air  to  escape.    They  weigh 
no  more  than  an  ordinary  tire,  the,  puncture,  resisting 
dualities  being  given  nv  several  layers  of  thin, specially 
prepared  fa  brio  on  the  tread.   The  regular  price  of  these 
tires  is  #10. oo  per  pair,  but  for  advertising  purposes  we 
are  making  a  special  factory  price  to  the  rider  of  only 
84.80  per  pair.     All  orders  shipped  same  day  Setter  is     y 
received.    We  will  ship  C.  O.  I>.  on  approval.    You  do 
not  need  to  pay  acei- ',  until  you  examine  and  find  them  strict!. 

We  will  allow  a  cash  discount  of  5  per  cent  (thereby  making  the  price  $4.55  per  pair)  if 
you  send  FULL  CASH  WITH  ORDER  and  enclose  this  advertisement.  You  run  no  risk  in 
sending  us  an  order  as  the  tires  may  be  ret  urned  at  ©UK  expense  if  for  any  reason  they  are  not 
satisfactory  on  examinal  ion.  We  are  perfectly  reliable  and  money  sent  to  us  is  as  sale  as  m  a  hank.  If  you  order 
a  pair  of  these  tires,  you  will  find  that  they  will  ride  easier,  run  faster,  wear  better,  last  longer  and  look  finer 
than  any  tire  you  have  ever  used  or  seen  at  any  price.  We  know  that  \ou  will  tie  so  we'd  pleased  that  when  you  want 
a  bicycle  you  will  give  us  your  order.  We  want  von  tn  send  us  a  trial  order  at  onee,  hence  this  remarkable  tin1  otter. 
IP  WfiSfi  8&&?S?S%   IT^CTJTS'  don't  bu v  any  kind  at  any  price  unt  I  you  send  tor  a  pair  ol  Hedgetliorn 

tr     B  %9%g  SWE,E.tJ>    S  *r»E«C»  Puncturc-l'rool  tin i  approval  and  trial  at  the  special  introductory 

price  quoted  above;  or  write  for  our  big  'lire  and  sundry  Catalog  tie  n  Inch  describes  and  quotes  all  makes  and 

kinds  of  (ire  .  nee  o!c>  ci.  ■ tpn  ten  Mind  sundries  at  about  half  the  usual  nrlces. 

IfiiS  MfiT  IMA  #F*But  write  us  a  postal  today.  DO  NOT  THINK  OF  BUYIRG  a  bicycle  or  a  pair 
tr«^  IW>  M  VVf+W  9  of  tires  from  anyone  until  you  know  the  new  and  wonderful  oiler.;  we  are  making. 
It  costs  only  a  postal  to  learn  everything.    Write  it  NOW. 

J.  L  MEAD  CYCLE  COMPANY,  CHICA60,  ILL. 


Notice  the  thick  rubber  tread 
"A"  and  puncture  strips"B" 
and  "©"  also  rim  strip  "H" 
to  prevent  rim  cutting.  This 
tire  will  outlast  any  other 
mafee-SOFT,  ELASTIC  and 
E&3Y  RIDING. 
represented. 


Valuable  Helps  for  Teachers 


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Southern  Teachers'  Ag-ency, 

Columbia,  South  Carolina. 


NEW  MEXICO 

!  Needs  Teachers  of  the  right  kind.  In 
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rerw     A  PRACTICAL  TREATISE  ON  THE  TRUE  RELA- 
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Our  Children 


By  Dr.  PAUL  DARUS 

offers  a  unique  contribution  to  pedagogical  literature.  The  little  book  deals 
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THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Better  than  Most  and  as  Good  as  Any  Pedagogical  Magazine 

Stands  for  the  highest  ideals  iD  the  school  and  home,  and  meets  the  demands  o!  the  teacher,  ft* 
well  as  others  engaged  in  educational  work. 


What  some  well-known  Educators  say  about  this  Journal : 


From  California: 

"I  appreciate  very  much 


!  Edu. 


d  enterprising  public 
Certainly  it  must  exercise  a  great  iu6uenc€  for  good  among  the  schools  of  Virginia,  Tarn  particularly 
pleased  at  your  efforts  to  improve  school  conditions,  the  grouods,  the  buildings  and  the  Interiors  of  your 
country  schools.  We  have  been  trying  to  work  in  that  direction,  too,  in  this  State.  1  hope  you  may  long  live 
to  publish  your  journal  and  I  most  heartily  congratulate  you  and  the  people  of  Virginia  for  the  lively  and  credi- 
table periodical  that  you  are  able  to  give  them. 
From  Oregon: 


come  to  my  • 


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"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest,  and  feel  that  it  is  one  of  the  best  educa* 
tional  journale  in  the  country". 

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From  Missouri: 

"I  have  been  receiving  the  Virginia  Journal  of  Education,  for  some  time  and  have  greatly  enjoyed  reading  It. 
It  is  an  excellent  paper  and  should  be  read  by  every  teacher  In  the  State.  It  it  worth  far  more  than  your  sub- 
scription price". 

From  the  Philippine  Islands: 

"The  variety  of  articles  which  appear  in  your  paper  each  month,  on  school  libraries,  the  decoration  of  school 
grounds  and  other  topics,  axe  of  general  interest.  The  Journal  is  well  gotten  up  and  appears  to  be  doing 
good  work". 

It  is  the  official  organ  of  the  Virginia  State  Board  of  Education,  and  is  an  excellent  medium 
for  advertising. 

Subscription  Price,  $1.00       TOE  VIRGINIA  JOURNAL  OF  EDUCATION,  Richmond,  Ya. 


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,  SamoAj  Shanghai,  Canal  Zone,  Cuba,  Mexico.  For 
Canada  add  20c.  and  all  other  countries  30c,  for  Postage. 

J.  H.  SHULTS.  Manager. 


JUNE  1913. 

"The;  Kindergarten-Primary  Magazine  is 
just  25  years  old  to-day. 

Y.  W.  C.  A.  representatives  in  and  about 
Augusta,  Ga.,  are  working  for  a  public  li- 
brary in  that  city.  A  city  of  over  41,000, 
Augusta  is  not  yet  provided  with  a  free  pub- 
lic   library. 

Beginning  with  the  next  volume  the  Kin- 
dergarten-Primary Magazine  will  be  pub- 
lished on  or  about  the  20th  of  the  preceding 
month.  Thus  the  next  issue  will  appear 
about  August  20th.  We  are  fully  convinced 
that  this  change  will  be  appreciated  by  a 
great  majority  of  our  readers. 

We  are  arranging  for  a  series  of  articles 
to  run  through  the  coming  year,  along  the 
line  of  suggestions  for  work  for  kindergar- 
tners  in  the  large  and  medium  sized  cities, 
where  the  regular  kindergarten  work  is  un- 
dertaken. These  will  include  suggestions  as 
to  the  adaptation  of  the  Montessori  method, 
and  we  believe  will  be  one  of  the  most  help- 
ful series  of  articles  yet  published  in  this  mag- 
azine. 

Heretofore  we  have  given  kindergartners 
a  chance  to  subscribe  at  the  close  of  the 
school  year  for  their  magazine  for  the  coming 
year  at  a  reduced  price  and  have  made  the 
very  liberal  offer  of  sending  the  magazine  one 
year  and  four  months  for  $1.00,  receiving  a 
large  number  of  subscriptions  in  that  way. 
As  doubtless  many  of  our  patrons  will  expect 
the  same,  this  year  we  have  decided  to  send 
the  magazine  to  January   1915,    for   $1.00. 


VOL.  XXV.  No.  10 
This,  however,  will  be  our  last  offer  at  the 
price  stated,  and  the  indications  are  that  we 
shall  be  forced  as  soon  as  existing  arrange- 
ments expire  to  increase  the  subscription 
price,  owing  to  the  steadily  advancing  cost 
of  labor  and  material. 

The  many  friends  of  Miss  Patty  S.  Hill  will 
be  pleased  to  note  the  following: 

EXTENSION    OF   MISS    PATTY   S.   HILL'S 
WORK  IN    NEW   YORK   CITY. 

The  announcement  of  the  Board  of  Trustees  of 
the  Ethical  Culture  School  of  New  York  City  that 
they  have  chosen  Miss  Patty  S.  Hill  as  head  of 
their  normal  kindergarten  primary  course  gives  the 
community  assurance  that  the  remarkable  work  so 
ably  developed  under  the  leadership  of  the  late 
Caroline  T.   Haven   will  go  forward. 

This  added  confidence  in  Miss  Hill  will  rejoice 
her  friends  in  the  South  as  well  as  in  New  York 
City.  Aliss  Hill's  influence  will  be  extended,  for 
she  continues  her  work  at  Columbia,  and  now  rep- 
resents both  the  Teachers  College  of  Columbia 
University  and  the  Ethical  Culture  Schools  in  kin- 
dergarten   training. 

The  faculty  announced  for  the  Ethical  Culture 
Normal  department  includes  a  number  of  well 
known  workers  representing  every  phase  of  kin- 
dergarten   activity. 

Miss  Tracy,  who  has  been  for  several  years  Miss 
Haven's  right  hand,  remains  as  principal  of  the 
school.  Miss  Mabel  Goodlander,  a  primary  teacher 
of  ripe  experience  and  a  graduate  of  Mrs.  Alice  H. 
Putnam's  kindergarten  training  class  in  Chicago, 
will  lecture   on  primary   methods. 

Music,  art,  physical  culture,  home  interests  are 
all   represented   in   the  faculty  by  expert  teachers. 

The  Kindergarten  Magazine  congratulates  Miss 
Hill,  the  Ethical  Culture  School,  New  York  City, 
and  indeed  the  whole  country  upon  this  well  plan- 
ned extension  of  the  piogressive  school  of  kinder- 
garten  method. 


258 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


THE    OCCUPATION     OF    DRAWING     IN 

THE    KINDERGARTEN    AND    FIRST 

YEAR  OF   SCHOOL. 

By  Dr.  Jenny  B.  Mebeill 
{The  Principle  of  Continuity.) 

Drawing  Materials:  Manilla  and  bogus  paper, 
white  and  colored  chalk  or  crayons,  bits  of  char- 
coal. Blackboard  space  and  cloths  for  erasing. 

The  size  of  the  paper  sheets  should  be  at  least 
7x9.     Purchase  by  the  ream. 

Lead  pencils  are  not  suitable  for  young  chil- 
dren. Crayons  as  thick  as  your  forefinger  are 
preferred  by  many  for  the  youngest  children, 
but  ordinary  sizes  are  satisfactory.  Crayons  and 
chalk  are  much  better  than  pencils  for  mass 
work  or  "filling  in  with  color." 

The  manila  and  bogus  paper  have  a  rough 
texture  and  hold  the  crayon  much  better  than 
smooth  white  paper.  White  drawing  paper  is 
more  expensive  than  those  mentioned. 

Time  for  Drawing. — If  possible  let  the 
young  children  draw  upon  the  blackboard  every 
day.  Encourage  up  and  down  movements  as 
well  as  lateral,  as  these  prepare  for  writing 
later  on. 

Let  children  feel  free  to  draw  upon  the  black- 
board before  the  regular  class  work  begins,  at 
recess  and  also  "between  times"  if  the  work  is 
finished  before  the  close  of  a  period. 

Under  Montressori  discipline,  children  work 
more  as  individuals,  taking  the  initiative  even 
more  than  in  our  kindergartens.  Let  us  test 
this  discipline  in  this  freedom"  to  draw  at  odd 
times  if  in  no  other  way.  Keep  a  pile  of  draw- 
ing paper  and  crayons  always  in  sight  as  a  sug- 
gestion. Have  a  short  drawing  period  every 
day  for  beginners.  The  interesting  results  ob- 
tained in  illustrative  drawing  in  many  of  our 
best  kindergartens  are  secured  because  of  this 
daily  period. 

There  is  no  better  busy  work  for  primary 
classes  than  drawing,  which  can  be  made  to  con- 
nect with  every  subject. 

Manner  of  LIolding  Crayons. — As  teachers 
should  aim  to  work  together,  it  is  best  to  confer 
with  the  special  drawing  teacher  upon  this  topic 
and  others  to  avoid  forming  habits  that  will 
prove  a  hindrance  later  on. 

We  have  found  that  it  is  generally  considered 
preferable  to  use  a  comparatively  short  piece  of 
chalk  or  crayon  and  to  hold  it  within  the  hand — 
not  as  a  pen  is  held.  This  motion  may  be  accom- 
plished mainly  by  imitation.  "See,  this  is  the 
way  I  hold  my  crayon.  Mary  draws  this  way, 
too— Yes,  and  John  and  Annie.  Why,  all  child- 
ren can  do  it!" 


Do  not  restrict  or  criticise,  for  the  feeling  of  a 
tool  in  the  hand  is  new  to  many  children.  Any 
very  awkward  position  may  be  corrected,  but 
usiudly  let  the  child  alone  until  he  begins  to 
notice  others.  Then  seat  him  by  a  chi!d  who  is 
a  good  model. 

We  have  found  it  desirable  in  drawing  on  the 
blackboard  to  use  the  side  of  a  short  piece  of 
crayon  for  broad  lines  and  mass  work. 

Studying  the  Child. — For  several  days  ob- 
sen  e  the  children  draw  to  determine  whether 
they  have  had  home  experiences  in  picture- 
making. 

A  child  who  has  never  drawn  at  home  may 
not  be  willing  to  attempt.  Let  him  alone,  giving 
him  paper  and  crayon  each  day;  draw  a  little, 
for  him  as  you  pass  and  leave  imitation  to  start 
the  current  of  action. 

Every  day  select  a  few  papers  that  "tell  a 
story  in  pictures"  and  show  them  to  those  who 
cannot  draw,  or  let  the  child  who  drew  show 
his  paper  and  "tell  all  about  it." 

In  "The  Education  of  Man,"  Froebel  ad- 
vises connecting  spoken  language  with  graphic 
language  or  drawing.  We  have  found  that 
children  soon  talk  quite  freely  about  their  own 
drawings. 

Thus  drawing  helps  language,  as  the  child 
gladly  explains  what  he  cannot  draw.  I  have 
seen  children  even  try  to  finish  their  picture 
stories  with  gestures  when  the  paper  could  not 
hold  all  they  wished  to  depict,  or  when  they 
had  reached  the  limit  of  their  ability  to  draw. 

It  is  valuable  to  keep  several  specimens  of  the 
drawings  for  the  first  few  days  for  comparison 
with  those  a  month  later,  or  with  those  at  the 
close  of  the  term.  You  will  be  enconraged  by 
the  increased  ability  to  express  thought.. 

Many  kindergartners  retain  at  least  one  draw- 
ing paper  from  each  child  every  week,  and  at 
the  end  of  the  term  stitch  all  papers  together  inbook 
form.  The  child  then  has  a  review  of  all  the 
principal  topics  introduced  in  songs,  stories, 
walks,  holidays,  seasons,  etc. 

Another  plan  is  to  keep  a  large  scrap-book  in 
the  class  room — and  have  a  good  illustrative 
drawing  pasted  in  after  every  lesson.  The  chil- 
dren love  to  look  over  such  a  book  and  get 
many  hints  from  each  other's  work.  It  affords 
the  teacher  an  opportunity  for  child  study  in 
contemplating  the  many,  many  images  that  float 
through  a  child's  mind.  The  child's  home  ex- 
periences a.c.6.  limitations  are  made  manifest  to 
the  careful  student . 

Practice  Drawing. — In  young  children,  and 
especially    those    who    give    evidence    of    being 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


259 


wholly  unfamiliar  with  drawing,  the  so-called 
scribble  period  must  be  tolerated.  Lead  on  to 
what  may  be  called  practice  drawing  as  soon  as 
the  children  have  gained  a  little  confidence. 

This  practice  drawing  should  develop  freedom 
of  movement,  encourage  long  lines  and  rapid 
work.  It  prevents  cramped  movements  from  be- 
coming habitual. 

In  this  practice  drawing,  the  child  colors  a 
sheet  of  paper  blue,  green  or  red,  or  any  color 
he  chooses,  by  drawing  lines  from  edge  to  edge. 
The  blue  paper  may  be  called  water  or  sky ;  the 
green,  a  grassy  field,  and  the  red  representing  a 
table-cloth  or  cover  for  a  book. 

The  motion  in  sweeping  across  the  paper 
should  be  in  different  directions  at  different 
times,  vertical,  horizontal  and  oblique,  also  in 
curves  and  spirals. 

For  example,  in  covering  half  a  sheet  so  as 
to  make  a  hill  appear,  the  child  is  practicing  on 
the  oblique  line.  Gradually  the  child  will  cover 
a  paper  with  more  and  more  regularity  in  either 
direction. 

This  practice  work  can  be  worked  out  into 
simple  object  drawing  as  a  see-saw,  a  hammock, 
a  nest,  etc. 

Sets  of  outlined  animals  may  be  secured  or 
made  by  tracing  pictures.  These  animals  are 
to  be  colored,  the  child  choosing  colors  until  by 
practice  he  approaches  the  true  colorings  of  ani- 
mals. 

This  practice  in  filling  in  colors  is  the  same 
that  is  advocated  by  Dr.  Montessori.  She  advis- 
es coloring  leaves  and  animals  as  well  as  the  geo- 
metrical outlines  obtained  from  insets.  Those 
who  wish  to  color  squares,  circles,  triangles  and 
oblongs,  may  secure  these  by  outlining  the  forms 
of  the  second  gift  or  the  large  tablets.  Saucers 
and  books  or  box  lids  may  also  be  outlined  for 
coloring  patterns. 

A  series  of  animals,  as  those  mentioned  in 
Henny  Penny  or  in  Hey  diddle  diddle,  may  be 
colored  and  mounted  much  to  the  pleasure  of 
the  little  people.  A  group  may  co-operate  in 
making  the  series  and  unite  the  result  of  their 
labor. 

At  first  the  children  use  but  one  color,  but  as 
they  are  led  to  observe  an  animal  more  closely, 
they  may  want  to  use  two  or  three.  Encourage 
this  desire.  The  children  in  rural  schools  will 
know  animals  better  than  city  children,  who 
must  in  many  instances  depend  upon  their  col- 
ored picture  books,  of  which  there  should  be  a 
number  in  the  school  library. 

If  squares,  circles  and  other  geometric  forms 
are  colored,  they  may  be  drawn  as  the  children 


advance,  so  as  to  show  simple  designs  in  borders 
and  centers. 

Such  practice  drawing  should  be  continued 
thruout  the  first  year.  It  strengthens  the  hand 
and  prepares  for  writing  movements  which  are 
finer,  more  constrained  and  need  previous  exer- 
cises in  drawing. 

An  interesting  series  of  practice  drawings  is 
outlined  in  "Paradise  of  Childhood,"  Part  I. 

Practice  in  coloring  may  be  even  extended 
higher  in  the  grades,  the  children  coloring  paper 
dresses  and  hats  for  paper  dolls  until  they  be- 
come quite  dainty  in  choice  of  colors  for  dresses ; 
also  color  leaves,  flowers  and  butterflies. 

Object  Drawing. — Young  children  cannot 
draw  directly  from  objects,  but  they  do  draw 
simple  objects  as  a  ladder,  a  chair,  a  ball,  a  hoop, 
a  pail,  a  wagon.  They  draw  from  memory  of 
these  objects,  but  if,  when  they  draw,  the  object 
is  placed  near  them,  they  will  gradually  acquire 
the  habit  of  looking  at  it  and  an  improvement 
will  be  noted.  Children  learn  to  draw  "out  of 
the  head,"  as  the  expression  goes. 

It  is  well  to  keep  a  collection  of  simple  toys 
at  hand  to  be  used  for  object  drawing;  a  doll,  a 
drum,  a  trumpet,  a  broom,  a  horse  and  wagon, 
etc. 

These  objects  will  revive  and  strengthen  the 
mental  images  from  which  the  child  draws. 

Fruits  and  vegetables,  leaves  and  grasses 
should  be  brought  into  the  school  room  in  their 
season  and  used  for  suggestions  in  object  draw- 
ing. 

Leaves  and  grasses  pinned  upon  a  background 
of  paper  suggest  how  to  place  the  drawing  itself. 
As  the  children  gain  experience,  attention  may 
be  called  to  pretty  ways  of  placing  and  spacing. 
Suggestions  may  be  given  in  regard  to  the  size 
and  shape  of  the  paper  to  be  used  for  different 
shaped  objects.  Most  of  such  work  is  too  ad- 
vanced for  the  first  year,  but  there  are  children 
who  will  catch  the  thought  at  an  early  age,  espe- 
cially if  they  are  free  to  see  the  older  children 
at  work,  as  in  Montessori  and  rural  schools. 

The  mingling  of  children  of  different  ages  has 
a  fine  effect  if  used  with  judgement.  Close  grad- 
ing has  disadvantages  as  well  as  advantages. 

Tracing. — Suggest  looking  about  the  room 
for  something  to  draw.  "Here  is  the  window. 
Shall  we  try  to  make  a  picture  of  it?  Who  will 
take  the  pointer  and  draw  it  around  the  edges 
like  a  big,  big  pencil?  How  many  windows  in 
our  room?  How  many  will  you  draw?"  (At  a 
later  date)  :  "Here  is  our  aquarium.  Who  will 
draw  his  crayon  or  finger  around  the  edges? 
Shall  we  draw  the  top  or  the  side?    How  can 


260 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


we  show  the  water?  Stand  still,  little  fishes, 
while  the  children  take  your  picture !  We  can 
draw  the  green  plants,  too."  A  vase  of  flowers, 
a  potted  plant,  a  bird-cage  may  all  be  treated  in 
similar  fashion  until  the  children  gradually  ac- 
quire the  habit  of  observing  objects  more  closely. 

A  flag,  a  bell,  a  tug-boat,  or  engine,  a  wagon, 
an  auto,  a  single  wheel,  a  lamp-post,  telegraph 
poles  and  wires,  ladders,  ships,  houses  are  among 
the  objects  children  will  draw  most  readily. 

Pictorial,  or  Illustrative  Drawing. — Last, 
but  not  least,  let  us  consider  more  carefully  pic- 
torial, or  illustrative,  drawing,  to  which  we  re- 
ferred last  month.  Such  drawing  is  a  language ; 
it  is  graphic  expression. 

In  an  able  article  on  "Graphic  Expression," 
Miss  Julia  Cremins  says,  'As  a  medium  of  in- 
struction, illustrative  drawing  has  an  educational 
and  social  value.  It  helps  the  pupil  to  think  cre- 
atively instead  of  receptively.  By  its  use  the 
habit  of  mental  imagery  is  formed.  It  stimu- 
lates thought  by  opening  an  additional  channel 
for  thought.  It  promotes  the  power  of  con- 
nected thinking  and  as  a  result  the  power  of 
making  connected  and  definite  statements.  In 
use  it  serves  as  an  evidence  that  an  image  has 
been  clearly  defined  before  the  mental  eye. 
Such  drawing  creates  interest  in  social  sur- 
roundings. In  illustrative  personal  experiences, 
the  child  soon  realizes  how  imperfect  are  his  pic- 
tures of  the  things  that  happen  daily.  In  an  en- 
deavor to  gain  clearer  impressions  he  forms  a 
habit  of  close  observation.  'Just  where  are  the 
horse's  ears,  and  which  way  do  his  hind  legs 
bend?  How  many  legs  has  a  spider?  What 
colors  can  we  find  on  the  duck  ?'  " 

Miss  Cremins  claims  "that  such  drawing  may 
become  the  means  of  breaking  down  the  barrier 
between  school  life  and  home  life.  Home 
doings-  talked  over  and  pictured  in  school  make 
school  a  place  where  the  people  have  human 
interests." 

If  there  is  a  central  topic  of  interest  in  the 
morning  talk,  it  may  be  only  necessary  to  sug- 
gest in  a  general  way  that  we  all  try  to  draw 
what  we  talked  about,  but  again  it  is  advisable 
to  be  more  specific,  as  "Make  a  picture  of  chil- 
dren picking  apples,"  "climbing  a  fence,"  "cross- 
ing a  bridge,"  "fishing,"  "rowing."  "Show  how 
your  father  plows"  ;  "show  how  mother  churns" ; 
"show  how  you  help." 

If  a  new  song  brings  familiar  objects  to  mind 
as  Stevenson's  Song  of  the  Wind,"  suggest 
making  pictures  of  our  song.  The  Mother 
Goose  rhymes  are  often  illustrated  in  kinder- 
gartens, the  favorite  being  Jack  and  Jill,  Little 


Miss  Muffet,  Bo-Peep,  and  Hey-diddle-diddle. 
Jack  be  Nimble  is  a  good  subject,  too.  These 
rhymes  are  so  full  of  action  that  they  may  be 
played  in  games,  and  this  will  help  the  picture- 
making   by   presenting   pose. 

Study  your  own  environment.  One  kinder- 
gartner  who  did  so  secured  a  very  pleasing 
series  of  shopwindows.  The  milliner's  window 
with  its  long  hat  rests  mounted  with  hats  of  all 
shapes,  colors  and  feathers  and  bows  was  a 
great  favorite  with  the  boys. 

In  a  district  near  the  river,  boats  and  bridges 
often  hold  the  neighborhood  story. 

When  the  snowy  days  come,  spend  a  week 
or  more  upon  this  ever  fascinating  subject. 
Snow-balls,  snow  hills,  snow  men,  snow  forts, 
snow  shovels,  snow  shoes,  snow  igloos  all  come 
in  mind.  Snow  stars,  too,  must  not  be  forgotten 
when  the  children  are  old  enough  to  use  a  mi- 
croscope and  count  the  six-sided  crystal  forms. 

A  holiday  starts  up  a  new  series  of  mental 
images  which  will  show  themselves  after  rather 
than  before  the  holiday.  Thanksgiving  will  bring 
harvest  scenes  and  family  gatherings.  The  horn 
of  plenty  and  the  sickle  or  scythe  are  suggestive 
symbols. 

The  little  ones  may  cut  out  paper  plates  and 
decorate  them  for  a  doll's  thanksgiving  party. 
If  "Over  the  river  and  through  the  woods  to 
grandfather's  farm  we  go"  is  illustrated  on  the 
sand  table  it  will  surely  creep  into  the  drawings. 

Christmas  trees,  bells,  stars,  toys,  Santa  and 
the  reindeer  with  the  famous  old  chimney  should 
all  be  called  into  existence.  Washington's  birth- 
day will  be  celebrated  in  drawing  lessons  with 
flags  and  continental  caps,  with  cherries  and 
cherry  trees  and  the  historic  ax.  Easter  eggs 
make  fine  forms  for  coloring,  and  birds  and 
flowers  appear,  the  lily  in  the  lead.  May  day 
yields  the  May-pole  with  streamers  of  colors 
that  give  fine  practice  on  the  oblique  line.  The 
little  ones  do  not  hesitate  to  draw  a  child  at  the 
end  of  each  streamer. 

The  time  arrives  when  the  child  becomes 
self-conscious  and  knows  he  cannot  draw  this 
or  that,  but  the  little  ones  dare  attempt  any- 
thing on  the  earth  or  in  the  heavens.  Children 
playing  games  are  not  often  made  the  subject 
of  representation  but  if  you  try  them  you  will 
be  pleased  with  the  results.  I  have  seen  pic- 
tures drawn  by  children  of  the  whole  kinder- 
garten circle,  for  example,  the  children  throwing 
balls  into  the  center  of  the  ring.  Jumping  rope, 
flying  kites,  running  to  school  are  all  good  sub- 
jects that  bring  life  and  action  into  the  little 
artists'  scenes. 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


261 


Winter  sports  will  be  popular  in  rural  schools, 
with  sleds  on  the  hill,  the  children  in  jaunty 
caps.  The  skating  sports  will  also  make  lively 
pictures. 

Animals  and  Human  Figures. — To  an 
adult  animals  and  human  beings  present  great 
difficulties  in  drawing,  but  little  children  attack 
them  at  once  and  should  be  permitted  to  do  so 
even  with  the  crudest  lines.  Indeed,  a  child  is 
very  apt  to  begin  by  drawing  a  man.  Study 
in  Sully  the  evolution  of  the  human  figure.  I 
have  shown  in  a  chart  in  a  chapter  on  drawing 
in  "Paradise  of  Childhood"  a  similar  evolution 
of  the  horse.  I  never  have  ceased  to  wonder 
that  a  child  could  depict  a  horse  and  his  rider 
with  such  strong,  simple  lines.  Posing  for  each 
other,  showing  a  jointed  doll  in  different  posi- 
tions, sketching  the  little  skeleton  men  so  popu- 
lar with  drawing  teachers,  will  all  help  in  the 
later  work,  but  I  approve  of  the  full-moon 
faces  little  children  love  to  make,  for  the  be- 
ginners. 

Connection  with  School  Subjects. — As 
the  children  advance  drawing  should  be  connect- 
ed with  nearly  every  subject  in  the  curriculum, 
certainly  with  nature  study,  geography  and  his- 
tory. Boys  and  girls  should  be  encouraged  to 
illustrate  their  compositions  and  to  decorate 
covers  of  books  and  many  other  objects  that 
they  make. 

I  have  said  little  about  design.  It  should 
begin  naturally  in  the  kindergarten,  for  sym- 
metrvr  has  its  charms  for  very  little  children. 

They  can  look  at  handkerchiefs  and  see  the 
pretty  borders,  and  gradually  learn  to  group 
dots  and  lines  into  borders  and  central  figures. 
In  the  primary  classes,  they  can  make  simple 
units,  sometimes  adapting  them  to  the  season, 
and  thus  bring  nature  into  conventional  design. 
They  should  feel  from  the  first  that  design  is 
a  decoration — to  make  things  "look  pretty." 


Technical  schools  giving  courses  in  archi- 
tecture will  have  a  special  exhibit  at  the 
International  Building  Exhibition  in  Leip- 
zig this  summer,  according  to  information 
received  at  the  United  States  Bureau  of  Ed- 
ucation. 


The  article  by  Dr.  W.  N.  Hailmann  en- 
titled "A  Dream,''  which  recently  appeared 
in  the  magazine,  has  attracted  much  atten- 
tion among  leading  kindergartners,  and  sev- 
eral letters  have  reached  us,  all  seeming  to 
consider  it  "a   consummation   devoutly   to   be 

wished  for.'' 


SEEKING    SOCIAL    EFFICIENCY. 

Bv.  W.  N.  Hailjiann 

In  its  later  development,  psychology  has 
profited  much  from  the  lessons  of  anthro- 
pology. It  has  come  to  recognize  the  fact 
that  in  the  evolution  of  man  the  individual 
and  society  are  one,  that  only  thru  his  social 
relations  the  individual  can  free  himself 
from  the  trammels  of  animalism  in  instinct 
and  heredity  and  rise  to  ethical  self-direction. 

In  the  life  of  humanity,  which  includes  in- 
dividual and  social  interests,  society  repre- 
sents the  static,  conservative  element,  the 
individual  the  dynamic,  progressive  element. 
Society  conserves  in  custom  and  institutions 
the  gains  of  past  achievement  and  labors  to 
transmit  these  to  oncoming  generations  in 
education.  The  individual,  thanks  to  the 
divine  spark  of  creativeness  in  his  soul,  adds 
fresh  discovery,  new  invention,  varying 
modes  of  attack;  feels  and  thinks  and  works 
himself  into  closer  proximity  to  the  ideals  of 
progress  which  feeling  and  thought  reveal  to 
him.  Thereby,  and  in  sympathetic  and  help- 
ful co-ordination  with  others  who  may  ap- 
preciate his  thought  and  share  his  feeling, 
he  may  lift  society  itself  to  a  higher  level 
of    progress. 

With  expanding  thought,  indeed,  the  vital 
forces  of  one  individual  become  inadequate 
for  the  purposes  of  complete  life,  and  social 
union  in  purpose  and  action  as  well  as  sym- 
pathy in  experience  and  thought  become  in- 
dispensable. Henceforth,  full  mental  life  is 
found  not  in  the  achievement  of  individual 
ends,  but  in  sympathetic  co-ordination  of  in- 
dividual purpose  with  that  of  others  in  com- 
mon social  endeavor  and  in  active  mutual  de- 
votion to  worthy  common  ideals.  Social  or- 
ganization comes  to  be  so  intimately  inter- 
woven with  every  phase  of  individual  life 
that  in  it  alone  the  individual  can  find  peace 
and,   indeed,   reason   for  being. 

The  distinctive  features  of  such  social  or- 
ganization are  common  purpose  and  indi- 
vidual's specialization  with  reference  to  this. 
Its  supreme  law  is  mutual  adjustment  of  all 
concerned  to  the  common  purpose.  In  the 
common  life  of  the  social  group,  each  worthy 
individual  member  represents  a  true  organ 
with  a  special  task  or  responsibility.  He 
does  something  special  that  has  a  vital  bear- 
ing on  the  whole  and  which  he  can  do  better 
than  others.  The  most  precious  thing,  there- 
fore, that  comes  to  a  social  group  is  a  strong, 


262 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


self-reliant,  generously  sympathetic  and  ag- 
gressively helpful  individuality,  and  to  lead 
the  young  thereto  is  the  privilege  and  re- 
sponsibility of  education. 

Education,  therefore,  should  persistently 
strive  to  place  into  the  service  of  social  pur- 
pose whatever  individual  excellence  it  may 
develop.  Whatever  individual  habits  of  will 
it  may  nurture  and  fix  should  actively  aid 
social  evolution.  Personal  interest  should  be 
taught  to  fashion  itself  in  actively  conscious 
co-ordination  with  social  interest. 

For  this  the  school  needs  constant  oppor- 
tunity for  social  work  in  which  the  pupil 
can  give  himself,  and  the  best  of  himself,  in 
conscious  intro-ordination  with  worthy  social 
interest.  In  such  effort,  moreover,  the  school 
must  learn  to  consider  not  only  the  exigen- 
cies of  social  environment,  but  also  the  in- 
dividual capacities  of  the  children.  The  in- 
terest of  the  social  group  and  that  of  the 
child    must    be    harmonized. 

There  is  encouraging  evidence  that  this 
vital  relation  between  the  individual  and 
society  is  beginning  to  be  recognized  by  the 
school.  At  Keilhau  and,  later  on,  in  his 
kindergarten  Froebel  indicated  the  way  long 
before  psychology  had  accepted  or  even  seen 
the  new  truth ;  and  Froebel's  thought  and 
work  have  found  lodgment  to  a  limited  ex- 
tent in  primary  and  even  in  grammar  schools 
in  a  number  of  devices  of  a  quasi-social 
character  for  stimulating  and  sustaining  in- 
terest. Games  and  marches,  dramatizations, 
"Friday  afternoons''  and  school  festivals, 
committee  work  and  other  enterprises  that 
invite  social  co-operation  in  some  common 
achievement,  tend  in  this  direction.  This, 
however,  does  not  apply  to  concert  exercises 
which  merely  mass  individuals  into  a  com- 
posite one  individual,  but  contain  no  trace 
of  social  significance. 

In  the  work  of  the  school  as  a  whole,  how- 
ever, we  are  still  far  removed  from  a  true 
appreciation  of  the  requirements  of  social 
work.  This  is  evidenced  by  numberless  fea- 
tures in  their  management.  In  illustration 
of  this  a  few  conspicuous  instances  will  suf- 
fice. 

Thus  our  courses  of  study  are  still  laid  out 
quite  definitely  for  a  typical  standard  indi- 
vidual of  supposed  average  capacity,  and  all 
are  expected  to  reach  a  certain  average  or 
mediocre  proficiency  in  every  subject  with 
little,  if  any,  opportunity  to  attain  excel- 
lence in  any  one  of  them,  still  less  to  apply 


possible  ability  in  social  co-operation.  In 
their  daily  work,  therefore,  the  pupils  repre- 
sent in  their  aggregate  a  flock  or  herd  rather 
than  a  social  group  consciously  organized 
with  reference  to  common  ends,  in  whose 
achievement  every  individual  superiority  has 
opportunity  to  prove  its  value.  This  is 
further  emphasized  by  the  overcrowded  class- 
room, the  anti-social  seating  of  the  children, 
the  all  but  exclusive  reliance  on  competitive 
impulse  in  instruction  and  upon  more  or  less 
artificial  and  non-moral  incentive  in  disci- 
pline. 

I  am  aware  that  much  of  this  is  necessary 
and  even  good.  A  certain  amount  of  com- 
mon knowledge  is  needed  for  intelligent 
intro-ordination  of  individual  effort  in  com- 
mon ends ;  and  this  can  be  indicated,  prob- 
ably best  in  more  or  less  explicit  courses  of 
study  and  secured  best  in  class  drill.  Again, 
each  individual  must  have  opportunity  to  do 
his  work  of  preparation  and  individual  drill" 
and  research  in  comparative  isolation,  un- 
disturbed by  others  and  not  disturbing  others, 
concentrating  his  entire  attention  upon  his 
efforts  to  acquire  needed  knowledge  and 
skill. 

But  this  should  not  end  the  matter.  We 
are  pleased  to  flatter  ourselves  that  the 
school  is  preparation  for  life ;  nay,  that  it  is 
life.  Now,  life — social,  human  life — does  not 
end  with  acquisition,  with  getting;  is  a  con- 
tinual alternation  of  getting  and  giving.  It  is 
indeed,  eager  to  get;  but,  in  its  best  mani- 
festations, it  gets  in  order  to  give.  What 
the  school  needs,  then,  in  addition  to  its 
present  equipment,  is  opportunity  for  truly 
social  work  in  which  the  individual  pupil 
can  give  himself  in  conscious  organic  intro- 
ordination  to  common  effort,  to  tasks  which 
alone  he  cannot  accomplish,  yet  in  the  ac- 
complishment of  which  he  can  feel  and  see 
that  he  is  indispensable,  that  he  amounts  to 
something  in  his  world. 

I  know  of  no  better  illustration  of  the 
character  of  such  work  than  the  orchestra 
Each  player  has  a  special  task  assigned  to 
him  in  accordance  with  his  respective  master- 
ship :  one  the  cornet,  another  the  big  drum. 
Yet  all  grasp  the  full  meaning  of  the  per- 
formance as  a  whole  and  the  specific  value 
of  their  respective  shares  therein,  and  each 
one  feels  that  he  is  a  worthy  musician. 

Just  what  forms  such  orchestration  in  the 
work  of  the  school  will  assume  in  the  school 
of  the  future,  it  is  impossible  for  us  to  fore- 


THE  KINDERGARTEN -PRIMARY   MAGAZINE 


263 


see  under  existing  social  conditions.  Popular 
education  is  still  quite  young  and  undevel- 
oped, as  young  and  as  undeveloped  as  mod- 
ern democracy  whose  child  it  is.  Commun- 
ities have  so  many  burdens  to  carry  that 
they  feel  compelled  to  keep  expense  for  edu- 
cation, whose  meaning  and  value  still  is  very 
inadequately  understood,  at  a  comparatively 
low  level.  Social  consciousness  has  only 
partially  freed  itself  from  the  fetters  of  animal 
competition  and  is  guided  only  sporadically 
by  the  requirements  of  rationally  ethical  co- 
ordination which  is  a  distinctly  human  char- 
acteristic. The  school  itself  still  is  laboring 
to  free  itself  from  traditional  obsessions  of  a 
time  when  its  chief  task  was  to  fit  individ- 
uals for  the  enjoyments  of  contemplative 
life. 

With  these  and  similar  hindering  condi- 
tions the  most  progressive  school  has  to 
reckon,  if  it  would  keep  in  touch  with  the 
people  and  lead  its  pupils  into  instead  of  be- 
yond the  civilization  into  which  they  were 
born.  It  cannot  secure  an  equipment  that 
transcends  the  means  at  its  disposal.  It 
cannot  ignore  the  existence — and,  conse- 
quently, the  need — of  a  certain  spirit  of  com- 
petition in  many  relations  of  current  civili- 
zation. It  is  compelled,  for  similar  reasons, 
to  respect  in  a  measure  the  traditions  of  a 
past  upon  which  still  so  many  look  as  hold- 
ing the  worthiest  ideals  of  man. 

Nevertheless,  I  hope  to  show  in  a  subse- 
quent article  with  the  help  of  a  few  illus- 
trative incidents  which  have  come  to  my 
observation  that  even  under  seemingly  un- 
favorable conditions  it  is  possible  to  accom- 
plish much  in  the  orchestration  of  the  school, 
that  even  now  it  is  possible  to  lead  the  pupils 
in  their  actual  daily  school  life  to  realize 
that  individual  excellence  derives  its  chief 
value  from  generous  social  efficiency  in  the 
achievement  of  common  ends. 


Correspondence  courses  in  health  will  be 
one  of  the  features  of  the  health  instruction 
bureau  to  be  established  at  the  University 
of  Wisconsin,  which  aims  to  reach  the  people 
of  the  whole  State  with  available  informa- 
tion on  preventable  diseases,  infant  mortality, 
rural    hygiene,    and    other    subjects. 


The  Chicago  Board  of  Education  has  es- 
tablished two  "naturalization  schools,''  open 
four  nights  a  week,  to  furnish  instruction  to 
applicants    for   citizenship. 


THE     STANDARDIZING     OF     KINDER- 
GARTEN TRAINING. 

Br  Nina  C.  Vandeewalker 

The  topic  under  discussion  is  one  of  great 
importance  to  the  kindergarten  movement. 
It  is  only  as  a  part  of  the  school  system  that 
the  kindergarten  can  realize  the  hopes  of  its 
founder,  but  in  the  estimation  of  many  it 
has  not  yet  justified  its  place  there.  Sta- 
tistics show  an  encouraging  increase  in  the 
number  of  public  kindergartens  during  the 
past  decade,  but  an  increase  by  no  means 
commensurate  with  the  advance  made  in 
general  education  during  that  period.  The 
agencies  which  the  kindergarten  employs, — 
the  song,  the  story,  creative  self  expression, 
and  directed  play,— are  in  high  favor.  The 
value  of  the  kindergarten  itself  is  still  ques- 
tioned. In  the  judgment  of  the  school  the 
causes  for  this  lie  in  the  character  of  the 
training  which  kindergartners  have  received. 
By  the  same  judgment  serious  efforts  need 
to  be  made  to  raise  the  standard  of  that 
training  if  the  kindergarten  hopes  to  retain 
the  place  it   has  gained  there. 

That  standards  of  kindergarten  training 
have  risen  immeasurably  since  the  early  day 
is  evident.  It  is  a  matter  of  pride  that  the 
best  training  schools  are  now  of  college  rank 
in  their  entrance  requirements,  that  the 
course  is  not  less  than  two  years  in  length, 
and  that  many  offer  three  and  four-year 
courses.  But  desirable  as  it  is  to  have  an 
increasing  number  of  thoroly  trained  kinder- 
gartners graduated  each  year,  the  standard 
of  efficiency  among  kindergartners  in  gen- 
eral will  not  be  sufficiently  raised  if  the  ma- 
jority of  training  schools  send  out  in  the 
meantime  large  classes  of  those  who  are  not 
up  to  the  standard  that  present  day  condi- 
tions demand.  A  raising  of  the  general 
standard — in  fact,  a  standardizing  of  the 
training    course — is    therefore    necessary. 

A  standard,  however,  is  determined  by  the 
end  in  view,  and  kindergarten  training,  like 
any  other,  might  be  judged  good  from  one 
standpoint  and  poor  from  another.  Much  of 
the  friction  between  the  kindergarten  and 
the  school  comes  from  this  fact,  that  each 
has  its  own  distinct  aim  and  judges  the  other 
by  that  aim  only.  1  The  estimate  which  the 
school  places  upon  the  kindergarten  and  her 
training  is  not,  therefore,  necessarily  the  true 
one.  If  the  kindergarten  is  to  perform  its 
service  for  the  children  of  the  country,  how- 


264 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


ever,  and  exert  the  influence  upon  the  school 
that  it  should  exert,  it  can  do  so  only  in  and 
through  the  school  and  to  the  extent  that  it 
recognizes  itself  and  the  school  alike  as  parts 
of  a  system  in  which  each  must  work  in 
harmony  for  a  common  purpose.  In  this 
entering  into  the  purpose  of  the  school  as  a 
whole  the  kindergarten  need  not  sacrifice  its 
own  aims.  On  the  contrary,  it  is  only  as  it 
sees  itself  in  this  larger  relation  that  it  can 
realize  their  full  significance.  It  cannot  per- 
form its  part,  however,  if  its  work  is  judged 
inferior  to  that  of  the  school.  The  fact  that 
it  is  so  judged  by  some  at  least  is  cause  for 
action  on  the  part  of  training  teachers.  The 
position  taken  in  this  paper,  therefore,  is  that 
the  standard  of  kindergarten  training  needs 
raising  because  in  the  estimation  of  the 
school  the  kindergarten  does  not  yet  perform 
its  own  service  adequately,  and  does  not, 
therefore,  lend  the  aid  it  should  in  further- 
ing- the  purpose  of  the  school  as  a  whole. 

There  are  reasons  why  the  attitude  of  the 
school  toward  the  kindergarten  is  especially 
critical  at  the  present  time.  It  is  evident  that 
there  has  been  a  great  awakening  of  educa- 
tional interest  in  the  last  half  dozen  years. 
This  is  due  in  part  to  the  scientific  investiga- 
tion of  schools  and  school  problems  which 
has  been  in  progress  during  that  period. 
This  investigation  has  made  unexpected 
revelations  in  many  directions.  It  has  shown 
the  elementary  school  to  be  particularly 
weak,  as  scores  of  children  are  retarded  each 
year  in  passing  from  grade  to  grade.  Fifty 
per  cent  drop  out  before  the  sixth  grade  is 
reached  ;  and  those  who  remain  to  finish  are 
"misfits,"  as  they  are  not  prepared  to  enter 
any  phase  of  practical  life.  The  realization 
that  the  school  was  not  producing  socially 
efficient  individuals,  and  was,  therefore,  itself 
lacking  in  social  efficiency  was  the  first  step 
toward  a  new  order  of  things, — an  order  in 
which  efficiency  is  the  watchword.  It  is  to 
secure  greater  efficiency  that  the  school  con- 
cerns itself  with  the  children's  health ;  it  is 
because  the  influences  of  the  street  do  not 
make  for  efficiency  that  playgrounds  and 
social  centers  are  established ;  and  it  is  to 
cultivate  the  efficiency  needed  in  practical 
life  that  trade  schools  and  continuation 
schools  are  being  adopted. 

Because  the  school  seeks  to  develop  effi* 
ciency,  new  demands  are  being  made  upon 
the  teacher.  Each  subject,  in  fact,  every 
exercise,    is    expected    to    contribute    to    this 


end.  In  the  effort  to  get  more  efficient 
teaching,  it  has  become  evident  that  subjects 
must  be  taught  in  a  close  enough  relation  to 
life  to  grip  the  children's  interest.  Because 
of  their  appeal  to  children's  interest,  music, 
drawing,  and  the  arts  of  expression  in  gen- 
eral, have  assumed  a  new  value.  The  attempt 
to  educate  for  efficiency  has,  therefore, 
brought  about  many  improvements  in  school 
work  and  methods.  It  has  shown  the  value 
of  creative  self-expression — the  basic  princi- 
ple of  the  kindergarten — as  a  means  of  de- 
veloping efficiency.  "It  is  because  of  this  new 
spirit  that  the  kindergarten  is  being  asked 
to  justify  its  place  in  the'  school  system  as 
it  never  has  before,  and  that  the  kindergartner 
is  being  called  to  account  on  new  lines. 
Whenever  she  can  show  evidence  of  real 
growth  on  the  part  of  the  children,  her  work 
receives  an  appreciation  never  before  ac- 
corded it.  If  she  lacks  the  insight  into  the 
child's  development  and  the  principles  upon 
which  present  day  education  is  based,  how- 
ever, as  she  too  often  does,  she  will  be  un- 
able to  direct  the  children's  work  in  kinder- 
garten, so  that  development  along  the  line 
of  grade  work' will  result  from  it.  Her  work 
may  have  value,  but  her  unfamiliarity  with 
the  ideals  of  the  school  makes  it  difficult  for 
her  to  translate  her  kindergarten  ideals  over 
into  the  ideals  of  the  school  and  make  them 
bear  upon  its  work.  It  is  because  the  super- 
intendent does  not  see  the  results  he  hopes 
for  that  he  hesitates  to  urge  the  adoption  of 
the  kindergarten  when  he  is  considering  the 
agencies  that  will  increase  the  school's  ef- 
ficiency. Whatever  the  justice  of  the  criti- 
cism which  he  passes  upon  the  kindergartner 
and  her  work,  she  cannot  afford  to  let  the 
kindergarten  fall  below  any  standard  which 
the  school  may  set.  If  the  kindergartner's 
acquaintance  with  the  aims  and  methods  of 
general  education  is  inadequate,  as  the  super- 
intendent alleges;  if  she  lacks  the  needed 
preparation  in  drawing,  music,  story  telling, 
and  other  school  arts ;  and  if  she  is  not  as 
open  to  suggestion  and  criticism  as  she 
should  be,  should  not  the  training  teachers  of 
the  country  see  that  these  shortcomings  are 
remedied?  The  formulation  of  an  ideal 
course  of  kindergarten  training  is  doubtless 
necessary,  but  it  is  less  imperative  than  the 
improvement  of  courses  as  they  are  to  meet 
the  conditions  that  require  them  to  be  differ- 


ent. 


The  work  of  a  kindergarten  training  school 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


265 


must  fall  into  several  well  marked  lines.  To 
meet  the  demands  of  present  day  education, 
these  should  be  as  follows : 

1.  A  study  of  the  child's  development, 
accompanied  or  followed  by  a  course  in  physi- 
ology   and   psychology. 

2.  A  study  of  the  ideals  and  methods  by 
which  the  kindergarten  seeks  to  further  that 
development,  by  means  of  the  literature  of 
the  kindergarten  and  the  instrumentalities 
which  it  employs. 

3.  A  stud)-  of  the  subjects  with  which  the 
kindergartner  must  be  familiar  to  do  good 
work  in  kindergarten  and  to  prepare  the  chil- 
dren for  the  grades,  such  as  music,  art,  liter- 
ature and  nature   study, 

4.  Practice  teaching  to  show  the  future 
kindergartner's  grasp  of  the  kindergarten 
principles   and   her  power  of   applying   them. 

5.  A  study  of  the  kindergarten  in  its 
larger  relations, 

(a)  To   the  work  of  the   grades, 

(b)  To   the  mothers  of   the   children  and 

the    community    of    which    it    is    a 
part. 

6.  A  study  of  subjects  needed  for  the 
students'  own  development,  such  as  compo- 
sition, expression,  public  speaking,  and  do- 
mestic science. 

That  these  several  lines  of  work  must  be 
included  in  the  courses  of  all  training  schools 
that  are  ranked  as  standard  is  evident.  That 
they  cannot  be  successfully  undertaken  with- 
out a  high  school  education  as  a  foundation, 
nor  successfully  mastered  in  less  than  two 
years  is  equally  evident.  In  these  two  re- 
spects, most  training  schools  have  already 
become  standardized.  A  two-years'  course 
with  a  high  school  entrance  requirement  is 
not  necessarily  a  strong  course,  however,  as 
the  organization  of  the  course  may  be  such 
as  to  make  strong  work  impossible.  The 
obstacle  to  the  organization  needed  to  in- 
sure strength  is  the  disproportionate  amount 
of  time  frequently  given  to  practice  teaching. 
If  two  years  are  given  to  this,  the  course 
cannot  be  strong,  since  the  time  needed  for 
the  instructional  work  is  too  short  to  make 
it  so.  If  one  year  of  practice  is  made  the 
standard,  there  is  time  for  the  instruction  in 
child  study  and  psychology  that  the  kinder- 
gartner needs  to  make  her  work  intelligent 
and  vital ;  there  is  time  for  a  study  of  the 
kindergarten  instrumentalities  and  their  pur- 
pose  in   the   child's   development;   and   there 


is  time  for  the  instruction  in  art  and  music, 
and  perhaps  also  in  literature  and  nature 
study  that  the  student  needs  in  order  to  do 
successful  practice  teaching,  and  the  kind  of 
work  after  graduation  that  the  school  wishes 
done.  Unless  the  time  given  to  these  sub- 
jects in  the  kindergarten  training  school  is 
materially  increased,  the  kindergartner  will 
continue  to  be  at  a  disadvantage  as  com- 
pared with  the  grade  teacher,  who  has  re- 
ceived her  training  in  a  good  normal  school. 
The  instruction  there  given  in  psychology, 
music,  drawing',  literature,  and  nature  study, 
covers  at  least  a  semester  of  daily  recitations. 
In  view  of  the  limited  instruction  given  in 
many  kindergarten  training  schools,  it  is  not 
surprising  that  the  kindergartner's  prepara- 
tion is  inadequate  to  the  demands  of  the 
school.  In  these  lines,  the  kindergarten  train- 
ing needs  to  be  standardized  up  to  the  level 
of   the   good   normal   school. 

With  a  high  school  entrance  requirement, 
a  two-year  course,  a  year  of  practice  teach- 
ing, and  at  least  a  semester's  instruction  in 
music,  art,  psychology,  literature,  and  nature 
study,  the  kindergarten  course  would  pos- 
sess elements  of  strength  that  it  now  too 
often  lacks.  The  most  important  phases  of 
its  work  remain  to  be  considered,  however. 
These  are  the  courses  in  kindergarten  in- 
struction proper,  and  those  that  relate  the 
work  of  the  kindergarten  to  that  of  the 
school  as  a  whole.  Do  these  need  strength- 
ening and  standardizing?  To  the  fact  that 
the  second  needs  it,  every  school  principal 
will  bear  testimony.  But  surely  the  kinder- 
garten instruction  itself  cannot  need  it.  In 
some  respects,  this  needs  it  most  of  all,  since 
it  often  violates  the  very  principles  which 
the  kindergarten  advocates.  The  purpose  of 
the  kindergarten  is  to  develop  creative  self- 
activity  on  the  part  of  the  children.  To  do 
this,  it  directs  the  children's  self-expression 
in  such  a  way  that  they  ultimately  discover 
for  themselves  that  there  are  principles  by 
which  that  expression  must  be  guided.  To 
impose  these  principles  upon  them  by  an 
outside  authority  would  be  a  violation  of 
Froebel's  dictum  that  education  must  not'  be 
arbitrary,  categorical,  and  interfering.  The 
development  of  creative  self-activity  on  the 
part  of  the  children  in  the  kindergarten  has 
been  fairly  successful.  Has  the  path  that 
leads  to  creativeness  in  the  children  been  fol- 
lowed in  the  kindergarten  instruction  of 
students    in    the    kindergarten    course?      Are 


266 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


students  led  to  a  study  of  the  kindergarten 
instrumentalities  through  their  own  observa- 
tion of  children's  natural  play  material?  No, 
they  are  given  these  as  objects  to  be  ac- 
cepted upon  Froebel's  authority.  Do  they 
reach  the  conclusions  that  Froebel  reached 
as  to  the  methods  of  the  kindergarten  by  any 
study  of  children's  natural  procedure  in  play? 
No,  they  are  taught  these  upon  an  authority 
that  has  no  relation  to  their  own  experience. 
But  are  these  methods,  which  are  all  too  com- 
mon in  the  kindergarten  instruction  to  stu- 
dents in  training,  the  methods  which  Froebel 
used  and  approved  of?  Not  so  do  I  read  the 
story  of  his  work.  The  time  allowed  for 
this  paper  is  too  brief  to  permit  more  than 
the  briefest  sketch  of  a  course  that  seems  to 
me  to  accord  with  Froebel's  own  method — 
a  course  which  is  based  upon  the  developing 
life  of  the  child,  and  which  traces  his  varied 
activities  in  their  natural  evolution.  From 
such  a  course,  the  kindergarten  instrumentali- 
ties would  appear  to  the  student  as  the  nat- 
ural outgrowth  of  the  children's  play  needs, 
but  far  better  than  any  they  could  themselves 
have  devised;  and  the  principles  and  meth- 
ods of  the  kindergarten,  those  underlying 
children's  normal  play,  but  far  in  advance  of 
any  that  even  the  individual  kindergartner 
would  be  able  to  formulate.  In  such  a 
course,  the  means  to  the  child's  development 
— the  games,  gifts,  and  occupations — would 
be  seen  in  their  natural  relation  to  the  edu- 
cational ends  sought,  and  the  different  phases 
of  the  kindergarten  instruction  would  fall 
into  their  true  places  in  relation  to  the 
others.  Such  a  course  should  be  followed  by 
a  study  of  Froebel's  own  works,  for  the  pur- 
pose of  leading  students  to  his  general  work 
view — that  which  determines  his  ultimate 
ends  and  gives  his  doctrines  their  high  edu- 
cational and  spiritual  significance.  Students 
so  taught  would  recognize  the  value  of 
authority  but  would  not  be  obliged  to  lean 
upon  it  as  their  only  support,  as  those  taught 
by  the  method  of  authority  are  obliged  to 
do.  They  would  get  a  clearer  view  of 
Froebel's  message,  since  they  would  see  it 
written  in  the  nature  of  the  developing  child 
and  not  merely  in  the  books  that  bear  his 
name.  They  would,  therefore,  illustrate  the 
truth  and  value  of  Froebel's  doctrine  of  cre- 
ativeness  in  themselves,  and  would  have  the 
poise  and  power  to  adapt  themselves  to  new 
conditions  that  they  now  too  frequently  lack. 
In  consequence,  there   would  be   little  or  no 


occasion  for  the  criticisms  now  too  often 
made. 

If  the  kindergartner  to  be  has  been  trained 
along  the  lines  suggested,  the  instruction 
that  she  needs  to  gain  an  insight  into  the 
work  or  its  supervision,  so  that  students  may 
become  familiar  with  the  attitude  of  grade 
teachers  and  the  school  in  general.  The  in- 
struction should  include  a  course  in  general 
pedagogy  ,from  which  students  will  gain  a 
knowledge  of  the  aims  of  the  school,  its 
curriculum,  the  instructional  processes — 
teaching,  testing,  and  training,  and  the  prin- 
ciples that  underlie  these.  It  should  include 
also  a  course  in  methods  of  teaching  the  dif- 
ferent subjects,  and  would  necessarily  occupy 
a  semester  of  time.  Some  work  in  the  his- 
tory of  education  is  also  needed  to  give  stu- 
dents a  conception  of  the  educational  move- 
ment of  which  the  kindergarten  and  present 
day  school  work  are  the  outcome. 

There  is  still  another  respect  in  which  the 
work  of  the  kindergarten  training  school 
needs  standardizing,  and  that  is  the  method 
of  estimating,  a  unit  being  an  amount  of 
work  that  covers  a  given  amount  of  time 
and  a  specified  number  of  recitations  per 
week.  A  student's  rank  in  any  subject  or  in 
the  course  as  a  whole  can  always  be  easily 
determined  by  adding  these  units.  Is  there 
any  way  by  which  the  amount  and  character 
of  the  work  done  in  the  kindergarten  train- 
ing school  can  be  thus  estimated?  Those 
who  have  tried  to  adjust  the  work  of  a  stu- 
dent from  one  institution  to  that  of  another 
know  that  there  are  no  common  sandards. 
A  year's  work  in  a  subject  means  one  exer- 
cise a  week  in  one  school  and  two,  three, 
four,  or  five  in  another.  Personal  question- 
ing as  'to  the  number  of  weeks  covered  by  a 
subject  and  the  number  of  recitations  per 
week  is  the  only  means  of  determining  its 
value.  In  these  respects  as  in  many  others 
the  kindergarten  training  school  has  still 
much  to  learn  from  the  college  or  the  normal 
school.  As  yet  its  work  has  little  standing 
among  educators.  The  adoption  of  the  col- 
lege system  of  credits  would  be  another  step 
toward  the  standardization  it  needs  to  make 
it  respected.  If  the  discussion  this  afternoon 
results  in  bringing  some  degree  of  order  and 
uniformity  out  of  the  chaos  of  kindergarten 
courses,  it  will  have  performed  an  important 
service  for  the  kindergarten  cause. 

The  suggestions  in  this  paper  have  grown 
out  of  present  day  emergencies  in  the  kinder- 


THE   KINDERGARTEN-PRIMARY  MAGAZINE 


267 


garten  situation  and  are  practical  rather  than 
theoretical  in  their  basis.  They  represent 
the  "liberal"  viewpoint  in  the  main,  altho 
all  who  class  themselves  as  such  might  not 
agree  to  the  details  of  organization  and  ad- 
ministration suggested.  If  the  criticisms 
upon  existing  conditions  seem  severe  it 
should  be  remembered  that  they  are  but  the 
reflection  of  criticisms  made  by  those  outside 
the  kindergarten  ranks.  They  grow  out  of 
sincere  desire  to  aid  in  bringing  about  the 
conditions  that  will  enable  the  kindergarten 
to  perform  its  high  service  to  American  edu- 
cation. 


The  use  of  moving  pictures  in  the  schools 
is  spreading  rapidly  in  Europe.  Recently  a 
professor  in  a  Brussels  school  excited  great 
interest  by  presenting  a  series  of  pictures 
illustrating  the  progress  of  aviation  from  the 
earliest  days  to  the  present.  In  Prussia  the 
minister  of  public  instruction  has  approved 
the  use  of  the  cinematograph  in  all  the 
higher  schools  of  the  country,  and  the  official 
programs  give  lists  of  films  for  geography, 
history,  and  science.  The  expense  of  this 
material  is  met  by  appropriations  from  the 
government  and  municipalities  and  by  private 
subscriptions. 


The  Kindergarten  Primary  Magazine  has 
met  with  a  greater  degree  of  success  during 
the  past  year  than  ever  before  within  the 
knowledge  of  the  writer,  and  an  earnest  ef- 
fort will  be  made  to  make  the  coming  vol- 
umn  of  much  greater  helpfulness  than  ever 
before.  All  the  present  writers  will  be  re- 
tained and  several  new  features  are  being 
considered.  It  may  be  necessary  to  increase 
the  subscription  price,  but  this  will  not  be 
done  if  avoidable,  and  due  notice  will  be 
given. 


A  special  course  in  picture  framing  is 
given  in  the  Amelia  High  School,  Amelia, 
Va.,  and  during  the  past  year  or  two  more 
than  a  thousand  neatly-framed  pictures  have 
gone  from  the  school  manual  training  shop 
into    the    pupils'    homes. 


'Madgeburg,  Germany,  is  to  have  a  school 
for  the  special  training  of  women  and  girls 
as  shopclerks.  The  city  of  Berlin  has  already 
provided  such  training  by  means  of  a  special 
course  for  salesgirls  in  the  new  continuation 
school. 


WHAT  KINDERGARTEN  MATERIALS  SHALL 
I  ORDER  FOR  SEPTEMBER? 

By  Dr.  Jenny  B.  Merriil 

"Coming  events  cast  their  shadows  before."  Vaca- 
tion days  are  coming  now  but  more  school  days  are 
coming  too,  and  June  is  the  time  to  give  a  thought 
to  the  many  fresh  earnest  little  souls  that  next  Sep- 
tember will  bring  to  school  for  the  first  time.  Let  us 
provide  betimes  for  the  opening  days,  not  forgetting 
as  we  prepare  the  supply  list  for  the  fall  these  precious, 
little  beginners. 

Shall  we  not  need  a  little  kindergarten  material 
even  tho  we   may  not  all  be  kindergartners? 

Well  chosen  supplies  help  to  create  an  environment 
which  will   lure  the  children   to  work  effectively. 

"Environment  may  be  studied  as  a  stimulus  to  mind, 
stirring  the  creative  impulses  to  act  upon  it,"  says 
Miss  Patty  Hill  in  her  report  to  the  committee  of 
nineteen,   recently   published. 

One  of  the  teacher's  privileges  and  duties  is  to  pro- 
vide the  best  environment  she  can,  adding  to  it  from 
time  to  time. 

I  have  been  asked  to  suggest  what  rural  and  village 
teachers  can  procure  for  a  small  kindergarten  outfit. 

It  is  difficult  to  select  from  the  long  lists  furnished 
in  kindergarten  catalogues  especially  for  a  teacher 
who  is   not   a  trained  kindergartner. 

In  the  series  of  articles  which  have  appeared  this 
year  in  this  magazine,  it  has  been  shown  that  children 
of  kindergarten  age  love  to  build,  love  to  cut  and 
paste,  love  to  draw,  love  to  model  in  sand  and  in  clay. 
Hence  we  shall  need  a  few  building  blocks,  a  few 
pairs  of  scissors,  plenty  of  paper  and  colored  crayons 
or  pencils,  a  sand  pile  in  the  yard  or  in  a  large  box, 
clay  or  plasticine  and  a  jar  of  paste.  Colored  splints 
or  sticks  for  counting  and  outlining  forms,  and  for 
a  little  weaving  may  be  found  very  useful  and  quite 
inexpensive.  A  few  stitches  of  colored  worsted  will 
be  needed  here  and  there  especially  as  Christmas  days 
approach,  so  that  we  will  not  forget  a  paper  of  worsted 
needles  and  a  few  skeins  or  ounces  of  bright  German- 
town   yarn. 

The  little  ones  have  spent  most  of  their  daytime 
since  babyhood  on  their  feet,  and  will  need  to  run  and 
jump  and  play  in  the  school  yard.  "Play  with  their 
fellows"  will  be,   possibly,  joy  enough. 

Running  and  tagging  may  be  all  sufficient,  but  a 
few  balls  and  bean  bags  will  not  be  amiss,  and  if  pos- 
sible,  a  see-saw  and  a  swing. 

Rhythmic  motion  is  restful  and  relaxing.  It  is  not 
only  a  luxury  but  a  necessity.  A  few  flags  for  parades 
and  marching  games,  and  a  few  sheets  of  tissue  paper 
of  bright  colors  for  soldier  caps  and  decorations  may 
serve  at  times  of  special  interest. 

In  general  I  have  now  stated  the  best  kindergarten 
materials  for  kindergartners  and  first  year  primary 
manual  work.     Let  me  go   more   into   detail. 

In  regard  to  building  blocks,  my  advice  is  by  all 
means  to  secure  a  few  fifth  and  sixth  gifts,  the  num- 
ber varying  according  to  the  number  of  young  chil- 
dren likely  to  enroll.    Order  large  size  if  you  can  af- 


268 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


ford  it.  I't  is  not  even  necessary  to  purchase  a  box 
for  each  child,  for  one-half  of  the  children  may  use 
fifth,  while  the  others  use  sixth,  or  even  other  material, 
or  in  case  of  strict  economy,  the  gifts  may  be  used  in 
thirds. 

By  purchasing  only  fifth  and  sixth  gifts,  the  expense 
of  third  and  fourth  may  be  saved,  for  if  there  are 
very  young  children,  these  gifts  can  be  taken  out  of 
the  fifth  and  sixth,  as,  for  example,  eight  cubes  can 
be  taken  from  each  fifth  gift  to  make  a  third  gift, 
and  eight  bricks  or  oblong  blocks  can  be  taken  from 
each  sixth  gift  to  make  up  a  fourth.  Of  course  this 
would  be  done  at  a  time  when  the  older  children  are 
not  using  the   advanced  gifts. 

As  there  are  twenty-one  whole  cubes  in  each  fifth 
gift,  two  fifth  gifts  would  furnish  cubes  enough  for 
five  third  gifts. 

This  should  only  be  done  in  cases  where  strict  econ- 
omy- is  necessary,  because  the  packing  of  the  boxes  is 
a  valuable  lesson  in  orderly  putting  away. 

The  fifth  and  sixth  gifts  will  be  invaluable  in  num- 
ber work  even  with  children  in  the  higher  grades,  in 
teaching   fractions,   dimensions    and   cubes. 

Sticks  for  laying  forms  and  for  counting  are  inex- 
pensive and  may  be  purchased  by  the  thousand  in 
inch  lengths,  thus  aiding  in  long  measure  later  on.  1 
would  suggest  the  two  inch  length  if  only  one  thousand 
is  purchased.  The  plain  wood  color  is  cheapest  but 
assorted  colors  give  much  pleasure. 

It  is  cheaper  to  order  by  the  thousand  but  if  all 
lengths  are  desired,  a  box  is  furnished  with  com- 
partments for  each  length,  one,  two,  three,  four  and 
five  inches. 

Naturally  it  is  a  little  more  trying  to  take  care  of 
such  a  box,  but  the  children  soon  become  adept  in 
sorting,  and  sorting  is  in  itself  an  educational  exer- 
cise.    Do  not  for  a  moment  consider  it  wasted  time. 

Very  cheap  splints,  like  cigar  splints,  are  sometimes 
used  instead  of  the  regular  sticks.  They  may  be  used 
for  counting,  for  outlining,  for  a  pasting  tool,  and  even 
for  a  little  weaving.  They  also  serve  in  making  a  few 
objects — such  as   flags   or  ladders. 

Hailman  beads  interest  the  very  young  children. 
They  are  often  strung  on  shoestrings.  (See  article  on 
bead-stringing  for  suggestions  in  their  use  in  number 
lessons). 

Engine  colored  paper  of  four  or  five  inch  diameter 
should  be  ordered  both  in  square  and  circle.  This 
paper  is  much  cheaper  than  coated  paper.  It  will  be 
needed  both  in  folding  many  little  forms  that  children 
may  teach  each  other,  and  also  in   free  cutting. 

Inch  circles  and  squares  are  useful  in  forming  de- 
signs and  are  a  cheap  material,  but  are  too  small  for 
very  young  children  to  handle  without  nervous  strain. 

Order  all  the  bogus  and  manila  paper  you  can  af- 
ford for  drawing. 

Order  it  by  the  ream,  giving  liberal  size.  Young 
children  should  be  encouraged  to  draw  large.  7x9  is 
a  good  size. 

Order  some  stifTer  manila  paper  if  you  can  afford 
it  for  making  boxes  and  doll's  furniture.  This  paper 
may  also  be  used  for  making  weaving  mats  by  slitting 


it  into  strips  and  the  colored  splints  may  be  used  for 
strips  or  colored  paper  a  half  inch  in  width  may  be 
cut  from  the  colored  squares.  A  hundred  colored 
wooden  splints  of  good  quality  are  excellent  for  weav- 
ing purposes  especially  for  beginners.  No  weaving- 
needles  are  necessary. 

Grasses  and  flexible  twigs  should  be  used  for 
weaving. 

I  am  told  that  country  children  prefer  manufactured 
materials  because  they  are  already  so  familiar  with 
nature,  but  I  should  encourage  the  use  of  natural  ma- 
terials, and  lead  the  children  on  to  become  inventive 
with  materials  they  find  about  them.  It  was  thus  that 
primitive  man  learned  to  work.  It  is  truly  of  great 
educational  value  to  hunt  in  one's  environment  for 
available  materials.  Exhibits  I  have  seen  from  Cali- 
fornia and  again  from  the  Philippines  show  what  na- 
tive wit  can   accomplish. 

The  sand  box  or  table  may  surely  be  filled  readily, 
and  let  it  serve  in  the  elementary  lessons  in  geography 
as  well  as  for  simpler  digging,  piling  and  tunneling  by 
the   little  new  comers. 

As  Christmas  approaches  even  the  little  ones  will  be 
ready  to  make  a  few  simple  gifts,  so  that  in  ordering, 
it  is  well  to  procure  a  few  dozen  weaving  mats  of 
linen  as  they  can  be  made  up  into  so  many  fancy  forms 
and  look  so  pretty  on  the  tree.  Very  inexpensive 
paper  mats  will  also  serve  the  purpose. 

Those  known  as  the  Hailman  mats  are  the  least 
expensive. 

Secure  colored  paints  if  you  can  and  a  half  dozen 
brushes.  The  children  do  so  love  to  paint.  If  you 
can  afford  white  paper,  it  is  better  than  bogus  or 
manila   for  water  paints,  tho   more  expensive. 

Colored  crayons  or  pencils  are  absolutely  essential. 
Name  colors.  To  these  general  suggestions,  I  will 
now  add  three  lists  to  serve  merely  as  hints  for  order- 
ing the  needed  supplies.  Secure  a  catalog  of  kinder- 
garten supplies  for  further  help  and  for  statements  of 
prices.  Such  catalogs  are  furnished  freely  upon  re- 
quest by  the  Kindergarten  Magazine. 

Order  1. 
1  First  Gift. 
1  Second   Gift. 
C  Third    Gifts. 
6  Fourth   Gifts. 
G  Fifth  Gifts. 
G  Sixth  Gifts. 
100  square    tablets. 
100  circular  tablets. 
100  colored  splints. 
1000  white  splints. 
1000  two  inch  sticks. 
1000  three  inch    sticks. 

1  box   assorted  seeds. 

1000  Hailman  beads,  assorted  colors  and  forms. 
2000  squares   engine  colored  paper,   4x4   or   5x5. 
1000  circles  engine  colored  paper    (4   inch). 
G  pairs  blunt  scissors   (5  inch  length). 

2  reams  bogus  paper,  7x9. 
2  reams  manila  paper,  7x9. 

1  ream  white  drawing  paper. 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


269 


2  doz.  colored  crayons   (state  colors). 
x/z  doz.   small   paint  boxes. 
y'2  doz.   brushes. 

1  jar  paste. 

2  doz.  skeins  Germantown  yarn   (state  colors),  as, 

3   red,    1  orange,   3  yellow,   3   green,   3  blue,   3 
violet,   3  brown,   3  pink,   etc. 

2  papers   worsted   needles,   No.   18. 

1  doz.  small  patty  pans    (needed  in  painting). 
10  lbs.  powdered  clay  or  plasticine. 

3  doz.   weaving   mats    (state  size  and   color). 
Approximate  cost  of  above,  $40.00. 

Reduced    Order  2. 

1  Second    Gift. 

6  Third  Gifts. 

6  Sixth  Gifts. 
100  colored  splints. 
1000  thin  splints. 

1000  plain   sticks,   five   inch  length. 
500  squares  engine  colored  paper,  4x4. 
200  circles  engine  colored,  4  inch. 

6  pairs  blunt   scissors    (5  inch). 

1  jar  paste. 

1  ream  bogus  paper,  7x9. 

1  ream   manila   paper,   7x9. 

2  doz.  colored  crayons. 

1  doz.   skeins   Germantown. 

1  paper  worsted  needles,  No.  18. 

2  doz.  mats   Hailman  clay  or  plasticine. 
Approximate  cost  of  above,  $10.00, 

Order  3. 

3  Sixth  Gifts. 

1000  white   splints    (thin). 
500  squares  engine  colored   paper,  4x4. 
1  ream  bogus  paper. 

1  doz.  colored  crayons. 

2  skeins  Germantown. 

1  paper  needles,  No.  IS. 
Approximate  cost  of  above,  $3.00. 

Special  (to  be  added  to  either  order.) 
Rubber  balls. 
Bean   bags. 
Hailman  beads. 
Parquetry 
Tissue  paper. 
Flags. 

Seals  for  holidays. 
Pictures    (see  catalogs). 
Garden  tools. 


That  the  spontaneity  and  freedom  of  expression  of 
a  kindergarten  child  was  lost  in  the  formal  "lessons" 
of  the  first  grade  was  the  criticism  made  of  grade 
methods  yesterday  at  the  first  general  council  of 
teachers  at  the  board  of  education  offices.  It  was 
generally  accepted  that  the  freedom  of  expression 
found  in  the  kindergarten  was  not  found  in  the  first 
grades. — Chicago  Inter  Ocean. 


REPORT  OF  THE  COMMITTEE  OF  INVESTI- 
GATION. 

Made  at  Washing-ton  Meeting  of  the  I.  K.  U.  by 
Nina  C.  Vanderwalker,  Chairman. 

The  report  of  the  Committee  of  Investigation  must 
again  be  a  report  of  progress,  instead  of  a  report  of 
a  completed  task.  The  work  of  the  year  has  been  the 
canvassing  of  each  state  a  second  time,  since  the  re- 
turns of  last  year  were  far  from  complete.  The  Com- 
mittee's first  work  was  to  make  two  lists  for  each 
state, — the  first  containing  the  cities  listed  in  Miss 
Anderson's  Annual  as  having  kindergartens  in  1903, 
and  the  second  containing  those  shown  to  have  them 
by  the  returns  from  the  questionaires.  In  several 
cases,  the  1912  lists  showed  fewer  cities  than  those 
of  1903.  These  lists  were  sent  to  the  state  chairmen 
for  further  investigation.  The  second  canvas  has 
taken  fully  as  much  time  as  the  first.  The  inadequate 
returns  of  last  year  were  due  to  the  fact  that  many 
failed  to  reply  to  the  inquiries  of  the  state  chairmen, 
and  these  were  followed  up  until  most  of  the  infor- 
mation desired  was  wrested  from  them,  though  some- 
times not  until  after  a  third  or  fourth  attack.  As  a  re- 
sult, a  fair  number  of  added  facts  have  been  se- 
cured. While  all  the  facts  desired  have  not  yet  been 
obtained,  the  members  cf  the  committee  feel  that  the 
returns  as  a  whole  are  as  complete  as  can  be  hoped 
for,  and  sufficiently  complete  to  give  a  fairly  good  idea 
of  the  status  of  the  kindergarten  throughout  the 
country.  The  members  of  the  committee  wish  to  ex- 
press their  special  appreciation  of  the  work  that  the 
state  chairmen  have  done,  since  it  is  largely  through 
their  efforts  that  the  securing  of  the  data  now  in 
hand  has  been  made  possible. 

Even  the  returns  received  were  far  from  complete, 
however.  In  some  states,  return  postal  ca,rds  were 
considered  a  better  means  of  making  the  inquiry  than 
the  questionaires.  These  could  not  contain  all  the 
data  desired  for  lack  of  space.  In  some  states,  a  list 
of  the  cities  that  have  kindergartens  with  the  num- 
ber of  kindergartens  and  an  estimated  average  at- 
tendance was  all  that  could  be  secured.  In  some  ques- 
tionaires important  questions  were  left  unanswered. 
To  get  even  an  approximate  estimate  of  the  children 
enrolled  in  the  kindergartens  of  a  given  state  or  city 
the  committee  members  were  often  obliged  to  multiply 
the  number  of  kindergartens  by  a  number  representing 
an  average  enrollment — say  40  in  a  public  kindergarten 
and  15  or  20  in  a  private  one.  The  totals  in  the  dif- 
ferent states  are,  therefore,  in  several  instances  a  com- 
bination of  actual  statistics  and  estimates  made  by 
the  state  chairman  or  committee  members.  The  tab- 
ulation of  the  data  at  hand  has  been  made  upon  all 
points  but  two, — the  laws  bearing  upon  the  kinder- 
garten in  the  different  states,  and  the  training  schools. 
The  tabulating  has  been  done  by  a  group  of  Milwaukee 
kindergartners. 

The  returns  as  a  whole  show  that  much  earnest 
work  needs  to  be  done  in  behalf  of  the  kindergarten 
before  its  friends  can  feel  safe  concerning  its  future. 
Not  only  are  efforts  for  its  extension  needed,  but  ef- 


270 


THE    KINDERGARTEN -PRIMARY    MAGAZINE 


forts  for  the  standardization  of  its  work  no  less.  The 
equipment  seems  to  be  fairly  good.  A  few  think  from 
$10  to  $25  enough  for  the  first  equipment,  but  others 
consider  $300,  $400,  and  even -$500  necessary.  The  ma- 
jority think  $100  a  reasonable  amount.  A  fairly  large 
number  consider  $25  or  less  sufficient  for  the  con- 
sumable material  per  year,  while  some  think  $200  nec- 
essary. One  of  the  standard  objections  to  the  kinder- 
garten is  the  expense,  and  the  returns  show  that  there 
is  ground  for  this.  The  working  out  of  a  reasonable 
equipment  for  a  kindergarten  of  a  given  size  under 
given  conditions,  at  moderate  cost  as  a  standard,  and 
its  publication  in  leaflet  or  pamphlet  form  is  greatly 
needed.  This  is  a  service  that  the  I.  K.  U.  should 
seek  to  render  the  cause. 

The  returns  show,  too,  that  the  kindergarten  needs 
standardizing  in  the  matter  of  sessions  and  the  num- 
ber of  children  per  teacher.  In  the  early  days,  one 
session  was  the  rule,  that  the  kindergartner  might  give 
her  afternoon  to  home  visiting,  mothers'  meetings  and 
meetings  for  professional  growth.  Two  session  kinder- 
gartens are  increasing,  however.  In  Pennsylvania,  Dis- 
trict of  Columbia,  the  Southern  States,  Illinois,  and  a 
few  of  the  Western  States,  one  session  is  the  rule.  In 
New  England,  about  one-fifth  have  two  sessions.  In 
New  York,  New  Jersey,  Ohio,  Indiana,  Michigan,  Wis- 
consin, Minnesota,  Iowa,  Nebraska,  at  least  one-half 
of  the  kindergartens  have  them.  The  two  session  kin- 
dergarten makes  it  possible  for  one  person  to  accom- 
modate a  larger  number  of  children  than  is  possible 
with  one  session,  and  this  is  doubtless  the  reason  why 
the  kindergarten  has  increased  most  rapidly  in  the 
states  where  two  sessions  have  become  general.  In 
many  cases,  the  number  of  children  per  kindergarten 
is  much  too  large  for  good  work,  unless  an  assistant 
is  employed,  and  assistants  are  all  too  few.  In  New 
England,  for  example,  assistants  are  employed  in  about 
half  of  the  cities,  but  of  these  at  least  a  third  have  no 
higher  qualifications  than  a  high  school  diploma,  "a 
love  of  children,"  and  musical  ability.  As  might  be 
surmised,  the  salaries  of  the  latter  are  quite  below 
any  minimum  wage  law  that  might  be  passed, — from 
$10  to  $25  per  month.  Trained  assistants  and  directors 
are  better  paid,  but  their  salaries,  like  those  of  grade 
teachers,  afford  them  little  more  than  a  bare  exist- 
ence. In  the  small  cities  and  towns  a  $300  salary  is 
not  uncommon,  and  a  $500  or  $600  salary  is  considered 
good.  In  a  few  cases,  it  is  $700  or  $800,  depending 
upon  the  size  of  the  place.  In  the  larger  cities  the 
maximum  salary  is  considerably  larger.  That  paid  in 
Boston  is  $1032,  in  Chicago  about  $1200,  and  in  New 
York  $1500. 

I'n  one  respect  the  kindergarten  is  quite  at  a  dis- 
advantage as  compared  with  the  grade  teacher,  and 
that  is,  in  opportunities  for  growth  after  graduation. 
The  best  training  cannot  equip  either  kindergarten  or 
grade  teacher  fully,  and  her  greatest  growth  must  come 
after  she  has  entered  upon  her  work,  through  the  di- 
rections, suggestions,  and  criticisms  of  school  prin- 
cipals, and  special  supervisors.  Because  the  average 
principal  .and  grade  supervisor  are  not  familiar  with 
the  theory  and  practice  of  the  kindergarten,   kinder- 


gartners  get  very  little  helpful  suggestions,  except  in 
the  large  cities  where  a  kindergarten  supervisor  is 
very  few.  In  the  133  cities  in  New  England,  there 
seem  to  be  about  16;  in  the  93  in  New  York,  less  than 
10;  in  the  51  in  Illinois,  but  7;  in  the  12S  in  Michi- 
gan, but  about  10 ;  and  in  the  140  or  more  in  Wiscon- 
sin, but  3.  The  work  of  the  majority  of  kinder- 
gartners  is  therefore  judged  only  from  the  standpoint 
of  the  school,  and  such  growth  as  they  make  as  the 
result  of  the  criticisms  and  suggestions  received  is 
likely  to  be  away  from  the  ideals  of  the  kindergarten 
in  the  direction  of  school  ideals.  A  practical  manual 
of  kindergarten  work  would  be  of  great  value,  but 
there  is  no  such  thing  in  existence.  The  kindergarten 
periodicals  give  some  assistance,  but  they  have  not 
always   recognized  the  practical  needs. 

That  much  remains  to  be  done  for  the  kindergarten 
before  the  hopes  of  its  founder  for  the  world's  little 
children  can  be  realized,  is  all  to  evident  from  this 
investigation  ;  in  fact,  the  investigation  is  but  a  means 
to  an  end — more  intelligent  kindergartening,  more  ef- 
fective co-operation  with  the  school,  and  better  di- 
rected propagatory  effort.  There  is  great  encourage- 
ment for  the  future,  however,  in  the  progress  that  has 
been  made,  particularly  in  the  increased  number  of 
public  school  kindergartens.  In  New  York,  these  have 
more  than  doubled  during  the  past  decade,  and  in  the 
states  of  Pennsylvania,  New  Jersey,  Ohio, ^Illinois, 
Michigan,  Wisconsin,  Minnesota,  Indiana,  and  Iowa, 
taken  as  a  group,  they  have  also  doubled.  In  New 
England,  there  are  a  third  as  many  more.  The  prog- 
ress in  the  southern  states  is  very  promising.  In  sev- 
eral of  the  western  states,  the  status  of  the  kinder- 
garten leaves  much  to  be  desired,  but  progress  is  being 
made. 

The  several  points  upon  which  information  was 
asked  for  in  the  questionaire — cost  of  equipment,  as- 
sistants, salaries,  expert  supervision,  etc., — have  been 
summed  up  in  a  general  way,  because  they  would  take 
too  much  time  and  space  for  statistical  formulation  in 
such  a  report  as  this.  Those  that  admit  of  statistical 
statement — the  number  of  cities  that  have  kinder- 
gartens, the  number  of  kindergartens  and  the  number 
of  children  enrolled  in  them — are  given  again  because 
the  figures  are  more  complete  than  those  of  last  year. 
Since  it  has  seemed  desirable  to  know  the  character 
of  the  kindergartens, — private,  charitable,  or  public, — 
and  the  number  of  each,  these  have  been  listed  sep- 
arately. No  new  returns  have  been  received  from  sev- 
eral states,  altho  such  returns  are  in  process  of  col- 
lection, and  will  doubtless  be  available  in  the  very 
near  future.  The  states  are  New  Jersey  and  Cali- 
fornia. 

In  estimating  the  number  of  kindergartens,  the  com- 
mittee encountered  a  problem.  Should  a  kindergarten 
that  has  two  sessions  with  different  children  in  each' 
be  considered  as  one  kindergarten  or  two?  I'f  the 
two  groups  met  in  different  rooms  or  buildings,  two 
would  be  the  only  answer.  Is  there  any  reason,  then, 
why  the  two  groups  should  not  be  considered  as  two 
kindergartens,  even  tho  they  meet  in  the  same  room? 
Since  this  is  the  method  of  estimating  the  number  in 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


271 


some  cities,  and  the  justice  of  doing  so  is  apparent, 
the  committee  decided  to  adopt  this  method  likewise, 
and  consider  a  two  session  kindergarten  with  different 
children  as  two  kindergartens.  As  all  the  returns  did 
not  give  the  number  of  sessions,  however,  the  estimate 
is  made  both  on  the  old  basis  and  the  new,  that  a 
comparison  between  the  returns  of  last  year  and  the 
present  year  may  be  made. 

The  committee  is  glad  to  be  able  to  report  that  it 
has  lived  within  its  means  altho  these  have  been  lim- 
ited. It  lias  received  contributions  since  the  last  meet- 
ing as  follows  : 

From  Miss  Fannie  A.  Smith,  Bridgeport,  Conn... $5.00 

From  the  Kansas  City  Teachers'   Club 5.00 

From  the  Duluth-Superior  Branch  of  the  I.K.U.  15100 
To  this  must  be  added  considerable  spent  for  postage 
by  the  chairmen  of  the  different  states,  in  addition'to 
the  amounts  sent  them  for  that  purpose.  The  expend- 
itures have  been  mainly  for  postage  and  the  typewrit- 
ing of  this  report.  The  balance  on  hand  will  be  about 
$5.00. 

In  behalf  of  the  committee,  I  wish  to  express  again 
my  sincere  appreciation  of  the  co-operation  that  has 
been  given  it,  both  in  the  way  of  contributions  and 
service.  That  their  combined  efforts  may  give  the 
kindergarten  a  new  impetus  in  the  United  States  is  the 
hope  of  all  who  have  contributed  to  the  committee's 
work. 

Note.-A  table  supplementary  to  this  excellent  report 
will  be  found  on  page  272. — Editor  Magazine. 


WELLESLEY   COLLEGE. 

The  Department  of  Education  at  Wellesley  College 
has  taken  another  step  ahead  in  its  progress  as  an 
efficient  and  practical  training  school  for  all  depart- 
ments of  educational  practice.  Under  the  direction  of 
Professor  Arthur  Norton,  head  of  the  Department  of 
Education,  and  Miss  Devereaux,  newly  appointed  lec- 
turer to  that  department,  a  model  kindergarten  is  to 
be  maintained  as  a  part  of  the  college.  A  member  of 
the  Wellesley  Village  Improvement  Association,  who 
desires  to  remain  anonymous,  has  generously  donated 
the  money  for  a  kindergarten  building  to  be  erected 
this  summer  on  the  college  campus,  near  Fiske  Cot- 
tage. This  building,  while  simple  in  structure  and  fur- 
nishings, is  to  embody  the  latest  knowledge  and  ex- 
perience of  experts  in  school  hygiene  and  school  con- 
struction. The  donor  of  the  building  has  also  guar- 
anteed to  finance  all  the  expenses  of  the  kindergarten 
for  five  years.  The  teacher  is  to  be  appointed  by  the 
college  and  approved  by  the  Wellesley  Village  Im- 
provement Association.  The  kindergarten  is  to  be 
free  to  all  the  children  of  the  town  of  Wellesley.  It 
may  be  interesting  to  the  many  friends  of  Anna  L. 
Page  of  Danvers  to  know  that  the  anonymous  doner 
above  referred  to,  is  one  of  her  training  school  girls 
as  is  also  Miss  Devereaux. 


BOSTON,  MASS. 

A  new  page  in  Boston  settlement  history  begun  with 
the  formal  opening  of  the  seven-story  building  at  357 
Charles  street.  Henceforth  it  is  to  house  all  the  act- 
ivities of  the  Elizabeth  Peabody  house,  including  all 
the  men  and  women  engaged  in  this  work,  as  well  as 
the  residents,  who  by  renting  rooms  will  contribute  to 
the  support  of  the  building. 

The  house  is  to  serve  not  only  as  a  center  for 
neighborhood  work  and  as  a  meeting  place  for  many 
interests  throughout  the  city,  but  it  also  is  to  take  its 
stand  now  as  an  educational  organization  and  as  a 
factor  of  increasing  importance  in  the  present  edu- 
cational situation. 

The  Boston  Froebel  Club  will  have  the  house  as  its 
headquarters ;  its  meetings  are  to  be  held  there,  its 
library  placed  in  the  house,  and  the  living  room  and 
guest  room  are  to  be  used  freely  by  members  of  the 
club. 

The  theater  is  to  be  first  of  all  a  family  theater,  a 
place  where  fathers  and  mothers  will  want  to  come 
and  bring  the  children.  It  will  seat  390  and  every 
seat  is  good.  Wholesome  moving  picture  shows  are  to 
be  given  this  summer.  The  theater  is  also  to  be  used 
by  members  of  the  47  Club  of  Harvard  to  try  out 
their  original  plays  and  other  playwrights  will  have  the 
same  privileges.  Two  plays  from  such  persons  have 
already  been  accepted   for  trial. 

The  middle  of  May  the  immigrant  school  is  to  be 
started,  which  will  carry  on  the  work  done  in  the  win- 
ter evening  schools  in  civics  and  English,  and  which 
will  supplement  this  work  in  another  direction  by  pro- 
viding for  Sunday  visits  to  the  art  museum,  library, 
etc.,  by  which  the  teachers  will  introduce  the  immi- 
grants to  Boston  and  acquaint  them  ■  with  attractions 
they   might  never   seek   out   for  themselves. 

On  July  9  the  summer  kindergarten  is,  to  be  opened. 
It  will  be  held  on  the  roof,  a  delightful  and  cool  spot, 
for  the  building  looms  high  above  the  surrounding 
tenements,  and  from  the  roof  the  view  looks  over  the 
Charles  river.  In  fact,  the  location  of  the  house 
makes  living  there  a  special  privilege  for  the  residents, 
who  are  to  have  their  quarters  on  the  two  top  floors. 


MIAMI,   FLA. 


ATLANTA,  GA. 

The  Kindergarten  Club  of  Atlanta  has  agreed  unan- 
imously to  join  the  Georgia  Federation  of  Women's 
Clubs. 


Advocating  an  open  air  moving  picture  show  for 
children  the  Mothers'  Kindergarten  Club  at  its  month- 
ly meeting  yesterday  in  the  central  building  went  on 
record  as  recognizing  the  value  of  the  moving  pictures 
as  a  factor  in  the  education  of  children.  The  women, 
however,  would  censor  the  films,  allowing  none  to  be 
shown  the  children  that  would  excite  or  frighten 
them,  but  choosing  rather  the  pictures  with  an  edu- 
cational value.  No  action  toward  inducing  one  of  the 
local  play  houses  to  arrange  a  model  airdome  chil- 
dren's theater  was  taken  but  the  matter  was  not 
dropped   for  good. 

SALINE,   KANS. 

The  school  board  favor  the  erection  of  a  kinder- 
garten in  the  Oakdale  school  district. 


27 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 

Private,  Charitable  and  Public  Kindergartens  in  the  U.  S. 


STATES 

CITIES 

PRIVATE 

CHARITABLE 

PUBLIC 

TOTAL 

NAME 

MO. 

NO. 

ENROLL. 

NO. 

ENROLL. 

NO. 

ENROLL. 

KINDER- 
GARTENS 

ENROLL- 
MENT 

NEW  ENGLAND 

14 

11 

7 
54 
10 

93 
47 
51 
3 

9 

1 
9 

18 

16 
13 
10 
9 

8 
14 
19 
6 
5 

41 
19 

5L 
128 
142 

38 
12 
41 

3 

.17 

4 
4 

3 

8 

8 
4 
10 

36 

1 

38 
4 
23 

92 
26 
91 

6 

90 

63 
15 

452 
60 
122 

1540 
376 
686 
66 

120 

1 
1 
1 

19 

4 

4 

151 
4 
49 
9 

28 

50 

25 
47 
590 
138 
156 

3500 
85 
584 
225 

.1700 

29 
31 

246 
69 
210 

2433 
:;i;:; 
393 

72 
13 

9 

1 
16 
11 
26 
12 
48 
13 
68 

1175 
1094 
510 
16L43 
2369 
9910 

54294 

16561 

15428 

56 

2259 
2938 

675 
70 

548 
55 

695 

715 
1040 

409 
3489 

539 
1225 

35 

33 

15 

303 

77 
237 

2676 

393 

533 

16 

61 

30 
9 
27 
33 
65 
29 
42 
19 
54 
47 
76 
7 
18 
68 

825 
199 
465 
427 
576 

348 
160 

3 

10 

114 

36 

7 

4 

10(5 

7 

4 

55 

9 

6 

35 

14 

223 

Vermont 

572 

°567 

MIDDLE  ATLANTIC 

59334 

17022 

347 

SOUTHERN 

4079 

9938 

6 
4 
13 
9 

13 

7 
6 

7 

22 
8 
6 
5 
9 

32 

66 

19 
13 

7  normal 
14 
17 
19 

1 
2 
3 

12 
2 

3 
6 

2 

125 
84 
246 
129 
329 
85 

85 

45 

337 

225 

■   129 

47 
113 

607 

2069 
371 
316 

247 
191 
380 

20 
76 
65 

320 
60 
60 

100 
35' 
40 
95 

11 
3 

23 
36 
11 
10 

2)0 
81 
150 
785 
1100 
235 
258 

1000 

235 

944 

969 

2124 

Florida 

1035 

1373 

494 

4 

12 

160 
406 

3694 

1282 

1450 

1 
10 

25 
6 
47 
10 
3 

25 
1 

1 

1 
1 

155 
129 

800 
250 
1764 
263 
167 

380 
690 
40 

30 

150 

10 

141 

3 

54 

768 
181 
352 
398 
560 

251 
306 
140 

1 

7 

110 

1 

100 

50 
7 
6 

14 

1 

177 

120 
2512 

16182 
8271 
25868 
22319 
22014 

6404 
11937 
6608 

35 

284 

4168 

1060 

100 

40 

5495 

220 

60 

1917 

258 

200 

579 

40 

7S34 

322 

2754 

WEST  CENTRAL 
Ohio' 

17589 

8643 

29701 

22953 

Wisconsin. 

22497 

Minnesota  

Missouri 

7031 
12818 
7028 

WESTERN 

North  Dakota 

South  Dakota  

85 

510 

4243 

1415 

160 

too 

•  100 

Utah 

2 

40 

2052 

Arizona 

313 

200 

Washington 

18 
10 
18 

428 
150 
350 

3 
3 

28 

60 

150 

2005 

1067 
340 

10189 

Total  Cities— 1141 
J  Total  Private  Kns. 
/Total  En rollmen t- 


-6S6 

1,801 


jTolal  Public  Kindergartens- 
(Total  Enrollment— 276,722] 


\  Total  Charitable  Kns.— 567 
( Total  Enrollment— 17,605 

|  Total  Kindergartens- 
)  Total  Enrollment-3( 


THE  KINDERGARTEN  PRIMARY  MAGAZINE 


273 


THE    MONTESSORI    METHOD    AND   THE 
KINDERGARTEN. 

Mary  E.  Law,  M.  D.,  Toledo,  0. 

As  a  physician,  psychologist  and  kindergartner  I  may 
be  pardoned  for  expressing  an  opinion  upon  the  Mpn- 
tessori  method.  Neither  the  leisure  nor  the  time  is  at 
my  command  to  enable  me  to  make  a  philosophical 
comparison  of  the  two  methods,  although  such  a  com- 
parison should  be  made.  The  following  notes  will 
simply  indicate  the  striking  differences  between  the 
two  and  the  impossibility  of  the  Montessori  method 
supplanting  or  influencing  to  any  great  extent,  the 
kindergarten  as  Froebel  conceived  it.  We  must  al- 
ways bear  in  mind  that  the  kindergarten,  at  its  best, 
undoubtedly  falls  far  short  of  the  great  ideal  which 
Froebel  had  in  view  for  he  himself  said  that  it  would 
probably  be  two  hundred  years  before  the  world  would 
understand  or  appreciate  the  idea  incarnated  therein. 
I'n  the  first  place,  we  may  say  without  fear  of  con- 
tradiction, that  the  Montessori  method  contains  noth- 
ing new  or  original  in  any  sense.  Everything  except 
the  sandpaper  letters  is  found  in  the  kindergarten  and 
those  have  been  in  use  in  America,  in  the  schools  for 
defectives,  for  thirty  or  forty  years.  The  Montessori 
method  is  a  collection  of  objects  meaningless  in  them- 
selves, inartistic  and  common,  without  sequence  or 
order.  The  kindergarten  is  a  beautiful  organism  with 
a  living  soul,  which  both  nurtures  and  creates  life. 

While  in  many  particulars  the  Montessori  method 
seems  an  adaptation  of  the  kindergarten,  in  other 
vital  ways  it  is  radically  opposed  to  it.  For  instance, 
where  Froebel  makes  the  mother  the  center  of  social 
life,  Montessori  makes  the  directress  or  teacher. 
Where  Froebel  exalts  the  home  or  family,  Montessori 
exalts  the  institution.  Wrhere  Froebel  trains  the  child 
for  social  service  or  co-operation,  Montessori  trains 
for  individualism  or  competition.  Froebel  conceived 
of  man  as  a  social  being,  whose  individuality  must  be 
subordinated  to  the  good  of  the  whole.  Montessori 
conceives  of  man  as  the  individual  and  embodiment  of 
personal  liberty.  Froebel  believed  that  the  education 
of  the  child  begins  at  the  dawn  of  consciousness  and 
that  the  mother  is  the  first  teacher.  Montessori  would 
keep  the  child  in  an  institution  twelve  hours  a  day 
under  the  surveillance  of  a  directress.  Montessori 
would  make  the  institution  act  as  father,  mother,  nurse, 
physician,  and  general  almoner.  Where  Froebel  de- 
velops creativeness  and  originality,  Montessori  teaches 
through  imitation  and  direct  perception.  The  building 
gifts,  the  racial  occupations  and  the  typical  games 
and  stories  are  all  lacking.  The  vase,  which  is  pre- 
sented in  such  an  attractive  manner  is  simply  clay 
modeling.  The  first  thing  children  do  in  the  kinder- 
garten with  clay  is  to  make  marbles  or  eggs  and  then 
the  vase,  a  cuplike  basket  or  nest  to  hold  them. 

Now,  with  regard  to  the  scientific  terms,  which  so 
mystify  and  astonish  the  non-scientific  reader.  All 
kindergartners  know  that  the  general  senses  are,  feel- 
ing or  tactile,  pressure  or  basic,  temperature  or  ther- 
mic. When  the  muscular  and  tactile  are  combined 
as  in  learning  form  it  is  called  stereognostic.     All  kin- 


dergartners know  that  we  get  our  knowledge  of  form 
through  touch,  and  that  infants  see  things  flat.  But  a 
child's  intelligence  begins  when  he  realizes  that  things 
are  not  always  what  they  seem  and  that  all  bodies 
have  form  or  extension.  He  finds  this  out  by  bump- 
ing into  the  table  and  walking  off  the  porch.  Surface 
can  not  exist  by  itself.  It  is  the  outward  appearance 
of  a  solid.  The  child  uses  his  senses  constantly  in  the 
kindergarten,  not  simply  for  discrimination  but  for 
knowledge.  He  learns  not  only  to  discriminate  colors, 
but  to  classify  and  make  secondaries,  complimentaries, 
shades,  tints  and  hues  and  to  combine  them  according 
to  the  laws   of  art. 

Auto-education  is  a  mechanical  substitute  for  Froe- 
bel's  principle  of  creativeness. 

Children  from  three  to  five  enjoy  playing  with  the 
objects  for  a  limited  time  as  they  do  with  any  toy,  in 
the  company  of  others.  Its  real  place  is  in  the  homes 
for  defectives  where  coarse  discriminations  are  nec- 
essary- The  fundamental  error  of  using  materials  suit- 
able for  defectives  for  normal  children  is  revolting 
and  unscientific. 

The  individuality  of  the  child,  the  small  tables  and 
chairs,  the  isolation  for  correction,  the  animals  and 
gardens  are  all  taken  from  the  kindergarten.  Another 
glaring  fault  is  in  excluding  naughty  children  from 
the  room.  The  kindergartner  admits  all  children  know- 
ing that  all  children  are  potentially  good.  Froebel 
said,  "Look  after  my  weeds  as  well  as  my  flowers." 
All  kindergartners  should  study  the  Montessori  method 
with  an  open  mind.  What  is  vital  will  live,  what  is 
artificial   will  die   of  inanition. 


THE    MONTESSORI    METHODS. 

The  following  from  Anne  L.  Page  of  Danvers, 
Mass.,   will  prove   interesting : 

As  to  the  so-called  Montessori  method,  I  hardly 
think  Madame  Montessori  herself  would  claim  them 
as  hers.  Sometime  in  the  40's  of  the  last  century  Dr. 
Seguin  the  French  specialist,  came  to  this  country 
and  established  at  Waverley,  Mass.,  a  state  school  for 
feeble-minded  children,  bringing  with  him  essentially 
the  same  outfit  used  by  Mme.  Montessori  and  her 
pupils. 

Dr.  Fernald,  to  whom  Prof.  Norton  alludes  in  his 
printed  slip,  which  I'  enclose,  has  used  these  things 
with  additions  and  improvements  for  many  years  suc- 
cessfully. Dr.  F.  says  the  whole  set  can  be  made,  in 
any  good  manual  training  school,  for  ten  dollars.  They 
are  of  use  to  develop  sense  perception  in  very  young 
or  deficient   children. 

When  normal  children  tire  of  their  use,  as  they  soon 
do,  Madame  M.  teaches  them  to  read  and  write  and 
does  wonderful  things  partly  because  of  her  ingenious 
method,  and  partly  because  the  Italian  language  is  so 
nearly  phonic.  She  seems  not  to  have  the  least  idea 
of  the  social  element  of  the  kindergarten.  The  idea 
of  her  method  superseding  the  kindergarten  is  to  me 
absurd.  It  can  be  used  to  advantage  to  prepare  for  it 
and  that  is  all.        

The  present  is  yours.  In  it  you  may  shape  the 
future. 


274 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


KINDERGARTEN-PRIMARY  STORIES 


MICKERCHEN'S  TRIP  TO   THE  COUNTRY. 

By  Susan  Plessnrr  Pollock 

The  weather  had  been  warm  and  fine  for  some  time 
now  and  the  dwelling  places  of  the  field  mice  must 
be  quite  pleasant.  Mickerchen  must  come  out:  he 
could  not  pass  his  life  in. idleness  in  the  glass-palace, 
besides  he  was  really  continually  in  danger  there,  as 
carefully  as  the  children  did  keep  watch  that  kitty 
was  kept  far  away  from  Grandmother's  room.  Once 
Mickerchen  had  climbed  up  the  little  rope  by  which  his 
acorn  cup  of  milk  was  let  down  to  him  in  his  glass 
palace  and  without  asking  any  one's  permission  had 
seated  himself  on  the  big  table;  by  good  fortune 
Grandmother  had  been  near  by  and  had  quickly 
thrown  a  cloth  over  him  and  put  him  back  in  his  glass 
home.  No  one  knows  what  might  have  happened  if  he 
had  sl'pped  out  of  the  room  door!  Miss  Puss  would 
surely  have  taken  him  for  her  dinner  roast.  Puss 
was  so  hard  to  teach,  for  if  she  had  been  told  ten 
times  already,  "That  Mickerchen  in  the  glass-palace 
does  not  belong  to  you,"  she  had  not  understood — 
and  paid  no  attention  ;  she  had  only  said,  "Miau"  to 
everything,  and  as  that  was  her  regular  habit,  it  had 
no  especial  meaning.  One  day  it  was  decided  that 
"Today  Mickerchen  must  come  out ;"  and  now  every- 
thing must  be  most  carefully  planned  for  this  unusual 
event.  Always  when  the  children  took  a  walk  Hector 
and  Nero  and  puss  went  along,  but  by  Mickerchen's 
emigration,  this  could  not  be  allowed.  The  dogs  were 
dogs  to  be  sure  and  not  cats,  they  might  not  have  dis- 
turbed little  Mickerchen,  still  they  could  not  be  trust- 
ed, they  might  all  at  once  have  found  it  fun  to  chase 
the  little  grey  fellow.  Instead,  the  two  rabbits  and 
the  lambie  on  rollers  could  go  along  as  company,  they 
were  good  natured  animals  that  would  not  trouble  any- 
thing, as  far  as  that  goes,  poor  old  black  Nicks  was 
so  old  and  unsteady,  he  was  quite  thankful  to  be  left 
in  peace.  "Shall  not  the  new  baby  brother  go  with 
us  to  the  fields?"  said  the  children.  "Ah!"  answered 
Mother,  "Baby  brother  does  not  know  how  to  use 
his  legs  for  going,  all  he  can  do  is  to  play  the  'Kick- 
ing Play'  on  his  little  bed — up  and  down,  up  and  down 
go  the  little  fat  legs  all  the  day;  you  know  we  call 
him  'Stampelhauschen' — that  anyone  can  stand  upright 
on  their  legs  and  walk,  he  never  dreams."  "Should 
you  not  like  to  go  with  us?"  Gertrude  asked  him.  "We 
will  draw  you  in  your  state  carriage,"  added  Herman, 
but  the  small  fellow  only  made  a  dive  for  Herman's 
hair ;  there  was  no  question  about  it,  baby  brother  was 
not  yet  big  enough  to  go  with  them  on  this  occasion 
of  Mousies  trip  to  the  country.  "Well,"  said  Gertrude, 
"If  baby  cannot  go,  doll  Lizzie  can  stay  and  keep  him 
company,"  so  a  bed  was  made  for  her  on  a  footstool 
by  his  crib.  For  the  last  meal,  Mickerchen  should 
have  a  regular  banquet  in  the  little  house  in  the 
wood.  The  mother  gave  a  whole  thimbleful  of  solid 
cream  for  him ;  cream  was  surely  the  right  thing  for  a 


farewell  feast,  for  whatever  good  things  field  mice 
might  have  in  their  storehouses,  a  milk  cellar  they  did 
not  have.  In  the  attic  stood  a  big  double  handled 
basket  that  was  used  to  take  fruit  from  the  garden  (in 
the  fall),  to  the  cellar;  this  Grandma  fetched  and 
opening  the  covers  widely,  she  put  Mickerchen,  glass 
palace  and  all  into  it.  Herman  took  hold  with  one 
hand  of  the  handle  on  one  side  and  Gertrude  did  the 
same  on  the  other  side,  then  with  the  other  hand,  each 
child  took  hold  of  the  bridle  string  of  Nickse  and  the 
sheep  and  everything  was  ready  for  the, start.  Down 
the  country  road  they  went  towards  Lerum,  but  not 
all  the  way  into  the  town,  only  just  as  far  as  the 
wood  went  on  each  side  of  the  road,  for  then  they 
came  to  fields.  Here  the  whole  traveling  company 
came  to  a  stop,  here  they  had  had  a  tender  parting 
from  Mousie  Mickerchen  and  gave  him  much  good 
advice.  That  the  little  emigrant  might  be  well  pleased 
with  h's  new  country  home,  they  picked  wild  daisies 
and  strewed  the  way  with  the  white  petals.  Then 
they  took  out  a  cornucopia  of  good  things  the  Mother 
had  given  them  and  laid  them  out  in  order, — a  big 
prune,  a  piece  of  fat  meat,  one-half  of  a  tallow  candle 
and  a  lump  of  sugar — all  these  things  the  children  had 
coaxed  Mamma  to  give,  that  their  Mousie  should  not 
go  among  the  field  mice  as  a  beggar,  for  Mickerchen 
had  never  been  a  beggar!  had  he  not  lived  his  whole 
life  in  palaces?  First  in  the  palace  in  Lerum?  and 
then  in  the  glass  palace?  Now  he  was  to  become 
acquainted  with  life  in  the  country.  Carefully  the 
children  lifted  the  glass  globe  from  out  the  basket 
and  turned  it  gently  on  its  side,  just  as  the  opening 
that  had  been  above,  touched  the  earth,  out  whisked 
Mousie :  both  children  screamed  loudly — gone,  was 
their  little  friend ;  like  a  shadow  he  flew  over  the 
ground  one  could  scarcely  follow  him  with  the  eye. 
Ah!  he  had  disappeared,  there  must  be  a  mouse  hole 
there— where  he  had  rented  a  home.  They  hurried  to 
the  place,  sure  enough,  there  was  the  little  round 
house  door;  quickly  the  provisions  were  brought  and 
on  after  the  other,  pushed  thro  the  hole  into  Mousies 
underground  palace  home ;  first  the  piece  of  candle  was 
dropped  down  into  the  hole — then  the  piece  of  meat, 
then  the  big  prune  and  last  of  all  the  sugar  lump, — 
everything  disappeared  in  the  deep  earth,  which  was 
a  sign  how  big  this  unseen  hidden  field  castle  must  be. 
The  children  sat  a  long  time  before  the  round  front 
door  hole,  hoping  they  might  espy  Mickerchen  for 
just  one  more  last  peep;  he  might  have  popped  his 
pointed  nose  and  bright  little  black  eyes  out,  for  just 
once  more,  but  no,  he  remained  there  below  in  his  new 
home ;  he  probably  had  much  to  do  putting  it  all  in 
order.  Sadly  Herman  and  Gertrude  at  last  stood  up, 
again  they  strewed  daisy  petals  all  about  Mousie's 
front  door  and  called  down  to  him,  "Farewell,  fare- 
well, Mickerchen,  may  all  go  well  with  you!"  and 
went  silently,  with  the  empty  glass  palace  homeward. 

Free  translation  by  Susan  Plessner  Pollock.  April, 
1913. 

The  next  story  will  be,  "What  happened  in  the  glass 
palace." 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


27S 


LADY  PEGGY  AND  BUDGET. 
By    Mary    Ellason    Cotting. 

"Oh !  dear,"  thought  Lady  Peggy,  "ray  mother, 
Madam  Betsey,  always  told  me  that  a  good  cat  must 
hurry  to  her  mistress  when  she  calls;  but  to  think  of 
having  a  mistress  who  calls  you  when  you're  not  hun- 
gry, and  when  you  wish  to  sit  up  in  the  apple-tree 
where  it  is  so  cool!  I  think  I  will  keep  very  still  just 
now,  and  if  Mistress  Frances  doesn't  spy  me  I  will 
catch  those  two  mice  for  her  by  and  by  when  I  feel 
hungry." 

Lady  Peggy  was  a  spoiled  pussy,  there  was  no  doubt, 
for.  she  was  a  beautiful  tiger-cat  with  the  sweetest 
ways  that  any  cat  ever  had.  Every  one  loved  her,  and 
she-  usually  had  her  own  way,  which  wasn't  at  all 
good   for   her. 

Up  in  the  apple-tree  there  was  the  cosiest  place 
among  the  young  shoots  and  whenever  Lady  Peggy 
could  not  be  found  she  was  pretty  sure  to  be  enjoying 
herself  in  the  apple-tree  nook. 

On  this  morning  about  which  I  am  telling  you, 
some  men  came  to  work  upon  the  house;  and,  though 
Lady  Peggy  had  no  love  for  noisy  workmen  she 
thought  that  their  staging  might  be  of  use  to  her  by 
and  by. 

There  was  a  goldfinch's  nest  in  an  old  tree  on  the 
other  side  of  the  shed;  and  every  time  she  climbed 
into  the  tree  the  mother  and  father  b:rds  saw  her 
coming  and  made  such  a  noise  that  all  the  house- 
people  came  out  and  drove  her  away. 

Now,  she  thought  she  could  climb  from  her  tree 
along  the  men's  boards  out  upon  the  roof,  and  with 
one  big  jump  reach  the  top  of  the  shed.  Then  it  would 
be  easy  to  jump  to  the  Baldwin  apple-tree  and  the 
finches  would  never  know  she  was  coming,  till,— Well, 
it  is  sad  to  tell;  but  Lady  Peggy  meant  to  have  the 
feast  of  her  life  ! 

All  day  long  she  thought  of  the  good  time  coming 
for  her  that  night,  and  she  tucked  herself  into  such  a 
small  roll  that  she  couldn't  be  seen  from  the  ground. 
She  grew  so  anxious  to  get  those  finches  that  just  be- 
fore the  carpenters  finished  their  work,  she  slvly  crept 
out  upon  their  boards,  and  in  a  twinkling  was  upon 
the   house-roof. 

She  had  never  been  up  so  high  in  all  her  life,  and 
she  didn't  really  like  it  after  all;  but  the  thought  of 
those  finches  gave  her  courage  and  she  snuggled  be- 
hind the  chimney. 

When  real  night  came  the  moon  was  so  big  and 
bright  she  was  half  afraid  of  the  shadows  all  around 
her;  but  at  last  she  crept  to  the  edge  of  the  roof  and 
sprang  down  to  the  shed,  where  she  found  that  after 
all  she  couldn't  jump  across  to  the  apple-tree.  The 
small,  slender  branches  and  young  twigs  would  not 
bear  her  weight,  you  know. 

She  felt  badly,  but  as  there  was  no  help  for  her  she 
climbed  upon  the  house-roof  again  and  went  back  to 
the   place  where  the   boards  had  been. 

Oh!  awful  moment,  no  boards  were  there!  Even 
the  ladder  had  been  carried  away.  Poor  Lady  Peggy 
was  in  a  dreadful  scrape.  She  was  too  high  up  to 
jump  to  the  ground,  she  couldn't  reach  the  tree ! 
There  was  only  one  thing  to  be  done,  and  that  was 
to   settle  down  upon  the   roof  for  the  night. 

How  she  did  cry  and  cry !  It  wasn't  comfortable 
trying  to  stay  upon  the  slanting  roof ;  so  she  walked 
from  side  to  side  crying  louder  and  louder.  But  no 
one  came,  and  all  the  night  long,  and  the  next  fore- 
noon she  waited  and  waited. 

Oh !  how  sorry  she  was  that  she  had  not  gone  to 
her  kind  Mistress  Frances  when  she  had  been  called. 
She  would  surely  make  it  up  to  her  mistress  if  she 
ever  got  back  to  the  ground  again. 

At  dinner-time  she  heard  her  mistress  calling  her; 


but  no  one  heard  Lady  Peggy  answer  in  pitiful  cries. 
At  last  someone  coming  from  the  garden  spied  her  and 
such  a  hurry  and  skurry  as  there  was  to  place  a  board 
down  which  she  might  walk  to  the  ground. 

Such  a  tired,  frightened  pussy  as  Lady  Peggy  was ! 
She  could  only  stand  on  the  roof  near  the  end  of  the 
board  and  cry  piteously.  After  a  while  a  piece  of  meat 
was  fastened  to  the  board  a  little  way  from  the 
ground,  but  though  she  was  a  very  hungry  creature 
it  was  a  long  time  before  she  could  be  coaxed  to  even 
try  to  creep  along  so  steep  a  path. 

When  at  last  she  reached  the  ground  she  ran  as  fast 
as  she  could  to  the  wood-shed,  and  crawled  out  of 
sight.  Here  she  stayed  until  she  was  well  rested, 
and  had  lapped  her  coat  until  it  was  as  soft  as  velvet. 
Then  she  crept  through  the  wash-room  to  the  pantry, 
and  found  a  good  place  in  which  to  wait  for  the  mice. 
It  was  very  quiet,  and  before  long  one  little  mouse 
was  caught;  pretty  soon  another  crept  out  of  a  hole 
and  he  was  caught,  too. 

Poor  Lady  Peggy  was  hungry,  so  she  ate  the  plump- 
est one,  and  trotted  off,  with  the  other  in  her  mouth,  to 
find  Mistress  Frances.  Into  all  the  rooms  went  Lady 
Peggy  but  no  mistress  could  she  find,  and  she  was 
just  about  to  eat  the  second  mouse  when  she  heard 
Mistress  Frances  on  the  piazza;  so  off  she  scurried 
to  drop  the   mouse   at  her   dear   mistress'   feet. 

The  next  morning  when  Mistress  Frances  sounded 
the  call  to  pussy-breakfast  Lady  Peggy  capered  into  the 
room,  danced  her  funny,  pussy  two-step,  turned  heels 
over  head  two  or  three  times,  caught  the  edge  of  her 
mistress'  skirt  and  had  just  the  kind  of  a  ride,  as 
Mistress  Frances  moved  about,  that  she  used  to  have 
when  she  was  a  tiny  kitten. 

She  was  so  very  happy  she  did  another  of  her  kit- 
ten  tricks,  which  was  to  scramble  up  her  mistress'  back 
and  curl  herself  close  about  Mistress  Frances'  neck, 
making  little  love  nips  every  once  in  a  while  at  her 
ears  and  hair. 

Several  weeks  after  this,  when  she  met  her  mother's 
youngest  children,  Lady  Peggy  liked  them  so  well  she 
began  to  help  train  them.  Now  Madam  Betsey  liked 
this  very  .well,  and  soon  let  Lady  Peggy  take  all  the 
care  of   her   family. 

Lady  Peggv  taught  the  little  kits  all  she  knew  about 
barn  manners,  and  then  coaxed  Budget,  'her  favorite, 
into  the  house  to  show  him  to  Mistress  Frances.  Now 
the  much  loved  mistress  wasn't  at  home  so  Budget 
thought  he'd  have  a  frolic  wdiile  he  waited.  There 
was  a  long  cover  on  the  table,  and  nicer  swinging 
places  than  the  corners  of  that  cover  never  were 
found.  Busy  Budget  skipped  and  made  his  funny, 
little  two-step  dance  and  before  Lady  Peggy  knew 
what  was  going  to  happen  he  just  caught  that  table- 
cover  with  his  two  fore-paws  and  had  the  gayest  kind 
of    a   swing. 

My !  But  Lady  Peggy  was  so  surprised  she  never 
spoke,  but  walked  right  up  to  Budget  and  gently  tipped 
him  over  with  her  paw.  When  he  tried  to  climb  upon 
the  window  screen  to  escape,  Lady  Peggy  caught  the 
back  of  his  little  neck  in  her  teeth  and  carried  him  over 
to  the  rug  by  the  fireplace.  She  held  him  firmly  with 
her  paws  while  she  told  him  what  a  mistake  he  had 
made,  washed  his  face,  and  trotted  out  of  the  room 
coaxing  him  to  follow   her. 

When  Budget  was  sent  to  a  new  home,  his  big  sister 
was  so  lonely  she  spent  nearly  all  the  time  curled  up 
in  Mistress  Frances'  Indian  work-basket.  After  a  time 
a  tiny  Manx  pussy  came  to  live  at  Mistress  Frances' 
and  Lady  Peggy  grew  as  fond  of  him  as  she  had  been 
of  Budget,  and  spent  hours  catching  grasshoppers 
which  she  brought  into  the  house  for  Manxus  to  chase 
and  play  catch-mouse  with. 

Lady  Peggy  is  an  old,  old  pussy  now,  but  she  still 
stands  upon  the  window-sill,  turns  the  fastening,  rat- 
tles the  sash  and  mews  until  someone  opens  the  win- 
dow for  her  to  go  out. 


276 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


i 

THE  COMMITTEES  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, 
Pits;  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- 

To  the  Editor  of  the  Committee  of  the  Whole: 

One  hears  much  nowadays  of  the  use  of  schools  as 
social  centers.  Just  what  is  implied  by  those  words 
and  just  how  would  one  go  about  organizing  such  a 
center?  Is  the  Abraham  Lincoln  Center  of  Chicago 
such  a  social  center?  An  answer  will  oblige, 
Yours  truly, 

INQUIRER. 

For  some  time  past  public-spirited  citizens  and  edu- 
cationists have  thought  that  communities  were  not 
getting  their  money's  worth  for  the  large  sums  in- 
vested in  the  public  school  buildings  and  their  equip- 
ment. For  many  hours,  six  days  a  week,  these  public 
structures  are  in  use ;  but  on  Saturdays  and  in  the 
evenings,  they  have  lain  idle.  Little  by  little,  however, 
the  people  are  awakening  to  a  realization  of  values 
hitherto  lying  dormant  in  these  buildings,  which  be- 
long to  the  community,  and  they  have  gradually  open- 
ed their  doors  for  public  needs  other  than  those  of 
the  children  alone.  Night  schools  were  possibly  the 
first  innovation,  and  in  New  York  City  lectures  on 
various  educational  topics  in  the  realms  of  science, 
literature,  travel,  etc.,  have  accustomed  the  grown 
people  to  feel  that  the  schools  are  theirs.  School  gar- 
dening and  the  vacation  school  and  playground  move- 
ments have  also  prepared  the  way  for  a  freer  use  of 
our  school  equipment. 

Of  course  in  opening  the  schools  for  additional  hours 
during  the  day  or  night  an  increased  expense  is  en- 
tailed. Extra  janitor  service  may  in  some  cases  have 
to  be  allowed  for,  and  extra  heating  and  lighting  as 
well ;  but  these  items  are  comparatively  small  com- 
pared to  the  insreascd  service  to  which  these  valuable 
educational  plants  are  put.  Often,  however,  the  con- 
servative taxpayer  may  have  to  be  converted  to  a  new 
point  of  view,  before  being  willing  to  do  his  share 
toward  paying  even  the  slight,  if  any,  increased  tax. 
A  business  man  should  be  able  to  see  the  waste  in- 
volved in  keeping  a  valuable  plant  idle  for  a  number 
of  hours  a  week. 

To  interest  the  public  in  a  movement  for  opening 
the  schools  as  Social  Centers  it  is  well  to  make  it 
generally  known  that  such  an  experiment  is  on  foot, 
and  then  get  some  eloquent  speaker,  well  informed  on 


the  subject,  to  address  a  meeting  called  for  that  pur- 
pose. Have  a  joint  meeting  of  principals,  teachers  and 
parants  and  the  people  of  the  neighborhood,  to  dis- 
cuss the  advantages  of  the  schools  as  Social  Centers, 
and  among  those  invited  be  sure  to  have  a  few  who 
are  known  to  be  good  organizers  and  leaders.  Suggest, 
as  some  of  the  purposes  for  which  the  public  property 
may  be  justly  utilized,  the  following:  Meetings  for 
non-partisan  discussion  of  civic  affairs;  clubs  of  dif- 
ferent kinds  for  boys,  girls,  and  adults,  such  as  are 
found  in  settlements  and  Y.  M.  C.  A.  gymnasium  and 
dancing  classes  under  proper  direction;  library  and 
reading  room,  and  rooms  for  quiet  games.  Each  lo- 
cality would  naturally  work  out  its  own  problems  ac- 
cording to  its  own  needs.  But  in  every  instance  it  is 
to  be  borne  in  mind  that  the  buildings  belong  to  the 
general  public  and  must  serve  no  lesser  ideal  than 
pro   bonum  publicum. 

The  Abraham  Lincoln  Center  of  Chicago  is  not  a 
public  school  but  is  a  center  of  influence  from  which 
radiate  the  activities  of  All  Souls  Church  of  which 
Jenkin  Lloyd  Jones  is  pastor.  It  is  a  large  rectangular 
building  which  houses  the  church  itself,  and  rooms  as 
well  that  serve  a  variety  of  purposes  much  as  in  a 
settlement.  Beneath  the  same  roof  that  covers  the 
church  lives  the  pastor  and  a  number  of  residents 
who  are  themselves  centers  of  rich  influence  for  good. 
The  structure  resembles  a  large  office  or  department 
store;  a  passerby  once  asked,  "What  is  manufactured 
in  that  building?"  The  reply  was,  "We  are  making 
men  and  women  there."  And  so  with  the  public  school 
buildings— so  well  equipped  as  they  are  for  making 
men  and  women,  they  should  be  put  every  available 
moment  to  this  highest  of  uses. 

Smith,  Gray  &  Co.,  an  enterprising  firm  in  Brooklyn, 
N.  Y.,  who  arc  clothiers  for  men  and  boys,  recently 
held  what  they  called  a  "Boys'  Hobby  Show."  1'n  this 
they  exhibited  some  2,000  articles,  from  aeroplanes  to 
toothbrush  holders,  made  by  boys.  The  instinct  to 
make  tilings  is  common  to  most  boys  who  are  not 
natural  students  or  bookworms  and  it  seems  a  pity 
that  our  school  boards  all  over  the  country  have  not 
yet  awakened  to  a  fact  recognized  by  this  business 
linn.     The  best  way  to  reduce  truancy  in  the  schools 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


277 


is  to  place  in  the  curriculum  some  opportunities  for 
those  creative  instincts  that  all  children  should  be 
allowed  to  exercise. 

To  the  Editor  of  the  Committee  of  the  Whole: 

Can  you  give  me  any  idea  of  how  to  employ  happily 
a  group  of  children  during  the  vacation  months.    They 
have  had  no  kindergarten  training,  nor  have  I. 
Respectfully  yours, 

GRADE  TEACHER. 

It  is  well  for  a  teacher  who  has  the  care  of  children 
of  varying  ages  during  the  summer  months,  to  lay  in 
a  store  of  supplies  in  the  shape  of  a  book  or  so  of 
entertainments,  and  of  occupations  for  children,  which 
are  to  be  had  of  any  large  dealer  in  children's  books. 
This  she  will  keep  for  frequent  reference,  especially 
on   rainy  days. 

If  in  the  country,  the  collecting  instinct  can  be  ex- 
ercised by  superintending  the  gathering  of  pebbles, 
leaves,  shells,  nuts,  etc.,  and  classifying  these  accord- 
ing to  shape,  or  color,  or  other  characteristics.  These 
can  be  copied  in  drawings,  or  cuttings,  or  paper  tear- 
ing, and  pleasant  hours  can  be  spent  in  making  designs 
of  flowers  or  shells  or  leaves  or  seeds,  first  by  placing 
the  actual  objects  in  pleasing  arrangements  for  bor- 
ders, or  surface  decoration,  and  then  copying  these  in 
color.  Let  the  children  take  one  leaf  and  place  it  on 
a  paper  folded  a  number  of  times,  and  then  cut  the 
outline  as  in  making  a  series  of  paper-dolls;  the  result 
will  be  very  pleasing  if  well  done. 

Let  the  children  observe  the  movements  of  the  sun 
in  a  general  way  by  making  a  crude  kind  of  sundial. 
Place  a  peg  in  the  floor,  or  some  part  of  the  grounds 
where  it  will  not  be  displaced,  and  have  the  shadow 
noted  from  day  to  day.  Have  children  observe  clouds 
(veins,  strata,  etc.),  the  direction  of  the  wind  and  its 
influence  on  weather.     Write  their  observations. 

The  stringing  of  seeds  and  nuts  affords  amusement 
for  many  happy  hours,  and  by  various  alterations  ac- 
cording to  shape,  size,  and  kind,  the  child's  ability  to 
count,  to  measure  and  to  invent,  is  exercised.  Lead 
the  children-  to  devise  various  ways  of  turning  blos- 
soms of  different  sorts  into  dollies,  as  their  otherwise 
doll-less  grandmothers  may  have  done. 

Supplies  of  clay  and  raffia  will  give  material  for 
many  happy  hours,  some  localities  affording  their  own 
clay.  Lead  the  children  to  discover  in  their  particular 
neighborhood  those  grasses  or  reeds  or  twigs  that  may 
be  used  in  simple  basketry,  or  in  making  doll  furniture. 
Take  every  advantage  of  the  possibilities  in  the  nature 
environment. 

Let  the  children- learn  a  couplet  or  so  of  poetry  each 
day — a  complete  poem  by  the  end  of  the  week;  take 
turns  in  reading  aloud  some  entertaining  book  and 
learning  some  songs.  The  older  boys  and  girls  might 
have  a  few  moments  given  to  the  reading  of  important 
news  items  from  the  daily  paper,  thus  cultivating  dis- 
crimination in  knowing  what  is,  and  what  is  not,  im- 
portant. 


gartner  can  show  the  mothers  to  carry  out  at  home 
some  of  the  ideas  the  child  gleans  in  the  kindergarten? 
Many  parents  cannot  afford  to  buy  kindergarten  ma- 
terial. L.  M.  D. 

In  using  the  Gifts  Froebel  always  would  have  the 
child  recall  objects  that  he  has  seen,  resembling  the 
type  forms ;  this  should  help  him  to  recognize  such 
resemblances  in  the  home  and  to  devise  ways  of  using 
such  if  the  kindergartner  has  conducted  her  work 
in  kindergarten  so  as  to  conduce  to  self-activity  on 
the  part  of  the  child.  It  is  well,  however,  at  parents' 
meetings,  to  introduce  the  mother  to  the  thought  un- 
derlying the  Gifts,  and  to  lead  her  to  notice  the  things 
she  can  find  at  home  that  will  connect  the  kindergarten 
in  the  child's   mind,  with  his  home  resources. 

When  filling  the  sugar-bowl  let  the  mother  put  aside 
those  lumps  of  -loaf  and  domino  sugar  which  most 
resemble  the  cubical  and  oblong  types.  She  can  give 
eight  of  each  of  these  to  the  child  and  ask  him  to 
show  her  something  that  he  built  with  them  in  kinder- 
garten. Their  very  departure  from  the  exactness  of 
his  kindergarten  blocks  will  help  him  better  to  appre- 
ciate the  merits  of  the  latter.  Of  course,  after  play- 
ing with  them  he  will  not  be  averse  to  eating  one  or 
two.  In  which  respect  they  will  seem  superior  to 
those  of  the  kindergarten.  _ 

There  are  many  kinds  of  balls,  wooden,  rubber, 
marbles,  etc.,  that  correspond  to  the  First  Gift.  Cylin- 
ders will  be  found  in  spools  and  in  sections  cut  from 
broom  handles ;  cardboard  boxes,  including  the  large 
ones  in  which  codfish  now  comes,  will  also  give  cubes 
and  oblongs.  Buttons  and  button-moulds  furnish  cir- 
cles;  burnt  matches,  pencils,  skewers,  toothpicks  take 
the  place  of  kindergarten  sticks.  Apple,  squash,  and 
watermelon  seeds  are  units  for  design.  Color  match- 
ing can  be  done  with  silks  and  cottons,  on  spools,  and 
in  the  piece.  Blueing,  spinach  and  beets  will  furnish 
liquid    colors. 

An  ingenious  mother  can  often  dictate  little  lessons 
to  the  child,  when  doing  her  weekly  darning  or  other 
easy  sewing.  Have  the  mothers  make  various  sugges- 
tions themselves  and  so  mutually  increase  each  other's 
resources. 


AUGUSTA,  ME. 


At  a  special  meeting  of  the  Board  of  Education,  it 
was  voted  that  the  school  organization  on  the  east  side 
of  the  river  for  the  coming  school  year  should  be  a 
grammar  school  of  eight  grades  and  a  kindergarten  at 
the  new  school  building,  and  of  seven  grades  and  a 
kindergarten    at  the   Williams   school. 


SALEM,  MASS. 

Kindergarten  principals  after  Jan.  1,  1914,  are  to 
receive  an  increase  in  salary  amounting  to  $50  per 
year  and  assistants  $100  per  year. 


To  the  Editor  of  the  Committee  of  the  Whole : 
Can  you   suggest   any   materials    which   the   kinder- 


OKLAHOMA    CITY,   OKLA. 

At  a  late  meeting  of  the  Franklin  Kindergarten 
Mothers'  Club,  Dr.  Dora  Martin  lectured  on  Social 
Hygiene. 


78 


THE    KINDERGARTEN-PRIMARY    MAGAZINE 


NEW  KINDERGARTEN  GAMES 
AND  PLAYS 


Conducted  by  LAURA  ROUNTREE  SMITH 


The   School    Room   Clock. 

(This  recitation  may  be  given  by  boys  all  carrying 
large  pasteboard  clock  faces,  which  they  hold  over  their 
own  faces,  one  boy  may  step  in  front  and  recite  the 
verse  while  the  rest  recite  "To  and  fro,"  etc.,  swing- 
ing the  right  arm  to  and  fro  like  a  pendulum). 
1. 

I  am  the  school  room  clock,  tick !  tock ! 

Vacation  is  coming  soon, 

I  am  feeling  quite  run  down, 

For  it  is  the  month  of  June, 

I  soon  will  hear  the  children  cry, 

"Lesson  books,  good  bye,  good  bye !" 


Ml 


All: 


To  and  fro,  to  and   fro, 

See   the    long   pendulum    swing, 

To  and  fro,  to  and  fro, 

A  song  it  seems  to  sing ! 

2. 
I  am  the  school  room  clock,  tick !  tock ! 
I  am  hanging  on  the  wall, 
My  busy  hands  go  round  my  face, 
I  know  the  hours  all, 
I  think  that  I  will  take  a  rest, 
But  I  like  school  tme  the  best. 

To  and  fro,  to  and  fro, 
See  the  long  pendulum  swing. 
To  and  fro,  to  and  fro, 
A  song  it  seems  to  sing ! 

Song.     Tune:  "Lightly  Row." 
Tick,  tick,  tock !  tick,  tick,  tock ! 
Hear  the  busy  school  room  clock ! 
All  day  long,  all  day  long, 
You  can  hear  my  song! 
I  am  busy  every  day, 
We  must  work  as  well  as  play, 
Tick,  tick,  tock!  tick,  tick,  tock! 
Hear  the  school   room  clock ! 


The   Three   Kittens. 
( The    Three   Kittens    should    wear    masks    cut    from 
stiff  brown    paper,   with   holes   made    for   eyes,    mouth 
and  nose). 
All: 

We  are  three  little  kittens 
Who  lost  our  mittens. 

1st: 

Oh  dear,  oh  dear,  I  very  much  fear 

We'll  have  no  vacation,  that  is  clear, 

2nd : 

Could  we  have  lost  them  by  the  brook, 

Or  left  them  in  some  old  lesson-book? 
3rd: 

Let  us  go  and  look  for  our  lost  mittens, 

We  are  such  very  unhappy  kittens ! 
(The  three   kittens   hold   up  handkerchiefs   to    faces 
as  tho  crying.     Enter  the   Mother  Cat). 
Mother  Cat: 

Good  morning,  children,  why  do  you  cry? 

You  can  look  quite  grown  up  if  you  try ! 
All: 

We  are  sad  little  kittens 

We  have  lost  our  mittens! 

Mother  Cat: 

You  naughty  kittens ! 

Why  did  you  wear  mittens 

On  a  bright  June  day? 

Go   find  your  mittens. 

At   once,  my  kittens, 

Or  you  can"t  go  out  to  play ! 

All: 

I  tell  you  what,  I  think  we'll  look 
In  every  single  lesson  book ! 
(They  look  in  some  books  on  the  desks  and  find  their 
mittens). 

All: 
Oh  mother  dear,  we  are  happy  kittens, 
For  we  have  found  our  pretty  mittens ! 
But  they  are  a  little  wet  we  fear, 
For  it  was  raining  when  we  came  here! 
Mother  Cat : 

Good  little  kittens,  take  your  mittens 
And  .hang  them  up  to  dry, 
You  all  may  have  a  holiday, 
If   you  are   careful   by   and   by. 

All    (bowing)  : 
We  are  such  happy  little  kittens, 
We're  very  glad  we  found  our  mittens ! 

The   Travelers. 

(Children  in  costume  recite  the  following  as  a  little 
recreation   exercise)  : 
All: 
We  are  travelers  in  the  merry  June, 
And  we  must  be  going  soon, 
And  as  you  study  now  each  guest, 
Which  costume  do  you  like  the  best? 


THE  KINDERGARTEN-PRIMARY    MAGAZINE 


79 


1st.     Holland   Girl: 
We  wear  white  caps  and  kerchiefs  too, 
Iii   Holland   far  away, 
And  we  wear  heavy  wooden  shoes, 
Clumpety,   clump   all   day ! 

2nd.     Chinese   Boy: 

If 'you  were   a  boy  in   China, 
You  might  like  to  wear  a  queue, 
And   eat   many  funny  dishes, 
From  a   bowl,   with  chop-stocks   new. 

3rd.     Japanese  Girl : 
I  bow  to  you  on  bended  knees, 
With  parasol  and  fan, 
I  have  traveled  o'er  the  seas 
From   far-away  Japan. 


8th.     Mexican    Boy : 
If  you  ever  care  to  go, 
To  the  land  of  Mexico, 
On  a  donkey  we  will  ride, 
Very   safely    side   by   side. 
(The    Spanish    girl   now   steps    in    front,   playing    on 
tamborine,    holding   it   lightly    over    her   head,    and  the 
rest    keep    time    to    the    music,    as    any    simple    air    is 
played). 

Game  of  Bo-Peep   (For  June). 

(This  game  can  be  played  indoors  or  out.    The  chil- 
dren stand  in  two  circles.     They  choose  Bo-Peep  who 
goes  inside  either  circle). 
Bo-Peep  says : 

I  am  little   Bo-Peep,   I   am  little  Bo-Peep, 
Oh,  who  will  help  me  find  my  sheep. 


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4th.     Eskimo  Boy: 

In  a  country  far  away, 
Lives  the  jolly  Eskimo, 
And  he  has  six  months  of  day 
In  his  land  of   ice  and   snow ! 

Sth.     Puritan  Girl: 

I  met  a  Puritan  Maid  quite  lately, 
And  oh,  she  bowed  in  manner  stately, 
She  is  thinking  of  that  trip  you  know, 
In  the  Mayflower,  long  ago! 

t'th.     Indian    Boy: 

From  my  wigwam  to-day  I  come, 
I  rode  in  a  canoe, 
Brave  Lion  Heart  is  my  full  name, 
I  bring  a  Peace-Pipe  to  you. 

7th.     Spanish  Girl: 

I  am  a  Spanish  girl  you  see, 
On  a  tamborine  I  play 
Many  hours   I   dance  and  sing, 
For  oh,  my  heart  is  gay! 


The  children  in  the  first  circle  say: 
On   the  hillside,  dear    Bo-Peep 
We  will  help  you  find  your  sheep, 

Bo-Peep   says  as  before: 

I  am  little  Bo-Peep,  I  am  little  Bo-Peep, 
Oh,  who  will  help  me  find  my  sheep  ? 

The  children  in  the  second  circle  say : 
In  the  valley,  dear  Bo-Peep 
We  will  help  you  find  your  sheep. 

The    children    now    sing,    skipping    round    in    each 
circle : 

Oh,  poor  Bo-Peep  has  lost  her  sheep, 

Upon  a  summer  day, 

The  sheep  will  often  stray, 

Oh  who   will  go  to  help  Bo-Peep, 

She's   looking  for  her  little  sheep. 

Oh,  very  quiet  me  must  keep, 

The  sheep  are  on  their  homeward  way. 
The  children   in  the   two   circles  change   places,   and 
Bo-Peep  runs  out  and  tries  to  get  inside  either  circle 


280 


THE    KINDERGARTEN- PRIMARY  MAGAZINE 


again.     As  soon  as  possible  the  children  in   the   circle 
clasp  hands  and  try  to  keep  Bo-Peep  out. 

If  Bo-Peep  gets  inside  either  circle  the  game  pro- 
ceeds as  before,  otherwise  she  is  out  of  the  game  and 
a  new  Bo-Peep  is  chosen. 

The  Sea  Saw. 
(Children  stand  in  lines  and  wave  arms  up  and  down 
when  they  recite   "sea-saw,"  etc.) 

Oh  to  the  sea-saw  we  will  go, 

Vacation   is  coming  soon, 

Oh   to   the  sea-saw    we  will   go 

In  the  merry  month  of  June. 
(Waving  arms)  : 

Sea-saw,    sea-saw, 

Riding  high  and  low, 

Sea-saw,    sea-saw, 

Up   and  down  we  go ! 

Oh   on  the  sea-saw  we  will  ride, 

And   sing  a   merry  tune, 

Underneath  the   apple  tree, 

In  the  merry  month  of  June. 


The  June   Rose. 


(A  game  to  be  played  out-doors). 
The   children  stand  in  two  lines.     They  choose  The 
Rose,  who  gives  them  names  of  months,  repeating  the 
name  of  any  month  if  necessary. 

The  Rose  runs  up  and  down  between  the  lines,  say- 
ing: 

"I  am  looking  for  a  month  to-day, 
Now,  who  will  find  my  holiday?" 
Any    child    runs    up    and    says,    "Was    it    January?" 
"Was  it  July?"  etc. 
The  Rose  replies  : 

"No,  no,  no,  please  go  away, 

Can  no  one  name  my  holiday?" 

The  child  who  received  the  name  "June"  may  at  any 

time  run  in  and  say  "Was  it  June?"     This  child   and 

The  Rose  clasp  hands,   run  thro  the  lines  and   all  the 

children    in    the    lines    change    places.     June    and    The 

Rose  change  places  and  the  game  continues  as  before. 

The  Rose  should  wear  or  carry  a  large  red  rose. 

How  illiteracy  is  about  to  be  banished  from  a  Ken- 
tucky county  through  the  "moonlight  schools"  is  in- 
terestingly told  in  a  statement  by  Mrs.  Cora  Wilson 
Stewart,  superintendent  of  Rowan  County,  addressed 
to  the  United  States  Commissioner  of  Education.  The 
school  workers  have  on  record  the  name,  location,  and 
history  of  every  illiterate  in  the  mountain  county,  and 
are  able  to  make  a  special  study  of  each  individual 
case.  One  by  one  the  illiterates  are  interested  in  the 
work  of  such  schools  as  the  "Moonlight  School  on 
Old  House  Creek ;"  in  the  past  two  years  the  thousand 
and  more  illiterates  have  been  reduced  to  a  few  hun- 
dred ;  and  it  is  believed  that  the  last  vestiges  of  illiter- 
acy will  be  wiped  out  by  the  close  of  the  present  year. 

The  English  Government  is  planning  to  provide 
scholarships  and  other  aids  which  will  make  possible 
a  university  education  for  every  boy  or  girl  who  makes 
a  certain  standard. 


LITTLE  PIECES  FOR 
LITTLE  PEOPLE 


June. 

What    is    in   the    sound    of 
Many  voices  all  in  tune, 
Song  of  bird  and  hum  of  bee, 

And  vacation  time  for  me ! 


June: 


The  Joy  of   June. 


(To  be  recited  by   a   little  boy,   carrying   a   toy  ship.) 
Oh  the  joy  of  being  a  boy, 
In  the  merry  month  of  June, 
I  feel  like  shouting  "Ship  ahoy," 
Vacation  is  coming  soon, 
I  am  as  happy  as  can  be, 
For  in  June  I  will  sail  the  sea ! 

Sweet  June. 

(To  be  recited  by  a  little  girl,  carrying  a  bunch 
of'  roses). 
June  is  like  a  little  lassie, 
Very  young  and  shy, 
But  she  scatters  sweetest  roses 
To  the  passers  by, 
Of  all  the  months  she  never  guessed 
That  we  love  sweet  June  the  best ! 


What    Do    You    Say? 

What  do  you  say  when  skies  are  blue, 
And  the  air  is   sweet  with  the  morning  dew? 
"Oh  merry  June  I'm  in  love  with  you," 
When  skies  are  blue,  when  skies  are  blue. 

What  do  you  say  when  skies  are  dark? 
And  the  rain-drops  patter,  patter,  hark! 
"Oh  merry  June,  I'm  in  love  with  you," 
We  don't  mind  the  clouds  when  the  sun  shines  thro ! 


The  June  Wind. 

The  June  wind  over  the  meadow  sweeps, 
Singing  the   little  flowers  to  sleep, 
And  June  is  singing  so  sweet  and  low, 
'Tis  time  for  the  summer  flowers  to  grow, 
The  wind  sweeps  low,  the  wind  sweeps  high, 
Hurrah!  for  the  June  days  passing  by! 

The  June   wind  into  the  garden   goes, 
Kissing  each  little  baby  rose, 
And  chasing  the  butterflies  and  bees, 
Then  singing  goes  thro  the  leafy  trees, 
It  sings  to  the  children  a  merry  tune, 
And  it  is  a  song  of  the  joys  of  June! 

Eighty-five  American  teachers  recently  sailed  for 
the  Philippines  to  take  positions  in  the  Philippine 
schools.  The  average  age  of  the  new  teachers  is 
twenty-five  years.  All  but  24  of  them  are  experienced 
teachers.  _     <      ..     . 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


281 


HINTS^SUGGESTIONS  FOR  RURAL  TEACHERS 

CONDUCTED  BY  GRACE  DOW 
T\EAR  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  rura'l 
teacher  who  is  trying  to  do  good  work,  the  wide  range  of  studies,  the  const  a  11 1  tempi  at  ion' to  neglect  t  lie  little  ones 
for  the  apparently  more  pressing  need  of  the  older  classes  and  the  lack  of  equipment  necessary  for  tlie  best  work. 
My  hope  is  to  assist  you  to  secure  better  results  with  the  small  children. and  1  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  thesecolumns. 


FLAG   DAY,  JUNE    14. 

We  ought  at  all  times  to  teach  patriotism  and 
reverence  for  our  flag,  but  in  June  we  celebrate  the 
anniversary  of  the  adoption   of  the  flag. 

In  the  lower  grades  the  historical  work  should 
consist  chiefly  of  stories  which  will  lead  to  an  ap- 
preciation  of  great  men   and   of  noble   deeds. 

Although  some  authorities  deny  the  story  of 
Betsy  Ross  and  the  first  flag,  yet  the  children  enjoy 
hearing  it,  and  until  something  authentic  takes  its 
place  no  harm  can   come   from  its   rehearsal. 

Give  the  older  children  more  of  the  history  and 
growth  of  our  flag.  Show  them  pictures  of  the 
"Liberty  Flag"  in  1775,  and  the  "Rattlesnake  Flag" 
in  the  same  year.  In  1776  the  "Pine  Tree  Flag"  ap- 
peared and  later  the  first  Union  flag  on  June  14,  1776. 

It  contained  the  thirteen  stripes,  and  the  thir- 
teen stars  arranged  in  a  circle  upon  a  field  of  blue. 
Since  that  time  the  number  of  stars  has  increased 
with  the  number  of  states,  and  no  longer  follow 
the  original  plan  of  arrangement.  The  number  of 
stripes  representing  the  thirteen  original  states  still 
remains, 

"True  to   our  flag,   to  our   brotherhood    true, 
We  will  fight  for,  yes  die   for,   the   Red,  White  and 
Blue.'' 


SALUTING  THE  FLAG. 

Children  in  all  grades  should  learn  to  salute  the 
flag.      Different  forms   may  be  used. 

"I  give  my  head,  my  heart,  and  my  hands  to  my 
country.     One  country,  one  language,  and  one  flag." 

"I  pledge  allegiance  to  my  flag,  and  to  the  re- 
public for  which  it  stands;  one  nation,  indivisible, 
with  liberty  and  justice  for  all." 

"The   toil   of  our  hands, 
The   thoughts   of  our  heads, 
The  love  of  our  hearts, 
The  pledge  to  our  flag!" 
"Red,  white,  and  blue  wave  on; 
Never   may  sire    or  sun 

Thy  glory  mar; 
Sacred  to  liberty, 
Honored  on  land  and  sea, 
Unsoiled    forever   be 
Each  stripe  and  star. 

— W.    P.   Tilden. 


bring  to  their  room  as  many  varieties  of  roses  as 
possible,  being  sure  to  have  a  wild  rose,  better  still 
if  each   child   can   have   one  to  examine. 

Outline  for  Study. — Where  does  the  rose  grow? 
Of  what  use  is  the  root?  How  many  leaflets? 
What  kind  of  an   edge? 

Flower. — Give  the  parts  of  the  flower,  as.  petals, 
sepals,  stamens,  and  pistil  and  note  the  use  of 
each.  Explain  the  reason  for  the  large  number  of 
petals    in    the    cultivated    rose. 

Draw  and  paint  the  flower,  also  make  "Rose 
Booklets."  Let  the  booklets  contain  a  description 
of  the  flower  also  quotations  and  legends  about  the 
rose. 

The  Knights  of  the  Middle  Ages  had  a  rose  em- 
broidered on  their  sleeves,  signifying  that  gentle- 
ness should  accompany  courage,  and  that  beauty 
was  the  reward  of  valor.  For  five  centuries  the 
rose  was  the  badge  of  the  reigning  family  in  Eng- 
land. 

OrientaLlegends  say  that  the  rose  had  no  thorns 
until  sin  entered  the  world. 

6.  Another  story  is  that  the  nightingale  who  so 
loved  the  rose  pressed  it  to  his  heart  till  the  thorns 
pierced  through,  and  the  blood  dyed  the  petals  red. 
The  Christian  tradition  says  the  white  rose  bloomed 
at  the  foot  of  the  cross,  and  the  blood  of  Christ 
changed  its  color  to    crimson. 


BUSY  WORK. 

Weave  or  knit  hammocks,  baskets,  hats,  mats, 
etc.  Teach  the  boys  especially  to  make  fish  nets, 
and  nets  for  catching  insects.  Paint  flowers  and 
leaves.  Use  the  "Kindergarten  Gifts"  in  construct- 
ing bridges,  dams,  forts,  hen  coops,  beehives,  hay 
cart,  boat,   etc. 

-  Many  beautiful  flower  designs  can  be  made  with 
the  parquetry  papers,  and  flower  shapes  illustrated 
with   the  "Eleventh    Gift,"   rings  for  ring  laying. 


THE    ROSE. 

There  is  no  better  flower  for  study  than  the  rose, 
and  June  is  the  month  of  roses.     Have  the  children 


NUMBER  WORK  DEVICE. 

The  fish  pond  may  be  made  use  of  in  teaching- 
number.  Cut  card  board  the  shape  of  fish,  and 
upon  them  write  simple  numbers  or  combinations 
of  numbers,  placing  the  same  in  a  box  which  rep- 
resents the  pond.  A  pointer  with  a  pin  in  the  end 
may  be  used  as  a  spear.  Let  each  child  in  turn 
fish,  and  if  able  to  answer  the  question  upon  the 
card,  it  belongs  to  him,  if  not  he  throws  it  back 
into  the  pond.  Children  may  choose  sides  and  play 
it  as  a  game,  the  side  having  the  largest  number 
of  fish  winning  the  game. 


282 


THE    KINDERGARTEN-PRIMARY  MAGAZINE 


MATERIALS. 

Some  teachers  carry  a  trunk  full  of  materials 
from  one  school  to  another,  having  purchased  them 
with  their  own  money,  and  this  is  better  than  do- 
ing without,  but  as  the  school  year  is  drawing  to 
a  close  we  should  like  to  suggest  to  the  teachers 
a  better   plan. 

In  many  localities  the  trustees  are  unwilling  to 
furnish  material  for  busy  work,  sometimes  from  no 
lack  of  interest,  but  a  false  belief  that  they  have 
no  right  to  thus  appropriate  the  school  funds.  A 
little  tact  on  the  part  of  teachers  will  soon  change 
this  attitude  of  mind.  Give  them  a  chance  to  con- 
tribute to  a  fund  to  be  used  for  this  purpose,  and 
they  will  soon  look  upon  this  as  one  of  the  neces- 
sary expenses  of  the  district. 

During  the  closing  week  of  the  school  have  a 
parents'  day,  at  which  time  let  the  children's  work 
be  the  most  attractive  feature  of  the  entertainment. 
Arrange  an  evening  if  possible  that  fathers  as  well 
as  mothers  may  attend,  a  lunch  may  be  furnished, 
and  a  silver  collection  taken,  with  the  understand- 
ing that  the  proceeds  are  to  be  used  to  purchase 
busy   work   material   for  the   coming  year. 

No  better  memorial  can  be  left  to  the  school  you 
are  leaving.  Who  will  be  the  leaders  in  this  good 
work? 

If  only  a  few  dollars  were  available  I  would  sug- 
gest the  following  with  which  to  begin  the  new 
year,  the  first  kindergarten  gift  with  which  you  can 
teach  form,  color  and  motion — six  iy2  inch  balls 
of  various  colors  in  a  paper  box  75c,  including 
postage,  a  thousand  colored  sticks,  one  to  five 
inches  in  length,  costing  25c,  weaving  mats  of  coat- 
ed paper  7x7  inches  at  15c  per  package,  engine- 
colored  papers  in  colors  for  interlacing  at  from  15c 
to  20c  per  package,  sewing  cards  at  lc  each  or  10c 
per  doz.,  a  box  of  500  glass  beads,  20c,  parquetry 
papers  gummed  or  ungummed  at  15c  to  35c  per 
1  000. 

Besides  the  above  which  may  be  used  in  com- 
mon we  suggest  that  each  child  be  furnished  with 
drawing  paper,  a  box  of  colored  pencils,  a  small 
box  of  paints  and  brush,  a  box  of  print  letters  and 
number  cards. 

Every  parent  is  willing  to  spend  this  amount 
upon  toys  to  be  used  at  home.  Why  not  expend 
the  same  amount  where  play  may  become  educa- 
tional? 


And  what  is  so  rare  as  a  day  in  June? 

Then  if  ever  come  perfect  days, 
Then  heaven  tries  the  earth  if  it  lie   in  tune, 

And  over  it  softly  her  warm  ear  lays. 

■ — Lowell 


MINNEAPOLIS,    MINN. 

-  The  Minneapolis  Froebel  Club  and  the  alumnae  of 
the  Minneapolis  kindergarten  training  school  held  a 
meeting  at  the  home  of  Miss  Bertha  Lyon,  425  Oak 
Grove  street  April  14.  A  program  was  given,  fol- 
lowed by  a  social  hour. 


The  Play  Festival  at  Cedar  Rapids,  la. 

A  Kindergarten  Play  Festival  under  the  direc- 
tion of  the  Public  School  Kindergartners  of  Cedar 
Rapids,  Iowa,  was  given  Friday  afternoon,  May 
Oth,   at    Coe   College   gymnasium. 

The  occasion  marks  the  beginning  of  what  will 
be  known  as  the  Annual  Kindergarten  Play  Fes- 
tival, the  object  of  which  is  the  bringing  of  the 
children  together  with  one  common  feeling  and  to 
awaken  a  greater  interest  and  enthusiasm  in  this 
department  of  school  activity  among  teachers,  par- 
ents and  the  community.  Also  to  start  a  fund 
whereby  the  organization  known  as  the  Kinder- 
garten Club  may  further  its  interest  in  Kinder- 
garten Education  by  bringing  speakers  to  the  city 
and  by  sending  delegates  to  the  International  Kin- 
dergarten Union. 

The  opening  number — the  grand  march,  in  which 
all  took  part,  was  a  beautiful  and  impressive  sight. 
Two  hundred  and  fifty  children  representing  nine 
kindergartens  marched  into  the  large  gymnasium, 
each  carrying  a  wand  on  the  end  of  which  was  a 
pink  and  white  pom-pom.  After  figure  marching 
they  formed  a  large  double  circle  around  the  room 
and  sang  a  greeting  to  the  visitors,  who  occupied 
every  available  space.  Then  followed  the  song, 
"Spring  and  Summer"  by  the  entire  group,  after 
which  all  were  seated  and  the  following  program 
given: 

Grand    March Kindergarten    Children 

Song    of    Greeting Kindergarten    Children 

Song — Spring  and  Summer.  .Kindergarten   Children 

Group  Songs — 

(a)  Spring  Song Adams,   Monroe,  Taylor 

(b)  The   Woodpecker 

(c)  The  Crow 

(d)  The  Robin 

Ball  Game   Adams 

Dramatization    of    Fireman Tyler 

Folk  Dance   (Sla  Naninka) Monroe 

Group  Songs — 

(a)  Little  Tommy  Tucker 

Jackson,  Polk,  Johnson 

(b)  Hickory,  Dickory,  Dock 

(c)  Sing  a  Song  of   Sixpence 

(d)  The   May  Basket 

Rhythmic    Steps    Johnson 

Dramatization  of  The  Three  Billy  Goats  Gruff... 

Fillmore 

Swedish    Dance    Harrison 

Singing  Games — 

(a)  The  See  Saw Van  Buren 

(b)  The   Swing 
Group  Songs— 

(a)  The  First   Bouquet 

Fillmore,  Harrison,  Van  Buren 

(b)  Daffy  Down   Dilly 

(c)  Where  the  Violets  Grow 

The   May  Pole  Dance Fillmore,  Jackson,  Polk 

Tickity  Tock Kindergarten  Children 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


2&- 


EDUCATIONAL  NEWS 

All  patrons  of  the  magazine  are  cordially  invited  to 
use  these  columns  for  announcing  lt-ctacs .  recitals  or 
entertainments  of  any  kmJ  of  interest  to  kindergart- 
ners or  primary  teachers.  Rep  rts  of  meetings  held, 
and  miscellaneous  ne^s  Hems  are  also  s  licited. 
In  writing  plea-e  give  your  name  and  address. 


The  spring  meeting  of  the  Philoda  Training  School 
for  Kindergartners  was  held  Saturday,  April  19th,  in 
School  of  Industrial  Art,  Broad  and  Pine  streets. 

Meeting  was  opened  with  a  selection  by  the  Alumnae 
Chorus.  This  was  followed  by  the  treasurer's  report, 
after  which  the  registrar,  Miss  Elizabeth  Banes,  read 
a  letter  from  one  of  our  members,  Miss  Anna  Young, 
telling  of  her  work  in  the  Catskills. 

Mrs.  Van  Kirk  then  made  a  little  address,  and 
thanked  the  alumnae  for  the  memorial  to  Miss  Mose- 
ley.  Also  explained  about  life  membership  by  the 
payment  of  ten  dollars.  The  corresponding  secretary 
then  gave  her  report.  This  finished  the  business 
meeting. 

Next  on  the  program  a  duet  by  members  of  chorus. 
A  paper  was  then  read  from  Mrs.  Hoffman,  of  New- 
ark, a  former  graduate.  It  was  written  in  a  most  in- 
teresting way.  She  spoke  of  her  experience  in  kin- 
dergarten work,  how  after  her  marriage  both  she  and 
her  husband  were  interested  in  the  early  educators, 
and  spent  a  great  deal  of  time  reading  books  on  edu- 
cation. 

Studied  these  things  and  applied  them  in  connection 
with  her  kindergarten  training  in  her  home  with  her 
five  children.  She  spoke  of  the  happy  hours  spent  in 
using  the  different  occupations,  of  the  mysteries  of  the 
"kindergarten  drawer,"  where  the  material  was  kept. 
She  brought  out  Froebel's  theory  of  the  unity  and 
oneness  of  everything  and  the  three-fold  nature  of  the 
child. 

•Miss  Rosamond  Hoyt  then  gave  some  songs  accom- 
panied by  the  banjo,  which  were  very  enjoyable.  Mrs. 
Longaker,  one  of  the  alumnae,  gave  some  statistics  of 
working  women,  also  of  the  low  wages  paid  them  and 
per  cent  of  deaths  among  them.  Then  she  gave  funny 
sayings  of  the  children  in  her  kindergarten  where  she 
taught,  of  her  brothers  and  sisters,  and  her  own  chil- 
dren now,  having  four,  all  under  five  years  of  age. 

The  program  was  then  closed  with  another  song 
by  Miss  Hoyt,  after  which  a  pleasant  social  hour  fol- 
lowed. 

Respectfully  submitted, 

GLADYS  TRA VILLA, 
Sec.  pro  tern. 


BERKELEY,  CAL. 


The  first  meeting  of  the  mothers  of  the  West  Berke- 
ley public  kindergarten  was  held  April  15  in  the 
kindergarten  building  on  Seventh  street  near  Dela- 
ware. Dr.  Leonore  Ginno  gave  an  interesting  talk, 
with  chart  illustration,  on  the  child's  first  teeth,  how 
to  care  for  and  preserve  them,  following  which  there 
was  a  general  discussion  on  the  subject. 


CHICAGO,  ILL. 

At  the  annual  business  meeting  of  the  Chicago  Pub- 
lic School  Kindergarten  Association,  held  April  19  in 
the  Art  Institute,  the  following  officers  were  elected : 
President,  Lucy  I.  Schaffner;  vice  president,  Mrs. 
Mary  Blodgett;  treasurer,  M.  Frances  Corby;  corre- 
sponding secretary,  Jean  F.  Smith ;  recording  secretary, 
Mabel  Snowell. 


SAN  FRANCISCO,  CAL. 

The  anniversary  of  the  birth  of  Friedrich  Froebel, 
founder  of  the  kindergarten,  was  observed  April  21st 
by  the  Pioneer  Kindergarten  Society  of  San  Francisco 
in  its  rooms  at  1241  Powell  street.  The  event  also  in- 
cluded the  honoring  of  the  name  of  Miss  Emma  Mar- 
wedel,  whose  personal  instruction  under  the  widow 
of  Froebel  led  her  into  a  proficiency  of  the  kinder- 
garten system,  and  she  was  the  founder  of  the  first 
kindergarten  in  San  Francisco  establishing  this  method 
for  teaching  little  children — in  1878.  The  expounding 
of  the  principles  of  Froebel  and  their  practical  value  as 
promulgated  by  Miss  Marwedel  were  made  the  sub- 
ject of  informal  remarks  by  Miss  Kate  Atkinson,  treas- 
urer of   the  kindergarten   society. 

NEWPORT,  R.   I. 

A  large  and  interesting  meeting  of  the  parents  was 
held  in  the  kindergarten  room  of  the  Cary  school  April 
22nd.  An  address,  music,  songs  and  folk  dances  made 
up   the  entertainment. 


FORT  WORTH,  TEX. 


Gov.  Colquitt  will  be  urged  by  the  State  Congress 
of  Mothers  to  aid  in  securing  a  Child  Welfare  Com- 
mission for  Texas  when  the  extra  session  of  the 
Legislature   convenes   this    summer. 


SACRAMENTO,  CAL. 

A  new  kindergarten  building  is  to  be  erected  near 
the  Oak  Park  grammar  school. 

A  kindergartner  of  varied  experience  is  Miss  Dora 
Ensom,  now  a  director  of  kindergarten  in  public  school 
No.  16,  Rochester,  N.  Y.  Miss  Ensom  is  a  native  of 
New  Zealand  and  studied  kindergarten  in  Sydney, 
Australia.  When  Miss  Frances  Newton,  one  of  the 
faculty  of  the  Chicago  Kindergarten  Institute,  who 
had  reorganized  kindergarten  work  in  Sydney,  return- 
ed to  America,  Miss  Ensom  accompanied  her  to  con- 
tinue her  studies  at  the  Institute.  Sne  practiced  for 
two  and  one-half  years  in  Rochester  and  then  returned 
to  Dunedin,  Province  of  Otago,  New  Zealand,  where 
she  supervised  four  kindergartens  under  the  Free 
Kindergarten  Association  and  trained  kindergartners 
and  head  teachers,  besides  taking  charge  of  a  local 
Froebel  Club.  Upon  her  return  to  the  United  States 
she  engaged  in  summer  work  in  Knoxville,  Tenn.,  fol- 
lowing this  up  by  a  year  at  the  Northwestern  Uni- 
versity Settlement,  Chicago,  where  she  did  the  neigh- 
borhood work,  being  called  from  there  to  take  charge 
of  the  kindergarten  in  the  new  school  where  she  is 
now  employed. 


!S4 


THE  KINDERGARTEN -PRIMARY    MAGAZINE 


BOOK  NOTES. 

THE  STORY  SONG  BOOK:  Words  by  Harrictte 
Young  Warner ;  music  by  Frances  Porter-Ross.  Pub- 
1-shed  by  Catherine  E.  Cook.  38  pp.  Open  Court 
Pub.  Co.,  Chicago. 

The  following  ten  Nature  songs  are  set  to  singable 
muse  as  follows,  in  this  handsome  volume:  "The 
Pansy  Queen,"  "Jack  Frost,"  "The  Yellow  Hammer," 
"The  Pond,"  "The  Windows,"  "The  Tale  of  a  Bunny," 
"The  Sunflower,"  "The  Firefly's  Dilemma,"  "Tree  Lul- 
laby," "The  Stars."  The  music  in  each  case  is  simple, 
melodious  and  expressive.  In  "The  Pond"  the  differ- 
ent aspects  of  the  water  in  the  sparkling  sunshine,  in 
calm,  and  in  storm  are  noted.  A  poetic  thought-  in 
"The  Windows"  is  that  suggested  by  the  reflection 
from  the  glass  of  the  glow  of  the  setting  sun.  The 
Firefly  and  Bunny  verses  will  please  with  their  bit  of 
humor.  City,  as  well  as  country  children,  are  more  or 
less  familiar  with  the  aspects  of  nature  presented  in 
most  of  these  little  songs,  so  that  the  appeal  will  be  a 
general  one.  to  all  childhood.  A  full  page  illustration 
in  color,  with  simple  decorative  wash  effect,  accom- 
panies each  song.     These  are  by  "Penny"  Ross. 


REAL   CHILDREN   IN   REAL   LANDS:    Series    of 

visits  through  the  sterescope  guided  by  M.  S.  Emery. 

Published  by  Underwood  &  Underwood,  New  York 

City. 

Such  is  the  psychological  reaction  made  upon  the 
mind  by  a  view  through  a  sterescope  that  we  seem  to 
actually  be  a  part  of  the  scene  presented.  Therefore, 
in  viewing  the  children  of  the  eighteen  countries  rep- 
rsented  in  this  series  of  pictures  we  are  right  on  the 
spot,  and  really  see  before  us  the  little  people  of  Ire- 
land, Holland,  Spain,  Italy,  Russia,  India,  and  other 
foreign  places.  On  the  reverse  side  of  each  stere- 
graphic  card  are  given  concise  descriptions  of  the  cus- 
toms and  interests  of  the  particular  young  folk  it  ex- 
hibits, and  this  information  is  amplified  in  a  book  that 
accompanies  the  set  of  pictures.  The  text  of  this 
book  is  written  by  Miss  M.  S.  Emery,  author  of  "How 
to  Enjoy  Pictures,"  and  both  in  the  style  of  the  writ- 
ing and  in  the  somewhat  out-of-the-way  and  unusual 
bits  of  knowledge  given  in  its  pages,  the  volume  is 
one  sure  to  delight  the  average  child  and  to  interest 
the  grown-up. 

THE  KINDERGARTEN,  by  Susan  E.  Blow,  Patty 
S.  Hill,  and  Elizabeth  Harrison.  Cloth.  301  pages. 
Published  by  Houghton  Mifflin   Co.,  Boston,  New 
York  and  Chicago.     Price    $1.25  net,  postpaid. 
In  this  book,  written  by  three  leading  kindergart- 
ners,  in    co-operation   and    in   full   consultation  with 
the    Committee    of    Nineteen    of    the    International 
Kindergarten  Union,  will  be   found  the  best  discus-' 
sions   that  can   be  offered   of   the   theory   and  actual 
practice  of  the  kindergarten  today.     The  book  will 
be    found    to    be    of    unusual    interest    not    only    to 
kindergartners   and  other  teachers,  but  also  to  par- 
ents who  are  seeking  the  best  form  of  training  for 
their  children. 


MARY  ANNE'S  LITTLE  INDIAN,  and  other  true 
stories.  By  Frances  Margaret  Fox.  Illustrated 
by  Dorothy  O'Reilly  Aniol.  Cloth.  87  pages. 
Published  by  A.  Flanagan  Co.,  Chicago.  Price 
25  cents. 
The   book   contains   14  illustrated  stories   of  more 

than  usual  interest  for  little  children. 


ELEMENTARY  SCHOOL   STANDARDS.      By   Frank 
M.    McMurry,      Cloth,    280   pps.     Published   by   the 
World   Book  Co.,  Yonkets-on-IIudson,    New    York. 
Price,  $1.50. 
Professor  McMurray,  who  was  assigned  the  task  of 


arriving- at  a  just  estimate  of  the  quality  of  teaching, 
the  course  of  study,  and  the  supervision  by  principals, 
in  the  elementary  schools  of  New  York  City,  naturally 
formulated  standards  of  value  whereby  the  work  of  the 
elementary  schools  could  be  appraised. 

Every  teacher  ought  to  know  whether  her  work  is  up 
to  the  standard  set  by  one  of  so  great  experience, 
and  the  book  is  well  worth  a  place  in  the  teacher's  li- 
brary. 


GRAND  RAPIDS,  MICH. 

The  summer  term  of  the  Grand  Rapids  Kinder- 
garten Training  School  will  open  July  first,  con- 
tinuing to  August  23d. 

This  training  school  has  just  moved  into  new 
quarters  at  No.  508  Fountain  street,  where  there 
are  commodious  quarters  delightfully  located.  There 
are  fourteen  rooms  in  all.  The  ground  floor  af- 
fords two  large  class  rooms,  an  office,  drawing 
room,  and  locker  rooms.  The  upper  floor  is  to  be 
used  by  the  library,  principal's  office,  alumnae  room 
for  the  meeting  of  the  Alumnae  Association  and 
Froebel  Mothers  Club.  The  other  rooms  will  be 
used  for  the  accommodation  of  the  teachers.  The 
library  is  to  be  a  memorial  to  Mrs.  Lucretia  Wil- 
lard  Treat,  who  served  as  principal  of  the  school 
for  thirteen  years. 

The  house  occupies  a  generous  area  of  ground, 
one  portion  is  enclosed  in  a  vine  covered  lattice 
wall,  which  will  afford  a  delightful  and  exclusive  re- 
treat for  the  students  taking  advantage  of  the  sum- 
mer term. 


A  protest  comes  from  Miss  Laura  A.  Quarry,  a 
capable  Canadian  kindergartner,  who  has  been  ex- 
perimenting with  Montessori  methods  in  Washing- 
ton, D.  C,  during  the  past  year  in  one  of  the  pri- 
vate   schools. 

Miss  Quarry  feels  that  those  who  have  tested  the 
method  practically  should  have  been  given  time  to 
enter  into  the  discussion.  She  writes:  "I  am  a 
richer,  keener  and  truer  disciple  of  Froebel  since 
experimenting  with  the  Montessori  method.  If 
Froebel  were  in  our  midst  today  I  am  sure  he 
would  acknowledge  that  the  Montessori  method  is 
to  Italy  what  the  kindergarten  was  at  first  to  Ger- 
many. The  Montessori  method  has  its  place  in 
"the  century  of  the  child." 

It  is  certainly  to  be  regretted  that  there  is  so 
little  time  given  to  discussion  at  our  educational 
gatherings. 

From  a  leading  training  school  kindergartner  of 
Chicago,  referring  to  the  Montessori  method:  "The 
attitude  of  our  school  as  well  as  that  of  many 
others  is  one  of  open-mindedness  to  what  Dr.  Mon- 
tessori may  contribute  to  education.  I  am  sure 
her  work  will  not  supplant  the  kindergarten,  but  I 
trust  in  certain  limited  practices  it  may  supplement 


An  experienced  and  successful  training  school 
supervisor  states  that  she  has  had  a  small  class 
during  the  past  year,  and  has  given  two  courses  of 
lectures  to  kindergartners,  and  also  has  demon- 
strated the  Montessori  Method  for  six  weeks,  but 
is  satisfied  that  it  falls  very  far  short  when  com- 
pared with  the.  kindergarten. 


Miss  Harrietta  Melissa  Mills,  one  of  the  most  efficient 
kindergartners  of  New  York,  will  again  be  in  charge  of 
the  kindergarten  department  of  the  Summer  School  of 
New  York  University,  which  opens  July  1st,  and  con- 
tinues to  August  1st.  This  department  has  been  un- 
usually successful  since  its  inauguration  a  few  years  ago. 


THE 

KINDERGARTEN-PRIMARY 
MAGAZINE 


VOLUME  XXV 

September,  1912-June,  1913 


THE  KINDERGARTEN  MAGAZINE  COMPANY 

NEW  YORK  CITY  AND  MANISTEE,  MICH. 

Office  of  Publication 

MANISTEE,  MICH. 


Index  to  Volume  XXV— 1912-1913 


How  to  Apply  Kindergarten  Principles  and  Meth- 
ods in  Village  and  Rural  Schools — Dr.  Jenny 
B.  Merrill,  ...  2,  32,  148 

The   School   Master  and  the   Cabbages— R.  M. 


The  Montessori  Method  and  the  Kindergarten 
-W.  N.  Hailmann,  Ph.  D.,  -  -  6 

A  Year  in   the  Kindergarten — Harriet te  Mc- 
Carthy,       -       8,  46,  69, 105,  144,  160,  195,  219,  254 

A  Church  Playground— Dr.  Jenny  B.  Merrill,     -     10 

Being  Well  Born — David  Starr  Jordan,  -  10 

Report  of  Committee  of  Investigation — Nina  C. 
Yanderwalker,  -  -  -  •  11 

Woman  and  the  Ballot— Dr.  Luther  H.  Gulick,     14 

Directing  Native  Impulses— Prof.  C.  H.  Hender- 
son, -  14 

Teach  About  Sexes  of  Animals — Dr.  Mary  Blount,     14 

The  Committee  of  the  Whole— Bertha  Johns- 
ton,     -     15,  53.  74,  102,  128,  153,  191,  212,  244,  276 

The  Black  Nicks  and  the  White  Nicks— Susan 

Plessner  Pollock,  ...  17 

What  the  Drug  Habit  Means— Charles  R.  Towne,     17 

A  Prayer,  ...  .  -  17 

Booklet  Designs— Marguerite  B.  Sutton  -        18 

Knots  and  Stitches,  -  -  -  19,  75 

Upon  Presenting  the  First  Gift  Balls  to  a  Baby — 
Bertha  Johnston,  .  -  -  20 

Kindergarten  Growth,  21 

Calendar  for  September — Marguerite  B.  Sutton,    21 

New  Kindergarten   Games   and  Plays — Laura 
Rountree  Smith,  -  -  , 

22,  49,  79,  107,  141,  164,  189,  214,  250,  278 

Little  Pieces  for  Little  People — Laura  Rountree 
Smith,  23.  52,  80,  143,  163,  190,  216,  280 

24 


A  Program  for  Columbus  Day, 

Hints  and  Suggestions   for  Rural  Teachers — 
Grace  Dow,  ..... 

26,  55,  77,  116,  130,  165,  193,  222,  249,  281 

Educational  News, 


Training  School  Items,, 
Personal  Mention, 


27,  57,  82,  117 

28 

28,  58,  85,  118 


Planning  a  Kindergarten  Exhibit— Dr.  Jenny  B. 
Merrill,  .....  36 

Natural   Instructions  in  Drawing — Dr.   W.   N 
Hailmann,  -  -  -  37 

The  Kindergarten  and  its  Relation  to  Retarda- 
tion—Mrs. Mary  Bradford,              -              .  39 
Neeu  lor  Education— P.  P.  Claxton,             .  41 
Some  Devices,            -            -             -             .  41 

Native  Tendencies  in  Education — Miss  Margaret 
Trace,  ....  .  43 

Extending  the  Compulsory  School  Age— E.  G. 
Cooley,  -  ....  44 


Vocational  and  Character  Training— Oscar  C. 

Helming,              ....  44 

Qualifications  Necessary  for  a  Kindergartner,  44 

The  Modern  Peril— E.  G.  Cooley,        -           -  45 

The  Birds  Nest  Game  for  Wee  Boys  and  Girls 

—Henrietta  B.  Eliot,             -  50 

Crowning  Columbus,            ...  5 

The  Flags,            ....             -  5 

Columbus  Recitation— Laura  Rountree  Smith,    -  51 

October  Spelling  Booklets — Marguerite  B.  Sut- 
ton,           -           -           -           ...  56 

Calendar  for  October,  59 

Caroline  T.  Haven,  A  Loving  Appreciation — Hor- 

tense  May  Orcutt,            -           -         -           -  61 

Stringing  Beads— Dr.  Jenny  B.  Merrill,           -  62 

The  Place  of  the  Kindergarten  in  Education — 

Lucy  Wheelock,            ....  63 

Kindergarten  Results— Henry  W.  Holmes,       -  ,64 

The  Kindergarten  from  the    University  End— 

Chas.  T.  Thwing,  66 

Livestock  in  the  Public  Schools— E,  R.  Down- 
ing          -----  67 

Educating  for  Life — Grace  C.  Strachan,            -  67 

Educating  Away  from   the    Farm — Warren  H. 

Wilson, 67 

Teaching  Agriculture— Frank  W.  Miller,         -  68 

Rural  Conditions  in  the  Future —Warren  H.  Wil- 
son,           -                                      -             -  68 

Mrs.  Red-Bill— Susan  Plessner  Pollock,            -  71 

A  Gay  Family — Mary  Ellason  Cotting,            -  72 

The  Montessori  Method,           ...  73 

Moving  Pictures  in  German  Education,           -  78 

Real  Canning — Dr.  Jenny  B.  Merrill,             -  81 

Play  Canning,            -  81 

Kindergarten  Growth,  84 

Training  Schools,            -            -             -           86,  118 

How  to  Make  Paper  Chains— Dr.  Jenny  B.  Mer- 
rill,              90 

Saving  the  Children— Dr.  W.  N.  Hailmann,  A.  M.  93 

May  All  Children  Be  Delivered  From            -  95 

The  Purpose  of  Kindergarten — Caroline  D.  Aborn,  96 

Municipal  Recreation  Centers — Guy  L.  Shipps,  96 

Fingers  and  Toes,           ....  99 

Directions  for  Making  a  Christmas   Booklet — 

Marguerite  B.  Sutton,            -            -           -  100 


Dr.  Merrill's  New  England  Trip, 
Morals  and  Manners, 


101 

104 


Rhymes  and  Plays  for  December — Laura  Roun- 
tree Smith,  ....  108 

Value  of  the  Kindergarten— Lora  B.  Peck,  109 

A  Christmas  Game— J.  B.  M.  -  110 


The  Snow  Man,  Finger  Play — Laura  Rountree 
Smith, 110 

Young  Mr.  Red-Bill -Susan  Plessner  Pollock,  111 

Gray— Mary  Ellason  Cotting,  -  -  112 

Only  A  Nigger  Baby — Chas.  H.  Shinn,  -  114 

Making  Toys  -J.  B.  M.  -  -  -  111 

Industrial  and  Household  Arts — Katherine  L. 
Kellogg,  -  -  -  -  115 

Notes  From  the  Commissioner  of  Education,      115 

The  Ball-Dr.  Jenny  B.  Merrill,  -  -        122 

A  Neglected  Corner  in  Montessori  Method — Dr. 
Jenny  B.  Merrill,  125 

The  Kindergarten  and  Social  Life — Annie  Laws,    125 

The  Kindergarten  in  the  United  States — Mary 
Lee  Williams, 


Educational  Notes, 

Labeling  Rural  School  Houses, 

Department  of  Superintendence, 

Training  Schools, 

Dainty  Dear — Mary  Ellason  Cotting, 


127 
-   132 

133 
133,  167 

134 

136 


The  Benefits  of  the  Kindergarten    as  a  Social 
Center— Jessie  Davis,  -  -  138 

Paper   Folding    and   Cutting.     Suggestions   for 
February,  -  -  -  150A 

Directions  for  Making  Bunny  Booklet — Margue- 
rite B.  Sutton,  -  -         150A 

Drawing  Suggestions  for  February,  -  150B 

What  is  the  Best  Next  Thing  Professionally?— 
A.  E.  Winship,  ....         151 

Car  Don'ts  for  Children,  -  -  -         155 

Jack-in-the-Box  and  other  Paper  Cutting  Sug- 
gestions, -----        155 

The  Uninhabited  Castle— Susan  Plessner  Pollock,  156 

The  January  Thaw  and  How  it  all  Happened — 
Mary  Ellason  Cotting,  -  -  -         157 

Why   the  Dove  Carried  the  Valentine— Laura 
Fenwick  Ogborn,  ....      153 

What  Rural  Schools  are  Doing,            -            -  162 

The  Child  and  the  Flag,            -            -            -  162 

The  Bunny  Rabbit,            ....  157 

Ironing  Day,            -  167 

The  Pendulum,            ....  167 

Kindergarten  Teachers  of  Pittsburgh,            -  169 

An  Easter  Experience— Alice  N.  Parker,         -  174 

Program  Suggestions  for  March— Bertha  Johns- 
ton, -  -  -  .-:._•  .176 

How  to  Apply  the  Second  Gift  of  the  Kindergar- 
teo  Series — Dr.  Jenny  B.  Merrill,  -        -      182 

Counting  Game,  183 

A  Devotional  Exercise,  -  -  -  183 

Master  Red  and  Mistress  Yellow  Snooze— Alary 
Ellason  Cotting,  -  .  .  184 


A  Little  Knight— Lynn  Davis,        -  -  185 

On  a  Summer  Day  -  Mary  Ellason  Cotting,        -    187 

Suggestions  for  Drawing,  Paper  Gutting,  Folding 
and  Pasting  for  March,        -  -  -  198 

How  March  Came  and  Went,  -  -  197 

A  Dream— Dr.  W.  N.  Hailmann,         -  -        202 

General  Review  of  the  Month    of  May — Maude 
Louise  Shaffer, 204 

The  Second  Gift— Games— Dr.  Jenny  B.  Merrill,  206 

A  few   Suggestions  on  Garden  Work — Dr.  Jenny 

B.  Merrill,        -  -        -        -     207 

Wrong  Punishments,  -  -  -  207 

The   Basic   Philosophy   of  Froebel- -George  F. 
James,        .....  208 

Good  Advice — Susan  Plessner  Pollock,         -  216 

A  True  Experience — Helen  A.  Savage,  -    •    217 

Resolutions  by  the  Department  of  Superinten- 
dence, -  218 

Resolutions  by  the  National   Council  of  Educa- 
tion,         219 

Report  of  the  New  York  Public  School  Kinder- 
garten Association, 224 

The  I.  K.  U.  at  Washington,  -  -  231 

The  Occupation  of  Drawing  in  the  Kindergarten 
and  First  Year  of  School  —Dr.  Jenny  B.  Merrill,  232 

Goethe's   Educational    Ideal— Dr.  W.    N.    Hail- 
mann, .....  235 

The  Deeper  Meaning  of  the  Kindergarten -Eliz- 
abeth Harrison,  ....        237 

Live  Stock  in  the  Public  School, — E.  R.  Down- 
ing, ....  .  238 

How  Does  Your  Garden  Crow?— Dr.    Jenny   B. 
Merrill, 239 

Mickershen's  Glass  House— Susan  Plessner  Pol- 
lock,   240 

Miss  Sunbeam — Mary  Ellerton,  -  -        241 

The  Queen  of  the  Garden— Clara  Belle  Mitchell,   243 

The  Child — Social  Asset  or  Liability— Dr.  Scott 
N  earing,  .....         246 

The  Problem  of  Moral  Education,  (An  Abstract) 
Thomas  M.  Balliet,  Ph.  D.  -  -  252 

Seeking  Social  Efficiency— Dr.  W.  N.  Hailmann,  261 

Standardizing  of  Kindergarten  Training— Nina  C. 
Vanderwalker,  -  -  .  263 

What  Kindergarten  Material  Shall   I  Order  for 
September?— Dr.  Jenny  B.  Merrill,  -  267 

Report  of  the  Committee  of  Investigation— Nina 

C.  Vanderwalker,  -  -  269 

The  Montessori  Method  and  the  Kindergarten 
—Mary  E.  Law,  -  273 

The  Montessori  Methods — Annie  L.  Page,       -      273 

Mickershen's  Trip  to  the  Country — Susan  Pless- 
ner Pollock,  ....  274 

Lady  Peggy  and  Budget— Mary  Ellason  Cotting,  275 

The  Play  Festival  at  Cedar  Rapids,  Iowa,        -      282 


"A  DREAM." 
By  Dr.   Hailmann. 

Anne  L.  Page,  the  pioneer  kindergarten,  of  Danves, 
Mass.,  gives  expression  to  the  following  with  refer- 
ence to  the  article  above  referred  to:  I  should  call 
his  article  a  vision  rather  than  a  dream — it  reads  like 
things  seen  "in  the  Mount."  It  is  imaginative,  ra- 
tional, and  practical.  The  kindergarten  will  never 
stand  for  its  full  value  until  it  is  carried  farther.Now 
when  the  children  leave  it  they  are  just  ready  for  cre- 
ative activity,  and  seldom,  except  in  very  rare  cases 
in  private  work  have  an  opportunity  for  doing  it. 

The  writer  further  says: 

It  is  more  than  thirty-five  years,  I'  should  think,  since 
I  first  saw  Mr.  Hailmann  in  Cambridge.  He  read  a 
paper  on  the  Kindergarten  at  the  house  of  Mrs.  Hor- 
ace Mann  where,  in  response  to  Miss  Elizabeth  Pea- 
body's  invitation,  there  was  gathered  a  room  full  of 
people  among  whom  were  Mrs.  Agassiz,  Mrs.  Quincy 
A.  Shaw,  Mrs.  Russell  and  other  distinguished  ladies. 
Since  then  I  have  heard  him  many  times  and  always 
with  profit  and  satisfaction. 


One  of  the  leading  kindergartners  of  Chicago 
writes  relative  to  Dr.  Hailmann's  article:  "I  greatly 
admire  Dr.  Hailmann  in  a  professional  point  of 
view,  and  I  should  appreciate  it  if  you  will  be  so 
kind  as  to  let  him  know  my  harmony  with  his 
statement  in  the  article  referred  to.  I  only  wish  I 
could  discuss  the  matter  more  adequately." 


)A5TLINET0  MACKINAC 


■LAND,  BUFFALO, 
&  TOLEDO,  PT.HURON, 


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